►
Description
December 6, 2022
B
F
I
I
B
Okay,
thank
you
so,
with
this
meeting
for
anybody
who
is
online
watching
this
is
our
reorganization
meeting
and
so
we're
gonna
go
through
a
series
of
steps
here
to
first
appoint
a
president
pro
temp
for
temporary
president.
While
we
go
through
and
elect
the
president
and
vice
president
positions
for
the
next
calendar
year,
so
the
first
as
a
first
action,
I'd
like
to
open
up
nominations
for
a
president
pro
temp.
I
J
B
K
K
K
B
Yeah,
thank
you
all
for
I,
guess
the
confidence
so
I
guess
I
didn't
screw
up
my
first
year
too
bad
so,
but
thank
you
and
I
guess
you
know
not
to
get
too
soppy,
but
I
have
enjoyed
working
with
all
of
you
this
last
year.
I
hope
you've
had
a
good
team,
a
lot
of
good
debate
and
made
a
lot
of
progress.
So
thank
you
and,
along
with
this,
this
vote
comes
at
50.
Salary,
increase
right
still,
zero
foreign,
okay.
L
Yes,
I.
Can
we
have
one
item
tonight
under
the
finance
committee
agenda?
It
is
the
approval
of
the
reappointment
of
the
Bethel
Park
School
District
solicitor
on
the
board
of
school
directors,
reappoints
Weiss,
Burkhart
Kramer
LLC,
a
school
district
solicitor
to
provide
all
solicitor
services,
including
delinquent
tax
collection
and
tax
assessment
matters
effective
in
2023
at
a
750
dollar
monthly
retainer
fee
and
155
dollars.
Hourly
billing
rate
I
moved
to
approve
this
item.
G
N
L
O
So
the
the
school
district
has
a
public
institution
on
a
taxing
body.
It
has
obligated
by
Pennsylvania
code
to
advertise
their
meetings
advertise
for
bids
Etc,
and
so
the
school
board
has
to
identify
in
advance
the
the
Publications
that
we
would
officially
use.
So
those
that
would
want
to
be
seeking
out
our
Publications
would
know
where
to
go.
So
we
have
historically
identified
these
three
as
the
most
local
and
have
the
best
circulation
for
the
purposes
of
advertising.
O
They
I
would
agree,
I
think
that
our
website
and
our
social
media
probably
generate
more
attention
to
the
action
of
the
board.
The
only
part
I
couldn't
account
for
would
be
bid
bidders
if
we're
advertising
for
bids
on
supplies,
for
instance
Etc
that
how
much
attention
each
of
these
generates
versus
the
others
I
don't
know
that
one
but
I
know
I
would
agree
with
you
on
the
point
of
meeting
attention,
meeting
attendance
and
advertising
on
the
meetings
of
the
board.
Okay,.
L
L
So,
as
some
of
you
may
know,
may
not
know,
the
Pittsburgh
Post-Gazette
staff
is
currently
on
strike
as
a
result
of
having
their
health
care
removed.
So,
as
such
I
moved
to
amend
the
motion
on
the
floor
to
remove
the
Pittsburgh
Post-Gazette
as
such,
the
motion
would
then
read.
The
board
of
school
directors
approves
the
administration's
recommendation
to
approve
the
following:
Allegheny
County
newspapers,
as
mandated
in
Bethel
Park
School
District's
policy,
6,
a
Observer
Reporter
B,
the
almanac.
L
My
personal
opinion,
obviously
I,
can
only
speak
for
myself,
but
my
personal
opinion
would
be
to
add
it
back
on
once
the
strike
is
over.
But
again
that's
just
me.
Obviously
all
of
you
would
have
your
own
personal
opinions
on
that
item,
but
I
think
just
kind
of
a
side
of
that
item
and
the
strike
I
think
it
I
don't
know
for
sure.
G
J
E
G
G
We
probably
use
it
more
for
HR
for
advertising
open,
open
positions.
We
don't
do
a
lot
of
bidding
and
supplies
anymore.
We
might
do
it
with
the
AIU
as
a
joint
purchasing
board,
but
we
don't
do
it
as
a
district
and
we
use
more
online
resources
now
than
we
have
in
the
past.
So
we
try
to
avoid
that
at
all
costs
and
when
we
do
rfps
for
Professional
Services
we're
not
required
to
put
those
in
the
paper
we.
Those
are
By
Invitation
Only.
P
L
We
I
mean
if,
if
we
had
a,
you
know
a
guarantee
from
the
administration
that
would
Satisfy
My
Desire
but
I
mean
that's
not
you
know,
I,
don't
know
if
that's
something
that
the
administration
would
be
comfortable
with
and
I
don't
have
the
authority
to
rack
that
right.
You
know,
I
can't
tell
Dr
Walsh
that
or
or
I.
G
Have
no
objection
to
leaving
them
on
and
and
not
using
them
only
using
them
when
we
absolutely
have
to
there
are
times
when
some
of
the
Publications
can't
get
your
ad
in
there's
a
certain
time
cycle
by
when
you
have
to
post
the
ad
in
order
to
get
it
in
so
probably
of
the
three.
The
Post
Gazette
is
a
little
more
flexible
with
that,
but
I
don't
have
an
issue
using
them
only
when
we
absolutely
have
to
that.
L
L
Right
and
that's
that's
kind
of
the
nature
of
my
motion.
Right
I
mean
if
we're,
if
what
we're
largely
doing,
is
just
giving
money
to
these
newspapers.
I,
don't
personally
want
to
support
a
newspaper
that
you
know
has
its
employees
on
strike
because
they
remove
their
health
care.
But
again,
that's
my
personal
opinion.
A
F
L
L
So
if
you
wanted,
if
you
voted
against
the
motion,
all
it
would
do,
is
it
would
kick
it
back
to
the
initial
item
and
then
we
would
be
voting
on
the
three
together
if
you
voted
to.
If
you
voted
for
the
amendment,
then
after
we
voted
for
the
amendment,
We'd
just
be
voting
on
the
item
with
the
two
Observer
reported
Almanac
there
right.
B
B
N
O
This
is
a
little
different
than
what
you
approved
last
year,
because
we
we
added
all
of
the
facility
meetings,
so
this
actually
schedules
you
three
times
a
month
and
well.
We
probably
should
have
talked
about
that
as
a
board.
Whether
you
want
to
continue
the
practice
of
having
facilities
committee
meeting
separate
from
the
other
other
Committee
of
the
whole
separate
from
the
regular
business
meeting.
O
I'm,
not
sure
I
think
that
when
you
think
back
to
you
know
all
of
the
debates
and
discussion
that
we
were
having,
we
really
did
take
time
away,
but
the
more
recent
one
facilities
committee
meetings,
you're
hearing
from
draw
they're
15
minutes-
they're
done.
You
know
the
this
this
time
next
year,
you're
not
even
going
to
have
an
IMS
project
to
be
dealing
with
so
I
I.
O
Don't
know
that
I'm
not
sure
it's
going
to
be
its
own,
necessarily
its
own
full
meeting
night
out
for
you
I
think
you
I
believe
you'll
get
to
a
point
where
you're
comfortable-
maybe
we
leave
it
for
six
months
or
but
I.
Don't
know
that
you're
going
to
need
to
have
three
nights
out
three
meetings
a
month
just
because
of
the
construction
project,
because
the
updates
are
are
really
succinct
at
that
point,
once
we
break
ground,
it's
what's
happening,
getting
some
pictures
of
what's
happening.
It's
really
not
much
debate
and
discussion.
Yeah
well,.
H
J
B
G
B
J
O
B
O
N
Okay,
it's
like
a
memory
test.
All
right,
I,
move
that
the
board
appoints
as
a
representative
to
Pathfinder
Mr
modrach
to
Steel
Center,
Mrs,
Hoppy,
to
shazda
Mr
Scalzo
to
psba
Mrs
janisik,
two
municipal
council,
Mrs
janisik
to
Parks
wreck
and
Leisure
and
shade
tree
Mr
Christensen
and
to
PTO
PTA
Mississippi.
O
E
G
C
B
N
B
B
O
O
D
Okay,
our
evening
board
members.
Thank
you
all
for
inviting
us
here
tonight,
I'm
Steve
Seifer,
a
partner
of
safer
and
safe
forever.
With
me,
one
of
my
partners
are
Luke
Wale
Luke
and
his
team
did
the
audit
work
here
this
year,
we've
given
you
three
things:
a
copy
of
the
management
Lotto,
a
draft
of
the
financial
statement
and
the
presentation
which
is
also
on
the
board
behind
me
in
front
of
me,
you're,
welcome
to
follow
along
on
the
paper
or
on
the
big
screen.
D
D
The
important
thing
for
the
board
to
keep
in
mind
is
that
everything
in
the
audit
report
is
the
responsibility
of
your
superintendent
and
your
business
manager.
Our
responsibility
is
to
the
school
board
indirectly,
the
public
we
work
for
you,
I
worked
back
to
you,
U.S
government
auditing
standards
to
conduct
an
audit.
The
conclusion
of
every
audit
is
an
opinion
from
us
telling
you
whether
the
financial
statements
represent
where
you
were
at
June
30th
and
how
you
got
there.
You
look
at
the
bottom
and
paid
to
the
auditor's
opinion
is
unmodified.
D
That's
exactly
what
you'd
expect
to
see
anything
less
than
that's
pretty
much
a
catastrophe,
no
matter
what
organization
we'd
be
talking
about.
Second
thing
that
we
do
part
of
the
audit
is
called
a
single
audit.
This
is
required
of
all
political
subdivisions
in
the
United
States,
some
non-profits,
some
companies,
which
receive
more
than
seven
hundred
fifty
thousand
dollars
of
federal
money
to
have
a
single
audit.
In
our
case
we're
a
bit
over
four
million
dollars.
You
know
of
federal
funding.
D
We
take
an
additional
look
at
internal
control
and
your
compliance
with
laws
and
regulation
at
the
financial
statement
level,
and
then
we
also
audit
the
federal
program
and
in
this
case
this
year,
proving
to
be
a
difficult
task,
because
there
are
many
new
programs
that
came
about
as
a
result
of
coving.
Now
those
will
all
be
gone
within
two
to
three
years,
hopefully
we'll
be
back
to
normal.
In
that
regard,
fund
level,
statements
we'll
start
with
the
general
fund.
This
path
you'll
be
brought
in
some
92
million
51
000.
D
We
spent
more
than
that
93
million
957
000.
So
that's
what
the
fund
balance
last
year
went
down
by
a
million
six
hundred
nine
thousand
dollars
the
net
change
in
the
fund
balance.
Once
you
factor
in
borrowing
refund
that
you
had
to
give
forward
pack,
the
Peels
and
so
forth,
then
that
loss
was
a
million
three.
Eighty
nine,
the
total
fund
balance
the
invented
approximately
23.8
million.
The
undefined
number
is
what
the
board
should
be
focusing
on.
This
is
what
is
not
committed
for
any
type
of
a
specific
purpose.
D
At
the
moment,
that's
5
569
000.,
we'll
talk
a
little
bit
more
about
that.
In
a
minute.
Capital
project
fund
total
revenues
of
61
million
dollars.
Bandage
was
a
6
million,
but
the
other
financing
number
42
million
135.
As
you
know,
you
had
a
very
large
bond
issue.
The
net
of
the
capital
project
fund
activity
up
36
million,
stands
in
a
45.8
million
at
the
end
of
the
year
history.
D
Lessons
on
page
five,
as
we
mentioned,
the
district
between
the
actions
of
your
Administration
and
the
board,
have
satisfied
reserves
out
of
your
general
fund
fund
balance,
and
what
you
can
see
is
that
the
fund
balance
has
fallen
in
a
fairly
tight
Reign
between
21
million
and
a
high
lack.
You
have
probably
slightly
over
25
million
if
you
notice
the
last
column.
On
the
right
hand,
side
the
fund
balance
is
lower
by
that
million
three
hundred.
D
Eighty
nine
thousand,
that
we
talked
about
the
various
commitments,
retirement
and
peasal
capital
projects,
a
wide
variety
of
other
things,
but
again
you're
unassigned
is
5
million
569
000..
Whenever
we
go
to
page
six,
the
question
that
comes
up
from
a
lot
of
board
members
is
well.
How
much
would
my
fund
balance
be?
D
D
Well,
you
know
how
much
money
you
make
and
you
know
how
much
money
you
make.
You
know
how
much
money
you
need
to
put
aside
for
kids,
education,
the
new
couch.
We
want,
whatever
we're
doing
the
same
thing
here,
but
I'm
a
much
bigger
scale.
The
two
things
I'd
like
you
to
look
at
is
the
blue
bar
that
sits
on
the
lap
that
was
last
year's,
unassigned
fund
balance,
and
you
can
see
it
was
just
at
six
million
dollars.
That
number
has
gone
down
this
year,
as
I
said
at
10
than
a
5
million
569.
D
But
when
you
draw
that
line
across
we're
right
above
the
mid
level,
five
percent,
but
we're
not
quite
two-
the
eight
percent
that
the
state
would
allow
us
to
have
I've
said
it
before
I.
Don't
think
it's
possible
to
have
too
much
in
result
and
the
last
three
years,
I've
covered
stock
market
difficulties
and
so
forth
for
to
proved
the
point
that
you
never
know
what's
coming
at
you,
and
so
you
need
to
make
sure
you're
fiscally
solvent
and
put
tactic
carefully.
Go
to
the
next
page.
B
D
16.
to
an
eight
million
dollar
fund
balance
and
I,
truthfully
think
if
the
state
would
have
it
its
way,
no
one
would
have
a
fund
balance,
but
for
now
that's
not
the
case.
So
when
we
look
at
the
most
important
financial
decision
of
the
year,
that's
when
you
pass
through
a
budget.
Last
year
of
revenues
were
almost
a
million
dollars
under
budgeted
Revenue,
the
biggest
under
budget
within
state
revenue
that
was
under
by
approximately
a
million
dollars,
but
again
a
lot
of
uncertainty.
There.
D
We
were
over
in
tax
revenue
and
that's
a
good
thing.
The
24
school
districts
that
we
are
at
a
lot
of
them
fell
short
in
their
tax
revenue
and
we're
not
sure
why
that
is
exactly.
But
it's
certainly
not
a
good
Trend,
and
it's
been
going
on
for
a
couple
of
years
now
that
we've
collected
more
than
we
anticipated
in
taxes
is
a
good
thing.
It
means
we're
hitting
the
budget
and
then
some
when
we
look
at
expenditure
budget,
93
million
and
some
change.
We
hit
that
budget
within
fourteen
thousand
dollars.
D
When
we
take
a
look
at
page,
eight
I
like
history
lesson,
what
you
seeing
here
is
budget
Revenue
versus
actual
the
orange
color
is
the
budget
Revenue,
maybe
not
quite
orange,
but
the
blue
color
is
the
actual.
But
what
you
can
see
here
is
that
in
every
case
of
the
last
five
years,
four
years
of
those
the
budget
exceeded,
excuse
me
the
revenues
actual
exceeded
the
budget.
D
D
F
The
fund
balance
there
Steve
already
mentioned
a
good
bit
of
what
what
talking
about
there.
It
did
go
down
around
1.4
million
dollars
from
the
from
the
prior
year,
ending
still
ended
up
the
unassigned's
about
5.5
million
I
won't
go
through
that
again.
Cafeteria
fund
is
on
page
two
of
the
management
letter.
You
have
in
front
of
you.
What
that
does
gives
you
a
five-year
history
of
the
profit
loss
in
the
cafeteria
fund
itself.
You'll
note
that
the
prior
four
years
were
all
deficits,
the
current
Year's
profit.
F
The
main
difference
is
regulations
in
the
current
year.
All
School
are
all
students
eight
for
free
we're,
seeing
profits
in
nearly
every
all
the
cafeterias
that
we're
seeing
this
year.
Don't
expect
that
to
continue
most
likely.
So
you
want
to
keep
an
eye
on
that
going
forward,
as
the
general
fund
will
have
to
support
ongoing
losses
when
the
time
continues.
Gatsby,
68
and
gasby
75.
That's
on
page
three
of
the
management
letter
you
have
there.
M
F
Relates
to
our
promises
and
our
contracts
for
retiree
health
insurance,
we're
recorded
liability
of
some
27
million
dollars
this
year.
It
was
around
24
in
the
prior,
so
it's
gone
up.
Some
things
that
change
this
are
contract,
promises,
seniority
of
Staff
various
items.
So
that's
an
item
to
keep
an
eye
on.
68
is
our
our
share
of
the
piezer's
unfunded
liability.
Our
number
comes
in
at
just
under
120
million
dollars.
It's
basically
ours.
Our
districts
share
as
a
percentage
of
the
total
peasers
liability
in
the
state
that
will
be
recorded
on
our
government-wide
statements.
F
Lastly,
gasby
96
is
on
page
four:
that's
a
pending
pronouncement
in
the
current
year.
We're
implementing
a
lease
standard
where
we
leases
that
were
previously
operating
leases
are
now
intangible
assets
and
liabilities
on
our
balance
sheet.
Well
next
year,
that's
going
to
extend
to
software
leases
things
like
that
educational
software.
Anything
going
forward
will
be
an
intangible
asset
and
a
liability
administration's
already
taken
steps
to
move
forward
with
implementing
that
in
the
22-23
year.
D
The
next
two
pages
are
Pages,
11
and
12..
We
would
view
this
annually
with
the
districts
of
what
we
audit
for
2223
the
piezo's
contribution
liability
as
a
percentage
of
payroll,
35.26
percent,
that's
up
from
34.94.
The
probably
good
thing
about
that
is
that
it
represents
a
small
increase,
the
performance
of
the
market.
D
The
fact
that
think
for
running
Pisa
is
better
than
they
were
before
has
helped
that
cause,
but
we'll
have
to
wait
and
see
as
time
goes
on
when
you
look
at
page
12.
This
gives
you
an
overall
feel
for
how
we
got
to
this
point.
There
are
three
lines
to
pay
attention
to.
The
Blue
Line
represents
the
funding
percentage,
meaning
that
the
promise
is
made
in
Pisa
versus
the
app
that's
available
to
pay
those
promises.
D
D
The
good
part
is
the
climb
on
the
roller
coaster,
which
is
the
red
line
at
the
bottom.
Represents
the
dramatic
increases
in
the
cost
of
the
district,
but
what
you
can
see
is
it's
been
fairly
steady.
It
rises
slowly,
but
we
can
only
hope
that
it's
going
to
continue
this
way
and,
as
you
know,
this
path
to
I
believe
is
it.
2021
was
the
first
year
of
the
new
pisas
covering
brand
new
employees.
The
defined
benefit
program
had
gone
aside.
D
B
School
district-
oh
I'm!
Sorry,
do
you
have
a
feel
for
the
investment
mix
that
the
piezers
fund
has
and
mostly
from
the
standpoint
of
how
volatile
is
it?
You
know:
we've
seen
over
the
last
six
seven
years,
a
pretty
steady
climb
in
stock
performance,
and
is
that
the
correlation
we're
seeing
here
and
so
if
we
saw
an
economic
downturn,
we
would
expect
that
the
slope
of
that
curve
to
change
I.
D
Would
say
that
helped,
but
the
interesting
thing
we
do
quite
a
number
of
task,
hotly
planned
opposing
unions,
and
so,
if
you
have
a
good
year
in
the
market,
they
don't
offer
up
all
that
at
one
time
they
take
that
dramatic
increase
and
divide
it
into
10.,
sometimes
20,
sometimes
30,
and
they
Factor
the
goodness
in
over
a
long
period
of
time.
The
same
token,
they
do
the
same
thing
with
the
the
drops
in
the
market.
Okay,.
H
D
Of
wish
I
did
a
Time,
Bethel
Park's
always
been
a
district.
That's
what
this
number
you
need
to
continue
to
do,
that.
The
job
that
you
have
in
school
districts
will
not
get
any
cool
directors
will
not
get
any
easier.
It's
you
know
we
don't
know
will
come
the
lack.
You
use
a
proven
that,
but
you've
got
a
good
fund
balance
unreserved
the
undesignated
number
five
million
569
stands
in
the
mid-range
of
recommendation.
D
Would
we
like
it
to
be
eight
percent
sure,
but
that's
something
that
you
all
can
plan
for,
as
you
do
your
budgets.
So
if
any
of
you
have
questions,
I'm
happy
to
answer
those,
if
not
we'd
like
to
thank
Dr,
Wolfe,
Mr
mccloudland
and
securing
Kobe,
the
article
is
very
smoothly
here.
The
board
should
be
super
pleased
with
that,
and
a
final
thanks
is
I
appreciate
the
opportunity
to
be
ordered.
B
K
Sir
tonight
we
have
three
items
on
discussion:
we're
looking
at
presentation
from
draw.
Collective
second,
would
be
discussion,
item
and
schedule
and
Community
meetings,
and
the
third
will
be
the
naming
of
the
new
K-5
Elementary
project.
So
at
this
time,
I
see
that
we
have
our
representatives
from
draw
they'll
come
up
and
give
us
an
update
of
where
we're
at
with
a
new
Elementary
Center.
R
R
We've
spent
a
lot
of
time
with
the
administration
we
spent
quite
a
bit
of
time
with
teachers
through
that
conversation.
Usually
what
we're
trying
to
do
is
learn
a
little
bit
about
what
some
of
the
emphasis
are
in
education
within
a
particular
building
that
we
might
be
creating
this.
For
your
case,
we
have
the
the
grade
level
groupings
that
we
have
at
the
K5
level
and
also
the
fun
part
about
elementaries.
R
R
Oh
well,
I
think
you
know
tan
goes
with
brick
or
I,
like
gray
with
brick
and
well
I
hate
to
say
it,
but
we
do
the
same
thing
in
our
office.
Kayla
and
Dan,
and
myself
would
all
have
differing
opinions
as
to
what
it
would
be,
and
so
we
like
to
create
a
decision
tree,
which
is
essentially
to
try
to
create
a
theme
that
helps
us,
eliminate
many
choices
and
create
a
funnel.
R
So
this
is
a
concept
sketch
for
the
building
itself
and
what
you
see
through
here
is
when
we
first
started
talking,
you
remember
we
were
talking
about
something
called
The,
Main,
Street,
sort
of
an
order
ordering
factor,
and
we
changed
that
in
our
concept
to
the
park
pathway,
still
a
Main
Street
sort
of
format,
but
the
concept
essentially
has
been
that
we
along
a
major
pathway
that
goes
through
the
building
the
in
this
particular
Slide.
The
southern
portion
are
the
more
public
spaces.
R
Those
are
things
like
the
cafeteria
and
the
gymnasiums
and
the
large
group
instruction
kind
of
thing.
So
the
things
that
you
know
moms
and
dads
are
going
to
come
in
the
building
they'll
be
on
that
side
of
the
building
in
the
evening
time,
and
then
we
have
a
separate
side
of
the
building,
which
is
I
term
private,
which
are
the
classroom,
wings
or
neighborhoods.
We
have,
of
course,
a
layer
cake
here
with
three
levels,
and
so
each
grade
level
has
its
own
neighborhood
and
so
off
the
park
pathway.
R
R
So
as
we
get
off
of
the
Park
pathway
and
head
into
our
classroom
neighborhoods,
if
you're
going
into
third
grade
third
grade
would
have
a
theme
or
a
color
to
it
and
so
on
and
so
forth
with
each
one
of
the
grades,
and
so
as
you're
along
the
park
path.
You
can
see
the
Gateway
going
into
each
one
of
those
neighborhoods
and
then
it
would
be
a
different
color.
So
initially
you've
got
that
and
then
possibly
we'll
have
some
naming
conventions
for
each
grade
level.
R
Grouping
that
could
be
a
little
bit
more
relatable
to
and
interesting
for,
the
kids
so
along
the
part
path.
Also,
it's
there's
a
lot
of
steam
activities
in
the
building.
We
have
the
stream
Center,
we
have
the
art
rooms,
we
have
the
media
center
and
we
have
learning
locations.
We
have
learning
stairs
and
things
like
that
where
we
gather
as
groups-
and
we
also
have
a
lot
of
student
display.
R
This
is
where
we're
really
getting
a
chance
to
show
off
not
only
from
grade
level,
to
grade
level,
for
the
kids,
but
also
for
moms
and
dads
when
they're
coming
into
the
building,
and
so
it's
it
really
becomes
a
little
bit
of
a
not
just
an
art
show.
But
oh
it
could
be.
Technology
show
all
sorts
of
things
that
are
going
on,
but
so
it
expresses
a
lot
of
what's
going
on
inside
the
building.
R
So
as
a
part
of
this
park
path
organization
and
our
ecological
theme,
we
said
well
we're
starting
off
with
the
park
path.
Let's
make
the
whole
building
sort
of
as
if
the
children
are
part
of
going
to
the
park
and
who
goes
to
the
park.
Hikers
climbers
those
kinds
of
things,
and
so
we
could
actually
maybe
identify
each
one
of
the
grade
level
groupings
as
that
kind
of
nomenclature,
but
it
could
be
anything
and
along
the
park
path
to
help
us
with
colors
and
differentiation.
R
We
have
a
sunset
portion
that
is
over
in
one
of
the
learning
stair
areas,
and
then
we
have
a
sunrise
side,
and
then
we
have
a
night
sky
in
the
center.
That
is
us
around
the
Stream
area,
and
so
what
is
what
do
those
mean?
Well,
they
mean
color
variations,
essentially
because
the
makeup
of
the
spaces
are
relatively
similar
from
a
constructability
point
of
view,
one
of
the
things
that
we
do
at
our
company.
We
use
ordinary
materials
in
unique
ways,
so
we
try
to
be
economic,
about
the
cost
of
things.
R
Paint
is
not
that
expensive
and
paint
from
one
color
to
another.
It's
you're
still
painting
a
wall,
but
you
paint
one
wall
orange
and
one
wall
red.
There's
a
difference
relatively
simple.
You
didn't
pay
anything
for
that.
So
I
like
to
think
like
that
we
have
things
like
acoustical
panels.
We
know
we
need
them,
and
so
we
put
them
together
and
cluster
them
and
make
them
creative
and-
and
so
we'll
see
some
of
those
images
with
that.
R
So
in
each
one
of
these
areas,
what
in
working
with
the
teachers
and
thinking
about
an
ecological
theme
along
with
being
in
the
park?
And
how
do
they
teach
there's?
Quite
a
bit
of
conversation
about
learning
about
the
forest,
the
lower
portion
of
the
forest,
the
middle
portion
of
the
forest,
the
tree
canopy?
And
things
like
that?
We
were
looking
at
a
way
to
try
to
manage
daylight
in
the
building
and
bring
daylight
into
these
Central
spaces.
R
And
so
we've
used
a
concept
called
dapolite,
which
is
essentially,
as
the
light
comes
through
the
trees
through
the
leaves
and
and
through
the
branches.
That's
called
dappled
light,
and
so
that
gives
us
an
opportunity
to
do
something
interesting
and
try
to
reflect
that
in
the
design.
So
I'll
skip
ahead.
B
B
R
We
do
floor
plans
that
are
very
rigid
in
central
I
mean
we're
trying
to
be
efficient
and
things
like
that
and
make
space
appropriate,
but
three-dimensionally
it
does
not
have
to
be
a
box.
It
can
have
some
curves
at
this
grade
level.
We
want
some
movement,
we
want
some
soft
edges
and
things
like
that.
We
don't
want
everything
to
be
hard,
and
so
you
can
do
that
within
a
box
footprint.
So
we
have
a
normal
steel
structure,
but
we'll
play
a
little
bit
with
the
ceiling
and
things
like
that.
R
R
There
are
three
houses:
here's
one,
here's
two
and
then
here's
three
they're
small
gathering
spaces
in
each
house
that
the
classrooms
come
together
in
and
they
share
inside
those
spaces.
We'll
take
a
little
bit
of
a
hint
of
what's
going
on
in
the
park
pathway
and
bring
it
into
those
spaces.
So
there's
a
connection
we'll
do
it
with
color,
we'll
do
a
little
bit
with
the
ceiling
and
lights
and
then
other
Trails.
R
One
of
the
things
that
we
wanted
to
show
in
this
image
is
that
we
have
connections
along
the
park
path
to
the
outdoors,
either
visually
or
actually
physically
this
at
this
level.
This
is
visually
because
we're
up
one
floor
from
the
grade,
but
down
below
it's
a
direct
access
to
the
outdoor
play
area
here,
direct
access
visually,
but
also
down
below
direct
access
to
an
ecological
Center
that
we're
creating
in
the
courtyard
area
and
then
the
other
direction
is
through
the
cafeteria
space
and
to
this
outside.
R
So
I
mentioned
a
little
bit
about
naming
conventions
and
things
like
that.
So
what
we
did
is
the
colors
don't
show
up
very
well
on
the
projected
image,
oops
I'm,
sorry,
but
on
on
your
screen
on
the
computer,
they
really
pop
a
little
bit.
So
here
are
six
grade
levels
which
we
just
termed
bird
watchers,
hikers,
campers,
climbers,
hikers
and
foragers,
or
bikers
and
and
forgers,
and
we
signed
a
color
to
them
and
then,
along
the
park
pathway,
we
said
Okay
we're
trying
to
sort
of
describe
a
day
in
the
park.
R
But
it's
it
means
something
to
you
and
and
frankly,
I
think
we
can
tie
in
with
the
concept
pretty
easily,
and
so
we
have
sunset
colors.
So
when
you
are
in
along
the
pathway,
you'll
have
one
side
that
is
the
sunrise
and
more
orangey
and
yellow
and
the
other
side.
That
is
a
sunset
that
is
more
pinks
and
purples.
R
And
then
in
the
middle
we
have
the
starry
night,
which
is
actually
a
really
interesting
space,
where
the
stream
is
where
we're
trying
to
bring
everything
down,
make
a
separation
from
one
side
to
the
other.
A
little
bit
going
from
a
big
tall
space
down
to
smaller
space,
go
through
something
and
then
come
up
the
other
side.
It's
more
interesting
keeps
the
building
quieter,
but
also
gives
us
an
opportunity
to
display
and
do
it
a
little
bit
different
way
and
maybe
a
little
bit
more
of
a
high-tech
way.
R
R
You
know
one
could
be
much
more
Technical
and
then
another
one
could
be
a
much
more
playful
depending
upon
the
age
group
and
so
at
the
on
the
Upper
Floor.
So
we
have
our
middle
floor.
Where
is
our
main
level
where
you
come
in
at?
But
when
we
have
an
upper
floor
from
there
in
that
Upper
Floor
is
where
we
have
the
tree
canopy.
So
we
actually
have
a
skylight
in
each
of
those
learning
stair
opportunities.
R
There's
a
skylight
we'll
have
the
dapple
light
come
down
through
some
some
panels
and
Dan
has
come
up
with
a
really
nice
way
of
showing
the
Rays
of
the
sun
on
the
wall
and
paint
which
looks
is
a
backdrop
to
the
learning
stairs
which
is
really
nice.
And
then,
when
we
get
to
the
middle
floor,
it
will
be
more
like
the
central
portion
of
the
forest
where
we're
seeing
trees
or
representations
of
trees.
In
some
cases
we're
actually
recommending
that
we
put
some
graphics.
R
We
actually
do
some
murals
that
are
representative
and
to
be
a
little
bit
literal
and
then,
along
with
those
things,
we'll
talk
a
little
bit
about
some
of
the
inhabitants
of
these
places
and
then
the
forest
floor
would
be
at
the
ground
level,
which
is
manifests
itself
kind
of
in
a
fun
way.
So
if
you
look
at
some
of
the
things
in
the
canopy
area,
we've
got
flora
and
we've
got
fauna.
We've
got
the
hawk
as
a
good
example
of
something
that's
up
in
the
sky
or
up
in
the
tree.
R
Canopy
squirrels,
and
things
like
that
in
the
mid-level.
In
that
Forest
understory
we've
got
things
like
rabbits
and
and
and
deer,
which
Kayla
almost
hit
one
with
her
car
on
the
way
in
today,
and
then
certain
flowering
plants
and
things
of
that
nature.
And
then
at
the
fourth
floor,
we've
got
other
things
like
mushrooms
and
Ferns
and
mosses
and
and
and
things
that
you
see
when
you
take
a
hike
through
the
forest
or
through
the
park,
and
also
a
lot
of
this
process
represents
the
cycle
of
Life.
R
You've
got
producers
and
you've
got
consumers
and
you've
got
recyclers.
That's
also
part
of
your
educational
format,
that's
going
on
in
the
building,
and
so
what
we're
trying
to
do
is
help
help
the
staff
with
some
of
those
Concepts
and
they
and
then
so,
when
you're
walking
through
the
building,
you
can
actually
you'll
be
able
to
see
some
of
it
and
then
it'll
be
representative,
and
so
how
do
we
do
some
of
this?
R
Well,
relatively
simply
in
and
I'll
explain
a
little
bit
as
we
go
ahead,
but
what,
in
some
cases,
it'll
just
be
like
a
sticker
on
a
piece
of
glass
that
will
have
a
Graphic
that'll
be
on
the
sticker,
so
it's
relatively
simple
it
maybe
doesn't
have
to
be
actually
permanent
for
50
years.
It
could
be
something
that
it
changes
over
time.
The
glass
can
stay,
but
maybe
the
sticker
can
change
and
they're
not
that
expensive
and
they
can
be
very
elegant.
R
Kayla
did
a
really
nice
sketch
of
how
we
would
work
on
our
forest
floor.
So
after
we
have
all
these
conversations
about
concept
and
everything
like
that,
It
ultimately
comes
down
to
well.
What
are
you
going
to
put
on
the
walls?
What
are
you
going
to
put
on
the
ceilings?
What
are
these?
You
know?
We
have
to
buy
products
and
we
have
to
actually
do
things
and
tell
contractors
what
to
do,
and
so
how
do
we
do
that
and
and
her
sketch
here,
of
it's
just
the
corridor
floors?
R
Essentially,
this
is
one
of
our
learning
step
areas,
and
then
this
is
the
Gateway
into
the
classroom.
Wing
happens
to
be
the
kindergarten
Wing
in
this
video
case,
and
so
we
have
a
floor
pattern
that
she's
created.
That
is
as
if
you're,
along
a
Park,
Trail
or
a
park
path.
We
can
have
mushrooms
and
things
like
that
and
graphics
on
the
floor
relatively
repeatable
and
simple,
but
also
elegant
in
a
way.
So
we
give
us
an
interesting
format
if
you
ever
pay
attention
to
the
kids
are
always
looking
down.
R
R
We
also
like
a
little
bit
of
carpet
so
that
we
can
change
from
going
from
hard
surface
to
going
to
soft
areas.
It
changes
the
Acoustics.
It
also
wakes
kids
up
a
little
bit
when
you
go
from
one
place
to
the
other,
so
where
the
lockers,
where
the
walls
tighten
up
in
a
corridor
and
there's
lockers,
maybe
on
one
or
two
sides
in
those
areas,
that's
carpet
the
ceiling
comes
down.
It's
a
hey,
be
a
little
bit
quieter
in
this
area.
R
The
carpet's
telling
you
that
the
pattern
and
everything
can
still
continue
to
go
through
so
the
theme
it
can
still
be
thematic,
but
there
should
be
a
Rhyme
or
Reason
as
to
why
we're
putting
finishes
one
place
versus
another,
and
then
there's
cleanability
conversations,
of
course,
with
all
that.
All
of
your
elementary
schools
we've
been
to
have
carpet
throughout,
and
that
was
one
of
the
things
in
our
surveys
with
the
teachers
they
all
chose
carpet
in
their
classroom,
which
I
I
think
is
a
really
good
solution.
R
We
didn't
talk
to
them
about
what
to
do
in
the
corridor,
but
I
do
think.
They're
carpeted
for
a
reason,
is
so
pleasurable
and
quiet
when
you're
in
those
buildings,
and
so
you
we
have
a
big
building
with
a
lot
of
kids
and
when
they
do
are
coming
up
and
down
their
hallways.
One
of
the
design
features
here
is
that
we
don't
have
second
grade
going
through
third
grade,
there's
no
reason
for
any
grade
level
to
go
through
another
grade
level.
R
R
R
If
you
went
and
then
we
always
try
to
include
some
tile
wainscoting
in
the
building,
especially
in
areas
that
are
high
trafficked
kids,
if
you
ever
notice,
they
they're
dragging
their
hands
on
the
wall
when
they're
walking
and
everything
like
that,
we're
bumping
carts
all
sorts
of
things
like
that.
We
want
to
give
you
a
building
that
is
going
to
stand
the
test
of
time
and
so
that's
sort
of
the
lower
half
of
the
wall.
It's
a
darker
trying
to
get
a
little
contrast
in
there.
R
It's
also
maybe
the
lower
portion
of
the
forest,
so
to
speak.
So
it's
a
little
bit
darker
on
the
right
hand,
side
other
things
as
a
part
of
the
pathways
and
trails,
oops
press,
the
wrong
button,
a
little
bit
of
water
in
here
and
there
well
I,
like
Water's
Edge
in
this
particular
case.
So
we
get
a
little
bit
of
blue
a
little
bit
of
fun,
and
then
we
are
looking
at
a
sort
of
foot
path,
maybe
crossing
a
stream
sort
of
scenario.
R
We
see
that
all
around
I
walk
my
dog
and
they
they
have
all
sorts
of
those
just
they're
real
low,
and
so
we
have
representation
of
that.
It
actually
isn't,
isn't
that
we
also
have
that
coming
into
the
building
when
kids
are
dropped
off
on
the
outside
of
the
building,
trying
to
integrate
and
there's
a
mushroom
picture
at
the
bottom
there.
R
One
of
the
big
things
about
a
good
building,
of
course
is
signage
and
a
lot
of
times,
I
think
Architects.
We
we
just
buy
the
usual
signs
and
don't
think
about
it
as
much,
especially
a
secondary
building.
I.
Think
it's
like
well
just
solve
the
problem,
get
the
thing
up
there
and
everything
like
that.
But
here
I
think
we've
had
so
many
discussions
with
the
staff
about
how
are
the
kids
going
to
know
where
to
go?
R
We
think
we
solved
it
partially
with
colors,
but
we
also
think
that
we
can
thematically
solve
it.
Also,
with
signage
having
nice
big
signs
going
into
each
one
of
the
classroom,
neighborhoods
identifying
what
they
are,
if
they're
climbers
and
having
a
nice
big
sign
there,
and
also
it
gives
us
a
chance.
The
the
national
forests
have
these
unique
shape.
This
unique
shape
that
we
said
well,
you
know
we'd
like
to
introduce
a
curve.
R
R
The
designers
didn't
think
about
it
and
they
got
them
mixed
up
and
what
you
find
out
is
people,
don't
read
the
signs
they
just
get
used
to
turning
right
kind
of
thing
like
that,
and
so
part
of
the
reason
also
is.
The
sign
is
like
this:
it's
this
little
tiny
thing
that
says
men
with
a
little
person's
body
in
it.
So
it's
like
doesn't
register
if
you're
physically
already,
you
know
feeling
like
you
want
to
turn
right.
R
So
here
are
a
bunch
of
images.
After
all
that
conversation,
this
is
our
lobby
space.
We
are.
This
is
a
taste
of
the
building.
Ultimately,
we'll
probably
have
a
video
to
go
through
the
whole
building
and
everything
like
that.
But
this
is
a
taste
today,
so
we
have
a
number
of
images
that
are
focused
around
one
of
the
classrooms:
learning
stairs
and
Gateway
entryways,
which
happens
to
be
the
second
second
grade
and
a
little
bit
over
here.
R
This
is
the
stream
Center,
and
this
happens
to
be
the
cafeteria
right
here
we
have
one
and
two
cafeterias,
and
so
with
this
image
that
we're
about
to
see
there's
a
little
arrow
here.
So
it's
as
if
you
came
off
the
lobby
and
then
you
went
into
the
pathway
and
you're
staring
at
this
learning
stair
here
and
then
the
stair
that
goes
up
and
down,
and
so
this
is
it.
You
can
see
our
learning
stairs.
This
is
a
teacher
actually
teaching.
R
The
teacher
actually
has
a
projected
a
marker
board
that
actually
has
a
projected
image
on
it
and
then
there's
an
LCD
screen
there.
There's
hookups
and
things
like
that,
a
place
for
a
teacher
to
actually
teach
from
this
space
and
then
up
here
at
the
next
level
up.
You
could
kind
of
see
there's
a
little
bit
of
curve
here
at
the
bulkhead
and
there's
a
skylight
up
here,
and
these
are
the
acoustical
panels,
where
we'll
try
to
find
a
way
to
integrate
them
with
the
ceiling
and
get
that
dappled
light
effect.
R
R
There
are
choices
to
we
aren't
designing
them
to
be
able
to
be
real,
but
they
don't
have
to
be
real.
They
could
be
actual.
There's
trees
that
there's
a
place
called
plantscapes
that
make
the
makes
them
look
like
you'd
have
to
walk
up
and
touch
it
to
see
if
it's
real,
the
trunks
I
think
are
maybe
even
real
I'm,
not
sure.
So
there
are
choices
either
way,
it's
not
too
expensive,
but
we
have
a
there's
two
trees
in
this
locale
and
same
thing
on
the
other
learning
stair.
R
One
of
the
things
that
Dan
has
created
is
we
wanted
to
do
our
railings
and
things
like
that.
This
is
the
stair
going
to
upstairs
and
then
around
the
corner
goes
downstairs.
We
wanted
to
create
a
scenario
where
we
could
have
some
transparency
as
we're
going
up
and
down
the
stairs.
So
there's
a
little
bit
of
glass.
R
It
also
gives
us
an
opportunity
to
put
the
stickers
on
the
glass
so
that
you
can
see
where
we
are
in
theme
as
you
go
through
the
building,
but
also
we
wanted
to
integrate
quite
a
bit
of
Warmness
and
and
wood
in.
So
instead
of
everything
being
glass
like
I,
think
most
people
would
do.
We
we
mixed
in
wood
panels,
it's
a
little
bit
easier
less
to
clean,
so
the
facilities
will
appreciate
that.
But
that's
what
these
pieces
are.
R
R
And
so
here
we
are
up
there.
You
can
see
one
of
the
trees.
The
idea
was
to
create
sort
of
a
picnic,
picnic
atmosphere
where
you're
under
the
trees
and
you're
sitting
around
and
you're
you're
doing
learning
in
the
shade
sort
of
speak-
and
here
are
is
the
marker
board
that
is
have
is
being
projected
with
an
image
that
the
teacher
is
teaching
from,
and
then
that
was
the
LCD
screen
behind
this
set
of
doors
is
the
K2
cafeteria
and
just
behind
this
opening
is
into
the
lobby.
R
The
next
view
is
going
a
little
bit
looking
the
opposite
way,
but
again
down
the
pathway.
We
wanted
to
be
able
to
see
an
entrance
into
the
second
grade
Wing.
This
space
here
is
a
resource
room,
and
so
it
has
a
little
bit
of
a
special
feature
it's
in
support
of
what's
going
on
out
here,
but
it
also
can
be
independent
from
a
teaching
point
of
view.
R
Let's
take
a
quick
look
at
that,
so
here
you
can
see
the
moniker
hikers
going
down
the
second
grade:
here's
a
mushroom
on
the
floor,
a
little
bit
of
fun
and
some
colors.
This
is
that
resource
room.
It
has
a
view
window.
You
can
see
the
shape
of
the
view
window
and
there's
some
interactive
seating.
There
we're
looking
for
some
small
places
of
contemplation
and
things
like
that
almost
like.
R
If
you
were
sitting
on
a
log
in
the
forest
sort
of
thing
like
that,
not
hyper
literal,
but
that's
the
gives
us
a
a
reason
to
do
things
sometimes
and
then
one
of
the
things
that
we
wanted
to
be
able
to
show.
This
is
one
of
the
background
murals
with
the
trees
and
so
we're
in
the
forest
undergrowth
and
then
display
lots
of
student
display
starting
to
come
in
it's
hard
to
show
it
all.
There's
some
on
the
opposite
wall
over
here,
and
this
would
be
Tac
board
display.
R
I've
go
a
little
bit
further
down
we'll
start
to
see.
Some
of
that.
This
is
the
stream
Lab
and
in
the
center,
is
our
starry
night,
and
this
is
the
you
can
see
that
door
right
there,
and
this
is
a
glass
view.
The
administration
wants
to
see
the
activities
that
are
going
on
in
the
stream
Lab
a
little
bit.
We
want
to
be
a
transparent
about.
R
What's
going
on
some
of
the
fun
educational
things,
Progressive,
educational
things
that
are
going
on,
and
then
we
want
to
show
the
outcomes
of
some
of
those
projects
and
what
are
those
manipulatives
where
they
turn
into
being,
and
so
here's
the
classroom
on
the
right
on
the
as
you
if
you
go
through
here.
This
is
our
Starry
Night
in
this
area.
There's
a
display
case
on
the
right
and
a
tackable
surface
on
or
on
the
left,
an
attackable
surface
on
the
right
again,
some
signage.
R
R
And
then,
if
we
get
a
little
bit
closer
to
the
space
here,
you
can
see
the
lighted
display
a
little
bit
of
Museum
quality,
but
definitely
something
special.
We
tone
the
lights
down.
We
definitely
like
to
go
from
the
bigger
space
to
the
smaller
space
change.
The
color
make
it
a
little
bit
more
intimate
and
then
really
try
to
highlight.
R
It
could
be
an
individual
class
or
it
could
be
something
that's
rotating
across
the
school,
depending
on
what
the
theme
is
or
what
the
projects
that
are
going
on
so
multiple
opportunities
like
that
across
the
school,
as
well
as
inside
the
classroom
Wings,
which
will
have
to
wait
till
next
year
at
our
next
meeting,
to
show
some
of
those
things
last
two
views.
This
is
a
staircase
upstairs
in
at
this
learning
stair
on
the
upper
level
looking
across
here,
just
to
get
an
idea
kind
of.
R
So
we
can
control
the
sound
and
we
minimize
a
sound
from
cafeteria
going
out
into
the
learning
stair
areas
and
into
classroom
Wings,
certainly
I,
think
they're
far
enough
away,
but
we're
thinking
about
the
Acoustics
of
the
situation
and-
and
this
view
is,
if
you're
in
the
K2
cafeteria
looking
this
direction,
where
they
both
combine
in
this
area.
Here
we
have
a
special
little
spot
in
there.
R
So
this
is
the
doorway.
You
can
see
the
hikers
back
here,
hiker's
entrance
back
here
where
we
had
all
those
views
and
the
learning
steps
were
around
to
the
right.
We
have
we're
working
on
trying
to
develop
some
acoustical
panels
on
the
walls
in
this
space
here
is
an
Overlook
from
upstairs.
This
is
another
Overlook
from
upstairs
and
then
more
acoustical
panels,
and
we
have
a
small
group
seating
area.
What
we're
envisioning
is
that
the
the
cafeteria
isn't
just
for
meals,
it's
also
for
Education,
when
it's
not
being
used
as
a
cafeteria.
R
S
R
I
N
Agree,
it's
absolutely
fabulous
and
I
love
that
you
have
tied
it
into
what
we
already
teach
in
our
natural
physical
sciences
and
how
everywhere,
in
that
building,
is
going
to
be
a
learning
opportunity,
no
matter
what
grade
you're
in
no
matter.
What
classroom
you're
in
you're,
walking
around
with
your
adults
and
you're
learning
about
and
seeing
things
that
you're
talking
about
in
your
classrooms
and
it's
just
continuing
through
the
whole
building.
Thank.
N
B
B
B
R
I
think
we're
really
excited
about
that.
Just
as
designers
and
edu
you
know,
educational
designers,
it's
him
I
think
so
oftentimes.
We
just
don't
get
to
do
that
kind
of
thing,
because
nobody
wants
to
take
the
time
to
think
about
it,
but
you
have
our
Administration
team
or
dogged.
They
are
all
over
us.
It's
awesome.
N
Oh,
since
you
were
talking
about
the
floor
and
the
stream
on
the
floor
and
all
those
things
I
just
wanted
to
to
say
that
something.
The
strategic
planning
committee
talked
about
a
bit
was
the
sensory
pathway
idea
for
kids,
who
need
to
do
the
Jumping,
Jacks
and
then
bounce
and
then
touch
the
wall
and
count
the
bees
or
whatever,
not
that.
That,
of
course,
can
be
the
entire
floor.
But
it's
planting
a
seed,
yeah.
R
We
even
today
we
had
special
education
meeting
with
the
teachers
and
a
lot
of
those
rooms
are
located
along
the
bridge
area
on
the
floor
plan,
because
that's
really
good
for
staff
and
it's
a
really
nice
spot
and
we
have
some
really
unique
rooms,
but
they
have
little
tricycles
and
things
like
that.
That
are,
you
know
they
use
and
so
we're
integrating
parking
for
them
and
we
actually
have
that
quarter
is
not
really
for
students
to
walk
back
and
forth,
because
we
don't
really
go
from
second
grade
to
third
grade.
R
There
isn't
a
mass
of
students,
and
so
they
actually
have
a
run
to
be
able
to
do
those
kinds
of
things
as
well
as
we
have
parking
for
on
the
ground
floor,
so
they
could
go
outside
on
the
patio
and
do
that
too.
So
a
lot
of
fun,
I,
think
and
a
lot
of
good
educational
opportunities
that
are
outside
the
usual
because,
as
we
know
all
of
your
buildings
at
this
level,
they
were
not
designed
for
special
education
activities.
Frankly,
when
they
were
made,
it
is
isn't
the
fault
of
it.
R
Just
didn't
exist
in
public
schools
back
when
these
buildings
were
done,
and
that's
one
of
the
reasons
I
would
say
while
you're
doing
what
you're
doing
is.
It
gives
the
opportunity
to
equalize
and
to
actually
design
appropriate
as
much
as
we
possibly
can
so
trying
to
think
about
all
that
it
doesn't
take
much
it's
just
hey
bike
parking.
R
J
J
O
Checked
in
is
the
that
the
first
of
the
submittals
to
the
municipality
have
gone
in
last
week.
Late
last
week,
we
they
were
submitted
for
zoning
approval.
There
were
two
items
that
were
submitted
request
for
zoning
variances
on
the
height
of
the
building
and
also
on
the
site
lighting
and
how
much
lighting
there
would
be
in
the
design.
There
will
be
a
zoning
hearing
meeting
in
the
early
part
of
January
right
after
the
new
year
we'll
be
there.
O
Our
design
team
Engineers
will
be
there
to
take
any
questions
from
the
zoning
board,
and
hopefully
you
know,
let
them
see
our
excitement
and
emphasis
on
getting
those
approvals.
So
we
can
keep
working
forward
on
the
project
ultimately
for
a
spring
bidding
time
period.
We're
also
putting
the
finishing
touches
and
I'm
hoping
Dan
can
speak
to.
Darren
can
speak
to
the
traffic
study
where
we
are
with
that
piece,
because
he
got
some
new
data
for
us
at
the
end
of
last
week
as
well.
Beginning
of
this.
S
We've
taken
the
data
that
you've
provided
for
the
existing
schools
and
compiled
that
with
our
Institute
of
Transportation
Engineers
data,
to
try
to
portray
the
most
accurate
picture
we
can
of
what
the
school
traffic
will
entail,
and
actually
that's
some
of
that.
Preliminary
analysis
or
preliminary
data
is
with
Gateway
Engineers
right
now
being
reviewed,
but
once
we
get
their
concurrence,
we
can
go
forward
with
the
traffic
study.
So
the
traffic
study
has
brought
in
progress.
O
The
potential
extent
of
any
off-site
improvements
would
be
okay.
Thank
you.
Thank
you.
Any
questions
from
the
board
just
where
we
are
with
the
traffic
study,
what
that
might
mean
not
not
a
lot
of
answers
yet
so
I'm,
sorry
to
say
it's
certainly
something
to
be
aware
of
that.
It's
it's
in
the
works
and
I
know
that
there's
a
little
anxiety
from
folks
in
the
neighborhood
that
this
is
going
to
be
properly
addressed
and
I.
O
Think
the
municipality's
expectation
is
that
before
we
even
submit,
we
have,
you
know,
dotted
our
eyes
across
the
t's
so
that
we
know
exactly
what
would
be
necessary.
This
I
think
one
of
the
frustrations
from
our
perspective
is
that
the
bulk
of
the
traffic
issues
are
about
20
minutes
in
the
morning
and
20
minutes
in
the
afternoon.
The
rest
of
the
time
there's
almost
no
change
for
the
traffic
flow
in
that
area
right
doing.
Q
Q
Q
Yes,
we're
planning
to
submit
that
on
February
6th
I
will
be
our
our
submission
deadline
for
the
March
Planning
Commission
meeting,
and
we
would
be
going
to
a
workshop
meeting
then
on
February
22nd,
just
to
talk
with
the
Planning
Commission
and
prep
to
the
voting
meeting.
That
would
happen
on
March,
8th
and
then
we'll
be
anticipating.
Q
Hopefully,
then,
going
from
that
meeting
on
to
council
to
seek
approval
which
we're
looking
at
probably
March
no
later
than
April
of
getting
conditional
approval
for
the
Land
Development
law,
consolidation
plan
with
Bethel
Park
and
then
as
far
as
the
mpds
and
ens
and
our
dep
permitting
there.
We
are
participating.
F
Q
Q
Yeah,
so
the
the
mpts
permit
is
a
national
pollution
discharge
erosion
and
sediment
control
permit.
So
that's
just
related
to
water
quality
that
were
with
the
new
improvements.
We
need
to
treat
the
impervious
areas
and
mitigate
the
the
pollutants
and
create
that
out
of
the
water
before
discharging
it
to
the
Stream
So
that
that
permac
will
take
care
of
that
and
then,
as
well
as
the
erosion
and
sediment
control
bmps.
Q
That
would
be
up
around
the
site
for
the
gradients
just
to
keep
sediment
from
getting
onto
adjacent
neighbors
or
down
into
the
Stream
and
then
actually
I
have
to
see
the
general
permit
there.
We
do
have
a
little
bit
of
a
stream
that
goes
up
to
the
site,
that
we
will
be
Crossing
and
we'll
need
a
gp7
for
that.
But
that's
we'll
all
be
tied
with
this
other
mpts
permit.
That
will
be
submitted
on
Friday.
Q
So
we
were
able
to
get
both
dep
and
these
Sewer
Authority
to
agree
on
that
flow
data,
and
so
now
the
next
step
for
that
is
the
authority
is
requesting
to
do
a
conveyance
analysis
on
the
existing
system
to
the
South,
along
kind
of
as
Boyer
Murray
and
Nick
Pearson.
That
neighborhood
is
kind
of
where
the
the
existing
sewer
is
flowing
and
in
order
for
us
to
be
able
to
tie
into
that,
they
just
want
to
make
sure
that
they
have
capacity
in
that
system.
For
us
to
tie
into
that.
Q
So
I
know
Dr,
Walter,
I'm,
not
sure.
If
that
was
on
the
agenda
or
not,
but
I
know
way,
trim
the
authorities
engineer
provided
a
document
of
a
additional
fee
for
them
to
do
that.
Assessment
and
fingers
crossed
that
we
have
capacity
and
we
can
do
gravity
fed
down
into
that
system.
The
alternate,
if
that
is
not
the
case,
would
be
to
do
a
pump
station
and
would
have
to
pump
it
up
to
King's
school
and
tie
into
that
sewer.
Conveyance
system.
B
R
Q
Yeah,
so
we
have
to
do
a
sewage
planning
module
for
every
project
is
to
make
sure
that
the
authorities
they
have
the
capacity
and
sometimes
we
do
run
into
issues
where
the
authorities
don't
have
necessarily
the
capacity.
So
we
kind
of
have
to
run
through
the
process
we're
running
through
on
this
project,
just
to
make
sure
that
this
new
development
isn't
going
to
cause
any
issues
to
further
Downstream
and
I
I.
Q
Guess
yeah
Dan
that
chart
that
you
did
have
we
kind
of
started
to
outline
scheduling
if
the
different
routes
that
this
had
to
take
and
potential
costs
involved.
Now
those
are
just
all
kind
of
speculative
costs
and
we
won't
be
able
to
kind
of
fine
tune.
Those
until
weight
trim
does
their
analysis
and
we
know
what
what
the
design
is
and
which
direction
we're
taking.
But
we
just
kind
of
wanted
to
get
this
out
in
front
of
you
guys.
Q
Q
Just
because
I
did
have
concerns
about
that,
but
they
they
said
that
as
long
as
we
have
a
plan
in
place
as
far
as
knowing
what
what
our
plan
is,
that
they
would
work
with
us
and
potentially
we
could
probably
get
a
grading
permit
to
go
ahead
and
start
moving
the
dirt
and
and
begin
construction
just
knowing
that
that
permit
is
still
outstanding
just
as
long
as
we
had
a
path
moving
forward
of
what
what
the
design
is
and
what
we're.
What
the
plan
is.
O
R
It
is
a
complicated
process.
Every
time
we
do
a
new
building,
it's
complicated,
though,
and
I
will
say
that
the
Miss
Valley's
been
very
helpful.
Their
Engineers
are
very
helpful.
It's
a
team
thing
from
what
I
can
see
the
municipality
doesn't
want
the
school
district
to
spend
more
than
they
need
to
spend,
but
they
will
also
want
to
protect
their
adjacent
properties
and
folks
that
live
nearby
and
downstream,
and
things
like
that
and
I
think
also
for
folks
who
don't
understand
the
process
too,
of
doing
a
new
building.
R
We
talked
about
Craig
mentioned
mpdes,
that's
all
about
water,
that
is
Flowing
off
of
your
site,
onto
potentially
other
properties
or
into
the
system,
and
the
essential
law,
basically,
is
that
you
cannot
increase
based
on
your
development.
If
you're
going
to
do
a
development,
you
cannot
increase
the
flow
off
of
the
site,
and
actually
you
have
to
reduce
the
flow
off
of
the
site
and
it's
an
unbelievable
amount
of
measures
that
are
done
now
when
we
build
a
building
to
help
help.
The
community
essentially
reduce
the
pressure
in
in
the
piping
system.
R
R
So
they
work
really
hard,
I
think
to
try
to
help
in
that
situation,
and
so
anybody,
that's
listening,
I
think
if
you
did
live
nearby
the
project
actually
will
help.
It
will
correct
any
current
situation
that
might
exist
potentially
if
it
is
water
flowing
off
of
your
property
down
at
that
Basin,
and
things
like
that
right
now
that
whole
thing
has
to
be
restructured,
so
it
should
be
helpful
and
that's
I.
Think
municipality
is
real,
helpful
and
careful
about
that.
R
Okay,
the
last
thing
that
we
really
wanted
to
touch
on
today
was
a
conversation
about
the
small
gym.
So
we
have
two
gymnasium
or
PE
spaces.
I'll
say
in
the
building.
One
is
a
full-size
gym,
which
is
this
space
over
here
on
the
right.
We
kind
of
call
it
the
three
five
gym
and
the
PE
teachers
call
the
other
gym.
The
slim
jim,
that
they've
been
calling
it
and
the
other
gym
is
on
the
ground
floor
right
here
on
the
other
side
of
the
building.
R
So
if
I
go
back,
real
quick,
the
3-5
gym
for
PE
is
up
here,
and
it
also
is
adjacent
to
the
outdoor
area
that
is
from
the
35.
Cafeteria
is
used
for
the
35
cafeteria
and
then,
when
we
go
to
the
ground
floor,
the
Slim
Jim
is
on
the
ground
floor
with
the
kindergarten
and
first
grade
and
their
play
area
is
adjacent.
R
Also,
so
one
of
the
things
about
the
stacking
of
the
building,
of
course
we're
trying
to
be
is,
would
you
call
it
condensed
as
possible
because
the
site
is
challenging
and
is
a
part
of
the
programming?
It
was
determined
that
this
gym
would
be
focused
on
kindergarten
and
first
grade
and
possibly
some
second
grade.
But
scheduling
has
proved
out
that
will
really
the
upper
gym
can
be
handled.
R
The
second
grade
also,
if
need
be
in
scheduling,
we
really
only
need
kindergarten
or
first
grade
currently
right
now
in
the
schedule
inside
this
space,
and
so
this
space
becomes
an
alternative
space
from
the
typical
gym.
We
rarely
get
to
design
a
gym.
That
is
just
for
really
small
people
for
the
most
part,
and
so
there's
some
fun
going
on
there
and
working
with
the
teachers
to
be
able
to
do
that.
R
But
it
is
not
a
traditional
educational,
PE
spacer
that
would
be
used
in
the
evenings
for
basketball
or
community
events,
and
the
question
has
come
up
that
well,
we're
closing
a
number
of
schools
potentially
to
build
this
building
and
we're
they
have
those.
The
community
uses
those
facilities
in
the
evening,
and
so
this
might
work
for
PE
in
the
building.
R
R
Another
gym
we're
already
more
than
our
square
footage
allocated
originally
when
we
started
the
programming,
and
so
there's
also
that
cost
challenge
too,
and
so
we
at
our
office,
we
said
well,
okay,
is
there
a
creative
way
to
solve
this
problem,
and
and
could
we
do
something
a
little
bit
different?
And
so
we
came
upstairs
oops
so
go
backwards
and
we
looked
at
the
large
group
instruction
now.
The
large
group
instruction
is
somewhat
of
an
auditorium.
It
is
a
flat
floor.
R
It
has
telescopic
seating
which
are
cushy
chairs
like
this,
but
they
go
back
and
forth
like
a
bleacher,
it's
basically
a
bleacher
set
with
nicer
chairs
on
it.
So
you
can
have
an
auditorium
type.
Setting
the
floor
is
flat.
This
area
that
you
see
here
is
the
stage
area
which
is
essentially,
this
is
a
music
space,
and
so
it's
designed
to
have
ensembles
come
together
inside
the
space,
have
parent
Community
performances
in
this
space.
R
It's
also
designed
to
have
two
grade
levels
so
like
second
and
third
grade
on
the
could
come
in
here
and
have
a
presentation
together,
there's
enough
seats
for
all
of
them
to
be
together
during
the
day.
This
is
600
plus
seats
and
the
space
is
again
music
related.
But
it
has
the
flexibility
to
be
able
to
move
the
seats
back
and
have
an
open
floor
and
do
something
different.
Have
an
art
show
have
a
have
a
book.
R
Fair,
do
all
sorts
of
other
things
during
the
day,
because
we
don't
need
it
for
Ensemble
every
period
of
the
day,
probably
two
periods
a
day,
I
think
we're
not
100
sure
on
the
schedule.
Yet,
but
that's
what
we're
thinking
I
think
I'm
right
about
that
for
right
now,
preliminarily
at
least
two
periods
for
Ensemble
unless
we
figure
something
different
out
as
we
go
forward,
so
we
said
well,
if
we
had
to
do
it,
you
know.
Could
we
do
it
in
that
space?
R
What
would
have
to
change
to
make
that
space
into
a
gym,
and
you
know,
would
it
compromise
the
music
program?
Could
it
fit
how
much
additional
square
footage
would
have
to
be
added
to
the
building
or
would
there
need
to
be,
and
so
we
did
a
little
bit
of
a
sketch
get
to
here.
So
here's
the
space
closer
up
and
again
we're
talking
essentially
this
space
right
here
and
so.
R
Here
is
a
superimposed
sketch
of
the
gymnasium.
If
we
were
to
put
a
gymnasium
here,
you
can
see
this
is
the
gym
proper.
The
telescopic
seatings
would
be
stored
over
here
and
then
come
out
to
about
here,
just
as
they
did
on
below.
You
can
kind
of
see
the
shadow
of
what
was
below,
because
this
is
superimposed
over
the
top
of
the
large
group
construction
plan.
R
The
one
of
the
things
I
would
say
that
I,
don't
like
about
it
is
a
gemitorium
is
what
I
would
call
this
becomes
sometimes
not
so
good
for
either
scenario,
but
definitely
not
good
for
music
and
that's
the
challenge.
We
can't
really
do
the
acoustical
treatments
and
things
in
the
ceiling,
because
the
kids
throwing
the
balls
and
kicking
it
just
destroys
that
up
there
and
we've
tried
it
so
many
different
ways
and
been
relatively
unsuccessful
and
so
I
think
that's
a
compromise.
R
R
How
do
how
do
we
do
that
and
then
I
would
probably
it
wouldn't
it?
Certainly,
if
we
were,
if,
if
the
board
says,
do
it
we'll
do
our
best,
you
know
with
floor
surfaces,
it
wouldn't
I,
wouldn't
recommend
wood.
You
know
you
wouldn't
I'd.
Probably
just
do
a
multi-purpose
type
floor
that
we
can
roll
out
the
bleachers
onto
without
damaging
it,
but
also
makes
it
good
acoustically.
R
You
don't
really
don't
want
a
wood
floor,
it's
noisy
walking
on
and
everything,
and
especially
for
from
a
music
point
of
view,
a
presentation
anyway
that
I
think
that
was
it
in
a
nutshell.
This
is
it
if
it
was
fully
accomplished
in
in
rough
form,
once
Dan
and
Cassie
get
after
to
fine-tune
and
everything
and
then
we'd
have
to
talk
to
the
teachers.
We
lose
some
small
spaces
in
doing
it
to
make
to
make
things
work.
B
Under
the
original
design,
let's
say
let's
just
test
it
against
some
scenarios.
So
let's
say
it's
raining
outside
okay
and
there's
no
outdoor
recess
with
the
original
design.
Is
there
enough
space
for
kids
to
be
in
the
gym,
LGI
room
things
like
that,
so
they're
not
confined
to
their
classroom
during
lunch
time?
Yes,.
R
We've
worked
out
other
than
the
fact
that
when
an
ensemble
would
need
the
space,
you
certainly
couldn't
do
it
during
those
times.
But
the
seats
do
go
all
the
way
back
against
the
wall.
So
I
generally,
would
probably
say:
leave
the
seats
back
against
the
wall
until
you're
going
to
have
an
audience
necessary
event.
So
you
have
the
room
flexible
for
you
and
music
can
spill
out
and
do
whatever
they
want
into
that
space
on
any
given
period
or
day,
but
also
you
could
come
in
and
you
could.
R
B
So
when
do
you,
when
do
you
need
to
know
from
us
if
we
want
to
go
for
the
extra
space
or
not?
The
reason
why
I
ask
is
that
we're
also
getting
ready
to
put
together
a
committee
made
up
a
number
of
people
from
the
community
to
focus
on
what
do
we
do
with
the
existing
facilities
that
we
have?
That
may
have
an
impact
on
some
of
the
decision
right.
M
R
Honestly,
our
one
of
our
biggest
problems
is:
we've
already
got
steel
designed
yeah,
we
have
Structural,
Engineers
have
been
working,
we
have
a
preliminary
mechanical
engineering
Solutions
and
so
we're
going
to
go
backwards.
So
the
sooner
the
better
for
you,
because
there's
you
can
I
can
only
make
everyone
go
so.
B
R
J
A
Was
like
okay?
What
does
that
mean?
It's
raining,
and
it
was
like
this
down
trotting.
You
know
face
and
everything
else
I
have
to
be
in
my
classroom
for
recess
and
I
was
like
there's
the
opportunity
we
are
building
a
school
that
is
not
built
in
the
1940s
and
the
1950s,
like
all
of
our
other
classrooms,
the
opportunity
to
have
academics
in
the
classroom
and
recess
no
matter
we
live
in
Western
Pennsylvania.
It
rains
every
third
day,
rain,
snow
I,
don't
care
what
it
is,
but
the
opportunity
to
use
that
LGI
room.
A
So
the
other
thing
I'm
going
to
do
is
encourage
Administration
to
figure
out
how
the
LGI
room
is
open
for
all
recess
and
find
those
steam
rooms
that
is
open
for
all
recess,
because
that's
an
opportunity
for
these
kids,
but
I
could
just
the
downtrodden
of
his
voice
his
face.
His
whole
thing
of
I
have
to
be
in
my
classroom
for
recess.
That
classroom
should
be
used
for
academics,
Not,
For,
Recess
well,.
R
You
bring
that
up.
We've,
you
saw
the
images
of
learning
stare
today
we
have
multiples
of
those
in
the
building
and
so
that's
a
great
spot
for
a
recess
kind
of
scenario.
Obviously
it's
not
running
around
or
anything
like
that,
but
it's
a
different
forum
and
it's
a
freedom-
and
you
know
there's
exploration
and
things
like
that
and
it's
a
different
kind
of
place.
So
you
can
add
those
kinds
of
things.
The
covered
area
at
the
bridge
could
also
be
a
recess
area.
So
that's
one
of
the
challenges.
A
R
Problem
with
the
stream
rooms
is
not
really
a
problem,
but
we
have
two
of
them
in
this
in
the
main
core
of
the
building,
and
then
this
you
can
see
right
here.
So
that
is
a
double
room.
It
fits
two
classes
inside
that
room,
but
that
will
be
scheduled
as
a
scheduled
special
most
of
the
day
and
the
same
with
the
other
one.
That's
on
the
ground
floor
also,
but
we
have
one
inside
the
library
that
is
a
scheduleable
space,
but
it
is
an
open
space.
R
A
I
A
T
T
R
This
base
isn't
really
appropriate
for
kindergarten
and
first
grade
for
the
kinds
of
things
that
PE
is
trying
to
do
with
them.
It's
different.
You
know
we're
all
used
to
the
fact
that
kindergarten
first
grade
uses
a
a
basketball
arena,
essentially
every
single
time
they
go
into
the
gym,
but
that's
just
because
it's
there
and
it's
a
across
the
Spectrum
type
of
space,
it's
supposed
to
generally
be
there
for
everybody
to
use,
but
it
actually
doesn't.
It
works
fine
for
kids
to
run
around
everything,
but
there's
so
much
more
going
on
in
a
space.
R
That's
designed
specifically
for
those
tiniest
the
primary
of
kids
and
to
give
them
the
opportunity,
scooters
and
little
traversing
walls
that
are
set
up
for
them
and
little
race
tracks
and
all
sorts
of
things
like
that.
It's
a
whole
different
set
of
games
and
everything
like
that.
That's
really
just
walking
around
you
know
for
us
it
would
be
like
walking
around,
but
for
them
it's
like
speeding
around
and
there's
no
need
to
have
a
30-foot
High
space
for
that
kind
of
thing
so
and
in
their
space
their
plan
projecting
things
on
the
floor.
R
There's
different
kinds
of
things
like
that.
We
can
do
that
because
it's
not
going
to
get
broken
so
easily
and
and
having
interactive
boards
on
the
walls
and
things
like
that,
there's
so
much
going
on
with
movement
and
dance
and
yoga.
It
sounds
funny,
but
it
actually,
you
know
it's
it's
sized
for
them.
So
it's
just
kind
of
interesting
different.
O
So
you
just
saw
from
Miss
dragon's
timeline
there
on
the
last
page
of
his
handout
that
we're
talking
March
roughly
for
Planning
Commission
approval
submission
in
in
February,
so
I'm
asking
for
the
board
to
identify
a
date
or
two
by
which
we
could
have
Community
meetings
for
the
folks
to
see
these
plans
as
much
detail
as
we
can
offer
them.
We
saw
a
lot
more
tonight
than
we've
seen
in
a
while
and
continue
to
refine
those
drawings
and
I'm
I'm
thinking
by
early
January
or
mid-January.
E
S
O
F
K
M
K
Being
said,
our
third
item
naming
of
the
new
K-5
Elementary
project-
excuse
me:
it's.
The
board
of
directors
is
asked
to
approve
administration's
recommendation
to
prove
the
name
of
the
K-5
Elementary
project.
Officially,
has
the
Bethel
Park
Elementary
School,
so
any
thoughts
or
comments
from
the
board
I.
O
G
B
L
The
board
of
school
directors
approves
the
administration's
recommendation
to
approve
payment
for
invoice
number
165453
to
Herbert
Roland
and
Group
Inc
in
the
amount
of
seventeen
thousand
one
hundred
fifty
four
dollars
and
42
cents
for
survey,
environmental
and
Permitting
Services
related
to
the
new
K-5
elementary
school
project,
and
that
is
hrg.
That
you've
heard
us
mention
before
item
number.
Three
is
the
approval
of
reimbursement
agreement.
L
The
board
of
school
directors
approves
the
administration's
recommendation
to
approve
a
reimbursement
agreement
between
the
Bethel
Park
School
District
and
the
Bethel
Park
Municipal
Authority
for
a
sewage
facility
planning
module
for
the
new
K-5
elementary
school
project.
Item
number:
four:
approval
of
agreement
for
construction;
Management
Services,
the
board
of
school
directors
of
peruse
the
administration's
recommendation
to
approve
an
agreement
with
macero
Corporation
for
construction
management
services
for
the
new
K-5
Elementary
project
pending
finalization
and
solicitor.
Approval
item
number
five:
payment
for
the
bus
garage
renovation
project.
L
The
board
of
school
directors
approves
the
administration's
recommendation
to
approve
payment
for
project
number
22,
tac-25023
application,
3
for
142,
402
dollars
and
23
cents
to
a
Felino,
Construction
Inc
for
the
bus
garage
renovation
project.
The
funds
will
be
paid
from
fund,
32
bus,
Paving
project
and
then
finally,
item
number
six
is
Just
for
information.
Mr
McCausland
will
be
discussing
our
financial
report.
Does
anyone
have
any
questions
or
want
anything
from
any
of
the
items?
One
through
five
held
out
to
vote
separately.
N
B
M
K
If
there's
possible,
Administration
can
discuss
the
the
choosing
of
this
bid
over
how
many
other
competitors
or
vendors
that
have
bid
what's
the
status
of
the
machines
we
already
have
in
place
their
future
use
since
I
believe
we
are
the
owners
of
those
property
and
the
aspect
of
the
copy
and
for
it
says,
unlimited
printing
as
compared
to
what
we're
using
now
so
I,
don't
know.
Mr
McCausland
would
be
able
to
help
us
out
and.
G
We
received
three
different
bids
from
your
current
vendor
amcom,
a
Toshiba
and
the
Wilson
group
of
those
bids
we
analyze
them
based
on
the
machines.
They
were
going
to
replace
your
current
machines.
You
purchased
outright
almost
six
years
ago,
so
they're
really
at
the
end
of
their
life
cycle,
there's,
even
though
some
of
the
the
smaller
printers,
probably
weren't,
utilized
as
much
as
they
possibly
could
have
because
of
the
covid.
G
G
We
had
asked
the
three
companies
whether
they
would
be
willing
to
renegotiate
that
lease
in
three
years,
because
we
potentially
won't
need
as
many
machines
if
we
consolidate
buildings,
Wilson
group
amcom
was
willing
to
negotiate,
but
there
were
some
limits
around
the
negotiation,
limiting
us
to
just
a
10
adjustment
on
machines,
where
Wilson
group
was
willing
to
renegotiate
the
complete
terms
of
that
agreement.
Also
under
that
agreement,
when
you
look
at
not
just
the
least
payment
amount,
but
you
factor
in
the
overage
costs
for
when
printing
exceeds
the
limb
limits
that
have
been
established.
G
G
O
L
O
So
we
received
we
sent
out
I,
think
nine
different
requests
for
proposals
from
construction
management
firms
receive
bids
from
five
five
of
them.
Thank
you
and
reviewed
them
internally,
evaluating
the
differences
and
the
opportunities
we
would
have
with
each
of
them,
and
then
we
brought
in
three
of
the
five
to
meet
with
their
team
interviewed
Mr
Engen
participated
in
those
interviews
as
well
from
an
architect's
perspective
and
found
that
macero's
plans
and
skills
and
experience
with
Bethel
Park
was
our
preferred
provider
for
this
construction
management
firm.
O
They
would
be
the
ones
that
would
be
on
site.
This
firm
would
represent
the
district
on
site
during
the
entire
construction
project.
They
would
start
theoretically
tomorrow,
a
meeting
with
the
draw
Collective
to
get
the
designs
and
then
provide
a
cost
estimate
for
each
different
phase
of
the
design
process
guide
us
through
the
bidding
all
the
way
through
construction
and
finally,
closing
out
punch
list
Etc.
O
One
of
the
things
that
was
really
appealing
about
the
macero
proposal
was
two
professionals
on
site
each
day
and
they
would
maintain
the
construction
trailers
themselves
and
have
all
the
contractors
sharing
that
space
rather
than
each
having
separate
trailers
around
the
project.
We
liked
the
idea
of
everybody
being
in
the
same
office,
space
sharing,
the
same
wall,
calendar
and
the
the
design
work,
etc.
So
we,
we
feel
really
good
about
this
opportunity
for
taking
this
project
to
a
successful
conclusion.
L
T
Dr
Walsh
be
glad
to
give
you
an
update,
so
we
have
really
good
news
is
light
at
the
end
of
the
tunnel.
We've
been,
you
know
down
this
path
first,
as
you
know,
since
beginning
of
really
the
start
prior
to
school's
beginning
all
the
underground
work
was
done
and
ready
to
go
and
we
ran
into
a
little
bit
of
weather
issues.
But
yesterday
we
laid
down
our
binder
our
Paving
binder,
which
is
the
first
layer.
They
worked.
Felino
worked
last
night
till
seven
at
night
to
get
a
large
chunk
done
today.
T
They
put
the
rest
on
so
we
have
our
binder
down
this
week
tomorrow
and
Thursday
that
will
put
the
second
layer
the
final
coating
on
and
we'll
be
ready
to
to
go.
But
of
course
we
just
have
to
spray
lines.
We
need
some,
some
nice
weather
to
spray
the
lines
down.
The
buses
will
be
able
to
be
moved
over.
There'll
be
some
other
work
that
will
be
completed.
T
However,
the
buses
will
be
able
to
arrive
over
there,
which
is
outside
fencing
some
of
the
warming
stations
the
bollards
are
all
in,
but
those
warming
stations
need
to
be
put
in
along
with
the
wire
needs
to
be
pulled
through
the
conduit,
but
once
again,
by
the
end
of
this
week,
we'll
be
all
paved
up
and
finally
ready
to
go.
We're
excited
about
that.
A
T
You'll
probably
say
to
yourself:
how
did
you,
how
did
they
pave
today
while
it
was
raining
and
Misty?
Well
actually,
as
long
as
it's
not
raining
hard
when
they
use
the
roller,
there's
actually
water
on
the
roller,
so
that
that
kind
of
facilitates
that
piece.
So
no,
we
don't
anticipate
any
problems.
Yeah,
the
weather
forecast
looks
great,
it's
above
40
degrees,
which
it
needs
to
be,
and
that's
really
more
of
an
issue
than
than
the
rain
or
the
Mist
that
we
had
today.
So.
T
They're
driving
on
it
right
now,
they
they're
driving
on
the
binder
they've,
been
filling
up
the
buses
so
yeah
they
can
drive
on
about
an
hour
after
which
is
wonderful.
It's
not
like
Concrete,
where
you
got
to
wait,
you
know
20
days
or
so
they
can
ride
on
the
asphalt
an
hour
after
it's
put
down
currently
with
the
weather
that
we
have,
if
it
was
real
hot
in
the
middle
of
the
summer,
it'd
be
a
little
bit
longer,
but
right
now
hour
and
it's
they're
we're
driving
on
it.
Okay,.
L
G
Unless
you
have
specific
questions
right
now,
we're
still
on
budget
we're
still
the
biggest
thing
with
the
IMs
project
is
waiting
to
find
out
what
the
numbers
for
phase
two
are
going
to
be
right.
Now,
with
the
original
numbers,
we
were
about
six
or
seven
million
higher
than
we
should
have
been.
We
are.
G
They
have
worked
with
the
architectural
firm
to
reduce
some
of
the
scope
of
the
project
and,
as
I
know,
it
I'm
not
in
all
those
meetings
but
I,
believe
site
logic
is
back
repricing
and
getting
quotes
based
on
that
revised
scope.
So
once
we
have
that
we'll
have
a
better
idea
of
where
we
are
and
whether
we're
going
to
need
a
phase
three
for
IMS
or
where
we'll
be
based
on,
where
we're
going
with
the
new
Upper
Elementary.
So
there's
a
lot
of
moving
Parts,
but
that's
in
the
works.
G
Otherwise,
both
projects
are
on
on
schedule,
we'll
probably
be
looking
to
do
the
a
bond
issue
for
the
new
Elementary
sometime
in
the
spring.
Right
now
the
Market's
not
great,
but
we
we've
been
I've,
been
staying
in
touch
with
the
people
at
PNC
Capital
markets
to
be
ready,
we're
prepping
the
the
preliminary
work
so
that
we
can
go
to
market
when
we,
when
the
market
is,
is
suitable
or
best
for
us.
So,
although
that's
working
behind
the
scenes,
I
don't
know
that
there's
anything
highly
unusual
in
the
reports.
G
J
N
I
just
want
to
say
thank
you
so
much
to
the
IMs
team
who
did
a
fantastic
production
of
Rudolph
Jr
last
week.
It
was
fabulous,
so
congratulations
to
the
directors
and
the
staff
who
helped
and
the
crew
and
the
cast
it
was
a
lot
of
fun
and
I.
Think
a
lot
of
us
were
there.
We
had
fun
in
the
audience
too.
It
was
very,
very
nice
and
it's
always
a
good
job.
So
thank
you
so
much
IMS
and
if
you
missed
it
this
year
bear
catch
one.
Next
year.