Contents Quadrant Overview Bob Alexander Peter Englander - PowerPoint PPT Presentation

Geography Presentation (3 of 4) November 18, 2009 Quadrant: Goose Hollow Presenters: Goose Hollow Foothills League, Portland Public Schools, Lincoln High School Long Term Development Committee

Contents • Quadrant Overview – Bob Alexander – Peter Englander • Stakeholder Presentations – Goose Hollow Foothills League • Stuart Smith – Portland Public Schools • David Wynde – Lincoln High School Long Term Development Committee • Dick Spies

Goose Hollow Overview • 165 acres • Total Assessed Value: $491.37 million

Goose Hollow Overview Tax Increment Node C • 33.8 acres • Revenue Generation Potential – Base: $4.7 M – Low: $25.5 M – Medium: $30 M – High: $43.1 M

Goose Hollow Overview POPULATION DATA S. Of Market N. Of Market Goose Hollow Northwest Total Residents 4,500 5,400 3,800 3,100 Under 18 4% 3% 3% 7% 18-24 24% 7% 6% 7% 25-64 59% 72% 75% 74% 65 and Older 13% 19% 16% 12% Statistics for the individual quadrant areas are not statistically precise due to a lack of test data West of I-405 Central City Study Area City Total Residents 18,600 24,000 14,600 535,000 Under 18 6% 4% 4% 21% 18-24 8% 11% 13% 8% 25-64 76% 73% 69% 59% 65 and Older 11% 12% 14% 12% All data was collected by a grouping of Census Tracts that best fit the shape of the geography.

Goose Hollow Overview HOUSEHOLD DATA S. Of Market N. Of Market Goose Hollow Northwest Total Households 2,900 3,400 2,800 2,200 Average Size 1.4 1.19 1.24 1.37 Renters 86% 95% 94% 96% Non-Family 81% 90% 89% 87% West of I-405 Study Area Central City Total Households 12,700 9,700 15,900 Average Size 1.42 1.27 1.3 Renters 86% 95% 89% Non-Family 84% 89% 87% Statistics for the individual quadrant areas are not statistically precise due to a lack of test data. All data was collected by a grouping of Census Tracts that best fit the shape of the geography.

Goose Hollow Overview HOUSEHOLD INCOME DATA Annual Income S. Of Market N. Of Market Goose Hollow Northwest < $25,000 42% 68% 52% 46% $25,000 to $100,000 45% 28% 43% 46% > $100,000 13% 4% 5% 8% Annual Income West of I-405 Study Area Central City < $25,000 42% 58% 53% $25,000 to $100,000 46% 37% 38% > $100,000 11% 5% 9% Statistics for the individual quadrant areas are not statistically precise due to a lack of test data. All data was collected by a grouping of Census Tracts that best fit the shape of the geography.

Goose Hollow Overview EMPLOYMENT DATA (Residents) S. Of Market N. Of Market Goose Hollow Northwest Labor Force 2,900 2,400 2,500 2,100 Employed 2,700 2,000 2,200 2,100 Unemployment Rate 8% 16% 11% 4% West of I-405 Study Area Central City Labor Force 13,200 8,500 15,300 Employed 12,400 7,500 13,000 Unemployment Rate 6% 11% 15% Statistics for the individual quadrant areas are not statistically precise due to a lack of test data. All data was collected by a grouping of Census Tracts that best fit the shape of the geography.

Goose Hollow Overview OPEN SPACE S. Of Market N. Of Market Goose Hollow Northwest Acres of Open Space 27 25 12 2 % of Open Space 6.3% 7.6% 7.8% 1.7% Square Foot/Resident 264 200 139 33 West of I-405 Study Area Central City Acres of Open Space 33.5 47.8 83.1 % of Open Space 2.7% 6.0% 5.8% Square Foot/Resident 79 143 151 Statistics for the individual quadrant areas are not statistically precise due to a lack of test data. All data was collected by a grouping of Census Tracts that best fit the shape of the geography.

Goose Hollow Overview • Existing adopted plans – Goose Hollow Station Community Plan – Northwest District Plan (Remanded to City)

Existing Adopted Plans • All quadrants: – Central City Plan – City Economic Development Strategy – Comprehensive Plan – Portland Plan Update – Streetcar Master Plan – Tri-Met Light Rail Plan – 10-Year Plan to End Homelessness – Metro’s 2040 Growth Concept/Regional Framework Plan

Portland Public Schools Lincoln HS site for the Central City Urban Renewal Evaluation Committee

What is a school?  A school is a program: curriculum, teachers, students, activities  A school is a building: bricks and mortar, the physical location  A school is a community: a coming together of people, in relation to a place

Lincoln HS site: a Rubik’s cube?  Program: High School system design?  Building: Long-term Capital Plan?  Community: Urban Renewal Area?

Program Dimension: HS System Design  What system of schools will best meet the needs of all our kids?  Community schools  Focus schools  Education options: alternative schools  Define the parameters and programs  Determine number of schools  Identify locations

PPS District-Wide Needs  PPS 2 nd largest property owner (732 acres) after City Parks  2008 Facilities Assessment  Over 9 million square feet of buildings  PPS buildings older by 20 years than equiv. school districts  Major building systems need replacement  PPS must modernize its school buildings

Building Dimension: LT Capital Plan  Rebuild and remodel essentially all of our school buildings  Adopted guiding principles  Identified short-term program investment and building stabilization projects ($289 million)  Identified immediate action opportunities ($87 million)  Funded highest priority subset ($26 million)  Next steps?

Schools & Economic Development  Attraction and retention of employers tied to quality of public schools  Retention of families a critical element of urban sustainability  Tied to diverse housing opportunities and public amenities

Community Dimension: Urban Renewal?  Blight: site underutilization  Leverage of adjacent amenities: PSU & mass transit  Job creation?: L  Housing?: T  Livability?: D  Economic Development?: C  Lincoln LTDC: examples of what might be possible

Opportunities to engage with PDC and the City?  Joint planning  Shared use  Mixed use  Relocation  Temporary space  Pilot programs  Infrastructure  Financing

Lincoln High School Long-Term Development Committee Lincoln High School Project Strategy: • Develop a vision for Lincoln High School • Consider incorporating other compatible uses on the property • Leverage public funding through public/private partnerships

Lincoln High School Long-Term Development Committee The Need for Improved Facilities: • Overcrowding • Outdated facility • Life-safety issues – seismic/ADA • Equity and Opportunities • 21 st Century schools

Lincoln High School Long-Term Development Committee Sustainability: • Think green • Build green • Teach green Working to build the new green economy

Lincoln High School Long-Term Development Committee Create a True Community Partnership • Serving the entire community • Partnerships with government, businesses, neighborhoods • Services for: Students Families Community

Lincoln High School Long-Term Development Committee  Site Area: 11.388 Acres  8 City Blocks  Existing School: 227,000 SF Existing Conditions

Lincoln High School Long-Term Development Committee • Needs: • Seismic Upgrade • HVAC • Lighting • Lacks Adequate: • Auditorium • Gymnasium • Classroom Space • Science & Technology • Art Space Existing LHS Second Floor

Lincoln High School Long-Term Development Committee Offsite Open Space Development Capacity Adjacent Sites – Development Capacity

Lincoln High School Long-Term Development Committee  Floor Area Ratio: FAR 4 to 1  Development Capacity: 1,984,368 SF  Height Limitation: 250’ Lincoln Site – Development Capacity

Lincoln High School Long-Term Development Committee  Remodel Existing School  No Partnering Development  Leave Field Concept A

Lincoln High School Long-Term Development Committee  Replace Existing School with New 21 st Century School  Leave Field Concept B

Lincoln High School Long-Term Development Committee  Remodel School  Add Partnering Development  Leave Field Concept C

Lincoln High School Long-Term Development Committee Vertically Oriented High School

Lincoln High School Long-Term Development Committee Conceptual Exterior Perspective

Lincoln High School Long-Term Development Committee  New Vertically Oriented High School  Partnering Development to the East  Leave Field Concept D

Lincoln High School Long-Term Development Committee  Build to max capacity with partnering development to the east; and above a new vertically oriented high school.  Leave Field Concept E

Lincoln High School Long-Term Development Committee  New Partnering Development  Consideration of a Decentralized School.  Major Connections to Neighborhood to East and North/South.  Leave Field Concept F