1 00:00:06,465 --> 00:00:07,885 - Hey everybody, I'm Connor. 2 00:00:08,305 --> 00:00:10,925 That's Doug. And this is the Bethel 3 00:00:10,925 --> 00:00:12,045 School District Presents podcast. 4 00:00:12,345 --> 00:00:14,045 And we've got a heck of a show for you today. 5 00:00:14,345 --> 00:00:17,085 We are jam packed with amazing Bethel people 6 00:00:17,305 --> 00:00:21,325 and we are talking first or most interesting jobs, Doug. 7 00:00:21,625 --> 00:00:24,925 You know, most people wouldn't choose Witless Layabout 8 00:00:25,105 --> 00:00:27,285 as a career path, but you've somehow made it work. 9 00:00:27,495 --> 00:00:28,565 Where did you get your start? 10 00:00:29,075 --> 00:00:31,605 - Witless Layabout. I'm adding that to my business card. 11 00:00:31,605 --> 00:00:34,645 That is very solid. I didn't get my start in podcasting 12 00:00:34,745 --> 00:00:35,965 or school communications. 13 00:00:36,165 --> 00:00:38,045 I actually started at Wendy's 14 00:00:38,045 --> 00:00:39,845 as a Fry cook slash grill person. 15 00:00:40,185 --> 00:00:43,005 And then when they saw how untalented I was back there 16 00:00:43,185 --> 00:00:46,125 and how handsome I was, I got to move right up to cashier 17 00:00:46,125 --> 00:00:49,925 where I earned the title of employee of the month, 18 00:00:50,445 --> 00:00:52,605 February, 1992. 19 00:00:53,265 --> 00:00:55,005 - Wow, that's bizarre because my sister, 20 00:00:55,005 --> 00:00:56,125 who's actually your age, 21 00:00:56,905 --> 00:01:00,845 was also a dutiful Wendy's employee when she was 15 years 22 00:01:00,845 --> 00:01:03,165 old, way over in Kalispell, Montana. 23 00:01:03,665 --> 00:01:05,685 She was also employee of the month. 24 00:01:05,765 --> 00:01:06,805 I don't know if it was February, 25 00:01:06,985 --> 00:01:09,605 but you could have been two of the shining stars 26 00:01:09,905 --> 00:01:11,685 of the Dave Thomas empire at the same time. 27 00:01:12,185 --> 00:01:14,285 - That's bizarre. I actually still have my trophy. 28 00:01:14,305 --> 00:01:16,445 You'll have to see if she still has hers. Mine. 29 00:01:16,485 --> 00:01:18,045 I keep on my desk here at work 30 00:01:18,045 --> 00:01:19,725 because it's my proudest achievement. 31 00:01:19,865 --> 00:01:21,085 - And that's not the only 32 00:01:21,085 --> 00:01:22,605 knick-knack you have from your time. 33 00:01:23,065 --> 00:01:24,325 - Not a knick-knack . 34 00:01:25,945 --> 00:01:27,645 - It means something. Uh, 35 00:01:28,305 --> 00:01:31,885 and that's not the only useless ephemera you have from your 36 00:01:31,885 --> 00:01:34,005 time in the Dave Thomas Empire. 37 00:01:34,585 --> 00:01:36,165 You also have one of the most 38 00:01:36,845 --> 00:01:38,645 fascinating placards I've ever seen. 39 00:01:38,675 --> 00:01:40,325 I've spent way more time than I care 40 00:01:40,325 --> 00:01:41,445 to admit staring at this. 41 00:01:41,635 --> 00:01:43,605 It's practically a zen coon to me. 42 00:01:44,075 --> 00:01:45,245 Tell us what this thing says. 43 00:01:45,795 --> 00:01:47,445 - Okay, so I won't give you the story behind it, 44 00:01:47,505 --> 00:01:49,285 but it's a two by two 45 00:01:50,215 --> 00:01:53,285 small little plastic placard, as you called it. 46 00:01:53,635 --> 00:01:56,445 It's the same color as Wendy Herselfs hair 47 00:01:56,875 --> 00:01:58,485 with engraved white lettering. 48 00:01:58,625 --> 00:02:00,845 And it says this lettuce 49 00:02:01,665 --> 00:02:06,405 for sandwiches upon request only due to lettuce quality. 50 00:02:07,465 --> 00:02:10,525 - Now, good listeners, really let 51 00:02:10,765 --> 00:02:12,485 that absorb into your brain. 52 00:02:12,615 --> 00:02:14,725 Think it over, let it wash back 53 00:02:14,725 --> 00:02:17,845 and forth like the ocean, like a summer breeze. 54 00:02:18,445 --> 00:02:20,805 . What does it mean ? 55 00:02:22,185 --> 00:02:23,765 - It - Could mean anything. 56 00:02:24,665 --> 00:02:26,165 Is the lettuce only available 57 00:02:26,165 --> 00:02:27,645 because it's so good 58 00:02:28,195 --> 00:02:30,645 that they don't wanna spare it unless you ask? 59 00:02:31,025 --> 00:02:34,565 Or is it so bad that they're gonna only give it 60 00:02:34,565 --> 00:02:35,965 to you if you really want lettuce? 61 00:02:36,265 --> 00:02:38,165 And actually I have a feeling that you know the correct 62 00:02:38,165 --> 00:02:39,645 answer to this, but hold off on that 63 00:02:39,645 --> 00:02:41,485 because we got a lot of people around the table right now 64 00:02:41,485 --> 00:02:42,445 and they're probably getting really 65 00:02:42,445 --> 00:02:43,525 sick of this lettuce talk, 66 00:02:43,525 --> 00:02:44,725 - Judging by the looks on their faces. 67 00:02:45,005 --> 00:02:48,445 I think they just might be joining us in the studio. 68 00:02:48,805 --> 00:02:49,965 A lot of folks today, Dr. 69 00:02:49,965 --> 00:02:52,205 Brian Lowney, our assistant superintendent 70 00:02:52,305 --> 00:02:53,885 of secondary education. 71 00:02:54,295 --> 00:02:57,725 Brian, what was your first or most interesting job? I've 72 00:02:57,725 --> 00:02:59,885 - Had, uh, quite a few, few interesting jobs, 73 00:03:00,025 --> 00:03:01,765 but I'd probably go, uh, 74 00:03:01,825 --> 00:03:03,685 it wasn't my first, it was my second job. 75 00:03:03,805 --> 00:03:05,445 I had it all through high school. 76 00:03:05,905 --> 00:03:08,445 Um, I washed the cars at a local cemetery, 77 00:03:08,645 --> 00:03:11,125 mountain view funeral home, so I was, uh, 78 00:03:11,165 --> 00:03:13,525 I washed the hearses, the limos 79 00:03:13,865 --> 00:03:18,325 and the vans that the folks, um, used as part of kind 80 00:03:18,325 --> 00:03:21,445 of their, um, impromptu morgue at the funeral center. 81 00:03:21,865 --> 00:03:23,765 So, and that would include washing the 82 00:03:23,765 --> 00:03:25,085 outsides and the inside. 83 00:03:25,145 --> 00:03:26,205 So I do have a couple 84 00:03:26,225 --> 00:03:27,485 of like interesting stories 85 00:03:27,595 --> 00:03:28,885 when you work at a place like that. 86 00:03:29,285 --> 00:03:31,525 - I bet you do. And I don't know if I'm ready to hear those. 87 00:03:31,805 --> 00:03:34,485 . Sarah Kochi, our director of construction 88 00:03:34,485 --> 00:03:36,085 and planning here in Bethel. 89 00:03:36,155 --> 00:03:38,325 What was your first or most interesting job? 90 00:03:38,555 --> 00:03:40,245 - Well, right out of college I worked 91 00:03:40,245 --> 00:03:42,165 for an engineering firm where one 92 00:03:42,165 --> 00:03:43,725 of my first assignments was actually 93 00:03:43,725 --> 00:03:45,325 to prepare permit documents 94 00:03:45,345 --> 00:03:47,765 for a shoreline project on McNeil Island. 95 00:03:48,385 --> 00:03:51,045 At the time, it was still an active correctional center 96 00:03:51,185 --> 00:03:54,125 and my assignment included a site visit to the island, 97 00:03:54,295 --> 00:03:57,605 which also included a ferry with inmates and shackles 98 00:03:57,945 --> 00:03:59,285 and a full island tour. 99 00:03:59,855 --> 00:04:01,845 - Yikes. Okay. We have a real dark side 100 00:04:01,845 --> 00:04:03,045 of the table here, . 101 00:04:03,945 --> 00:04:05,605 I'm hoping things will be a little lighter 102 00:04:05,705 --> 00:04:06,725 on this side here. 103 00:04:06,835 --> 00:04:09,085 We'd have two special guests, Philip Rele 104 00:04:09,085 --> 00:04:11,085 with NAC architecture. 105 00:04:11,515 --> 00:04:14,125 What was your first or most interesting job you had? 106 00:04:14,195 --> 00:04:17,045 - When I was in college in Santa Barbara, California, 107 00:04:17,605 --> 00:04:19,845 I worked installing screens 108 00:04:19,905 --> 00:04:22,405 and shades, so like window shades, 109 00:04:22,405 --> 00:04:23,645 screen doors, things like that. 110 00:04:24,265 --> 00:04:25,885 So it was going into people's houses, 111 00:04:26,535 --> 00:04:28,565 installing whatever they had ordered. 112 00:04:29,185 --> 00:04:33,005 One of the houses I went into was Steve Martin's 113 00:04:33,965 --> 00:04:36,045 vacation house in Montecito, 114 00:04:36,665 --> 00:04:39,245 and it was a super cool 115 00:04:40,195 --> 00:04:44,965 ultramodern house that was literally dug into a hillside. 116 00:04:45,185 --> 00:04:48,885 It was all concrete walls, floor, ceiling, 117 00:04:49,545 --> 00:04:51,805 and then all glass on one side where it, 118 00:04:51,815 --> 00:04:53,245 where it overlooked the view. 119 00:04:53,665 --> 00:04:57,085 And that's where I was installing these vertical blinds 120 00:04:57,425 --> 00:05:01,165 and I got to, I picked up and played his banjo 121 00:05:01,785 --> 00:05:03,965 and was just sort of poking around in there. 122 00:05:04,275 --> 00:05:06,685 - That is a wild and crazy story. 123 00:05:07,205 --> 00:05:09,525 I do have to ask you, I'm a huge Steve Martin fan, 124 00:05:09,525 --> 00:05:11,805 love only murders in the building these past few seasons. 125 00:05:11,805 --> 00:05:14,685 Do you have a favorite a Steve Martin movie or show? 126 00:05:14,995 --> 00:05:18,005 - It's gotta be the Jerk for me. That's just a classic. 127 00:05:18,725 --> 00:05:20,485 - Absolutely. And last but not least, 128 00:05:20,705 --> 00:05:24,245 and VAs with NAC architecture also joining us here 129 00:05:24,545 --> 00:05:25,685 and your first 130 00:05:25,945 --> 00:05:29,405 or most interesting job, the tough acts to follow here. 131 00:05:29,495 --> 00:05:31,965 - Right. Mine weren't quite as interesting, so I'll go 132 00:05:31,965 --> 00:05:32,965 with my first job 133 00:05:33,065 --> 00:05:35,805 and I grew up in a really, really small town 134 00:05:36,265 --> 00:05:38,485 and I worked at the local pizza restaurant. 135 00:05:38,985 --> 00:05:41,045 And so because it's a very, very small town, 136 00:05:41,425 --> 00:05:42,525 we did everything. 137 00:05:42,705 --> 00:05:45,045 So it wasn't just, you didn't just wait tables 138 00:05:45,185 --> 00:05:48,045 or work the ovens or make the pizzas or do the dishes. 139 00:05:48,305 --> 00:05:50,125 You had to do everything on your shift. 140 00:05:50,465 --> 00:05:53,085 And so it, yeah, it was, it was fun. It was interesting. 141 00:05:53,105 --> 00:05:55,365 You learned how to do a lot in a very short amount of time. 142 00:05:56,085 --> 00:05:57,725 - Absolutely. A fellow food service 143 00:05:58,285 --> 00:06:00,005 industry veteran here at the table. 144 00:06:00,345 --> 00:06:02,365 Now that we've talked about some interesting jobs from our 145 00:06:02,365 --> 00:06:04,885 past, let's talk about the jobs we're doing right now, 146 00:06:04,895 --> 00:06:07,085 especially NAC architecture. 147 00:06:07,085 --> 00:06:08,125 You all have been described 148 00:06:08,125 --> 00:06:11,285 as an educational design focused architecture firm. 149 00:06:11,545 --> 00:06:12,765 You've done a lot of work 150 00:06:12,765 --> 00:06:14,405 with us here in Bethel over the years. 151 00:06:14,515 --> 00:06:15,525 Give us a little background. 152 00:06:15,685 --> 00:06:16,685 What are some of the district 153 00:06:16,685 --> 00:06:17,765 projects you've been involved in? 154 00:06:18,275 --> 00:06:21,765 - Well, NAC architecture designed 155 00:06:22,745 --> 00:06:25,925 Graham Kason High School, uh, long time ago. 156 00:06:26,465 --> 00:06:30,725 And we've just finished up the expansion to Graham Capon, 157 00:06:30,745 --> 00:06:33,245 so adding more classrooms 158 00:06:33,385 --> 00:06:35,925 and getting kids outta portables at that school 159 00:06:36,345 --> 00:06:39,325 and auxiliary gym, expanding the commons. 160 00:06:40,065 --> 00:06:42,645 We also are under construction now 161 00:06:43,465 --> 00:06:45,205 on Expedition Elementary 162 00:06:45,545 --> 00:06:49,525 and we are working on the new Bethel High School. 163 00:06:49,905 --> 00:06:52,485 That's the biggest project that we've done for Bethel. 164 00:06:53,165 --> 00:06:55,205 - Absolutely. And a very anticipated project 165 00:06:55,315 --> 00:06:56,565 here for our community. 166 00:06:56,575 --> 00:06:59,325 We're really excited to see that one get ground broken 167 00:06:59,385 --> 00:07:00,485 and get underway here. 168 00:07:00,625 --> 00:07:02,525 Now we're not talking about one of those projects 169 00:07:02,525 --> 00:07:04,405 that you're working on, but really a philosophy 170 00:07:04,405 --> 00:07:07,485 behind design work here today through what you guys do 171 00:07:07,485 --> 00:07:10,005 with site design, building layout, circulation, 172 00:07:10,005 --> 00:07:12,125 common spaces and classroom design, 173 00:07:12,305 --> 00:07:14,765 you're helping our special education students to feel 174 00:07:14,825 --> 00:07:17,845 and be included with our general education students. 175 00:07:18,355 --> 00:07:20,845 What inspired your firm to start looking at design this way? 176 00:07:21,465 --> 00:07:24,885 - We like to take deep dives into what is going 177 00:07:24,885 --> 00:07:26,085 to make a successful school. 178 00:07:26,665 --> 00:07:28,645 And a few years ago we did a lot 179 00:07:28,645 --> 00:07:31,485 of research into special education spaces 180 00:07:31,825 --> 00:07:34,285 and what can really make those work well, 181 00:07:34,665 --> 00:07:36,565 we were concentrating at that time 182 00:07:37,225 --> 00:07:39,965 on self-contained special education programs. 183 00:07:40,675 --> 00:07:45,605 More recently, we have been focused on inclusion 184 00:07:45,705 --> 00:07:49,045 of special education students with the general population 185 00:07:49,065 --> 00:07:52,765 and how we can design a school that supports that mission. 186 00:07:53,345 --> 00:07:57,725 And part of that has been working on Expedition Elementary. 187 00:07:58,105 --> 00:08:01,565 We were able to include some aspects of the design there 188 00:08:02,145 --> 00:08:06,885 and launched a research project to inform us on 189 00:08:07,105 --> 00:08:08,765 how to best do that. So 190 00:08:08,765 --> 00:08:11,165 - We started off in this research project interviewing 191 00:08:11,165 --> 00:08:12,965 different experts, one of which was Dr. 192 00:08:12,965 --> 00:08:16,885 Brian Lowy, to really gain insight into 193 00:08:17,435 --> 00:08:20,365 what people in schools are experiencing, you know, 194 00:08:20,365 --> 00:08:21,845 what teachers are experiencing, 195 00:08:21,845 --> 00:08:23,125 administrators are experiencing. 196 00:08:23,425 --> 00:08:26,445 We also reached out and interviewed college professors 197 00:08:27,035 --> 00:08:30,085 that are, you know, do research on this subject 198 00:08:30,345 --> 00:08:33,325 and we gained a lot of different insight from everyone. 199 00:08:33,425 --> 00:08:34,845 And so we brought that all together 200 00:08:34,905 --> 00:08:38,205 and then we tied it back to what makes it, you know, work 201 00:08:38,305 --> 00:08:39,845 as far as design goes. 202 00:08:40,345 --> 00:08:42,685 And so it's not just from the teachers 203 00:08:42,705 --> 00:08:44,045 and administrators point of view, 204 00:08:44,065 --> 00:08:46,245 but it's also includes design thinking. 205 00:08:46,265 --> 00:08:49,005 And so we came up with, you know, a booklet of strategies 206 00:08:49,195 --> 00:08:51,605 that are best suited for designing these spaces. 207 00:08:52,165 --> 00:08:54,205 - I really love that we've done stories in the past about 208 00:08:54,205 --> 00:08:57,365 incorporating classroom furniture that moves wiggly chairs, 209 00:08:57,435 --> 00:09:00,165 rocking chairs, tables that can be rearranged more easily 210 00:09:00,225 --> 00:09:02,165 for the teachers, things that teachers can use 211 00:09:02,165 --> 00:09:03,765 to help their students in the classroom 212 00:09:03,995 --> 00:09:05,325 with different learning styles, 213 00:09:05,635 --> 00:09:08,285 make classes more interactive academic environments. 214 00:09:08,425 --> 00:09:11,565 But the design of classrooms also plays a role. 215 00:09:11,585 --> 00:09:13,165 And I find that really, really interesting. 216 00:09:13,425 --> 00:09:15,405 You all are thinking about acoustics, 217 00:09:15,645 --> 00:09:17,125 lighting the walls themselves. 218 00:09:17,215 --> 00:09:18,285 Let's talk a little bit about that. 219 00:09:18,635 --> 00:09:20,885 - I'll start by talking about the shape 220 00:09:20,885 --> 00:09:21,965 of the classroom itself. 221 00:09:22,825 --> 00:09:26,525 One thing that we are doing now is 222 00:09:26,795 --> 00:09:29,445 what is called a fat L shaped classroom. 223 00:09:30,025 --> 00:09:34,605 And so that means that the classroom has a couple 224 00:09:34,665 --> 00:09:38,725 of areas that can be used to differentiate instruction, 225 00:09:39,025 --> 00:09:41,645 to serve different students that are, that are up, 226 00:09:41,675 --> 00:09:43,165 that are working at different levels. 227 00:09:43,985 --> 00:09:48,925 And that l shape provides enough flexibility 228 00:09:49,225 --> 00:09:52,405 as well as allowing the teacher 229 00:09:52,465 --> 00:09:54,445 to supervise the entire classroom, 230 00:09:55,065 --> 00:09:57,045 but also provide different areas 231 00:09:57,425 --> 00:09:59,765 to help separate out that instruction. 232 00:10:00,345 --> 00:10:03,925 And that works with general population students. 233 00:10:04,425 --> 00:10:07,805 And it becomes particularly important when you're also 234 00:10:07,805 --> 00:10:10,045 serving special needs students. 235 00:10:10,635 --> 00:10:14,365 Special needs students will often work with paraeducators 236 00:10:14,985 --> 00:10:18,765 or people, specialists that come into, uh, the classroom 237 00:10:19,105 --> 00:10:23,165 and they need a little bit of area to, to work directly 238 00:10:23,165 --> 00:10:25,365 with a student or a small group of students 239 00:10:26,135 --> 00:10:29,645 while instruction is going on without being pulled out 240 00:10:29,645 --> 00:10:32,525 of the classroom to work in a different space. 241 00:10:33,065 --> 00:10:35,885 So by making the classroom flexible, 242 00:10:36,385 --> 00:10:38,525 we can accommodate all those needs. Right. 243 00:10:38,525 --> 00:10:39,645 - Once we, once we take 244 00:10:39,645 --> 00:10:41,405 that deep dive into the classroom shape 245 00:10:41,425 --> 00:10:43,125 and the layout, then we start to look at all 246 00:10:43,125 --> 00:10:44,285 of the physical aspects 247 00:10:44,345 --> 00:10:46,485 of like the walls like you were mentioning, 248 00:10:46,485 --> 00:10:48,245 and acoustics and lighting. 249 00:10:48,545 --> 00:10:49,925 So for walls 250 00:10:49,985 --> 00:10:53,245 and mechanical systems, you know, for acoustics we look at, 251 00:10:53,465 --> 00:10:55,325 you know, what is the mechanical system doing? 252 00:10:55,385 --> 00:10:58,045 Is it transferring sound from one classroom to another? 253 00:10:58,385 --> 00:11:00,325 Um, inadvertently there are things we 254 00:11:00,325 --> 00:11:01,365 can do to mitigate that. 255 00:11:01,575 --> 00:11:03,645 There is different types of wall construction 256 00:11:03,645 --> 00:11:04,765 that we can look at. 257 00:11:04,825 --> 00:11:07,525 So the metal stud in the wall is what transfers the noise. 258 00:11:07,825 --> 00:11:10,285 And so there are different ways to disconnect, um, 259 00:11:10,465 --> 00:11:12,845 gypsum board from the stud, for example. 260 00:11:13,065 --> 00:11:15,525 Um, for lighting, you know, lighting is really important, 261 00:11:15,865 --> 00:11:17,445 making sure that we cut glare. 262 00:11:17,585 --> 00:11:21,165 So shading, thinking about both indirect and direct lighting 263 00:11:21,225 --> 00:11:22,805 and then making sure spaces have a lot 264 00:11:23,005 --> 00:11:24,125 of natural light for students. 265 00:11:24,435 --> 00:11:26,605 - Like you said, that classroom layout is helping all 266 00:11:26,605 --> 00:11:29,005 of our students, including the students with special needs. 267 00:11:29,015 --> 00:11:31,405 Brian, we've been moving towards including more special 268 00:11:31,405 --> 00:11:33,765 needs students in our general education classrooms 269 00:11:33,765 --> 00:11:35,365 through Universal Design for Learning. 270 00:11:35,795 --> 00:11:38,365 What benefits are our special education students getting 271 00:11:38,675 --> 00:11:40,685 when they're learning alongside their general 272 00:11:40,835 --> 00:11:41,965 education peers? 273 00:11:42,485 --> 00:11:43,685 - I would just rephrase the question. 274 00:11:43,795 --> 00:11:46,325 It's really what benefit are all of our students getting? 275 00:11:47,065 --> 00:11:49,005 For example, what I tell you about, uh, 276 00:11:49,005 --> 00:11:51,165 anybody who's ever been involved in unified sports 277 00:11:51,375 --> 00:11:53,925 where we have students with disabilities participating 278 00:11:53,955 --> 00:11:56,485 alongside, uh, peers without disabilities, 279 00:11:56,755 --> 00:11:59,205 that often when you talk to kids and families 280 00:11:59,215 --> 00:12:02,565 after the students without disabilities seem 281 00:12:02,565 --> 00:12:05,045 to have gotten way more out of that than even the kids 282 00:12:05,045 --> 00:12:06,045 with disabilities 283 00:12:06,145 --> 00:12:08,125 who are participating in, in unified sports. 284 00:12:08,125 --> 00:12:09,605 So I'd say the same thing is true about 285 00:12:09,605 --> 00:12:10,685 inclusive classrooms. 286 00:12:11,105 --> 00:12:13,285 Uh, the first thing I'd look at is the benefits 287 00:12:13,285 --> 00:12:16,885 to our students without disabilities when they are, uh, 288 00:12:17,125 --> 00:12:19,885 learning alongside their peers with disabilities. 289 00:12:19,905 --> 00:12:22,405 So we see a ton of gain in both 290 00:12:22,425 --> 00:12:24,525 and the research which support the gains that our students 291 00:12:24,525 --> 00:12:26,885 with, with and without disabilities have in 292 00:12:26,885 --> 00:12:28,005 inclusive classrooms. 293 00:12:28,385 --> 00:12:30,045 The research for our students with, 294 00:12:30,155 --> 00:12:33,205 with disabilities is really stark. 295 00:12:33,235 --> 00:12:36,325 Meaning it's very apparent that when students are 296 00:12:36,635 --> 00:12:39,045 with disabilities are with their gen ed peers, 297 00:12:39,835 --> 00:12:41,085 with gen ed teachers, 298 00:12:41,505 --> 00:12:44,285 and with gen ed curriculum, meaning at grade level, 299 00:12:44,865 --> 00:12:48,245 the gains in learning are heads 300 00:12:48,245 --> 00:12:50,725 and tails above what it would be if, if our students 301 00:12:50,725 --> 00:12:52,085 with disabilities were in a classroom 302 00:12:52,085 --> 00:12:54,845 where they were not working alongside their peers 303 00:12:54,985 --> 00:12:56,125 in the gen ed curriculum. 304 00:12:56,185 --> 00:12:58,445 So you're right, we've pushed on it pretty hard the last few 305 00:12:58,445 --> 00:13:02,365 years and that push our teachers have really embraced this. 306 00:13:02,545 --> 00:13:04,405 And that doesn't mean it's not hard work 307 00:13:04,405 --> 00:13:06,925 to build a classroom that meets the needs of all students, 308 00:13:07,105 --> 00:13:08,765 but the work with Philip and Anne 309 00:13:08,765 --> 00:13:12,365 and the team at NAC, uh, among others has really helped 310 00:13:12,465 --> 00:13:14,885 to take the design of the room outta the equation 311 00:13:14,985 --> 00:13:17,245 and let's focus on building learning activities 312 00:13:17,245 --> 00:13:18,365 that work for all students. 313 00:13:18,795 --> 00:13:21,005 Less on the ways that a, a building 314 00:13:21,305 --> 00:13:23,645 or a classroom might limit the ability to do that. 315 00:13:23,665 --> 00:13:26,645 So really appreciative of the partnership we have with NAC. 316 00:13:27,165 --> 00:13:28,925 - Absolutely. And somebody that works with NAC more 317 00:13:28,925 --> 00:13:30,005 than anybody else at the table. 318 00:13:30,215 --> 00:13:32,685 Sarah Kochi, we have four bond projects 319 00:13:32,685 --> 00:13:33,965 currently underway right now. 320 00:13:34,345 --> 00:13:36,885 We opened two new elementary schools in the past two years 321 00:13:36,915 --> 00:13:38,725 with one more under construction. 322 00:13:38,975 --> 00:13:40,965 Where are we seeing this inclusive design? 323 00:13:40,965 --> 00:13:42,645 Is this in all of our current projects? 324 00:13:42,945 --> 00:13:44,805 And do you have any interesting examples 325 00:13:44,805 --> 00:13:46,925 of design work in action that you could share with us? 326 00:13:47,345 --> 00:13:49,125 - We are definitely seeing inclusive design 327 00:13:49,125 --> 00:13:50,205 in all of our projects. 328 00:13:50,345 --> 00:13:52,805 As Brian mentioned here at the district, we firmly believe 329 00:13:52,805 --> 00:13:55,805 that designing for the highest needs not only benefit those 330 00:13:56,005 --> 00:13:57,285 students with specific requirements, 331 00:13:57,345 --> 00:13:59,085 but students across the board. 332 00:13:59,385 --> 00:14:01,365 So with some of nacs guidance 333 00:14:01,625 --> 00:14:02,845 and uh, direction, 334 00:14:03,345 --> 00:14:07,045 we have included several opportunities within our existing 335 00:14:07,145 --> 00:14:09,405 and new buildings, some of which Philip 336 00:14:09,405 --> 00:14:11,765 and Anne touched upon in terms of our classroom layout. 337 00:14:12,205 --> 00:14:13,685 Transparency through windows 338 00:14:13,745 --> 00:14:17,325 and glazing, our lighting, our acoustics, some of those 339 00:14:18,085 --> 00:14:20,565 building materials going beyond the classroom. 340 00:14:21,015 --> 00:14:24,205 We're providing multiple types of play area options 341 00:14:24,235 --> 00:14:27,685 that include play fields, hard surface play, covered play, 342 00:14:27,705 --> 00:14:30,285 played structures, quiet reflection areas. 343 00:14:30,825 --> 00:14:33,845 We have created outdoor learning spaces and courtyards 344 00:14:34,105 --> 00:14:37,085 and transition spaces to help with, uh, any sort of sensory, 345 00:14:37,545 --> 00:14:38,685 uh, recalibration. 346 00:14:38,975 --> 00:14:42,925 We've created multiple breakout small group spaces, uh, 347 00:14:43,075 --> 00:14:47,005 that offer a different environment, uh, for students 348 00:14:47,105 --> 00:14:49,485 to be able to, uh, learn in different ways. 349 00:14:49,975 --> 00:14:51,445 We've also paid attention 350 00:14:51,665 --> 00:14:55,125 to the open spaces in within our buildings like our gyms 351 00:14:55,125 --> 00:14:57,085 and cafeterias, common spaces. 352 00:14:57,755 --> 00:15:00,925 Been thoughtful about the locations of those in relationship 353 00:15:00,985 --> 00:15:03,725 to maybe some of our lower stimulus areas 354 00:15:03,905 --> 00:15:05,925 to really be attentive to all students 355 00:15:06,225 --> 00:15:09,645 and how we can create a space that makes, um, feel safe 356 00:15:09,905 --> 00:15:11,165 and comfortable throughout the day. 357 00:15:11,555 --> 00:15:13,805 - That is a lot of information all at once. 358 00:15:13,885 --> 00:15:15,085 I want to, I wanna take one of those 359 00:15:15,085 --> 00:15:16,805 and just kind of dissect it for a minute. 360 00:15:17,105 --> 00:15:19,045 And, uh, Philip, maybe you can help us with this. 361 00:15:19,045 --> 00:15:20,885 Let's talk about school entryways. 362 00:15:20,935 --> 00:15:23,845 Maybe compare a school entryway with inclusive design 363 00:15:23,945 --> 00:15:26,085 to one without, what differences would we see? Older 364 00:15:26,085 --> 00:15:30,285 - School designs often had the a DA access 365 00:15:31,225 --> 00:15:33,845 around the back or on the side of the school, 366 00:15:34,505 --> 00:15:38,285 and then a big stairway leading up to the entry. 367 00:15:38,945 --> 00:15:42,165 Now we try to bring everybody through the same point 368 00:15:42,345 --> 00:15:44,845 and give them the same sense of dignity 369 00:15:45,025 --> 00:15:48,565 and arrival that all of the students are getting. 370 00:15:48,915 --> 00:15:53,045 That comes down to the width of entries. 371 00:15:54,085 --> 00:15:57,405 Allowing enough width so that somebody in a wheelchair 372 00:15:57,465 --> 00:16:00,285 or with a walker could walk side by side with their friend 373 00:16:00,305 --> 00:16:02,005 as they approach the school. 374 00:16:02,585 --> 00:16:07,205 It comes all the way down to very small details. 375 00:16:07,505 --> 00:16:09,285 If you're using a walker, 376 00:16:09,295 --> 00:16:11,285 those things have really small wheels. 377 00:16:11,305 --> 00:16:13,525 So a small transition 378 00:16:14,105 --> 00:16:17,085 in the paving can really trip somebody up 379 00:16:17,625 --> 00:16:22,365 and lead to a, a moment where they really lose dignity. 380 00:16:23,485 --> 00:16:26,125 Watching all of that during construction so that 381 00:16:27,105 --> 00:16:30,365 we have flush surfaces going all the way into the building. 382 00:16:30,955 --> 00:16:33,965 Easy transitions, lots of visibility. 383 00:16:34,605 --> 00:16:36,365 I think that those would be the hallmarks 384 00:16:36,465 --> 00:16:38,565 of an inclusive school entryway 385 00:16:38,955 --> 00:16:40,885 - That is so much to think about in thinking 386 00:16:40,885 --> 00:16:42,245 of just one part of the school. 387 00:16:42,635 --> 00:16:45,605 Your job at NACI can't even fathom it. 388 00:16:45,635 --> 00:16:47,125 It's, it's every piece 389 00:16:47,185 --> 00:16:49,925 of the school you're thinking about in ways I've never, 390 00:16:50,425 --> 00:16:52,405 the most I think about a door is will it open? 391 00:16:52,705 --> 00:16:54,325 You know, , you all have a, 392 00:16:54,645 --> 00:16:56,565 a much bigger worldview looking in that 393 00:16:56,565 --> 00:16:57,925 and I, I, I really appreciate it 394 00:16:57,925 --> 00:16:59,205 and we all do here at Bethel. 395 00:16:59,205 --> 00:17:01,045 Brian, before I close this out, 396 00:17:01,145 --> 00:17:04,805 you once told me inclusive building design is nothing short 397 00:17:04,865 --> 00:17:08,445 of us demonstrating our values. What did you mean by that? 398 00:17:08,825 --> 00:17:09,845 - Sounds super smart. 399 00:17:09,845 --> 00:17:11,445 Sounds like something I would say . 400 00:17:11,505 --> 00:17:13,765 Uh, on a personal level, if you wanna know 401 00:17:13,765 --> 00:17:15,045 what someone's values are, 402 00:17:15,145 --> 00:17:16,885 you can look at their checkbook and their calendar. 403 00:17:17,545 --> 00:17:19,525 And that same is true for an organization. 404 00:17:19,945 --> 00:17:22,205 So when you look at Bethel School District 405 00:17:22,225 --> 00:17:24,045 and say, uh, what are we committed to? 406 00:17:24,045 --> 00:17:25,925 When you look at NAC our partners in this 407 00:17:25,925 --> 00:17:27,245 work, what are you committed to? 408 00:17:27,245 --> 00:17:28,925 Well, what are you spending time and money on? 409 00:17:28,925 --> 00:17:29,925 And what we're spending time 410 00:17:29,925 --> 00:17:33,925 and money on, specifically time right now is investing in, 411 00:17:34,385 --> 00:17:38,485 in creating schools where each kid feels valued. 412 00:17:39,065 --> 00:17:43,645 - We work with a lot of school districts across the region 413 00:17:44,145 --> 00:17:45,445 and actually across the country. 414 00:17:46,425 --> 00:17:50,605 Bethel School District stands out with their level 415 00:17:50,785 --> 00:17:54,445 of engagement with our design process. 416 00:17:55,475 --> 00:17:59,285 They have people in every one of our coordination meetings 417 00:17:59,285 --> 00:18:00,765 with our consulting engineers. 418 00:18:01,075 --> 00:18:04,285 They're always at the table with us going 419 00:18:04,285 --> 00:18:05,445 through all the decisions. 420 00:18:06,025 --> 00:18:10,805 And that makes it easy for us to do our best work 421 00:18:10,865 --> 00:18:12,725 and achieve some of these things 422 00:18:12,725 --> 00:18:14,445 that we are interested in doing 423 00:18:14,585 --> 00:18:16,445 to provide great learning environments. 424 00:18:16,955 --> 00:18:20,925 It's really noticeable here at the level of commitment 425 00:18:20,925 --> 00:18:23,165 that people have to doing the right thing. 426 00:18:26,335 --> 00:18:28,165 - Thank you to all of our amazing guests today. 427 00:18:28,165 --> 00:18:30,725 What a great conversation. And Steve Martin's banjo. 428 00:18:30,905 --> 00:18:33,605 That's amazing. Love to get my hands on that little fiddle, 429 00:18:34,005 --> 00:18:36,805 - , banjo is n thing. 430 00:18:37,245 --> 00:18:39,565 Whatever. Let's put your musical ineptitude aside 431 00:18:39,625 --> 00:18:41,245 for at least the rest of this show. 432 00:18:41,765 --> 00:18:43,405 Connor, we never got to hear your first 433 00:18:43,665 --> 00:18:45,365 or most interesting job. 434 00:18:45,545 --> 00:18:48,565 Now on the show, you have previously talked about working at 435 00:18:48,565 --> 00:18:51,245 the Montana Airport and meeting Shaquille O'Neal. 436 00:18:51,665 --> 00:18:53,885 You also have mentioned to me personally 437 00:18:53,885 --> 00:18:56,045 that you owned a skateboard shop as a teenager. 438 00:18:56,325 --> 00:18:57,845 A fact that I still find hard 439 00:18:57,845 --> 00:18:58,965 to believe, but you claim is true. 440 00:18:59,725 --> 00:19:00,965 I don't want you to pick either of those. 441 00:19:01,125 --> 00:19:03,005 I want you to pick a third 442 00:19:03,245 --> 00:19:04,245 - Option. 443 00:19:04,245 --> 00:19:05,285 I have had some interesting jobs. 444 00:19:05,385 --> 00:19:07,365 My very first job, which I won't go into detail about 445 00:19:07,365 --> 00:19:08,405 was at Taco Bell. 446 00:19:08,405 --> 00:19:11,045 Pretty boring. And I'll set another kind of interesting job. 447 00:19:11,485 --> 00:19:12,725 I won't talk about it 'cause it speaks 448 00:19:12,745 --> 00:19:14,205 to my lack of character. 449 00:19:14,275 --> 00:19:16,205 I'll let you read what you want into that. 450 00:19:16,585 --> 00:19:19,805 But I will tell you about my time working as a temp agency, 451 00:19:19,805 --> 00:19:22,685 as a college student, where they gave me such varied tasks 452 00:19:22,905 --> 00:19:24,725 as stuffing envelopes for eight hours 453 00:19:25,185 --> 00:19:28,805 to painting a hospital all the way to working in the heart 454 00:19:28,805 --> 00:19:31,045 of the Redwood Forest on a construction site. 455 00:19:31,475 --> 00:19:34,725 - What an eclectic mix of jobs. That is an interesting one. 456 00:19:35,185 --> 00:19:37,325 We have a lot more to talk about next week, 457 00:19:37,325 --> 00:19:39,285 and we hope you join us here on the show. 458 00:19:39,505 --> 00:19:40,605 I'm Doug the Fry cook. 459 00:19:40,675 --> 00:19:42,725 He's Connor the temp, and we're outta here.