Planning Policy Commission · Thursday, October 25, 2018 · City Council Digest

1. CALL TO ORDER

Commission Membership

packet pp.3

Open packet at p.3 ↗

Staff report:

Planning Policy Commission About Staff Liaison Created in 1983, this commission serves as a Trish Heinonen, Planning Manager policy advisory body to the Mayor and provides Email guidance and direction for Issaquah’s future growth through continued review and improvement to the Regular Members City’s Comprehensive Land Use Plan and related 2019 – Joan Probala land use documents. 2020 – Ron Faul 2020 – Troy Rahmig Membership 2022 – Joy Lewis The Planning Policy Commission is comprised of 2022 – Vacant seven regular members, with four-year terms; and 2022 – Bill Rinehart several alternates, with two-year terms. All 2022 – Lindsey Walsh members are appointed by the Mayor and subject to confirmation by the City Council. Terms expire Alternate Members April 30 of the year listed. For more information, 2020 – AJ McGauley see IMC 18.03. 2020 – Vacant 2020 – Jason Voiss 2020 – Vacant

2. APPROVAL OF MINUTES

Minutes of September 13, 2018

packet pp.5–8

Open packet at p.5 ↗

Staff report:

CITY OF ISSAQUAH PLANNING POLICY COMMISSION MINUTES

Minutes of September 27, 2018

packet pp.9–11

Open packet at p.9 ↗

Staff report:

APPROVAL OF MINUTES b) 09-27-18 Planning Policy Commission Minutes Page [0000] CITY OF ISSAQUAH Planning Policy Commission 6:30 PM Council Chambers September 27, 2018 MINUTES 135 E. Sunset Way

Minutes of October 11, 2018

packet pp.13–16

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Staff report:

RAHMIG referred to the proposed change in D.9 (a), from “minimize adverse impacts on nearby residential areas” to “minimize adverse impacts on adjacent residential properties.” Heinonen clarified that “adjacent” means sharing a boundary and is a definable term, whereas “nearby” doesn’t have a clear definition.

3. REGULAR BUSINESS

Discussion: Proposed Amendments to Issaquah Comprehensive Plan and Central Issaquah Plan Regarding Urban and Compact Schools, (I)

Trish Heinonen, Planning Policy Manager Steve Crawford, Director of Capital Facilities, Issaquah School District · packet pp.17–24

Topics: Land Use

Previously discussed: City Council Regular Meeting · Sep 18, 2017

Open packet at p.17 ↗

Staff report:

On July 13, 2017, the Planning Policy Commission (PPC) held a public hearing on proposed amendments to Issaquah Municipal Code: Community Facilities Standards for Compact Public Schools. At the meeting City Staff explained those amendments were due to both recent adopted King County Policies on schools as well as the Issaquah School District’s request that the City review its code to ensure available land at the maximum efficiency for the District. The City Council concurred with the PPC and approved regulations for Compact Public Schools on September 18, 2017, Ordinance 2806 without including definitions and policies for Compact and Urban Schools.

4. OTHER BUSINESS / ANNOUNCEMENTS

Upcoming Schedule

packet pp.25

Open packet at p.25 ↗

Staff report:

SPECIAL MEETING: Rezones of Destination Retail and Intensive with School District Commercial parcels removed from Central Plan (public hearing) Pickering Room City Hall NW

2669 segments .txt ↗

0:15 ↗ good evening and welcome to the October

0:18 ↗ 25th meeting in the planning policy

0:20 ↗ commission tonight we're going to have a

0:23 ↗ discussion on the central area plan

0:26 ↗ regarding urban and compact schools and

0:29 ↗ we have two representatives from the

0:31 ↗ school district to help us make sure

0:34 ↗ that we get we can't construct schools

0:37 ↗ that are beneficial both to the city and

0:39 ↗ to the school district but first we have

0:43 ↗ a set of minutes that we have to approve

0:47 ↗ so would somebody like to make a motion

0:49 ↗ for the minutes of September 13th I

0:52 ↗ would like to move that we approve the

0:54 ↗ minutes of September 13th do I have a

0:56 ↗ second a second any discussion all those

1:00 ↗ in favor say aye aye

1:02 ↗ and I'd like to set a motion to accept

1:05 ↗ the minutes from September 27th second

1:09 ↗ others in favor say aye aye motion

1:13 ↗ carries minutes for October the 11th and

1:16 ↗ I'd like to make a motion for the

1:17 ↗ minutes of October 11th a second any

1:22 ↗ discussion all those in favor say aye

1:25 ↗ aye motion carries we're just rolling

1:27 ↗ you see how well that was orchestrated

1:30 ↗ so Trish I assume that you're going to

1:33 ↗ lead us in this discussion well first I

1:39 ↗ thought I would just go through

1:40 ↗ super-deluxe fast what's in your packet

1:44 ↗ which is the policies that you've

1:46 ↗ already seen for urban schools and the

1:50 ↗ definitions for urban and compact

1:53 ↗ schools and then you all had asked last

1:55 ↗ time to have policies also for compact

1:59 ↗ schools so those are in your packet and

2:02 ↗ you also ask that we invite the school

2:05 ↗ district and school board folks to come

2:07 ↗ and talk with us about this and engage

2:10 ↗ in a good conversation so we better

2:12 ↗ understand what what both groups are

2:14 ↗ hoping to get and so they are here as

2:16 ↗ well so so far everything is coming

2:19 ↗ together really well

2:21 ↗ the background on this you might have

2:24 ↗ forgotten why we did compact schools

2:26 ↗ last year in 2017 part of it was the

2:28 ↗ King County policies that required

2:30 ↗ cities and school districts to work

2:33 ↗ together to find school sites to make

2:36 ↗ schools more efficient to use the land

2:38 ↗ better and also the school district

2:41 ↗ requested that we review our code to

2:43 ↗ make it easier for them to be better

2:46 ↗ stewards of the land use it more

2:48 ↗ efficiently because they were thinking

2:50 ↗ of putting up a school up on the hilltop

2:52 ↗ up in the highlands and it was a very

2:55 ↗ small parcel and so they had requested

2:58 ↗ that we look at the code and the outcome

3:00 ↗ of all that between King County and the

3:03 ↗ district is that we amended the code for

3:06 ↗ compact schools and that happened at the

3:08 ↗ end of September last year so this year

3:11 ↗ here we are again because you all had

3:15 ↗ asked when we were going through the

3:16 ↗ compact schools discussion it worried

3:19 ↗ you a little bit that there was no

3:20 ↗ policy safety net if you will or no

3:24 ↗ policy direction about compact schools

3:27 ↗ or urban schools and so you asked us if

3:29 ↗ we would review that this year which is

3:32 ↗ sort of backwards from how we usually do

3:35 ↗ things but since the school had asked

3:37 ↗ for the code amendment and King County

3:38 ↗ had asked last year for it we did that

3:41 ↗ first but now we're coming back to sort

3:43 ↗ of fill in the policies and talk about

3:45 ↗ those a little bit so that's what we're

3:46 ↗ continuing to talk about tonight and the

3:50 ↗ new definitions that you already had

3:52 ↗ seen at the last meeting where we talked

3:55 ↗ about this the urban schools and compact

3:57 ↗ schools I think they were tweaked just a

3:59 ↗ little bit from the last time you saw

4:01 ↗ them and these are in your packet in

4:02 ↗ fact and our Steve do you guys need

4:04 ↗ packets information okay because we have

4:08 ↗ spares if you need a mice everything

4:09 ↗ that's fair I guess I would take it oh

4:10 ↗ sure very scribbled on

4:14 ↗ [Music]

4:21 ↗ and so these were hoping that these

4:24 ↗ definitions that actually go into the

4:26 ↗ code the land use code in the central

4:28 ↗ office mr. quest standards and the

4:32 ↗ policies that you already reviewed last

4:34 ↗ time we're again about urban schools and

4:36 ↗ these are in your packet that talks

4:39 ↗ about how to cite them how their smaller

4:45 ↗ footprint green building techniques all

4:47 ↗ those kinds of things and then the new

4:49 ↗ ones that you haven't reviewed yet are

4:52 ↗ the ones that you had asked for these

4:55 ↗ were just some simple amendments to

4:57 ↗ exist the existing goal and the existing

4:59 ↗ policy about Smart Growth and being a

5:02 ↗ regional leader we thought these seem to

5:04 ↗ already talk a lot about what we're

5:07 ↗ talking about with compact and more

5:09 ↗ efficient but it wasn't specific to to

5:12 ↗ educational facilities or institutional

5:15 ↗ tsoi's we put those in to amend those

5:18 ↗ two pieces and then these were the new

5:21 ↗ policies there's several for urban urban

5:24 ↗ schools and and we threw compacting

5:27 ↗ there to since they're the it's the

5:29 ↗ overriding compact are all the schools

5:31 ↗ in the city and urban are those more

5:34 ↗ dense that are just in central Issaquah

5:37 ↗ just in the smaller area and these talk

5:40 ↗ about being designed as bus priority

5:43 ↗ instead of car priority and I would

5:45 ↗ imagine that compact schools would be

5:47 ↗ able to do that to some extent but we

5:50 ↗ would want herb in schools to do that to

5:51 ↗ a greater extent we still need to talk

5:54 ↗ about what that means but you know

5:55 ↗ that's what we're we're trying to get to

5:57 ↗ that if there's more ability for the

6:00 ↗ kids to walk and bike and and have

6:02 ↗ separate ways so that the the biking

6:05 ↗ child does not run over the blocking

6:07 ↗ children sidewalks you know things like

6:10 ↗ that so so those are two new ones and

6:13 ↗ then here's there's also three new ones

6:15 ↗ as well that talk about smaller

6:17 ↗ footprints supporting infrastructure for

6:20 ↗ the smaller school using the least

6:23 ↗ amount of land we even threw in a that

6:27 ↗ perhaps the sites should be less than

6:29 ↗ five

6:29 ↗ usable acres so that you're starting

6:31 ↗ with a smaller footprint so that would

6:34 ↗ that's a policy to consider and then to

6:38 ↗ sort of round out our discussion we

6:41 ↗ wanted to put the this is the existing

6:43 ↗ code for compact schools that you

6:45 ↗ adopted last year with with sixty five

6:49 ↗ foot height a minimum floor area of 0.75

6:53 ↗ which we talked about when we were

6:55 ↗ talking about municipal facilities that

6:58 ↗ so far not many of our facilities have

7:00 ↗ that but then we've it's only been

7:02 ↗ required on the books for you know a

7:05 ↗ year so that that's ambitious which is

7:08 ↗ good to be ambitious and so in putting

7:11 ↗ these up here I thought this would be a

7:13 ↗ good place to start engaging with the

7:16 ↗ school district on how are they doing

7:19 ↗ with their thinking about compact

7:21 ↗ schools and I know when they were

7:23 ↗ designing when they designed the one on

7:25 ↗ hilltop it was very compact it was about

7:28 ↗ six acres and it had a really great

7:33 ↗ design it's too bad that they weren't

7:34 ↗ able to move forward with that

7:36 ↗ but just to try to get the conversation

7:39 ↗ started

7:40 ↗ I threw some questions in that might be

7:44 ↗ a place for us to start or if you all

7:46 ↗ want to start somewhere else but to me

7:48 ↗ that the starting spot was building

7:51 ↗ height if compacts are our 65 would

7:54 ↗ urban would you ever imagine making an

7:56 ↗ urban school taller than 65 feet or as

7:59 ↗ is height not not in the wheelhouse of

8:03 ↗ how things would be more more efficient

8:07 ↗ for you and then setbacks would you ever

8:08 ↗ have an urban school that has zero on

8:10 ↗ any of the size or do you always need

8:12 ↗ some sort of a buffer from whatever the

8:15 ↗ adjacent use is the minimum last size we

8:18 ↗ talked about maybe five acres or less

8:21 ↗ sharing recreation facilities sharing

8:24 ↗ parking you know with a nighttime use is

8:27 ↗ there any is that something that you

8:29 ↗ could see in the future you know when

8:31 ↗ the time comes that you can build

8:33 ↗ schools in central or there other other

8:37 ↗ ways of being more efficient being more

8:40 ↗ compact and urban

8:41 ↗ just throwing those out there and I'm

8:43 ↗ gonna go sit down so that you all

8:45 ↗ kentukcy amongst yourselves and but I

8:48 ↗ thought these were just some thoughts to

8:50 ↗ start from or you may have other places

8:52 ↗ that you want to start if there's any

8:54 ↗ slide you would rather me have on the

8:56 ↗ screen I know that there's I wouldn't

9:03 ↗ say confusion but some concern between

9:07 ↗ the two types of schools and I kind of

9:12 ↗ like to start with what you as a school

9:16 ↗ district how do you take them apart how

9:20 ↗ how do you I know that again they're

9:25 ↗ lumped together and are there things

9:28 ↗ that really drive them apart and make

9:30 ↗ them different with different

9:32 ↗ requirements and we look at the

9:34 ↗ definition difference between them and

9:37 ↗ how does that make sense to you guys

9:39 ↗ though that's where I was getting one so

9:41 ↗ they are different so I know that if as

9:44 ↗ read is it on yep it's on okay yeah I

9:47 ↗ think definition is a good place to

9:49 ↗ start there are two definitions one for

9:52 ↗ urban and one for compact schools and

9:54 ↗ there's a really key differentiation

9:57 ↗ there and that is that urban schools are

9:59 ↗ a type of compact school located only in

10:02 ↗ central Issaquah you talk about her just

10:06 ↗ a little I can do that so there's one

10:12 ↗ real key difference between the

10:14 ↗ definition of urban and compact school

10:16 ↗ and that is that an urban school urban

10:19 ↗ schools are a type of compact school

10:21 ↗ located only in central Issaquah so

10:24 ↗ basically if it's in central Issaquah

10:28 ↗ within the core area plan it's an urban

10:31 ↗ school it fits into that category if

10:33 ↗ it's outside of that area it's a compact

10:37 ↗ school and the definitions are different

10:42 ↗ and the needs of the facilities the

10:48 ↗ requirements of the facilities are going

10:50 ↗ to be different in those two different

10:51 ↗ distinct areas

10:53 ↗ and so part of the concern was that

10:55 ↗ while the definition defines two

10:57 ↗ separate things some of the other

11:00 ↗ policies tend to lump them together and

11:02 ↗ that becomes a difficult issue part of

11:07 ↗ the is that next year we hope to bring

11:11 ↗ back urban school regulations and so

11:16 ↗ this could be like this the starting

11:18 ↗ point that if a compact school outside

11:21 ↗ of central can be 65 feet how tall could

11:24 ↗ an urban school be can it be a hundred

11:27 ↗ feet you know can it be two more stories

11:30 ↗ or it can it be so this is sort of it

11:33 ↗ was a good that you started out with

11:34 ↗ that question because we're trying to

11:36 ↗ figure that out to regulation wise it

11:39 ↗ doesn't change how how much how much

11:42 ↗ more dense should the regulations be in

11:45 ↗ the urban area in central versus outside

11:48 ↗ the city so with that I think you have

11:51 ↗ to look to the future and say how many

11:54 ↗ houses are you going to be building in

11:56 ↗ central in in the core and how many

12:01 ↗ children does that equate to and will

12:03 ↗ four stories work but without the

12:07 ↗ ability to put extra outside buildings

12:11 ↗ in it or do we need at some point in

12:13 ↗ time to go up higher to meet the needs

12:15 ↗ of all these kids right well for the

12:17 ↗ urban core alone we're supposed to have

12:20 ↗ over 2,000 housing units in there and so

12:23 ↗ how many region goals at or Dory's does

12:28 ↗ that well that that becomes a really

12:31 ↗ interesting question because we don't

12:34 ↗ have in this city history show or to

12:38 ↗ indicate how many students would be

12:40 ↗ generated in that type of development if

12:43 ↗ we look at Redmond where there is a lot

12:46 ↗ of recent or five-story residential over

12:49 ↗ commercial and/or retail space it's a

12:54 ↗ very low generation rate I could pull

12:58 ↗ out the numbers but in Redmond in the

13:00 ↗ Lake Washington School District there's

13:01 ↗ like 22 or 300 well I should probably

13:04 ↗ just get them

13:07 ↗ it's well over 2,000 multifamily units

13:10 ↗ and there's like 250 kids great full you

13:15 ↗ know the whole not k12 grade span North

13:21 ↗ Shore has a fairly high number of recent

13:24 ↗ multifamily units and a very very low

13:27 ↗ student generation rate so right now

13:30 ↗ it's really hard to predict and within

13:34 ↗ those the total number of units you

13:36 ↗ don't know how the mix of one two three

13:40 ↗ four or five bedroom units will be and

13:44 ↗ well it's kind of hard to predict I

13:47 ↗ would say that it's not multiple schools

13:50 ↗ and I think a district will be

13:52 ↗ challenged to provide for the full grade

13:55 ↗ spans and we'll have to get creative in

13:58 ↗ how the full student k12 population is

14:02 ↗ handled in in the urban area so part of

14:06 ↗ our district thinking has been that

14:09 ↗ there will be a large number of units

14:12 ↗ we're not sure what the generation rates

14:14 ↗ would be but there will be more kids in

14:17 ↗ the urban core area and that the

14:20 ↗ existing district administration site is

14:23 ↗ a site that we are looking to try and

14:25 ↗ reserve for the future so that when

14:29 ↗ those kids start to arrive there's some

14:33 ↗ land available to be able to accommodate

14:35 ↗ those those students and the space that

14:38 ↗ they'll need so that's moved us in our

14:42 ↗ current building program to look at

14:44 ↗ sites for the two new elementary schools

14:47 ↗ in middle school and the high school to

14:50 ↗ other sites and all of those other sites

14:54 ↗ are outside of the the core area well

14:57 ↗ they're all sites that would fit within

14:59 ↗ the compact schools definition I only

15:04 ↗ concern with a 65-foot height is that

15:08 ↗ once it's in code you can only

15:10 ↗ sixty-five feet and there might be a

15:12 ↗ need in the future too

15:14 ↗ so in the past we've always had to go

15:17 ↗ for a variance or an adjustment to be

15:22 ↗ able to build a three-story school well

15:24 ↗ part of what we were trying to do last

15:27 ↗ year was to increase in allowable

15:30 ↗ Heights so that we could at least get to

15:32 ↗ a three-story school without having to

15:35 ↗ to go for a variance in the past we were

15:39 ↗ working on property that we owned so

15:41 ↗ there was less risk a good probability

15:47 ↗ that we get the variance but we weren't

15:50 ↗ looking to buy new property that might

15:52 ↗ cost millions of dollars and have to

15:55 ↗ gamble or risk that on the possibility

15:59 ↗ that well this time you're not going to

16:01 ↗ get a variance so we wouldn't be able to

16:04 ↗ do what we wanted to do if you looked at

16:06 ↗ Clark elementary it's a three-story

16:08 ↗ elementary it's the first one that we

16:12 ↗ did because it's on a very compact

16:14 ↗ footprint and small lot size it fits

16:18 ↗ just under the 65 feet so we felt that

16:21 ↗ that was probably an appropriate

16:22 ↗ solution we are currently looking at

16:26 ↗ some other sites particularly a middle

16:30 ↗ school site where we may be four stories

16:33 ↗ with two stories of parking below now

16:36 ↗ that's not going to fit within 65 feet

16:38 ↗ but there's also variation in how your

16:43 ↗ building height is measured in the

16:46 ↗ ordinances depending on whether it's on

16:48 ↗ a down sloping site we ran up sloping

16:51 ↗ site so that that changes things too

16:59 ↗ that site was approved for other

17:02 ↗ projects that had much higher buildings

17:04 ↗ and so it has a son who has some

17:08 ↗ individual development oh look at that

17:12 ↗ but I was remiss could you introduce

17:15 ↗ yourself I'm Steve Crawford executive

17:18 ↗ director of capital projects for the

17:20 ↗ s-cross School District and I'm an

17:22 ↗ moorim the current president of the

17:23 ↗ school board and I'm really here to you

17:27 ↗ know engage in here about this

17:28 ↗ conversation because it's certainly

17:29 ↗ something that the school board and the

17:31 ↗ City Council talked about actually two

17:34 ↗ years ago when we had or two-and-a-half

17:37 ↗ years ago when we had a linkage and now

17:39 ↗ we're finally coming back to to defining

17:41 ↗ all this so I just I wanted to sit in on

17:44 ↗ it contribute if I can and then see

17:46 ↗ where we can have the school board and

17:48 ↗ City Council potentially in the future

17:50 ↗ you know have a conversation about this

17:52 ↗ as well that'd be great

17:53 ↗ so let's get back to the definition are

17:56 ↗ you comfortable with the definition as

17:58 ↗ they are so if we look at urban schools

18:01 ↗ the most part that's okay on the end of

18:07 ↗ the third line it says they serve and

18:10 ↗ are designed for children to walk or

18:12 ↗ bike to if I take that in a literal

18:16 ↗ sense it means that they're going to be

18:18 ↗ designed for walking and biking access

18:21 ↗ only

18:26 ↗ we are a school district of 109 square

18:30 ↗ miles an average even if we build our -

18:34 ↗ after we build our two new elementary

18:36 ↗ schools in elementary school serves over

18:40 ↗ well close to five square miles

18:44 ↗ middle school serves when we get the

18:47 ↗ sixth one bill over 18 square miles in

18:50 ↗ high school it's only 7 square miles so

18:54 ↗ so we do have elementary schools at this

18:57 ↗ point that are non bus serving schools

19:01 ↗ we have some elementary schools and

19:03 ↗ locations where they're predominantly

19:06 ↗ walking biking mm-hmm

19:10 ↗ those are fortunate and those are nicely

19:13 ↗ located we don't have quite the

19:16 ↗ flexibility today with the scarcity of

19:19 ↗ land yep we have King County that's

19:22 ↗ established policy that says we can't

19:24 ↗ build schools in the rural area so we

19:27 ↗ know that we're gonna have to bust all

19:29 ↗ of the kids in the rural area into the

19:31 ↗ urban area so we also know that a lot of

19:38 ↗ kids have a lot of afterschool

19:39 ↗ activities whether it's sports or other

19:43 ↗ educational appointments medical etc

19:48 ↗ that there's going to be some level of

19:51 ↗ driving we visited Seattle schools and

19:56 ↗ they they don't have provision for Aaron

20:02 ↗ pick up drop off and the streets around

20:05 ↗ those schools are 100% totally congested

20:09 ↗ in the mornings and afternoons and the

20:12 ↗ neighbors are pretty unhappy about it so

20:14 ↗ I think that there is appropriately an

20:21 ↗ emphasis on the fact that we would try

20:23 ↗ and locate those schools so that they

20:25 ↗ would be predominantly walking but it

20:28 ↗ reads a little bit too much like it's

20:31 ↗ only walking and biking and I'm pretty

20:34 ↗ confident

20:35 ↗ particularly when you know I know there

20:38 ↗ will be special education buses as those

20:41 ↗ kids come from diverse geographic area

20:44 ↗ so I think something in there that talks

20:49 ↗ about primarily

20:51 ↗ bus service G for Wow

20:56 ↗ I mean if you just put the word

20:57 ↗ primarily designed for children to walk

20:59 ↗ and bike to not necessarily hope it

21:03 ↗ helps oh wow hey I'm open to suggestion

21:05 ↗ yeah well uh I mean there's a one of the

21:10 ↗ new proposed policies G for also states

21:12 ↗ it's gonna they're the compact in urban

21:14 ↗ schools will be designed to accommodate

21:16 ↗ primarily bus traffic and in not car

21:20 ↗ traffic so it kind of calls that out as

21:21 ↗ well right except there you're getting

21:24 ↗ back into the mix of compact and urban

21:26 ↗ so that may be true an urban right in

21:29 ↗ the central Issaquah purchases that is

21:32 ↗ true in a compact school outside of

21:33 ↗ central is quad probably isn't going to

21:37 ↗ be able to go that far not not in the

21:39 ↗ type of schools even even with the type

21:41 ↗ of school we were trying to build in the

21:42 ↗ compact site on the hilltop it would it

21:44 ↗ would never just be bus our I guess it

21:50 ↗ would be bus but it'd have to be school

21:51 ↗ bus and not just transit which is one of

21:52 ↗ the things gets mentioned at one point

21:54 ↗ as well yeah okay so can we correct this

21:57 ↗ and then move on to all these other

22:00 ↗ things that might cause hookups and we

22:06 ↗ don't have to do emotionally with the

22:08 ↗ school district says I mean thinking

22:10 ↗ about it I don't think living in the

22:16 ↗ highlands and coming down at between

22:18 ↗ quarter to nine and quarter after nine

22:21 ↗ takes 45 minutes to get through that

22:24 ↗ stop sign

22:24 ↗ yes it does so is that something that we

22:27 ↗ want based on the fact that there's

22:29 ↗ going to be more traffic in the urban

22:32 ↗ core based on more people how does that

22:37 ↗ help

22:41 ↗ well I think in in an area where there

22:45 ↗ is more traffic you will have stoplights

22:48 ↗ and kids crossing at stoplights rather

22:50 ↗ than crossing guards which is our

22:52 ↗ problem up in the highlands in addition

22:55 ↗ to the people dropping their kids off

23:00 ↗ yeah I agree and I think bringing up the

23:03 ↗ point of Seattle schools where there

23:06 ↗ isn't parking and it affects the

23:08 ↗ neighboring areas obviously shows that's

23:12 ↗ something to consider even in a very

23:14 ↗ dense environment because I believe in

23:17 ↗ Seattle some of the schools actually

23:19 ↗ some of the streets next to those

23:20 ↗ schools actually shut down during peak

23:23 ↗ hours like the streets and a number of

23:26 ↗ the Seattle schools are located where

23:27 ↗ there's a grid street pattern and some

23:30 ↗ as you say those streets are closed that

23:32 ↗ becomes the vehicle pickup drop-off in

23:36 ↗ the street on the other side of the

23:37 ↗ block is often the bus pick-up drop-off

23:40 ↗ we don't have too many locations where

23:44 ↗ we have a grid pattern Oh I mean because

23:51 ↗ that doesn't exist we have to

23:54 ↗ accommodate that vehicle and bus pick-up

23:57 ↗ and drop-off on-site which tends to make

24:00 ↗ the sites bigger

24:01 ↗ it'd be nice if we had nice grid

24:04 ↗ patterns but then you're back into the

24:05 ↗ situation that's similar to what you

24:07 ↗ have at Grand Ridge where the buses was

24:09 ↗ dropping off parallel to the street

24:11 ↗ which is really earn many many years was

24:14 ↗ the only way in and out of the

24:17 ↗ neighborhood above that well we don't

24:19 ↗ have buses a grande ridge but yes the

24:22 ↗ idea that people are pulling in parallel

24:25 ↗ to the street yeah so

24:29 ↗ so as far as the definition is is it

24:33 ↗ wise to add that that word primary just

24:36 ↗ to open it up a little bit I don't think

24:42 ↗ you're gonna ever get a school where the

24:44 ↗ kids are not going to be dropped out of

24:46 ↗ them or buses or I don't think that you

24:49 ↗ can and I agree I think it's very

24:54 ↗ specific and that and that sentence and

24:58 ↗ I would like to open it up so that not

25:02 ↗ so narrow I mean the thing we're talking

25:04 ↗ about is our children and we need to

25:07 ↗ make them safe and we need to get them

25:10 ↗ schools so how would you like to change

25:16 ↗ that would it be enough to primarily to

25:19 ↗ walk and bike to as a fine as a

25:25 ↗ definition we get into some of the other

25:27 ↗ details later on in like policy G for

25:31 ↗ that talks about bus priority instead of

25:33 ↗ car priority yes we have to get into the

25:36 ↗ whole urban versus a little bit right so

25:38 ↗ let's go through this so I like the word

25:40 ↗ encourage they serve and are designed to

25:48 ↗ encourage children to walk bike and play

25:51 ↗ there to kind of consensus and courage

25:56 ↗ right primarily so primarily is probably

26:03 ↗ better work - and so primarily designed

26:05 ↗ to encourage children to walk her right

26:07 ↗ okay you get both it okay so moving on

26:14 ↗ to compacts goals okay so that's

26:19 ↗ everything outside of the core area

26:21 ↗ which is okay and understandable

26:27 ↗ pedestrian friendly design is okay

26:30 ↗ architectural interest through variety

26:32 ↗ building heights and forms that's okay

26:35 ↗ there's some multi-story development

26:38 ↗ we're already doing that

26:40 ↗ that's okay okay ruptured parking yeah I

26:49 ↗ think there's gonna have to be some type

26:51 ↗ of structured parking no matter what you

26:54 ↗ do and you know we've we had shown

26:58 ↗ structured parking on the proposal for

27:00 ↗ the hilltop site we're using structured

27:03 ↗ parking and we had shown structured

27:05 ↗ parking before we even got started

27:07 ↗ beyond the bond issue planning for the

27:10 ↗ high school in the future middle school

27:12 ↗ as well so structured parking is okay

27:15 ↗ and sites typically smaller than

27:17 ↗ traditional suburban schools that's okay

27:21 ↗ yeah it doesn't it doesn't commit you to

27:23 ↗ anything it's just a general statement

27:25 ↗ so that's take the only thing that I

27:29 ↗ would bring up is Connie is comment that

27:32 ↗ she sent in talking about how there

27:34 ↗ isn't any maximum necessarily proposed

27:38 ↗ here and so in the policy so we talk

27:42 ↗ about a minimum lot size for them a

27:45 ↗ minimum lot size right so that you so

27:48 ↗ that the lot itself is smaller that you

27:50 ↗ start with instead of starting with a

27:53 ↗ big suburban size lot you're starting

27:55 ↗ with a much smaller lot so where does

28:01 ↗ that one of the person I understood

28:03 ↗ Connie's concerned was well if the bio

28:05 ↗ forty acre site you build new tree

28:08 ↗ school on it for five acres are you

28:09 ↗ still gonna it declare all the land and

28:12 ↗ pave every 90 all ninety percent of it

28:16 ↗ right well let be but in feasible and

28:20 ↗ practical thing to do that wouldn't

28:25 ↗ happen right yes but if we looked at

28:28 ↗ maybe a larger site of a 12-acre you

28:32 ↗ know not not necessarily going to the

28:35 ↗ full extent that you were talking about

28:36 ↗ but something another issue becomes the

28:42 ↗ actual amount of usable land on a site

28:46 ↗ Pacific cascade Middle School has about

28:49 ↗ Nate

28:50 ↗ there's a usable land on a 45 acre

28:52 ↗ parcel oh I would hate to have a maximum

28:58 ↗ parcel size as a limit because you could

29:04 ↗ end up with that kind of a situation

29:05 ↗ where less than half of its actually

29:07 ↗ usable when you take out the slopes and

29:09 ↗ wetland areas and things like that right

29:11 ↗ and that's why our number was actually

29:13 ↗ usable because we know most of the sites

29:16 ↗ that are left are troublesome so where

29:20 ↗ does it talk about the idea of a usable

29:23 ↗ lot size I think let's see where is that

29:30 ↗ land use policy g5

29:33 ↗ yeah g5

29:47 ↗ I'm usable acres

29:52 ↗ okay and I think that address is unused

29:55 ↗ to concern there

29:56 ↗ well usable addresses the question of

30:01 ↗ usable acreage as opposed to total

30:04 ↗ acreage but recites should be less than

30:07 ↗ five usable acres that's all the way out

30:11 ↗ of the realm of usability an elementary

30:18 ↗ school if you just take a three-story

30:21 ↗ building with parking underneath it even

30:23 ↗ in the Highlands proposal that was

30:25 ↗ almost seven acres you guys have a

30:29 ↗ twelve and a half percent tree retention

30:31 ↗ so if you're looking at a site with

30:32 ↗ trees theoretically twelve and a half

30:35 ↗ percent of it's going to be reserved for

30:38 ↗ tree retention if you add up just an

30:44 ↗ acre of space for a elementary play

30:47 ↗ field and the area of the building

30:51 ↗ and 50% of the parking year over five

30:55 ↗ acres if you add up the same I mean the

30:59 ↗ footprint of a three or four story high

31:02 ↗ school is going to be three acres before

31:06 ↗ you have anything else and so your if

31:10 ↗ you add up the minimums on high school

31:12 ↗ your you're pushing twenty acres of

31:16 ↗ usable space okay and did hilltop remind

31:20 ↗ me did hilltop have a field okay it was

31:24 ↗ it was a compact I remember it was a

31:27 ↗ yacht it was small but I couldn't

31:28 ↗ picture quite where it was but okay take

31:32 ↗ a look at that would you rather it be

31:33 ↗ separated by type of school you know

31:37 ↗ like you said six or seven acres for an

31:39 ↗ elementary well that would be a better

31:41 ↗ it would help you and you're right we

31:46 ↗ can't build a middle school in the city

31:47 ↗ of s qua we can't build a high school in

31:49 ↗ the city of s o'clock once again this is

31:51 ↗ saying urban and compact right now this

31:54 ↗ is in the entire city of Issaquah that

31:57 ↗ no school could be on more than five

31:59 ↗ usable acres right so this just proves

32:03 ↗ that every school is different and you

32:05 ↗ can't have specifics that have to be

32:07 ↗ adhered to because every school is

32:10 ↗ different every land live every lot is

32:13 ↗ different every remainings for half of

32:16 ↗ land and if it was six or seven for

32:21 ↗ elementary and twenty for high what

32:23 ↗ would you say for middle

32:26 ↗ [Music]

32:32 ↗ I mean just estimate what I won't want

32:35 ↗ to refine the numbers a little bit the

32:40 ↗ Tao of sight is 8.9 acres and we can't

32:43 ↗ fit a softball field on there and so

32:47 ↗ [Music]

32:50 ↗ it's probably 11 or 12 or are you

33:04 ↗ planning on any shared resources so if

33:07 ↗ we you know if we're moving into a

33:09 ↗ liquor site or policy where we have less

33:13 ↗ students in a building than we do

33:15 ↗ typical Icicle a day does that require

33:17 ↗ its unfilled or do you envision to

33:21 ↗ school or to micro schools sharing

33:23 ↗ facilities you have some need for

33:30 ↗ recreational space at each school you

33:35 ↗ might end up in this situation sharing

33:38 ↗ some facilities but if you're at an

33:41 ↗ elementary school you don't have that

33:44 ↗ much time for recess oh you're not going

33:48 ↗ to go walking down the block that's

33:51 ↗ gonna have some apparent safety security

33:53 ↗ concerns as well that is if you can cite

33:58 ↗ to schools close together otherwise

34:01 ↗ you're going to be putting the kids in

34:02 ↗ buses taking them to another school

34:05 ↗ there wouldn't be time for that in a

34:07 ↗ school day plus in the school's PE which

34:10 ↗ is really a subject uses up our outside

34:13 ↗ facilities as well so they're they're

34:16 ↗ not just used for recess there are

34:17 ↗ actually educational facilities and

34:19 ↗ spaces that would be used throughout a

34:21 ↗ day by each of the schools

34:28 ↗ but but like Tallis had a the track and

34:32 ↗ a field in the inside the track though

34:34 ↗ right but just not enough room for a

34:36 ↗ softball

34:37 ↗ okay correct so it has some some but not

34:40 ↗ all not as much as what our other middle

34:43 ↗ schools have right right like right so

34:45 ↗ you'd end up sharing like a thing in

34:47 ↗ football or something they'd have to go

34:49 ↗ to some other place

34:50 ↗ well the the field inside that track

34:55 ↗ it's football soccer and lacrosse so all

35:01 ↗ three of those are pretty heavily used

35:03 ↗ by the community after school Oh

35:06 ↗ part of this policy says that we should

35:09 ↗ be providing recreational spaces for

35:12 ↗ community use right we also need those

35:16 ↗ at the high school and middle school for

35:19 ↗ PE programs

35:20 ↗ you mean the elementary school it's it's

35:22 ↗ recess and and the community use

35:27 ↗ afterwards a crack at a middle school is

35:33 ↗ huge I mean there's 250 kids that

35:35 ↗ participate in the track program and

35:37 ↗ most of the middle schools and then

35:40 ↗ again it's a lot I mean we don't have

35:43 ↗ middle school football teams but the

35:45 ↗ space gets used heavily for leader to

35:48 ↗ use on that site if they didn't have the

35:52 ↗ softball field then they have to use

35:54 ↗ like either one of the other middle

35:56 ↗ schools they're gonna have to get

35:58 ↗ transfers not to us or to support middle

36:02 ↗ school and share mm-hmm right so that's

36:06 ↗ an example of where we we we could share

36:09 ↗ and use one of your facilities if we

36:11 ↗ were able to use Tibbets for it because

36:13 ↗ that would in that particular clay case

36:15 ↗ be closest or have to bust them to the

36:17 ↗ other middle schools that have those

36:19 ↗ softball fields right

36:21 ↗ okay mr. Crawford can I ask you a

36:24 ↗ question I'm Emily art at a Senior

36:27 ↗ Planner with the city of Issaquah I was

36:29 ↗ looking at Gibson school which looks

36:31 ↗ like a very compact school but it was

36:34 ↗ really hard to tell like Zach exactly

36:36 ↗ what the FA are for that was and how the

36:39 ↗ the students get their recreational

36:42 ↗ facilities met there even though it's

36:45 ↗ smaller where the smaller school

36:46 ↗ population still has the same needs

36:49 ↗ they used the gym and the weight room

36:52 ↗ that was a part of the old Issaquah

36:54 ↗ middle school that's still there for

36:57 ↗ their use as well as a hard surface play

36:59 ↗ area outside that's probably the size of

37:01 ↗ a couple basketball courts and those

37:04 ↗ students are typically at school three

37:06 ↗ days a week then that's a program that

37:11 ↗ has a large internship yeah they have

37:16 ↗ internships on Tuesdays and Thursdays so

37:17 ↗ the kids aren't really on campus it's a

37:19 ↗ very different model of school so get

37:27 ↗ some structure in this instead of going

37:29 ↗ back and forth and and not being able to

37:31 ↗ come up with a decision on anything we

37:34 ↗ go back to policy a and and just kind of

37:42 ↗ tear that apart so if you look at c5

37:46 ↗ okay let's do one you're doing the UCA

37:50 ↗ one and just just yeah

38:01 ↗ I would like to see a family that has a

38:06 ↗ second grader put that child on a

38:08 ↗ transit bus I was just gonna mention

38:11 ↗ that I think that it's a challenge to

38:13 ↗ try to say that or to think that we're

38:15 ↗ not gonna have school buses although

38:18 ↗ when I was in high school I took a

38:20 ↗ transit bus mm-hmm for high school that

38:22 ↗ it's certainly but it was a completely

38:24 ↗ different kind of school but in a

38:27 ↗ definitely different area kind of world

38:34 ↗ that we have now the school buses

38:36 ↗ transported between you know it's over

38:38 ↗ eight thousand kids in the morning and

38:40 ↗ in the afternoon if you have I or Ty's

38:45 ↗ transit as it isn't going to be able to

38:48 ↗ provide the service and you're going to

38:49 ↗ end up having a whole lot more parents

38:51 ↗ driving their kids to school and transit

38:54 ↗ wouldn't come anywhere close to serving

38:56 ↗ the entire population area of the

38:59 ↗ district that was rather problematic for

39:03 ↗ elementary I think we were thinking more

39:05 ↗ the staff but it says provide

39:12 ↗ alternatives to school buses right so

39:15 ↗ that takes me to kids

39:17 ↗ right so we should separate that out

39:18 ↗ into I don't think what it says is wrong

39:22 ↗ but I think it needs to be clarified

39:25 ↗ just like we clarified the first

39:27 ↗ definition of urban schools it's always

39:32 ↗ great to reduce automobile trips and and

39:36 ↗ greenhouse emissions all that stuff is

39:39 ↗ good but is it saying you have to know

39:46 ↗ well I think minimize Auto dependence is

39:48 ↗ good it just says seek locations that

39:53 ↗ provide these benefits it's not

39:56 ↗ providing any requirement that school

40:00 ↗ buses be replaced with transit or

40:04 ↗ anything like that

40:06 ↗ I think it's just enabling opportunities

40:10 ↗ with things like school siting and

40:12 ↗ weather protection as long as the city

40:16 ↗ doesn't look at that and say that says

40:18 ↗ this and whoever is in charge at that

40:21 ↗ point in time says well it this is what

40:24 ↗ it says this is what a great we agreed

40:26 ↗ to and the alternative to school buses

40:30 ↗ is we're not going to allow you to have

40:31 ↗ a bus pick-up and drop-off area I guess

40:34 ↗ the word that's probably troublesome is

40:36 ↗ the word alternatives because again if

40:38 ↗ students are the greatest part of the

40:40 ↗ population the best way to transport

40:42 ↗ students still sounds like school buses

40:45 ↗ not necessarily cars or public

40:47 ↗ transportation that's the greatest way

40:49 ↗ to move that amount of people I guess

40:52 ↗ the word alternatives is right in front

40:54 ↗ of school buses is what makes it because

40:57 ↗ somewhat of Troubles that statement

40:59 ↗ school buses after the most number of

41:02 ↗ kids it's also an urban school and we're

41:06 ↗ the second the line I write about that

41:08 ↗ we call it pedestrian bicycle routes

41:10 ↗ right which kind of are part of the same

41:12 ↗ sentence as an alternative to Moses oh

41:18 ↗ so you're putting it with the front I

41:20 ↗ like that so I think we probably need to

41:23 ↗ rewrite that a little bit so that we

41:26 ↗ talk about the safe pedestrian and

41:29 ↗ bicycle routes and the kind of the

41:37 ↗ things that are gonna transport the kids

41:38 ↗ differently than staff citing for staff

41:45 ↗ to use transit routes I think if you put

41:48 ↗ a period after transit routes that takes

41:53 ↗ care of eating locations that offer safe

41:56 ↗ pedestrian bicycle routes and nearby

41:59 ↗ transit routes

42:00 ↗ those are siting kinds of thing then I'm

42:04 ↗ not sure how we were

42:07 ↗ I don't think you can provide

42:11 ↗ alternatives to school buses but I don't

42:14 ↗ know that you want to say okay going on

42:17 ↗ that instead of putting a period there

42:20 ↗ what if you have that sentence go to

42:24 ↗ nearby transit routes and then eliminate

42:27 ↗ everything from there to making it

42:31 ↗ easier so you're just saying site the

42:34 ↗ locations nearby transit routes making

42:37 ↗ it easier for students teachers and

42:39 ↗ staff to walk bike or bus to school

42:42 ↗ that's fine because the bus is there

42:44 ↗ exactly nice but this this I'm just

42:53 ↗ playing devil's advocate yeah so it says

42:56 ↗ seek locations does that mean that you

42:58 ↗ have to have those type and you add

43:01 ↗ something that says based on the land

43:05 ↗ based on the where it is based on best

43:07 ↗ planning Smart Growth something that

43:12 ↗ allows some there's a limit to the

43:17 ↗ policy it's just it's aspirational

43:21 ↗ though I mean it's it's not a

43:24 ↗ requirement like the code would be it's

43:26 ↗ um it's sort of giving you the flavor of

43:29 ↗ what we're looking for when we're citing

43:30 ↗ them okay so what are the things that

43:32 ↗ make it a good site versus I'm not as

43:35 ↗ great site that's how I view it is that

43:39 ↗ it wouldn't be even be held to meeting

43:41 ↗ each one of them but it's certainly

43:43 ↗ aspirational okay as long as it's known

43:46 ↗ that it's aspiration right okay I think

43:50 ↗ the way the school district read that is

43:52 ↗ that this is a way it's going to be and

43:56 ↗ if that's not specifically if this is

44:00 ↗ just what we would like it to be that's

44:02 ↗ a little different right

44:05 ↗ I think seek seek locations is okay we

44:09 ↗ would be trying to find locations and

44:11 ↗ provide safe and efficient routes to the

44:14 ↗ school you guys are obviously trying to

44:16 ↗ maximize your land use anyway yeah if

44:19 ↗ you can't find one that that and if

44:22 ↗ there's no transit route that's anywhere

44:24 ↗ close well you've looked at alternatives

44:27 ↗ and there's a basis for the decision

44:29 ↗ that this is the best place right and

44:31 ↗ this is still just about central

44:32 ↗ Issaquah right right it should also be

44:36 ↗ your aspiration to have transit

44:38 ↗ everywhere in central Issaquah thanks

44:40 ↗ therefore if we cite a school in central

44:42 ↗ Issaquah it will be near transit all

44:44 ↗ right exactly

44:45 ↗ okay believing it the way it is okay too

44:57 ↗ okay

45:01 ↗ it's the same as when I was in the Arts

45:03 ↗ Commission we were trying to find places

45:04 ↗ to have big concerts you know we thought

45:09 ↗ oh the school district we can use that

45:11 ↗ facility but we can't because it's used

45:15 ↗ all the time

45:15 ↗ in the high school mm-hmm yeah that's

45:18 ↗ one thing that we initially were

45:20 ↗ thinking as well but when we started to

45:22 ↗ look at the schedule of school use the

45:24 ↗ only time that was available for

45:26 ↗ community use was the summer and that's

45:28 ↗ not when the Community Programs

45:31 ↗ take place so I think the kids come

45:34 ↗ first so that is true because it's an

45:37 ↗ educational facility yeah fine yep okay

45:42 ↗ three

45:46 ↗ that's okay we've been ever since we

45:49 ↗ built the first school and in every

45:52 ↗ building since 2000 as complying with

45:55 ↗ Washington's

45:56 ↗ sustainable schools protocol which is an

46:00 ↗ essence similar to LEED Silver and in a

46:04 ↗ few years now but the last time we

46:06 ↗ looked we doubled our footprint area and

46:08 ↗ our BTU consumption was the same as it

46:12 ↗ had been before

46:13 ↗ we've been doing sustainable practices

46:17 ↗ and green building strategies for years

46:20 ↗ okay

46:25 ↗ the district is a green ribbon school

46:28 ↗ district and all of the schools are

46:31 ↗ level 3 on King County's I make a

46:38 ↗ request to staff cookies in lighter

46:41 ↗ color so we can realize that after we

46:43 ↗ printed it it was like oh I need another

46:45 ↗ color instead of green

46:47 ↗ sorry about that got my magnifying glass

46:49 ↗ to see if I could read it I did - okay

46:52 ↗ gee that's good question as we do G so I

46:56 ↗ understand that the policies that the UC

47:00 ↗ policy a 1 a 2 a 3 that we just did that

47:02 ↗ central Issaquah and that central is qua

47:05 ↗ only when we go to the the Linton I

47:08 ↗ guess the like may induce right land-use

47:10 ↗ Golgi and this comprehensive plan is

47:12 ↗ that covering all of us upon now right

47:15 ↗ right so I think we should probably look

47:21 ↗ through these and figure out if there

47:22 ↗ are specific ones that diverge in their

47:26 ↗ needs between compact and urban I don't

47:29 ↗ think that one does I don't think these

47:31 ↗ ones do I think looking further in is

47:34 ↗ what you're talking about

47:37 ↗ okay

47:42 ↗ no problems let's simply Zerbo the next

47:44 ↗ one

48:09 ↗ I think it's g4 where we come in to the

48:13 ↗ idea of bus priority versus car priority

48:19 ↗ and I would even throw in the idea of

48:22 ↗ walking and biking priority sounds like

48:26 ↗ we've talked about an urban school

48:29 ↗ should be walking and biking priority

48:33 ↗ with bus as secondary and a compact

48:38 ↗ school would be bus priority with car

48:42 ↗ secondary does that make sense

48:45 ↗ mm-hmm okay so you also can take the

48:51 ↗ students from the immediate community if

48:54 ↗ you're doing compact schools outside the

48:56 ↗ city you're going to be busing things in

48:57 ↗ from the Y you are right that's back on

49:02 ↗ g3 the words around from the immediate

49:06 ↗ community I mean we draw it's from the

49:11 ↗ area it takes to fill the school right

49:13 ↗ we have to I mean we do have we have

49:16 ↗ kids at squall middle school that come

49:17 ↗ out of Bellevue because that's that's

49:19 ↗ where I live and that's where the

49:21 ↗ nearest middle school is is this quant

49:22 ↗ middle school so so yes we always take

49:25 ↗ kids from the immediate community but

49:27 ↗ the immediate community could be quite a

49:29 ↗ few square miles right because we have

49:31 ↗ to that's always the goal to have kids

49:34 ↗ be close to the school close but it's

49:38 ↗ it's certainly not necessary you will

49:40 ↗ never have middle schools with all

49:41 ↗ walking because there's not enough

49:43 ↗ density to produce enough kids that can

49:45 ↗ walk to a middle school so we don't have

49:47 ↗ enough children to only build schools

49:51 ↗ for Issaquah children we we have to

49:53 ↗ assume population from outside the city

49:56 ↗ we certainly do where there's cross

49:58 ↗ school district 110 square miles and if

50:00 ↗ it's from the City of Bellevue yeah

50:02 ↗ Castle Cove you rezoned

50:04 ↗ in King County I remember being bused in

50:08 ↗ from do vault atoll that sounds cross

50:10 ↗ city lines so how does a decision made

50:14 ↗ then so if we need to build a cop back

50:17 ↗ school we see the growth how do we make

50:19 ↗ the decision on whether we build it

50:21 ↗ inside the city limits or we build it in

50:23 ↗ a view or a good part is where do we

50:25 ↗ find the land so the land is so limited

50:29 ↗ now we build where we can find land so

50:32 ↗ you're always looking at where your

50:34 ↗ attendance areas are where the growth is

50:37 ↗ transportation access routes and where

50:40 ↗ parcels are available the availability

50:45 ↗ of land is is a big driver and and where

50:50 ↗ we have the overcrowded schools right so

50:53 ↗ where we have the growth and we have

50:54 ↗ more kids than really should be in those

50:56 ↗ schools Rives where we want to put

50:59 ↗ schools offload the full schools and

51:03 ↗ what's your outlook now for what's on

51:05 ↗ the horizon is it within it's a compact

51:07 ↗ Warren or is it outside of the sequester

51:10 ↗ limits right now right now we have one

51:16 ↗ out we've acquired a site for an

51:17 ↗ elementary school that's in Sammamish

51:21 ↗ that will serve really both is quite an

51:25 ↗ Sammamish because it's right there near

51:27 ↗ the separation between us on Sammamish

51:30 ↗ the middle school is that we're site the

51:34 ↗ site that we're looking at for the

51:35 ↗ middle school is inside the city limits

51:36 ↗ site that we prefer for the high school

51:40 ↗ also accommodates an elementary school

51:42 ↗ and that's in the city limits in the

51:44 ↗ city limits it's not in the core area

51:46 ↗ right so they'd be under your compact

51:48 ↗ schools versus your urban school so the

51:50 ↗ next three schools the school district

51:53 ↗ will be within his quad city limits that

51:55 ↗ is our goal I mean that's our hope at

51:57 ↗ the sites we've identified that we're

51:58 ↗ attempting to acquire it's good to know

52:00 ↗ because that's just even more traffic

52:02 ↗ that's coming into the city in the form

52:03 ↗ of buses and stores for instance in the

52:06 ↗ middle school the site that we're

52:09 ↗ looking at off of SR 900 allows us to

52:12 ↗ bring in some kids out

52:14 ↗ of the Maywood middle school on the

52:16 ↗ south end of the district which is our

52:18 ↗ most heavily populated overcrowded

52:20 ↗ middle school we know that there's a

52:23 ↗ pretty significant growth occurring in

52:25 ↗ the Newcastle area and you bring those

52:30 ↗ kids into this while middle school

52:33 ↗ creates more urban traffic if the 900

52:36 ↗ site works out it's a really short quick

52:40 ↗ trip in to that site from Maywood tennis

52:44 ↗ area and from Newcastle it keeps kids on

52:47 ↗ the west side of the city and out of the

52:49 ↗ urban core which helps reduce traffic

52:52 ↗ that's getting to spawn middle school

52:55 ↗ works out really well those are the

52:57 ↗ kinds of things that we're trying to

52:58 ↗ look at you know that this high school

53:02 ↗ is overcrowded it's too big Oh a line is

53:07 ↗ also overcrowded and too big the site

53:09 ↗ that we're hoping to acquire for high

53:11 ↗ school is in the middle it'll allow us

53:14 ↗ to bring both of those school

53:15 ↗ populations down which is going to

53:17 ↗ reduce the traffic in the core area on

53:19 ↗ Second Avenue it goes so with that in

53:27 ↗ mind considering the Asuka School

53:28 ↗ District does stretch across multiple

53:31 ↗ cities would having requirements and

53:36 ↗ regulations like this encourage you to

53:40 ↗ build in other cities or would it allow

53:42 ↗ you actually to build more in Issaquah

53:46 ↗ because you could do something on a

53:49 ↗ smaller site we're gonna do something on

53:52 ↗ a smaller site primarily because there

53:55 ↗ isn't a bigger site available if there

53:57 ↗ was a bigger site available for the same

53:59 ↗ kind of money I would advocate for

54:00 ↗ buying that because in the district have

54:02 ↗ some land bank for the future but that

54:05 ↗ just doesn't exist so would it would

54:10 ↗ this would it drive us to other other

54:12 ↗ areas yeah well if we had to build every

54:14 ↗ if you said absolutely you got a build

54:16 ↗ on five acres or less we're gonna have

54:20 ↗ to go somewhere else does it make more

54:23 ↗ sense to

54:24 ↗ by compact in urban schools wait say

54:28 ↗ that again is it I'm just throwing it

54:31 ↗ out since we combined both of them

54:33 ↗ should we separate them so if there's

54:38 ↗ enough difference that you guys find

54:40 ↗ between the two schools well I looked at

54:44 ↗ it initially like there are some central

54:47 ↗ area plan policies here that I think

54:49 ↗ pretty well defined what the goals were

54:52 ↗ for the urban core school area mm-hmm

54:55 ↗ and that the second part was I viewed it

54:59 ↗ more as the areas outside of the core

55:01 ↗ and that I think it would be cleaner

55:06 ↗ easier to understand if those were

55:09 ↗ focused on the compact schools outside

55:14 ↗ the core I think it makes more sense to

55:18 ↗ divide them if they have different

55:20 ↗ requirements I don't know how you can

55:23 ↗ lump them together but that's where it

55:26 ↗ kind of got difficult hmm and we haven't

55:29 ↗ even got to the metrics yet as far as

55:31 ↗ density do the other cities have the

55:35 ↗ same goals as far as density air B that

55:38 ↗ we're building for Issaquah

55:47 ↗ like just some how much have added

55:48 ↗ definition even for a compact school

55:50 ↗ does even own a cup a school yeah so

55:54 ↗ we're splitting these out but we still

55:56 ↗ have schools outside of our control that

55:58 ↗ are in their cities it right I'll fall

56:01 ↗ within that definition does that drive

56:03 ↗ your decisions of where you build her

56:05 ↗ you just always in the mindset let's

56:06 ↗ make it as dense as we possibly can go

56:08 ↗ and fall burger if they got so

56:13 ↗ restrictive that it made it really

56:15 ↗ really difficult to build and it's a

56:17 ↗ while we would I'm gonna be forced to

56:20 ↗ look at I mean to find more actively

56:24 ↗ property and other adjacent areas which

56:28 ↗ is why we invite you here to provide

56:30 ↗ comment to tell us when we're hitting

56:33 ↗ that edge and what we're trying to do is

56:36 ↗ come up with a set of policies that

56:38 ↗ works for the city that works to allow

56:42 ↗ action of schools in the city because

56:45 ↗ sites that we would see is our first

56:48 ↗ choices after one are all currently in

56:51 ↗ the city of is well it's the school

56:55 ↗ districts prerogative to build primarily

56:57 ↗ in the city you'd prefer to build your

57:01 ↗ schools within city limits if possible

57:03 ↗ you mean the city of specifically the

57:06 ↗ city of miss quad we want to build the

57:07 ↗ schools where the kids are so as we have

57:10 ↗ more growth in Sammamish that's why

57:11 ↗ we're building an elementary school in

57:13 ↗ Sammamish meet that need now it will

57:16 ↗ probably draw us it may draw some from

57:18 ↗ Issaquah as well because it's up near

57:21 ↗ claw honey which draw from out of it

57:25 ↗ right which couldn't remember the border

57:27 ↗ is between us Quan Sammamish so I mean I

57:29 ↗ don't think we sit here with the goal of

57:30 ↗ just building in the city of Issaquah we

57:32 ↗ want to build where the kids are I mean

57:34 ↗ we might have been happy to build a

57:35 ↗ middle school down in the south and

57:37 ↗ where we own land but it was outside the

57:40 ↗ urban growth boundary and therefore we

57:42 ↗ couldn't

57:46 ↗ problems so Trish did you get the

57:50 ↗ commentary that we kind of want to split

57:53 ↗ to take compact urban out and make sure

57:56 ↗ whatever we've said about urban are

57:58 ↗ clear in that central perfect the idea

58:02 ↗ being that these would just be about

58:03 ↗ compact they're not applying to urban

58:05 ↗ yeah frightening yeah it's a challenge

58:09 ↗ when you say though that urban is a

58:10 ↗ subset of common because then you would

58:13 ↗ think in the reverse that it would apply

58:14 ↗ to urban but right and I think we just

58:17 ↗ make sure when we went back to look at

58:18 ↗ the urban ones that we captured some of

58:20 ↗ the pieces that we thought should

58:21 ↗ actually prescribe to those as well

58:24 ↗ and for that I would say the I one of

58:28 ↗ the differences I see is that it's a

58:31 ↗ walk and bike priority followed by bus

58:38 ↗ rather than making it just a bus

58:41 ↗ priority followed by cars so I'm saying

58:45 ↗ bus priority followed by cars is compact

58:48 ↗ correct yes the way it's written right

58:51 ↗ now yes yeah yeah but urban schools you

58:55 ↗ would add in a layer of walking and

58:58 ↗ biking priority and maybe that it only

59:01 ↗ applies to an elementary where you're

59:03 ↗ really going to be able to achieve that

59:05 ↗ pulling in from the areas around but at

59:09 ↗ least it talks about that you have the

59:12 ↗ density you have the goal if you have

59:14 ↗ enough density that we'd have enough

59:16 ↗ kids to have them walking you know

59:18 ↗ whether that actually works whether

59:19 ↗ there are enough kids generated by the

59:21 ↗ type of housing is is the bigger unknown

59:24 ↗ and topography plays into it as well

59:27 ↗ because in the urban core it's gonna be

59:30 ↗ flat oh it's gonna be easier to walk and

59:32 ↗ bike islands is a challenge

59:36 ↗ and we have more people that drive then

59:38 ↗ we would hope because it was supposed to

59:41 ↗ be walking Telus would be an entirely

59:44 ↗ different house you know we did a study

59:48 ↗ and there's almost nine percent of the

59:51 ↗ kids that would go to that middle

59:52 ↗ that come out of the Tallis community

59:54 ↗ which was a surprise to me but some of

59:58 ↗ those kids are walking maybe to school

1:00:01 ↗ that might get picked up to go home

1:00:02 ↗ [Music]

1:00:06 ↗ those are different challenges that

1:00:08 ↗ affect the means of the graphs a

1:00:11 ↗ I don't think you can meet every need in

1:00:16 ↗ a policy document a document like this

1:00:19 ↗ so yeah we're just trying to make

1:00:23 ↗ something that's flexible enough that it

1:00:24 ↗ satisfies your goals and allows for

1:00:27 ↗ construction the schools we don't spend

1:00:31 ↗ our 24 hours a day thinking about how to

1:00:34 ↗ plan schools like you do so do any of

1:00:40 ↗ the other okay so in g3 we're gonna

1:00:46 ↗ partner with the city you meet the

1:00:48 ↗ anticipated growth of the city that's

1:00:52 ↗ gonna happen do recognize that we have

1:00:55 ↗ to accommodate the growth that occurs

1:00:58 ↗ throughout the whole district there's

1:01:01 ↗ another layer there as well and I think

1:01:07 ↗ the rest of it is pretty much okay so

1:01:10 ↗ you had a problem with the immediate

1:01:11 ↗ community idea I was gonna propose new

1:01:14 ↗ compact schools should be located to

1:01:18 ↗ offer safe pedestrian bicycle transit

1:01:21 ↗ and public access just basically take

1:01:23 ↗ out that primarily served students from

1:01:25 ↗ the immediate community and

1:01:33 ↗ or

1:01:35 ↗ moving right along

1:01:41 ↗ what says including bus only drop off

1:01:43 ↗ and pick ups along Street corridors with

1:01:46 ↗ pathways to the facility I wasn't quite

1:01:50 ↗ sure there we're gonna have bus priority

1:01:53 ↗ but we're still going to have some cars

1:01:55 ↗ and so you don't really have much noise

1:02:00 ↗ Street corridors it sounded like what

1:02:04 ↗ you described about Seattle having the

1:02:07 ↗ bus drop-off and pickup happening on a

1:02:10 ↗ public street is what's being described

1:02:13 ↗ here and I'm not sure if that was our

1:02:17 ↗ thought process or intention I and it

1:02:21 ↗ might have been back to mixing compact

1:02:23 ↗ and urban and maybe that could have been

1:02:24 ↗ a thought in urban even though yeah it's

1:02:26 ↗ not a great idea but definitely not with

1:02:28 ↗ compact we do you want to separate buses

1:02:33 ↗ and cars the street corridor part is

1:02:41 ↗ including bus only drop-offs and pickups

1:02:44 ↗ pathways to the facility

1:02:49 ↗ it's you removed for the long straight

1:02:51 ↗ quarter so we had we'd have our own

1:02:52 ↗ lanes yeah I would eliminate the long

1:02:55 ↗ straight corridors with pathways to the

1:02:57 ↗ facility because those should be up

1:03:00 ↗ against the facility on your property

1:03:04 ↗ that you want to keep the idea of

1:03:07 ↗ additional pathways from like transit

1:03:11 ↗ stops do you want that in a compact

1:03:14 ↗ school or does that only apply to an

1:03:16 ↗ urban school it's not likely that you

1:03:19 ↗ would have transit out in where we'd

1:03:21 ↗ have compact schools that would be able

1:03:23 ↗ to bring in kids you know and if there

1:03:27 ↗ is a public transit stop I mean a

1:03:31 ↗ pathway from that to the school would be

1:03:33 ↗ a good idea because perhaps staff

1:03:36 ↗ transit you access the school if we're

1:03:43 ↗ planning for the future I think I might

1:03:46 ↗ be a transit I think that's okay I'm a

1:03:49 ↗ little bit unsure about designed as bus

1:03:54 ↗ priority instead of corporator that's

1:03:56 ↗ okay but including bus only drop-offs

1:03:58 ↗ and pickups does that preclude having

1:04:00 ↗ Auto drop-off and pickup where does that

1:04:03 ↗ mean that the bus pickup is supposed to

1:04:04 ↗ be separate from cars I think we were

1:04:09 ↗ trying to figure out how you could

1:04:10 ↗ continue the bus priority and make it

1:04:13 ↗ easier to if I'm a parent and I'm

1:04:16 ↗ waiting a long time to drop off my kid

1:04:18 ↗ oh I would start thinking twice that

1:04:20 ↗ maybe I should put my kiddo on the bus

1:04:21 ↗ right but now we're back out in those

1:04:23 ↗ compact schools where we can't prevent

1:04:28 ↗ parents from coming to school you come

1:04:30 ↗ in and it's dropping off and pick a

1:04:32 ↗ priority it's like there's two left-hand

1:04:34 ↗ turns at second and what if those were

1:04:36 ↗ only bus and so if you're if you're the

1:04:39 ↗ mom or the dad you have to draw it you

1:04:42 ↗ can't make the left there you have to

1:04:43 ↗ find a different way to get to the

1:04:45 ↗ school because buses have priorities to

1:04:47 ↗ get there you know that kind of thinking

1:04:49 ↗ not that that wouldn't be a disaster for

1:04:50 ↗ that corner well it's like an Avenue

1:04:52 ↗ would

1:04:53 ↗ mindset of how do you how do you make it

1:04:56 ↗ more incentives and make it easier for

1:04:58 ↗ folks to ride the bus part of the time

1:05:02 ↗ you can't always do it on the way home

1:05:03 ↗ because you've got stuff going on but my

1:05:06 ↗ mind that's a balance between the idea

1:05:10 ↗ that you want to minimize car traffic

1:05:12 ↗ and make it a little more difficult for

1:05:14 ↗ parents but if we don't accommodate the

1:05:16 ↗ parent traffic we're gonna back out up

1:05:18 ↗ into the street right it's going to be a

1:05:20 ↗ problem right then we're not meeting the

1:05:22 ↗ goal of trying to minimize our impact to

1:05:24 ↗ the adjacent neighborhood right right

1:05:27 ↗ yeah I'm not saying that accommodate

1:05:28 ↗ them I'm just trying to make the bus

1:05:31 ↗ have more incentives to think of you

1:05:34 ↗ know that's really an okay way to do it

1:05:36 ↗ so Tricia I like your description

1:05:39 ↗ because I wasn't getting that from

1:05:41 ↗ saying bus only drop-off and pickup

1:05:43 ↗ salon Street corridors so being able to

1:05:47 ↗ say something about incentivizing bus

1:05:51 ↗ traffic or prioritize do you say that we

1:05:59 ↗ can fiddle with it Jamia traffic

1:06:01 ↗ controller incent intent and controlling

1:06:04 ↗ the traffic yeah right but that would be

1:06:07 ↗ helpful because now when I do really

1:06:09 ↗ begin it says including bus only

1:06:10 ↗ drop-off pickups as if you don't allow

1:06:12 ↗ for any other drop-off and pickup mmhmm

1:06:15 ↗ right but I can see trying to prioritize

1:06:16 ↗ so that the and we always actually

1:06:20 ↗ probably for the most part do because we

1:06:22 ↗ want to get those buses rolled in and we

1:06:24 ↗ do always want to make busing the most

1:06:26 ↗ attractive way for kids to get to school

1:06:27 ↗ yeah and I'm sure you look at the

1:06:30 ↗ schools around that have the highest

1:06:33 ↗ busing rates and you go what worked well

1:06:36 ↗ there and how can we make that happen on

1:06:39 ↗ other sites so something that would

1:06:42 ↗ allow for the drop-off and pickup with

1:06:44 ↗ cars but prioritize bus right

1:06:51 ↗ rice is fine

1:06:54 ↗ we have one more

1:06:59 ↗ I would love to know what it says cuz I

1:07:01 ↗ can't it says sighting of compact an

1:07:04 ↗ urban school should reflect land

1:07:05 ↗ scarcity by using smaller footprints on

1:07:07 ↗ lot smaller than that no different

1:07:09 ↗ recommended state minimum acreage ie

1:07:11 ↗ site should be less than five useful

1:07:13 ↗ acres we already discussed the idea of

1:07:17 ↗ separating that out to make a suggestion

1:07:20 ↗ for elementary versus middle versus high

1:07:24 ↗ school sure we should put a number in

1:07:30 ↗ there like we have an ARV goal right we

1:07:33 ↗ have a density goal already the school

1:07:35 ↗ district needs ten acres for population

1:07:38 ↗ they have a density goal that's gonna

1:07:40 ↗ help fill that up right I don't know if

1:07:44 ↗ we need a minimum number or so the

1:07:47 ↗ reason to put a minimum number on it

1:07:49 ↗ would be that these definitions of

1:07:52 ↗ compact and urban schools have certain

1:07:55 ↗ requirements and also certain benefits

1:07:58 ↗ to the school district such as being

1:08:02 ↗ able to have a lot of impervious surface

1:08:04 ↗ whereas if it was a larger site we don't

1:08:08 ↗ necessarily want to both give those away

1:08:13 ↗ and put the same responsibilities on

1:08:15 ↗ them that they would have to you know

1:08:17 ↗ meet a certain F AR and you know have

1:08:22 ↗ various other things so there's a reason

1:08:27 ↗ to have so they choose a ten acre site

1:08:31 ↗ they don't have the same density calls

1:08:34 ↗ as a five acre site well I think we're

1:08:38 ↗ just trying to make them have the

1:08:42 ↗ smallest footprint possible right so if

1:08:44 ↗ they had twenty acres maybe they would

1:08:49 ↗ use twelve of them

1:08:50 ↗ maybe the other eight would be like a

1:08:54 ↗ theater building that everybody can use

1:08:55 ↗ or they would find a way to use their

1:08:58 ↗ land really efficiently for what they

1:09:00 ↗ need it for and maybe not use the whole

1:09:03 ↗ the whole piece we're trying to figure

1:09:06 ↗ out a way to say that there's that big

1:09:08 ↗ number that would control that right

1:09:10 ↗ there's the usable space right the FA

1:09:15 ↗ are they can still use the whole site we

1:09:17 ↗ don't limit the size of the line on that

1:09:20 ↗ in a compact school we were thinking it

1:09:23 ↗ might be a good idea for an urban school

1:09:24 ↗ to try to limit the the minimum lot size

1:09:27 ↗ so that it's not a really big site that

1:09:30 ↗ is sort of a sprawling kind of a thing

1:09:33 ↗ to try to make sure that we do and not

1:09:35 ↗ that we would but just to sort of plan

1:09:38 ↗ ahead that that's what makes it

1:09:40 ↗ different one of the reasons it's

1:09:41 ↗ different than a compact school is it's

1:09:43 ↗ even more smaller footprint it's even

1:09:46 ↗ more compact okay so I think maximum

1:09:50 ↗ acreage minimum well these are maximum

1:09:55 ↗ minimum sounds like we need a maximum is

1:09:58 ↗ Waldo kind of compact less than would be

1:10:01 ↗ a maximum yeah okay right

1:10:03 ↗ Yeah right okay yes it's a maximum it

1:10:05 ↗ has to be less than putting a maximum in

1:10:07 ↗ the house as a real challenge there's a

1:10:09 ↗ state minimum Anchorage is that what

1:10:12 ↗ you're coming up with the five acres no

1:10:15 ↗ this is no very high they're 10 20 and

1:10:18 ↗ 44 okay so the challenge become just

1:10:24 ↗ even so the site that we're looking at

1:10:29 ↗ to put a high school on an elementary

1:10:31 ↗ school on we're gonna fill up the whole

1:10:33 ↗ site but there's gonna be probably about

1:10:36 ↗ four acres of that site along the

1:10:38 ↗ roadway that's on a steep slope and we

1:10:41 ↗ want to preserve the trees there and

1:10:43 ↗ we're not gonna build there because a

1:10:45 ↗ it's not feasible right

1:10:47 ↗ you put a maximum acreage on it well

1:10:52 ↗ maybe it doesn't work anymore

1:10:54 ↗ well this is usable acres

1:10:58 ↗ right so that would account for that but

1:11:02 ↗ I completely agree that five usable

1:11:04 ↗ acres is not the number that we need I

1:11:08 ↗ think the reality of the world we live

1:11:10 ↗ in is that you know there aren't any

1:11:15 ↗ sites that are just gonna allow you to

1:11:17 ↗ go out and buy 40 acres and and we don't

1:11:19 ↗ have the money to develop more than what

1:11:22 ↗ we need to anyway right oh I mean a more

1:11:29 ↗ compact footprint building is more

1:11:31 ↗ economical to build than a one-story

1:11:33 ↗ spread out old California campus plan

1:11:37 ↗ right a lot more energy efficient that

1:11:41 ↗ drives us to build a more compact the

1:11:45 ↗ print and compact perimeter or exterior

1:11:48 ↗ area of a building I think it's just a

1:11:52 ↗ challenge because again if you go back

1:11:53 ↗ to the PCMs site it's 45 acres but it's

1:11:57 ↗ painting usable and what if we found a

1:12:05 ↗ site that was 20 acres

1:12:09 ↗ but we had a 10 acre maximum on it we

1:12:15 ↗ not buy it because you won't let us

1:12:17 ↗ build on it cuz it's bigger no I think

1:12:21 ↗ that we have to subdivide it I think we

1:12:24 ↗ would try to figure out a way that like

1:12:26 ↗ the the 45 and the 19 the 19 would be

1:12:30 ↗ within that window of because there's

1:12:32 ↗ two schools there but I think if you the

1:12:34 ↗ other scenario you said if it's 20 and

1:12:37 ↗ it's all buildable and you're just

1:12:38 ↗ putting a smaller school on it maybe you

1:12:41 ↗ put part of it

1:12:42 ↗ you know in a native growth protection

1:12:43 ↗ easement or something to keep the

1:12:45 ↗ landscaping to keep the tree canopy so

1:12:47 ↗ that it's not ninety percent impervious

1:12:49 ↗ over the whole twenty acres it's move us

1:12:54 ↗ to to clear the extra land and pave it

1:12:57 ↗ right no purpose right I think we're

1:13:01 ↗ just trying to figure out how do we how

1:13:03 ↗ do we have that as our aspirational

1:13:05 ↗ thought is that they are smaller and

1:13:08 ↗ tall

1:13:08 ↗ and compact and how do you how do you

1:13:12 ↗ say that aspirationally without tying

1:13:14 ↗ your hands well I think it says that and

1:13:18 ↗ first part on lot smaller than that of

1:13:21 ↗ recommended minimum acreages right we're

1:13:25 ↗ gonna reflect the land scarcity by using

1:13:28 ↗ smaller footprints on lot smaller than

1:13:30 ↗ that recommended state minimum acreage

1:13:32 ↗ well does say it does say should it

1:13:34 ↗ doesn't say shall and there and it's not

1:13:37 ↗ tied to a development regulation either

1:13:41 ↗ so sleep policy g6 talks more about what

1:13:46 ↗ we're talking about which is using the

1:13:48 ↗ least amount of land and building up

1:13:52 ↗ instead of out so I think we address

1:13:56 ↗ those things we just need to figure out

1:14:00 ↗ if we're going to eliminate the site

1:14:02 ↗ should be less than five usable acres or

1:14:04 ↗ replace it with some kind of

1:14:08 ↗ recommendation for each of the different

1:14:11 ↗ types of school because the standards

1:14:12 ↗ once the standards are written they can

1:14:14 ↗ be with all kinds of options available

1:14:18 ↗ we don't have any standards right now

1:14:20 ↗ but what if there was a standard that

1:14:23 ↗ said something around five acres with

1:14:26 ↗ some sort of exceptions allowed for this

1:14:29 ↗ or for that or with you know some other

1:14:32 ↗ options available should a site come up

1:14:36 ↗ that's more than that I mean does that

1:14:39 ↗ really accomplish much other than

1:14:41 ↗ putting the burden on planning staff to

1:14:44 ↗ the future point

1:14:48 ↗ as we know it wouldn't be realistic for

1:14:50 ↗ anything but an elementary school if

1:14:52 ↗ we're still keeping five acres because

1:14:54 ↗ you could live in a middle school in

1:14:57 ↗ high school on five acres unless you did

1:15:00 ↗ unless you did more of those alternative

1:15:02 ↗ schools like Gibson or something like

1:15:04 ↗ that they don't house very many yeah

1:15:06 ↗ that houses like less than 200 kids so

1:15:09 ↗ we have one over six thousand high

1:15:11 ↗ school kids as we go to build a new high

1:15:14 ↗ school the high school we want to build

1:15:15 ↗ is going to have to handle at least

1:15:17 ↗ sixteen hundred kids so there's a huge

1:15:20 ↗ difference in the size of those types of

1:15:23 ↗ violence yeah well yeah school that size

1:15:27 ↗ realistically doesn't sound compact it

1:15:29 ↗ couldn't be compact power that type of

1:15:33 ↗ school yeah it is for that type of

1:15:35 ↗ school versus the oldest high

1:15:36 ↗ school which was one story all the way

1:15:38 ↗ spread out covered all the space where

1:15:41 ↗ now is high school in this core middle

1:15:42 ↗ school were well we had Clark in there

1:15:44 ↗ too so but it's a very different design

1:15:47 ↗ to now have a three story of high

1:15:49 ↗ school the three story is called middle

1:15:51 ↗ school that used to all be one story I'm

1:15:56 ↗ getting confused on these um even like

1:15:59 ↗ on the G three and four were you

1:16:01 ↗ changing it so that that was just

1:16:02 ↗ referencing compact schools right it's a

1:16:05 ↗ whole section the whole thing so even g5

1:16:07 ↗ is just about compact okay just want to

1:16:10 ↗ make sure yeah so if it's truly

1:16:12 ↗ aspirational is there something in

1:16:14 ↗ between what Bill and Lindsay was saying

1:16:16 ↗ where as g6 kind of is the aspirational

1:16:20 ↗ goal and then to Bill's point you strike

1:16:24 ↗ less than fought you know shall be less

1:16:26 ↗ than five and that kind of it frees up

1:16:29 ↗ their hands now we basically have put

1:16:32 ↗ our aspirational policy goal which is

1:16:34 ↗ that they will develop the land to the

1:16:36 ↗ best of their abilities up I think

1:16:39 ↗ there's two ways to do it you can use

1:16:41 ↗ the second policy the g6 to do that or

1:16:44 ↗ you can put you know guidelines or you

1:16:47 ↗ know some kind of wiggle word that says

1:16:49 ↗ generally Elementary's can be on seven

1:16:52 ↗ acre of usable land Middle School's 11

1:16:56 ↗ and 12 in high schools at 20 which

1:16:58 ↗ states what

1:17:00 ↗ less than the state minimum or maximum

1:17:02 ↗ minimum is and yet has guidelines that

1:17:05 ↗ you sort of gave us so everyone's in the

1:17:08 ↗ same ballpark

1:17:09 ↗ I think G six really kind of solves the

1:17:11 ↗ whole thing because urban compact school

1:17:15 ↗ design should use the least amount of

1:17:17 ↗ land for development and supporting

1:17:19 ↗ infrastructures that's reasonable under

1:17:21 ↗ the circumstances by building up using

1:17:24 ↗ your bike parks recreational facilities

1:17:26 ↗ when available and using you know I

1:17:29 ↗ think that takes care of the whole thing

1:17:31 ↗ it's the least amount of land necessary

1:17:34 ↗ to support the facility so Trish my

1:17:38 ↗ concern with putting a requirement of a

1:17:41 ↗ small requirement of acres in G five is

1:17:44 ↗ that the school district would face a

1:17:46 ↗ decision in trying to decide whether or

1:17:50 ↗ not to buy a lot that was say ten acres

1:17:54 ↗ for an elementary school if they're not

1:17:57 ↗ sure that they're going to get that

1:18:00 ↗ exemption or that allowance to be able

1:18:05 ↗ to build on that even if they were

1:18:07 ↗ intending to follow g6

1:18:09 ↗ I mean the reality of that situation

1:18:12 ↗ would be that we would have to put a

1:18:14 ↗ contract on a piece of land we're

1:18:15 ↗ interested in with a very long

1:18:17 ↗ feasibility period know that we would

1:18:20 ↗ get through the planning process and get

1:18:22 ↗ a variance to build on a bigger piece of

1:18:24 ↗ property otherwise we buy a piece of

1:18:27 ↗ property that we couldn't use it'd be

1:18:28 ↗ like King County changing the rules

1:18:34 ↗ oh yeah if you want to get rid of the

1:18:36 ↗ number we can yes how does the state

1:18:41 ↗ minimum work what is that you explain

1:18:43 ↗ that for an elementary 20 I believe it

1:18:47 ↗ is for a middle school and 40 it's nice

1:18:49 ↗ Keith is here so the state says you

1:18:51 ↗ can't build a high school on less than

1:18:53 ↗ 40 acres those words were established

1:18:57 ↗ years and years ago okay they do allow

1:19:01 ↗ you to argue your point if you want to

1:19:03 ↗ build a school on a smaller parcel so so

1:19:08 ↗ how does that work if if we have you

1:19:10 ↗ build a compact school on five acres and

1:19:13 ↗ that violates the state minimum how does

1:19:15 ↗ what's that process for getting about

1:19:17 ↗ variance with the state now right all

1:19:19 ↗ right we're going to OSBI then we have

1:19:21 ↗ to show them that we can adequately

1:19:25 ↗ provide for a high school on thirty

1:19:28 ↗ acres or 27 acres or whatever it is okay

1:19:30 ↗ do you see any challenges with that

1:19:32 ↗ process going forward I've been a issue

1:19:34 ↗ in the past

1:19:35 ↗ oh it says recommended state minimum

1:19:38 ↗ Anchorage is it set in stone or is it

1:19:42 ↗ just a recommendation commended minimums

1:19:44 ↗ yes so it could be or you can work with

1:19:47 ↗ it you just have to do more legwork more

1:19:50 ↗ paperwork more I'm consuming money

1:19:56 ↗ okay so we're fine with that

1:19:58 ↗ mmm you decide to cross out the five

1:20:01 ↗ acres to try and make sure I knew seven

1:20:07 ↗ back back back back to the end of six

1:20:10 ↗ yeah okay okay

1:20:12 ↗ [Music]

1:20:16 ↗ we'll share parks and recreational

1:20:18 ↗ facilities when they're available rear

1:20:22 ↗ air but we'll share ours with you

1:20:26 ↗ avoiding the use of portables and

1:20:28 ↗ modular units is a little problematic

1:20:30 ↗ there have been some state OSPI

1:20:33 ↗ proposals you require the use of modular

1:20:36 ↗ units in building schools they are often

1:20:42 ↗ aligned towards old prototype schools

1:20:46 ↗ and through with various different

1:20:50 ↗ suggestions that we don't necessarily

1:20:52 ↗ agree with at a prototype school as

1:20:55 ↗ contradictory to hitting its

1:20:59 ↗ contradictory a compact schools for one

1:21:01 ↗ thing at one school for all for Eastern

1:21:05 ↗ Washington Western Washington every

1:21:07 ↗ school district is it's not really

1:21:09 ↗ appropriate they do sometimes come by

1:21:14 ↗ with and could end up implementing

1:21:17 ↗ requiring the use of modular units and

1:21:21 ↗ we use portables and I know that become

1:21:24 ↗ somewhat perma balls but some funding

1:21:27 ↗ isn't always available and we know that

1:21:30 ↗ even in for schools that we build we

1:21:33 ↗ will not eliminate the need for

1:21:35 ↗ portables if we hadn't had portables we

1:21:38 ↗ wouldn't have been able to manage

1:21:39 ↗ through the growth while we've been

1:21:41 ↗ trying to acquire land and build schools

1:21:43 ↗ since we passed the bond in 2016

1:21:46 ↗ portables are a really important part of

1:21:49 ↗ us being able to manage the growth

1:21:50 ↗ before we can build the new schools

1:21:53 ↗ minimize is a nicer word than avoid

1:21:56 ↗ mm-hmm so I think one of the ideas here

1:21:59 ↗ is to avoid opening a new school it

1:22:05 ↗ already has a need for portables and we

1:22:09 ↗ have that same goal and

1:22:11 ↗ would love to open the schools and not

1:22:13 ↗ have to put portables in for a while but

1:22:15 ↗ when it takes two years to acquire a

1:22:17 ↗ piece of property we've got another

1:22:20 ↗ thousand kids in the district that you

1:22:22 ↗ have to accommodate so and you also have

1:22:25 ↗ to remember that the only way we have

1:22:27 ↗ the money to build schools is to pass a

1:22:29 ↗ bond which we need our voters to help us

1:22:32 ↗ do right so so we don't we don't so it's

1:22:36 ↗ it's quite a planning process to be able

1:22:38 ↗ to see that see the growth identify

1:22:40 ↗ where it is put together a plan that

1:22:42 ↗ goes out and and takes it to our voters

1:22:44 ↗ to pass a bond it gives us the money to

1:22:47 ↗ be able to go out and acquire the land

1:22:49 ↗ and build the school we just say

1:22:52 ↗ minimizing the use of portables sure I

1:22:55 ↗ know you're going to use them at some

1:22:57 ↗ point in time and there's a reason at

1:22:59 ↗ times but minimize the use of them would

1:23:02 ↗ that before when you design an

1:23:05 ↗ elementary school do you leave a

1:23:09 ↗ footprint for portables correct that's

1:23:12 ↗ both in the design initial site approval

1:23:14 ↗ accommodates potential use of portables

1:23:18 ↗ and that the stormwater drainage

1:23:19 ↗ facilities are sized for that so that

1:23:22 ↗ when the need arises and we typically

1:23:25 ↗ find out from the school's what their

1:23:29 ↗ projections are in the spring and when a

1:23:34 ↗ school gets to a point where they need

1:23:36 ↗ more classroom space we get told that

1:23:40 ↗ next elementary needs in other new

1:23:43 ↗ classrooms we need to have a portable in

1:23:46 ↗ place for September one school

1:23:48 ↗ and we'll find out in the spring so we

1:23:52 ↗ put those for portable pads in on the

1:23:54 ↗ original planning documents so that all

1:23:56 ↗ the surface water storm drainage issues

1:23:59 ↗ are already designed in taken care of so

1:24:01 ↗ we're really just looking at building

1:24:03 ↗ permit building instead of having to go

1:24:06 ↗ through a whole new site approval

1:24:08 ↗ process which would take longer than the

1:24:10 ↗ summit so I understand that portables

1:24:13 ↗ are very cost effective and flexible way

1:24:15 ↗ to add and take away capacity but I

1:24:17 ↗ think the intent of the compact in urban

1:24:20 ↗ schools is to look at using land in a

1:24:22 ↗ more dense manner and bandi of just

1:24:25 ↗ setting aside open space or small one

1:24:29 ↗ storey buildings I'm not sure if that

1:24:31 ↗ fits the spirit of what we're trying to

1:24:33 ↗ get to with these policies in a suburban

1:24:35 ↗ environment definitely that makes that

1:24:36 ↗ makes total total sense to set aside a

1:24:39 ↗ small part of the of the of the school

1:24:41 ↗ footprint for portables so that we have

1:24:43 ↗ that have the flexibility but I'm I'm

1:24:47 ↗ trying to think through these the I'm

1:24:49 ↗ not sure if that meets what we're trying

1:24:52 ↗ to promote with these policies it was

1:24:57 ↗ there anywhere and it's a while you

1:24:58 ↗ could build a suburban school because I

1:25:00 ↗ thought that compact and what covered

1:25:03 ↗ everything with urban school covering

1:25:05 ↗ central Issaquah so as far as I can tell

1:25:08 ↗ there is no such thing as a suburban

1:25:09 ↗ school allowed in the city of Issaquah

1:25:11 ↗ right that's a compact school now okay

1:25:17 ↗ know that that's a good point yeah I

1:25:18 ↗ bring you up to speed we had kind of

1:25:21 ↗ decided that in the policy G area where

1:25:26 ↗ it does currently address compact on

1:25:28 ↗ urban schools that we need to kind of

1:25:29 ↗ break it apart and put herbs schools

1:25:32 ↗ back up into the higher area where we

1:25:34 ↗ had kind of talked about that and so

1:25:37 ↗ this area would end up being primarily

1:25:39 ↗ compact schools that being said I think

1:25:42 ↗ what you're stating about the the

1:25:48 ↗ building idea for particularly in urban

1:25:52 ↗ school wouldn't necessarily

1:25:55 ↗ resent space for that one story or even

1:25:58 ↗ blank land waiting for that that might

1:26:03 ↗ be true in the urban and it's going to

1:26:06 ↗ be true in some of the compact school

1:26:08 ↗ sites tala site probably won't have

1:26:12 ↗ space for for double portables for

1:26:14 ↗ future years will it will nice some

1:26:16 ↗ spaces where the sites are just too

1:26:18 ↗ tight to do that so in a play in a

1:26:21 ↗ situation like that do you build the

1:26:24 ↗ school you have empty classrooms Hominid

1:26:30 ↗ overflow how because we don't have money

1:26:32 ↗ to build empty space we've already

1:26:35 ↗ passed the bond that's given us the

1:26:36 ↗ money to build these schools to a

1:26:38 ↗ certain size and capacity so if the

1:26:41 ↗ money you're getting the money before

1:26:43 ↗ you know what the lot is gonna look like

1:26:46 ↗ and therefore you're gonna have

1:26:50 ↗ variances there to use the money in

1:26:54 ↗ different ways to build up you know

1:26:57 ↗ higher your wider there that's gonna

1:27:00 ↗ have cost variations there will be but

1:27:02 ↗ we're also building buying land and

1:27:04 ↗ building for new schools right so we

1:27:06 ↗ have that variation and there may be

1:27:08 ↗ some but we also have to make sure we

1:27:09 ↗ have enough money to build the other two

1:27:11 ↗ Elementary School's the high school and

1:27:13 ↗ that middle school bear in mind that the

1:27:16 ↗ cost of construction inflation on high

1:27:19 ↗ school elementary project is about five

1:27:20 ↗ hundred thousand dollars a month

1:27:25 ↗ whoa okay that's why it's really

1:27:30 ↗ challenging when it takes two years to

1:27:32 ↗ get through a process there's nothing to

1:27:36 ↗ sneeze at

1:27:38 ↗ No oh but these policies aren't just for

1:27:41 ↗ this bond it's also trying to lay out

1:27:42 ↗ policy so that when you guys do your

1:27:44 ↗ next bond so we're gonna need more

1:27:46 ↗ schools you can have good policies that

1:27:49 ↗ are in place so that when you sketch out

1:27:52 ↗ your bond you you know you guys know

1:27:54 ↗ what you're dealing with too so again if

1:27:56 ↗ you go back to the bond process and say

1:27:59 ↗ on this next elementary school we can't

1:28:02 ↗ put portables in so we need in other

1:28:07 ↗ eight classrooms and funding we need

1:28:09 ↗ another ten million dollars bond for

1:28:11 ↗ that school you do that you may not get

1:28:15 ↗ the bond to prove do you mean I have any

1:28:17 ↗ money in building school so yeah it's

1:28:19 ↗ always a challenge to find that sort of

1:28:21 ↗ sweet spot where you think you're going

1:28:24 ↗ to get enough money to do all that you

1:28:26 ↗ need you build in some level of an

1:28:28 ↗ inflation factor hope that the plastic

1:28:33 ↗ construction isn't going up as fast that

1:28:35 ↗ it is currently but you we can't in more

1:28:42 ↗ than what's really necessary we never

1:28:44 ↗ get a bond approved until they're really

1:28:46 ↗ seeing the whites of their eyes it's a

1:28:51 ↗ challenging act because on the flip side

1:28:54 ↗ if we build schools and had empty space

1:28:59 ↗ we would hear the negative you all you

1:29:01 ↗ over build you spent too much money you

1:29:03 ↗ came to us for too much money so it's so

1:29:05 ↗ all I'm saying is it's a challenge to

1:29:07 ↗ find the right amount to plan for it and

1:29:10 ↗ under you know we plan for how many kids

1:29:12 ↗ are coming we plan for how many

1:29:14 ↗ buildings to build and find that sweet

1:29:16 ↗ spot to go out and pass a bond with our

1:29:17 ↗ voters what do you do in the meantime

1:29:20 ↗ with the students they just go to a

1:29:22 ↗ different school okay we've been using

1:29:24 ↗ portable to accommodate that extra

1:29:27 ↗ growth and when there when it does get

1:29:29 ↗ to a point where it is simply too too

1:29:31 ↗ bit too many kids in one school we do

1:29:33 ↗ change the boundaries and try to balance

1:29:35 ↗ with the schools that are next to it if

1:29:37 ↗ you have space because they're already

1:29:39 ↗ probably getting full right and so it's

1:29:42 ↗ it's kind of balancing that fullness of

1:29:44 ↗ the schools while we're trying to get to

1:29:46 ↗ the point where we can bring new schools

1:29:47 ↗ online

1:29:48 ↗ and reset everything to a better place

1:29:51 ↗ and then traditionally the growth just

1:29:53 ↗ continues to happen then we refill them

1:29:55 ↗ again and so in this last Bond issue we

1:29:59 ↗ also had last room additions at six

1:30:04 ↗ different schools so we've finished

1:30:07 ↗ additions at sunset and cougar Ridge

1:30:09 ↗ that opened this last September and

1:30:12 ↗ discovery and endeavor will get

1:30:14 ↗ classroom additions and we'll open the

1:30:17 ↗ next September so when you get to a

1:30:20 ↗ point where you've already filled up all

1:30:23 ↗ the portable space at a school and you

1:30:25 ↗ still see there's growth coming and that

1:30:29 ↗ gets to be an issue that goes on to the

1:30:31 ↗ bond and so we'll make the school bigger

1:30:33 ↗ but when you do that you also have to

1:30:35 ↗ make some of the supporting base bigger

1:30:38 ↗ because at a feed more kids and lunch

1:30:40 ↗ and you don't have for lunches I mean oh

1:30:44 ↗ you got to make the Commons bigger and

1:30:46 ↗ the multi-purpose room bigger and we're

1:30:50 ↗ never going to get to a point again the

1:30:52 ↗ other thing that we've been doing on our

1:30:54 ↗ recent schools is providing space at the

1:30:58 ↗ end of a classroom wing for the

1:31:00 ↗ potential of a future edition so those

1:31:04 ↗ you know we're trying to be efficient

1:31:08 ↗ and forward-looking because we know that

1:31:10 ↗ in the future there's availability land

1:31:13 ↗ it's going to be even more scarce soon

1:31:14 ↗ and so than it is today I don't think

1:31:17 ↗ you're ever going to get to a place

1:31:20 ↗ where you will never use affordable and

1:31:23 ↗ I don't think it should be a little bit

1:31:24 ↗ there again the word minimize instead of

1:31:28 ↗ avoiding minimize or something to to why

1:31:33 ↗ it's better than you can't build it at

1:31:36 ↗ all yeah like solid stretch goals but a

1:31:40 ↗ lot of these sounds like policies here

1:31:43 ↗ are not in full control of what causes

1:31:45 ↗ affordable in the first place right so

1:31:48 ↗ yeah minimizer remove it altogether I

1:31:50 ↗ mean that is the goal is to minimize

1:31:52 ↗ them but if there's too many kids you

1:31:54 ↗ got to do something with them and so you

1:31:56 ↗ might need a portable I think what AJ

1:32:02 ↗ was saying particularly about urban

1:32:04 ↗ schools though is that maybe we should

1:32:07 ↗ address the idea that an urban school

1:32:12 ↗ doesn't necessarily provide space for

1:32:17 ↗ portable units I think that would be a

1:32:21 ↗ self fulfilling whole but if you wanted

1:32:25 ↗ to go back up into the poor area and

1:32:30 ↗ talk there I suppose that would be okay

1:32:33 ↗ but I think the reality is that those

1:32:36 ↗ are gonna be very very compact

1:32:37 ↗ footprints and not gonna have some floor

1:32:41 ↗ area a land area for I don't I don't

1:32:45 ↗ think you need to add that in but up to

1:32:47 ↗ you I think it should be in a policy or

1:32:51 ↗ an urban school to say that the land

1:32:55 ↗ isn't going to be used that way and I

1:32:57 ↗ really appreciate hearing they you've

1:32:59 ↗ already thought toward that and that's

1:33:01 ↗ great but it's good it's good to have

1:33:04 ↗ the nuns from both the policy side am

1:33:05 ↗ from the financial side you're speaking

1:33:07 ↗ to the financial need to not have

1:33:08 ↗ portables it's good also from the policy

1:33:11 ↗ side just to ensure it doesn't happen

1:33:14 ↗ so a mask a clarifying point chair about

1:33:19 ↗ this the words and avoiding the use of

1:33:23 ↗ portables and module units would be

1:33:25 ↗ moved to the urban schools policies or

1:33:31 ↗ just simply changed to minimize in the

1:33:34 ↗ compact school policies or both I have

1:33:38 ↗ an extra policy would be put into urban

1:33:41 ↗ as as a minimize or avoid I wouldn't

1:33:45 ↗ modifies this g6 shame minimized and

1:33:47 ↗ then had a new policy just for urban

1:33:50 ↗ schools uh says avoid I don't I don't

1:33:52 ↗ know if it means I don't think we need

1:33:54 ↗ in the word minimize because you have

1:33:55 ↗ the word reasonable

1:33:56 ↗ so using nearby public parks we're not

1:33:59 ↗ requiring that they use nearby public

1:34:01 ↗ art parks and nearby recreation

1:34:03 ↗ facilities so I I read I read the

1:34:06 ↗ avoiding the use of portable modular

1:34:07 ↗ units also is modified by the word

1:34:10 ↗ reasonable but it says avoid that's

1:34:17 ↗ that's a pretty clear definition of a

1:34:19 ↗ word and that is no I don't think

1:34:22 ↗ reasonable actually applies to come the

1:34:25 ↗ end of the sentence there

1:34:26 ↗ he says supporting infrastructure that

1:34:28 ↗ is reasonable I don't think it hurts

1:34:32 ↗ having minimizing in there the use of

1:34:37 ↗ portables you could put reasonable use

1:34:39 ↗ of portable modular units whatever I

1:34:46 ↗ think this is an important point I mean

1:34:50 ↗ yeah I understand

1:34:53 ↗ saying that it's very expensive to build

1:34:57 ↗ a school with empty spaces and that your

1:35:01 ↗ bond hasn't allowed that but in the

1:35:05 ↗ planning policy commission we're

1:35:06 ↗ thinking out twenty thirty forty years

1:35:09 ↗ and so we need to address this for that

1:35:14 ↗ period of time beyond this current bond

1:35:16 ↗ and thinking about how we want our

1:35:22 ↗ schools to be built without or

1:35:26 ↗ durable units because that has been such

1:35:30 ↗ a pervasive thing in the city of

1:35:33 ↗ Issaquah what would happen is that if

1:35:40 ↗ you can't use portables on a compact

1:35:42 ↗ school site in Issaquah and that school

1:35:47 ↗ gets full your boundaries are going to

1:35:50 ↗ be readjusted and your kids are going to

1:35:52 ↗ get bused to some other school no I

1:36:03 ↗ think we have said for urban it doesn't

1:36:06 ↗ make sense to use portables at all

1:36:08 ↗ because you're gonna have to build out

1:36:09 ↗ to the full site for compact I still

1:36:14 ↗ read

1:36:15 ↗ yes minimize but I also just want to

1:36:19 ↗ have that conversation say we'd like

1:36:24 ↗ that to do more I don't like portables

1:36:27 ↗ either but I don't like seeing a school

1:36:29 ↗ launched with portables is that becomes

1:36:35 ↗ a timing issue

1:36:37 ↗ and a communication issue with the city

1:36:39 ↗ on what the projected housing is so that

1:36:45 ↗ when you're creating your bond you're

1:36:47 ↗ doing it using that kind of future

1:36:51 ↗ planning data that says we're gonna have

1:36:54 ↗ two thousand extra houses in central

1:36:56 ↗ Issaquah that we're gonna have to yeah

1:37:00 ↗ and how many kids are gonna come out of

1:37:02 ↗ those two thousand so if you take it out

1:37:06 ↗ completely out of that sentence what

1:37:08 ↗ does that do for you what does it do

1:37:13 ↗ doesn't hold them to a standard Irie me

1:37:16 ↗ to take of minimizing portable yeah I

1:37:20 ↗ would rather say it and say minimize

1:37:22 ↗ just so you just so this it recognizes

1:37:25 ↗ that you talked about it well that's

1:37:26 ↗ where I am I'm just trying to I guess

1:37:30 ↗ there was something different between

1:37:32 ↗ avoiding and minimize the stress is

1:37:36 ↗ something I'm fine with minimize I just

1:37:40 ↗ it's a point of frustration it's also

1:37:45 ↗ frustrating for the school district to

1:37:48 ↗ have kids that they don't know what to

1:37:49 ↗ do with know I mean it's

1:37:51 ↗ you can't win either way yes but that

1:37:54 ↗ would be solved by building schools that

1:37:57 ↗ address the future needs even if that

1:38:01 ↗ does mean that there's potential

1:38:04 ↗ criticism for over building well if

1:38:07 ↗ there's enough criticism you don't get

1:38:09 ↗ the bonds pass which there will not be

1:38:11 ↗ schools so I think I mean the reality is

1:38:14 ↗ the unintended consequences you would

1:38:15 ↗ either have larger class sizes where the

1:38:18 ↗ kids will be bused somewhere else it

1:38:21 ↗ sounds like the middle ground is Steve

1:38:23 ↗ would like avoiding stricken out

1:38:24 ↗ completely and it sounds like Lindsay

1:38:26 ↗ would kind of like to at least have

1:38:27 ↗ minimized or something in there as

1:38:30 ↗ aspirational minimize is fine yeah I

1:38:33 ↗ think we try I realized you don't think

1:38:35 ↗ we do

1:38:36 ↗ but I'm not saying that I I just yeah I

1:38:39 ↗ don't look at a larger mmm-hmm I'm

1:38:42 ↗ period we open our new schools hopefully

1:38:44 ↗ we'll be able to yeah I think you if we

1:38:47 ↗ had a new policy this just tell

1:38:48 ↗ the urban schools where we say we're

1:38:50 ↗ going to avoid that gets us gone where

1:38:54 ↗ we are today okay if you okay but I've

1:39:00 ↗ waited in one of these other separate

1:39:03 ↗ one or how are we on it and then a

1:39:05 ↗ compact is what minimize minimize was

1:39:10 ↗ there anything in g7 that's great

1:39:18 ↗ seems like we've covered this before and

1:39:20 ↗ other ones maybe I'm wrong I don't see

1:39:26 ↗ the airliner that's really objection

1:39:28 ↗ it's not the ordinary she's looking over

1:39:43 ↗ Wilma's last time a bond got rejected by

1:39:46 ↗ the city or by bite by the district yeah

1:39:48 ↗ by the voters for a school expansion

1:39:51 ↗ back in the late 90s it would you agree

1:39:57 ↗ I mean yeah he ate there was one that

1:40:02 ↗ was went down and then he did it again

1:40:04 ↗ yeah I think it took three tries on that

1:40:07 ↗ at that time and finally passed it and

1:40:09 ↗ again I don't know if it was 99 or 2000

1:40:11 ↗ but right in that that window because

1:40:14 ↗ again schools were just so crowded that

1:40:18 ↗ we were finally able to get it past then

1:40:20 ↗ and then and then we worked very hard to

1:40:23 ↗ deliver on all the things we promised we

1:40:24 ↗ will do in those bonds all the projects

1:40:28 ↗ so that we have the vote of confidence

1:40:29 ↗ for the next bond and the next bond so

1:40:32 ↗ the last two or three have been improved

1:40:34 ↗ all in the 2000s and yes because we

1:40:36 ↗ passed him in 2006 2012 2016 but maybe

1:40:42 ↗ there was one of 2002 we're going back

1:40:44 ↗ farther than I can you keep him straight

1:40:46 ↗ it was probably a challenging

1:40:48 ↗ environment now post light rail or Sound

1:40:51 ↗ Transit grease which was a big chunk

1:40:55 ↗ change yeah yeah you'll get some tax tax

1:40:58 ↗ fatigue at certain point

1:41:00 ↗ it's it's always a challenge it's a

1:41:02 ↗ balance between what we'd like to have

1:41:05 ↗ and 2012 bond was focused all on

1:41:10 ↗ modernization and we needed funds to

1:41:14 ↗ bring older schools up date and it

1:41:17 ↗ didn't include any new space thousand 16

1:41:21 ↗ basically focused on new space because

1:41:23 ↗ we've ever and the Kimia we on the

1:41:26 ↗ community could see that there's a whole

1:41:27 ↗ heck of a lot of new housing units

1:41:29 ↗ coming on board the reality has just

1:41:35 ↗ taken us much longer to acquire the land

1:41:37 ↗ and then build the schools and we ever

1:41:39 ↗ could have imagined but you're doing a

1:41:42 ↗ good job the new the high school and the

1:41:44 ↗ high school in the middle schooler

1:41:46 ↗ fabulous it's the ones that we have but

1:41:50 ↗ I mean in in acquiring the land for the

1:41:52 ↗ new high school in middle school still a

1:41:55 ↗ work in progress but the middle school

1:41:58 ↗ was done not a new middle school that

1:42:01 ↗ we've not built we're working on

1:42:02 ↗ acquiring land they rebuilt Pine Lake

1:42:04 ↗ middle school I thought the I thought

1:42:10 ↗ the middle school is gonna take over the

1:42:11 ↗ old headquarters side I thought that was

1:42:12 ↗ is that a done deal is that still being

1:42:14 ↗ worked through current planning is that

1:42:17 ↗ we would retain the current

1:42:19 ↗ administration site for the future have

1:42:22 ↗ some land available to address the core

1:42:26 ↗ area development that we see coming that

1:42:28 ↗ you were heading for and look for

1:42:32 ↗ another middle school site very first

1:42:35 ↗ choice is that Alice I get the bottom of

1:42:39 ↗ the hill below every time okay

1:42:44 ↗ I've done deal yet sure so okay future

1:43:17 ↗ okay so 65 feet 65 feet only really

1:43:21 ↗ allows three stories so if you're gonna

1:43:23 ↗ build on a flat site in the urban core

1:43:25 ↗ area it needs to be higher than that so

1:43:29 ↗ in the core urban core the height

1:43:32 ↗ building height is what that's what I

1:43:38 ↗ thought

1:43:38 ↗ you can build an eight story office

1:43:40 ↗ building I don't see where they can't be

1:43:41 ↗ an eight story that's so Trish we have a

1:43:46 ↗ table that talks about standards for

1:43:49 ↗ public schools would it be possible to

1:43:52 ↗ create two different tables one for

1:43:56 ↗ urban one for compact

1:44:14 ↗ okay so if the buildings around it are

1:44:17 ↗ 125 feet

1:44:38 ↗ you know why can't it be 65 feet or

1:44:43 ↗ surrounding zoning whichever is higher

1:45:01 ↗ sorry we used to have to meet the zoning

1:45:04 ↗ of the zone next to you and so

1:45:07 ↗ everything was super low super suburban

1:45:10 ↗ so that's why we created 65 or

1:45:14 ↗ neighboring zones if those are higher

1:45:15 ↗ than 65 not neighboring buildings okay

1:45:18 ↗ so it is if it's if it's in a

1:45:21 ↗ neighborhood that allows 90 feet or 125

1:45:23 ↗ it can do that right or but if it's in a

1:45:26 ↗ single-family zone then 65 is fine and

1:45:30 ↗ to ask it another way Steven and can you

1:45:32 ↗ imagine how I mean I know you can't see

1:45:34 ↗ totally into the future 2030 years but

1:45:36 ↗ how high do you think a school can be

1:45:38 ↗ and still be an effective school like to

1:45:41 ↗ do elevators get in the way of your

1:45:44 ↗ building or it can't be more than 8

1:45:46 ↗ storeys because of it it takes a

1:45:49 ↗ paradigm shift to school use because you

1:45:52 ↗ will be using elevators to transport

1:45:54 ↗ kids which currently limit right it

1:46:02 ↗ becomes an interesting question there

1:46:04 ↗ are schools in urban areas around the

1:46:07 ↗ world that are six or eight or nine

1:46:09 ↗ stories tall right you have more

1:46:14 ↗ supervision issues and such and it's

1:46:17 ↗ just something that you look at dealing

1:46:20 ↗ with in the future I think as far as at

1:46:22 ↗ this time planning for heights and the

1:46:26 ↗ urban or or the urban core plus the

1:46:31 ↗ central core matching the adjacent

1:46:33 ↗ Heights if they're higher than 65 feet

1:46:37 ↗ makes sense

1:46:40 ↗ I don't really know what will happen

1:46:43 ↗ okay that's very usual that's fair but I

1:46:47 ↗ think that that's a reasonable place to

1:46:49 ↗ go how would that even work would you

1:46:52 ↗ just kind of schedule the kids around

1:46:54 ↗ their classes only being on two floors

1:46:56 ↗ of the nine or eight floors or walkabout

1:47:01 ↗ and it's madness when you have the

1:47:04 ↗ school like unlike other building you

1:47:05 ↗ have a large amount of humans walking

1:47:08 ↗ every what 45 minutes 50 minutes to a

1:47:12 ↗ different location on cadence your

1:47:15 ↗ vertical circulation space has to become

1:47:18 ↗ bigger to transport the kids whites

1:47:20 ↗ you're gonna look at trying to

1:47:22 ↗ consolidate grade spans to minimize the

1:47:25 ↗ Travel Pass you're going to have

1:47:27 ↗ probably only indoor recreation

1:47:32 ↗ facilities and in those areas hopefully

1:47:35 ↗ there's some park space adjacent but

1:47:39 ↗ you're probably gonna have a gym that's

1:47:42 ↗ indoors and you may have a fenced-in

1:47:45 ↗ area on the roof that's your outdoor

1:47:47 ↗ play area I'm gonna be pretty compact at

1:47:52 ↗ that point if you're drawing from the

1:47:55 ↗ local community then you're drawing from

1:47:57 ↗ a group of people who will moved into

1:47:59 ↗ the urban area and they think they came

1:48:02 ↗ with some visions and expectations of

1:48:05 ↗ what that urban life looks like it would

1:48:09 ↗ be different I think then what the

1:48:13 ↗ majority of people are looking for for

1:48:15 ↗ there's bull age kids experience in

1:48:18 ↗ school that are move

1:48:19 ↗ into this play area today I can't see a

1:48:24 ↗ great school well any school more than

1:48:27 ↗ four or five stories because the kids

1:48:31 ↗ are gonna have to walk up and down the

1:48:32 ↗ steps they're not going to be able to

1:48:33 ↗ take the elevator would be impossible it

1:48:36 ↗ would be a madhouse

1:48:37 ↗ yeah you'd probably put first floor on

1:48:40 ↗ the bottom and fifth you know you're

1:48:43 ↗ either break it up by grade or maybe on

1:48:45 ↗ the top floor just administrative

1:48:46 ↗ offices or something like that or you've

1:48:48 ↗ got to top four that's an open air open

1:48:51 ↗ air you know

1:48:52 ↗ courts and playgrounds I'm up there yeah

1:48:53 ↗ there's things you can do so I I would I

1:48:56 ↗ went to 4,000 person high school that

1:48:57 ↗ was five buildings one of them was four

1:48:59 ↗ stories we did 10-minute passing period

1:49:01 ↗ and if you had to get from math to I

1:49:03 ↗ think it was English you said hoof it

1:49:06 ↗ you had 10 minutes to hustle it up for

1:49:08 ↗ one side of the other and we made it

1:49:09 ↗ work writing for college right it's like

1:49:11 ↗ it's just like it's just like going to a

1:49:13 ↗ community my high school is basically a

1:49:14 ↗ good Community College from a logistic

1:49:15 ↗ standpoint yeah it worked fine my

1:49:19 ↗ grandkids go to us eight story building

1:49:21 ↗ but there's only five classrooms five

1:49:25 ↗ stories they're not allowed to take the

1:49:27 ↗ elevator they have to walk up and down

1:49:28 ↗ the steps so they get their exercise

1:49:33 ↗ steps but any more than that I think it

1:49:36 ↗ would be unreasonable to unless you had

1:49:39 ↗ great Sun what about a building that

1:49:42 ↗ wasn't entirely school you can have

1:49:46 ↗ something in that you know maybe the

1:49:48 ↗ bottom two schools are in elementary and

1:49:49 ↗ then the top three schools are like the

1:49:51 ↗ school district office something like

1:49:52 ↗ that

1:49:53 ↗ it doesn't the point is it doesn't all

1:49:55 ↗ meet the building doesn't all need to be

1:49:57 ↗ considered models where the first three

1:50:01 ↗ floors would be school and you might

1:50:03 ↗ have an administration building offices

1:50:05 ↗ on top of that mixing public use with

1:50:09 ↗ school becomes the challenge terminal

1:50:11 ↗ only yeah but you could do something

1:50:14 ↗ like library on top with a different

1:50:18 ↗ entrance or something you know there are

1:50:20 ↗ other ways to think about it you know

1:50:24 ↗ your school might start on level two if

1:50:30 ↗ you had retail and commercial in the

1:50:32 ↗ ground floor but we'd have a separate

1:50:33 ↗ access off of another and it might be

1:50:37 ↗ four stories or in total the building

1:50:42 ↗ might be taller I think parents would

1:50:45 ↗ appreciate having a coffee shop on the

1:50:48 ↗ bottom floor Thank You kids school yes

1:50:51 ↗ very much so their requirement for

1:50:53 ↗ kindergarteners to be on the first floor

1:50:55 ↗ though you're getting those designing

1:51:03 ↗ the school I love it there was a code

1:51:06 ↗ requirement that primary grades had to

1:51:07 ↗ have direct ground-level egress the new

1:51:11 ↗ code it doesn't require that a new IV C

1:51:16 ↗ but there are still some jurisdictions

1:51:19 ↗ that hold to the old interpretation and

1:51:22 ↗ require primary grades to have direct

1:51:26 ↗ access to grade atavistic law would

1:51:31 ↗ probably be more forward-thinking yes

1:51:35 ↗ I'm sure we would be I'm not sure my

1:51:40 ↗ next question so you're comfortable with

1:51:43 ↗ height based on what is zoned around it

1:51:48 ↗ yeah because that would allow the

1:51:50 ↗ district to design the school what they

1:51:52 ↗ felt was appropriate I mean it could be

1:51:54 ↗ a high school and maybe that's looked at

1:51:56 ↗ a little differently Oh setbacks but an

1:51:59 ↗ urban school ever have zero setbacks

1:52:02 ↗ from side or rear yeah so I was reading

1:52:06 ↗ this yesterday and basically if you're

1:52:13 ↗ in a subdivision houses and your lot

1:52:16 ↗ line is 5 feet away from the house

1:52:19 ↗ you're able to build that school right

1:52:22 ↗ on that property not to line that's

1:52:30 ↗ there's a mill to line and there's a

1:52:32 ↗ front rear and side on

1:52:34 ↗ compaq school criteria currently right

1:52:38 ↗ but it also has a footnote that says if

1:52:41 ↗ it's adjacent to residential areas it

1:52:43 ↗ has to meet the adjacent residential

1:52:45 ↗ side okay as long as that's covered

1:52:47 ↗ because I read that and I thought well

1:52:48 ↗ gee that's not cool yeah I would

1:52:50 ↗ anticipate that any residential you

1:52:52 ↗ would be looking at in the urban core is

1:52:55 ↗ up a story density right well there is

1:53:00 ↗ this need to be updated for the side and

1:53:02 ↗ rear so for urban and zero rather than

1:53:05 ↗ seven that's what I'm writing down is

1:53:06 ↗ for when we float the urban standards

1:53:08 ↗ next year that we can at least start

1:53:11 ↗ with this conversation of what the

1:53:12 ↗ numbers would be that's what prompted me

1:53:14 ↗ to say what I did because it's a zero

1:53:17 ↗ are there seven rear yeah oh it's ooh

1:53:24 ↗ from urban right yeah and the build to

1:53:26 ↗ line or it could be say it's possible

1:53:30 ↗ that brings into the question of how are

1:53:33 ↗ we getting kids to this school and where

1:53:37 ↗ is pickup drop-off where the buses pick

1:53:40 ↗ up drop off so does that mean it's the

1:53:46 ↗ grid system where we can share the

1:53:49 ↗ street we have to provide for those

1:53:54 ↗ transportation ingress egress situations

1:53:58 ↗ outside of the the street system and

1:54:03 ↗ there's going to have to be some setback

1:54:05 ↗ from the property line that allows

1:54:08 ↗ happen

1:54:09 ↗ oh yeah it's possible overhanging second

1:54:13 ↗ floors so their buses skin five

1:54:15 ↗ underneath that might be an option yeah

1:54:17 ↗ are there any security concerns in this

1:54:20 ↗ day and age with maybe needing more

1:54:22 ↗ space for you know from land security or

1:54:25 ↗ perimeter security or in the building or

1:54:26 ↗ well I'm envisioning that this is gonna

1:54:30 ↗ be a building in which the kids are

1:54:32 ↗ contained I know once they're in the

1:54:36 ↗ building there

1:54:37 ↗ safe and secure it also have to be

1:54:41 ↗ consideration for kids being dropped off

1:54:43 ↗ before school and where the kids wait

1:54:46 ↗ when school cuz normally they go wait in

1:54:48 ↗ the front or wait in the back of the

1:54:49 ↗ school but if the school is built to the

1:54:51 ↗ outer lines where do the kids wait now

1:54:53 ↗ yeah oh it's come to school they don't

1:54:57 ↗ typically access through the front door

1:55:00 ↗ they're typically lining up and we use

1:55:02 ↗ our covered play areas as staging areas

1:55:05 ↗ and the stage typically around the back

1:55:10 ↗ of the building and enter into the

1:55:13 ↗ classrooms you minutes before class time

1:55:16 ↗ that they stage on the play area or not

1:55:20 ↗ the little energy before school starts

1:55:22 ↗ is you know staff don't want 500 and 600

1:55:27 ↗ kids running around the building for 20

1:55:29 ↗ minutes before school starts they're

1:55:31 ↗ there outside

1:55:32 ↗ there are obviously urban schools in

1:55:34 ↗ Seattle that have addressed that problem

1:55:36 ↗ so then I've seen some schools where

1:55:38 ↗ they have like a large commons area I

1:55:41 ↗ think that can be value in moving the

1:55:44 ↗ set back to zero but then having some

1:55:46 ↗ flexibility in the build to line with

1:55:48 ↗ understanding that that schools are

1:55:50 ↗ unique and having some language

1:55:52 ↗ allowance and flexibility in the build

1:55:53 ↗ to that the school might want to have

1:55:55 ↗ some kind of a typical setbacks for

1:55:59 ↗ stationary or a bus drop-off cerca or

1:56:01 ↗ one so it's gonna ask Steve directly is

1:56:03 ↗ 0 to 20 still okay for urban I mean I

1:56:08 ↗ heard all the what-ifs but I didn't hear

1:56:11 ↗ if 20 is too small or just enough or

1:56:13 ↗ flexible enough because yeah I was going

1:56:17 ↗ where you were going AJ I wanted to know

1:56:19 ↗ what what if the property lane or at the

1:56:21 ↗ back of the sidewalk and he had a

1:56:22 ↗ drop-off Lane it would be no in the

1:56:24 ↗ front it'd be xx cuz I thought we said

1:56:27 ↗ the the side and the rear could be zero

1:56:29 ↗ but I was worried about the front is

1:56:30 ↗ zero to 20 still okay for the front a

1:56:34 ↗ bill to line cuz they're fitting the

1:56:37 ↗ weather protection this side in rear a

1:56:39 ↗ bill to or a setback a setback the way

1:56:42 ↗ there is no cider we're billed to

1:56:44 ↗ correct that's on the front calling for

1:56:47 ↗ it's only in the front is

1:56:49 ↗ really nice if you had a bill to of zero

1:56:51 ↗ to 20 all the way around well no there

1:56:54 ↗ is no that's my point there is no bill

1:56:55 ↗ to on the cider rear so you don't have

1:56:57 ↗ to build out it has so so it's so

1:57:02 ↗ setbacks is how much you have to setback

1:57:04 ↗ and so if it's zero you either can't

1:57:07 ↗ step back or you don't need to but

1:57:08 ↗ there's no there's there's no cider

1:57:10 ↗ we're a build too so if you want to set

1:57:12 ↗ back you're allowed to the only the only

1:57:13 ↗ place you're not allowed to set back is

1:57:15 ↗ more than 20 feet on the front would be

1:57:17 ↗ okay okay so zero to 20 is okay and then

1:57:20 ↗ zero for side zero for a rear sight back

1:57:23 ↗ is still okay okay because they still

1:57:28 ↗ have the there's no side or rear build

1:57:30 ↗ to so if you guys want to have a side

1:57:32 ↗ setback for laborers or whatever heads

1:57:35 ↗ that's still allowed it's not required

1:57:37 ↗ but still allowed building over the top

1:57:38 ↗ of it yep gonna move lot size less than

1:57:42 ↗ five years old

1:57:43 ↗ acres we're back to that no I think

1:57:45 ↗ we've already addressed that idea tend

1:57:48 ↗ not to go there just yet yeah and we've

1:57:51 ↗ looked at the bearing facility so is

1:57:54 ↗ there anything else that the school

1:57:57 ↗ district thinks that we need to discuss

1:58:00 ↗ do you need a bigger f AR and two for

1:58:05 ↗ urban oh yeah we have issues with the FA

1:58:07 ↗ are on the the minimum now for compact

1:58:12 ↗ schools okay we have issues for compact

1:58:14 ↗ issues for urban so I haven't done any

1:58:21 ↗ calculations on an urban FA are of 0.75

1:58:24 ↗ but I think that that's probably doable

1:58:26 ↗ okay and maximum of two again if it's

1:58:32 ↗ consistent with all of the other urban

1:58:34 ↗ policy adjacent that's probably okay and

1:58:38 ↗ appropriate okay yeah same approaches

1:58:41 ↗ tight yeah we allow for higher F ARS if

1:58:46 ↗ that's allowed in the urban core okay mo

1:58:50 ↗ tonight that makes sense

1:58:51 ↗ higher than higher than two yeah so it's

1:58:55 ↗ similar so no maybe no

1:58:57 ↗ some um if they are or no I think we

1:59:00 ↗ have maximum so we just mixed you guys

1:59:03 ↗ match it's two or greater

1:59:07 ↗ if the zoning allows for more similar to

1:59:09 ↗ sixty five or greater that's what solo

1:59:11 ↗ yeah that's good

1:59:13 ↗ the compact school sites is a problem

1:59:19 ↗ yeah and you don't count recreational

1:59:24 ↗ space and you don't count structured

1:59:26 ↗ parking space I can see that in a

1:59:31 ↗ commercial type or maybe even a

1:59:33 ↗ residential situation you would want to

1:59:36 ↗ maximize the rare footage of the

1:59:39 ↗ commercial space so the maximize the

1:59:41 ↗ square footage of the residential and

1:59:43 ↗ you wouldn't count the structured

1:59:44 ↗ parking press that's kind of kind of

1:59:47 ↗ productive to hitting to an FA are

1:59:51 ↗ because we're going to build the square

1:59:53 ↗ footage that the school needs to be and

1:59:54 ↗ if we don't have to count the structured

1:59:57 ↗ parking square footage we're not going

1:59:59 ↗ to get another 2,000 square feet of a

2:00:02 ↗ retail space or peaceable space or 12

2:00:06 ↗ more minutes and mmm not taking a

2:00:15 ↗ Liefeld recreational space out of the

2:00:18 ↗ lot area is really problematic as a

2:00:23 ↗ typical track-and-field area is or

2:00:28 ↗ points close to four and a half acres

2:00:30 ↗ and if we run FA ours on Middle School

2:00:36 ↗ on the talus site which is basically

2:00:39 ↗ utilizing ninety percent of that site

2:00:43 ↗ it's really really dense

2:00:46 ↗ we're under about 0.5 and if you look at

2:00:51 ↗ the high school site which is using

2:00:53 ↗ structured parking and compact footprint

2:00:57 ↗ building

2:00:58 ↗ but has a football field soccer track

2:01:02 ↗ baseball field softball and in

2:01:05 ↗ elementary school with some play field

2:01:07 ↗ area that's running at about point two I

2:01:10 ↗ think when we took that FA our stuff up

2:01:15 ↗ I don't know whether we were really

2:01:17 ↗ separating out the idea of compact and

2:01:20 ↗ urban schools I think no when we had our

2:01:23 ↗ medium just wanting to know what the

2:01:25 ↗ existing schools were knowing that none

2:01:27 ↗ of them are really there category yet so

2:01:30 ↗ when we had our meeting last time we

2:01:33 ↗ kind of looked at some of the schools

2:01:35 ↗ and I think that kind of shocked us into

2:01:38 ↗ the idea of 0.75 is probably too high

2:01:42 ↗ for compact schools and I appreciate

2:01:46 ↗ that you're saying it's probably doable

2:01:48 ↗ for an urban school and that's primarily

2:01:53 ↗ because for an urban school you're not

2:01:54 ↗ having recreation space that's just on

2:01:57 ↗ the land other than maybe an interior

2:02:01 ↗ gym we're not going to be providing

2:02:03 ↗ recreational door space or community why

2:02:08 ↗ does the city not want to define the

2:02:11 ↗ recreational spaces part of the square

2:02:13 ↗ footage there was the thought process

2:02:15 ↗ behind that we have never counted

2:02:18 ↗ parking as part of the FAA so we just

2:02:20 ↗ well it just seemed to be you know it's

2:02:22 ↗ an open space so we wouldn't so I've got

2:02:26 ↗ an idea I think if the if the open space

2:02:29 ↗ is for public use the kind of space that

2:02:34 ↗ like when school is not in session

2:02:35 ↗ people gonna run on the track I think it

2:02:38 ↗ makes sense to exclude that from the

2:02:40 ↗ fire calculation is in that case with

2:02:42 ↗ what it really is is it's it's no

2:02:44 ↗ different than if there was a city-owned

2:02:46 ↗ park that then the school was using

2:02:48 ↗ during school sessions just school owns

2:02:50 ↗ it and then when schools not in session

2:02:51 ↗ the public's using it so I think as a

2:02:53 ↗ potentially nice carrot to incentivize

2:02:55 ↗ the school to build soccer fields and

2:02:58 ↗ baseball fields that then can be used by

2:03:00 ↗ public outside of school usage and I

2:03:03 ↗ think it would make I think as a

2:03:05 ↗ suggestion modifying this so it's 0.75

2:03:08 ↗ but excluding recreational space I think

2:03:11 ↗ there's still mayor

2:03:12 ↗ to having things like parking Farrington

2:03:14 ↗ advised to school to keep that stuff

2:03:16 ↗ compressed but I think for recreational

2:03:19 ↗ space I think if the school is creating

2:03:20 ↗ what's effectively open space I mean it

2:03:23 ↗ might be you know some some some seating

2:03:26 ↗ or some lighting but it's otherwise it's

2:03:28 ↗ open space I think that's that's there's

2:03:30 ↗ value to even in a combat environment

2:03:32 ↗ there's value to creating that green

2:03:34 ↗ space in commercial and residential

2:03:38 ↗ world not counting the structured

2:03:40 ↗ parking space is an incentive to them

2:03:43 ↗ mm-hmm

2:03:44 ↗ Russ something that would be an

2:03:46 ↗ incentive to put more of the parking

2:03:48 ↗ into structured space more more than 50%

2:03:53 ↗ more than the requirement well I'm just

2:03:56 ↗ saying if you're trying to meet in FA

2:03:57 ↗ are and you're not going to count it

2:03:59 ↗ there's no incentive to go higher if it

2:04:03 ↗ does count against an FA are it could be

2:04:06 ↗ that's not saying that we would because

2:04:09 ↗ I recall that when we talked about

2:04:11 ↗ structured parking it was 25% and I was

2:04:14 ↗ surprised to see that it got rid of 50

2:04:16 ↗ I think the 50 is only for urban correct

2:04:20 ↗ no T's for compact schools because

2:04:23 ↗ that's all we have now that's the only

2:04:24 ↗ regs we have now yeah right and even

2:04:26 ↗ that seemed as he was looking back at it

2:04:29 ↗ to be awfully high just a side note

2:04:34 ↗ though that should be a minimum of 50

2:04:36 ↗ percent not just went into the last

2:04:39 ↗ amendments that you'll see on 15th since

2:04:44 ↗ we're not looking to make decisions on

2:04:45 ↗ this right now similar to how you guys

2:04:48 ↗ presented some of the existing schools

2:04:50 ↗ and communicate with the farlows and it

2:04:52 ↗ could be really interesting to show that

2:04:55 ↗ same analysis and subtract out the

2:04:57 ↗ recreational space yeah hey these are

2:04:59 ↗ the FAR's with and without and just see

2:05:01 ↗ how much that moves the needle and then

2:05:03 ↗ might give us really good data point to

2:05:05 ↗ figure out where than our 0.75 is good

2:05:07 ↗ ain't that bad Leroy oh yeah yeah

2:05:11 ↗ because if you can point say hey yeah

2:05:13 ↗ the talus site the new high school site

2:05:15 ↗ if you exclude recreation or space we're

2:05:17 ↗ landing at like one point to work then

2:05:19 ↗ whatever it might say okay so 0.75 seems

2:05:22 ↗ reasonable especially if that moves the

2:05:23 ↗ needle from some

2:05:25 ↗ the earlier sites that you built that

2:05:27 ↗ maybe are a little bit more spread out

2:05:28 ↗ if we look at the FA are on that and go

2:05:31 ↗ oh it only achieved 0.5 even when we

2:05:35 ↗ take the recreational space out and the

2:05:38 ↗ newer ones are going more toward that

2:05:41 ↗ 1.2 idea that shows us progress that

2:05:45 ↗ meets this idea of good use of the land

2:05:48 ↗ and compact sighting and all of that

2:05:51 ↗ that we're looking for well just as a

2:05:56 ↗ rough example on the high school

2:05:59 ↗ elementary site to me to 0.75 FA are

2:06:02 ↗ we'd have to build four high schools and

2:06:04 ↗ four elementary schools on that site

2:06:07 ↗ absolutely got the money for that

2:06:10 ↗ because I'll take that fantastic

2:06:17 ↗ do you know ballpark that if you exclude

2:06:20 ↗ the recreational space what the far

2:06:21 ↗ would be or do you have to say yeah and

2:06:24 ↗ you'd also have to look at usable land

2:06:26 ↗ versus the whole site as well I was just

2:06:29 ↗ taking the gross acreage times 0.75 and

2:06:32 ↗ I forget how much by the three hundred

2:06:34 ↗ and forty thousand square feet of

2:06:36 ↗ building that we're gonna put there yeah

2:06:38 ↗ it is still a pretty significant area

2:06:41 ↗ yeah so does this come back for us okay

2:06:45 ↗ the the policies and the two definitions

2:06:48 ↗ will come back on the 13th of December

2:06:52 ↗ amidst your whole comprehensive plan

2:06:54 ↗ amendments well I'll come back on that

2:06:57 ↗ day remember we postponed we bumped it

2:06:59 ↗ so that we can have this discussion but

2:07:01 ↗ they will all come back to you in

2:07:03 ↗ December for that public hearing your

2:07:05 ↗ next two meetings in November are both

2:07:08 ↗ public hearings on that November 8th is

2:07:10 ↗ a public hearing of the level three

2:07:12 ↗ review and central and Emily will be in

2:07:15 ↗ charge of that public hearing that

2:07:17 ↗ should be a fascinating night don't miss

2:07:19 ↗ it a joint meeting yes the beginning

2:07:21 ↗ part of it will be the Gilman corridor

2:07:23 ↗ open house with the Development

2:07:25 ↗ Commission and we've also invited the

2:07:26 ↗ Development Commission to stay for the

2:07:28 ↗ public hearing on level 3 review because

2:07:30 ↗ it affects them because they're the ones

2:07:32 ↗ that do the level 3 which is which and I

2:07:33 ↗ was then

2:07:34 ↗ at the 8th of November here at 6:30 and

2:07:38 ↗ then the 15th which is the next week so

2:07:41 ↗ you don't have to mean that Thanksgiving

2:07:42 ↗ that's when we're gonna look at not

2:07:45 ↗ municipal facilities anymore

2:07:47 ↗ institutional what did we change it to

2:07:50 ↗ institutional buildings institutional

2:07:52 ↗ facilities that's when we'll have the

2:07:53 ↗ continuation of that meeting yes and

2:07:57 ↗ occurring over and we'll try and make

2:08:00 ↗ sure the computers work this time only

2:08:03 ↗ get institutional facilities worries me

2:08:10 ↗ it was municipal but it didn't fit all

2:08:13 ↗ the things in the categories we wanted

2:08:16 ↗ to probably I didn't like that word as

2:08:17 ↗ well either have a different word I'm

2:08:21 ↗ open the point was we the things that

2:08:27 ↗ we're discussing here and particularly

2:08:29 ↗ the areas that are kind of still open

2:08:32 ↗ which is this conversation on FA RS and

2:08:37 ↗ what those spaces they need to get that

2:08:40 ↗ information back to you so that you can

2:08:43 ↗ pull that together right sorry for the

2:08:47 ↗ confusion we would not be doing urban

2:08:49 ↗ regulations next time that was to kick

2:08:52 ↗ off next year's work on that urban

2:08:55 ↗ regulations while we were talking about

2:08:57 ↗ policies and the definitions we thought

2:08:59 ↗ we should launch that conversation but

2:09:02 ↗ that those regulations won't be coming

2:09:05 ↗ back in December but we hope they'll

2:09:07 ↗ come back early next year now that we've

2:09:10 ↗ started to talk about it I still want to

2:09:14 ↗ provide that FA our information Thanks

2:09:16 ↗ right because all the schools are in the

2:09:19 ↗ information you wanted for municipal

2:09:21 ↗ facilities we did all those and it's an

2:09:23 ↗ eye-opener but the affair but then like

2:09:27 ↗ you said we never required it before so

2:09:29 ↗ they you know we never had to work

2:09:31 ↗ towards that but when are you disturbing

2:09:33 ↗ those that report it would be a week

2:09:36 ↗ before the meeting so hopefully on the

2:09:37 ↗ 8th they will be in the mail for the

2:09:40 ↗ 15th

2:09:43 ↗ any any other questions or thoughts hmm

2:09:47 ↗ did you guys respond to the carrot part

2:09:50 ↗ of my suggestion that the recreation

2:09:52 ↗ space would only be excluded from the

2:09:55 ↗ VAR calculation if it had some sort of

2:09:56 ↗ public access component do you guys have

2:09:58 ↗ any objection to that that's

2:09:59 ↗ unreasonable no because all of our yield

2:10:04 ↗ areas are utilized by the key Wow

2:10:08 ↗ shortage

2:10:13 ↗ super anything else anything else you

2:10:18 ↗ want to bring up just gonna be here the

2:10:20 ↗ 8th I think so I'm still in this

2:10:25 ↗ commission right yes okay because we did

2:10:32 ↗ hire a staff person for it but that was

2:10:35 ↗ I haven't heard any more okay so that

2:10:39 ↗ really is four of us okay excellent

2:10:42 ↗ now if there's nothing for the good of

2:10:43 ↗ the order I'm gonna call the meeting at

2:10:49 ↗ 8:45 well don't you

2:10:53 ↗ thanks Steve thanks I think

2:11:02 ↗ you

Approved minutes

Extracted from the next meeting's packet, where this meeting's minutes were approved as a consent-calendar attachment.

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Attendance

Council / Members (1)

Administration/

Staff (1)

Joan Probala, Chair Trish Heinonen, Planning Policy Manager AJ McGauley, Alt. (Acting as Voting Member) Emily Arteche, Senior Planner Bill Rinehart Jason Voiss, Alt. (Acting as Voting Member) Others Present: Lindsey Walsh Steve Crawford, Director of Capital Facilities, ISD Commissioners Not Present (Excused): Anne Moore, Issaquah School Board President Ron Faul, Vice Chair Joy Lewis 1