WEBVTT 00:00:56.000 --> 00:01:03.000 Getting it for Bob Bennett. So we'll go around the room, introduce ourselves with, our position. 00:01:03.000 --> 00:01:10.000 I'll start it off and it'll go to my right to miss Mimi. So Mike Rizzo, school board member. 00:01:10.000 --> 00:01:17.000 Maria Mami school board. Stacy Winslow, superintendent. Sure, Purcell, business manager. 00:01:17.000 --> 00:01:25.000 Michele, she board secretary. There, Carp, supervisor, community engagement and relations. Lindsey, Drew, school board. 00:01:25.000 --> 00:01:29.000 Okay, thank you and those online. Mister Fowler. 00:01:29.000 --> 00:01:33.000 John Fowler, Citizens Committee. 00:01:33.000 --> 00:01:53.000 Okay, and I do not see any other since advisors. Okay. So, agenda item number 3, could I get a motion for the approval of the summary minutes, from the last general services meeting in I believe it was April. 00:01:53.000 --> 00:02:02.000 Secondary singer. Any discussion? All in favor this is standard voice vote all in favor say aye. 00:02:02.000 --> 00:02:10.000 Aye. So moved. Number 4, unfinished business. First on hand, number 4 A. 00:02:10.000 --> 00:02:20.000 Is a concession stand update. Hmm. 00:02:20.000 --> 00:02:28.000 So we've been working with as we know, board approved. The issuance of the bid. 00:02:28.000 --> 00:02:36.000 So in the last week, we have been working with, associates with our contact there. Who is overseeing the project and wrote the bid. 00:02:36.000 --> 00:02:48.000 The bid is on the street. It has been issued as at the end of last week. So it's scheduled to run advertisements in both Penn Live and LNP beginning this past weekend and I'll run for 3 weeks. 00:02:48.000 --> 00:02:54.000 The bids are due back I believe on June fourteenth we have a I pre bid. Site visit planned for this morning. 00:02:54.000 --> 00:03:03.000 This week Thursday morning rather we'll meet at the site and any interested vendors will show up at that time. 00:03:03.000 --> 00:03:13.000 Mister, Mr. Bedock did issue since as we Recall this concession stand was put to bid and all the days were rejected. 00:03:13.000 --> 00:03:25.000 COVID kind of timeframe. Out of courtesy and respect, Mr. Bedoc did issue the bid documents at the end of last week once everything was together to anyone that submitted a bid last time. 00:03:25.000 --> 00:03:33.000 So in addition to the advertising, those vendors have been contacted. They're all aware that the bid is. 00:03:33.000 --> 00:03:40.000 Live again, so to speak. So, we'll see. Again, we'll see who shows up on Thursday and kind of gauge the. 00:03:40.000 --> 00:03:47.000 Interest in this project and well go from there. 00:03:47.000 --> 00:03:53.000 Thank you. Any discussion? 00:03:53.000 --> 00:04:08.000 Okay, next up is agenda item 4 B, Stormwater Basin and Sinkhall mitigation update. 00:04:08.000 --> 00:04:14.000 So, and the, that bid was issued and the bids came back the beginning of. It was April or May, I believe. 00:04:14.000 --> 00:04:27.000 So Jim, Caldwell is here with her 2 associates. They are the engineer on this project who is running the bid. 00:04:27.000 --> 00:04:29.000 Jim Caldwell is here with her 2 associates. They are the engineer on this project who is running the bid. 00:04:29.000 --> 00:04:44.000 We are currently, we did receive all the bids back. Went through the evaluation process and we're still working on the final evaluations and we will keep everyone informed of next steps as to when we can issue award the bid rather. 00:04:44.000 --> 00:04:51.000 And you just. Any discussion? 00:04:51.000 --> 00:04:57.000 Yeah, just one question. Is there an expectation that one of those bids would be selected? 00:04:57.000 --> 00:05:05.000 Yes. Thank you. Thank you. 00:05:05.000 --> 00:05:17.000 Any further discussion? Nope. Okay, so we'll move on to unfinished business. Item or agenda item 4 C, the elementary facility and next steps. 00:05:17.000 --> 00:05:24.000 This one I'll talk about. Sorry. You guys keep looking at me for that's funny. 00:05:24.000 --> 00:05:32.000 So we are, excited to be able to move forward with our. With our selected architects. 00:05:32.000 --> 00:05:51.000 So the next step will be to. And come up with a contract to negotiate a contract with one another and, Mrs. Purcell has started that process with a support of council because we do like to make sure that our solicitor has eyes on that and that there's language that the district wants in place. 00:05:51.000 --> 00:05:57.000 Because everything will be driven. Forward by that contract so you wanna make sure that all of the points are covered. 00:05:57.000 --> 00:06:10.000 And we do have a kickoff meeting with at their office will do kind of have our internal core team we'll meet with them so that we know who we're going to be working with. 00:06:10.000 --> 00:06:22.000 Outside of just that initial interview team and we're also going to do a tour of winding spring elementary school, which is one of their newer builds so that we can kind of get a feel for. 00:06:22.000 --> 00:06:28.000 What do we like? What do we not like? And, you know, kind of have an idea of how we want to move forward. 00:06:28.000 --> 00:06:35.000 So we're excited about that piece. The other piece that we're starting to work on is an RFP to put out for project manager. 00:06:35.000 --> 00:06:44.000 We want to have that project manager identified and be a part of the design team process. And I do want to emphasize that. 00:06:44.000 --> 00:06:53.000 While a while crab tree in their interview showed kind of a prototype of a potential build that we could maybe look at. 00:06:53.000 --> 00:07:03.000 That was just for illustrating their skills, talents, and abilities. We are, we are at a blank page at this point in time. 00:07:03.000 --> 00:07:06.000 There is no preconceived. Design that we're looking for that we do know we have some values that we care about. 00:07:06.000 --> 00:07:21.000 We have a very large elementary school. We wanted to feel friendly for little people. It can't feel like a high school when they walk in the door. 00:07:21.000 --> 00:07:30.000 We know that we want it to feel like community. So that grade levels are functioning and working together, but maybe a little separate from each other and having their own community spaces. 00:07:30.000 --> 00:07:38.000 We know we might want to use color to identify. Different areas in the school so that children can easily tell where they're going. 00:07:38.000 --> 00:07:47.000 We know that we want safety to be a part of the design process and one of the pieces that they they work on and that they talk about and it's common across school. 00:07:47.000 --> 00:07:57.000 Design at this period of time, but it's environmental design for safety purposes so that you are integrating. 00:07:57.000 --> 00:08:02.000 Safety in a kind of a seamless way it's not sticking out but it's there. 00:08:02.000 --> 00:08:17.000 For example, you might have some public spaces like gyms and auditoriums and maybe even cafeteria is that are separate from academic spaces and that can be blocked off from academic spaces, kind of like at our high school now. 00:08:17.000 --> 00:08:27.000 We can't do that currently in the elementary school. As a matter of fact, when people are coming in to use the gyms, they trump the whole way through the school building. 00:08:27.000 --> 00:08:30.000 To use the gym in the evening so we wanna, we wanna see a design that takes that into account so that that's not happening. 00:08:30.000 --> 00:08:44.000 The other pieces that we think are really important are adjacent spaces. You don't want music classrooms right next to. 00:08:44.000 --> 00:08:52.000 Academic classrooms. There's a lot of noise. Recess. Do like it close to the cafeteria. 00:08:52.000 --> 00:08:55.000 Play space is close to the cafeteria, but also secure place spaces. So there are things that we know we want to see in our programming, but there is no. 00:08:55.000 --> 00:09:19.000 Preconceived design. For that at this moment in time. The next 12 to 18 months are the process of coming up with that design and the board, the community and our educational staff will all be deeply involved in the input in that process. 00:09:19.000 --> 00:09:28.000 So next step is a kickoff meeting on May thirtieth. And looking at that RFP. And I think those are the things I wanted to cover. 00:09:28.000 --> 00:09:36.000 Are there any questions? Yeah, I have just a quick question. This is Terry Singer. The RFP for the project manager, we do that. 00:09:36.000 --> 00:09:44.000 Ourselves or we'll, be part of that. We'll do that ourselves without the help of our solicitor. 00:09:44.000 --> 00:09:52.000 Thank you. We did talk to them. I'm just, we'll be working. We'll draft it. 00:09:52.000 --> 00:10:01.000 But we'll make sure that we. Issue and in conjunction with Crabtree, V, review of it only to make sure that we don't have overlapping services and that we have. 00:10:01.000 --> 00:10:12.000 All of our base is covered. So we just want to be clear going into it. You know, where the responsibilities lie ultimately with certain pieces of the project. 00:10:12.000 --> 00:10:26.000 Thank you. Anything else? And I know there's some, and this is micro. I know there were some questions in regards to the original design that had presented at their. 00:10:26.000 --> 00:10:36.000 When we were going through the RFP. Evaluations. That is not a final design that was just them. 00:10:36.000 --> 00:10:43.000 You know, laying out a potential plan that they thought would fit for what we were asking for. Exactly. Just a way to highlight their skills and abilities. 00:10:43.000 --> 00:10:54.000 It was not, it was just part of the interview process to show us what they can do. Very far from a final design, not even sure that we would want to build on the actual site that they identified. 00:10:54.000 --> 00:11:03.000 So lots of different pieces of play there. And I think a second piece for clarification, the ECC at this point is not. 00:11:03.000 --> 00:11:15.000 Part of a rebuild or redesign, am I correct? There may be some. Driven decision. 00:11:15.000 --> 00:11:20.000 So lots of decisions to be made with that. Okay. And in. Next question. 00:11:20.000 --> 00:11:42.000 How What is our plan for bringing in? Outside. Thoughts from the community. I think that's something that we're going to be talking about at the kickoff meeting and I know that Ms. Carpel has already connected with Crabtree to start thinking about what that communication plan is going to look 00:11:42.000 --> 00:11:50.000 like. We do not have the first. Even identified, but in my mind, one of the first things I would like to see is having the elementary building opened up to the community. 00:11:50.000 --> 00:12:07.000 So that people can come in and see what we see. With with the help and guidance of the architects for These are the issues of this is why we are coming to the conclusions that we are coming to. 00:12:07.000 --> 00:12:12.000 For example, build versus renovation. 00:12:12.000 --> 00:12:26.000 Okay, thank you. The final question I have is the Overall plan for administration buildings and such that will all be considered in the overall design. 00:12:26.000 --> 00:12:33.000 The intent if possible is to get the administration back on campus. It would be lovely if we could do that. 00:12:33.000 --> 00:12:42.000 There are obviously decisions then that would need to be made about this building. If we were moving that direction, but I know that we've started having some of those. 00:12:42.000 --> 00:12:51.000 Internal conversations about what could that look like. But again, it's very, very, very preliminary. 00:12:51.000 --> 00:12:58.000 Okay, now that I dominated is anybody else? Questions? Yes. 00:12:58.000 --> 00:13:03.000 I just had one more question. Terry Singer and I'm pretty sure this was talked about. 00:13:03.000 --> 00:13:13.000 As they build is it expected that Students will be able to occupy portions as they're still building. 00:13:13.000 --> 00:13:18.000 That's a very good question. Yes, it's very important for us that there would be a phased build. 00:13:18.000 --> 00:13:27.000 That would allow students to. Be housed in some way, shape, or form so on campus. And that was part of the reference checks that we did. 00:13:27.000 --> 00:13:34.000 Because they had a couple of spaces where they had done that previously and we wanted to know what that looked like and we wanted to know what that looked like and felt like. 00:13:34.000 --> 00:13:41.000 It definitely has its challenges. But people who've been through over very, very happy with the process. 00:13:41.000 --> 00:13:48.000 It is important to recognize that it does take a little longer to recognize that it does take a little longer to do a phase build versus. 00:13:48.000 --> 00:13:56.000 Just a brand new build. You're welcome. Any further questions? 00:13:56.000 --> 00:14:03.000 Okay. Thank you all. If no further questions, we'll move on to agenda item 5 new business. 00:14:03.000 --> 00:14:11.000 And we'll go to item 5 a traffic study and presentation from or 2 00:14:11.000 --> 00:14:22.000 And this will be Mr. Caldwell, correct? Oh, yeah, good evening. Jim called well with your 2 associates and with me tonight is Sue Phillips also from our office. 00:14:22.000 --> 00:14:30.000 Sue is the traffic engineer that help review and analyze the data that we collected and pull the report together. 00:14:30.000 --> 00:14:33.000 I'm actually gonna turn it over to Sue in just a minute. But I handed out 2 things for your consideration. 00:14:33.000 --> 00:14:45.000 The first is the copy of the first 5 pages of the report. And then there's about 60 pages of appendix that goes with it. 00:14:45.000 --> 00:14:56.000 This all accounts in the analysis, etc. Of which, an email to copy. Of the full report to the district today as well as Mark has a thumb drive. 00:14:56.000 --> 00:15:06.000 It has a copy of the full report on it as well as a copy of our PowerPoint. The second hand out that I'll call your attention to as a copy of the PowerPoint, which we're going to go through this evening. 00:15:06.000 --> 00:15:15.000 Which has some of the highlights who's gonna hit those I will note in the handout, for instance, on sheet 3. 00:15:15.000 --> 00:15:26.000 There is, you have a sheet in your handout that's not going to show up in the PowerPoint simply because the numbers on the PowerPoint are difficult to read. 00:15:26.000 --> 00:15:31.000 So we included an additional sheet with a larger. 00:15:31.000 --> 00:15:39.000 So. We're asked to take a look at the traffic. Conditions at the high school. 00:15:39.000 --> 00:15:51.000 There was concern about circulation in the front of school. 2 of the primary ends of brought to our attention was the circulation front of school and, student safety during the pickup or drop off and pick up period. 00:15:51.000 --> 00:16:00.000 And the second primary issue that was brought to our attention was the backup of traffic that occurs on Homestead Road and the resulting issues. 00:16:00.000 --> 00:16:08.000 Traffic backing up on Homestead. Traffic north bound on homestead not being able to turn left into the high school driveway. 00:16:08.000 --> 00:16:17.000 We spent one morning on the roof of the school observing the conditions we spent an afternoon on the roof of the school observing the traffic conditions. 00:16:17.000 --> 00:16:23.000 And we recommended that as a good start, we gotta get a feel for just how much traffic is there out there. 00:16:23.000 --> 00:16:32.000 It's a in the world of traffic. The congestion that we experience at this at the high school itself is relatively short-lived. 00:16:32.000 --> 00:16:39.000 That's 1520 min long, but it's very intense. A lot of vehicles, a lot of moving parts. 00:16:39.000 --> 00:16:44.000 So to do that we actually did traffic counts where we looked at counts at 3 22 in Homestead Road. 00:16:44.000 --> 00:17:00.000 We counted traffic coming out of the app. Excuse me, the exit only drive way we counted traffic at the full movement in and out at the high school driveway and then the fourth one we did was we wanted to see what was going on with the at the driveway that she was primary with the buses. 00:17:00.000 --> 00:17:20.000 So we have that information and I'm not going to try and explain it. I'm gonna turn it over to Sue and let her walk you through what we have in our report as well as the information that we have in the PowerPoint. 00:17:20.000 --> 00:17:28.000 Or we can watch TV. Could you introduce yourself again? Yes, my name is Phillips. I'm with the 2. 00:17:28.000 --> 00:17:34.000 I'm a civil engineer. My background is last 35 years in traffic. 00:17:34.000 --> 00:17:40.000 And I came to the study a little bit late, so forgive me if I don't know all of the answers off the top of my head. 00:17:40.000 --> 00:17:48.000 But I've picked it up from our traffic engineers and I'm going from here. So I'm gonna go through the whole traffic study. 00:17:48.000 --> 00:17:58.000 It's gonna be a little bit of repeat of what we did the last time we were here. One of the things that we looked at was crash data. 00:17:58.000 --> 00:18:17.000 So when you analyze crash data, you look at the last 5 years, you pull from pen dot. And we look at reportable crashes, a reportable crash means Please showed up somebody had to be towed or there was some sort of minor injury we found 9 crashes at the intersection of Homestead and 00:18:17.000 --> 00:18:24.000 Governor. Basically 2 per year with the exception of 2021 when there or 2020 when there was only one crash. 00:18:24.000 --> 00:18:39.000 And what we're looking for when we do crash analysis is we're looking for patterns. We're looking to see if everybody turning left is being hit maybe the yellow is too short or maybe we have a red light running issue. 00:18:39.000 --> 00:18:49.000 And we did not find any patterns. There's not really enough. Crashes here to to create a pattern and we didn't see anything unusual. 00:18:49.000 --> 00:18:58.000 We also look for things that we can fix. And one, when we look at the crashes that we're here, people running red lights, people being impatient. 00:18:58.000 --> 00:19:03.000 A lot of times when you get a rear end crash, that's an indication that there's a long wait. 00:19:03.000 --> 00:19:12.000 So you didn't find anything earth shattering in the crash data. There were only 2 crashes along the site frontage on Homestead within. 00:19:12.000 --> 00:19:19.000 Outside of 200 feet from the intersection. So if it was with within 200 feet of the stop bar, it's intersection crash, pass that. 00:19:19.000 --> 00:19:26.000 It's just considered a crash on Homestead. We only found 2. One in 2,018 and one in 2020. 00:19:26.000 --> 00:19:34.000 So the exhibit that's up on the PowerPoint now are our traffic accounts. We, as Jim said, we counted the intersection. 00:19:34.000 --> 00:19:45.000 With the signal and then all 3 driveways. And we counted from 6 30 in the morning to 8 30 looking for what we call the peak hour or the. 00:19:45.000 --> 00:19:53.000 And when we do analysis at an intersection. The software that we use looks for the peak hour. So we take the top 4, 15 min periods. 00:19:53.000 --> 00:20:01.000 It doesn't it have to be from 6 30 to 7 30. It could be any fourth 15 min periods that are consecutive. 00:20:01.000 --> 00:20:09.000 And look at what those highest for are. And we look at them for each individual intersection so that we can look at delay and we can see and model what the traffic is. 00:20:09.000 --> 00:20:23.000 Doing in the software. So we also looked at and what we the other thing we found with looking at the traffic counts was. 00:20:23.000 --> 00:20:29.000 Just using some basic math, the top driveway or the more the most driveway is mostly buses. 00:20:29.000 --> 00:20:37.000 So if you discount those that everybody is using that is most likely either a lost student or a bus, that's coming in and out. 00:20:37.000 --> 00:20:50.000 If we look at everybody that comes in and everybody that goes out within the same hour. We can guesstimate that you could have about a hundred 50 drop-offs in the morning of people that are coming in and leaving in the same hour. 00:20:50.000 --> 00:20:58.000 And without tracking every single license plate, that's the most accurate thing that we could do. And if you move to the next slide. 00:20:58.000 --> 00:21:06.000 We also counted from 2 to 3 30 in the afternoon. And same thing, looked for a peak hour that we could do analysis. 00:21:06.000 --> 00:21:14.000 And here we saw that basically instead of seeing 150 pickups We saw only 80 pickups. 00:21:14.000 --> 00:21:20.000 So we're, I would assume you've got after school activities, you've got athletics. 00:21:20.000 --> 00:21:31.000 We've got all kinds of other reasons that students may or may not be taking a bus home. Parents are not all picking up at the same time in the afternoon. 00:21:31.000 --> 00:21:37.000 So the next thing that we did was we took the intersection of 00:21:37.000 --> 00:21:44.000 East Governor Road and Homestead Road and put it into the software and looked at the level of service. 00:21:44.000 --> 00:21:53.000 And what we were looking for was when we did the traffic counts, we saw that there was were queues on the southbound leg of Homestead. 00:21:53.000 --> 00:22:00.000 And that for about a 15 or 20 min period. You can see if you're sitting at the southernmost driveway. 00:22:00.000 --> 00:22:05.000 You can see cars that are backed up from the queue, maybe only for a few seconds, but they're there. 00:22:05.000 --> 00:22:14.000 So what we were looking for was anything that we could do at the traffic signal that could decrease those cues and maybe clear them from the driveway. 00:22:14.000 --> 00:22:23.000 So the table that shown is what we call level of service. So level of service looks at how long a driver sits at a stop light. 00:22:23.000 --> 00:22:30.000 From the time they pull up and stop until the time they clear the intersection. Tenant says a level of service D is acceptable. 00:22:30.000 --> 00:22:38.000 It's not like school. A D is okay. You don't want any year enough. So the level service. 00:22:38.000 --> 00:22:48.000 From the southbound for existing is a level service C. In the morning. And a level of service D in the afternoon. 00:22:48.000 --> 00:22:59.000 And we looked at the intersection and we messed with the timings. And we looked at the signal permit plan and all of that, there's copies in the appendix of that. 00:22:59.000 --> 00:23:12.000 And what we found was When they design this traffic signal. There are times when the left turns. From eastbound and westbound are going. 00:23:12.000 --> 00:23:18.000 And there's no reason why the Southbound and Northbound rights couldn't go at the same time. 00:23:18.000 --> 00:23:24.000 And normally when you have what's called a protected turn, it means you have your own lane, you also have your own arrow. 00:23:24.000 --> 00:23:33.000 So if I had designed the signal and you do a protected left, it seems natural to do a protected right at the same time just to keep that right turn moving. 00:23:33.000 --> 00:23:41.000 You can always make great turn on red. But people stop. Some people stop for longer than others. It's really slows the traffic down. 00:23:41.000 --> 00:23:51.000 So what we did was we assumed as an improvement that you would put in that protected right turn. For the southbound, you would get a right turn arrow added to the signal. 00:23:51.000 --> 00:24:05.000 And making that change if you look at the Southbound exist existing conditions and existing conditions with improvements. The delay for the right turn lane is about half or more than half. 00:24:05.000 --> 00:24:12.000 For the difference between within without. So we go from a C to a B and from a D to a B. 00:24:12.000 --> 00:24:19.000 Now you'll see there are other improvements throughout the entire. Signal because by giving that. Right its own arrow, we can play with the timing a little bit and give a little bit more here. 00:24:19.000 --> 00:24:28.000 And a little bit more there to try to shorten all of the cues up at the same time. 00:24:28.000 --> 00:24:38.000 Timing a signal is kind of like trying to divide a pie evenly. You only have so much time that you can distribute if you take from one place you have to give it to another. 00:24:38.000 --> 00:24:45.000 So, we looked at that and we. Optimize the entire intersection with those right terms. 00:24:45.000 --> 00:24:49.000 So if you go to the next slide. 00:24:49.000 --> 00:24:53.000 What we did was we showed, this is a graphic, it's a little hard to see. 00:24:53.000 --> 00:25:04.000 It's a graphic of the queues. So we did. The red queues are the proposed or the with the improvement. 00:25:04.000 --> 00:25:13.000 And the blue cues are the existing. So you can see in the morning on the southbound the queue for the right turn lane fills the entire right turn lane. 00:25:13.000 --> 00:25:24.000 But the queue. In with the improvement is quite a bit shorter. And if you look at the PM, which is the next slide. 00:25:24.000 --> 00:25:29.000 It's quite a bit more dramatic. So the queue there and I have a small inset. 00:25:29.000 --> 00:25:35.000 Because the queue actually runs off the edge of the page. So the existing queue is quite long. 00:25:35.000 --> 00:25:38.000 It doesn't quite get outside the right turn lane for the overall hour, but we know that there are 15 min periods when it does creep up to the drive. 00:25:38.000 --> 00:25:49.000 But with the improvement, it's only a few cars long. It's 54 feet long is what we're anticipating. 00:25:49.000 --> 00:25:57.000 And the way the analysis works is it looks at an average hour. So just like today, your average hour doesn't show. 00:25:57.000 --> 00:26:06.000 The 100 I think it's a hundred 90 foot cue. Sometimes it's 200 feet, sometimes it's 250 feet, but it may only be that for a few minutes. 00:26:06.000 --> 00:26:17.000 So this is what the average over the hour is. So the average over the hour with the improvement. Maybe a little bit longer, but we anticipate that it will not go as far as the driveway. 00:26:17.000 --> 00:26:24.000 So that was the. That was the result of the improvement at the intersection. 00:26:24.000 --> 00:26:35.000 So that was basically what we studied was to look at how we impact the intersection. And the next thing that we looked at if you want to go to the next slide. 00:26:35.000 --> 00:26:42.000 Was the circulation alternatives that we talked about the last time we're here. I don't know if all of you are here not so we'll go through them again. 00:26:42.000 --> 00:26:50.000 The first alternative is to Continue to use the front of the building as our circulation. 00:26:50.000 --> 00:26:56.000 But we're going to use some temporary traffic cones and some other. More permanent fixtures to try to direct traffic is what we're seeing. 00:26:56.000 --> 00:27:07.000 Now is students are being dropped off in the visitor parking lot. They're being dropped off along the edge of the road. 00:27:07.000 --> 00:27:13.000 Cars are queuing up just not one line of cars in front of the building, but sometimes 2 lines of cars in front of the building. 00:27:13.000 --> 00:27:24.000 Students are then walking between the cars to get to the building. So we're proposing that we take and put a fence and block off the landscaping area between the. 00:27:24.000 --> 00:27:32.000 Visitors parking lot in the front of the school. And narrow it down to just 2 points where students can cross. 00:27:32.000 --> 00:27:37.000 So that they will have a crosswalk because right now they can walk across the grass. They can go wherever they want. 00:27:37.000 --> 00:27:42.000 They're not using the crosswalks. So we're going to try to direct them to the crosswalks. 00:27:42.000 --> 00:27:49.000 The next thing that we would propose is the temporary traffic cones so that as you come into the entrance you can't come in. 00:27:49.000 --> 00:27:56.000 The northern side to get into the visitors parking lot you would have to queue around the front of the building. 00:27:56.000 --> 00:28:15.000 And then if you haven't dropped your child off yet. You would go into the visitors parking lot and what would make the most sense would be to have somebody Manning that spot to enter them in and have one way circulation through the parking lot so you could actually as if we were British enter to the left. 00:28:15.000 --> 00:28:22.000 And exit to the right and go circulate all the way around the parking lot. And then drop your child off. 00:28:22.000 --> 00:28:29.000 And then exit the exit the school district or exit the high school. Do we have any questions about I should have stopped before? 00:28:29.000 --> 00:28:36.000 Did you have any questions about the analysis or the? Circulation? The circulation I do, this is Lindsay Drew. 00:28:36.000 --> 00:28:43.000 And I This is my second time here. This, so I appreciate this graphic because I think it's a little bit easier to follow. 00:28:43.000 --> 00:28:51.000 The one thing that stands out to me on this alternative, is it seems like there are 2 points where traffic is crossing over. 00:28:51.000 --> 00:28:58.000 Okay, there is. So one of the points where traffic is crossing over is at the entrance. To the parking area. 00:28:58.000 --> 00:29:07.000 Right. And then exiting. So wouldn't that create 2 places? That's why I said if you were to put someone there to man someone there. 00:29:07.000 --> 00:29:17.000 Okay, a barrier in and say everybody that's coming in is going to stay to the left. And everybody that's exiting is gonna stay to their left. 00:29:17.000 --> 00:29:27.000 So you would be on the opposite side. And have it be one way circulation. Okay, so this is assuming that it would require a person person. 00:29:27.000 --> 00:29:34.000 So if there is no person. Then you do have a cross point there. 00:29:34.000 --> 00:29:43.000 And do you know on estimate how many queued cars? Would be on the interior of the. 00:29:43.000 --> 00:29:48.000 Jim, do you remember? 00:29:48.000 --> 00:30:06.000 He's counting. Okay. One of the issues we had was insufficient stacking area. So how can with with what's out there now on the ground, how can we increase the stacking area? 00:30:06.000 --> 00:30:13.000 And separate the moving vehicle student conflict. To do that, we said, well, let's make use of the existing parking lot drive miles. 00:30:13.000 --> 00:30:24.000 So we can get about 25 cars through there. I'm gonna say if if it were stacked full, which I don't think that would happen perhaps as maybe as many as 50 cars. 00:30:24.000 --> 00:30:38.000 In Q through there. I'm not sure that 12 min window where Yeah, the largest number of drop offs are occurring and you say there's about a hundred 50. 00:30:38.000 --> 00:30:46.000 Drop offs over the hour. Over the hour in the morning, then we could easily stack up to 75 vehicles. 00:30:46.000 --> 00:30:56.000 Between the front drive lane and the interior. At any one time. Okay. And again, you're limited by. 00:30:56.000 --> 00:31:07.000 What you have to work with. And this is not by any means the ideal solution, but it is the best that you have working with what you have. 00:31:07.000 --> 00:31:16.000 So what we were trying to do is create as much queuing as possible with out inconveniencing the people that are actually supposed to be using the visiting parking lot. 00:31:16.000 --> 00:31:17.000 But there's really no place else to queue them. So that's where this alternative came from. 00:31:17.000 --> 00:31:28.000 And one, the other thing you have to keep in mind when we were looking at alternatives is Parents are used to dropping off as a child. 00:31:28.000 --> 00:31:38.000 I have 3 kids in my oldest just graduated from high school last year. So. Thank God he drove, but I know when dropping him off, you get used to a certain way of dropping. 00:31:38.000 --> 00:31:45.000 Your child off and there's going to be an education process. So that parents know how to do it differently. 00:31:45.000 --> 00:32:01.000 So this is the. Closest to what they're already doing. Okay. Do you, can you project any unforeseen consequences with now using the teachers parking area like them trying to walk through there with a bunch of cars. 00:32:01.000 --> 00:32:13.000 Are they pretty much? I know they come in early, but. So it was my understanding that this thought was mostly for visitors and that teachers had a separate lot on the other side of campus. 00:32:13.000 --> 00:32:24.000 It's combination. The very front row is visitors. The next row is administration and then the 2 back rows are teachers. 00:32:24.000 --> 00:32:33.000 And generally it would be hopefully this. Teachers would get there before. The drop off would happen and there wouldn't be too much overlap. 00:32:33.000 --> 00:32:43.000 And one of the things that you will need is supervision and education so that parents aren't pulling in, dropping their kids off and trying to back out. 00:32:43.000 --> 00:32:54.000 If the queue is steady enough. Parents should stay in the queue. And then teachers will have to come in, get in the queue, find their parking space. 00:32:54.000 --> 00:33:03.000 It would be less convenient for them. Do you foresee that? Because I do this every morning right into the front of the high school. 00:33:03.000 --> 00:33:13.000 So. Imagining that there would be 70 people in a queue. It seems like it works now. 00:33:13.000 --> 00:33:27.000 And the problem is out on homestead, not so much once we get in here, but I know what you're saying about once we're in here, but you're saying if we fix the problems out of the light and homestead, it's gonna a lot more people will be. 00:33:27.000 --> 00:33:32.000 That's what I can't visualize it because I do it every day. So it's hard for me to see it any other way. 00:33:32.000 --> 00:33:38.000 I don't think because you have, we came up with 150 people doing drop off. 00:33:38.000 --> 00:33:45.000 It doesn't mean that there's that's over a 60 min period. So it doesn't mean that you're gonna have more people dropping off. 00:33:45.000 --> 00:33:53.000 But the improvement at the signal should keep some of the chaos in front of the building from happening. What we were trying to do here. 00:33:53.000 --> 00:34:07.000 Is to try to limit the amount of. Pedestrian car conflict. So. From what we observed, there were people that were nicely lining up to drop their children off and then pulling out and leaving. 00:34:07.000 --> 00:34:11.000 And then when the queue got long enough, people were coming up and going, well, that queue is full. 00:34:11.000 --> 00:34:19.000 I'm gonna line up next to them. And then they had people that were pulling in the parking spaces in the visitors parking lot. 00:34:19.000 --> 00:34:24.000 Dropping their kids off and then they were having to run between the 2 lanes of traffic. So. 00:34:24.000 --> 00:34:41.000 It may not happen for very long and it may only be 4 or 5 cars lined up. We're trying to get some organization to it so we don't have a student being hit by a parent dropping all another student off. 00:34:41.000 --> 00:34:50.000 We wanna look at the second alternative or do we have more questions? I have one other question. Was it? 00:34:50.000 --> 00:35:08.000 I'm assuming that this the current directional flow is the starting point for it, right? Instead of like flipping it around kind of the British university they were talking about so that you know, if they were to come in at the first entrance and loop that way. 00:35:08.000 --> 00:35:15.000 Let me bring the man directly into the parking lot. Well, yeah, I'm just wondering like. 00:35:15.000 --> 00:35:31.000 Pulling in if you went into the lock first. And had to sneak through the lot and then exit out to do the drop off link, you know, just kind of flipping it around, but that one is the need for the person if it was just set up. 00:35:31.000 --> 00:35:40.000 One of the reasons that we didn't pull into the parking lot first is that Not much of the time the queuing along the front of the building is sufficient. 00:35:40.000 --> 00:35:46.000 Okay. So you want to take advantage of the fact that that's working. And let it keep working. 00:35:46.000 --> 00:35:52.000 I think the circulation through the lot would be. If it starts to get backed up, let's keep people moving. 00:35:52.000 --> 00:35:56.000 Makes sense. Thanks. 00:35:56.000 --> 00:36:01.000 We go to alternative to. 00:36:01.000 --> 00:36:16.000 Alright, the second alternative. Uses the back of the building. And it would separate parents. And have them come straight in, not turn along the front of the building. 00:36:16.000 --> 00:36:26.000 Go all the way back. To the back parking lot, make a U-turn, and come out and start to queue and drop their children off. 00:36:26.000 --> 00:36:37.000 And this would require crossing guard or someone and they could drop off. At where the bus kids cross. They can get in the back of the building where the. 00:36:37.000 --> 00:36:43.000 Locker rooms and things are they could certainly drop off there, but it gives you a lot more queuing. 00:36:43.000 --> 00:36:53.000 And there's a lot less conflict, but you do have to. Then have somebody at the crossing guard spot where the bus children are going across. 00:36:53.000 --> 00:36:58.000 So that parents that are leaving aren't running over kids that are dropping dropped off by the bus. 00:36:58.000 --> 00:37:12.000 Neither one is ideal. But given what we have to work with. This is, we're trying to keep it a low-cost alternative with the least amount of friction with the parents. 00:37:12.000 --> 00:37:25.000 And the least amount of friction with teachers. Did this one seem to you? There's so much kid activity in here. 00:37:25.000 --> 00:37:33.000 Like this crowd coming from the bus corral, they're coming from the kids are coming, tons of them from the bus crown. 00:37:33.000 --> 00:37:41.000 I don't think that's a dramatic statement coming from their parked cars. It's like once you crest over past that first little area, it's like full of kids all the time. 00:37:41.000 --> 00:37:54.000 I think this one. Gives a lot more room but it just You would definitely have to have somebody policing area and making sure that everybody is stopping letting the kids go across it would have to definitely be manned. 00:37:54.000 --> 00:38:08.000 We currently have Do we currently have staff? The bus corral crossing. So it wouldn't require additional person, it would just require additional. 00:38:08.000 --> 00:38:17.000 Probably additional. Yellow clothing. To make sure that they were that person would be commanding a lot more things. 00:38:17.000 --> 00:38:24.000 Exactly. Then just the bus corral crossover. And right now it's a duty that person will be commanding a lot more things exactly than just the bus corral crossover. 00:38:24.000 --> 00:38:30.000 And right now it's a duty that changes every marking period, probably want it to be a duty that is a consistent duty because you wouldn't want to be re learning how to do that every marketing period. 00:38:30.000 --> 00:38:35.000 Is it a teacher that does it now? It is a teacher, yes. And you also have to consider. 00:38:35.000 --> 00:38:45.000 Perhaps having somebody because now we have parents that are crossing. In front of where the students, when the students park in the students parking lot. 00:38:45.000 --> 00:38:50.000 Do they cross where they want? It's too spots, right? They're supposed to cross in 2 spots. 00:38:50.000 --> 00:38:56.000 Okay. And there are people out there pushing them into the 2 spots. Okay, but it is a constant showing. 00:38:56.000 --> 00:39:07.000 Yeah. Is there any way do you think to condense that to one crossover? So coming off the buses and coming in from the student parking lot on that far side. 00:39:07.000 --> 00:39:15.000 Everyone kind of corrals to one place. It would provide additional Q line. Along the building with 1 point of control. 00:39:15.000 --> 00:39:30.000 So even if you had 2 crossing guards to let a whole group over. At once. Yeah, you'd have less stop and go at 2 different spots is right now, like to meet this back parking lot. 00:39:30.000 --> 00:39:38.000 Is right now, like to meet this back parking lot one makes sense because it provides the largest amount of area with the least coming and going. 00:39:38.000 --> 00:39:49.000 But it's the 2. Places. It's the bus corral parking space and it's the student parking lot space. 00:39:49.000 --> 00:39:59.000 There are only 2. So if they cross. If either students or the bus moved to the other so that students could only cross from the parking lot into one place. 00:39:59.000 --> 00:40:10.000 That would be one stop point. So if like students, students who are driving their own vehicles, if they had to walk down and cross over only at the bus corral spot. 00:40:10.000 --> 00:40:21.000 That would allow more vehicles in. And eliminate one of the stopping points. Then they're walking across the student parking lot without walking on a walkway. 00:40:21.000 --> 00:40:27.000 You'd have to provide them. There's not a continuous walkway after the cross. Okay. 00:40:27.000 --> 00:40:40.000 I hate to go into their whole vibe over there. It's like the students and the buses and like I know what you're saying, but it's like, yeah, just like we could eliminate one of the stopping points. 00:40:40.000 --> 00:40:49.000 It seems like there be a lot less potential because there would be a lot more kids crossing at once, there'll be less potential for an accident and maximize. 00:40:49.000 --> 00:40:53.000 It's so congested. 00:40:53.000 --> 00:40:57.000 With kids. 00:40:57.000 --> 00:41:05.000 With either alternative, you could certainly put some traffic cones up and you could give it a try and see how it works and. 00:41:05.000 --> 00:41:09.000 Do you think that there's a potential that if just the exterior? The timing of the lights, you know, seeking the right queue. 00:41:09.000 --> 00:41:21.000 It's good. All those if that, I mean, that could potentially eliminate some of. It's gonna, some of the issues on Homestead. 00:41:21.000 --> 00:41:29.000 But it's not gonna change. The what happens interior. You're still may end up with students. 00:41:29.000 --> 00:41:35.000 There's You may have less people right now. People are actually parking at the park across the street and saying their kids across Homestead. 00:41:35.000 --> 00:41:45.000 I wanna arrest those parents. And then you have the Crossing guard at the bus exit and entrance stopping traffic, which right. 00:41:45.000 --> 00:41:52.000 Back it up, homestead all the way to the tennis courts, right? Plus the middle school in and out. 00:41:52.000 --> 00:41:56.000 So I think that there's so many things in play, but I fix all. There certainly wasn't a golden bullet here. 00:41:56.000 --> 00:42:08.000 Yeah. One of the things that we recommended for next steps was maybe it would make sense to look at all 3 campuses altogether. 00:42:08.000 --> 00:42:18.000 And look at how they all since they're all back to back to back how they integrate. And see if there's a solution if you look at everything at one shot. 00:42:18.000 --> 00:42:26.000 It's just a very tight space. And trying to fix everything in a very tight space. 00:42:26.000 --> 00:42:32.000 I'm assuming you have more parents driving since COVID. 00:42:32.000 --> 00:42:46.000 Has it tapered off at all? It has tabled off of this, but definitely still more. That was Mr. Singer's success. 00:42:46.000 --> 00:42:53.000 Because years and years ago, the bus before the bus corral was established. The buses dropped off out front. 00:42:53.000 --> 00:43:03.000 And students only exited. Bye the middle school. Before that road was actually like put in there you had to go kinda up the hill and around the curve. 00:43:03.000 --> 00:43:10.000 But it was one way in one way out for the student parking lot and the buses did their thing in the front of the building. 00:43:10.000 --> 00:43:12.000 Right. 00:43:12.000 --> 00:43:18.000 The bus crowd works really well. It keeps us separate from everybody. And the middle school. Yeah. 00:43:18.000 --> 00:43:25.000 Just to time check, we have we're at 4 45. So. I don't know if you have any recommend for next steps. 00:43:25.000 --> 00:43:32.000 The only other recommendations you guys have to discuss the 2 they both have merits neither one of them is perfect. 00:43:32.000 --> 00:43:40.000 But the only other next steps was maybe look at everything else as a whole and see if we could see how all 3 function together. 00:43:40.000 --> 00:43:49.000 Now, again, this is, in respect to the light. How do we handle that situation? 00:43:49.000 --> 00:43:59.000 So the light is owned by the township and it would be I've We did contact the township and we can have a conversation with their maintenance person. 00:43:59.000 --> 00:44:14.000 And we can come up with and let you know what the cost would be to put. The signal in and whether or not the maintenance contractor could do it or whether it would have to be something that could be bid, but we can look into that further for you. 00:44:14.000 --> 00:44:25.000 And let you know what the costs would be. Out of the circulation alternatives is there one that you recommend more than any other? 00:44:25.000 --> 00:44:30.000 We're split in the office, so the fifth. 00:44:30.000 --> 00:44:40.000 I like the idea of a more campus wide just even looking at it like to your point to see if there's something that kind of obviously sticks out. 00:44:40.000 --> 00:44:49.000 And this is Stacey Windsor and I as I think about the elementary. Facility build and the potential for 00:44:49.000 --> 00:44:54.000 We don't, what's that gonna look like? I think there might be options to have. 00:44:54.000 --> 00:45:00.000 You know, consider all of this as we. As we look at that. It seems like a good time traffic programming. 00:45:00.000 --> 00:45:02.000 Yeah. 00:45:02.000 --> 00:45:12.000 Cause unfortunately the middle school has so much length. That you can stack so many, either direction that if not for the homestead backup, that would move. 00:45:12.000 --> 00:45:20.000 Without issue. Right. If there was a way to connect that. Hey, we could start with doing the signal improvement and see how it works. 00:45:20.000 --> 00:45:28.000 Right, and nothing has to be, none of the improvement, neither improvement. Needs a lot of money outlay to try it. 00:45:28.000 --> 00:45:33.000 So you could always give it a try and see how it works. But it requires man power. 00:45:33.000 --> 00:45:43.000 I'm just curious quickly. What's the timeframe on getting a light installed like that with all the paperwork that might be involved. 00:45:43.000 --> 00:45:51.000 So it is a state road and. Doesn't own the signal, but they control the signal so there would be a permit involved so it could take a number of months. 00:45:51.000 --> 00:46:04.000 Could take 3 to 6 months. To get approval and to go through the process. If the maintenance contractor can switch it out and it doesn't have to be Done by bid that speeds the process up. 00:46:04.000 --> 00:46:16.000 Thank you. Dr. Windsor, if you were looking to do one of the circulation alternatives, would you want to try to implement that for the start of the new school year so that it's kind of the reset point. 00:46:16.000 --> 00:46:17.000 I would and I would want the high school administration and that parking lot team to take a look at it as well. 00:46:17.000 --> 00:46:29.000 High school administration and that parking lot team to take a look at it as well to see, especially knowing that you're split in your office, to have them take a look at it and see which one they think would be more manageable. 00:46:29.000 --> 00:46:38.000 I think. Good points were brought up for both of them and good points are brought up that we, you know, we know it's not ideal in any way. 00:46:38.000 --> 00:46:44.000 We're just trying to work with what we've got. I know that the flow that we've put into place at the elementary. 00:46:44.000 --> 00:46:52.000 Has made a tremendous difference in keeping things moving. It did take folks. Probably a month to get it. 00:46:52.000 --> 00:46:59.000 Yeah. But I would say that definitely the beginning of the year would be the time to do it, then we could educate people with some videos and some maps and directions. 00:46:59.000 --> 00:47:08.000 And make sure that everybody's aware it's gonna look different when you get here. 00:47:08.000 --> 00:47:13.000 Okay, thank you. Thank you. 00:47:13.000 --> 00:47:26.000 Alright, next up on the, the agenda is agenda item 5 B. The project manager RFP next steps. 00:47:26.000 --> 00:47:33.000 Okay. So I'm really hoping to have this to the board for. Review and approval that we can push it out by the end of June or later than the second. 00:47:33.000 --> 00:47:43.000 Board meeting in June. I did pull some examples from, some of my colleagues and from Pasbo. 00:47:43.000 --> 00:47:57.000 Also, you know, some . For this I'm finding more and more. Terminologies owners rep and I think that just goes to somebody that really represent represents our interest in this in this. 00:47:57.000 --> 00:48:03.000 Endeavor, so to speak. So I have those we will. 00:48:03.000 --> 00:48:10.000 On the other hand, I wanted to get a final budget and then really start looking at that, you know, at the document reaching out again to colleagues. 00:48:10.000 --> 00:48:18.000 And once we have the draft, again, working with our solicitor and Crabtree just to make sure we're all on the same page with the language and the responsibilities. 00:48:18.000 --> 00:48:26.000 And then try and identify. I had done a lot of that questioning when we were doing our, architect interviews. 00:48:26.000 --> 00:48:29.000 They're not interviews either the reference checks. I do have a list of names out there just as a starting point. 00:48:29.000 --> 00:48:40.000 So, do it like we do any other RFP will advertise it but if we know of anybody too well you know we'll for sure push it out. 00:48:40.000 --> 00:48:45.000 There's there's different level of services and we'll see, you know, significantly wide. 00:48:45.000 --> 00:48:53.000 You know, wide range of quotes depending on the size of the firm and you know and what we're asking them to do so. 00:48:53.000 --> 00:49:00.000 We'll take our time through that, but really would like to get somebody in here, you know, July timeframe that's, you know, and I wanna. 00:49:00.000 --> 00:49:07.000 Part of the conversation with Crabtree will be too, like what is that we would like to get them working hand in hand sooner than later. 00:49:07.000 --> 00:49:19.000 So that this. Owners representation for our side. Really is involved from the get-go with all that early on planning and really knows where this project's headed. 00:49:19.000 --> 00:49:24.000 Okay, any discussion? Further questions. 00:49:24.000 --> 00:49:32.000 Okay, we'll move on to agenda item 5 C. And ad hoc facilities committee. Thank you. 00:49:32.000 --> 00:49:46.000 We. Had initiated under, ministers presidency of the board a an ad hoc facilities committee to take a look at items that had been shelved. 00:49:46.000 --> 00:49:56.000 Once we close down for the pandemic. And to take a look at what do we want to do, what comes off the shelf, what never comes off the shelf, what never comes off the shelf, how do we want to move forward. 00:49:56.000 --> 00:50:06.000 And those big items that needed to be looked at, examined, discussed, and then brought forward have been done. 00:50:06.000 --> 00:50:14.000 So everything that was pre pandemic and shelved is now either in the works or a decision has been made to go another direction. 00:50:14.000 --> 00:50:22.000 The traffic study is a good example of one that we've gone a different direction on. Because we were looking at initially building that leg off of Pebble Beach onto 322. 00:50:22.000 --> 00:50:26.000 The next piece of that was going to be very, very expensive and we realized that it was not actually solving any of our current problems. 00:50:26.000 --> 00:50:37.000 It was solving a pre-pandemic. Challenge but was not solving any of our current challenges. 00:50:37.000 --> 00:50:58.000 So that's an example of one that we Shells like we're done with that one to look at other alternatives things that we have brought forward or the concession stand the elementary facility project while it was not a pre pandemic discussion the parking lots in front of the ball fields have been a mess for a long time, those 00:50:58.000 --> 00:51:09.000 kind of work through that process as well. Trying to think of what else has been through. But there have been several projects that we've worked through and that our. 00:51:09.000 --> 00:51:21.000 Have momentum one way or another at this point and as a committee the ad hoc committee decided that we're We're done and we've done what we were tasked to do. 00:51:21.000 --> 00:51:28.000 And if it is ever needed, we can bring it back. But for now, things should be coming back through board. 00:51:28.000 --> 00:51:36.000 Public committees and through the full board for for the different pieces that we have in front of us. 00:51:36.000 --> 00:51:40.000 Okay, thank you. Any questions? 00:51:40.000 --> 00:51:50.000 Right, and move on to I just like everybody for their service on that committee because it was an extra committee that met once a month on Tuesday, added another meeting to everyone's agenda and schedule. 00:51:50.000 --> 00:51:54.000 And there was a lot of engagement and a lot of work in that committee. It took us a little while to get ourselves rolling. 00:51:54.000 --> 00:52:02.000 We got a lot of wheels spinning at the beginning but once we got going. It's a very, very productive committee. 00:52:02.000 --> 00:52:07.000 And I just do want to say thank you to everyone who has served on that. 00:52:07.000 --> 00:52:15.000 Okay, thank you, Dr. Winslow. We'll move on to agenda item 5 D capital working plan document. 00:52:15.000 --> 00:52:31.000 Any updates that you'd like to point out. Is for so. Based on a lot of the conversation that we've had tonight, you'll see there's some there's some blocks on here. There is not much change. This is pretty much what I had shared at the end of March. 00:52:31.000 --> 00:52:42.000 It's been asked and furious sort of with just making some of these plans and getting things to the space that we are, until we have the final bid results on the same call, you know, that we're able to award that, that we know the cost there. 00:52:42.000 --> 00:52:47.000 Again, the concession standards will come back early in June, then we'll have a better idea of those costs. 00:52:47.000 --> 00:52:54.000 So there's just a lot of unknowns. We'll start that conversation with Crabtree Vorball on the architect and what that fee structure is going to look like. 00:52:54.000 --> 00:53:04.000 So really more unknowns right now than knowns with the, the big projects that haven't been tackled. 00:53:04.000 --> 00:53:20.000 That's sort of where we are. And I do have a conversation scheduled with through 2 for later this week on some of this work on the ball fields and that was still when I had talked to them last week. 00:53:20.000 --> 00:53:26.000 Throughout some of the sinkhole work. They were still going back and forth that the township is to some of. 00:53:26.000 --> 00:53:34.000 You know all the all the township zoning issues that have to be worked out before we can really go any further so we're not really at a point where we can really go any further. 00:53:34.000 --> 00:53:45.000 So we're not really at a point to put that out to bid. But just to get any better idea from what the work that they have done, what kind of, if they can get any better idea from what the work that they have done, what kind of, that they have done, what kind of, if they can update estimates on here for us, they were still a little too far out to 00:53:45.000 --> 00:53:53.000 put some of our engineers, you know, in the work that they're doing, things are so volatile with the markets and with product and with what they're seeing. 00:53:53.000 --> 00:53:58.000 So they're very. Hesitant to come in on a price. The one thing we did, Dr. 00:53:58.000 --> 00:54:06.000 Winslow and I, and Mr. Anderson did meet with the one thing I. That is on here. 00:54:06.000 --> 00:54:13.000 Now it will go out. I think what I really need to do is just start pushing some of these things out and building that five-year plan because there's things on here. 00:54:13.000 --> 00:54:20.000 So the under athletic facilities, the turf replacement and track resurfacing. Would a good conversation. 00:54:20.000 --> 00:54:29.000 Week or so ago on that. That we will look to probably issue a bid sometime this. 00:54:29.000 --> 00:54:39.000 This fall, the issue in award a bid this fall so they can be set to work. The work will not start till probably next July we can get through another. 00:54:39.000 --> 00:54:49.000 With the fields in the current condition that we have but that will that will be something so that instead of being in the 2324, will be more likely, 2425. 00:54:49.000 --> 00:54:54.000 But we really do only have one year of use remaining, you know, good life left on that field. 00:54:54.000 --> 00:55:01.000 So that's will be one of our next higher priorities to get going on. 00:55:01.000 --> 00:55:06.000 And that was actually, I mean, that we anticipated having to redo that. A number of years ago. 00:55:06.000 --> 00:55:11.000 And we're able to, you know, differ and hold off that cost so I think it's timely. 00:55:11.000 --> 00:55:16.000 I do have a question for this. I like the way that we're doing the capital plan now because it's showing kind of the real time. 00:55:16.000 --> 00:55:26.000 But what about the projects that are are coming, but are not going to be you know, within that next 12 months. 00:55:26.000 --> 00:55:36.000 Well, that's what I'm saying. I think that like even the field. I what we need to do now is take this and build those next year's out. 00:55:36.000 --> 00:55:44.000 So now, okay, so there'll be an average. Yes. And I've, throughout the budget process and we really just haven't kind of had the time to circle back to it, but we do need to do it. 00:55:44.000 --> 00:55:51.000 So I have a technology long-term plan, you know, working with facilities and uptics on their longer-term needs that we start. 00:55:51.000 --> 00:55:58.000 That are identifying, you know, those couple things. There's things that are a couple of years out rather. 00:55:58.000 --> 00:56:13.000 Okay. Cause I'm curious with the middle school auditorium. I know the lighting was, added last spring and won't be completed until this summer, but kind of where that sound system would be or if we've looked at that because. 00:56:13.000 --> 00:56:21.000 It's been on the fritz for a while, but having attended a couple of concerts in the last month. 00:56:21.000 --> 00:56:27.000 It's bad. No, and that's good to know that I hadn't heard that so much. 00:56:27.000 --> 00:56:37.000 And yeah, that's one of those because of everything else it sort of did. Take a back burner and we'd need to take it off the back burner and figure out what we're going to do with it again, you know, that's going to war next year. 00:56:37.000 --> 00:56:43.000 But we need to circle back as to where to start and to your point. What needs to come in when. 00:56:43.000 --> 00:56:45.000 And I think. 00:56:45.000 --> 00:56:52.000 Now that we have a relationship with crab trees. We can use them just to start bouncing ideas off. 00:56:52.000 --> 00:56:58.000 Not that that's their project, but at least we can have an architect sort of on hand that we can give us some direction. 00:56:58.000 --> 00:57:03.000 Where do we start with this? Help guide us to a starting point. Because I think that was part of it. 00:57:03.000 --> 00:57:10.000 Some of it was looked at. You know with an engineer but Where are we going with it and what do we really need? 00:57:10.000 --> 00:57:24.000 Thank you, in essence of time and I know we probably have a pretty busy finance committee. We move on to agenda by item 6 public comments. 00:57:24.000 --> 00:57:31.000 Is there anyone, in on the public side that would like to make common at this time. 00:57:31.000 --> 00:57:35.000 I see no one in the room and I see no one. Online. So we'll move on to. 00:57:35.000 --> 00:57:43.000 Item number 7, adjournment, can I get a motion to adjourn the meeting. 00:57:43.000 --> 00:57:50.000 So moved. Second. Any discussion? The standard voice vote all in favor. 00:57:50.000 --> 00:57:52.000 Aye. Any opposed? No. Meeting is adjourned at 5 p. 00:57:52.000 --> 00:57:56.000 M.