When Canyons was created in 2009, the school district inherited a portfolio of aging buildings, some of which hadn't seen major upgrades in decades. In 16 years, the District has made huge strides rebuilding or significantly remodeling 27 schools.
These modernized buildings are safer, more efficient, and designed with today's learners in mind. But the work isn't done. With 49 buildings — ranging in age from 72 to two years of age — and 6.2 million square feet to maintain, Canyons is constantly juggling the day-to-day demands of upkeep while also planning for future improvements.
For a behind-the-scenes look at how the District prioritizes facility needs, Connect Canyons sat down with some of the brains behind the bricks: CSD’s Associate Director of Facilities Ryan Jakeman and Jordan High Principal Dr. Bruce Eschler. No matter the size of the project — from replacing galvanized pipes and failing HVAC systems to installing new roofs and carpet — the goal is to create safe learning environments that make our communities proud.
A well-kept school promotes student achievement, raises property values and contributes to local economies, said Jakeman. “Our schools build community pride and send the message to students that, ‘we believe in you’ and ‘what you are doing here is important.’”
Of course, just like with our homes, things are going to break and wear out from time to time, which is why Canyons employs professional custodians, electricians, journeymen, locksmiths, fire suppression experts — a whole quiver of jump-and-run experts to keep schools in tip-top shape.
“We have such amazing Facilities staff who go above and beyond to ensure our schools are safe and our students are learning,” said Dr. Eschler. “A big shout out to them for all they do.”
1:44 – 1:52
We discuss major upgrades currently in the works and explain how we prioritize facility needs. Dr. Eschler talks about why “little things” like furniture and electrical outlets matter and how buildings must evolve as education evolves.
3:52 – 4:24
When Canyons was performed, the District performed an audit of the buildings we inherited, which identified more than $650 million in deferred maintenance. How did the District prioritize rebuild and upgrades, taking into account the age of chillers, boilers, and electrical systems as well as seismic safety and the functionality of classrooms? What’s a Facilities Condition Index?
10:21 – 10:56
How does the District determine when a building would cost more to repair than rebuild from scratch?
11:50 – 12:31
How does the District balance ongoing maintenance needs with larger, longer-term improvement projects and how do we finance improvements? The District has ongoing capital facilities funding that is reserved solely for that purpose. For upgrades larger in scope, such as the rebuild of schools, the Canyons Board of Education has asked voters to approve general obligation bonds. CSD voters have approved two general obligation bonds in 16 years. Lease revenue bonds are another financing mechanism. The District also works to manage its money responsibly, often refinancing bonds to repay them earlier, saving taxpayers millions in interest payments.
13:53 -14:14
Seeing the rising cost of construction, Canyons wisely invested early in rebuilding its largest buildings, including high schools. Among some of the ongoing projects are upgrades at Jordan High, Hillcrest High, Corner Canyon High, and Eastmont Middle School. Another priority for the District is equitably distributing resources to ensure all students have access to high-quality programs.
16:13 – 16:36
School safety is another priority. Canyons began investing in security vestibules well before they became required under Utah law. Security vestibules steer visitors into the Main Office to check in before they c
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Welcome to Connect Canyons, a podcast sponsored by
Canyon School District.
This is a show about what weteach, how we teach and why we
get up close and personal withsome of the people who make our
schools great Students, teachers, principals, parents and more.
We meet national experts too.
Learning is about makingconnections, so connect with us
(00:29):
experts too.
Speaker 2 (00:29):
Learning is about making connections, so connect
with us.
Welcome to Connect Canyons,where we take you behind the
scenes of public education andspotlight the people, projects
and priorities shaping ourschools.
In the coming weeks, we'regoing to be trying something new
Now.
We often showcase standoutprograms and people in Canyons,
but for this next little while,we thought we'd go behind the
scenes to shine a light on thenuts and bolts of what makes a
(00:49):
large school system tick.
Today's episode isn't a topicthat generally makes headlines,
but has huge impact on students,teachers and communities, and
that's school facilities.
When Canyons was created in 2009, we inherited a portfolio of
aging buildings, some of whichhadn't seen major upgrades in
decades.
In just 16 years, we've madeincredible strides, rebuilding
(01:12):
or significantly remodeling 27schools.
These modernized buildings aresafer, more efficient and
designed with today's learnersin mind.
But the work isn't done.
It's never done so.
With dozens of buildings andmillions of square feet to
maintain, we're constantlyjuggling the day-to-day demands
of upkeep Things like roofs,hvac systems and playgrounds
(01:33):
while also planning for thefuture.
So today we're talking withCanyons Facilities Associate
Director Ryan Jakeman and JordanHigh Principal Bruce Eschler.
Welcome you two.
We just want to chat a littlebit about some of the major
upgrades currently in the worksand kind of about how we
prioritize facility needs andhow projects are funded.
So why don't we just start outa little bit about kind of why
(01:55):
you think Canyons has made itsuch a priority to upgrade our
buildings or why that'simportant?
Speaker 4 (02:02):
I think from the school side, like you mentioned,
where students learn where theygrow, where they participate in
their extracurricularactivities, having facilities
that allow them to not only besafe but also find ways to
(02:24):
succeed through, I mean, likefurniture matters.
I mean here's a simple likething.
For example, like you know, asa principal who inherited a
school that's about 30 years old, it had desks that really are
not set up for the type oflearning we do today.
There were desks that areisolated, that make it difficult
(02:45):
for students to work together,to collaborate, to do inquiry.
So when you think aboutsomething as small as just or
simple as a desk the desk is oneof the most common things in
any learning environment the wayin which that piece of
furniture is able to accommodatelearning or not accommodate
learning or create a frictionfor students' learning matters,
(03:07):
and the same thing happenswithin our facilities.
I mean, sorry, that's kind oflike a maybe a little bit too
minutiae, but you know what Imean.
Speaker 2 (03:12):
No, or it's like even the number of outlets right.
In a room since we're usingmore technology.
Speaker 4 (03:18):
Yeah, so we've needed to make changes, create updates
that allow our students tolearn and participate,
especially at the high schoollevel, and extracurriculars in
the current athletic,extracurricular, performing arts
environment, not theenvironment of 30, 40 years ago,
when these buildings were firstenvisioned.
Speaker 2 (03:41):
Right, we've probably added several newly sanctioned
sports right in recent years andmaybe some of older sports,
like I think they used to havegymnastics those have kind of
fallen by the wayside.
So yeah, things are alwayschanging.
Speaker 3 (03:53):
One of the things the district did when they first
split off from Jordan was theyhad somebody do a facilities
analysis of every one of theschools.
It was based upon not only thecomponents of the schools the
HVAC, the doors, the roofs, thattype of stuff, the seismic
ability but they also did itbased upon the learning
(04:16):
environment, just like Bruce wasjust talking about.
How functional is this fortoday's learning environment?
You know what's the data likehow many windows are in
classrooms, those types ofthings and so that's been a good
roadmap for the district to beable to accomplish what they've
accomplished over the years.
Speaker 2 (04:37):
Right and I remember that, as I recall initially, the
review of existing facilities,or in facilities that we
inherited, identified somethinglike $650 million in deferred
upgrades right that we kind ofhad to wrestle with.
Speaker 4 (04:50):
So, yeah.
And I think they graded themalso, which was interesting
because again we have they hadgrades Because initially, when
we started looking at some ofthe facility upgrades that
Jordan High needed, they wentback to show some of that
initial data they created andthey did an updated version of
that assessment and it wasinteresting to see how we can.
(05:11):
Not only we're familiar withgrades but grade is this
functional for safety purposes?
Is this functional for learningpurposes?
Is this great?
Is this functional for accessalso?
Speaker 2 (05:24):
So we're talking about new buildings.
I know, too, that a newbuilding or an updated and
well-kept building also adds toproperty values in the area.
Right, it makes us all a littlebit prouder as members of the
community about where we live,work and play and I think,
probably gives inspires studentsright To like, expect more of
themselves.
And I don't know, do you feellike you see that in school, in
(05:47):
your school?
Speaker 4 (05:48):
I think it was really interesting when I, when I
first became principal fouryears ago, I definitely had
facility improvements on my mindfor Jordan High.
Again, the bones of thebuilding are really good.
It's location, there's lots ofgreat things about my building,
but there were things thatdefinitely, when I talked with
community members, when I talkedwith teachers and students,
(06:08):
there was things they wereconcerned about and it was
interesting.
As I initially startedcollecting my data in the
community, one of the thingsthat was not on my radar but was
a massive priority for thestudents, teachers and the
community were restrooms.
Restrooms was something thatcame out time and time again.
So it is something that'sinteresting, things that
(06:30):
sometimes we forget, that matterto students in the community
and that you know is somethingthat's very commonplace.
You know that was huge for them.
Sure, you know that was the topof their list of all the things
they wanted to get fixed.
It was the restrooms.
Yeah, no, that was the top oftheir list of all the things
they wanted to get fixed.
It was the restrooms.
Yeah, because they were notback to your question.
They were very dissatisfiedwith the state of the current
(06:51):
restrooms.
They felt that was a reflectionof other aspects of the
building in general.
Speaker 2 (06:56):
Yeah, and it's funny to get excited about restrooms,
but I've seen the ones thatyou're updating and they look
fantastic.
So let's back away a little bitand kind of talk about the big
picture, right?
So, like, how many schools orbuildings facilities does our
district maintain?
What's the total square footage, ryan?
Speaker 3 (07:13):
There are 49 buildings at 6.2 million square
feet.
Wow, wow, so yeah, and theyrange from one-story buildings
up to four-story buildings, somewith sunken areas that you have
to make sure has the properwater mitigation so it doesn't
flood during spring runoff andsuch.
Speaker 2 (07:35):
Right, yeah, I mean beyond, just like the upkeep of
the building.
In terms of like construction,we're always keeping our
buildings maintained through ourcustodians, our grounds crews,
right, like that's a that's aheavy lift.
Speaker 3 (07:49):
Yes, yeah, it is.
Speaker 2 (07:50):
And do you know, would you happen to know the age
range?
Speaker 3 (07:53):
The oldest building is 1953 and the newest is 2023.
Wow, which is Union 1953.
Speaker 2 (08:02):
How do you so?
We talked a little bit abouthow we had done that assessment
of the districts right and kindof ranked them.
How do you do that?
How do you rank the urgency ofdifferent facilities, upgrades?
Speaker 3 (08:12):
It's not just by got electrical systems and all of
those have an estimated lifeexpectancy, and so we use that
as our primary role and takethat to create an FCI, a
(08:36):
facility condition index.
If something has outlived itslife expectancy, then we need to
start looking at getting itrepaired or replaced because
it's on its last leg.
And then we don't just solelygo by life expectancy, though.
We meet together as afacilities team and try and
(08:59):
identify other problem areas tosee, oh, this one's not lasting
as long as it's supposed to, orthis one's in fantastic shape,
it's going to go another fiveyears or more.
And so we have that boots onthe ground looking at our
buildings every day that aretaking note of this problem or
(09:20):
that.
You know, sometimes we've had achiller that's been problematic
and been breaking down wellearly before its life expectancy
is up Right and you've beenkeeping it limping along.
Speaker 2 (09:32):
You're at a point where you're like, ah, do we
have to replace this thing At?
Speaker 3 (09:34):
some point.
We just need to bite the bulletand get it replaced, because we
want our students comfortableand we want the learning
experience to be a good place.
Speaker 2 (09:44):
Well, and then FCI.
The way I understand it too, isa certain FCI score means it's
actually more costly to upgradethan rebuild the facility
altogether.
Right, we've had buildings inthat situation.
Speaker 3 (09:56):
Yes, yeah, because when I kind of liken it to, if
you were to go build a car bybuying pieces from AutoZone or
Checker, you would be spendingprobably $150,000 for a $30,000,
$40,000 car, because theindividual prices are so much
(10:17):
more than just tearing it downand rebuilding it, it down and
rebuilding it Right.
And then also, you don't want tobe stuck in the technology of
yesteryear.
You know when these olderbuildings that we've gotten rid
of a lot of the really oldbuildings Mount Jordan, midvale,
(10:42):
middle those were very oldbuildings that it wasn't as
adaptable to today's technologyas today's buildings are.
So, yeah, you can remodel itand do that, but you're still
not getting the same bang foryour buck as if you had torn it
down and rebuilt it like we did,because now it's much more
flexible, gotcha yeah, and I'msure that equation, or kind of
like what you're considering aspart of that equation, is always
changing a little bit.
Speaker 2 (11:04):
As we know, construction costs are pretty
expensive nowadays.
So that calculus is always kindof fluid, yep.
So what do we?
How do we budget for andbalance maintaining or any
ongoing maintenance needs, likeyou know, fixing HVAC units,
replacing carpet?
You know we have, you know afacilities fund right, but then
(11:26):
we've got to like sort ofbalance that with kind of longer
term, larger projects like thestuff that's happening at
Bruce's right.
Speaker 3 (11:33):
At.
Speaker 2 (11:33):
Jordan High Yep.
Speaker 3 (11:35):
We go through a capital budget meeting each and
every year and we figure outwhat the budget is and what our
greatest needs are, and then weaddress those needs until the
money runs out.
And then a job like the oneBruce is in the middle of right
now is a larger project thaneven that money would allow for,
(11:59):
and that's where we go out forthe various bonds, or for I
believe this last one was a.
Speaker 2 (12:07):
Lease revenue bond.
Lease revenue bond yeah, orgeneral obligation bond right
Yep.
Speaker 4 (12:12):
And I think you see that also happen like on a micro
scale at the building levelwith principals, because you may
have certain, there's somesmall projects that we work on
in collaboration with districtsand facilities, like simple
things, like maybe putting innew lighting in a particular
space, something thatnecessarily does not require a
capital project, but it'ssomething that is a needed
(12:35):
facility improvement where wework with facilities and getting
that bidded out, find out, andbecause as principals we have we
have some facilities money thatwe get to use to.
I mean, I go back to that deskexample.
I knew where we were on ourcurrent kind of this older model
of desk that doesn't reallyfacilitate collaboration.
(12:56):
They're falling apart and I'vehad a you know a plan over the
last, even before I showed up,you know number of years how are
we going to switch out thesedesks or desks that are more
usable and that may again besmaller facilities projects,
whether it's lighting, whetherit's maybe adding a wall, taking
away a wall.
It's interesting to see thedifferent, the small projects we
(13:20):
can still do, even as a schoollevel.
But we're following a similarprocess of I make a priority
list with my teachers every yearso I get to know where we are
on projects.
I keep track of that.
Things I can't do one year,that gets moved over to the next
year yeah, yeah, no, and thatthat's kind of like at the
district level too.
Speaker 2 (13:37):
Right, you've got this list of priorities and it's
probably important forprincipals to keep in mind that
some some mishap could sort oflike upend that list, right,
like maybe, like you said, aboiler going down at a school
that we didn't expect.
All of a sudden we've got toreplace that and that just kind
of throws the list off a littlebit.
The priority list, um.
So I know we've talked a littlebit about, um, what we've
(13:59):
already invested in.
Right, let's talk about some ofthe projects that we have
underway.
So we've got some rebuildhappening on Eastmont Middle.
We've got some additions beingmade to Corner Canyon with the
Fieldhouse, correct, cornerCanyon High School, and then
Hillcrest High, we're adding alane right for their tracks,
bringing it up to UHSAA standard, or I should say the state's
(14:20):
competition standard.
And then let's talk, right,bruce, tell us what's happening
at Jordan besides the bathrooms.
Speaker 4 (14:25):
Yeah, so we've got a number of things going on.
One of the first projects thatwas finished was a parking lot
that was added on the west sideof our property because we lost
parking for the I think, mostkind of exciting new addition
that's coming to Jordan High,where we're getting some
additional performing arts andPE space and athletic spaces.
(14:47):
So over right off Sagalilly,what used to be parking is now a
big mound of dirt and thenwithin a year's time that will
turn into a new black boxtheater for a performing arts
department as well as a indoorpractice facility for our PE and
our PE and athletic activities.
And the nice thing is, I thinkwhat I'm most excited about that
(15:11):
new space is we're seeing, youknow, multi-use going on where
we didn't have a black boxtheater.
Most high schools have a blackbox theater, so that's going to
add value to our performing artsdepartment.
In addition, and then we alsoare getting some great new space
for both PE and our athleticsdepartment.
(15:32):
There'll be some additionaloffices over there.
In addition to that build, weare adding a softball clubhouse.
We want to make sure that allof our sports get the attention
and the resources they need.
They're also going to be doingan upgrade to our auditorium I'm
sorry, an upgrade to ourauditorium for lighting and
(15:52):
sound.
It's pretty unfortunately datedand speakers blow out over time
.
And they're going to be addingsome additional AV in our gyms
and a couple of our performingarts classrooms.
So yeah, and that's those arekind of the big projects that
are happening right now.
Oh, and I forgot, sorry, thesecure vestibule.
Oh, yes, yes, so our new frontoffice will change.
(16:13):
So to make sure that we're incompliance with safety standards
for our front office entrance,our entire front office is
getting re-envisioned so we canadd that extra layer of security
for patrons and students asthey're coming into the building
.
Speaker 2 (16:31):
Right, and a lot of those upgrades, it sounds to me,
are kind of bringing Jordan upin line with what's available at
the other schools, right,Correct.
We really work to be equitablein our allocation of resources.
And then the securityvestibules we're putting those
in other schools as well, right,ryan?
Speaker 3 (16:45):
Jordan is actually the last one.
Speaker 2 (16:47):
Okay.
Speaker 3 (16:50):
We've done every other school.
The one just before his wasCorner Canyon, and that was done
as part of their project.
Theirs didn't take as muchinfrastructure as bruce's did,
so we were able to get that onecompleted in a much earlier and
quicker time frame and I thinkmost of our community is pretty
familiar with how those work.
Speaker 2 (17:10):
But in essence a security vestibule steers all
visitors through the front doorinto the office before they can
get inside the rest of theschool, right where they have to
check in as a visitor or whathave you?
Or show ID if they're checkingout a student, right.
Speaker 4 (17:23):
Then office staff then have to buzz them in so
they can get into the actualschool proper, as it were.
Speaker 2 (17:28):
Right, yeah, so, and that's now a requirement of
state law.
But we already had kind of thatas a model right, that that we
were slowing it or not slowly,actually fairly rapidly adopting
, yeah or not slowly actuallyfairly rapidly adopting.
Speaker 3 (17:39):
Yeah, we only had two schools when House Bill 84 had
passed that did not have that.
Speaker 2 (17:47):
That's amazing.
So space planning is also animportant part of facilities
management, right?
How do we?
Speaker 4 (17:58):
evaluate and optimize how space is used across the
district.
So on a building level, andthis is kind of especially as
the educational environmentchanges.
So let me a really good exampleis a computer lab.
So that's so, so.
So, for for a long time lots ofschools had, you know, dedicated
hardwire computer labs.
They were the the.
When I was a child, which is along time ago, they didn't exist
(18:23):
.
But then but they were, youknow, at one point they were
state of the art.
They were things that everyschool needed.
But as we have, as ourtechnology has improved, as
we've been able to get access toWi-Fi, as we've been able to
access other devices, whetherthey're iPads or Chromebooks,
the kind of stable computer labwhere the children have to leave
(18:45):
their learning environment togo to a separate place to learn,
changed.
So, for example, a lot ofbuildings like mine, that kind
of, are older.
I've got some classes that areno longer.
At once they were wired for acomputer lab, but they're no
longer a computer lab anymorebecause I don't need them.
So we then look at, say okay,if this is not being utilized
(19:09):
into its fullest potential, oreven necessary potential at the
time where, what else could wedo with that.
So, for example, I've got aclass that we have a budding
aviation program at my school.
Speaker 1 (19:20):
So we started with drones.
Speaker 4 (19:22):
We moved to some additional CTE aviation classes
and we put in some grants andwas able to buy some flight
simulators.
You know what I mean.
So some of that one of thoseyou know what once was a
computer lab is now going tohave.
Fortunately, it's still got allthe plugs, all the things we
need.
It's all hardwired but I don'tneed it as a computer lab, but
(19:45):
it works great now for my flightsimulation lab.
So sometimes we make thesechanges where we, the classes of
you know 10 years ago don'texist or not necessary, so how?
do we need to make tweaks oreven just put something, move
something else in?
Sure, you know what I mean.
Speaker 2 (20:03):
Yeah, yeah and then you know, of course, programming
.
So programming, right, and thenstaffing levels as well, right,
like based on your enrollment,I know, like on a district level
, right, that's one of thechallenges that we're looking at
right is that we've got, due tothe decline enrollment, which
is largely driven by the babybust, right, people aren't
having as many children as theyused to.
We're no longer in factreplacing ourselves anymore with
(20:26):
our children, even in Utahright, which has always been
right up there, and so that,like, as enrollments sort of
like decline or fluctuate evenfrom grade level to grade level,
right, you are always sort ofassessing, you know where are
you putting this class?
Speaker 4 (20:43):
Where are you putting this teacher?
And there's maybe another goodexample that like physically
kind of illustrates that betternow, when I think about it, is
the additions of teen centers tosome schools.
So, many of our schools have,you know, anywhere from like
eight to 12% of our students whoare in homelessness or
transitioning to homelessness.
A variety of you know whodefinitely need additional
(21:08):
supports, and so the legislaturehad set aside some money for
schools to put in what they callteen centers.
But these are spaces thattypically have dedicated showers
and bathrooms and somelaundering and areas where
students who may not have accessto those resources at home
because they don't have a home,can access that at school.
So when we, as you pointed out,as enrollments have changed, as
(21:31):
spaces have changed, becauseJordan High School was built for
schooling 30 years ago, we'reable to evaluate and say, okay,
we've got some classrooms thatare potentially underutilized or
not utilized to their fullpotential and that maybe we
don't need them as a classroomanymore.
So initially we looked and wesaw this funding was available.
(21:52):
Well, where could we put it inone of these teen centers?
So we had to look at ourpossible options of like we move
this class someplace else.
We realized we've got.
We had to look at our possibleoptions of like we move this
class someplace else.
We realized we had a spacewhere there was a classroom.
There was kind of like a smallcloset.
And then there was this oldaddition that was connected to
your black I forget what they'recalled.
Speaker 3 (22:11):
Darkroom.
Speaker 2 (22:12):
Darkroom you know what I mean which we don't need
with photo anymore.
Right, it's all digital now,right?
Speaker 4 (22:16):
So these are all kind of connected to each other.
Yeah, photo anymore.
Right, it's all digital now,right?
So these are all kind ofconnected to each other.
These spaces would make a greatteen center.
If you know, we just make somemodifications, move this wall,
you know what I mean.
We have an exterior entry.
So that was a process where wewere able to see okay, here are
our current needs.
We didn't necessarily need thatspace from a teaching
standpoint, Didn't need adarkroom anymore.
Speaker 2 (22:43):
So that modification made a lot of sense and has
benefited in our current needsof our students, and it's been a
great new space.
Yeah, well and that.
So that's an example.
And then also, I mean I thinkwe're always trying to sort of
like make the most out of ourbuildings, right, like fill them
to capacity but also use themto capacity, correct.
So another example of a programI think you recently were able
to help expand was the employeedaycare program, right, which
(23:04):
has been really popular withemployees.
But yeah, so that's anotherexample.
I think we're adding an additionto Brighton for this next fall
to grow that because it's beenso popular.
So yeah, we're definitely not.
Education is notone-size-fits-all by any stretch
of the imagination.
Well, let's talk about what aresome of the biggest facilities
(23:27):
challenges on the horizon forour district, I mean Ryan.
Speaker 4 (23:32):
I mean.
So I know one thing that I canspeak to is galvanized pipes and
other types of plumbing issues.
Those are things we don'treally think about.
But, like with older buildings,you know like there's fixtures
and things that they have duedates, as it were, or like a
roof.
You know what I mean.
I mean even before I came toJordan.
(23:53):
There are things that we alwayshave to repair and fix so we
have a functional facility.
You know and I know that, atleast for my own building that
those are on their radar and Iknow that there's there's
there's similar issues in otherbuildings around the district.
Speaker 3 (24:12):
He mentions the galvanized pipe, and sometimes
those are literally embedded inthe wall a masonry wall and so
it's not very feasible to pullit out and run a new copper pipe
in there.
So in Bruce's scenario we'reactually having to fur out the
walls, leave the galvanized pipein the masonry wall and just
(24:36):
run the new copper in the newwall in front of it.
Wow, so that adds quite a bitof cost to the project, but it's
still cheaper than tearing downa masonry wall and rebuilding a
masonry wall.
Speaker 2 (24:49):
Right, right, yes, oh , that's fascinating, Like you
don't, yeah, you don't thinkabout those things, right?
Speaker 3 (24:53):
Right, right, that's probably one of the big things
that we do fight with.
Is that a lot of the stuff?
Bruce mentions the roofs yeah,nobody ever knows that the roof
is in bad condition or greatcondition, except for when
(25:13):
there's a leak and we get onthose really, really quickly.
But how long do you keeplimping that roof along before
you just need to bite the bulletand and spend a good chunk of
money and nobody sees anythinghas really changed at the school
yeah, and that's a pretty.
Speaker 2 (25:33):
I mean, that's a pretty common project, right,
that we're doing from year toyear as.
I recall I've seen like lots ofrecarpeting.
Speaker 3 (25:38):
Well, yes, Lots of roofs.
For example, a roof today weexpect to have, it's got a 30
year warranty on it.
Speaker 2 (25:45):
I think that's longer than my roof.
Speaker 3 (25:46):
Okay, so it, but times that by 45 schools.
That's not even counting all ofthe buildings.
Even if we did one every year,you're having to get an extra 15
years out of that roof to getRight.
Speaker 2 (26:07):
Yeah, they come on pretty frequently.
Yeah, Another one.
I see a lot is parking lotsLike.
For a while there we weremaking a big push to improve
parking lots, the flow forsafety, right.
Yes, but I don't know if that'sstill on the radar for us, like
what are some of the othercapital it's always on the radar
.
Speaker 3 (26:23):
We always have the different components.
Based upon that, we prioritize,based upon safety, security and
overall climate of the school.
You know, is it a safe andinviting school to come into?
Does it look worn down?
(26:45):
Is heating and air conditioningsufficient?
Right, the lighting?
Bruce made a good point aboutthat.
The lighting makes a hugedifference, probably a money
saver too, once you get moreefficient systems in there and
bulbs and whatnot.
Speaker 2 (27:01):
So I know, from a safety standpoint, we really
invested in seismic, we'veinvested in the security of
vestibules, we've done a lotwith regard to school safety
from the standpoint of fencingand the TCU, like our PA systems
right, which sort of likeconnect with our abilities to
like lock down a school, likeshut the doors and that kind of
(27:21):
thing, cameras have been asignificant Cameras.
Speaker 4 (27:24):
Oh yeah, huge surveillance cameras right.
Speaker 2 (27:26):
All of our schools are up to the same right Like
level of surveillance.
Speaker 3 (27:30):
We have a district standard, standard system.
They're all in the same system.
Each footprint is a little bitdifferent, so each school has
varying numbers of cameras, butwe have them spaced and the same
views pretty much at all theschools.
Speaker 2 (27:45):
Yeah, and it's kind of more of an updated system
than we had before Nice kind ofclear pictures.
Speaker 3 (27:51):
Yeah, it's a digital system.
Speaker 2 (27:54):
Anything that I'm missing.
Is there something you wishmore people knew about?
The behind-the-scenes work thatgoes on to keeping our schools
safe?
Speaker 4 (28:04):
I would like to give a shout-out to all of our
facilities staff, both at theschool level and also at the
district level.
I don't think people realizehow, especially at a large high
school, how many hours, how manypeople put their blood, sweat
and tears in assuring that trashcans are emptied.
(28:24):
Things are working, that whenall of a sudden, because again
pipe bursts or something likethat and I've seen those both at
you know, at my currentposition and other positions you
know things, things just likeat anyone's home, things are
going to break.
You know what I mean.
And we have such amazing staffwho, you know, bend over
(28:46):
backwards to ensure that we cankeep the school operating, keep
the school safe, keep the schoollike, so kids and teachers are
able to do what they need to doteach and learn and I think a
lot of times our facility staffpeople just don't either notice
(29:08):
they're there or they don't, orthey just don't recognize all of
the work they're doing.
I mean, like it just is, it's abig shout out to them and all
they do, because none of uswould have the functioning and
the awesome school programs thatwe have without their
dedication.
Speaker 2 (29:23):
Yeah, and high schools, honestly, they're like
open 24-7.
It feels like you've always gotsomething going on there, 100%,
and you need those, thatstaffing there to help with
those events, like baseballright, like the concert choir,
like the play, the schoolmusical, you name it.
Also, I think it's important tonote that our facilities belong
to the public right and we makethem available to the public
(29:44):
After hours.
People are able to use ourrunning tracks, they're able to
run around on our fields.
We rent the facilities out fordifferent activities.
So, yeah, these are trulyassets for the community, not
just for the education ofchildren, which is vitally
important, but they're assetsfor everyone to use.
Anything else that you wouldlike us to know, ryan, about how
(30:09):
many people work in facilitiesaltogether, your entire staff?
How many people work infacilities altogether, your
entire staff?
Because you've got like atleast one custodian for every
school, probably for highschools, what?
Three or four, five?
Speaker 4 (30:21):
Well, I mean you have .
So I've got an AFM and I've gottheir leads.
I mean I've got probablySweepers and then their sweepers
.
Speaker 3 (30:29):
That's where I was like I mean maintenance is about
70-ish people just inmaintenance, full-time staff.
I mean maintenance is about70-ish people just in
maintenance.
Speaker 4 (30:35):
Full-time staff.
I probably have got like six,seven.
That's Jordan High alone, yeah.
Speaker 3 (30:40):
So, wow and that's just full-time staff.
Yeah, and then you add.
So yeah, I don't have thatnumber right off the top.
Speaker 2 (30:47):
And we have electricians, right, we have
yeah.
Speaker 3 (30:51):
We have journeymen electricians, we have master
electricians, master plumbers.
Speaker 4 (30:58):
We're very blessed in that regard as far as the
maintenance Painting crew, keycrew, yep, locksmith, locksmith
yep.
Speaker 3 (31:04):
Bruce mentioned the cameras and the card access Our
security team, fire suppressionsystems.
All of those types of thingsrequire a great deal of
maintenance.
Speaker 2 (31:18):
And I think having that in-house probably saves
money right, Rather than goingoutside with an outside vendor.
Speaker 3 (31:24):
And, I will say, better service.
That is by far the biggestadvantage of doing those things
in-house is our people careabout the buildings, they care
about them, they get to know theteachers, get to know the
administration that they'redealing with and they want to
(31:44):
satisfy them.
A contractor we use plenty ofcontractors and they are great,
but they don't have thoserelationships and that desire to
go above and beyond.
Speaker 2 (31:57):
Well, they're available right now, right
they're our jump and run guysand girls, and they establish
relationships with students tooright.
Yep, yeah, I think that'sfantastic.
Well, I think we've coveredeverything, but maybe not
everything.
There's always something more.
But I thank you both forjoining me taking your time in a
busy May at the end of theschool year.
So thank you both.
Speaker 3 (32:17):
Thank you, thank you.
Speaker 2 (32:20):
You've been listening to Connect Canyons.
I'm your host, Kirsten Stewart.
If you liked this episode, giveus a thumbs up and be sure to
subscribe and tell your friends.
Speaker 1 (32:31):
Thanks for listening to this episode of Connect
Canyons.
Connect with us on Twitter,facebook or Instagram at Canyons
District or on our website,canyonsdistrictorg.
Welcome to Connect Canyons, a podcast sponsored by
Canyon School District.
This is a show about what weteach, how we teach and why we
get up close and personal withsome of the people who make our
schools great Students, teachers, principals, parents and more.
We meet national experts too.
Learning is about makingconnections, so connect with us
(00:29):
experts too.
Speaker 2 (00:29):
Learning is about making connections, so connect
with us.
Welcome to Connect Canyons,where we take you behind the
scenes of public education andspotlight the people, projects
and priorities shaping ourschools.
In the coming weeks, we'regoing to be trying something new
Now.
We often showcase standoutprograms and people in Canyons,
but for this next little while,we thought we'd go behind the
scenes to shine a light on thenuts and bolts of what makes a
(00:49):
large school system tick.
Today's episode isn't a topicthat generally makes headlines,
but has huge impact on students,teachers and communities, and
that's school facilities.
When Canyons was created in 2009, we inherited a portfolio of
aging buildings, some of whichhadn't seen major upgrades in
decades.
In just 16 years, we've madeincredible strides, rebuilding
(01:12):
or significantly remodeling 27schools.
These modernized buildings aresafer, more efficient and
designed with today's learnersin mind.
But the work isn't done.
It's never done so.
With dozens of buildings andmillions of square feet to
maintain, we're constantlyjuggling the day-to-day demands
of upkeep Things like roofs,hvac systems and playgrounds
(01:33):
while also planning for thefuture.
So today we're talking withCanyons Facilities Associate
Director Ryan Jakeman and JordanHigh Principal Bruce Eschler.
Welcome you two.
We just want to chat a littlebit about some of the major
upgrades currently in the worksand kind of about how we
prioritize facility needs andhow projects are funded.
So why don't we just start outa little bit about kind of why
(01:55):
you think Canyons has made itsuch a priority to upgrade our
buildings or why that'simportant?
Speaker 4 (02:02):
I think from the school side, like you mentioned,
where students learn where theygrow, where they participate in
their extracurricularactivities, having facilities
that allow them to not only besafe but also find ways to
(02:24):
succeed through, I mean, likefurniture matters.
I mean here's a simple likething.
For example, like you know, asa principal who inherited a
school that's about 30 years old, it had desks that really are
not set up for the type oflearning we do today.
There were desks that areisolated, that make it difficult
(02:45):
for students to work together,to collaborate, to do inquiry.
So when you think aboutsomething as small as just or
simple as a desk the desk is oneof the most common things in
any learning environment the wayin which that piece of
furniture is able to accommodatelearning or not accommodate
learning or create a frictionfor students' learning matters,
(03:07):
and the same thing happenswithin our facilities.
I mean, sorry, that's kind oflike a maybe a little bit too
minutiae, but you know what Imean.
Speaker 2 (03:12):
No, or it's like even the number of outlets right.
In a room since we're usingmore technology.
Speaker 4 (03:18):
Yeah, so we've needed to make changes, create updates
that allow our students tolearn and participate,
especially at the high schoollevel, and extracurriculars in
the current athletic,extracurricular, performing arts
environment, not theenvironment of 30, 40 years ago,
when these buildings were firstenvisioned.
Speaker 2 (03:41):
Right, we've probably added several newly sanctioned
sports right in recent years andmaybe some of older sports,
like I think they used to havegymnastics those have kind of
fallen by the wayside.
So yeah, things are alwayschanging.
Speaker 3 (03:53):
One of the things the district did when they first
split off from Jordan was theyhad somebody do a facilities
analysis of every one of theschools.
It was based upon not only thecomponents of the schools the
HVAC, the doors, the roofs, thattype of stuff, the seismic
ability but they also did itbased upon the learning
(04:16):
environment, just like Bruce wasjust talking about.
How functional is this fortoday's learning environment?
You know what's the data likehow many windows are in
classrooms, those types ofthings and so that's been a good
roadmap for the district to beable to accomplish what they've
accomplished over the years.
Speaker 2 (04:37):
Right and I remember that, as I recall initially, the
review of existing facilities,or in facilities that we
inherited, identified somethinglike $650 million in deferred
upgrades right that we kind ofhad to wrestle with.
Speaker 4 (04:50):
So, yeah.
And I think they graded themalso, which was interesting
because again we have they hadgrades Because initially, when
we started looking at some ofthe facility upgrades that
Jordan High needed, they wentback to show some of that
initial data they created andthey did an updated version of
that assessment and it wasinteresting to see how we can.
(05:11):
Not only we're familiar withgrades but grade is this
functional for safety purposes?
Is this functional for learningpurposes?
Is this great?
Is this functional for accessalso?
Speaker 2 (05:24):
So we're talking about new buildings.
I know, too, that a newbuilding or an updated and
well-kept building also adds toproperty values in the area.
Right, it makes us all a littlebit prouder as members of the
community about where we live,work and play and I think,
probably gives inspires studentsright To like, expect more of
themselves.
And I don't know, do you feellike you see that in school, in
(05:47):
your school?
Speaker 4 (05:48):
I think it was really interesting when I, when I
first became principal fouryears ago, I definitely had
facility improvements on my mindfor Jordan High.
Again, the bones of thebuilding are really good.
It's location, there's lots ofgreat things about my building,
but there were things thatdefinitely, when I talked with
community members, when I talkedwith teachers and students,
(06:08):
there was things they wereconcerned about and it was
interesting.
As I initially startedcollecting my data in the
community, one of the thingsthat was not on my radar but was
a massive priority for thestudents, teachers and the
community were restrooms.
Restrooms was something thatcame out time and time again.
So it is something that'sinteresting, things that
(06:30):
sometimes we forget, that matterto students in the community
and that you know is somethingthat's very commonplace.
You know that was huge for them.
Sure, you know that was the topof their list of all the things
they wanted to get fixed.
It was the restrooms.
Yeah, no, that was the top oftheir list of all the things
they wanted to get fixed.
It was the restrooms.
Yeah, because they were notback to your question.
They were very dissatisfiedwith the state of the current
(06:51):
restrooms.
They felt that was a reflectionof other aspects of the
building in general.
Speaker 2 (06:56):
Yeah, and it's funny to get excited about restrooms,
but I've seen the ones thatyou're updating and they look
fantastic.
So let's back away a little bitand kind of talk about the big
picture, right?
So, like, how many schools orbuildings facilities does our
district maintain?
What's the total square footage, ryan?
Speaker 3 (07:13):
There are 49 buildings at 6.2 million square
feet.
Wow, wow, so yeah, and theyrange from one-story buildings
up to four-story buildings, somewith sunken areas that you have
to make sure has the properwater mitigation so it doesn't
flood during spring runoff andsuch.
Speaker 2 (07:35):
Right, yeah, I mean beyond, just like the upkeep of
the building.
In terms of like construction,we're always keeping our
buildings maintained through ourcustodians, our grounds crews,
right, like that's a that's aheavy lift.
Speaker 3 (07:49):
Yes, yeah, it is.
Speaker 2 (07:50):
And do you know, would you happen to know the age
range?
Speaker 3 (07:53):
The oldest building is 1953 and the newest is 2023.
Wow, which is Union 1953.
Speaker 2 (08:02):
How do you so?
We talked a little bit abouthow we had done that assessment
of the districts right and kindof ranked them.
How do you do that?
How do you rank the urgency ofdifferent facilities, upgrades?
Speaker 3 (08:12):
It's not just by got electrical systems and all of
those have an estimated lifeexpectancy, and so we use that
as our primary role and takethat to create an FCI, a
(08:36):
facility condition index.
If something has outlived itslife expectancy, then we need to
start looking at getting itrepaired or replaced because
it's on its last leg.
And then we don't just solelygo by life expectancy, though.
We meet together as afacilities team and try and
(08:59):
identify other problem areas tosee, oh, this one's not lasting
as long as it's supposed to, orthis one's in fantastic shape,
it's going to go another fiveyears or more.
And so we have that boots onthe ground looking at our
buildings every day that aretaking note of this problem or
(09:20):
that.
You know, sometimes we've had achiller that's been problematic
and been breaking down wellearly before its life expectancy
is up Right and you've beenkeeping it limping along.
Speaker 2 (09:32):
You're at a point where you're like, ah, do we
have to replace this thing At?
Speaker 3 (09:34):
some point.
We just need to bite the bulletand get it replaced, because we
want our students comfortableand we want the learning
experience to be a good place.
Speaker 2 (09:44):
Well, and then FCI.
The way I understand it too, isa certain FCI score means it's
actually more costly to upgradethan rebuild the facility
altogether.
Right, we've had buildings inthat situation.
Speaker 3 (09:56):
Yes, yeah, because when I kind of liken it to, if
you were to go build a car bybuying pieces from AutoZone or
Checker, you would be spendingprobably $150,000 for a $30,000,
$40,000 car, because theindividual prices are so much
(10:17):
more than just tearing it downand rebuilding it, it down and
rebuilding it Right.
And then also, you don't want tobe stuck in the technology of
yesteryear.
You know when these olderbuildings that we've gotten rid
of a lot of the really oldbuildings Mount Jordan, midvale,
(10:42):
middle those were very oldbuildings that it wasn't as
adaptable to today's technologyas today's buildings are.
So, yeah, you can remodel itand do that, but you're still
not getting the same bang foryour buck as if you had torn it
down and rebuilt it like we did,because now it's much more
flexible, gotcha yeah, and I'msure that equation, or kind of
like what you're considering aspart of that equation, is always
changing a little bit.
Speaker 2 (11:04):
As we know, construction costs are pretty
expensive nowadays.
So that calculus is always kindof fluid, yep.
So what do we?
How do we budget for andbalance maintaining or any
ongoing maintenance needs, likeyou know, fixing HVAC units,
replacing carpet?
You know we have, you know afacilities fund right, but then
(11:26):
we've got to like sort ofbalance that with kind of longer
term, larger projects like thestuff that's happening at
Bruce's right.
Speaker 3 (11:33):
At.
Speaker 2 (11:33):
Jordan High Yep.
Speaker 3 (11:35):
We go through a capital budget meeting each and
every year and we figure outwhat the budget is and what our
greatest needs are, and then weaddress those needs until the
money runs out.
And then a job like the oneBruce is in the middle of right
now is a larger project thaneven that money would allow for,
(11:59):
and that's where we go out forthe various bonds, or for I
believe this last one was a.
Speaker 2 (12:07):
Lease revenue bond.
Lease revenue bond yeah, orgeneral obligation bond right
Yep.
Speaker 4 (12:12):
And I think you see that also happen like on a micro
scale at the building levelwith principals, because you may
have certain, there's somesmall projects that we work on
in collaboration with districtsand facilities, like simple
things, like maybe putting innew lighting in a particular
space, something thatnecessarily does not require a
capital project, but it'ssomething that is a needed
(12:35):
facility improvement where wework with facilities and getting
that bidded out, find out, andbecause as principals we have we
have some facilities money thatwe get to use to.
I mean, I go back to that deskexample.
I knew where we were on ourcurrent kind of this older model
of desk that doesn't reallyfacilitate collaboration.
(12:56):
They're falling apart and I'vehad a you know a plan over the
last, even before I showed up,you know number of years how are
we going to switch out thesedesks or desks that are more
usable and that may again besmaller facilities projects,
whether it's lighting, whetherit's maybe adding a wall, taking
away a wall.
It's interesting to see thedifferent, the small projects we
(13:20):
can still do, even as a schoollevel.
But we're following a similarprocess of I make a priority
list with my teachers every yearso I get to know where we are
on projects.
I keep track of that.
Things I can't do one year,that gets moved over to the next
year yeah, yeah, no, and thatthat's kind of like at the
district level too.
Speaker 2 (13:37):
Right, you've got this list of priorities and it's
probably important forprincipals to keep in mind that
some some mishap could sort oflike upend that list, right,
like maybe, like you said, aboiler going down at a school
that we didn't expect.
All of a sudden we've got toreplace that and that just kind
of throws the list off a littlebit.
The priority list, um.
So I know we've talked a littlebit about, um, what we've
(13:59):
already invested in.
Right, let's talk about some ofthe projects that we have
underway.
So we've got some rebuildhappening on Eastmont Middle.
We've got some additions beingmade to Corner Canyon with the
Fieldhouse, correct, cornerCanyon High School, and then
Hillcrest High, we're adding alane right for their tracks,
bringing it up to UHSAA standard, or I should say the state's
(14:20):
competition standard.
And then let's talk, right,bruce, tell us what's happening
at Jordan besides the bathrooms.
Speaker 4 (14:25):
Yeah, so we've got a number of things going on.
One of the first projects thatwas finished was a parking lot
that was added on the west sideof our property because we lost
parking for the I think, mostkind of exciting new addition
that's coming to Jordan High,where we're getting some
additional performing arts andPE space and athletic spaces.
(14:47):
So over right off Sagalilly,what used to be parking is now a
big mound of dirt and thenwithin a year's time that will
turn into a new black boxtheater for a performing arts
department as well as a indoorpractice facility for our PE and
our PE and athletic activities.
And the nice thing is, I thinkwhat I'm most excited about that
(15:11):
new space is we're seeing, youknow, multi-use going on where
we didn't have a black boxtheater.
Most high schools have a blackbox theater, so that's going to
add value to our performing artsdepartment.
In addition, and then we alsoare getting some great new space
for both PE and our athleticsdepartment.
(15:32):
There'll be some additionaloffices over there.
In addition to that build, weare adding a softball clubhouse.
We want to make sure that allof our sports get the attention
and the resources they need.
They're also going to be doingan upgrade to our auditorium I'm
sorry, an upgrade to ourauditorium for lighting and
(15:52):
sound.
It's pretty unfortunately datedand speakers blow out over time
.
And they're going to be addingsome additional AV in our gyms
and a couple of our performingarts classrooms.
So yeah, and that's those arekind of the big projects that
are happening right now.
Oh, and I forgot, sorry, thesecure vestibule.
Oh, yes, yes, so our new frontoffice will change.
(16:13):
So to make sure that we're incompliance with safety standards
for our front office entrance,our entire front office is
getting re-envisioned so we canadd that extra layer of security
for patrons and students asthey're coming into the building
.
Speaker 2 (16:31):
Right, and a lot of those upgrades, it sounds to me,
are kind of bringing Jordan upin line with what's available at
the other schools, right,Correct.
We really work to be equitablein our allocation of resources.
And then the securityvestibules we're putting those
in other schools as well, right,ryan?
Speaker 3 (16:45):
Jordan is actually the last one.
Speaker 2 (16:47):
Okay.
Speaker 3 (16:50):
We've done every other school.
The one just before his wasCorner Canyon, and that was done
as part of their project.
Theirs didn't take as muchinfrastructure as bruce's did,
so we were able to get that onecompleted in a much earlier and
quicker time frame and I thinkmost of our community is pretty
familiar with how those work.
Speaker 2 (17:10):
But in essence a security vestibule steers all
visitors through the front doorinto the office before they can
get inside the rest of theschool, right where they have to
check in as a visitor or whathave you?
Or show ID if they're checkingout a student, right.
Speaker 4 (17:23):
Then office staff then have to buzz them in so
they can get into the actualschool proper, as it were.
Speaker 2 (17:28):
Right, yeah, so, and that's now a requirement of
state law.
But we already had kind of thatas a model right, that that we
were slowing it or not slowly,actually fairly rapidly adopting
, yeah or not slowly actuallyfairly rapidly adopting.
Speaker 3 (17:39):
Yeah, we only had two schools when House Bill 84 had
passed that did not have that.
Speaker 2 (17:47):
That's amazing.
So space planning is also animportant part of facilities
management, right?
How do we?
Speaker 4 (17:58):
evaluate and optimize how space is used across the
district.
So on a building level, andthis is kind of especially as
the educational environmentchanges.
So let me a really good exampleis a computer lab.
So that's so, so.
So, for for a long time lots ofschools had, you know, dedicated
hardwire computer labs.
They were the the.
When I was a child, which is along time ago, they didn't exist
(18:23):
.
But then but they were, youknow, at one point they were
state of the art.
They were things that everyschool needed.
But as we have, as ourtechnology has improved, as
we've been able to get access toWi-Fi, as we've been able to
access other devices, whetherthey're iPads or Chromebooks,
the kind of stable computer labwhere the children have to leave
(18:45):
their learning environment togo to a separate place to learn,
changed.
So, for example, a lot ofbuildings like mine, that kind
of, are older.
I've got some classes that areno longer.
At once they were wired for acomputer lab, but they're no
longer a computer lab anymorebecause I don't need them.
So we then look at, say okay,if this is not being utilized
(19:09):
into its fullest potential, oreven necessary potential at the
time where, what else could wedo with that.
So, for example, I've got aclass that we have a budding
aviation program at my school.
Speaker 1 (19:20):
So we started with drones.
Speaker 4 (19:22):
We moved to some additional CTE aviation classes
and we put in some grants andwas able to buy some flight
simulators.
You know what I mean.
So some of that one of thoseyou know what once was a
computer lab is now going tohave.
Fortunately, it's still got allthe plugs, all the things we
need.
It's all hardwired but I don'tneed it as a computer lab, but
(19:45):
it works great now for my flightsimulation lab.
So sometimes we make thesechanges where we, the classes of
you know 10 years ago don'texist or not necessary, so how?
do we need to make tweaks oreven just put something, move
something else in?
Sure, you know what I mean.
Speaker 2 (20:03):
Yeah, yeah and then you know, of course, programming
.
So programming, right, and thenstaffing levels as well, right,
like based on your enrollment,I know, like on a district level
, right, that's one of thechallenges that we're looking at
right is that we've got, due tothe decline enrollment, which
is largely driven by the babybust, right, people aren't
having as many children as theyused to.
We're no longer in factreplacing ourselves anymore with
(20:26):
our children, even in Utahright, which has always been
right up there, and so that,like, as enrollments sort of
like decline or fluctuate evenfrom grade level to grade level,
right, you are always sort ofassessing, you know where are
you putting this class?
Speaker 4 (20:43):
Where are you putting this teacher?
And there's maybe another goodexample that like physically
kind of illustrates that betternow, when I think about it, is
the additions of teen centers tosome schools.
So, many of our schools have,you know, anywhere from like
eight to 12% of our students whoare in homelessness or
transitioning to homelessness.
A variety of you know whodefinitely need additional
(21:08):
supports, and so the legislaturehad set aside some money for
schools to put in what they callteen centers.
But these are spaces thattypically have dedicated showers
and bathrooms and somelaundering and areas where
students who may not have accessto those resources at home
because they don't have a home,can access that at school.
So when we, as you pointed out,as enrollments have changed, as
(21:31):
spaces have changed, becauseJordan High School was built for
schooling 30 years ago, we'reable to evaluate and say, okay,
we've got some classrooms thatare potentially underutilized or
not utilized to their fullpotential and that maybe we
don't need them as a classroomanymore.
So initially we looked and wesaw this funding was available.
(21:52):
Well, where could we put it inone of these teen centers?
So we had to look at ourpossible options of like we move
this class someplace else.
We realized we've got.
We had to look at our possibleoptions of like we move this
class someplace else.
We realized we had a spacewhere there was a classroom.
There was kind of like a smallcloset.
And then there was this oldaddition that was connected to
your black I forget what they'recalled.
Speaker 3 (22:11):
Darkroom.
Speaker 2 (22:12):
Darkroom you know what I mean which we don't need
with photo anymore.
Right, it's all digital now,right?
Speaker 4 (22:16):
So these are all kind of connected to each other.
Yeah, photo anymore.
Right, it's all digital now,right?
So these are all kind ofconnected to each other.
These spaces would make a greatteen center.
If you know, we just make somemodifications, move this wall,
you know what I mean.
We have an exterior entry.
So that was a process where wewere able to see okay, here are
our current needs.
We didn't necessarily need thatspace from a teaching
standpoint, Didn't need adarkroom anymore.
Speaker 2 (22:43):
So that modification made a lot of sense and has
benefited in our current needsof our students, and it's been a
great new space.
Yeah, well and that.
So that's an example.
And then also, I mean I thinkwe're always trying to sort of
like make the most out of ourbuildings, right, like fill them
to capacity but also use themto capacity, correct.
So another example of a programI think you recently were able
to help expand was the employeedaycare program, right, which
(23:04):
has been really popular withemployees.
But yeah, so that's anotherexample.
I think we're adding an additionto Brighton for this next fall
to grow that because it's beenso popular.
So yeah, we're definitely not.
Education is notone-size-fits-all by any stretch
of the imagination.
Well, let's talk about what aresome of the biggest facilities
(23:27):
challenges on the horizon forour district, I mean Ryan.
Speaker 4 (23:32):
I mean.
So I know one thing that I canspeak to is galvanized pipes and
other types of plumbing issues.
Those are things we don'treally think about.
But, like with older buildings,you know like there's fixtures
and things that they have duedates, as it were, or like a
roof.
You know what I mean.
I mean even before I came toJordan.
(23:53):
There are things that we alwayshave to repair and fix so we
have a functional facility.
You know and I know that, atleast for my own building that
those are on their radar and Iknow that there's there's
there's similar issues in otherbuildings around the district.
Speaker 3 (24:12):
He mentions the galvanized pipe, and sometimes
those are literally embedded inthe wall a masonry wall and so
it's not very feasible to pullit out and run a new copper pipe
in there.
So in Bruce's scenario we'reactually having to fur out the
walls, leave the galvanized pipein the masonry wall and just
(24:36):
run the new copper in the newwall in front of it.
Wow, so that adds quite a bitof cost to the project, but it's
still cheaper than tearing downa masonry wall and rebuilding a
masonry wall.
Speaker 2 (24:49):
Right, right, yes, oh , that's fascinating, Like you
don't, yeah, you don't thinkabout those things, right?
Speaker 3 (24:53):
Right, right, that's probably one of the big things
that we do fight with.
Is that a lot of the stuff?
Bruce mentions the roofs yeah,nobody ever knows that the roof
is in bad condition or greatcondition, except for when
(25:13):
there's a leak and we get onthose really, really quickly.
But how long do you keeplimping that roof along before
you just need to bite the bulletand and spend a good chunk of
money and nobody sees anythinghas really changed at the school
yeah, and that's a pretty.
Speaker 2 (25:33):
I mean, that's a pretty common project, right,
that we're doing from year toyear as.
I recall I've seen like lots ofrecarpeting.
Speaker 3 (25:38):
Well, yes, Lots of roofs.
For example, a roof today weexpect to have, it's got a 30
year warranty on it.
Speaker 2 (25:45):
I think that's longer than my roof.
Speaker 3 (25:46):
Okay, so it, but times that by 45 schools.
That's not even counting all ofthe buildings.
Even if we did one every year,you're having to get an extra 15
years out of that roof to getRight.
Speaker 2 (26:07):
Yeah, they come on pretty frequently.
Yeah, Another one.
I see a lot is parking lotsLike.
For a while there we weremaking a big push to improve
parking lots, the flow forsafety, right.
Yes, but I don't know if that'sstill on the radar for us, like
what are some of the othercapital it's always on the radar
.
Speaker 3 (26:23):
We always have the different components.
Based upon that, we prioritize,based upon safety, security and
overall climate of the school.
You know, is it a safe andinviting school to come into?
Does it look worn down?
(26:45):
Is heating and air conditioningsufficient?
Right, the lighting?
Bruce made a good point aboutthat.
The lighting makes a hugedifference, probably a money
saver too, once you get moreefficient systems in there and
bulbs and whatnot.
Speaker 2 (27:01):
So I know, from a safety standpoint, we really
invested in seismic, we'veinvested in the security of
vestibules, we've done a lotwith regard to school safety
from the standpoint of fencingand the TCU, like our PA systems
right, which sort of likeconnect with our abilities to
like lock down a school, likeshut the doors and that kind of
(27:21):
thing, cameras have been asignificant Cameras.
Speaker 4 (27:24):
Oh yeah, huge surveillance cameras right.
Speaker 2 (27:26):
All of our schools are up to the same right Like
level of surveillance.
Speaker 3 (27:30):
We have a district standard, standard system.
They're all in the same system.
Each footprint is a little bitdifferent, so each school has
varying numbers of cameras, butwe have them spaced and the same
views pretty much at all theschools.
Speaker 2 (27:45):
Yeah, and it's kind of more of an updated system
than we had before Nice kind ofclear pictures.
Speaker 3 (27:51):
Yeah, it's a digital system.
Speaker 2 (27:54):
Anything that I'm missing.
Is there something you wishmore people knew about?
The behind-the-scenes work thatgoes on to keeping our schools
safe?
Speaker 4 (28:04):
I would like to give a shout-out to all of our
facilities staff, both at theschool level and also at the
district level.
I don't think people realizehow, especially at a large high
school, how many hours, how manypeople put their blood, sweat
and tears in assuring that trashcans are emptied.
(28:24):
Things are working, that whenall of a sudden, because again
pipe bursts or something likethat and I've seen those both at
you know, at my currentposition and other positions you
know things, things just likeat anyone's home, things are
going to break.
You know what I mean.
And we have such amazing staffwho, you know, bend over
(28:46):
backwards to ensure that we cankeep the school operating, keep
the school safe, keep the schoollike, so kids and teachers are
able to do what they need to doteach and learn and I think a
lot of times our facility staffpeople just don't either notice
(29:08):
they're there or they don't, orthey just don't recognize all of
the work they're doing.
I mean, like it just is, it's abig shout out to them and all
they do, because none of uswould have the functioning and
the awesome school programs thatwe have without their
dedication.
Speaker 2 (29:23):
Yeah, and high schools, honestly, they're like
open 24-7.
It feels like you've always gotsomething going on there, 100%,
and you need those, thatstaffing there to help with
those events, like baseballright, like the concert choir,
like the play, the schoolmusical, you name it.
Also, I think it's important tonote that our facilities belong
to the public right and we makethem available to the public
(29:44):
After hours.
People are able to use ourrunning tracks, they're able to
run around on our fields.
We rent the facilities out fordifferent activities.
So, yeah, these are trulyassets for the community, not
just for the education ofchildren, which is vitally
important, but they're assetsfor everyone to use.
Anything else that you wouldlike us to know, ryan, about how
(30:09):
many people work in facilitiesaltogether, your entire staff?
How many people work infacilities altogether, your
entire staff?
Because you've got like atleast one custodian for every
school, probably for highschools, what?
Three or four, five?
Speaker 4 (30:21):
Well, I mean you have .
So I've got an AFM and I've gottheir leads.
I mean I've got probablySweepers and then their sweepers
.
Speaker 3 (30:29):
That's where I was like I mean maintenance is about
70-ish people just inmaintenance, full-time staff.
I mean maintenance is about70-ish people just in
maintenance.
Speaker 4 (30:35):
Full-time staff.
I probably have got like six,seven.
That's Jordan High alone, yeah.
Speaker 3 (30:40):
So, wow and that's just full-time staff.
Yeah, and then you add.
So yeah, I don't have thatnumber right off the top.
Speaker 2 (30:47):
And we have electricians, right, we have
yeah.
Speaker 3 (30:51):
We have journeymen electricians, we have master
electricians, master plumbers.
Speaker 4 (30:58):
We're very blessed in that regard as far as the
maintenance Painting crew, keycrew, yep, locksmith, locksmith
yep.
Speaker 3 (31:04):
Bruce mentioned the cameras and the card access Our
security team, fire suppressionsystems.
All of those types of thingsrequire a great deal of
maintenance.
Speaker 2 (31:18):
And I think having that in-house probably saves
money right, Rather than goingoutside with an outside vendor.
Speaker 3 (31:24):
And, I will say, better service.
That is by far the biggestadvantage of doing those things
in-house is our people careabout the buildings, they care
about them, they get to know theteachers, get to know the
administration that they'redealing with and they want to
(31:44):
satisfy them.
A contractor we use plenty ofcontractors and they are great,
but they don't have thoserelationships and that desire to
go above and beyond.
Speaker 2 (31:57):
Well, they're available right now, right
they're our jump and run guysand girls, and they establish
relationships with students tooright.
Yep, yeah, I think that'sfantastic.
Well, I think we've coveredeverything, but maybe not
everything.
There's always something more.
But I thank you both forjoining me taking your time in a
busy May at the end of theschool year.
So thank you both.
Speaker 3 (32:17):
Thank you, thank you.
Speaker 2 (32:20):
You've been listening to Connect Canyons.
I'm your host, Kirsten Stewart.
If you liked this episode, giveus a thumbs up and be sure to
subscribe and tell your friends.
Speaker 1 (32:31):
Thanks for listening to this episode of Connect
Canyons.
Connect with us on Twitter,facebook or Instagram at Canyons
District or on our website,canyonsdistrictorg.
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