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From YouTube: Bethel Park School District Live School Board Facilities Meeting: June 14, 2022 (7 PM)
Description
June 14, 2022
A
A
C
D
A
E
Thank
you,
mr
christensen.
Tonight,
on
our
agenda.
We
have
a
total
of
nine
items
that
we
would
discuss.
First,
one
going
to
start
off
with
is
discussion
of
a
pathfinder
school
in
the
hvac
system.
I
asked
to
put
this
on
for
just
to
get
more
of
an
information
and
make
everybody
aware
that
we
are
a
shareholder
of
pathfinder
school
there's
only
five
shareholder
schools.
E
Right
now,
the
the
mechanic
the
head
facilities
director
over
there
has
got
things
under
control.
We
we've
dealt
with
some
bidding
process
of
getting
some
minor
work
done.
I
just
keep
this
board
aware.
If
you
saw
some
of
the
updates
that
come
from
a
pathfinder
on
the
budget
we
approved,
is
it
just
keeping
back
into
mind
as
things
move
forward,
that
is
a
65
year
old
building
that
will
be
needing
some
money
to
fix
and
repair?
F
F
So
the
owners
five
school
districts
of
pathfinder
responsible
for
the
maintenance
and
the
upkeep
it.
It
is
also
to
be
sure
that
you're
completely
aware
that
they
run
the
programs
they
manage
the
facility
they
do
all
of
that
stuff,
but
there
is
no
rent
for
them.
They're
doing
all
that,
essentially
at
the
cost
of
running
the
business,
and
we
pay
our.
You
know
our
share
of
that
service,
so
upkeep
of
the
building
is
going
to
be
on
the
member
districts.
E
No
not
at
this
point
because
the
issue
in
hand
they
are,
we
are
getting
done
internally
with
an
outside
contractor,
but
it's
it's
like
band-aid
approach
and
then,
sooner
or
later
I
I
think
there'll
have
to
be
a
bigger
conversation
with
the
five
districts
on.
How
do
we
alleviate
long-term
problems
with
the
an
hva
system
up
there?
E
So
I
imagine
it
won't
be
coming
at
the
end
of
this
year,
but
probably
something
we
will
have
to
have
a
conversation
about
next
year
and
again
so
would
our
administrations
of
our
district
and
the
other
four
districts.
So
just
I
want
to
make
sure
the
board
and
everyone
else
is
aware
that
we
do
have
a
responsibility
in
that
building
and
any
extreme
costs
will
have
to
then
have
to
be
discussed
by
us.
E
There's
been
updates,
but
pretty
much.
The
building
is
over
60
years
old
and
they
just
may
they
fix
it
as
they
go.
Okay,
there
was
introduction
of
a
newer
system
coming
in
here
for
next
year,
and
I
think
that's
what
precipitated
this
conversation
is
that
would
that
bring
a
significant
upgrade
to
the
system,
which
was
going
to
be
definitely
over
six
figures
multiple
times,
okay,
so
but
we're
they're
still
looking
and
getting
that
information
and
bring
it
back.
G
E
F
F
We're
dealing
with,
I
believe
the
board
has
heard
from
you,
know
the
community,
and
even
the
administration
is
aware
of
that
the
last
month,
or
so
the
some
of
the
elementary
buildings
in
particular,
but
the
grounds
in
general
have
been
poorly
maintained,
weeds
and
grass
growing
high
up
to
the
knee.
It's
not
sort
of
unbecoming
of
our
best-in-class
school
district
nick-
and
I
have
had
multiple
conversations
about
this.
You
want
to
jump
in
here
nick
and
talk.
H
About
some
solutions,
you'd
like
to
yeah
previously
last
summer,
we
actually
had
long
hard
landscaping
come
in
and
take
care
of,
probably
within
three
weeks
before
school
ims,
neil
and
the
high
school
this
year.
We're
going
to
do
that
again,
but
they've
actually
started
yesterday,
going
through
all
the
elementary
fields,
treating
the
fields
string,
trimming
the
fields
and
getting
the
fields
where
they
need
to
be.
H
We
have
no
summer
help
it's
a
nice
problem
to
have
with
the
baseball
team
going
deep
into
the
playoffs
again,
but
perky
becomes
priority
to
get
that
field
ready
for
them,
so
with
only
having
two
groundskeepers
and
no
summer
help
and
having
to
maintain
perky.
Unfortunately,
and
that
falls
on
me,
some
of
the
things
did
get
left
behind,
so
we're
bringing
in
a
long
hard
landscaping
to
get
us
caught
up.
B
I
All
right
are
we
looking
at
the
weeds
that
are
like
in
the
parking
lot
area
like
as
you
come
into
the
high
school,
that
whole
area
that
one
first
section
on
to
your
left
was
not
done.
The
weeds
are
over
growing
on
the
steps
up
to
the
softball
field.
Those
kinds
of
things
are
going
to
be
addressed
by.
E
H
B
E
H
It'll
be
well
kept
because,
to
put
it
bluntly,
once
somebody's
able
to
get
us
down
to
the
the
bare
dirt
of
an
infield
dragging
an
infield
is
not
anything,
that's
going
to
overtake
time
for
us,
it's
something
that
we
can
easily
manage
that
we
try
to
get
ahead
of,
but
unfortunately
between
vacations
weather
and
lack
of
people.
We
fall
behind.
H
A
I
E
I
don't
know
the
municipality
obviously
has
summer
help
too.
I
don't
know
what
their
situation
has
been
or
what
they're
paying
we
used
to
have
to
a
long
list
of
kids,
there's
kids
that
didn't
get
hired
for
someone
and
those
have
been
around
long
enough.
No,
that
was,
you
had
15
kids
easily
applied
for
five
or
six
positions.
H
E
L
We've
really
taken
off
since
school,
let
out
back
in
last
monday,
when
it
emptied
out,
we
were
able
to
get
into
the
administrative
area
and
the
rest
of
the
sixth
grade
wing,
we're
primarily
focused
on
demolition
in
those
areas.
Since
last
monday,
we've
almost
entirely
demoed
out
both
the
administrative
wing
and
the
sixth
grade
wing
of
the
building.
If
you
were
to
walk
in
there,
you'll
also
see
we're
framing
we're
doing
mep
installation
rough
in
an
elevator
demo,
so
we're
building
it
back
quite
a
bit
as
well
again.
L
A
very
brief
update
to
this
point,
but
the
primary
activities
going
on
right
now
are
the
demolition
and
then
we're
beginning
to
build
back
those
areas
again.
Framing's
going
on
installation,
mep
rough-in
starting
next
week,
we'll
be
getting
inspections
and
then
covering
those
walls
up
so
across
the
board.
I
think
we're
making
great
progress
as
far
as
the
critical
dates
go.
L
We've
got
the
admin
area,
that's
scheduled
to
complete
on
august
17th,
we're
still
trending
to
achieve
that
date,
and
then
the
sixth
grade
wing
will
be
completed
on
october
21st,
which
again
we're
lined
up
to
hit
that
as
well
as
far
as
materials
go.
That's
again
an
issue
we
talked
about
last
time,
we've
had
a
few
things.
Come
up,
we've
been
able
to
work
through
those
get
around
them.
So
there's
no
major
material
concerns
at
this
point.
We're
monitoring
that
daily,
making
sure
that
we
know
when
things
are
arriving
when
we
can
get
them
installed.
L
So
again,
very
brief,
update
as
to
what's
going
on
the
administrative
area
is
going
to.
You
know
that
work
is
going
to
progress
very
quickly
over
the
course
of
the
summer.
It's
a
very
short
duration
to
flip
that
area.
So
again,
right
now,
we've
got
demo
and
some
buildback
going
on,
but
that'll
continue
to
progress
very
quickly
over
the
course
of
the
next
few
weeks.
L
Early,
I
know
it's
early.
We
have
a
system
called
procore
and
within
procore
we
have,
you
know,
photo
updates
that
we
constantly
post
steve
rackhart.
Who
is
the
on-site
superintendent?
You
know
he
posts
photos
to
that
software
on
a
daily
basis.
So
that's
one
location.
Where
we've
got
them,
I
mean
we're
constantly,
storing
them
and
saving
those
entirely.
K
Well
today,
mr
cromey,
if
I
can
just
add
to
shane's
comment
mr
chromey
and
I
went
to
ims,
we
took
some
video.
We
took
some
pictures.
He
plans
on
doing
an
update
on
our
website
so
that
people
can
see
the
progress
as
time
goes
on.
We're
going
to
look
at
that
weekly,
at
least
taking
a
weekly
law
shot
of
that.
K
As
shane
mentioned,
it's
going
to
progress
quite
quickly
and
when
he's
talking
about
rebuilding,
we
reconfigured
some
of
the
rooms
and
the
and
the
teaming
that
sixth
grade's
going
to
enjoy
once
it's
all
complete.
So
you
know
the
hallway's
gone,
the
rooms
are
blown
out.
You
know,
there's
a
a
wall,
we
found
that
we
didn't
know
was
there.
I
know
that
sounds
crazy,
but
was
not
in
the
original
design
drawings.
So
we
have
to
deal
with
that.
K
E
K
One
of
the
questions
during
comments.
I
was
going
to
ask
the
board
if
we
could
quite
possibly
entertain
a
a
early
meeting
in
july.
I
know,
typically,
we
don't
meet
during
july,
but
for
facilities
so
that
sitelogic
can
talk
about
their
estimates
in
in
depth,
and
you
know
present
the
cost
to
the
board
for
phase
two
things
are
right
now
is
the
design
development
drawings
have
been
completed
by
hayes
design
with
one
exception,
towers
has
still
has
some
work
to
do.
K
Their
work
will
be
complete
on
june
20th,
so
to
hit
that
last
meeting
in
jul
june
on
the
28th
only
really
provide
sitelogic
eight
days
to
try
to
put
it
all
together
and
come
up
with
an
accurate
cost
estimate
for
everyone.
So
we
want.
We
want
it
to
be
actually
fair
to
them,
fair
to
us
and
quite
possibly,
look
at
maybe
a
thursday
july
7th.
If
that
works.
K
E
L
Way
so
we've
been
working
through
those
I
mean
that
was
part
of
phase
one.
You
know
there
is
contingency
that
we
have
built
into
that
to
try
to
to
work
through
those,
so
that
you're,
not
you
know,
the
district
is
not
having
to
deal
with
those
issues
on
any
financial
level.
I
think
that's
you
know.
The
beauty
about
these
projects
is
that
we
run
into
these
issues.
Like
zeb
said
it
was
a
very
significant,
concrete
wall
that
needs
to
be.
You
know,
demoed
steel
needs
to
be
replaced.
L
It
needs
to
be
structurally
stabilized.
So
it's
a
significant
item,
but
again
we're
working
through
that.
So
to
answer
your
question:
yes,
yeah
we're
on
pace
right
now
things
are
okay,
budget,
wise,
I
know
phase
two.
You
know
we're
working
through
that.
That's
part
of,
I
think
the
timing
of
these.
You
know
additional
weeks
that
we're
working
through
it's
to
fine-tune
that
and
you
know,
work
to
meet
that
budget.
The
budget
goal.
E
L
Definitely
definitely-
and
I
think
that
is
you
know
the
exercise
we're
going
through
right
now
with
you
know
the
administration,
the
design
team,
you
know
site
logic
as
well.
It
is
to
fine-tune
that
in
and
make
sure
that
we
are.
You
know
this
next,
you
know
the
next
time
we
convene
to
go
over
that
in
a
lot
of
detail.
It
is
to
make
sure
that
again,
you're
not
backed
into
a
corner
no
one's
backed
into
a
corner.
L
Everyone
is
very
aware
and
understanding
of
where
we
stand,
and
you
know
the
goal
is
to
put
that
you
know
in
a
good
place.
You
know,
as
previously
discussed-
and
I
know
the
budget
has
been
discussed
at
length
and
you
know
that's
a
very
hard
line
that
needs
to
be
met,
and
so
I
think
the
objective
there
is
that's.
What
we're
working
through
is
to
make
sure
that
that
is
achieved.
K
E
J
K
A
K
I
just
I
just
want
to
caution
the
board
that
we
have
to
to
stay
on
target.
We
have
to
get
through
the
cost
items
and
we've
got
to
get
some
approval
or
we're
going
to
miss
some
of
these
deadlines
and
a
lot
as
shane
had
mentioned
supply
chain
and
ordering
things
you
know,
we've
been
pretty
lucky
he's
had
to
move
some
things
around
to
make
things
work
as
far
as
product,
but
if
we
push
it
back
further
and
further
it's
gonna,
it's
gonna
well
put
us
up
against
the
wall.
The.
E
L
That
you
know
again
buys
time
to
make
sure
that
you
know
we're
not
rush
coming
back
from
the
holiday
to
put
together.
You
know,
for
example,
it's
not
that
we
would.
You
know,
cut
that
short
but
yeah.
I
think
that
gives
us
the
time
to
really
create
a
ensure
that
we're
you
know,
delivering
a
very
thorough
presentation
and
accurate.
A
L
E
K
K
F
Works
thank
you
and
to
to
follow
up
on
his
point
that
we
have.
The
board
did
see
design
development
of
phase
two.
You
saw
renderings,
essentially
what
the
work
that's
going
to
be
all
the
spaces
that
are
going
to
get
covered.
There's
a
lot
of
of
detail
that
the
administration's
trying
to
kind
of
wrestle
with
to
make
sure
we
meet
that
42
million
dollar
price
tag,
that's
kind
of
yeah.
I
think
the
heavy
lift
that
will
happen
between
now
and
july.
I
I
E
F
F
F
I
want
to
make
sure
I
introduce
elizabeth
clay
back
there.
Who's
sitting,
also
with
pen
in
hand,
elizabeth
works
for
flying
cork
media,
who
is
our
consultants
to
help
message,
this
project
and
all
of
our
construction
work
to
the
community,
so
she's
going
to
be
listening
to
and
feel
free
to
jump
up
and
ask
questions
if
you
need
any
clarification
so
that
you
can
walk
away
with
okay,
all
right
good,
so.
J
J
J
Some
things
that
are
inherent
in
every
project
that
we're
going
to
try
to
do,
of
course,
being
fiscally
responsible,
creating
a
safe
environment,
a
safe
campus,
not
just
inside
the
building
but
overall,
on
the
new
campus
healthy
environment
internally
for
the
occupants
of
the
building
energy
efficient
solutions.
So
you
have
a
a
good
building
to
operate
efficiently
with
over
time
and
then
a
functional
and
maintainable
facility
and
grounds
and
we're
not
going
to
plant
any
grass.
So
nick
doesn't
have
any
issues
right,
nothing
but
clover.
Maybe.
J
It's
usually
our
goal
that
every
learning
space
has
natural
light
and
views
and
then
going
beyond
that.
If
we
can
get
everyone
to
have
at
least
borrowed
light
or
a
view
to
the
outdoors
from
their
location,
that
would
be
ideal.
Sometimes
it's
hard
with
a
very
big
building.
You
can't
get
everything
perfect,
but
we
certainly
can
do
that
for
all
the
learning
spaces
and
that
you
know
that's
just
a
a
personal
goal
internally
for
us.
J
We've
talked
a
lot
about
the
schools
within
a
school
scenario
and
we
brought
some
slides
to
talk
a
little
bit
about
some
of
the
differences.
So
you
get
a
perspective
when
we're
start.
We
start
presenting
and
talking
about
scale
and
things
like
that.
What
does
that?
Really?
How
does
that
manifest
itself?
J
We
try
to
find
as
many
spots
in
the
building
that
offer
opportunities
for
learning
it
does
not
have
to
be
just
sitting
up
and
facing
forward
could
be
underneath
the
staircase
it
could
be
outside.
It
could
be
all
sorts
of
places.
We
want
to
a
lot
of
teachers
are
creative
and
students
obviously
are
creative
and
stimulating
being
stimulating
in
the
environment
or
the
background
where
they're
learning
sometimes
helps.
J
And
then
there
are
some
spaces
that
are
related
to
the
public,
the
gym
the
large
group
instruction
room,
the
commons
area
of
the
building,
where
the
public
will,
you
know,
interact
in
after
school
activities,
maybe
even
during
the
day.
Sometimes
those
spaces
have
to
work
internally
for
the
operational
school,
but
they
also
need
to
have
entrances
that
respond
to
them
and
segregate
the
building
in
the
evening
for
activities,
and
things
like
that
too.
J
This
is
probably
the
biggest
key
I
think
to
make
in
a
good
school
is
to
work
really
hard
on
the
program
of
the
building
and
how
spaces
relate
to
each
other.
If
you
remember
our
interview,
we
talked
about
designing
from
the
classroom
out,
starting
with
the
teacher
and
student
relationship
and
then
working
our
way
out.
What
does
that
teacher
need
to
deliver
great
education
to
the
students
that
she
or
he
is
working
with
on
a
daily
basis?
J
Is
it
okay
to
walk
from
one
end
of
the
building
to
the
other
versus
what
things
need
to
be
near
you,
and
how
can
we
be
supportive
when
it's
when
we're
talking
about
educational
program,
then
there's
some
technical
things
that
make
a
building
special?
How
you
integrate
a
stem
program?
This
will
be
a
different
format
for
you
than
your
other.
J
J
It
gets
integrated
as
much
as
possible
with
the
classroom
environment,
but
those
a
building
also
needs
centers
for
some
of
those
things
too,
and
so
coming
together
also
gives
us
an
opportunity
to
solve
that
problem.
We're
eliminating
traveling
staff
and
things
like
that,
and
so
it
will
look
different
and
so
it'll
be
unique
to
you
to
bethel
park
and
then
maybe
a
little
bit
of
conversation
on
building
design
theme
we
like
to
work
on,
especially
at
the
elementary
level
on
a
theme
based
program
from
an
aesthetic
point
of
view.
J
This
is
really
about
what
matters
to
students
and
maybe
somewhat
to
teachers
also,
but
can
we
make
a
building?
That's
unique
to
you
that
visually
is
responsive
to
the
kids
at
each
age
group
and
is
something
special
that
when
people
come
either
to
go
to
the
school
or
to
just
visit,
there's
a
there's,
a
there's,
a
difference,
and
it
says
something
about
who
you
are
and
maybe
what's
going
on
inside
the
building.
J
So
with
that
little
speech,
cassie
and
dan
are
here
too,
I'm
going
to
try
to
talk
fast,
but
as
soon
as
we
get
through,
I
did
include
the
program
the
preliminary
program.
These
are
the
same
slides
from
our
may
10th
meeting,
just
to
refresh
our
memory
that
that's
the
relationships
working
with
dr
walsh
and
his
staff
to
try
to
figure
out
what
goes
near.
J
The
one
on
the
top
is
is
a
regular
classroom
and
the
one
on
the
bottom
is
more
of
a
library
media
center
type
space,
as
you
go
through
here
today,
you'll
see
all
sorts
of
different
styles
of
buildings,
and
that's
one
of
the
things
that
we're
going
to
be
presenting
and
talking
about
is
what
style
of
the
building
is
this.
This
is
a
very
traditional
building.
Is
it
a
colonial
style
building,
or
is
it
something
that
is
neo-traditional
or
more
contemporary
or
more
modern?
J
J
Since
you
don't
have
a
collection
of
buildings
that
have
a
particular
style
currently
right
now,
and
so
this
would
be
a
little
bit
of
a
trendsetter,
possibly
for
you,
but
that
side
a
static
side
of
it
is,
I
think,
a
little
bit
less
important
than
the
way
we
approach
things
is
designing
from
the
inside
out.
What's
it
like
to
be
in
the
building
and
using
spaces.
J
More
on
natural
light,
of
course,
it
isn't
just
being
in
a
room
having
a
class
and
learning
being
in
a
learning
space
or
something
like
that,
but
it's
possibly
walking
from
one
side
of
the
building
to
the
other.
Are
you
just
in
a
dark
tunnel
with
a
double
loaded,
classroom,
kind
of
format?
Or
do
you
have
chance
for
views
and
opportunities
to
integrate
with
the
outdoors
and
then
when
we
do
have
social
type
spaces,
maybe
cafeteria
or
media
center?
Or
things
like
that?
We
definitely
we
want
to
reach
out.
We
want
to
get
light.
J
Appropriate
age-appropriate
school
communities,
this
is
k
or
primary
k2
primary
age.
You
can
see
the
scale
of
this.
That's
a
little
lobby,
commons
area
up
on
the
top
and
then
on.
The
bottom
is
an
actual
classroom
house.
Those
are
four
classrooms
and,
coming
together
in
a
nice
little
intimate
area.
This
is
the
kindergarten
first
grade
kind
of
thing
and
some
fun.
You
can
see.
There's
a
theme
about
this
school
and
you
can
see
the
ceiling
is
a
little
bit
lower.
It's
the
kids.
J
So
you
open
up
a
little
bit
more,
and
maybe
the
ceiling
is
a
little
bit
higher
kind
of
thing
like
that.
Again,
you
have
to
kind
of
ignore
the
colors
and
things
like
that.
Every
school
is
going
to
be
different,
but
just
proportionately
things
tend
to
be
different
and
I
think
when
we're
done
we'll
end
up
with
with
that
scenario,
hopefully.
J
Common
spaces
sort
of
the
same
scenario:
this
is
a
really
more
primary
leaning
building
it's
a
colorful
and
fun,
and
this
isn't
a
very
large
space
and
also
a
primary
gym
and
primary
corridor
system
very
comfortable.
It's
not
like
a
third
or
a
fifth
grader,
couldn't
be
in
here
and
be
perfectly
comfortable.
J
J
This
one
the
seat,
steps
on
the
right
hand
side.
I
could
see
that
as
a
little
bit
more
of
a
primary
age
kind
of
commons
area,
that's
fun!
You
could
have
a
class
of
kids
up
there
and
and
have
some
teaching
going
on
in
the
upper
one.
Maybe
that's
a
little
bit
more
modern
open.
You
can
see
kids
working
in
there.
I
could
see
you
know
fourth
or
fifth
graders
in
there.
That
is
a
different
look
and
a
little
bit
more
open
and.
J
This
also,
you
can
see
the
gym
space
in
comparison.
Maybe
the
gym
space
that
we're
talking
about
is
a
little
bit
different
for
the
older
kids,
and
maybe
this
is
the
gym.
That's
the
gym.
That
is
really
the
performance
gym
and
on
the
left-hand
side
there
are
dependent
upon
what
happens
in
the
program
who
knows
what's
going
on
in
the
corridors
there
could
be
teaching.
J
J
This
one
happens
to
be
pine
richland,
it's
got
telescopic
seating,
that's
really
the
first
one
of
these
done
in
the
area,
and
it's
really
for
music
and
coral,
which
is
what
your
building
will
essentially
be.
You
have
some
instrumental,
but
you
don't
need
a
formal
stage
for
that
it
keeps
you
can
have
very
large
group
or
a
small
group,
and
you
get
the
audience
up
in
the
air
rather
than
sitting
flat.
J
I
like
to
see
if
you're,
if
you
have
a
kid
playing
drums
or
in
the
back
row,
you
want
to
be
able
to
see
them
if
you're,
the
parent
and
so
put
put
those
folks
up
up
above
same
kind
of
concept.
This
was
the
same
sort
of
facility
done
over
in
blackhawk,
but
again
telescopic
seating,
and
here
they
were
actually
looking
at.
This
is
when
they
had
recess
and
it
was
a
rainy
day.
J
They
didn't
want
to
put
the
kids
in
the
gym
because
they
still
wanted
to
be
able
to
use
that
as
a
phys
ed.
So
in
this
video
case
they
said
they
would
do
activities
when,
with
the
seats
got
pushed
back
up
against
the
wall
and
they'd
have
a
big
open
space.
It
wasn't
quite
as
big
as
a
gym,
but
certainly
big
enough
for
recess
and
kickball,
and
some
things
like
that
so
flexible.
J
I
mentioned
under
the
stairs
nooks
and
crannies
dan,
and
I
have
been
talking
a
lot
about
this
as
you
go
through
the
design
it'll
end
up,
giving
us
some
opportunities
to
not
just
waste
space
or
you
know.
Normally,
you
would
just
see
a
wall
underneath
a
staircase
kind
of
thing
like
that.
Maybe
we
make
a
little
learning
space
out
of
it,
and
this
is
one
of
their
favorite
places.
J
And
then
unique
learning
spaces
again,
maybe
our
main
street
has
a
different
kind
of
component
to
it,
and
you
can
see
in
this
picture
up
on
the
left.
There's
quite
a
bit
of
learning
going
on
here.
There's
learning
on
the
right,
there's
learning
off
in
the
distance,
and
then
there
could
be
learning
underneath
the
steps
and
there's
someone
playing
a
piano
in
the
background.
J
All
sorts
of
things
could
happen.
Obviously
you're
not
making
a
big
wide
space
like
this.
Just
to
do
it
you've
got
to
have
a
program
need
for
it.
There's
got
to
be.
You
know
when
the
bell
rings
and
everyone's
leaving
or
coming
there's
got
to
be
a
whole
bunch
of
kids
coming
through
that
space
and
it
can't
just
be
a
little
tiny,
skinny
corridor
or
you'll,
probably
be
unsuccessful.
J
So
they're,
taking
advantage
of
the
two
things
happening
at
the
same
time,
there's
an
auditorium
just
off
to
the
right
so
when
they
have
they're
sharing
that
space.
Of
course
that
becomes
the
lobby
for
the
lgi,
and
so
it
becomes
a
educational
space
during
the
day
and
then
we
definitely
want
to
be
able
to
take
advantage
of
the
site.
J
What
does
it
look
like?
How
can
you
integrate
a
stem
space
with
the
into
the
ebb
and
flow
of
the
building?
If
you're
walking
around?
Can
it
be
a
space,
that's
visualized
and
stimulating
to
the
kids
when
there
is
a
class
of
kids
in
there
making
models
or
doing
whatever
they're
doing?
Can
that
be
seen
by
folks
walking
by
maybe
it's
integrated
with
a
learning
space
like
this
one
is,
and
you
know,
lots
of
opportunities
for
for
doing
things
different
than,
I
would
say,
a
19th
century
19th
century
school.
J
So
these
are
buildings
that
actually
these
themes
are
actual
real
themes
of
buildings
that
we've
done
so
science
and
math
a
lot
of
times
we're
talking.
Usually
this
comes
from
teaching
teachers
and
principals.
When
we're
in
to
the
interview
process
and
we're
asking
questions
and
we're
saying:
okay,
you
know
what
does
this
building
mean
to
you
if
this
building
could
teach?
What
would
you
like
it
to
teach?
What's
your
core
curriculum
or
what's
special
about
the
community,
all
sorts
of
things
you
you're
asking
questions
like
that,
and
occasionally
things
come
up.
J
The
first
one
is
the
building
and
they
said
well,
we
have
we've
broken
our
building
into
three
pods
and
each
pod.
It
has
a
name
there,
it's
all
based
on
explorers,
pioneers
and
inventors,
and
they
said
that
is
a
kind
of
a
curriculum
that
we
team
teach
throughout
the
building
and
so
language,
arts,
math
science.
They
all
go
together
and
somewhere
along
the
way
this
kids
are
doing
projects
based
on
their
if
they're
an
explorer
a
pioneer
inventor.
So
we
looked
at
what
those
things
mean.
J
J
We
just
did
the
joints
that
way,
so
the
teachers
could
actually
walk
the
kids
around
and
they
could
actually
use.
They
were
planning
on
using
rulers
and
having
them
actually
measure
on
the
walls
and
that's
how
they
would
learn
a
little
bit
about
proportion
and
things
like
that,
the
other
one,
this
one
earth's
biomes.
I
think
I
might
have
talked
about
this
before
this
is
eden
hall
over
at
pine
richland
and
they
used
the
earth
biomes
as
their.
J
They
were
big
into
earth
science
at
that
age,
group
and
so
tundra,
desert
forest
grasslands
and
aquatic.
And
so,
if
you
walk
through
the
buildings,
there
are
basically
it.
It
sets
a
tone
for
us
as
designers
when
you're
approaching
a
ceiling.
Well,
how
do
you?
How
do
you
do
it
consistently
from
one
end
of
the
building
to
the
other,
and
then,
when
you're
doing
a
floor?
J
J
We
did
site
pollinators
over
at
franklin,
regional,
their
new
building.
We
asked
them
what
was
important
to
them
and
they
said
that
they
spend
a
lot
of
time
with
their
children
outdoors,
studying
the
plants
that
are
regional
and
what's
on
their
site,
and
they
also
spent
a
lot
of
time
talking
about
pollinators,
and
so
we
said,
okay.
Well,
let's
we
have
three
floors:
let's
pick
flowers,
they're,
actually
on
plants
and
flowers
that
are
on
the
site
and
we'll
use
those
as
our
color
mapping
and
then
throughout
the
building.
J
It's
basically
pollinators
is
the
theme,
and
so
there's
a
lot
of
things
you
can
think
about
if
you
think
about
doing
things
with
bees,
so
that
was
very
easy
and
fun
and
the
building
is
very
electric
other
ones,
all
sorts
of
things
you
could
do
atmospheric
ones.
Almost
all
of
us
have
been
in
school.
Where
we
learned
about
evaporation,
we
learned
about
electricity
through
lightning
and
all
sorts
of
things
like
that.
J
There's
a
whole
section
at
the
elementary
level
on
learning
these
things,
you
could
do
a
building
based
on
on
those
things.
So,
probably
it's
more
mostly
something
for
us
to
squirm
around
with
and
work
with
the
administration.
But
ultimately,
when
you
start
to
see
things
from
us
about
what
this
building
is
like
on,
the
inside
we'll
probably
be
trying
to
find
a
theme
so
that,
as
you
start
to
see,
the
visual
cues
you'll
be
able
to
describe
to
people.
Also,
oh
yes,
we've
got,
you
know,
there's
more
than
just
building
classrooms.
J
J
So
that's
here's
an
example
this
last
one.
This
was
a
theme.
This
was
over
in
freedom
and
they
actually
on
their
campus.
When
you
drive
up
to
their
campus,
there
is
a
big
turnaround
right
in
front
of
their
building,
and
it
has
the
biggest
oak
tree
you
ever
saw
just
this
huge
pin
oak
going
right
up
the
middle,
they
take
all
their
class
pictures
and
everything
gets
done
under
that
tree
and
they're,
just
in
love
with
the
tree
and
they.
J
A
So,
just
to
clarify
what
you're
asking
for
I
mean
you
showed
a
whole
bunch
of
examples,
and
so
do
you
want
us
to
be
designers,
recommending
colors
and
materials
and
things
are
you
just
looking
for
guidelines
in
terms
of
kind
of
maybe
what's
inbounds
and
what's
out
of
bounds?
What
are
our
preferences?
J
Some
things
could
be
aesthetic,
we
don't
get
that
very
often.
Sometimes
we
get
well.
We
want
a
colonial
building.
You
know
south
fayette.
Everything
has
to
be
white
columns
and
red
brick,
and
it's
all
the
same,
and
so
they
just
tell
you
that's
what
it
is,
but
in
some
cases
it
might
be
a
discussion
about
well,
how
big
is
the
large
group
instruction?
J
Someone
might
feel
that
oh
gosh,
I
would
like
you
know,
500
seats
in
the
gym
and
someone
else
says
well,
I
want
a
thousand
and
then
we
have
a
debate
about
that
and
ultimately
that
tells
us
what
to
do
so.
It
could
be
that
specific
profitably.
Some
of
those
things
that
you
might
have
been
thinking
about,
as
you
have
been
using
your
buildings
over
the
years,
have
you
had
kids
in
the
buildings
you
maybe
you're
thinking
about
some
of
those
things
that
now
all
of
a
sudden
come
up
and
say
gosh.
A
So
I
guess
one
of
the
one
of
the
things
is
you're
showing
some
of
those
pictures.
You
know
there's
some
really
modern
ideas.
You
know,
like
you
know,
kind
of
like
exposed
beams
made
a
little
bit.
Industrial
look
and
you
know
ledges
and
shelves.
My
concern
is
you
know:
what's
the
maintenance
cost?
Okay
cleaning
you
know
is
that
are
those
kinds
of
design
aspects
that
in
10
years
they
look
20
years
old.
You
know
things
like
that.
You
know.
So
what
what's
the
trade-off?
A
You
know
the
cost
of
you
know
getting
kind
of
you
know
clever
and
artistic.
Is
there?
Is
there
kind
of
a
cost
associated
with
that
in
terms
of
life
maintenance?
Things
like
that?
I
think
you
know
we.
Where
cost
is
always
concerned
just
like
it
is
for
every
district,
so
I
think
that
that
has
to
be
kind
of
the
the
thing
that
brings
us
kind
of
holds
us
back.
You
know
from
getting
too
crazy
and
maybe
investing
in
things
that
maybe
don't
have
a
long
lifespan.
A
M
I
I
know,
I
think,
that's
a
really
valid
point.
I
think.
That's
you
know
as
school
designers.
That's
always
in
the
back
of
our
minds
is
not
you
know
I
you
know.
I
I've
spent
a
lot
of
my
life
responsible
for
cleaning
my
house
and
I
don't
want
to
create
dust
bunnies
up
on
places
that
you
can't
reach.
So
it
is
really
good
feedback,
and
I
think
you
know
it's
a
balancing
act
between.
You
know
some
of
those
aesthetic
things
that
you
may
or
may
not
like,
but
the
maintenance
of
them.
I
It
was
a
newer
built
building
and
my
son
said
to
me:
what
is
that
they
had
instead
of
spindles
in
there
on
their
railing
system,
that's
open
to
see
the
area
it
was
pieces
of
glass
and
the
kids
had
drawn
on
it,
but
there
were
also
messages
on
there,
like
you
know,
fifth
grade,
if
you
want
to
do
your
fun
run,
it's
this
day
at
this
time
meet
here
those
kinds
of
things
that
make
the
kids
interactive.
It
caught
my
eye
that
my
second
grader
noticed
that.
I
I
What's
what
caught
my
eye
is?
You
know
the
other
thing
is
now
at
both
the
high
school
and
the
elementary
or
in
the
middle
school.
It's
open,
there's
windows
for
lunch,
there's
availability!
Is
there
any
way
that
in
some
part
of
that,
we
can
put
a
courtyard
that
they
can
eat
outside
some
of
the
time,
those
kinds
of
things?
Those
are
the
new
things,
but
it
needs
to
be
secure
because
I
think
the
one
thing
I
think,
we've
all
heard
from
parents
in
the
last
couple
of
weeks
is
the
security
of
this
building.
I
Yeah
needs
to
be
very,
it
is
their
number
one
priority.
So
as
we
do
this,
I
think
I
go
to
berry
in
the
cleaning
and
the
balancing
act,
but
I
also
go
to
the
security
of
this
building,
and
parents
in
this
community
need
to
feel
that.
So,
as
we
look
at
different
aspects,
I
would
encourage
you
to
really.
M
I
think
that
one
of
the
takeaways
that
I
have
from
that
is
the
idea
of
a
connection
to
nature,
so
even
when
you're
not
physically
outside,
are
there
ways
to
either
to
bring
the
outside
in
or
connect
to
nature
in
a
way
throughout
the
building
that
that
doesn't
require
you
to
go
outside
but
still
have
outside
opportunities.
But
you
know,
when
you
know,
you're
not
going
to
have
all
of
everything
outside
you
know.
M
G
On
the
outside
piece,
in
addition
to
you,
showed
some,
I
think,
really
great
things
in
terms
of
kind
of
interactive
spaces,
and
things
like
that.
I
know.
You've
talked
about
kind
of
the
wetlands
that
are
in
that
area
and
maybe
what
you
potentially
do
with
that,
but
but
having
some
sort
of
dedicated
outside
learning
space,
I
think,
could
potentially
be
really
nice
on.
You
know
nice
days
just
for
students
to
be
able
to
spend
an
hour
outside
utilizing
that
space.
N
It's
amazing
all
of
the
nooks
and
the
crannies
and
those
centers
with
the
green
carpet
and
the
little
chairs
and
little
tiny
tables
and
having
the
ability
of
four
classroom
teachers
to
be
able
to
use
that
spot
for
makeup
tests
or
one-on-one
instruction
or
maybe
speech
meets
with
two
kiddos
out
there.
It
was
really
really
vibrant.
N
Like
talk
about
the
life
of
the
school,
it
really
was
people
coming
and
going
yet
respecting
the
classroom
as
the
quiet
space
being
able
to
see
into
those
spaces
from
the
rooms
and
those
areas
under
the
stairs
and
tucked
around
the
corners.
It
was
such
a
really
good
use
of
space,
and
you
could
see
that
the
staff
and
the
students
there
had
really
adapted
to
the
space
that
they
had.
They
had
found
uses
for
those
spaces
in
a
way
that
it's
not
possible.
J
I
think
one
of
the
hardest
parts
about
security
is
understanding
that
it
isn't
just
building
a
concrete
box
to
put
everybody
in
security
is
also
visual
connection
and
that's
probably
most
of
the
time
what's
needed
at
the
elementary
level.
I
think
that
it's
hard
for
us
as
adults,
sometimes
to
realize
that
nooks
and
crannies
and
things
like
that,
we
get
to
the
high
school
level
and
we
meet
with
administration
they're
like
no
nooks
and
crannies,
no
nooks
and
crannies.
You
know,
because
kids
are
more
independent
and
oftentimes.
J
They
don't
always
do
the
right
thing,
and
but
at
the
elementary
level
you
really
don't
have
that
level
of
freedom.
Kids
aren't
wandering
around
the
building
on
their
own
schedule,
and
things
like
that,
and
so
you
have
the
opportunity,
I
think,
to
create
some
of
those
things
and
not
worry
about
the
fact
that
I
cannot
see
from
my
classroom
around
that
little
corner,
because
you
know
most
of
the
time
when
someone's
they're
going
to
be
supervised.
J
So
it's
a
little
bit
different,
but
I
think
we
struggle
as
architects
or
I'll
say.
Maybe
we
work
hard
is
a
better
term
to
get
transparency
in
spaces
today
and
also
address
the
security
needs,
because
it's
real
and
we
will,
you
know,
want
to
be
able
to
make
a
good
building
that
works
for
all
activities,
good
or
bad,
unfortunately,
and
but
depriving
everyone
of
the
sick,
the
natural
light
and
views,
and
also
the
views
of
that
offer
security.
J
Those
are
really
important
too,
and
that's
that's
how
you
stop
things
by
seeing
them
ahead
of
time
and
whether
it's
just
a
student's
not
acting
properly
or
maybe
some
other
situation,
and
it
starts
from
the
moment
you
drive
onto
campus
frankly-
and
here
we
get
an
opportunity
to
maybe
talk
about
that
and
address
those
things.
We
won't
really
do
that
in
this
public
forum,
because
those
things
are
held
at
the
administration
level.
So,
but
we
will
be
looking
at
all
those
things,
and
I
think
you
talk
about
transparency
of
franklin,
regional
there's.
M
One
thing
I
wanted
to
kind
of
piggyback
on
your
comments
about
those
wide
spaces
in
the
hallway.
I
think
dan
focused
a
little
bit
about
like
the
aesthetic
quality
of
those
being
different
between
the
primary
and
the
intermediate,
but
there's
there's
actually
a
functional
difference
too,
and
it
ties
right
back
into
what
we're
just
talking
about.
M
You
know
having
wide
corridors
with
spaces
for
kids
to
kind
of
be
in
the
in
the
hallway,
independently
or
in
small
group,
is
definitely
more
appropriate
at
the
intermediate
level
and
it's
more
it's
more
directly
supervised
at
the
primary
level,
and
so
the
pictures
that
dan
showed
you
know
you
see
those
big
spaces
in
the
hallway.
Their
primary
function
is
about
getting
kids
in
and
out
of
their
lockers
and
being
able
to
let
them
switch.
M
B
So
what
if
they
don't
get
an
opportunity
to
use
a
space
weeks
at
a
time
just
because
we
didn't
have
enough
space
like
I
mean
I
don't
know
if
you're
proposing
you
know
one
gym
or
one
or
two
two
smaller
auditoriums,
I
don't
know
what
what
the
proposal
will
be,
but
just
enough
to
sustain
the
current
programs.
We
don't
we
don't
want
to
like
reduce
or
weaken
our
programs.
J
I
think
that's
a
really
good
point.
I
think
that
is
one
of
the
major
challenges
actually
just
administratively
in
our
brief
discussions
to
this
point.
You
know
it
does
something
end
up
in
a
commons
area
or
do
we
have
one
in
the
k2
and
one
in
the
three
five.
Instead
of
that,
that's
going
to
be
an
ongoing
discussion
for
a
while,
on
a
case-by-case
basis,
it'll
be
a
little
bit
easier.
J
Definitely
exactly
what
you
said
is
going
to
happen
and
then,
at
the
same
time,
if
we
have
kids
of
different
age,
you
know
there's
a
lot
of
difference
between
a
kindergartner
or
a
first
grader,
using
a
media
center
versus
a
fifth
grader,
big
difference,
and
so
there's
definitely
going
to
be
kind
of
a
if
they.
If
the
media
center
is
in
one
spot,
it's
going
to
be
divisible
because
it's
going
to
have
to
it's
going
to
have
to
do
storytelling.
J
It's
going
to
have
to
do
all
those
things
for
the
kindergarteners
and
the
first
graders,
but
the
fifth
graders
aren't
as
interested
in
that
they're
going
to
be
doing
other
things
more
stem
related,
probably
and
things
like
that,
and
so
they
can't
just
all
be
on
top
of
each
other.
It's
going
to
have
to
be
flexible
and
and
specific,
and
you
know
there's
a
possibility
that
maybe
we'd
you
know
you
could
look
at
it
and
say:
well,
maybe
it's
a
k2
library
separate
from
a
three
five.
J
J
The
classroom
wings
are
a
little
easier,
a
little
bit
more
traditional,
but
that
whole
main
street
scenario
and
everything
like
that
is
going
to
be
a
lot
of
work,
but
also,
I
think,
I'm
excited
about
it,
because
it's
going
to
be
something
that
we
don't
often
get
to.
Do
it's
going
to
be
interesting
to
have
the
conversations
and
what
comes
out
of
it
is
going
to
be
very
unique.
B
I
guess
I
would
add
this
too
I'll
kind
of
piggyback
off
of
what
dan
said
that
the
outside
space,
if
you
can
again
more
of
an
environmental
theme,
I
think
just
kind
of
connecting
more
with
nature.
I
I
don't
want
it.
I
don't
know
I
guess,
driving
up
to
this
building
or
coming
up
to
this
building.
You
would
want
to
see
these
inviting
spaces
outside
for
children.
D
D
There
are,
I
think,
as
a
parent
and
a
sunday
school
teacher
and
all
of
that
good
stuff,
when
I
walked
in
there
was
one
learning
room
where
the
storage
was
actually
part
of
the
wall
on
wheels
and
it
was
part
of
the
scene,
and
so
the
the
presenter
could
pull
that
out,
pull
out
the
materials
that
they
needed
push
push
it
back
into
the
wall
space,
but
it
was
almost
like
a
2d.
It
was
very
dimensional
and
very
cool.
It
was
a
very
cool
vibe
in
there.
D
M
M
J
C
C
I
know
I'm
not
the
board,
but
I'm
going
to
make
one
comment.
First
of
all,
I've
seen
enough
of
your
designs
and
been
in
districts
where
you've
designed
buildings.
I
think
what
you
do
really
well
is
the
flexible
learning
spaces
making
sure
the
whole
building
can
be
used
as
a
learning
tool
and
giving
people
different
ways
to
interact
in
the
building.
So
I
think
that's
something
that
I've
always
liked
about
your
designs.
J
I
Good
example,
we
struggle
with
that
right
now
at
the
high
school.
I
think
you
know
we
have
some
storage
at
the
high
school,
but
the
sports
storage
is
not
there
but
storage
in
general,
and
then
you
know
I
kind
of
like
gail's
idea
where
teachers
have
the
interaction
with
the
storage
in
the
classroom.
So
it's
it's
movable,
but
I
don't
know
the
one
that
I
have
heard
for
weeks
now
is
just
security.
I
There
are
a
lot
of
parents
in
this
district
that
we
are
combining
five
schools,
that's
a
whole
lot
of
kids
in
a
school.
They
are
concerned
and
they're
going
to
want
to
see
some
things.
We
understand,
we
can't
show
them
all,
but
we
need
to
show
them
that
the
biggest
part
of
all
that
is
the
security
of
this
building
yeah
inside
out
upside
down
door
locks
all
those
kinds
of
things.
Yeah.
A
J
Yeah
and
we
will
and
one
of
the
very
first
things
as
we're
working
on
the
planning
at
the
floor
plan
level,
you're
working
to
compartmentalize
the
building
so
that
in
a
secure
environment
it
can
be
separated
piece
by
piece
chunk
by
chunk.
You
break
it
up
into
small
pieces,
that's
a
big
help,
and
so
it
starts
there
and
it
works
out.
But
we
do
understand
and.
J
J
F
So
can
I
make
this
suggestion
then
dan?
Maybe
we
put
a
bookmark
in
the
conversation
tonight,
but
invite
the
board
to
continue
to
ruminate
on
this
and
reflect
on
the
pictures
that
you
were
able
to
share
and
and
we'll
encourage
emails
that
we
can
I'll
collect
them
and
forward
them
on
to
to
your
team
for
your
consideration
over
the
coming
weeks
of
the
summer,
knowing
that,
as
we
get
into
into
august
you're,
going
to
start
pulling
teachers
in
and
custodians
in,
and
administrators
and
you're
going
to
start
that
side
of
the
design.
Yeah.
J
F
F
E
O
First
off
my
name
is
nick
santora.
I
am
the
co-facilitator
for
health
and
physical
education
in
the
district
k-12.
My
primary
focus
here
with
the
district
is
physical
education,
where
dave
handles
more
of
the
health
things.
I
very
much
appreciate
the
opportunity
to
speak
to
all
of
you
folks
tonight.
O
Now,
let's
see
if
I
can
hit
the
right
button,
nope,
that's
the
laser
pointer
there.
We
go
all
right.
So
I
talked
about
me
a
little
bit.
I
am
a
bethel
park.
Graduate
resident
coach,
I'm
a
father
of
two
students,
10
and
six.
My
six-year-old
is
going
into
first
grade
at
william
penn
and
my
10
year
old
will
be
in
fifth
grade
at
neil
armstrong
this
year
and
he
is
super
psyched.
So
I
also
am
a
long-term
athlete
myself.
I
continue
to
participate
in
soccer
and
ice
hockey.
O
So
this
is
a
picture.
You'll
see
right
here,
a
conceptual
idea
of
the
hawks
nest.
The
whole
idea
about
the
hawks
nest
is
to
have
an
indoor
sporting
complex
that
will
serve
the
needs
of
our
students,
the
curriculum
during
school
hours,
student
athletes
after
school
and
community
organizations.
In
the
evening,
as
you
folks
know,
we
live
in
western
pennsylvania,
we
have
some
type
of
precipitation,
probably
40
percent
of
our
days
of
the
year-
maybe
more
maybe
60
percent
some
would
argue.
Okay,
it
makes
it
very
difficult
to
do
a
lot
of
things
outside
this
picture.
O
You'll
see
right
here
is
a
panoramic
photo
of
the
cool
springs
complex.
Now.
Am
I
proposing
something
that
needs
to
be
as
big
as
that?
Maybe
does
it
need
to
be
as
big
as
that?
Not
necessarily,
but
this
gives
you
an
idea
of
the
type
of
space
we're
looking
at
reason,
number
one:
the
hawks
nest
will
stand
out.
Okay,
it
fosters
an
environment,
that's
going
to
be
conducive
to
individual
activities,
team
activities,
and
it
will
support
our
curriculum,
okay,
providing
students
with
an
area
to
actively
participate.
O
Now
I
can
tell
you,
after
teaching
at
independence
middle
school
for
three
years,
a
triple
classroom
setting
in
a
small
gym
does
not
work.
Okay,
there
are
safety
issues,
there
are
lack
of
participation,
issues
and
there's
a
very
big
stumbling
block.
As
far
as
the
delivery
of
instruction,
when
I'm
trying
to
speak,
I
have
two
other
co-workers
trying
to
speak
and
then
90
students
running
around
in
the
gymnasium
with
just
a
curtain
in
between
us.
It
is
not
conducive
to
any
type
of
learning
for
physical
activity.
O
O
All
right
again,
I
talked
about
this
before
the
hawks
nest
will
stand
out.
Okay,
great
thing
about
this,
too
indoor
recess
you
can
have
recess
year
round.
We
don't
have
to
worry
about
an
lgi
where
students
might
be
kicking
a
kickball
and
hitting
a
20,
000
dollar
stereo
system
off
the
wall,
they're
not
going
to
be
knocking
out
ceiling,
towels
or
anything
else.
Part
of
this
area
can
be
used
for
indoor
recess,
whether
it's
20
degrees
and
snowing
or
70
degrees.
O
We
have
800
plus
student
athletes
in
our
district,
okay,
and
that's
just
in
ninth
grade
and
above
800,
students
that
are
participating
in
some
type
of
sport
or
activity
that
creates
a
space
for
these
students
to
get
to
play,
regardless
of
the
weather.
Okay,
you
can
talk
to
our
athletic
director.
You
can
talk
to
anybody.
That's
involved
with
our
state
championship,
baseball
program
and
wipio
championship
softball
program,
okay,
30
of
their
practices
or
more
are
lost
due
to
inclement
weather.
O
All
right
reason
number
three:
it
provides
additional
community
space
and
potential
district
revenue.
Yes,
we
are
school
districts,
educating
our
students
and
keeping
them
safe
and
preparing
them
to
be
lifelong
learners
is
the
number
one
goal?
Okay,
but
it
also
gives
the
district
an
opportunity
to
create
some
revenue.
Okay,
in
our
area,
just
using
soccer,
we
have
95
soccer
clubs
within
a
50
mile
radius
that
is
just
soccer.
Only
that's
five-year-olds
through
18
year
olds,
95,
private
clubs
in
the
area
just
soccer.
Only
here's
just
a
small
example
of
something
we're
proposing.
O
This
is
not
a
very
specific
idea,
nor
am
I
an
architect
if
you
want
to
run
around
and
throw
a
ball
and
learn
how
to
play
a
game.
You
would
come
see
me.
I'm
certainly
not
going
to
teach
you
folks
how
to
design
anything
okay,
but
what
we're
proposing
is
on
the
ground
level.
You
would
see
an
enclosed
two-story
sports
complex
with
a
full-size
football
field
which
would
be
used
for
soccer.
Okay,
as
well
as
softball
baseball,
lacrosse,
any
other
type
of
field
activity.
O
All
on
that
one
field,
then
you
would
have
a
basketball
court,
a
full-size
basketball
court
area
adjacent
to
it
under
the
same
roof
which
could
be
used
for
any
type
of
individual
sports
team
activities.
Lifetime
sports,
I
tried
starting
a
pickleball
class
while
we
are
at
independence
middle
school,
that
space
was
only
big
enough
for
three
pickleball
courts.
Okay,
when
I
have
a
class
of
24
to
30
students,
I
couldn't
get
enough
students
involved
to
set
up
pickleball
courts.
Okay,
this
would
give
you
more
space
to
do
that.
O
O
Second
level,
above
which
you
could
see
down
underneath
here,
is
going
to
give
you
concession
stands
bathrooms
possible
lobby
and
some
type
of
concessions
area,
as
well
as
bleachers
in
a
viewing
area
above
the
playing
area
which
is
down
below
here,
and
this
could
also
contain
a
running
track.
That
goes
the
entire
way
around
up
here
on
level.
Two.
Okay,
that's
not
noted
on
here,
but
that
would
be
part
of
the
design,
is
to
incorporate
a
running
track,
which
would
be
above
the
playing
area
potential
revenue.
Just
to
give
you
an
idea.
O
O
If
you
go
for
two
thirds,
you'd
be
looking
into
more
more
revenue
or
750
dollars
for
one
hour
of
revenue
on
three
three
thirds
or
the
entire
turf
field
space,
whereas
you
can
rent
out
the
basketball
court
for
an
additional
250,
an
hour
to
wreck
activities
or
outside
activities
from
the
district
there's.
Also
in
here,
you
could
build
in
spaces.
O
All
right
so
the
facility
again,
this
is
just
a
brief
overview
track
offices,
adaptive
pe
classrooms,
a
team
meeting,
room
concession,
stand,
restrooms,
cafeteria,
bleachers
storage
area,
you'll,
see
here.
Some
of
these
pictures
are
this
is
the
south,
the
south
point
field
house
right
here
that
was
just
built
in
south
point,
I
noted
earlier,
the
other
one
that
was
presented
was
cool
springs.
This
is
south
point
which
is
located
right
down
the
road.
O
O
You
could
use
it
as
a
team
room
for
film
tutoring
for
other
types
of
team
meetings
and
in
the
evening
you
could
offer
it
as
a
community
space
where
some
of
the
rec
teams
could
come
in
and
meet
with
their
individual
teams.
You
could
have
individual
meetings
through
there.
You
could
also
have
district
sports
meetings
also
in
the
same
facility.
O
Again,
in
order
to
maximize
building
space,
you
would
want
to
provide
with
barriers
that
are
going
to
drop
down
to
create
separate
spaces
from
one
another
right
here
you
can
see
the
dividers
to
create
three
separate
spaces
would
drop
down
from
the
ceiling
similar
to
a
regular
gymnasium.
However,
when
you
have
a
larger
space
of
this
size,
the
sound
is
going
to
be
distributed
a
little
bit
better
and
you're
also
going
to
have
more
room
for
students
to
participate.
O
Instead
of
now
a
small
area-
that's
maybe
80.
By
50,
you
have
a
much
larger
space
where
you're
talking
the
full
width
of
an
entire
soccer
field.
As
part
of
your
teaching
area,
you
could
easily
fit
three
physical
education
classes,
just
on
that
turf
field
alone,
and
then
one
or
two
an
additional
on
to
the
basketball
court
area
upper
level.
O
You
can
see
a
track
in
bleachers
right
here
and
then
the
lower
level
right
there
is
is
chain
link
fence,
storage
areas
which
can
be
accessed
directly
from
the
turf
which
we
were
talking
about,
storage
being
a
major
issue.
I
can
testify
that
inside
and
outside
storage
has
been
a
very
difficult
thing
at
the
high
school
since
it's
been
since
it's
been
built.
O
So
one
thing
that
we
were
kind
of
looking
at
as
well
too.
You
know
again,
I'm
no,
I'm
no
architect,
I'm
no
design
person,
but
there
is
a
lot
of
space
that
is
available
at
the
neil
armstrong
site
right
here.
Here's
our
current
neil
armstrong,
building
directly
across
the
street
from
that
is
our
current
athletic
field.
O
Something
like
this
would
be
appropriate
appropriately
sized
to
house
a
facility
of
this
nature.
All
right,
there's
enough
room
there,
there's
enough
space
there
to
put
in
a
facility
of
this
size
how
we
would
make
that
work
is
not
is
not
what
I'm
here
to
present.
What
I'm
there
here
to
say
is
that
we
do
have
the
space
to
make
it
work.
We
would
just
have
to
find
out
a
way
to
do
it
efficiently.
O
Okay,
just
a
sample
small
sample
schedule
in
this
8
am
to
4
pm
k
to
5
building
use.
This
is
going
to
be
regular
use
space.
It's
going
to
be
used
for
your
phys,
ed
classes,
your
recess,
your
health
teachings,
and
so
so
on
and
so
forth.
Adaptive
phys
ed,
eight
eight
to
four
regular
k
to
five
building
use
four
to
six
pm
bethel
park,
athletics
and
then
six
to
11
pm
community
space
available
for
community
programs
or
outside
revenue.
O
So,
just
to
give
you
a
small
example
of
who
needs
into
these
current
facilities:
football
teams,
soccer
teams,
baseball
teams,
lacrosse
teams,
any
type
of
leagues
of
all
ages,
you're
talking
about
bethel
park,
you're
talking
about
the
district
you're
talking
about
bethel
park,
recreation
or
any
outside
programs.
There
are
very
few
facilities
in
allegheny,
county
or
all
of
western
pennsylvania
that
can
house
opportunities
like
this.
O
Here's
a
picture
of
one
at
a
school
district.
This
is
in
elkhorn
wisconsin.
You
can
see
a
much
smaller
program
here.
This
is
not
ideal
to
what
we're
proposing,
but
it
gives
you
an
idea
of
something
that
another
school
district
has
done.
They
did
a
50-yard
field
with
four
dividers
that
can
be
dropped
down
into
into
quadrants
to
create
four
teaching
spaces.
There.
O
Okay,
so
in
closing,
I
just
want
to
thank
you
folks
for
the
opportunity
to
come
here
and
talk
to
you
folks
about
this
again.
This
is
not
something
I'm
I'm
demanding
that.
I
absolutely
think
we
need
to
do,
but
I
think
it
is
something
where
we
have
an
opportunity
that
we
should
look
into
it.
Create
a
feasibility
study,
see
if
it's
something
we
can
bring
here
to
bethel
park
and
really
help
maximize
the
amount
of
space
not
only
for
our
students,
but
our
student
athletes
and
then
the
community
at
large.
O
E
Thank
you,
mr
santore
appreciate
it.
I
guess
we
all
have
the
slideshow
there.
One
of
the
thoughts
I
just
have
real
quick
is
that
you
know
20
years
ago,
when
we
were
15
years
old,
designing
that
high
school
put
the
practice
fields
in
up
there.
We
had
the
opportunity
at
that
time
to
probably
come
up
with
a
facility
that
would
be
state
of
dark
for
many
years
and
the
reason
I'm
I'm
interested
in
this
is
because
obviously
we're
building
another
building.
We
have
the
opportunity
at
this
time,
not
recommended
per
se.
E
O
O
I
I
would
imagine
absolutely
some
of
the
early
estimates
we
did,
which
we
left
the
numbers
off
of
this
slideshow
because
of
the
fact
that
you
know
I'm
not
a
construction
person.
I
don't
know
the
exact
costs
but
kind
of
figuring
out
what
the
facility
of
this
size
would
cost
compared
to
the
revenue
we
assumed
that
it
would
pay
for
itself
within
five
to
six
years.
A
A
Have
to
look
at
that
through
a
feasibility
study.
I
intuitively
you
know
it's
just
my
gut
feel.
I
don't
think
we
could
do
a
good
job
of
running
a
for-profit
facility.
You
know
five
hours
a
day
during
the
week
and
you
know
12
hours
in
the
weekend.
It's
not
our
business,
you
know,
and
plus
we
have
some
labor
constraints.
You
know
if
we
had
to
employ,
say
20
people
to
run
the
building
under
you
know
either
federation
contract
repair
contract
or
something
like
that.
We
couldn't
do
it.
A
A
I
just
don't
I
don't.
I
don't
think
it's
our,
I
don't.
I
don't
think
we
could
run
it.
I
mean,
maybe
if
we
sold
the
land
to
somebody
else
to
come
and
build
a
building
and
we
rent
it
from
them
to
use
it.
You
know.
Maybe
that
may
actually
cost
us
less,
but
that's
what
a
feasibility
study
would
show
us
you
know,
would
it
be
better
for
somebody
else
to
build
it?
We
rent
it.
I
don't
know.
E
N
Right
like
this
is
an
interesting
idea
that
may
or
may
not
work
out
on
that
site,
but
might
work
somewhere
else
in
the
community
or
that
the
municipality
might
be
interested
in
because
just
looking
at
I
was
thinking
like
well.
Are
we
gonna
walk
all
those
kids
over
to
the
building
for
gym
and
for
indoor
recess
when
the
weather's
bad
and
parking
they're,
probably
going
to
be
a
lot
of
events
at
the
school
teacher
nights
and
this
club,
and
that
club
and
all
sorts
of
things
happening
at
the
school?
N
N
I
I
I
get
that
I'm
just
saying
we
had
everything
else
in
there
and
then
the
other
perspective
is
mrs
janasek.
For
years
we
used
to
take
students
over
to
what
used
to
be
the
old
park
avenue
school
because
that's
where
they
had
soccer
practice
for
ims
and
that's
where
they
had
baseball
practice
for
ims,
and
sometimes
we
even
transported
them
over
for
soccer
or
for
softball
practice,
so
transporting
across
district
is
not
something
that's
different.
It
has
happened
before
in
the
district
because
of
field
space.
So
that's
not
anything
new
around
here
and
field.
I
It
does
help
that
you
have
two
turf
fields,
but
they're
still
practicing
all
over
the
place.
I
mean
indoor
softball
when
they
start
conditioning
in
january,
is
in
the
gym
at
ims.
It
doesn't
give
you
a
really
great
indication
of
how
you're
hitting
how
you're
feeling
or
how
you're
doing
anything
baseball's
the
same
thing
they
have
the
batting
cages
at
the
bottom
of
the
high
school
golf
is
the
same
thing,
but
we
do
transport
kids
all
across
this
district.
For
those
kinds
of
things.
E
One
more
thing
too,
for
for
draw
folks
is
that,
as
nick
said,
as
his
experience
as
a
teacher
in
the
district
running
multiple
classrooms
in
that
gym
and
again,
you
guys
are
obviously
we'll
take
that
consideration.
As
we
start
moving
forward-
and
I
know
you
will
be
reaching
out
to
the
facilitators
on
what
they
like
to
see
was
just
a
little
insight
here
tonight
as
him
and
the
other
teacher.
E
O
That's
okay,
I
was
just
going
to
speak
to
what
miss
walsh
turner
talk
spoke
about
was
the
fact
that
for
seven
years
when
I
was
coaching,
our
junior
high
boys
soccer
team,
not
only
myself,
had
to
travel
after
school,
but
we
bust
the
entire
team
from
ims
to
neil
for
seven
years
to
do
that,
and
there
wasn't
many
issues
with
that,
but
but
that
was
something
that
was
done
as
well.
So
thank
you.
A
A
O
It
would
give
you
a
space
where
you
could
collectively
bring
the
entire
building
together
as
well,
if
that
was
if
that
was
something
that
was
intended
so,
but
that
was
to
my
last
point
here.
That
was
something
that
I
was
going
to
say
is
it
gives
you
an
opportunity
to
think
outside
of
the
box
and
do
something
different
for
the
students?
So
thank
you.
Thank
you.
B
B
E
E
G
A
I
just
had
one
question
on
the
repair:
the
independence
middle
school
roof.
We
were
looking
at
a
couple
different
options.
One
was
kind
of
the
patch
with
just
you
know.
Under
the
current
warranty
terms,
and
one
was
more
kind
of
a
you
know,
I
don't
know
if
you
call
it
a
more
permanent
fix,
you
know,
but
more
expensive,
which,
which
route
are
we
taking.
K
So
the
two
options
we
had
was
to
fix
the
gymnasium
repair
it
with
a
brand
new
roof
30-year
warranty
plus
they
would
give
us
the
four
years
that
we
had
outstanding
with
the
current
warranty,
and
that
would
be
about
six
hundred
forty
thousand
dollars
and
then
to
we.
You
know:
we've
had
issues
with
the
skylights
and
the
roof
over
the
cafeteria
that
was
about
two
hundred
fifty
thousand.
K
They
would
obviously
replace
the
roof
put
in
brand
new
skylights
and
you
know
make
it
whole
for
34
mil
years.
So
in
looking
at
the
whole
situation,
by
just
repairing
the
roof
going
four
years,
which
could
be
five
or
six
years
depends
on
how
the
roof
holds
up.
Then
I
think
doug
would
take
over
as
far
as
financing
when
we
go
to
to
replace
the
roof
as
a
whole,
not
just
over
the
gym,
not
just
over
the
cafeteria
but
the
entire
roof.
So.
C
I
think
it
just
becomes
part
of
your
your
facilities,
master
plan,
then
yeah
and
so
five
years
down,
the
road
you'll
be
in
a
better
position,
having
opened
the
new
schools
being
able
to
consolidate,
and
hopefully
we'll
be
in
a
better
financial
position
to
to
be
able
to
do
that.
So
that's
what
we're
looking
at
okay.
I
K
The
only
the
only
aspect
that
I
do
want
to
be
transparent
and-
and
I
know
you
know-
we
just
put
a
brand
new
gym
floor
in
and
we
want
to
obviously
protect
and
ensure
that
we
don't
have
damage
on
that
floor.
So
talking
with
doug
once
it
gets
the
warranty
back
in
place,
you
know
insurance-wise,
we
should
be
covered.
If
anything
does
happen
within
that
time,.
K
Yeah
now
so
what
we
got
was
we
got
the
bid
at
about
1.67
million.
To
do
the
do
resurface,
you
know,
put
the
storm
water,
all
that,
in
what
it
did
not
account
for
was
any
of
the
required
testing
that
has
to
take
place,
and
that's
where
that
40
41
000
is
that's
separate
from
the
bid,
so
that
was
not
accounted
for,
not
that
we
did
not
understand.
We'd
have
additional
costs.
K
I
didn't
get
a
chance
to
apprise
you
of
this,
but
as
late
as
this
afternoon,
I
got
a
call
from
hayes
and
everything
looks
good,
except
we
have
to
have
some
green
space
and
and
and
limit
some
of
our
asphalt
so
in
the
corners
we're
going
to
show
a
design
back
to
this
county
into
state
that
will
have
some
trees
and
green
space
in
the
corners,
which
will
not
impede
our
ability
to
park
buses,
but
they
don't
want
full
asphalt
from
wall
to
wall.
So
we
have
to
include
some
of
that
and.
K
F
C
D
H
D
A
No,
I
do
too
my
my
mind.
You
know
I
tend
to
get
attracted
to
what's
the
operational
cost
facilities
cost
maintenance.
You
know
all
that,
but
I
think
it's
creative
okay.
Those
ideas
are
always
welcome.
Okay,
because
maybe
we
won't
do
something
that
grand,
but
maybe
we
can
come
up
with
something
that
does
fit
that
addresses
our
needs
in
different
ways.
So
it's
you
know
it's
it's
nice
to
see
those
kinds
of
ideas.
B
To
piggyback
off
that,
I
think
it's
good
that
we're
just
going
to
open
up
discussion
more
about
it
that
it
started.
You
know,
started
a
process
for
us
to
all
kind
of
think
a
little
bit
more
about
what
was
presented
to
us
tonight.
We
can
continue
talking
and
having
those
discussions
about
opportunities
like
that.
It
is
exciting,
so.
E
And
again,
the
same
thing
is
just
like
you
know
when
they
were
designing
that
high
school
here,
look,
something
we
all
saw
very
simple
and
easy.
We
should
have
a
concession,
stand
and
restrooms
outside
of
those
practice
fields,
and
it
took
a
board
ten
years
later
to
get
it
done,
that's
same,
that's
it's
have
a
conversation
about.
E
K
K
A
You
know
we
forgot
to
put
one
item
on
the
agenda
at
least
one
discussion
about
the,
because
I
was
just
thinking
about
the
practice
fields
jim-
and
I
have
been
talking
about
this-
we've
both
forgotten
to
put
it
on
the
agenda,
but
the
public
comments
yeah.
Let's
talk
about
in
public
comments,
so
I
I
was
approached
through
the
park
and
rex
board
on
our
practice
fields
over
here
that
the
junior
football
team
uses
and
for
some
reason
I
think
this
is
when
previous
superintendent
was
here.
A
We
came
up
with
some
crazy
arrangement
that
junior
football
pays
for
the
utilities
for
the
lighting.
Yes
on
those
practice
fields,
and
then
we
pay
them
some
share
of
it,
but
we
wanted
the
lights
on
more
just
from
safety
concerns,
as
people
are
walking
down
those
sidewalks
and
I
think
the
total
bill
is
something
like
five
thousand
dollars
a
year
and
we
pay
like
2
000
or
something
I
don't
know.
I
I
K
There
there's
one
small
historical
caveat
with
this
whole
piece
when
we
built
that
field,
the
front
field
closest
to
the
ymca
that
was
down
about
15
feet
and
we
took
topsoil
and
filled
it
all.
Well,
those
lights,
weren't,
operable
one
of
them
was
in
the
middle
of
the
field.
It
was
taken
down,
so
the
junior
football
and
the
municipality
paid
to
get
those
lights
operable
and
that's
why
it
ended
up
in
their
lap.
They
kind
of
assumed
the
the
you
know.
K
Getting
that
light,
working,
get
all
those
lights
working
and
that's
why
they
they
always
had
the
control,
those
the
when
you
used
to
use
those
lights.
You
had
to
call
the
municipality,
a33
2000
and
ask
them
to
turn
the
lights
on.
Just
like
you
have
to
do
that
at
millennium
because
they
were,
they
were
municipality
lights
at
one
time.
I
don't
know
who
paid
put
it
in,
but
I
do
know
that
junior
football
got
them
up
and
running
when
they
were
kind
of
dysfunctional.