thank you and i'm i don't think we have a school committee sold just pause on that we were where we go tonight's meeting has really one major bit of business and that is to go through  listen to any residents that may have comments and they'll get right into that business i don't know that this meeting will take that long to go through and i'm hoping that we'll have time to listen to brooke davis and her more recent presentation to the the build community in boston that was done on design for future ready schools the goal was nine hours i think about thirty people about forty minutes we'll see what you can do she said that's really hard  with that we'll get through the bowl of soup by the way you have a lot of stuff in front of you because i decided not to do slides as much as handed out and we'll go through each one of these  this is an adjustment so we're all done with that we also have in front of you be updated updated balance i guess the updated summary of costs for feasibility one point seven five million of which one point six six seven is income or that we've got a balance of eighty three and we continue monthly i guess construction i think you'll be adding another couple of zeros after that but for now that's really good so thank you for the questions on treasures for poor fellows if not well well lot ask if there's any comments from the belmont residents so this was this was our volume one of going to do actually i forgot to say that i always hold this up but there's actually two volumes that make up the full p d p the others are and this is our of the reports that been distributed and i have to say we we work pretty hard to try to get those out to you per the schedule from our last meeting on february first and i think our design team one of a couple of them a better couple days late one was this and ask if there are any comments or questions like if i could go through this pretty quickly so on the first section of the introduction it generally consists of some comments from the some material from the p d p but also the dialogue that's been happening with belmont with the s b a so they've been generating comments in our design team and our opium they've been responding with the help of a lot of help from superintendent fail and so that continues to progress in there and i hope we passed out today this is this that i wanted to just call your attention to one of the comments from the m s b a it was well you know that you looked at let's call it the golden scenario we called it two point one and that didn't really work for you but did you look at a sort of pseudo build scenario where you that could work for us educationally and so that's called i think now for a lack of any other name two point one egg and that's what's handed out in this sort of comments that came in from memphis v a and fixtures new equipment inside but the partitions still laid out the same the classrooms the same size after the same so you know everything the same and there's a building next to it things that you don't have but what you also end up with is small  classrooms for some of them that still exist the science rooms are the only ones that are being repurposed into the new addition so the current sign dreams would probably be broken up with a partition to two classrooms but all the other classrooms remain the same so they're smaller than program has versus what you end up with and essentially end up with about thirty thousand square feet less for the solution also end up with a very large building because we're not building over the top and you end up with wasa field space because of course it's a much larger building you end up with classrooms that are miles apart i will say miles but quite a big difference apart you talk about the connection between middle school and high school and all of that and you end up with a smaller price that because a square footage is small but you're still you still end up with and in here is the hard cost estimate but the soft costs that socially with this and up being about a two hundred eighty million dollar project scratch your head and say so you're spending well over two hundred fifty million dollars in this solution and you don't get the final you know the final law you don't get the product that's fully meeting the expectation of the  educational plan so john in our discussions this week we said if we if we come if we take step back now because they asked us to take another look at another solution and if you remember our matrix where we had eleven options i think it was in the very beginning and we chose for those to pursue because the other ones kind of dropped off for various reasons with this meet that with this meet that test to say we take it forward or would it be very much one of those that we would say you know we're still spending money we're not getting worse we're not meeting the program so we i think it's one of those things where it just wouldn't it wouldn't move forward and jard what are they here what your thoughts are phasing effort to make this occur and that would include modulars a modular buildings very likely and i think the construction duration for this is estimated to be five years right that's another year that we're going to be on this but more seriously that is that's probably the limit of any construction that you'd even consider and that's that's way at the far end of a project i mean half a decade on carrying construction costs and so forth it's very difficult to  imagine so all that all that being considered i think that unless somebody thinks that we should pursue this further in discussion i just want to move on but i want you to be aware it's in here it's it represents about a ten percent reduction in cost nearly a ten percent reduction in areas so that's not a surprise right and as john said it's a significant impact on the educational vision and the educational plan that that's been basically the foundation for this project from the get go it's interesting that the m s b a asked us to do this but i think what they're doing and we had this discussion is they're wanting to make sure that we've considered all avenues in other words  you know for those of reduction in costs would you consider open the impact to the program i think that's what they're asking and what i'm hearing and what what clearly is is not is not something that i think we want to go for is taking that taking that impact on the project and still asking the taxpayers to pay quite a bit of money for a project that doesn't necessarily meet all the criteria that's been established in the beginning so if that's that will i want to move on but i just want people to understand what's what is in this report going you know does our design team have anything to add just one of a clarification that lived in here are all the spaces that are in compliance not your people and you can use them so it goes beyond just classrooms and cafeterias media it's locker rooms there's a whole host of rooms that we left as kitchen so all the means necessary to ensure that they're safe and that they're getting the educational benefits that they get now but there's still an impact it's a huge you still impact and to the peace corps programs because during the whole duration the fields are encumbered if not completely gone i have to say parking you know this those things just everything that reels from that so that's a continue i just want to make sure one can understand what was in there  roof i mean you have to basically drive a structure all the way through into the ground at all so that was the that was a solution is go linear or rather the vertical our design team came up with a good solution to keep it  compact in two point one but it was costly and this isn't this is less costly but it is very sprawling and now you have programs that are so far apart when you look at this it's good exercise i suppose we shouldn't so it's not just the students it's everyone around that's going to be affected so we think that it's not there's many reasons why it's and again it's not like it's cutting the cost in half at all and we went we a our we asked our cost consultant team to go through this thoroughly a second time to make sure that they captured all the costs so it is i think it's well vetted but even so whole understand that this level of detail is much further than we went with all the other ones that we pushed aside earlier on but we just want to make sure we thoroughly understood this because they did ask a very specific question of a belmont so so brooke i think within within our  response in section three point three point one we can clearly state that it was discussed and there were you know that there wasn't a desire to pursue this option further so three point three point two was  sent out that you probably had a little more time to review if you wanted to and the new thing in that section was the traffic report and so i'm not sure about you folks what i have a hard understanding  was there and was presented to tack to the traffic advisory committee they have the report the traffic report they are currently scheduling they they are scheduled to meet on may march eighth as a group and in that meeting will be public public testimony so this meeting was an introduction to the town's consultant group and and they heard basically a presentation that you folks saw december eleventh and there was a dialogue that ensued and then they developed the scope for that consultant and the plan is on march eighth will return with some better dialogue and also we'll he public testimony from those that actually they came to know that they were going to speak but there are certain people that want to talk about the traffic report the traffic conditions on contradict they we had you know we know that's going to go up  various directions so in between february eighth which was last week and march eighth there will be a meeting i think it's scheduled for the twenty seventh of february this is a staff meeting where police fire d p w and all those folks will meet with again our nelson nygaard team and the b s c group with tac and they're going to discuss and then get prepared with potentially some other medication solutions or other options that i guess will discuss in a public meeting on the eighth of march so that's an update on traffic and then i'll say concurrently we pat and i sat in front of the planning board and on tuesday a week ago today that would be for the purpose of introducing the planning board to this project and they were very interested and it was greatly received i'd say by all in the planning board led by chair chuck clark and the plan is that we will return to them with updated design information so it was just talking about the schedule and gave them i think pretty much just handed just this sort of thing and we will return on the date on the tenth of april two percent of the building you know at that point we expect will have massing and we'll more develop will have some sections will maybe have some idea of the skin and things like that so our design team will present it so it's a formal meeting pat asked that we have them what's the proper term pat announcer so formal notice across the tracks might just invite third of right so that's good because there's probably some people that'll get noticed that have been paying attention or what have you and so that'll that'll be followed by what we think is our last meeting of this phase on june fifth where we'll have more detail and respond to their comments that we're going to sort of solicit from them on the april meeting the goal here is to be able to get an understanding of what the planning board is looking for so that as the project forward and we go to issue our final documents for her meeting a year from now we don't have surprises that cost money that's really what it is so and they they're really interested in the site they talked a little bit about parking we explained to them that the current parking i think we went over this is four hundred thirty spots and how we arrived at that so anyways that  discussed on it in the planning board and i think pat could explain this better is what we've done in other other schools and belmont so pack can you explain what's been done for the height and things like that we're going to we were actually in the cherry middle school which is three storey school and we're sitting on a zone residential parcel so with over used for the continuing purpose of education education i think the latest one that was just used actually was the army of culture major cultural center i thought and the early one and there are three so they're going to be three stories right right next to you on the other side the mobile station so we've had some help with the office of community development there and i think that's the path that that the playing board seems to feel most appropriate whether they do want to change the wording in the future that's not our issue it's you know that's we'll just move ahead with the way we're planning good question though so section three point three  really a compilation of things but in there is an update on the pricing of costs so it's rather that there is a lot of cost backup detail i think people asked me after  three point two and i'll say that what's not in there anymore are six eight through twelve and one through twelve we're only looking at seven through twelve because that's what the school department issued and so we updated that and that's what you'll see here in the sheet that i'm holding up there is not really a substantive change you could say that things went down but again we're in the margin of well within the margin of our estimating accuracy so that's that's something new and it's a big portion of three point three point two any questions on that and by the way the there's nothing even the order doesn't seem to have changed too much on this but  so questions on three point three point two and if you want to page through you'll see some of the breakdown of costs in there there's you know light items for mechanical and skin i think on the skin i was looking at that the other day brooke and we are i guess this is a standard thing where a seventy thirty glass to this on the skin ratio this far is glass the solid is that's not about right remember and and so i think someone asked that before it's not all glass there's about thirty percent glass and that's in there and i guess that's pretty standard what else is in there we have the we have the sustainability or sustainability components are in the  high performing insulated wall systems around the perimeter on the roof so that's that's all in there with my missing it's pretty standard stuff ok questions just does actually that's help me out guys i think that's in section three point zero that's a three point three point three that is a description of all the systems acoustics i t mechanical electrical structural all that's in there and that forms the baseline from where we're going to compare the lifecycle costs you know the changing options does it increase cost as a save money in the other and so that's going to come up we did have a meeting and the one was that meeting now you were  at that we called the b s o subcommittee i know it was about two weeks ago you know thirtieth ok and at that time we had a three hour presentation on all the systems there weren't too many things that we suggested changing for the baseline that was being recommended at that time but we did ask that it exact question and i think we're still waiting to hear when those follow up meetings were will be that will start discussing likes of life cycle costs going to do it it was a condition so just like our drawings it's just put in there as a baseline or starting point whether we reduce the system's efficiency because we think it's overpriced in the lifecycle cost is it going to benefit us  want to increase it that's what we're going to tease up and down through scheme it's not a goal what what's in here is just a baseline we haven't seen we haven't seen the skin of the building that shows the glazing to the wall and what that is but that's in there is a percentage i'm just trying to make sure that we are not promising something so if you mean by if we have geothermal wells where we have them at the end of the project that's why i can't say we will or won't because we have to go through that process is that what you're trying to clarify exactly so that we were told that to have a geothermal system for four hundred fifty thousand square feet it's roughly the size of two soccer fields ok now it doesn't take the berry below ground there's nothing that comes up you can play on it all day long you don't have to go to it and do any maintenance but you know so it's a fairly large footprint is that is that going to pay for itself in the long run that's what we have to tease out but let's just say we took the opposite and said that we were putting units all over the roof and to reject heat and all that sort of stuff and then we thought later on that the geothermal wells were a better option we felt that that might be harder to attain that solution later on if we didn't start there so it makes sense it's a good question and and mechanically implementing we went through that fire protection kitchen i mean there was just obviously the mechanical was a big component but if i didn't explain last time what we found is that as we achieve this efficiency that we're trying to do in the mechanical systems all of a sudden for these e n e achievements the mechanicals don't play a big role anymore it becomes the plugs it becomes all the users interface with power that starts to become the biggest challenge and it is very much a cultural thing it's very much a and an operational thing and we have to work with not just the building committee but those that are going to use the building and see if these are realistic goals as you're saying now that we can actually achieve and not just something we write on paper and then later on we find out that it wasn't something that it was really achievable based on how the bill is going to be used so we are expecting a couple to day sessions on i don't know brooke exactly what that's called or of or can you explain what the z any consultant will do for those two days they're not visioning is it workshops interest enjoy i know that you and tom are working on the geotechnical environmental side to establish this is sort of links into the soil just bring it up for for building committee  knowledge we need to take the next steps now with our geo environmental folks do you want to just explain what what the next steps are briefly because it'll feed into this whole dialogue more than you have to bill basically what we are going to do will get implemented here over the next couple of months that will by and large provide us with the cost that schematic design basis and cost basis of on the system and they were going to be a doing a test well for geothermal as well and dish to the right and was very interested because she tells me she tried to do that for a house and it didn't work out very well so so but she wasn't trying to do to soccer fields full of summer wells i think so but i guess so so that will inform our design team this is a program that we're going to see active on the site come the work with the take that school department on that so sometime march april and see how it works so thank you so that's really the three point three update and three point four that is where we've taken and started to use option c two point four and so today you have this day front of you i thought it was a nice  guy it describes the field it describes the site i think there's been some aside you know the fields that were drawn on and there's still some some review that the athletic director doing john but this all the all the major field components to work efficiently i guess i'll say so we're still waiting to hear how that's working out also on this book i don't know if there's i'm going to just continue one but i think there's some i'm going to flip it over there's a bunch of new stuff these are the plans they've been developed they all kind of look about the same degree in their development here but in general you'll see that the seven through eight and nine hundred twelve are located where they've been the james auditorium but we've developed some of the cloud spaces on the first floor and they're looking at the section and other and then underneath the  and the image below is coming through the existing g m through the buildings are starting to look at the kind of relative levels of where the more light is on the existing building how it might marry up to the new construction and beginning to strategize just how we bring of our building is still very blank because that's not what it's going to look like you just haven't spent time in mass and study so i like i like the idea of the roof terrace that is you know sort of sunk in a way so there's no real root edge to this it's and is this something that is that this is in the pricing if i remember we discussed this of some form of green roof maybe learning environment there's a percentage of green roof in pavers in that area ok and then even just for our kind of quick study just to kind of summarize in the things we talked to talking about as a group in terms of circulation and then we're also just starting to our store solar analysis will really get into  what's of some of them see any of the questions i find it very interesting as i as i looked through this that within a couple of months will actually be able to put on goggles and move through space and see if i was a star i was in the store my daughter said hey want me can you buy that there was some goggle plug on the things i thought they looked fairly expensive but i said they can't be that cheap i don't know what you get for that but to some crazy places i i walked through the building and i was up in the sky like because you're really directing yourself through the space that's funding this so it's the thank you so in also section three point three that means yeah we you know we have done some visioning work with the members in some staff and leaning heavy choices how we want to scaffold seven greatest eight greatest and i'd greatest of all over the twelfth grade and one of the connecting goes is it in seven through nine building seven seven eight middle school with a ninth grade academy or the ninth grade differently that can be accessible to those higher level courses but protected in some way that can scaffold that experience give us what questions they need answered in dialogue that we need to have to make sure that we all feel comfortable with that next episode that's definitely something that the school department like to make sure is what we feel is best for the school the students and feedback from the staff is going to be a big part of that so we're happy to have ninth grade be in that middle ear rewrite now it's staying physically where it is but it will be more a part of a function of how we embedded in from nine through nine through twelve nine through twelve setting or kind of bring it back into a more from constrained little school model but if the flexibility is there which it is we want to be able to have that dialogue with our staff and we promised them as such this past week so our plans i think that so we calling the lower school grades seven eight you see that in the upper school now grades nine through twelve you're john say that's still development where that ninety three ends up is going to be i guess our goal is to we're going to have to know that through schematic desired grants which are working towards so we have actually booked every other wednesday from questions or be responsible to speak on behalf of the seven through twelve and this is fantastic commitment by the teachers to actually have input into my discussion with you you're bringing you're bringing this group together as middle school high school together as one and and essentially we're doing one school so it's nice to hear the collaboration between the high school middle school teacher so ultimately that's what the building is going to be for thank you many questions on three point three point four that's we've got so that's more than fifty percent radiator or the dock that they get from the house but there was i mean besides the wells there's a whole mechanical room where that energy is transformed from the loop that goes in the ground to loop that goes and going through  so i think they make chilled beams integrated with lights to do so all things that are will be exciting to learn tricks and so i think besides being i believe committee for for for ten years you will pretty much be able to pass a few courses on building design and construction and that's a good thing and finance right chris so many of the questions are very good question and so the last section is is really that you didn't get it because it's process in a public forum we follow the rules of open meeting law and they ask us to list all the meetings i'm not sure how many other communities can list thirty meetings or section but that was not our goal but just turned out that way we had this section what we're going to be doing is after voting we'll have three people that are not to sign this one is the chief executive officer of the town so that's you ok and this is nothing new we did this before what is this superintendent school the other is the chair of the school committee we saw trees are down so i have if there are no other comments on this i'm at a point now where i would maybe suggest matrix that had a nine through twelve and an eight through twelve and seven through twelve there were super ten to fail and put solutions together to to resolve the k through twelve educational challenges but  are now at a seven through twelve solution which is the only one that you have in your hand jim at this time and john what what do we say about the remaining district costs to put all our students since in the schools so we have  sizing cost that was outlined in the presentation right back in january through the work that we did with us when they now that we know that was seven through twelve we've already had two meetings with us in a day to talk about the short term  solutions that we want to try to put in place between now and when he comes up to twelve there's some concerns about that as relates to rule but it will begin to have the conversations about what what kind of plans that we put in place for the light touches or the different types of work we need to do to make our schools k three at the early levels in the upper elementary of four to six so we're not we haven't gone down that path with with great energy yet because it sides down the road a little bit again we are we are thankful that we're able to move into the buildings when we have to with very little support in the financial components of restructuring parts of the building so we work with us with a on a plan in a blueprint but we have not moved much forward except for two beings with that group since the last meeting but all these four options that jim has in front of them as we all do two point one two point three two point four which is  option three point one that solution of k through through six is always the same because there's nothing different about what's happening beyond the high school that's always the same whatever whatever john and the school department works out is always going to be the same understand so that answers my question was no difference when you go down the line of solutions because it's all the same great configuration thank you it's a good question to ask because we want to make sure that everyone is clear that with the seven through twelve that's what we're putting in front of the m s b a now they're actually starting to talk to us because they were very sort of standing off a bit saying you guys decide which school configuration is going to be before we really dig into this package of information you're saying to us so i think that's why we saw more recently some flurry of activity coming from them because we've notified shortly after that vote that that was a decision   just testifying that the process of selecting and and proposing and approving the action to move ahead had been done in a public form in compliance with the open meeting law so thank you for that to i want to just move onto our next steps i will say that you guys compact yourself on the back because with this vote for the building committee in general you have and our joint meetings that we've had both with the school committee and the board select n we have concluded our committee effort on module three feasibility i can't say the same for our design team and o p m because they have some work to do to finalize the documents check and double check and usually the day before it's due my e mail fills up it just keeps crawling back and forth back and forth back and forth but i will thank them it had a time for its mission that goes in on february sixteenth yes and delivered and then we'll have a couple of those submitted to deliver to us and i think phyllis is the positive word for that her office and then we'll load it up on our website for you folks that would be this document  what does that mean for us that means we are moving on after school break time to have a break to schematic design technically we can't say that too loud because the m s p day says that they need to tell our design team when it's approved to move on and that's through a board meeting on april but we can start some legwork in schematic design because our work generally other than responding to comments from the m s p on the feasibility is done we have a meeting in between now  april that will be going to the m s p it is a public meeting and the public meeting will will let you know when it is i think we don't know yet when it is correct we have two days but they have him firmly as of march one of two days and we'll have to do a short presentation i think it's on your calendar phyllis and john and we'll we'll go pat i think you said you'd be going to it's it's it's more of a formality but it is an important meeting it's the board meeting calendar march eighth and march twenty second both of these are thursday morning look how did that work out for you ok the eighth was when we talked to yes that you did you find out  that works for everyone ok so let me let me for you pencil that animes were saying on march sixth tuesday and march twenty second this is for the building committee the board selectman in the school committee are happy you know welcome to join us but this is really where we're rolling up so for us that would be tuesday march sixth at seven thirty am and thursday march twenty second at seven thirty am we'll work on an agenda for those two likely they'll include things like we'll discuss the contract delivery method of chapter one forty nine or one forty nine a for this project because these are decisions you'll have to make we don't need a building design update for that project other options that we'll put it will consider maybe add to this and i'm going to ask you folks to comment to maybe i'd like to have a discussion on site flooding and resiliency that keeps coming up we just saw through the your visual learner i asked brooke and chris actually to to maybe give us a brief presentation on what the design team learned from all the surveys and workshops that have gone on through feasibility so we had visioning sessions with well no visual learning exercises with the general middle school teachers with the high school teachers we had mash up with the high school teachers and with our design workshop that we put on so we  liked i think you folks would all like to see what that means what's what is that what does that boil down to and is that the right information the way it's being interpreted by or design team before they go off and and use that so i saw some work that chris has been doing from your office of trying to distill that it's not very easy you know a lot of work that's it will distill the visual listening want to still down to maybe the top five likes in that five dislikes you can get a visual image of what people are and what i'm saying consistency though which is kind of cool there are there are patterns of consistency so so that's another option to do that we would listen to me and see how that figures out locker seemed to be a discussion of us before we go too far i have a question about that i was talking over the weekend with a parent who was part of one of the the perkins of the shooting workshops and she had asked about follow up she seemed to have gotten a lot out of the experience but was sort of wanting more in terms of what next how can i be involved i'm wondering if you guys are working on distilling this if you typically share that with the workshop participants as well as with us or if there are other ways that we can keep those folks engaged because a lot of them took a lot of time out of their busy lives and i think that they would probably you know appreciate and maybe have more to offer so i would start by saying at least in the report in the p d p there's a really nice summary of the day so they can look at that and they can look at how some of those it's in the  well i think what you're talking about was in the p d p this was early in england and then you know that you offered she should come to these meetings and if they are able to if you if you want to have a separate meeting i defer to the well what i what that's why i want to have this  because i expected this i was kind of surprised we didn't hear you say what we could do with all the work that we did so if we can get a presentation put together which brooks office said they will do all of the simple we can now load that up to our website we may have to pull back on a full survey and look at a survey that gets us through schematic design because our funding is you know we don't we don't we're not producing construction level documents of the good news is our sites pretty darn flat so we just have to tease out yeah there's just away train but it's all that sort of stuff so so that's a good point survey i think you and i were talking about that we hope to see that released this month so they can get it on their docket a couple others that i had on my list that we've been talking about our locker so i was going that i count three types a lockers i think there's one big interest the lockers in the corridor it's interesting because jamie was saying oh no when you slackers and i school but i asked my daughter going into seventh grade and her and john said the same thing in middle school here their life resolves right around their lockers right you have daughters and so it's a you know it's going to be a very interesting discussion of that it's great and then we you know we have a big need to locker's space in for athletics and music and so we'll talk about what that means in the trends in the industry and there are some articles floating around i know so we'll ask our design professionals say we talked to i don't know if we talked about this but it's very interesting discussion at some level  bathroom's inequality so we should know about this really some of it goes back to school department but as building committee members we should also understand what makes these decisions so that might be a get a presentation from our design professionals who not only deal with this in schools but nationally across all sorts of disciplines so interesting to hear that and then and i'm still curious on what teacher spaces means different allocation of space so we are allowed a certain aggregate teacher space and that could mean a few different things and again it's a school part of decision but it's building committee members i think we should understand what those options are too and be somewhat versed in that so this again you know off the bat the building design but we're looking at components inside the  and if you guys have any other options or any other things you want to have discussions on early please let me know if you have any ideas knowledge be great so this will be our early meetings that we and other items next will the next full building committee many meeting other than to say that it will be march sixth at seven thirty am and we'll set up an agenda and we'll get that information out to you i don't i won't even say where it is because we have to find a place things are busy in belmont i'm going to lead into the next item here which is as i said earlier asking brooke to give us a brief presentation on what her industry is seeing  nationally and how it might relate directly to belmont but i want to say this that in the work that we've done we've if i could use an analogy of a painting we've established the size of the painting  maybe even established what the subject matter is but we don't know what it looks like yet we really don't ok we know there's classes and there's teams and there's just and there's and there's apartments and there's a few other things we could describe but now is the time that the you know all of all the stakeholders in this need to roll up their sleeves and start to get information flowing between not just the committee but our design team and so i guess i will call this visioning but more you know let's take one last look before we really get going out of what is out there and ask ourselves is this is this where the amounts go that some of this applies to us and some of this doesn't so i'm not going to say anymore i'm going to turn it over exactly what you expect when the chairman asks can you take a day long symposium and present it to the committee there's only one answer which i course it's not an easy thing to do so i'm going to give you what is might be a more aspirational discussion and synopsis and there's plenty more opportunities to have these conversations but this is this is where we took this request and i'll do this rather quickly so we can get out of a reasonable time broke this down into five areas who what where when and how and the first one is to who are we designing for we talk about generation c which isn't really a generation but more a group of people that has similar attributes and we talk about generation alpha anybody here generation alpha generation al for those born after two thousand and ten and by the year twenty twenty five there will be two billion generation alphas just so you know but we're going to talk about generation c and generation c is the connected generation and we know generation alpha is born with technology in their hand the camera in their face the sound they are fully immersed generation  e they're not just a group but a way of life they get they have the power to choose like never before they value freedom and choice and everything they do in this puts in perspective what word who we're building for what what what kind of client do we have we have students that have these attributes they love to customize and personalize they scrutinize everything those  familiar with that they demand integrity and openness they want to collaborate and they want entertainment and play and work in education and leisure they are immersed generation  connected generation what we don't know and that's one of the things that's something that we keep talking about we don't know the future jamie talked about what it what if in twenty five years we want to do something different and that's really something that we want to stress here and it's a conversation that we need to have because it can translate to flexibility it could translate to a lot of things we constantly say that sixty five percent of  students will end up in a job that hadn't been invented yet what are we planning for the world is changing it's certain that it's changing faster than any time in human history i mean that's something to get our brains around when we have this opportunity  we have an opportunity to solve a set of problems that couldn't be solved before classical they would take the life of the universe to solve so that's pretty staggering statistics we know for sure we can look at gary hamill's book we can look at a lot of things that are going on that we need to prepare for a world of relentless change ferocious competition unstoppable innovation and rapid globalization these are the at these are the actual buttes of the world our students are living in we have to prepare for a world where one in three jobs will be converted to software converted to software robots and smart machines so we need to teach different types of skills and that's really a lot of what we're also talking about this is the way we teach now and it's a way that we've taught in the twenty first century we taught silence of really disconnected learning you go into one silo you go into the next and you go into the next that's a fine way to teach but are we giving the kids the skills that they need in this global economy in the in the in the in the space in which where you are living this is a word convergence that we have a colleague he says every time someone says that he should get twenty five cents is a word that's that's out there mit uses it all the time it's out there and hire and and this is really important because if you you know you can read this but the merging of approaches and insights from historically distinct disciplines and bringing them together so we we used to have that and now we have this and it looks more like this so we had interdisciplinary approach which were even beyond that we're talking about a convergent approach so the academics in here i think are shaking their heads and they know they know what i'm talking about we look at it and you see this in all different types of books and research that's going on and it's the intersection of fields that's really interesting it's when you combine existing concepts you get something new if you stay in the math room and only think about math alone you're not going to have the same results when you when you combine it with other disciplines and that is something that we're hearing from all of our leaders and all of our practice leaders it's most advantageous to involve multiple disciplines and this is really important thinking about our building and it jason season flexibility on how we approach accuracy in a slide before but i can't help but bring it back out because employers are looking for these skills it's not just wrote memorization it's not just knowing math in english although you have to do that to do these things but they are looking for communications to gill's strategic in critical thinking skills innovation in problem solving teamwork and as i said before taking so much information that's out there and synthesizing it it's staggering what our students have access to but how do they gather that information combine it synthesize it and then translate it and we've gone from a consumption culture and education to a creation culture because we're taking the information and we're doing something with it and we ask where it's everywhere because we're designing really for the nomad generation they're the first global generation they have a new relationship with time place people consumption  education they learn everywhere anywhere they learning groups and they learn through invention and what matters most in our innovation driven economy is not what you know but what you can do with what you know so it's taking that information that you are learning in those different different disciplines combining them synthesizing it and then producing something else we ask when and we say now because innovation is expected so we look at the to the twelve you know what are the twelve ingredients where that what is the secret ingredients to this to this sauce that we're talking about we're looking at number one to translate processes and adjacencies into social networks to create meaningful separations and connections and we can translate that directly to even the seven eight nine ten eleven twelve but that's something really important provide a robust and flexible infrastructure we don't know where technology is going but we do know we have to create a highway big enough to handle what ever in the future because this is a building we're doing once for fifty years we want to mix programs technologies people spaces and functions you know when we when i went to the art class all the kids talked about not all the kids talked about one thing they were really passionate about was food in their media center in their learning come in they said people like to have a snack or drink and they go to starbucks and they go to the cafe i told bill the story of my grandfather who would not go to the a t m machine wouldn't do it i'm going to the bank i don't know what's in there my money's in there and i don't want to put my money in there and then so he can go to the a t m and now what's my daughter doing she takes out her check she snaps a picture of it it goes into her bank account and she's done and what are banks now they're cafes right every going to the bank lately there's a lounge chair and seating in cafe so our world is different and we're trying to respond to that we want to celebrate movement food air in daylight we want to force transparency and not be afraid of it a lot of teachers are afraid of transparency and i can tell you it will create a brighter light filled environment there's a lot of teachers is a not not too much class not don't look in here i want block and that's something that you won't have spaces that look like this it will look like a dark darker space we want to offer choice and variety you know students learn differently so we want to create opportunities for that number eight we want to let space adapt to needs and not the other way around we want to allow buildings number nine to be a tool and that's a tool for learning you can learn about zero net energy the p v c s on the roof you can engage anywhere mechanical room and we put it in a spot in the building now which is right and center and it's next to science and let's show the building let's show how it operates let's show how we use it let's let's be let's let the kids being gauged in that that's that's great   part of making and doing and learning and you know the number eleven don't feel don't fear noise plan for it so those careful separations are really important in and knowing that there are will be noisy spaces but when do we have wide spaces the students also talked about in the learning commons can we have an open area and there's a cafe and then quiet rooms up top i learned a lot not class and it's not dissimilar from what we're hearing elsewhere and this is this is number twelve for bill don't hide the fun stuff so make it visible ghost a lot of these do relate to each other it's about the people in the community and how  you plan for and inspire the next generations of your students predominately to move on to higher read this seems like a good stepping stone but it seems to me that as we go through this process our school department our school committee there needs to be some level of direction as as to where goes and we're going to be listening as a building committee as that work progresses but i i sat in a couple of these sessions with middle school teachers and high school teachers and i walked out saying in my hearing they're they're looking for a new school that's exactly that's exactly what they have today exactly no basically the same village for the same room block walls no windows maybe someone tops and all the destruction and i'm not saying everyone together sort of a steering committee but to some degree we have to make sure that that's not getting lost right that this is all i know right and i think i've asked brooke to do this just to say what is it that this committee could do to help you help the school the school committee to the school department that process we don't make that those final decisions although i guess we have the final vote on it but how can we help that process with all the talent that we have here so our vision is sort of i would say ending but the effort on visioning now moves to production and and so i think it's up to the building committee to some degree to figure out ways to make sure that that that doesn't get lost that it could get carried on i don't know what the answer is i just want to bring it out for discussion as we close our meeting tonight and and move on to module three you know brooks said to me earlier you know getting that information to those that are working the space to let them think about other creative opportunities to make sure that we just like tonight we look at that option two point one one more time you know are we asking enough questions i keep looking because you're the teacher in the high school right now but i'm asking the committee of school committee as well that these are really important questions to ask ourselves is it move into a big project and start to put pencil and paper is you know what is the what is really the vision and we have we have an educational plan doesn't describe the spaces it describes jesus sees it the scribes in the space matrix the area but it doesn't say  develops twenty two in the male much later twenty six or never but i'm still working out yeah me too but are there how does that how does how do these concepts address one what must be gender differences and how do they dress not so much the speed of development but just the idea that not everybody in sixth grade is going to be at the same developmental level with regards to executive function well i think we we create space and we create space for teachers to teach so and a variety of opportunities so if you say people learn differently and they retain differently and they have a maturity that's at different levels we will create those opportunities but i would actually have to say ok and you know they stay there still needs to be places for students who don't want to be in groups to go introverts you know a place that's that's less open and less transparent and then there are spaces for groups so we have to have a variety of spaces a variety of opportunities seven offer choice so we provide the the the the vehicle for that and i had think the teachers have to then accommodate those intellectual york city school system and one of the groups they concern themselves with are the fast learners that you know this is so there's a lot of attention because across the spectrum but they come you know so if they have a high achiever they they direct resources towards that that individual so i think what you're saying is that this style of classroom and the style of design will love the teacher to focus on the individuals  where they are developmentally was that yeah accommodate a variety of learning styles a variety of opportunities choice projects innovation weird we're talking about the invention generation you know where that's where even beyond maker space is right the invention generation how do they take this information this convergence of information distill it and create new synthesize it and create new things well where do they do that at  now where do they do that and then thank you my second question had to do with the name of the project and are we still calling it a high school or can we call it a different name because i have seen some addressing what would you call it and are we going to continue to call high school well our our submissions will always call to high school because that's what the m s p a calls for for no reason that's what we have to call it in discussions with superintendent failing and he had to run to another gauge when he she is thinking about what that is with the school part of the school committee i think because it's no longer just a high school if we have an identity of the school high school it and even said that having one dame that brings those two together will be will be a tremendous asset in and also bring the teachers together so we don't know where that's going he's not here unfortunately respond to it but as we move forward maybe there's a different name that this takes i don't know if it clearly is high school middle school like what we're doing now to talk about it right now we're saying upper and lower because that's the that's enormously true that must be a understands but that's that's a good question  we just talked about it together this week i thought of for me what's really important about this and i don't know if this is the right terminology but fixes the school district you know there's so many benefits to doing it this way rather than just building up a high school i see it as a kind of all inclusive solution and i know that they're working on you know the cost of the what do you call it what is that right side right size right sizing the other schools but i think that cost is going to be much lower than it would be otherwise if if if the committee had just focused on the high school so for me this is really a great solution because i think it's a good thing for the community and i think it's going to last for a long time and you know that's that's a very attractive from from that standpoint so i like if we can move away from the idea of it's just not just a high school i mean you know building high schools and port too but i think it's a much bigger it's going to have a much bigger impact than than just building a new school but this this building i'm convinced will have a larger impact than just our school in teaching because it is a going to be a fabulous our largest civic component of belmont and it will have fastened fantastic facilities in it so we could continue to do that and it's you know not only is a for our school system it's it's great for a community with all the other attributes that are brings and if you look at the site plan designed with the of the spaces that are being created around the more connected are our fields in green spaces are