CharlesVolz

That is probably 30' from the OH door to the far edge of the drive, perpendicular to the OH door. Right Maxie?

Turning radius - Wikipedia.pdf

I Use: 1st: Myriad Pro/Myriad Pro Condensed (5" dimensions and labels, 3" small notes, 6" & 8" large notes and labels.) 2nd: Arial/Arial Narrow (4 ½" dimensions and labels, 3" small notes, 6" & 8" large notes and labels.)

Post the plan.

FWIW, I never design or build a deck attached to a cladded structure. I always build a deck adjacent to a structure to be free-standing and not connected to the structure. I allow 1 ½" or 3 ½" between the cladding and the adjacent deck supports, depending if the deck planking is running perpendicular or parallel to the exterior wall of the structure. Then I cantilever the deck planking to ½" from cladding to allow for some expansion and movement. For a slight increase in cost (in most cases), this has the following benefits: 1. Avoids future deck failure due to: a. Ledger board anchors being improperly installed, usually due to: i. incorrect anchors being used, ii. anchors not being properly fastened into the exterior walls structural framing members, iii. incorrect flashing and/or flashing installation. b. Undetected moisture damage and wood rot around the anchors. (Note: The above are the causes of most of the serious residential deck failures in the U.S.) 2. Avoids penetrations that can lead to moisture damage and the intrusion of termites and other pests. 3. Avoids blocking the access to the wall and its cladding, hindering future replacement, repairs, painting, sealing, etc. 4. Allows more flexibility in designing the deck and its location, shape, deck floor elevation, etc. 5. Easier to replace the deck, which has a short life span compared to most residential structures.

Grid snaps off?

Not sure why you are having trouble, but if I were having trouble, I would probably just use point-to-point dimensions or insert points, then dimension the points and move them to the correct distances, then snap the polyline to the points.

Roof Tip: Walls extend upward until they meet the prescribed rough ceiling elevation, a ceiling plane, or a roof plane, whichever comes first. In other words, a roof plane can cut off a wall (and its attic wall extension).

Post a link to the plan. Upload the plan to Google Drive, Dropbox, etc....

You may have something with a thickness as an interior wall layer, other than just the 1/2" drywall. Otherwise, align your 2 walls properly. Or, of course, you could post the plan... Also, I see four areas where drywall is missing, but I am not sure which ones you are thinking of.

If you want production now in CA, hire someone who can produce now in CA. Videos from CA and others are great. But . . . I do think that if you let them do the easier parts (walls, windows, doors) and you do (or hire out) the harder parts (set up a template, roofs, foundations), that you will get there quicker. Here is how I think about it and how I train others: I train by organizing the curriculum so that the easy and fun items are learned first and the harder and less fun items are learned later, regardless of their importance. My goal is to avoid getting students caught up in the minutia of settings, defaults and other complicated tasks which are better left for a later time in their training. This makes the entire process more fun and the program easier to learn. From the start, I like to set the student up for success by building their comprehension, understanding and confidence. I guide them down the "yellow brick road" and keep them from detouring into the "countryside" of complicated settings, defaults and details until they are more ready to learn about them . . . when those things will be less complicated to them. In fact, most of the settings, defaults and details can be done for the trainee by creating template plans (the 3D models) and template layouts (the 2D printable sheets). That way they be productive sooner, which boosts their interest, enjoyment and confidence. They do not need to learn to build the plane, just fly it! In addition, the best path to learn the program is different from the path an experienced user would pursue to begin a design project. Just like student pilots do not learn take offs first . . . even though experienced pilots start their trips that way. To get started, I want students to focus on the main controls and not all of those many buttons/tools. Distinguishing between an established design process and a favorable training process is the biggest shortcoming of most trainers.

Just design it any way you want it...then roof it.