good morning everyone thank you for coming to the high school building committee presentation for the community today my name is bill of allam chair of the high school building committee i'm happy to be here with you i want to do some introductions with me today from the high school building committee is jamie shea actually i think most of my upper front dan richards principal of belmont high school diane miller tom computer oh also school committee member pat brutish and dash also board of selectmen and from the board of selectmen also i'd like to thank jim williams for being here so back and then finally principal michael mcallister from the chattering middle school so thank you all with from the our architect perkins and will we have the project manager brook travis and patrick cunningham and from our owners project manager firm de lis projects we have our project another four or five of these presentations i'll get the right clicker so our agenda today will focus on a project background briefly guiding thoughts existing high school conditions grade configurations educational opportunities traffic conditions and the preliminary site design options and then finally in about forty five minutes from now we'll get into community questions and answers fifty million dollars plus someone told me is this free money not sure there's anything that is free money but we're in a in agreement we have a agreement in place facility study agreement with the  and they are willing to participate in the design and construction of a new high school that can have a grant program that exceeds fifty million dollars when i say new it doesn't necessarily mean a brand new building it could be a newly renovated building a new building adjacent to an existing building component that's renovated or a whole new building we tried for over ten years with the state putting our statement of interest in in two thousand sixteen they they granted us an opportunity to join their grant program the s b a is the massachusetts school building authority the state and eddie that supports the design and construction of new or renovated high school projects and they do that with with a portion of your sales tax one penny on the sales tax is how that quasi independent state group is funded this took us a long time to get here with the state where we're excited about this opportunity is belmont but if something happens and we don't get through this we may have to wait another ten years so we're working very hard as a building committee as a town of belmont to move through the state program and the state program is pretty regulated in regards to how they work with the communities because they keep it very equitable with the three hundred sixty one cities in towns across the state of massachusetts so we're following the rules as a partner with them where are we right now are in the evaluation design stage and that will take us through next year at which time we will be looking at confirming a configuration for the grades we'll talk about that in a little while and that will happen in february and then we'll have to finish our final schematic design and submit it to the state that will be about july two thousand and eighteen and then we'll move on to our funding discussion and decision which will likely occur either the general election in two thousand eighteen of november or early spring of two thousand and nineteen from there we'll have to with the positive funding agreement in place will move on to the design documents in bidding which will take us about one year and then construction which will probably take about two to three years we'll know that much better the details of those schedules as we move through the design process i like to say this is not a belmont high school building committee project it's not a selectman project it's not a school committee project it is a town of belmont project and it's only successful if we're participating as a group working on this fascinating project and to get there we've been trying to reach out very successfully like today with community engagements and we had this will be our fourth one i think going back to the spring and we have others planned one in december and another one next year at a minimum how can you be heard well we have a website and that website provides you an opportunity to do an online survey it also gives you a lot of information on what's happening we post all our meetings all over agenda any document that comes up this show will be presented there so we constantly are keeping information live on that and as you walked in there were cards at the table this gives you and the information where you can log on to the website if you don't get enough of e mail you could click on this to be able to get e mail updates constantly on what's being posted we have news of the project here with schedule we have frequently asked questions here and many more on the web site saying courage you find an opportunity to visit the web site frequently i like this slide because it sort of sums it all up is how we're how we're going in the upper left hand corner is the belmont citizens the community everyone that wants to participate in this has an opportunity to dialogue with the belmont high school building committee through these types of meetings and the website and coming to building committee meetings we're working with the town of belmont and their departments they're also dialoguing with the belmont high school building committee the purple are that are design professionals they are also working with us develop a high school committee is not working by yourselves we're working with the board selectman constant communication having them come to the meetings also the school committee so we're work collaboratively discussing and coming to together to talk about solutions to express opinions to hear each other and to make decisions our partner m s p is always involved we have our own as project manager keeps them informed they don't come to the community meetings they don't need to because we're constantly letting them know what happens they don't make a decision the decision is always the communit decision but they will ask us many times to validate those decisions through documentation of community involvement through school school departments educational programming through a lot of a lot of submissions we have quite a few so now i'm going to ask dan to come up here and talk about the guiding thoughts  so before i get into the guiding thoughts and what bell on high school is about i want to make sure that we acknowledge bill in the work that he has done we are extremely fortunate to have someone like bill lead us through this project not only his professional experience in the field of construction but his leadership style has kept us on track he's corralled this and when needed and he has a clear focus of what to accomplish each meeting so i want to make sure that we  for the work that he has done thank you he has taken on another full time job no doubt about it so as a present i have my left who will be popping up and down jumping in and interrupting me i hope from a teacher's experience this is very informal and bilby chime in as well so again this will be more of story telling of where we are at belmont high school what we're doing we're we want to go and what the existing conditions actually  foster or heed what we're trying to do so they have permission to jump in and out they also have permission to place me on the hook because i tend to get a little too passionate about education and is  thinking so they have permissions heads up all right so the first slide that i want to talk a little bit about is the slide that's up to to prepare prepare children for the future of the jobs the future jobs we don't know exactly what they are and we can't be concrete saying you must learn one two three four but we do know this we do know that their future jobs will be skill based and that they need specific skills in all the jobs that they need and what we're working on is a district here in belmont high school is trying to prepare them for that learning is creation is not consumption and i want to say that again learning is creation and not consumption because when i went to school it was consumption the teachers stood at the front of the room and they had all the knowledge and i was there just and that's how many of us in this room probably have gone through school that is not the case anymore when teachers are interviewed at belmont high school they are told regardless of their discipline they are told i am hiring an artist i am hiring someone who is creative and if this doesn't fit your model of teaching this is not the place for you and what i mean by that is you need to take chemistry you need to make it interesting you need to be creative and you need to be an artist with your content do not come here to deliver and that's the expectation and that's the practice at belmont high school so setting the stage for the next slides what we do here at belmont high school the future of work up here you will see in two across our district we are teaching our kids collaboration collaboration is not pushing us together it is well beyond that collaboration is learning how to communicate with kids how to work with kids with different views different opinions leadership and reporting out those are the skills we're trying to develop on top of the content so collaboration communication creativity creating problem solving and leadership skills one of the skills that we're measuring here belmont high school is create tippity how do you measure creativity while we're trying and we're teaching it and we're trying to we're trying to build a mine that is a problem solver and can look at a problem from creative different angles and that's what employees want from students not reciting word to the war wherever it may be we're including that but it's beyond that and so how does this part of our vision as a public schools is again problem solving creative thinkers effective communicators lead to an environment that supports it flexible spaces fluid and open and inspiring our vision in committees that we've had in the spring in the fall have all said the same thing at all levels that they want an environment that is flexible for example why does a teacher's desk have to be at the front of the room why can't be off to the side and why can't the desk be out of the world so that we can do this activity that will build the skills for our students i want that test out of the room today but i needed at the tomorrow so these spaces need to reflect that so do we have that we do not so we're looking forward to the future of what we can do and this was a fame over on the right hand side up all levels everyone said at every level not just belmont high school but all levels that they wanted open inspire and flexible and we also need to look at a building that will be ready for the version of education in ten years twenty years so this building must be transitional and existing high school conditions we just did a quick tour for a lot of folks who gave you the highlights and i'm willing to do additional tours and we can talk about that at the end but right now our twelfth grade class from last year was around two hundred eighty s and the third grade class right now is at three hundred eighty eight this we do know this is coming and this we do need to accommodate for and get ready so i one hand here they come and here's the principals saying be creative artist i want you to be innovative but we just got two hundred more  i'll show you some of those spaces that my expectations in the principals that expectations across the district do not foster that expectation growth within the district exceeds one hundred new students each year we have surpassed that this year and the trend is a demographer that we hired and working with s b a show that we are on the study incline and we are staying there and we'll talk more about that later so if you take a look at a typical class i want to throw a concrete example of how we work around this right now we are busting at the seams at belmont high school and we have six trailers or modulars in the back of the building and what we're doing to be creative with the cafeteria is to take a structured learning time and to break it up so if you are a teacher at belmont high school i think all eyes jamie to speak to this a little bit the first half of your class will be whatever discussion or leading or guiding question you may have and then hold that thought kids i need to send you off to lunch because the lunch room is over capacity come on back and we knowing kids come back to the classroom it takes a little while to get them back in line let's go back to that leading question that is where we are at belmont high school because of the capacity and i think jamie can speak to what it how is impacts her class so i can even just tell you all the teachers at my high school now have either a split double also all classes about my high school are either a double class or fifty two minutes long or a triple my class so every class at the high school meets four times a week there are three for all the classes so all teachers now have one class a week split so my happen to be on friday so it's like friday afternoon and i have to send the kids half way through class to line so they're in there kind of bananas by the time they come back to class but even just this friday they were doing a docking based investigation where they were cutting up documents they were trying to figure out which claim a document document supported and so there are half of the students right in the hallway because the desks get in the way there's not enough room in the classroom for kids to work laverty group so in and evidently i was sent a couple groups out in the hallway to work so they're  all out the hallway cutting and gluing and pasting and then twenty five minutes and i'm like ok everybody bring everything back into the classroom go to lines they all go to lines they come back and then they're like ok what were you doing now and it takes them a couple minutes to remember what it was that they were doing and get their stuff back together and maybe get back out in the work like that when you start here where you oh yeah oh yeah so we all have permission to hook each other here so thank you to me because sharon so good example good concrete example our next slide is impact on learning and currently is not flexible for projects and we want kids who work on projects to understand not just the content but all aspects of what we're talking about no space for breakout groups i'm going to give you a quick example i know i'm already running over all be available for questions out to us but real quick no space for breakout rooms just the other day we had to social studies teachers with a great idea to combine the c p class social studies in an honors class perfect collaborative learning let's bring them all together the what they had to do to bring them together was open the door between the two classes just the door and then they were given permission to go in and out of classes that doesn't foster collaboration a large project room bringing them in and mixing them up and pairing them up at different levels have different personalities and skills that's collaboration the attempt is there the thought is there we just need something to support the thought and the vision too small for integrated classes can't circulate between dusk and i have a slide to show you on that this is a typical classroom where i have purchased smaller desk in order to accommodate the number of students in the class and if you were on the tour and went up to the science classroom you know exactly what i mean so in vision that you are a teacher i was giving you the expectations to be creative and collaborative let's bring them together this make this an active learning environment and you need to walk between here and here to touch these kids and look out for the book bags because i have a class of twenty eight kids i have four i have seven desk groups of four because my students are always working in groups of each other and they sit in different seats every day so they're sitting with different kids every single day and i walk through and facilitate what they're doing and i'm constantly getting my feet stuck all right so on to the band room we do tour through the band room this is a typical pitcher where there's about one hundred students in the band room all taking class time to set up break down and then you can see the spacing between the two practices really tell you to conduct their instruments once this room is full kids are told to go into the hallway to practice and come back and that's not a good thing when where about ready to put on the winter concert we all need to hear and work off of each other so kids are practice in the hallway coming back in and science labs those on the tour i think that spoke for itself but this classroom here is used to be just a lab and because of the space issues that we have it is now a classroom in a lab so we have incorporated desks within the lab space in order to accommodate the population that's here the old version of belmont high school was we have a lecture room across the way and then we do our lecture at let's go over to the lab that's now a classroom the lab is now a classroom so we're combining spaces here this is a tutoring situation we have a teacher tutoring a student in the english department this is typical through every department in the school but this is the book storage room were students are tutored and if you look carefully it's the book storage room we've got the toaster microwave keurig refrigerator and we are going on this is a fluid space where people are coming in and out of the tutoring session one to one with the kids they get the effort is there the mindset is there but the environment does not support the mindset or the vision so and you can see it's also stacked with binders because it's also the storage room and you can find this in any one of the departments one thing i did a couple of years ago here at belmont high school is i tried to solve the symptom so many kids sitting on the floors throughout the building because they didn't have a space to go there wasn't enough room so i did worked a partner with the p t o to bring him benches for students to sit and work on so when you walk around the building you'll see a bunch of benches where kids are on the before school during school after school they utilize these benches all the time to collaborate the benches aren't enough again i tried to solve the symptom i'm not able to solve the root of the problem which is we don't have the space for that so i'm happy that this girl is on our i pad they're collaborating this is this is not a classes kids coming together on their own collaborating but they're using the benches but there aren't enough you can see this any day high school this is very typical here's our band storage room it's outdated small not secure and large instruments do not fit in this area it's an adequate for this size band and most of you know i music program is simply standing marching band whether it's orchestra chorus is outstanding but this is the one storage area for all of that this is a tough one for the kids this is a really interesting room this used to be this science lecture room and this is where students who come in receive the content in the knowledge from the teacher and then walk across the hall hallway to the lab and that's what the school is built for and it's now a wellness room so you'll notice that they had the flip desks they're not they're not functional they're not flexible so when the teacher tries to reach the expectation to be created be the artist in the classroom i want these kids active engaging and that's how kids learn good luck because these don't move and they all don't have desk and if you're lucky enough to ride to class early you know you get that desk one and this go there and we had our design professionals go through the building discipline by discipline and they all said the same thing that if you were to renovate the building all new systems plumbing electrical mechanical heating we still have the same is if we were to up at the top all the fun is a little small all right so great configurations we're talking about a seven through twelve and eight through twelve and a nine through twelve building so we'll skip on up to the first one which is seven through twelve if we had a seven through twelve building a possibility for off for elementary schools would be k through three what that would to the chan or any is possible for through six and what it does for this high school building project is creates a couple of scenarios here it can create a seven in eight section of the school a nine through twelve section of the school or possibly a seven through knowing section of the school grades seven through nine together and greeds ten through twelve are together when i mentioned this model the biggest question i get is my lord you're going to have seventh graders were twelfth graders in this model not necessarily with the vision in committee we have thought about connecting spaces in separate spaces and i'll give you example connecting space would be a robotics lab why not put of robotics lab in the middle where the seven through nine o seven through eight kids in the ten through twelve and they can share that labs at our new school what that would do in red is still this is a problem that we still need to have a solution for we would have a k through four possibly but the red indicates that we need a solution and then maybe the chance of a relief to the chen or a five through seven that provides its relief generally at this point we're going to i believe is around fourteen hundred students that would take some students i don't generally and they're bring them over to this new high school build eight maybe is separate from the nine through twelve that's an option eight and nine together and ten through twelve is another option who knows we can be creative with this thinking differently than what we're used to of a typical nine to twelve building so if we go to the third one our configuration is let's say a nine to twelve bill and let's just do a nine to twelve bill and well back to the elementary we still have an issue of overcrowding we need a solution here it could be a two for ode to the generate five through eight we still need a solution for the overcrowding here at the generally and then a new high school building so again to recap real quick seven to twelve model for a newer building would help us meet similes red spot problems are eight through twelve we still have to solve the k through k through four could be but it provides relief relief generally and then lastly if we build a nine to twelve we need a solution here and we need a solution here but then we get a new high school  line if we don't go forward with this and with this project it's not like going to the deli counter and pulling your ticket in your number one no one now is serving it's not it's based on need and that is why we have accepted into that and it could be another ten years so that's how they operate so again these are possibilities again creativity is always a guy in solutions and i think that creative thinking definitely will help so the next slide is no decisions made careful connections you've heard me talk about careful connections and thoughtful separations well separate spaces most schools that have gone the route of the largest school seven through twelve eight through twelve they've asked for separate entrances drop offs in order to facilitate that traffic classroom wings administration nurse cafeteria etc that list goes on in our visioning help to with those thoughtful connections and separations it could be that we use separate use space for gyms theater robotic labs could be shared maker space maker space i just want to give a quick definition of what a maker space is if jamie is working on a project as social studies and she has come to the end of her unit and she wants the kids to actually create something that represents their learning that they now have to explain their maker space is a space where they can come together and they could create the knowledge that they have learned into something we're going to the criteria is and then explain  jim are all the things that we could possibly do separate use the library learning commons libraries because you told me the books we need the space not the books so we did inventory here often the books were taken out and we were shocked to see so many books were taken out maybe five years that kids need that space to collaborate so we condense what they use we opened up the space so as you go through the belmont high school library i look at that as a version of there's a small tiled area is a cafe where they kid high tops where they can eat as you move across the library you'll see tables that are flexible we call them wheelbarrow tables because you can look to move the they have wheels and then as you move over to the far side you have independent learning so we've got social group independent learning into the carrolls and then in the back of the room we have project rooms quiet project rooms where teams can work together on a large screen that's what your typical library has turned into a learning comment and we've done our best to make that you have enough of what's up you have enough of that space here  seen i can fit it any time during the day around four hundred students in that space and i feel bad for the kids that need that independent learning thinking time where do they go they go into book rooms and departments and that's where it's quiet for them to learn so it's more of a student union so we have configurations to consider about our safety traffic our start times to consider also small learning communities one thing we are passionate about in this district and we have been for years and more so the last few years is social emotional learning sounds like a big building but how do we take that building and bring it in to a more personalized setting for kids for them to learn how do you feel like you have a home and a school that has over two thousand or over a thousand kids that is a goal of what most districts are doing right now to personalize their learning and how do we do that with our current model well we're using book rooms or using benches in hallways where using what we have but the facility is not support the vision it does not support the learning mode of individual kids it does not support small learning community and that we're there mentally or vision but we just need that room to make it blossom  trying to figure out if i'm stealing someone's slide here so i'm not keeping track ok is still me good all right to belmont high school of the future is a flexible fluid inspiring space this is what everyone told us who were visioning committee and i've described a few of those spaces to you also the educational programming that we did the project based learning came out of that and i'm going to jamie quickly give you an example of what project based learning is integrated studies why doesn't the english teacher collaborate with a math teacher because english teachers talk about a certain period of time let's bring that math teacher in to bring some statistics about the historical time that's a tough one in this building to do cross age opportunities peer learning in those robotic labs was the example of throw out but there are many examples and innovative programs innovative that think differently that are creating not just delivering the knowledge so amy i mean jamie is going to talk real quick about project based learning and how she's attempting to do it within the confines that she has she's an outstanding job something for public consumption so one example things so you can see sort of what some of what some of the components of project based learning are so for one example would be that kids have to get together in a group to collaborate well again like i said i usually have to send kids out in the hallway to collaborate because they can't hear each other and a classroom of five seven groups of kids all talking at the same time one of the things that we did with our great depression unit kids actually looked up their family members or people that lived in their neighborhood and trace them trace that family through the u s census from one thousand nine hundred to one nine hundred twenty two one thousand nine hundred forty to figure out what kinds of things have changed in that family whether they owned a home and now they're renting or they changed jobs to try to understand how the one nine hundred twenty s and into the great depression may have affected that family and then they had to create a video that was compiled into a digital library and they had to have audio with this video you know they would create they would film and then have audio overlay well you can't talk you give audio in a room where there's twenty six other people talking so i had kids i had to break out rooms booked in the library and kids out in the hallway and kids are trying to do in the cafeteria and it's all art and activism and they're going to create some murals for our community to inspire activism in our community and diana has graciously offered to let us decorate the balls and boards so it's a great project based learning and they're studying the use of art as a form of making voices heard who are maybe not people that maybe don't have political power in our country looking at it within our own community who who who is voices are not heard in our community and how can we create a mural that would inspire those voices so to do that we just open the door between our room but  theme so the math teacher and i are talking about creating a class called social justice by the numbers so looking aspects of social justice and actually learning how to use statistics how to do surveys how to figure out how to how to prove a problem and s and we're calling it our mystery class math and history but we don't have anywhere to host that class because in order to do that class with these numbers we'd have to be able to have sixty kids in a room two classes two teachers and there's no space unless we all go to the little es a mentoring great civic engagement distributed teaching and learning are opportunities just waiting we tend to do is best we can but those are up to news that we can take advantage of and we mention library slash learning common i refer to our library as a learning common because of what goes on there but this is part of the possibilities of one of the schools that were designed flexible space the furniture can move around why making things stable because it changes all every day flexible seating project team rooms we've attempted to make two of them and those rooms are constantly booked for kids to work on projects together quiet studies space is a challenge for us again kids are seeking out book rooms in corners within the school for that quiet space because our library learning on is more of a student union because of our number of population of  and different study styles we all learn differently we don't learn one way we learn multiple ways and there is some days that we need that independent time to think we need that time to collaborate on another day or later in that day the space should reflect where you are with your learning at that time and there should be opportunities within that space to to go to learn best right now our students are seeking  they've actually asked me to this auditorium during the day for a quiet space it's pretty amazing they find it they try and i've got and good weather and i'm so thankful and we have good weather at belmont high school because they use th maker space i talked a little bit about why and here's an example of one of the makers space looks like it's a very flexible space were a lot of project it's like jamie mention kids can go to it's flexible seating and project teams it's equ with tools and supplies in order for kids to be creative and again that's one of the things i started off this presentation is we're trying to teach our kids to be creative we want them to use their hands to reflect the knowledge that they know not just on a test we want them to explore and wonder and question these spaces foster all of that thinking i have an outstanding staff that is attempting to do in every way they possibly can but that is our goal maker space is support that thinking science labs many of you have seen our science labs and science labs our slush classrooms are originally built to be just labs but we use them as a lecture room and a lab room and they're simply outdated they're not flexible they're not flex there's no flexible seating team a will continue at the desk group b will then go to the lab and then they will switch at a period that doesn't foster collaboration that's management that's just managing numbers so those are the obstacles that we face on a day to day basis at belmont high school and the equipment is definitely out robotics lab we currently don't have a robotics lab but boy we have kids that are passionate about robotics and they're starting their own club i commend them for it but this could be one of those thoughtful spaces that we could share with the middle school and what a great peer opportunity one to have a twelfth grade or help a younger student on what they've learned so far and pass on that knowledge we're missing that opportunity this would be a thoughtful space that we could have joining the seven through eight building or some an eight nine building with the upper class there's opportunity there that could happen every day thank you dan so that was that was fantastic on some ideas challenges with the current school what a great job they are educators are doing and which is they have so now we're going to transition into a thank you so much so we have many consultants on the project as you can imagine it's a very complex project we have one in particular which is our traffic consultant and that's now also nygaard and they are engaged in three primary activities the first activity is to analyze all of the existing conditions and evaluate those conditions and they use an a through f evaluation just like school and that defines the level of service and to no surprise concord ave received a level d n f for the level of service that's the first thing they do is evaluate those options i'm going to go to the next sli this is just one of the many slides that they produced for us so as i said they look at the existing conditions and this is one of those slides they also provide to us pullin ery thoughts on the existing conditions and with those policemen ery thoughts were able to come up with some really general scenarios to start the planning process and then the foreign third thing they do is model the scenarios they take some of our options and they him put data and they come up with an evaluation on what works better so we can i mean our our primary goal here is to improve the site we know we're adding students but we also want to improve the vehicular and pedestrian circulation in the site they will leave no stone unturned and they're going to look at many options i'm going to read to general statements provided by the traffic engineer about the planning strategies it was advised by the traffic consultant at the site is better served and would be and w better mitigate traffic by having two sets of entries and exits connected to an internal driveway one on the east side and one on the west side of the belmont high school site this planning technique will be used on all the site options in order to distribute traffic so we're going to take that statement into consideration for all of our different planning scenarios and the entrance and exit way on the west side of the site could either align with godin or w entrance exit on the east side of the site could align with underwood or trowbridge so these are things we're taking into consideration as we move forward this is a very complicated diagram but what it is is it's a matrix of options and the m s b a requires us to look at three primary options one is a renovation option only and that takes into consideration system upgrades and eighty eight compliance so with that you get the baseline scenario sort of the cost of not doing anything that would comply with capacity or educational components and bil talked about many of the infrastructure issues we talked about the educational issue the renovation only will give you a base baseline number to know what's the cost of doing nothing and i mean just upgrading the building the next option is a renovation addition option and that takes it can into consideration major and minor additions and renovations to this existing building and that's also required that would also take into consideration reusing him ponens such as the field house the pole and the auditorium and other components as such as classrooms throughout the building the state also requires us to look at new construction and that's completely new construction and that's without taking looking at any reuse of the building so what we then did and this is very preliminary and this is really these are tasks fits only in the first pass we're looking at the overlay of looking at traffic building footprint we don't know the square footage of the building so don't look at these as building designs they're just it's really a footprint it's just a shape in which we will then impose the building and also the athletic component so we're starting to look at where might a building go on the site how might traffic begin to circulate around the site need to remember that statement it can be adjusted and what are the fields that are on the site we know that we're trying to reuse the program as much as possible the first scenario is generally a new car is a new construction on the west side of harris field this is a radical solution because it would require moving harris field as well as the ice rink the next option looks at a new construction to west side of the existing building and that's all new construction again without any reuse and that would be approximately a two phase construction the next option is a very complex renovation addition option it would be if done in a fully occupied building and there would be many phases to this option we would consider the reuse of the pool the field house as well as possibly the auditorium the next option is another renovation addition to the south side of the building in gauging the pond that's also a multi phase project fully occupied building and potentially four stories in the front of the existing building the new addition the next option is another interesting option w little bit more radical also than the other ones because it disengage is the existing field house and hole to the building and the building would be located more on the east side of the site this would also be a multi phased construction the next option takes into consideration we call this a major addition option this option puts the building on the west side of the existing field house and pool which we would reuse in this option this has less phases and might and would have a lot less impact to the existing students within the building the third in five are not thirteen i say for not third at all this is the seventh option that we looked at from the matrix is looking at and major addition to the south side of the existing fieldhouse this would engage the pond it would be comprised of primarily two phases and have a lot less impact on the students within the building so those are the general scenarios we're looking at there are many ways to skin this cat in terms of parking behave killer circulation pedestrian circulation access a matrix of evaluation and one of the things on the matrix will indicate the impact to students on this fully occupied site so the committee as well as members of the community etc who have input will come up with some scenarios in which they start to define what what are the important issues around this project and one of them will clearly be the impact to education and students thank you so that concludes the majority of our and there's always a first the comment is that as you describe the traffic circulation you're only talking about cars has been no comment at all about children walking to the school or bicycling to the school or if we have unity path perhaps that would cut down on the traffic that would be coming to the so i mean i hope that there are going to be opportunities to reduce the number of cars that come into that site it's already too many is huge and that needs to can i help we don't hear anymore about automobiles about the other to use and you have to say let me just talk about this i was told to try to keep this to forty five minutes so we didn't go into a lot of detail but i can assure you those folks with the inner generational paths and we're talking with them because it's a collaborative project so yes we we didn't mention it today but all of that is in discussion you know how our students are there's actually a survey out there with eight hundred respondents of the students talking about how they get to school and we're very interested in that so it's oh let me just jump on that bill on my students actually and in their class and my class created and put out a survey asking the belmont high school community parents faculty and students how they access the campus and my students i've been doing a lot of thinking about how to increase biking and walking to the campus you know even by looking at the my my new aspects of the campus even moving how moving crosswalks might affect walkers and allow them to walk more and so again this is part partly a project based learning example that we're doing in my class that we're taking that my soon to be able to take advantage of the building project to learn some skills and contribute to the project so that survey is is being presented at the building committee next  thursday the students have created slides to show the results of us are we are considering that part of the question is i think it's about the curriculum and that is that when we had the override a couple of years ago i was we see children out on the street during the day and if i ask them they say well i have three periods that i don't have a class or i have two periods that i don't have a class and  hi i'm amy tan embalm and i'm class of seventy six at belmont high so i know a little something about this building an experience for a bunch of you and so i'm very excited my kids went to belmont high they're out in the world so i'm very excited that we're doing this but i want to call to your attention the thing i'm very concerned about and that is i live on golden streets ok i'm very very very very very very speed calming measures been told can't do that because it's a fire lane it is and you can't i can't back out of my driveway only to get onto the road it's just an enormous problem now i get that wherever we sighted entrance it's going to cause trouble but i just really need us to think about creative ideas here i actually like the idea of the single you know not a single entrance but the single directional flow  i know that there are lots of possible ways here but i want us to really think about this because i worry that a solution at golden street makes a curse an enormous problem even worse i think it's just an incredibly unsafe street i have neighbors who park on the street on purpose to try to slow down the traffic flow there it's just a huge issue so i want to be sure i get all the research i get that there are all kinds of options but i want to really be sure someone is thinking about the impact because that street is the single i think biggest cutted in the town and so i want to be sure we don't make a really bad situation even worse thank you you know when we great we had the grades go have to so it's no surprise right so so we are talking to our design consultants because the opportunities are out there to look at mitigations that could improve and we don't know what that means but you have to just continue to work with us talk to us and listen to us because we have the same concerns even though i don't live on it i've driven by or on it and it is horrible it is and by the way it's not just cars it's people trying to cross bicyclists it's everything everything i agree i agree and by the way the representation today did acknowledge that there was a pointed drive in front of godin but as you heard there are other options that we're looking at and we're going to grade all those and see if there are ways to improve thank you hi i'm brett's mclean i had two children the high school and i just wanted to comment that i hope you build the school to a size that will allow the students to be able to take seven full court like they did when my first child was in languages and and art they were can you take an a p science and his you know they were really making tough decisions that were limiting things they were interested in doing because there you're having to teach seven classes so we need to address that on the school side but i'd like to make sure that we build at least a high school that can accommodate a full learning today far so that was a real loss and questions that i'm sure are going to bore you and brook and anybody who also participated in the visioning committee or community input session but before i get to that can you explain what c p courses are questions i asked a question on the tour and was told that this is my opportunity to ask here when you look at the building and you look at the construct a new look at these tiny little classes what is it what are the possibilities of taking down the middle walls where they built so that it would be prohibitive to take down the middle walls or was this bill with this place built so that you can maybe retrofit fit some of these some of the ideas of open space that's a great question so we have an existing conditions report from our design consultants and i can tell you a couple things about that which i will but i also want to go to a point that we have to look at that so we are looking at that option if brooke probably quickly went through that because she only had a few minutes we told her but we have to look at a renovation of the building which we really want to do you know how much of this building can we save and make to meet the educational program vision that we talked about opening up classroom walls making larger spaces all that sort of stuff flooding light in so so that is part of the effort now we've already been told that some of those challenges with doing that will mean that we have to put a lot of money in the building  we talked about the infrastructure the electrical the plumbing the mechanical but now you're getting into the structure and now the seismic upgrades and the foundation impacts so so that's no small thing but we have we will be looking at it and then that'll be that'll be priced out and we'll have to compare all of those options but that's not that is part of our requirement to look at it and we definitely want to see what we can save that's a very environmental thing to do great and then as as much as you can communicate that out to the community i think will be very helpful  have a suggestion do with three minute video basically of the high school tour that we took this morning get it out there perfect ok and then because today was amazing and it was so helpful to see the dire straits that we happen to be in right now my other thought has been which i shared with you guys at the community input meeting was  other high schools in this state have opened up their properties for external use such as my daughter's in dance so i'm going to use this example competitions dance competition it generates revenue for the school is it creates like constant use is there and the biggest part is that you're using the building at all times you know pretty maybe not twenty four seven but maybe eight hundred seven or something like that is there a possibility that that you could consider revenue generating activities so we are designing around trying right so we've met with folks like the rec department and others that use the building and want to use it more so when we talk to folks over here it's not just an educational facilities or large it's the largest community house that we have here yet and what are ways that for us of all we work with the i must be a we we can't be program of building for other things however the m s b a ask us to document what other things can fit within the building that is the zeid educational program for the high school so we're documenting those and as well those other opportunities that are coming ok i just want to make sure that we're not i spoke to superintendent phelan about this and he had he suggested that i think about the difference between for instance milton and where the community really wants to use the high school for community outlets and not so much for revenue generating  i just want to put that out you know i can't speak for the revenue part but our does our building will be designed very efficiently so that the public spaces can be can be isolated so that we can use it without heating or cooling the rest of the building we can have security in the building so the idea is that the public pieces can be opened without the whole building being opened and we could use it a lot more effectively than this buildings being you sam and i i also want to say parking because that tends to be an issue at in every public space i'm sure that you guys are looking at that as well and then finally when we talk about building a new building i know that there's a lot of focus on that zero i would like to encourage and foster a way i know that it's not within the building but it within the program of the high school in the rest of the schools in belmont to go further than just net zero into sustainability where i think that the kids would learn from composting growing fruits and vegetables and supplying those in need so those are kind of my core thank you and i'll give you a quick story that we had in one of our visioning session actually the last visioning session was from a consultant for us from chicago i think and they came up with a new product soil that was one tenth the weight of you were there and actually what how you know just for the rest of the people right so they're they're using the roof as an opportunity for teaching for learning for growing for doing community you know for creating things and you know again going to project based learning where we could have the math department figure out whatever the math department would figure out on this we could have  so another department i'm not really an educator right figuring out how we could help with the with the community on this and there's all these sort of ideas that are out there so certainly we have a excellent opportunity to start building upon that with us as other great parents i would love that because there's nothing better than saving our planet right and our kids are already on it i do have one last thing what about the pond is going to be cleaned is going to be taken care of is it so i'll say something briefly about the pond the pond is not within the high school  building project or our property that we work with that calm calm really looks over that but we did that with him and that with mary and she's been working with this on this in a generational path and there are pieces of it around the pond that are  being released we've got the veterans park yes so forthright and they are very interested in this project very interested in finding ways to connect the pond to the high school for learning opportunities for just  n for the public and so we were we were a little concerned because we thought hands often actually is just the opposite that we'll have an opportunity to integrate when you say clean up let's be very clear we're talking about finding if you stand right now and look you can i am totally in mccarthy i have an eleven a ten and a cigarette so i have some vested interest in what you're doing here and just coming into this process i apologize of some of my questions coming back to things you've already dressed previously but i'm curious when you say that you've come to the state you're asking them for money about the high school i love different options even presented but i'm curious why elementary schools are also in that  you change the overflow that's currently banned why is it have to be only the high school that's a great question so i did i did sort of gloss over that in my brief presentation but because you asked i'll go into that a little more detail so the statement of interest that was presented to the state for over ten years was specific to the high school project we just built an elementary school not just but we had one ten years ago the wellington elementary school ok and so the next big project  asked to participate in a grant program we had to work to get to be accepted which we did and now in the grant program for high school we squeezed into a couple extra grades that's going to help potentially relieve the the population student population the role of population within the district although that may or may not be the right solution may end up at nine through twelve or a through twelve and then we have components that need to be fixed the superintendent is studying those right now with another consultant to say we come back in a couple more meetings we may be talking about ok here's the solution and if this particular configuration is used here's the solution for the rest of the district so he's working on that however we can't count on state grant participation for those other solutions and we can't we could hope for that concerns about the right if so so you could see why some of these options are reasonable to consider right now they also have to be educationally appropriate but they're reasonable to consider because for instance what seven through twelve solves all of the district issues on population they still have to work out what that means to the five other schools ok so we're working on that but as far as population that could be resolved in this project with the grant participation for this project and in my follow up question then is does a grant participation provide if you prove necessity will they provide one hundred percent funding ok so the state has so so you know are averaging some g no no it's a good question hundred percent from the state so the cap on the is eighty percent cash so belmont and the wellington school is at forty percent and we could expect that our high school be at forty percent you say forty percent wise forty percent you know some  at seventy five percent there are factors it's state laws chapter seventy b i think it is that identifies how those funding components are structured based on the demographics within the community well factor there's three factors so we start at a lower and everyone starts at thirty one percent and then takes up from there so we are right now granted thirty six point eight nine percent and we think with our  incentive points that we can gain another four or five percent to be right about where we were with the wellington which is forty percent of eligible costs and briefly i will say eligible costs are not all cost when we finished the wellington school the average that we ended up getting if you look at the grant versus the total project cost was about thirty percent because there are components that are ineligible or exceed the caps that they put on it so we were granted forty percent of eligible cost if you look at the bottom line number we were at a little over thirty sure you have the cost in time based on that and then do we have input into the looting so just like this yeah we will continue to keep the community updated weird we don't have time impacts are cautious we're just detail cost but but even the ones that we have will have a broad cost per square foot put on them so we start to figure out and that will happen within the next couple of weeks people will start to hear the real construction costs and in total project costs associated with each one of these options and i'm sure you already as project managers have this on the queue but i'd love to also see the staffing put into the cost as well because if you're moving into that seven seventh's to twelve model you're talking about multiple staffing for different rate groups so i think that could definitely help us to better understand what the long term so is so from the building committee on the capital side so operational costs might be more on the school department side but let's let's just understand that if we do nothing we still have let's just say that if we were not building a building we still have the class size rising we still have the need for additional staff just to address that so that's that's not necessarily a big difference between whether we build or not build but that's a question that the superintendent have to ok so you've got your hands full but thank you so much for all that you're doing this is really really beneficial those are great question and they have historical data that's goes way back you can see the data from wellington school and you can look at high schools you could look at a population of high schools you could look at cost per square foot trends which which where they're going up right cost per square foot so we don't know where this will be because we have to study those the total square footage which we're still working on and relate that to a cost that probably would mean construction started around two thousand and twenty so our design professionals and cost professionals will be doing that but it's certainly over a hundred million dollars and if you take the wellington cost five hundred seventy five students ten years ago and you do some multiplication you could be in the range you're talking  so then my comment is as a list of the presentations to suggestion i think i was surprised because i get making the case on the project and of course just to be clear i'm totally supportive of that on a lack of physical infrastructure and need to you know have more speed i get that whole case and it's made quite compellingly i also get the case that the pentagon is evolving as we learn more about how students learn so i get all of that but other than the sort of original comment about needing to prepare kids for jobs that don't exist today or that to be different i was surprised that the conversation doesn't include anything about student were is it that we expect on high school students are going and then how does the space and the pedagog actually deliver to those outcomes yes now if the because there's a couple of potential stories one story could be well you know eighty percent of high school students go to a four year college that's actually down and we think one of the reasons for that is poor physical infrastructure or the story could be no you know actually we've been fine on student outcomes and the infrastructure is just old and needs to be replaced but where do we think that's going in the future in particular i think this matters greatly because we make decisions about vocational or technical education about a robotic slab where is that we think kids are going then how do we match the speed and in particular even though i'm of course also support of  solving the middle school and elementary school problems in one fell swoop i think the key question on seven eight nine ten eleven twelve and what goes where is what do we think that does for the educational outcomes of those younger students i notice that we tend to typically describe that in terms of like well can a big kid be around a little kid and you know it seems obvious that the answer is you want some divisions there my big thing though would be like what configuration and where and how does the space and the pedagog serve the educational outcomes now because you're all educators maybe it's you that's just kind of implicit as part of the way you think about the story but i think when you're telling the case here physical infrastructure and pedagogy are one thing but then how that connects to the actual outcomes of the student to me is the way to bring the full circle of that story so to me it's just how you tell the story of what you're trying to so i think that those are really great suggestions and and i think that one of the things  that you know we're trying to tell the story the difficulty is that i don't know if you noticed in the slide but basically that sixty percent of the kindergarten kids that are incoming are now going to have jobs haven't been invented yet so what we're trying to do is teach kids the skills that they're going to need in order to be sick in future jobs that we don't know what they are so things like being able to predict lee think and being able to creatively problem solve and effectively communicate with each other and work together collaboratively and so those are the types of things that we're trying to teach the building is an impediment to those new as you say in terms of you know looking at how a seventh grader a twelfth grader can be together as you would say i can tell you from experience teaching him all day level classrooms i think it's incredibly valuable for students to learn from each other for older kids to mentor younger kids you know we tend to infantilize our star kids a lot and instead of actually actually kids rise to the occasion right expectations face reality shape reality so i think that we can really enough when they came to this country the victim week and we created a digital podcast library and we sent it to the fourth grade and the fourth graders study immigration and so they had a primary source library that they could listen to actual people talk about their experiences coming here and the tenth graders were able to talk to the go the the the superintendent has an architectural firm that's looking at the space within the rest of the district and the school committee and the superintendent are working together to look at solutions beyond nine through twelve within the rest of the district so that's that's what i mean by a consultant in other words a superintendent and the school the school committee are both working together to see what the long term solutions are for belmont beyond high school the nine through twelve high school because if that's what ultimately is the right solution they still have issues within the district to to work on so they're doing that in open meetings and continue dialogue and because of this project that's been pushed up on their agenda and they're actually working on it now so that it's concurrent with how our schedule as the high school building committee are looking at this so that together we can inform the belmont public on the entire district k through twelve again the building committee is working on building committee issues for the high school but it would be incomplete just like you're asking what's going to happen to the rest of the district so that's that is how that's being done and the consultant that i'm talking about is really just an architectural group that is focused on it's an educational architectural firm it can't be our group because you must be laws do not allow our research our group to be working on anything but the high school is just a rule some some schools i think there were four four or five total with members of our committee and superintendent and principal richards to start looking at other schools and i believe there are more then you have more scheduled to come up to start looking more specifically going to talk about great this summer we did a tour of schools just to see what the configuration looks like we also looked at what new bills look like as well which is something that we would want so it was eyeopening new bills definitely reflect their communities but some of the buildings that we saw were that seven to twelve model and we paid very close attention to the thoughtful spaces and the separated spaces what they decided to bring together and what they decided to separate and i have to say that was eyeopening as well we have additional school schedule this week that we're going to go out to some of the schools that we visit that do this seven through twelve model situate duxbury mass konami we're seeing this week and then we saw just builds on top of that to expand our whole vision eyeopening absolutely and i love their creative thinking and this is where  creativity is really going to come into play and i'm so excited to see how others have done and how we could do it so that's been our summer that was my summer trip story and next week  additional schools and if we need to we'll see more when when dan talks about exciting you know we went into these schools that were recently finished and we went into their auditoriums and i just have to say what an excitement to just walk into some of these spaces that are state of the art we have a performing group here that's just  one of the things that i working on right now is the after care or situation how it's pasty and there's a long waiting list and everyone i've talked to has said there is nowhere to build a community center that i have looked at like there's a random space and brighton street with warehouse space in the can we build something there for a community center and somebody brought up something about being able to use some of the spaces but by the time this is done the my problem will have been solved  uses quite a few of the facilities here especially in the summer they run when we met with them it was just incredible the amount of students that there are children that they have running programs in here and over a thousand and so they do a great job with the amount of space  yeah but they are very much to them and they kept saying oh but we got kicked out of that building in that school and now they're doing renovations in that room and and aches and pains of the wrecked apartment feels is bad and i've been to other towns where they have a dedicated  departments they never have to have the issue of sports teams start three weeks early and so now it can pass to and and and things like that just a dedicated space and i i i know this is the high school project but i just wanted to bring up if there is any way we could have more multipurpose room so that our whole community can feel the benefit of of this building since there's no roads to built so our project will have spaces to fulfill the educational program which as we're going through are increases in spaces that we currently have today so that's educational need now what can those spaces to for the belmont community beyond the educational times and i think that's where you're you know there are opportunities here for sure even even when you look at just nine through twelve there's there's certainly opportunity when this project is done for other and that's why we're talking to the rec department other departments because we want to understand what their needs are with the can't necessarily drive the educational program for say but we put it in the documents we show that the i must be a how to how utilize the space will be even after the school the children leave for school yeah i mean if you're going to build a case there it's there that's certainly  yes my other question was i know it's belmont and every one is very college bound and you know that it's really important that we have one hundred percent going to college but i think maybe that's not the reality that not every kid is is college ready or wants to go to college i am it's no lie i have heard rumblings about a program in newton where they have like that they let their kids run a restaurant on site so that they're filling the needs of the kids who are maybe college bound i have no idea at first grade and i don't know what track they're on i'm trying to get them to go to college but it be great to know that we're taking care of all the needs and getting that their skills ready so that when they go in the world whether it's on the college or it's to get a job that they're  i don't know if you've thought about those things about watches your first graders home affordable college and yeah so we actually in our visioning session again with the architectural team brought in professionals just to open up our minds beyond the four corners the fo these performing arts these auditoriums and we saw full production studios that they're running they're running an actual radio station and things like that and now those programs could be woven into the belmont fabric of belmont light that included forty four hundred residents who were almost like customers and ninety eight percent of those surveyed reported conservation of electricity and energy efficiency as very somewhat in two thousand and eight there was a statewide ballot question for asking representatives for legislation to reduce greenhouse gas emissions in massachusetts by eighty percent and in belmont seventy percent of the residents of those who voted voted yes and three two thousand and nine the town prepared at one hundred twelve page climate action plan and that was voted on by town meeting the massachusetts department of energy resources green community says ignition and so one of the criteria for that designation is set requirements to minimize lifecycle energy for new construction and then finally and in tw configuration is and we have a consultant who actually unique because they're multi disciplinary they actually have energy modeling in house that's not common with i think most other state school designers here so what they do and i love it book talks about this is they're testing their designs as they go along not having to come up with some and send them out wait for to come back so if you haven't figured out run a very tight timeline so this is going to help us but when we talk about savings we've got to be careful we're talking about savings which is fantastic but we have to look at the baseline is and because we're working with the m s b our baseline is a pretty high bar just to begin with as far as what we need to do for energy modeling and energy efficiency if you look at the states website they they will one in the very first line talk about sustainability and energy efficiency so it is after educational progress one of the foremost issues that they are dealing with and as well as cost so it will be doing a lot of that what i what i offer is that all that information that you have would be great if you can get it documented and actually send it to the website link that's there because that comes to us and it goes to our consultants i'll reiterate for the group that we have a website that's active comments can be produced and sent to that and it gets disseminated among the design professionals and responses are our typical i could say i hope that we do get responses back to those that are bringing inquiries and  so before i put the i don't want to put the architect on the spot but that is reasonable why would we go after savings why would we look at cost models and we have to we're talking about lifecycle costing that's another we could just go right to the term right and we're going to test studying each one of our design options and showing what the lifecycle cost analysis proves for each one of those and that will be one of those evaluation columns that we review is it a high performing building is a mode building does it just meet the minimum that the state requires us to do all very good discussions once we figure out the configuration and once we figure out and by the way the siding of the school may be driven by by efficiency right brooke i mean we have to look at that maybe a certain orientation or maybe certain configuration long term proves to be a more economical model it's three hundred per student per year sounds like found brooke that's a again i'm going to stop you there are we that when you talk about savings the savings needs to be measured against the baseline in the baseline needs to be defined so that three hundred dollars based on this schools of three hundred dollars based on an m s p a minimum requirement for energy efficiency school that is what i'm getting at though so i don't want to be talking about numbers when we don't have all the facts ok ok so but but there's there's hundreds of dollars there somewhere that adds up to hundreds of thousands dollars at odds with the millions and that's by the way the states asking us to design a school for it's it's a drainage basin that takes more than two thirds of a storm water from belmont and then passes it through out to the isle wife area so it's very sensitive to how belmont calm group has looked at and has presented a solution of intergenerational path that brings platforms out over that for people to get closer to the pond and we are looking at that not necessarily building on stilts but actually getting us onto an over the pond to find more connection with it and that's pretty exciting not just from myself walking around but think about the opportunities for learning there so we are trying to cover all those people that work at different times or or don't work but have childcare and so our neck our next building committee meeting is at six thirty and it'll probably go from six thirty eight  thirty this coming thursday and we're going to start to probably hold those meetings in the evening for maybe people that could come maybe even for a portion of that the school committee is going to be part of that are selectmen have talked about also starting to attend because we're getting into very  very engaging discussions about design and solutions so i'm hopeful that maybe the some of those times will work for you and we're also can i just say we're also taping it so and we also started to  our building committee meet and i'm not sure when they're running sometimes it's three o'clock in the morning maybe or something but we're going to try and get those out to the that's what that's what jamie is doing a fantastic job with this p r group you can tell she's i'm not sure i can answer all that but i'll give it a try last spring we administered a social emotional learning survey to all of our students and that's a guiding document to our students faculty and parents that's a guiding document for us as far as vision and where we go and presenting that and coming up with solutions and part of that is the african american black population that you spoke to i can speak to a school that has smaller communities within a large school and part of his identity and a home and a place where you feel comfortable and that is a goal for all of our students and wrapped in the art or just not the african american or black students but also the other ach exist as well is that this building used to reflect a home it needs to reflect ownership would students in a place where they feel safe and that's being taken in consideration with our design team in moving forward so everyone is being wrapped into this and how do we create an environment where they feel ownership all comfort safe because we know that when kids don't feel confortable and they don't feel safe there is a wall that goes up and the learning is hitting that wall and not we are aware of that so how this building reflected bring in down the wall for all of those students so that when they come in here say support of home  oh please don't go away because i'm probably going to miss a couple of those points and i'll need them but this so this is not going to be a tech at building that's not within our description which is what you're talking about about the the soil testing so we are right now having from our licensed site professional p vironment of folks they are doing a phase one evaluation that's a desktop about you ation from all there's actually quite to i think three volumes of  booklets that go back including the contamination is done so we will have that report for the site i believe it's to do you know or december submission to the state so that'll be something you'll see and then from there once we understand what our solutions are in the site that we're narrowing it down to we will start to do actual probing and and test pits those that's how we understand what's below so there is a budget within our total budget there is a there's a line item for  yes i just want to address the first thing that you said opening the open classroom concept yes i don't think any of us are talking about open classrooms i know you're talking about from the seventy's when we're talking about a flexible spaces so the ability for there to be every classroom in this building right now is more or less the same size within a department and so be great to have like some larger classrooms we could have integrated studies in a smaller classroom where you might have a regular sized class or small or even still breakout rooms for kids to be able to work nobody's talking about classrooms without walls i think we can all agree that that is do the joining of class can open up a classroom and they start at large about it and it's a permanent it's looks like a permanent wall but all the sudden opens up and you have that space that it when we go into those spaces are really exciting to see and some of the other spaces that are really interesting are walls where you might have a sum a lot of glass along one wall that looks out into a common a learning common so instead of wasting space in hallways that are useless to kids you would have pods of classrooms around a learning commons and there be a way for teachers to be able to monitor what's going on outside the classroom have to walk all the way that doesn't work very well and if you're coming to a field event you're walking all the way through i was talking to someone who had to actually drive drive the band equipment because it's over here and it's too heavy the big tubas and so forth about we we have to look at all these options and their incentive points as well for energy so we look at those and incentive points on this are our percentage points of reimbursement and not a project of a size that i will get in the numbers those are big incentive points those are a lot of zeros with associated with it so we take that very seriously renovation of a building when you are woman talking earlier you know that that comes with a set of points however that makes a little more difficult when you start to try to see how you reach those energy goals if you're taking this building committee working with our professional team i want to thank the board of selectmen here i want to thank the school committee michael you kind of are i guess in an adopted building committee member so thank you for coming thank you folks so most important to o to give us your comments it's it's really how we're going to have this belmont community project be successful so you'll see this on the web site i'm sorry on the on the media site and our next meeting will not be the same as this or come back again we'll have more exciting things to talk about more development of the zine and hopefully more community comments so again thank you enjoy your weekend