twelve trends is really kind of a presentation talking about the future of education going to breakdown of of a lot of different educational thinking that we're seeing throughout the country and kind of getting i want to glimpse of what other schools are doing defining course spaces is really following the trend discussion and really asking the audience and the stakeholders what they think you know cafeteria could be in the future with what people think could be and the diagrams are really kind of a hands on exercise where you're giving cutouts and you're really thinking about what spaces need to be next to each other and and kind of create being creative about maybe the cafeteria doesn't need to be in the center space they can be off the side and and things like that so we have kind of documentation is out as well so this is just really quick from the september the two day visioning session and what we really got was was and really the need for professional development having this mentorship need within the school and these are kind of the most positive images that came out of the visual learning so as you can see there's a lot of there's abundance of natural light  of funny because a lot of technology images were really negative thinking that maybe the students were going to wear the v are goggles all day long that wasn't our intention but it was good to see that this kind of apprehensions of technology in that way but  the need for individual areas and large areas as well connections to the outdoors as natural light things we saw with the positive images as well and you continue with this large court yard outdoor spaces art rooms over to the outside so this is really seeing this connection to like really engaging the outdoors and these are the boards of all the green and red dots on them and from that  exercise you're going to see the same images pop up for the positive the negative so this connection to the outdoors natural lights kind of vibrant light spaces diversity of seeding collaboration areas project areas things like that  again spaces that may be considered to loungy or to neutral a good technology again was not really looked at as something that we should be looking at all the time chicago on the bottom yes the  feedback from them talking about the need for a diversity of learning spaces connection to the outdoors natural lights you know i'm going to keep on saying the same things over and over again so i don't have to really harp on this stuff but again you get to read through all the comments when they're posted online in just to tell you how this worked is we called out a space like learning commons and everybody gave their feedback so it's really interactive so that's how we got those lists again workshop i was talking about where you're giving a lot of these cut outs of program within the buildings and really kind of shuffling around and see what people react to and so people are really into it and they presented all their findings at the end and from the whole group  and again these were kind of the notes from the feedback learning commons being centrally located we found was a common thing distribution of admin and guidance separation of upper lower school definitely  was a big topic and connection to the outdoors these were documentations of the visual learning positive imagery outdoors natural light negative darker undefined spaces really big kind of and secure spaces so we see some of that when we go through design later this evening will you redirect some of those comments and how we will them into design absolutely so this is the middle school middle school was was really interesting because there was some comments that they had mentioned that we didn't really hear from the high school which i thought was interesting they really liked obviously a more secure controlled environment there was apprehension to outdoor terraces for safety reasons they also like kind of smaller spaces to focus with their students but also a diversity of spaces as well for flexible use of furniture and natural light this is they're they're kind of visual learning boards and they were given the same boards as always the same board so it was good to see different kind of stuff but again you're going to see the same photos that everyone really liked outdoor classroom one was like a really popular one  this kind of diversity of seating in this library was really popular that peavy was really popular so you guys are seeing this over and over again and again negative reactions are really kind of these big on security spaces too maybe too big for middle school students and dark and not not kind of supervised and we returned to the high school once again to really do that mash up we call the mass up mash up exercise which is the adjacency kind of thing w cutouts and the kind of shuffling everything again this is kind of what you're given and everybody really it and it seems and they are really involved these are their findings and this is kind of the notes from those findings  again library common spaces really essentially focused cafeteria comments may be connected to the pond which we thought was interesting science labs connected with arts was a common topic and admitting guys do not need to be near each other very heard middle school they're really team oriented obviously safety was a big concern functionality was was a priority giving teachers possibility over over lighting and sound limited distractions apparently what we heard class was not the greatest thing to have everywhere because the students might get distracted too easily so the more of a contained environment and a limited mixing with the high school since high school was more about flexibility connection outdoors teacher planning rooms more connected to the classrooms our integration with the entire high school a technology sustainability attitude was a big one with the p v array and and what not media center center located multiple learning styles diversity of of learning spaces distribution of faculty like i said the guidance and admin might be spread out and then they were more focused on  departmental interdisciplinary approach rather than a team approach with the middle school and these are kind of like the summary of all those these are the most positive images we could find so you can see a correlation again with greenery really well lit  well balanced spaces of project rooms and diversity of seating so that's a wow the ten minutes on awesome and and we're going t so i'm just going to do a quick two minute reminder that the other kind of vision that we did do is we we put out that huge community survey we had about eight hundred respondents responses that surveys so and we have presented the results a few months back but i just wanted to do two quick slides to remind people what the community members had to say about the next one ok great so we had seven hundred seven hundred ninety four respondents the largest group are students current high school students at forty five point five percent and then future be a just parents at thirty three percent and so we asked a couple questions what were their biggest concerns about the car in high school they talked a lot about the deterioration of the current  space the lack of space for the amount of students that we had the inflexibility of the space and what their hopes were for a future high school were really focused around sustainability flexibility cost effectiveness and also traffic and communit use for their top priorities we noted that seventy six percent of future be h s parents and eighty percent of teachers identified the districts and roman challenges as one of the top priorities in design a new building and sixty four percent of students identify performing arts and athletic facilities not surprising so forty two percent of all respond as did also identify sustainability and green design as a top priority and then lastly the top three priorities all fundamentally represented  transparency engagement in the process and so that's why we've been trying to have as many community gauger prophecies as possible and asking the public to come to our building committee meetings and comment as much as possible so everybody knows what is going on so that was just a quick recap weeks my my thoughts have been really towards this distilling project as one that addresses two important goals the first and foremost is the operational needs of the town we are creating a town asset  that will be around for a long time in our community that will address almost half of our student population in brand new facilities that are great for learning and also free up our remaining buildings to serve our kids six population of students in a real meaningful way and as a someone who keeps track of wanted to make well the balance sheet of our town is strong that asset will go a long way for a long time in our district the most important part of that operational need is the enrollment that we have and by able by being able to have a new project and address grade seven through twelve we are creating great capacity within the town for our kindergarten through twelve students for a very long time the new building will be fantastic and they came to six facilities that we were able to free up and use will create great capacity for for great learning which leads us to the most important part or the second important piece is those spaces are going to be available for what we consider to be the educational vision that we have for our children to learn today tomorrow and for the next thirty years and that's the educational vision piece that we worked with perkins and well on that we had worked with frank locker earlier on and that we are continually engaging our staff on as we speak we had a great seven through twelve meeting yesterday we've met with our directors over time and we're truly building on that work to create a vision for our schools that are free d up in using our buildings as a tool for that learning so with that said we'd like to say aloud at that frankel aco would say to us to prepare our children for the future jobs and lives sixty percent of the kindergarteners will hold jobs in the future that don't even exist yet and it was very startling when he said that to me about eight months ago i didn't think of it that way but he's absolutely correct in addition the skills that folks are looking for in the skills that we're trying to give our children as they leave the door of belmont high school are leadership skills work with the team and be collaborative solve problems together individually and as a group communicate in writing and in presenting and speaking have a strong work ethic and show initiative and show resilience those are all skills that we would love to have our children have on the way out of belmont high school so when we get to the vision in our educational program we said that we want to rigorous academic content we want communication collaboration and creativity incredible thinking those those words that are highlighted in red were brought up in some of the pictures that was shown earlier by perkins and well we want students to be able to create set the size and make meaning of content and we want to make sure that they're able to have that social emotional development between the early grades all the way through the upper grades to be able to have a sustained self identity to be able to be resilient and who they are as people to communicate and understand people who are different from them so that character can move them through the world not just the content of our math and science in english classes but also that ability to be human beings  of high character so we feel that our building restricts us in doing some of this work that there are teachers right now who are engaging students and students who are engaging each other in great activities and good learning opportunities but the building does not fit through our elementary schools our middle school and our high school some of those lessons and our teachers don't only want to do more of them but our students do too so thankfully we have jamie shea on our building committee who's also a teacher at the high school and she's going to give you some great examples of how what we're trying to do now is restricted by the building that we have and how what we would like to do could be enhanced in the building could be a tool and what we'd like to do for the educational vision of our students and teaching and learning thanks john so so you know it's part of the educational vision what what do all of these words in red really mean when we're talking about what happens in the classroom so we're really talking about students centered and actually johnson student director student led which i think is probably a better way to say at an interdisciplinary learning interdisciplinary meeting that kids aren't just learning english in this class in math a math class in social studies and so ses class but there may be working on a project that encompasses from both english history and math that would be an interdisciplinary learning opportunity which is really how the real world works so the other i you know the component of this is real world applications to what they're doing student learning that is structured in assessed according to content standards and skills acquisition skills and content mastered through either a meaningful question for students to explore engaging real world problem for them to solve a challenge design or create something and this is a picture of students in one of my classes who are working on a unit on ar active ism and they're creating a poster that had a message on activism that they then hung in the library at the high school so what does the research say about this type of learning the type of learning that john just outlined in our vision and the research says quite a lot it's this type of learning is showing a decrease in the achievement gap because all students are able to access ask access the curriculum it's improving students ability to gain socially motional competencies which is one of our major district initiatives it's increasing students understanding of concepts and their ability to apply knowledge in real life situations and improve student motivation it builds critical thinking communication and problem solving skills and there is a stark improvement in standardized test scores because kids tend to remember material better when they've been using it and doing something with it so here are some examples of things that are happening at the high school right now that are moving towards this vision but that are limited based on the building so the first example i want to give you is from the social studies department it is through our econ class our economy held an international economic summit where he had for other school from the state of massachusetts into school from beijing came in this in the students ran through an interactive simulation to negotiate deals while managing trade barriers and financial limitations and the bomber of it was it had to be on a saturday because there was nowhere in the building during the school day to be able to host something like this and it had to be held in the cafeteria and if which is still here you can attest the fact it took them about two hours to set up all the audio visual needs that they had to have from the summit in the cafeteria which doesn't really have any hookups also there was an inequity problem because out of josh writes one hundred eighty students only about forty of them could come because of other commitments  sports and other things that they were doing on a saturday so in a different space where there might be a project room and so here are some pictures of the actual summit that's about the high school cafeteria and you can see there's a student from josh's class and a student from china working together to create a deal  but if we had a space like this which is a nice big project room they would be able whole host something like that during the school day so all kids would be able to access that exciting simulation so to give you an example from the science department we currently have a computer assisted sign class and a robotics class that are happening through these classes students are employing design thinking and using contact and content knowledge to complete several design challenges this is a project based class  current building has several constraints for this class there is not significant space for students to be able to actually to how's the tools space for students to work with the tools space for students to work with partners and there's no place at all to display the student work which is a bummer because it would be really great to have some display areas for students just play the projects when they've completed them there's also significant power limitations for the necessary tools and significant limitations for storage of tools and supplies and that teacher actually is to move back and forth between two classrooms because the computers are one classroom and the workspace is in another classroom and the work space and the tool space is all the same space are costly just moving things around and as you can see in these pictures everything's just junk jumbled nasa you can see students are working in the space but there's also tools piled out and here you see the saw and some of the tools that are pushed to the back of the room so that students can get some work space when they need it and i see leon dyer's in the back and i'm sure you can attest to the same kinds of issues that are happening up at the channel as well so if we had a maker space like one of these  spaces students actually there would be proper storage space for the tools proper power outlets and an accessibility for the students and enough space for the students to work and then display their projects when they were done  so another aspect to the vision that john outlined is based education which is the idea of taking a driving question and really trying to investigate and find the answer and this is often done during through increased circles which are small group small group work and so this english class was trying to do interactive stations activity where students were moving through stations in groups to work toward answering a driving question and the building was causing significant space constraints in the classroom and require several stations to be set up in the hallways you can see the crowded classroom down there to the right and up in the left you see students just piled in the hallway working on a couple of their stations and the problem with that is it's a hallway so kids are walking up and down it can be noisy and there's other classes that open up into the hallways so sometimes of a teacher giving a test in another room but fire fire alarm to be a problem and the same happens in the foreign language classes the foreign language classes are have started a new initiative this year called authentic resources and so what they're doing is they're using native resources to learn the language and work on interpersonal interpretive and presentational communication skills rather than using sources that are prepared for students learning a foreign language so these are much richer resources and students work in pairs or groups to practise authentic communication they create videos they have conversations they present information and the lack of quiet space and sorry it cut off a little bit but the lack of quiet space for students to work is a big problem because they can't hear each other and so it's really difficult to hold a conversation in a language that you're not that you're working on that you're not fluent and if you can't hear the other person or see the other person well so these are two composite spaces this is actually from the frank locker visiting session that we did last spring of what a hallway might look like with little cutouts in it so there there is the classroom and then you can see these little cutouts in the brown color so if you're in the classroom there are windows to that little nook so you can see kids in there but it's a quieter space and what's next to it the drawing is actually from one of the groups made up of students faculty and community members that drew that same space when they were designing what they thought would be a really interesting learning pod for a new space and so you can see these little cutout so they're in the hallway but they're actually removed a little bit they're not in the main corridor and there's these little spaces that would hopefully create some quieter space for students where the teachers can still monitor what they're doing because they can see out into those next that's an example of what a breakout space might look like so those are just some examples there's a lot of things that are really cool that are going on the high school and i'd be more than happy to talk to you about the teachers have a lot to say on the subject i tried to boil it down to say in the time frame that bill gave us but with a new building we could really open up the possibilities for these teachers that  already doing amazing things in our district i would only add to that jamie cho's high school examples but we have leon dyer one of our middle school educators and if you've ever walked through the charity or through the wind  brooke through the burbank you see children in small break are areas in the hallways and they enjoy it out there but it's not really great space so we're hoping that when we have this building in front of us that when we go to organize  to six buildings that remain we can do so or just right way they can create more space the hope we can be used for different types of circumstances that jamie presented for arcade a six community as well so it's really important that capacity that would building within the town will actually ripple down to our k to sixteen so it's not just a new building this these types of experiences we hope to to make way through our k to six world as well thinking that well that's great so  project we started with a high school project nine through twelve and ultimately we're discussing k through twelve and and that's great in positive ways so at this point i'd like to open it up for committee comments or public comments particularly to visioning what belmont has been saying what our teaching and learning challenges are in the high school and what great things might come of this project is there anyone that has any comments that we do such a good job maybe i just talk so fast that no one thank you jamie i know you've been working on this hard with your group and i do appreciate that because what we do is we in for our design team they they don't design in a vacuum they actually designed to what they are told to design to some people think that they just design what they want but that's not necessarily the case because there's a lot of input that goes into creating a design and it's information that's most critical to the design  what we heard was information what we'll hear next then is going to the next part of our presentation which is a design update i'll tell you that a design update is is more than an update tonight this is i would say sort of from the ground up again taking what we chose as a preferred option we call that bow tie i think it will have new names after we finish tonight so i'll turn it over to you brooke and patrick and rick i'll let you deal with the computer  i'm sorry you had a comment i was did you go right ahead and if it would be good is if we could go up to the mike it's good to exercise it's right up there particular sustainability in a very high level in their wish list because they want to have a very comfortable school they want to have good ventilation and have it be efficient but they're also going to the operating costs down the road which we are but they well so so we need to build something with those things in mind too and i saw that that was very high in there last and it's high on our list right yes thank you for reinforcing you have a tail i have a ten i was in the bahamas five i know that see i was trying to get to say that i said you woke up warm this morning i did it was beautiful i don't love everything i hear it's gonna be just a posted with the cost i want to know all of these things which sound to reflect what the cost effect on the total cause project cost is ok compare maybe not tonight but what we will hear is i guess brooke to preside and what brooks been hearing not only bob i'll say this just to respond to bob about meeting the vision and learning as john has been working on sort of squeezing the building down looking for opportunities that exist within the square footage already that can be more efficient square footage leads to cost right and then the second piece to this was just volume trying to tighten the building from all sides so that it is a more compact and that doesn't mean take the square footage up but be more efficient in the way the building is developed and that's what we're going to hear next so i was out for an intro it's a great int evening everyone on feb sixteenth on or about we submitted our preferred schematic report to the m s p a and we told everyone after resubmitted that report that we would continue working and we wanted to continue to ensure that the project met the educational goals of belmont that it was reflective of all the site constraints and the architectural idea was intact and as bill said of course it maintains the project budget so we heard some things during that early phase of the p s r and during many of our meetings but at that chart of all the meetings but we'll do that next time and we heard the pedestrian and bike safety was paramount in the site strategies and the site planning of the project and that we had to be concerned with traffic and queuing and parking on the site that we wanted to keep the building centralized so we ensured that the building had good views and we understand that there's an existing building in phasing we were looking at a single phase option we can't promise that might happen we were concerned about how the massing might impact the residential neighbors on concord so we wanted to ensure there was a green buffer there we discussed a lot about the upper and lower school entries and that was critical that the students had separate ways to go in and out of the site and how again the building embraces the pond we also talked about the contiguous green space and how parking was pushed to the back in terms of the building and this is the p s r graphic and design and  floor plan of the project and you'll see some more iterations of this tonight but we heard about maintaining the integrity of the middle school community we heard that the building needed to be flexible and i'm not going to repeat all the attributes that were said tonight but you can see the common themes that kept occurring between the visioning sessions with the neighborhood with the high school with the with and the communities the high school and the middle school and these the same words kept coming up in the same words came up and i loved your presentation because when we visit the building we don't see that we see boxes in rooms and i'm always wondering what are you how are you doing those things so tonight was a great opportunity for us to see how you're actually doing those things and we talked about the cloud space how it's it's it's distributed and we like to quote john and we focus on the artful integration and meaningful separations of the upper and lower school so with that we continued looking at the project and what you'll see tonight are some iterations of that and how we started to realize those vision names pin will and media terrorists and media terrorists which is on the right and we have plans and models of all the separate you're going to look at in detail but media terrace on the right is probably the closest directly so it's basically and you'll see this in the model it's a linear space so that three spaces down the middle and connected by by a street and it's also organized in this case with the classes wrapping on the end and kind of deflecting iteration rather than one long linear space we looked at creating a very strong kind of centralized space open in the middle which creates a very strong view towards the pond and the other thing that happens with the becoming more of a singular space in the center is the classroom wings deflecting a little more so on the lower school and upper school entry we have a little bit of a deeper space more like an outdoor courtyard so it becomes a very kind of strong forecourt entry to the building so this is what we were calling  pinwheel and so all these colors begin to represent program as well so going pinwheels when we wanted to talk about first one of the first things we did was we thought about how we organize the upper school and how we organize a lower school one of the things that transpired over the last few weeks was in terms of the way the lower school is organized we liked the idea as a team of having the seventh grade have its own floor and gave great have its own floor and that kind of developed an interesting part of the massing so that's the piece here on the right and so what happens is this becomes three stories and one of the great things about that is it begins to step on the right side and is this wing kind of gets a little closer to the neighborhoods a lower scale so there's a lower scale both for the lower school you know the middle school as well as you know that the entry from that side and on this side is four  teams and then the science in the high schools kind of centralized them on the back with with the media so the classrooms are the light purple and the  how the piece is going together rick mentioned there's two separate entries at the ground level we have an entry for the upper school and for the lower school in the center at the bottom of that main space that identity space is that that fantastic place for  larger groups to gather it's both the cafeteria commons it's pretty function for the auditorium as well as the gymnasium it can open up on to a great kind of outdoor terrorist space on the pond and it's a place really for the whole school to have kind of its identity known to the to the west of that is really the music band an auditorium as a kind of neighborhood within the school it has access to the outside so that band can  practice it has access to loading directly on the side of the building so that equipment and things can be efficiently brought and be moved off site it also has access to the stage the outside so that scenery and things could be built as we move up through the building as rick said you have one continuous grade in fourteen on the east side of the building for the lower school team one and and the classrooms are really located across the hall from each other and that cluster of four sam team one two three and four and in between them you get that wide and corridor or space but those small noakes that jamie was describing allowing that project based learning in those quiet spaces to come spill out and facilitate group work at the center of that you have the kind of innovation in maker space that was described so it's a combination of that open space for project learning but also the enclosed space for tools for storage and for projects projects storage when when you're not working on them all of that is is organized around teacher planning seminar space and the language space is that that kind of gateway to the lower school so there's a clear threshold between the upper school and lower school and there administers there's administration at that threshold so it's clear when somebody is kind of moving into that space if they should be there or not be there at the center moving up through that that open spaces is the media center and it could be split on different floors portions of it that need to be secured could be cost in portions that could be more open to be more about soft seating and study could happen on different floors so in each function it becomes  distance to the upper school and lower school and then the high school has its own innovation and make or space also flanking the media center so it has those innovations spaces in between classrooms and has a maker space on each floor and that could be the robotics or in any of the number of number of the other kind of clothes maker spaces that are programmed for the building and then always in the back is on each level are those science spaces kind of co locate and grouped together some on each floor the other grade nine through twelve on one side seven through eight on the other in their teams and then on the upper level you have a kind of concentration of science spaces as they get light air and views kind of over the roof of the existing gymnasium but but that point also showed by patrick on the right side it was we're was three stories on the left side stories and you can see that in the in the model and you have something around it so so this point on the fourth level than this you're looking over the roof and you get the concentration of our troops the idea here is that our could have access to outdoor space directly adjacent on the they could have gallery space to kind of display work along that central atrium and it's again adjacent to science and maker space so what we heard was having some moments where where those spaces can all be close in proximity to each other directly around the innovation space so you can see art science maker kind of all being engaged together in an collaborative teaching environment around those innovation spaces of section is a slice through the building this is for this scheme or slice through a kind of long way because it illustrates the ideal but better so you get that community commons on the ground level with entries on both sides and then you get you know that they're still working that's right so if you look over here so as you can see that it's a four story building on that upper school side and as rick mentioned a three story with a potential outdoor terrace on the lower school side i noticed you broke it open with a fire separation yes so we're looking at you as you mentioned on these games we're looking at ways to make it more efficient this game is as rick mentioned is a little bit more compact it's wings that  kind of lead to a centralized space and that centralized space as a result has ways of being kind of isolated so that you don't get what's considered an atrium space with a building which has higher demands for fire separation and one of the ways this ties back to some of the vision st bill you're asking about is the community commons in what we call in the common spaces of the vertical kind of links to the building so it brings daylight transparency and kind of connects the cloud or the shared program kind of vertically up through the space so it it and you so the next schema the second scheme was what we called the media tears in this this was more than what i described as a linear street that four story space runs data gets squeezed very narrow but it runs all the way down the center  the space and then all of the shared program you know particularly the media and all they could get stacked and kind of looks into the space the classrooms wrapper all the way around on the end on the outside of the building but what happens it doesn't have that single central space it kind of looks back at the pond all the classrooms have that kind of view of the pond and then again the science is colocated with the seventh and eighth grade over on the right which is a lower three story element and then the science is all tied together in the level similar to the previous scheme just executed a little different for the geometry you still have lab with its own drop off and entry to the north you have lower school entry with their admin and wellness spaces  east and then at the west you have a kind of music band black box theater and auditorium all that can you use the lobby pretty functional space for the high school as their event pre function kitchen cafeteria loading are all still central to the building and still have access to the outside on the upper level to start off with we can look at the lower school it's clustered as we talked about for classrooms including science and the innovation space directly outside this one's a little different because the clusters  not broken across the corridor but rather kind of grouped around that space off the cord or so it would work very well for some of the things that jamie and john were describing in their presentation what's different about this is that they're each one of those clusters one two three and four that serve a grade are also grouped around a kind of many media center for innovation space the idea being that that two story space becomes a kind of heart to the lower school places for both grades to get there are single grade to kind of get together in the space again some of the same groupings of teacher planning and seminar spaces as eyes on the kind of entry to that wing and the idea of stacking this space on the three story section is that you could get some natural light into that central space from above on the high school side you get science group in the back of the building still you get the media space as as that's linear street as rick mentioned and you get bridges that kind of cross that multi story space and get views out over the pond innovation space happens kind of in the clusters of each one of the neighborhoods there and then each one of the spaces that might be enclosed in media whether it be the language lab or some of the some of the seminar rooms kind of act as objects to break up that space so that it's not one large space but actually has different scales in it for students to work in at the upper level are still stacked above science getting daylight from above and potentially having access to that roof space and the ninth grade which we which is similar in both schemes could be stacked on the top not means that the ninth grade can either be broken out into kind of larger teams or or by department or could be kind of clustered together as one grade on the upper level the diagrammatic section for this one is cut a kind of short way across the site and you can see that the terrorists for the media space steps up within the building the classrooms always taking that wrapper side looking over the lake and the fields  are at the top where it can get natural light from above and those lab spaces looking out over the roof of the old house on the north so we're going to pass something out after we develop these two options and i know a lot of this is fresh for you today you just received this presentation maybe this today so you're seeing this for the first time i'm you can see we've been busy working and in the in term we had some meetings with the steering committee seven to twelve steering committee directors meeting and directors meeting which are the department heads and those are amazing meetings because what we did at those meetings was we had an opportunity to present these ideas and get feedback from the folks the teachers even if raters who will be living in this building and that was really important and it was a really interesting convergence of ideas because we were hearing similar things at all of the meetings and we understood that we needed to do a couple of things we needed to ensure that the building and there were committee members obviously at some of these meetings says so and of course the o p m sorry in tom you were at all the most of the meetings and and participated a lot so we wanted to ensure that the building was cost effective and efficient i was mentioned before and as bill said so we know that we needed to keep that in our brain we wanted to create and ensure that we had smaller learning communities for seven through eight that we know we have four teams for seven four teams for eight and we would have little neighborhoods of a hundred and people started seeing that as important and they could see the difference in the both options where the media terrorists that one had them in little teams with breakout spaces around them and people really gravitated towards that so we were listening to them there was a lot of discussion about sharing of the core spaces and so what people were doing was looking at the actual buttes of both plans they were thinking about the things that everybody had been talking about we had been talking about about the middle school about the high school about project base getting interdisciplinary and we started coalescing these ideas what we  was think about this and think about what can we do to take the feedback and this is the sort of the surprise for the night because we haven't had a lot of time to do this because our last meeting the last meeting  and yesterday it was just yesterday yesterday at what time pat around five so yesterday and for five until today we took all of these thoughts that everyone had and we created this new media terrorist so someone cleverly said the pin terror so we want to talk about that now because we're really excited about that option we do think it's more cost effective because it consolidates the atrium it brings the classrooms together and it's really the best of both worlds so passive second so just so the qualities of the pinwheel which we had feedback on was trying to come up with more compact and efficient use of the volume space that paul volumes faces and so so what we've done from media terraces with pinwheel is we've we've kind of really compact that down and have less space we've also opened it up with really great views to the water and so that's one of the positive things with the media terrorists we had as brooke mentioned a lot of positive feedback on the way the middle school was working in terms of seven and eight having their own floor creating a little more of its own kind of centralized space so what you're looking at on the right is basically a combination of the two colocated science with the middle school with the teams with their own kind of resource center in the middle the large open central space with the media center and science behind that actually all having these really great views towards  pon and then that v shaped a courtyard entry for the school so the upper school has a very clear kind of courtyard arms open kind of welcoming gesture and the lower school has the three stories but you know a little a little bit of a flatter but still a bend in the put in the facade to kind of welcome you and draw you into the building that the lower floor plans remain fairly similar to the previous schemes the difference really is in the typical floor plans so you can see we but we have is from this point on sensually that the terrorists scheme the smaller clusters of rooms around their own kind of mini commons each one having their own innovation space and then on the west you have the kind of wider innovation space corridor that leads to a great kind of stacking of spaces around those maker spaces that become resources for the whole school so another thing we heard was is that when the resources that are for the whole building get kind of spread along the  plan in a linear way they get a little bit farther from the lower school so there isn't as much equity there when they're further away they have to travel and of all the way down the building to go to those but by and by in a way kind of spiraling up around this media center space they're not too far from from the lower school and they don't as kids don't have to travel too far when they're moving in larger groups out of their wing we brought the kind of seeing spaces around the media space more and tighten it up so that the volume isn't as large as easier to control than from a fire suppression point of view it also allows those great views kind of out in across the pond sort project i was talking could you repeat that we're going to a future by tightening up the atrium in this scheme and making the kind of the aperture of it smaller we're still getting a lot of daylight down into it especially from the south but we're doing it in such a way that the cost of kind of shuttering it or classing it in on the upper levels is more economical so it allows us to have that identity space that allows the whole school to kind of see and be seen and be connected but do in a way that doesn't demand a kind of fire suppression system that's complex and the space in the middle school on the right is actually a two story space so it's so this week to worry about i've been asking perkins well to look at these big volume spaces and eliminate the need for atrium smoke control which is a very costly item for large volume spaces so that's what they're talking about so you've achieved that and so we're if you're still able to open it up and you know that's the go on the upper level you still that great relationship where art could spill out onto a kind of controlled roof terrace area you get a skylight down into that lower storey commons which is fantastic for that kind of the lower school and media space and you get to still get this great connection kind of up on that level where there's some science maker space in art all that kind of the nexus of these two wings this still fits that kind of classroom count for the full ninth grade so there's the potential that there's a kind of flexibility in the school with the ninth grade teacher being integrated in into the rest of high school or be brought up and be its own kind of department or it's own wing on that one floor while they're up there they still get these kind of great connection to some of those so spaces and a couple other comments just on all these models if anybody wants to look at them we brought we brought kind of a roof template which would go on top and the reason we did these a couple things is is one end potentially alpers a shading device for if we have the glass in the middle in the be used once upon that's all south we want to shade that but then also thinking about making sure we're maintaining in that showing mechanical making sure we're maintaining a reasonable amount of footprint for the p v because we've talked about having p v and thinking about sustainability so we're kind of carefully looking at that as well do we still have science out there were terrorists on the roof somewhere yes so we want to say that this last scheme option has been barely twenty four hours so there are things that we're still working on so we'd like to have you know he we will be developing it but we're interested in your feedback tonight and maybe we have to spend a lot of time just getting feedback on your impressions what you think because we heard from the other groups but we haven't heard from all of you and i'd like to well so i think i think what we found was that there's an efficiency to the pinwheel scheme in terms of a central space and there's a way to create a moment in a school where it's exciting and where there's a sense of what's going on in the school and there's a connect strong connection between out in the outside that is a great way to bring natural light deep into the building so those are the kind of part real positives of that scheme the things that were were negatives we're hearing was really about the lower school and how we were configuring the classrooms in those clusters they felt a little bit further away a little bit harder to manage the innovation spaces so that the innovation spaces were grouped per four teams a book group or two teams not individual by team and what we heard was that and it can be very difficult for teachers to kind of come together at eight different teachers and an organized how they're going to use that space effectively versus if it's just for classrooms and they each get one of those spaces very easy and a team to talk about how they can use that space effectively so that's the breakout space that jamie talked about earlier so the media terrace did very well it was much more concise in those team organizations and it gave them that control  ability to have eyes on those spaces and use them effectively and manage it as a team it also had the opportunity to have a kind of mini identity space that was appropriately scaled for the lower school within the building you got one hundred percent thumbs up from the educators in terms of the educators are very clear about the middle school as to which one they liked it was all thumbs up on the ones that had breakout spaces per one hundred students there was no exception there it was a little less clear i think on the high school side which which model was more effective that being said i think there's a recognition that there's a while that space that linear and really connected has kind of cascading space through the building could be a fabulous space to be in and to connect it's fairly inefficient and very difficult to manage a smoke evacuation system and if you're going to try to isolate it make it not  atrium in the earlier studies to those wardrobe and spaces we're not a we're not big player so even though we narrowed that aperture and made it a more effective scale from the p s r scheme it still seemed like it wasn't something that could be as clear as a model for the lower school and bring that into the scheme and it really study kind of this side and try to make the connections to the center a little bit more explicit for those willing spaces so that there's a clear relationship between spaces like robotics innovation space and classroom space and make some kind of come together and a vibrant moment in the school so i think we're still still kind of waiting for a little bit more feedback definitely on the high school side i think we came out of those meetings you know wanting a little bit more on that when it wasn't as definitive we got very clear reactions as work mention to the lower school but we really were looking for back all  we knew we had to make the building more efficient that was paramount to what we've been hearing over the last couple of days and and that was one way to do it and a very effective way to do it without losing a lot because it's a very energize base with a lot of those breakout project opportunities interdisciplinary opportunities around the academic classroom so other comments from committee members is the it's all in twenty four hours old so maybe you don't have the answer but how does this square footage footprint of the hybrid compare with the existing school and what does it mean to the playing fields  so each one of the schemes respects the boundary of what's required for the playing fields and each one of them have roughly the same square footage they're just more efficient really in the hope that their income that they're in closing i mean the big difference the media terrace has more volume has more bombs on the square footage is the same but the volume is different but that would put into the overall building is the same thing you guys ever got to put like dimensions on this because it's really hard for me to look at these intelligently  important to see it in the context it makes it makes a lot of sense of the volumes in that thing and a good way to look at it is the class the classroom which is our classrooms which are the most common space in the model that's that's thirty by thirty roughly thirty by three  become the this hybrid has really taken all the practical features of what the school needs to be program magically effective on a day to day basis and really come into light i know when we see pictures  of kind of grand scheme characteristics of the school we have really started to really focus in on the practical programatic needs of the the how the students move it out of the building how they do so or seven eight side lower school how they do so in a high school side how we double load those cardus to be effective with our space and have learning communities created and in all the things that have been discussed over the last few weeks have really been slowly boiled down to this so i  having seen this for the first time today because we've been working on different iterations it's really exciting and this does have direct feedback from the educators from yesterday the directors from the day before and it really is it's really effective use of the space from an educational perspective and the adjacencies are really starting to come together and in terms of a lower school that makes sense it's a day to day use of how teachers work how their programming educational day looks as students day looks and also for the high school it's really starting to speak to that so well so thank you very much my name's mary lewis i have a second and fourth grader and this is a very exciting moment in belmont life to be considering this i wanted to thank all of you but especially jamie and john for presenting what's working and what's not working i think this is what the public really needs to hear up until this point you know back in i think it was january there was a whole debate online about the cost per square footage where we spending more than  people in you know south south boston in these fancy office buildings and i think what really came out tonight that i hope you can communicate to the public more effectively is that you know this isn't an office building this is a learning space and we're going to organize it so that we can do the kinds of things both that we're already doing and that we want to do in the future that we can't necessarily  i'm i guess my question is partly how we can better communicate what is driving this it is about enrollment it is about square footage but it's also about that and then secondly i wanted to thank you for considering the cost element because i've had a lot of conversations with people who support education in this town and who are still in sticker shock so the fact that it isn't just square footage and it is things like fire codes that are driving costs i think are something that we really really need to take into account or this won't pass there's also a great ignorance out there about the process and numerous parents i've talked to think that because the school committee already passed this that this is already happening and these are educated engaged people so i think we really need to work on developing our message and if you could take this a shorter version of this show around to the eventually maybe not quite yet but eventually and you know really make clear how this is going to affect everyone from k to twelve and the community with that awesome theatre that you're going to have then i think you can have a better chance of this winning in november thank you for all your work but oh this doesn't need to be brought to the choir this needs to be brought to the elderly in the tax payers as well as with the workers has to be done like my name's bill anderson and i guess i'd just like the committee maybe to speak to how we are judging the capet we're going to be at capacity wise in six years when this thing comes online whatever we're decided it's go and then how do we know do we have anything we thought about room for growth based on what our projections are for in roman in years on out or are we going to be looking seven or eight years from now that we have a school but we're already at capacity i mean i think we have an example down the street where i've heard that happen so that's another message that we have to get out i think clearly but over a year ago now seems like it wasn't that long ago but it was we went through a demagogue demographic study with two firms one that the m s p a had with their algorithms and one that we retained to understand what the growth would be based on a lot of factors and belmont john you worked on this tremendously and what what both firms what both groups did would was converge on the fact that we're going to still climb by john we're going to plateau there may be a dip but it's it's going to keep climbing for a while roman was by grade but also because we were looking at three configurations it told what we were designing for and we are designing this building for total design a roman of two thousand two hundred fifteen students that's not capacity especially in a high school is different in a middle school john because i'm sorry in an elementary school because that's single singular classroom learning and there's nothing really else but that core classroom that you have but in a high school and a middle school there's a lot of space to expand and they only john to help me because i'm getting beyond my i keep saying you because this is sort of my the population only goes to the core classrooms not the other ancillary classrooms like class like art and p and so forth but students are populating in there so it's interesting is we're designing the core classroom because that's what we have to do but the capacity is a much greater factor i think they said somewhere around thirty percent of larger not right so when you when you put thirty percent on two thousand two hundred students that number is almost three thousand which is tremendous groet if that doesn't even that's goes well beyond whatever while twenty years so we feel that we have very good capacity john both in the seven through twelve and then by the building of the seven through twelve here the space that you have and you went through that with the other design firm there was ample space for and i think that the the the the short version of this is that designed in roland is what the building is built for as relates to the core classes which is based on the twenty two hundred or so by design capacity is a much bigger number so the enrollment that they plan for which is around twenty two hundred which is about three hundred seventy students per grade the design capacity is much more than that so what that  factor we feel very comfortable that we have the capacity to provide more space in accommodate a higher in rome and beyond what we have projected to have if in fact that does happen in the future what's next brooke as we go through we have another meeting probably next week too so you're more about this and at some point we have to pick one of these curtains i think it would be  i know it's a lot to put at you in one meeting and that's why we planned it we added another meeting intentionally so we could have a working session so what we plan on doing is developing the project further before the next meeting however it would be interesting to get a little poll as to what people are just viscerally feeling we know intellectually it's hard to get into all the nuances but what are what are your feelings and impressions about what you've seen do you like the high bred i mean it's clear that the middle the educators like that middle school and they like the high school part so how do you what do you what are your feelings i guess getting a a real reaction build on the vote yesterday we did our nice s c l activity before we started our meeting and we ended with trying to get feedback from folks we actually asked folks if you like the pin we'll give me a thumbs up if you warm to it but you're ok with it give me a thumbs even if you don't like me a thumbs down and so what we're doing is trying to take visual feedback on a quick scale not putting anybody on the spot individually but allowing the group to give feedback so this is not a vote that i could tell because i'm not going to call so but it would be interesting if you could put the oh there you go the three up so pinwheel can i just see whether people want to do this it would be helpful this would be much very much like it sort of neutral to go the way this is not through friends so reporter i have to say that i have never seen such a well run meeting as john runs a meeting the way i have learned more from his meetings than anything in the last ten years he starts out in such a compelling way getting sort of that dialogue and people feedback from people's emotions and then he what did you say there's the tell there's the that john answer that question but i did want to that's a good point because there are certain spaces that are separate just separate the middle school classrooms and the spaces around the middle school will be occupied by seven eight or i should say we we have to define if it's middle school or lower school and upper school there are certain spaces that maybe upper school spaces spaces that are shared but not defined separate and spaces like the cafeteria which might have a smaller area for the younger students i'm not answering your question but i'm answering another question of my own for you which is that some of those spaces like medical will be together seven and eight and nine ten eleven twelve might have a separate feeling to them so there's that careful connections and artful separations how i don't i was that backwards i think it's the same either way right artful thumbs up i love that i got so so each space we're we we haven't gone down that road yet in terms of some schools or the seven through twelve that we saw have a similar bell schedule for both schools is just one set of dolls in the all the high school all the way down to fifth grade and induction actually has one bell schedule so we will explore that we would like to make sure that we don't even we don't have really many bells at the middle school right now we don't have bells and we like to keep those kind of out of our educational program but in terms of shared spaces it's really going to be the challenge it will have is the cafeteria will have separate spaces for low school guys and in high school guys in different ways to enter in the drought but it might be a divided will place where you could take that divided on and you can have great pretty functional space for a play like we're having nine to five tonight if you want to see it's now you can see it tomorrow night and saturday night at the high school or are pretty functional for any kind of sporting event so that kind of flexible spac and what i'd like you to do was when you put your head on your pillow tonight recall the images that you saw today and do that for a few nights and when we come back on our next meeting  wednesday we really want to sort of dig into what those good after peter are that we saw will have the mentions i think that's very good be by opening when you see that there's a large building so you have those dimensions to understand what that means  that for other down the line so we had a really good dialogue about that yesterday in some of that will be reviewed on how the building is set up where we're talking about that in the middle school folks actually have a real good dialogue about it and  part of that will involve you know with steel walls are how students will travel often off team and out of lower school to the upper school side of they have to go to a to a music class or an r classics center and then what the flow in the direction is and so  that's more of a middle school kind of issue that we want to talk about how the flow works but then just in general flow of of students going back and forth the classes we know that the middle school traveling is different than high school traveling and so we have had that conversation and will continue but it's interesting john they're the middle school teachers and probably rightly so have a lot of questions on how kids move and there was nothing for the high school to i guess the high school kids are off on their own just get the design right now allows us to build the high school component in its entirety with a temporary wall knock the existing move everyone in furniture and everything so we're building a four hundred two hundred fifty thousand square foot building the building move everyone in the other one down and build another hundred fifty thousand square foot building but i do the math right somewhere around there that's two buildings that's a long process but our design team did what we said is can you do this without affecting the students in the classrooms and in the building itself that has a cost to it to construction projects start to finish duration mobilization and so forth so another option will will will explore with this is can we do this in one that will mean that carving portions of the high school out making temporary walls over there first building temporary classrooms somewhere else but building then the entire building in one shot  besides probably reducing the duration of construction it may it may turn over the the entire school meaning the little in the middle school seven eight sooner than planning that the longer duration would which would help on the middle school side because every year they keep having to think about new modules over at the middle school so what we'll do through the schematic design process is we'll explore two options to do this not not just one anymore and see what's right at the end the schematic design we will have we will know what the right path is cost schedule and so forth and the impact none of this confirmed is just why you know sometimes we put we say do this and we don't step back and say is there a better option to look at things fresh and that's what we're asking our group to do any questions on the no decision made just could it be a single face book i just want to say the folks might be seeing surveyors around the high school that's because there are surveyors serving the high school property and we're hoping to get that information in the next couple of weeks we already saw the first pass so i just wanted to make note of that in case your students are seeing people around shooting grades in addition we have been continuing on our landscape design work we had a landscape charette in our office last week so that's ongoing and we have our consultants coming in to look at the designs and trying to make create greater efficiencies in the design as were in the early stages so there's a lot of other things going on back a house and we continue to invite everyone to one other thing i should say thanks if you will see a truck out there a rig truck take doing work that's not the first set of piles going and that is rings that are taking place to evaluate what's below the ground surface so we have a program established that will be we're trying to get that done before the ground thaws and i was in the ice i was with you folks doing a tour for the weekend talk about this and softball baseball everyone's trying to practice inside so unfortunate spring that no one could get outside so everyone's i'm sure waiting for the weather the turn to get outside rugby rugby in the parking lot so there's a very rough right for those of you who are curious about some of the kind of sustainable things are going on as well those borings are being done so that we can right within the groundwater system so it's not only just to for us to look at the foundations in the structural system but also for some of this is features ok we're going to move quickly through that we still have some good business i know people are going to want to hear some of the things we have in front so we're meeting minutes next on the agenda from marks six the last time we met ok that went to anybody have any comments if not thank you so the next part of ours is really very interesting i think she shane is going to talk about this but in our last meeting we talked about the pyramid method for a construction contract and the overwhelming i think everyone agreed that we should go through a construction manager at risk we were i was given the request for approval to go start form a subcommittee  are advertised out publicly and those became available to interested firms on march fourteenth i think we've had a bit sixteen or seventeen people have asked for for copies of that to date which the seven or eight of them are at proposed to back on april twenty fifth again in our office we'll review them distribute them to the committee april thirtieth will sit down the committee for a third time review those non price proposals at that meeting we've tended to be set up interviews with the shortlisted firms on may seventh which we hope to make a recommendation or at least rank the consortium management firms on may eighth will come back to the building committee with a recommendation  hen we go through these proposals we will need to rank them correct yeah and then we'll need to choose a short list for interviews sure all of these meetings are public and i would encourage especially the interviews will have plenty of time to talk about that people to come because as i said to the group the tour all these companies are very very good companies but it's really the team that they assemble those that will actually work with us and the reason we're doing this and i think everyone was here i said this is we want them working with our team right now our designers o p m to find those things that are more effective for the building for design and costs to  look at phasing to look at site logistics with a campus that's very active and all those things that are really contractor driven so we can have the diagrams we could have we could understand what's going on and we can make sure our price and schedule is right and will be their services that they're providing and it will be the cost for their services not because i wasn't i was clear this was we are not getting a contractor that's going to give us a price like when you build your house service and their overhead no there's nothing in there for bricks and mortar any any sort of construction costs and they're good and we had i think we had out of the people that came there were there was there was seven firms in my right that are qualified we don't qualify but seven i understand what you're saying does this mean that that they would be poised to give us a construction price later on if that if the if that were hired is that correct so so we would be hiring them initially to bring us town if if the project is approved at the town we'll continue through the pre construction phase through design development construction documents and then once the documents are one hundred percent complete it's at that time they'll give us a what's call it if it gets approved in november is that project a bit out or is this so what they would do is competitively bid through the state procurement process all the trades that build the building all right so there i made a general but there but the concept is that they are being hired as the general contractor go you know there are management firms so they don't they don't swing a hammer or do anything they manage the construction of individual trade contracts that it and and what goes on on the site so that but they don't build the building so it's different you probably weren't here last meeting so there are methods one being that general contracting bidding method which you have to have by the end and other is a partnering method where you have a construction manager most large projects these days not just school but the projects you see around a run through construction management process so so so read this process we will also be involved in that beating like a general contractor who brings in who he wants we will be involved in that there have to be be approved before they can award them so contracts so it's all an open book process of bidding at that point all the trades we see everything we review it's it's a much more rigorous process for our o p m an architect in regards to how the project is bid and but it's a benefit to to a project like this definitely and it by the way i want to say one more thing we're doing this because they will become a professional team player that we're bringing another team member on that has a huge stake in the project rather than if we build it at the end of finishing all our drucker drawings it's a little more adversarial when you do a hard bit at the end so we have someone vested in the project from now working with us meeting a budget line and meeting a schedule because they're part they're making it right now so they have a lot of reputation at stake because they're this is these  firms that the m s p also looks at so it's not a one and done so it's going to be interesting process if anything else it was a very good question actually yes chris you two or three different good so when we go into in june when we're starting to do the final estimate for our schematic design they will be three independent estimates being done one from perkins the wells consultant which is peter bradley one from de lis and one from the c m and then sometime in the middle of june there's a reconciliation that happens they get locked in a room until they all come out the same number something like that right it's pretty grueling to say want to do those agreements i blocked that day out by the way already ok so moving on to the next next part of this and i know people can see this and i'm going to apologize up front but this time this topic will be brief but it will be meaningful we've had a lot of dialogue as a committee about the traffic solutions on our site and at around our site we've met with we've we've we did a presentation here i think was in january we then took that to the  town and traffic advisory committee because we realized quickly that the issues are not necessarily specific to the belmont high school building project there are other issues within the town and traffic we've been focusing on of  ways to get that traffic solution pulled together and there's it's just interesting enough a tense step process i didn't come up with but there's ten steps here that we think are most these have been reviewed with the town traffic advisory as our design team and they're professionals and we are implementing this we're going and i just want to call your attention a couple things first and foremost you know i think i want to reach out to kate came in here safe route to kids and we'll talk about that for our schools and what that means i understand that may not be at the high school middle school yet but those that people that are engaged at the elementary school hopefully rise up as the kids go in and bring that with them so what does that mean to belmont and how does that fit in for walkers and riders and then also walk boston our we've heard some good things about that are professional team is as plugged in to that agency we will continue to monitor the comments of traffic advisory where we're going to the next meeting on april twelfth as again listeners and then we have a couple of us will meet with the neighborhood specific to go to yeah now i know but well we'll have to figure that out so wolf we'll figure that out right and then what we're trying to do is is come back together to the we have a planning board meeting in the middle that come back together with  staff meeting at tac where they're they're going to come back with their group and start to engage in the nelson nygaard stand group a more dialogue of the many several options of traffic solutions that were examined on the site and mitigation and what the pros and cons are so that we will have a tac meeting on may tenth where we're both present and get their feedback bring that back to this committee on  sixteenth at that point we probably have a general understanding of what the preferred solutions will be and then we also have another planning board i'm sure that will sort of lock that up so that's this here i handed out to our golden street folks right here i saw another person come in oh there you are and and i understand that you had folks maybe get together with some ideas so that's what prompted this idea of getting together with you once you have those ideas pulled together as a group really very much appreciated and so big thank you great thank you that's it for traffic if there's no committee comments you can't see this either i'm sorry but it's in front of you our next group of public meetings through schematic design have been sort of outlined here i think jamie and your group of you put some of these out there we're still working with our design professionals on for the details but are just you can take this home and submit to the m s p day and head of that we probably should get together with another joint meeting just so the school committee and the board of selectmen are up to date on what's going on so john and i we tag that may eighth school committee date as a collaborative time for that there's traffic solutions discussion i told you about there's a update on security net energy net zero energy and technology meeting there that's that is not the making the sausage as we often say meeting that's sort of a summary so we'll have meetings prior to that as our subcommittee on building systems in operation with the design professionals are still trying to get their schedules coordinated for that but they'll be two or three meetings prior to that where we work out some of that making the sausage i guess we have a design workshop i heard being developed right brooke and one of the thoughts that came up as a working solution might be not necessarily inside the building but maybe what that space is outside the building between the pond and what things can go there and how we want to program that it's comes up in every discussion the connection to the the use of that space both on a civic level and on a educational level so i'm looking forward to that lots of ideas we'll bring construction pattern what we're going to bring we'll forget that oh kranz ok i was thinking of wood or something but anyways other than that our next meeting is i could i bet you all can read this right is this update we talked about on march twenty eighth to get just set your alarm clock a little earlier seven thirty in the morning homer municipal building third floor gallery and besides reviewing this we might we might look brooke at some specific interior things just to start getting a read like we are with the seven through twelve educators right we won't tell them what that is but things for discussion any questions on schedule we are in full we're in high gear i'd say right now eighth gear whatever you have in your car flying and we've got a lot to cover so i look forward to continuing this work next meeting is then march twenty eighth any new business to people to ring up i said i'd be done in two hours i'm done under