maybe go around i'm not fully full of full time employee of the high school building committee i am a resident had a parent of a child here at the wellington school so thank you everyone just a matter of business behind me on the screen  and then the architectural firm of perkins who will will lead off the discussion on design space summary update the matrix of options building diagrams and then we'll finish up some of this high school talk with the owners project manager their backing up in a lab or getting their license said they feel cool they want to graduate school is not working because people are stuck out there and we're going to dive into how we can fix this issue especially with physically focused on the and what we have been talking about is because we will be asked to vote as a bill that high school building committee as the school committee and as the board selected approving this document to be submitted to the m s p so the deadline for submission is just rubber thirteenth but we obviously have to get things done ahead of time for very good reasons it's not going to be appropriate to plot a document in front of everyone and say can you review it and you let us know if you have any comment so we can cross the road so the thought process behind this was to send it out piecemeal for review drafts section by section so that if there are comments that people want to review it we can get those comments put together with responses so that by the time our meeting that's scheduled currently for november thirtieth for voter approval is here we have gone through all sections as a group and then talk about it rather than now that being said the building committee has been working at this for a while and we've talked about a few of the sections collectively and so there's probably a little catch up for the board select when and school committee particularly on section number  is existing conditions we had a presentation existing conditions already and that that report is going to be ready shortly show people could read that and also on psychedelics that has presented got to existing conditions of the site holders and and that has been discussed and it should be prepared shortly so the thought is those are the days when we will have a oh my goodness  ready for review and the plan is that all of your e mail addresses will be plugged into google's goog dropbox and you'll receive an e mail that says go here and you could you could you know look at these documents go there won't be paper working on along with the reflective space matrix that will be the layout of not the layout but the accumulation of spaces that reflect the needs by the educational program and they go together so we thought we package those together for the following week for review and that and right before thanksgiving we'll have another submission which would be really the deployment he desires and we'll see the beginning as of those tonight and that will be a fairly large and that will probably be where most of us have comments and opinions and we'll have plenty of time to review those in our next coming meetings that's why that's the last one so we could be present here present presentation for comment that there's a lot more together a package it will have an evaluation matrix associated with it it will have cost associated with it and we'll be discussing those in the next couple weeks step by step the last section is really just a formality of our votes so we actually have to document the votes and put it in the binder and impact exactly has to be either so are there any questions on this yes are you using the  of town web e mail address for those of us who are in the town of space and if you are does it does dropbox work in the town system does so what it is it'll it'll actually just be an email that says go to this website you've got it and then if it opens up i just didn't know if that was enabled in the town system but there was something like a source that because i didn't know if you really thank you and again if people are having trouble please reach out myself and they'll make sure that you get a copy brought to your door so they questions if not i think john i had a quick section for you maybe to update us on the work that you're doing within  to support the students at every age group so we're we're meeting as a leadership council to go through the exercise of identifying where brains best learn together what are what learning goes together with students of certain ages and then exploring the building with us and we may find out what kind of space we would have available under the different configuration options and one of the big questions that we have received your lie as we've been going through the town with this presentation is we've been spending a lot of time talking about seven any question john kerry and with that our next section would be the start of the architectural presentation so i'll turn it over to the perkins well thank you so tonight we're going to want to preface this we want to preface this by saying that these are this is our first pass that we need to go through this with the administration with the staff with the working groups in order to test what we're thinking so we have to start somewhere so we're going to start with some ideas and present them to you to these three committees tonight so you saw this before and we know you can't read it all but we just want to tell you that this is we call this the program tree and what you see below room the teacher planning room seminar office toilet sort of the things that are the cheaper goods whether it's high school or middle school and up above we've been using the terminology the cloud  those are all the shared spaces those are all the core spaces like the auditorium in the gymnasium and the commons and again we will ultimately get the terminology that we're all comfortable with because it can be a learning commons it can be a civic commons from where you eat but we will work together on what that terminology is so above you see all the shared spaces and below are the different neighborhoods and this is the high school and this is  what could be seven eight were showing seven through twelve it could be eight and nine it could be seven eight it could be nine through twelve lucidly but we're just looking at different options and this diagram might really make your head spin but bear with us we want to look at adjacencies because really jason sees are important and we wanted to create a diagram in which the educators could look at to say this space would have greater scented synerg against or next to this space if you put the media center next to the i'm going to use regular words with them learning commons next to the cafeteria then they could spill out to one another  to put the you know certain rooms next to each other it's going to create a more dynamic environment and a more flexible environment so those are all the shared spaces you'll see here and again you're looking at if you look at your piece of paper you'll see where we play some of them i mean right there that's media next to the civic commons so there are synergies there yes the size of the bubble the square footage the size of the bubble are commensurate with the square footage so you're getting a feeling of the size so this is a really  great example here where the media and the civic commons are are this are pretty much close to this where footage where they could be stacked this doesn't tell you whether or not these elements  elements of each other are adjacent to one another but it does tell you it's similar in size that's a really interesting information not only our team as designers but your team as educators and planners of this building so that's that's a great question well where where is this space is this something that you're planning or is it something that exists so right now these diagrams are a reflection of the educational program that's currently a for frozen in time because it's changing but it's reflective of the problematic elements that are now way future not existing so this is not an existing condition diagram this is taking what might be the program matic elements in the future for the seven through twelve eight through twelve or nine through twelve building and placing them in relationship to one another at a scale that's relative to the scale space so in saturday we saw pictures of the band room at the high school in here you see the band on the left in that little tiny space is this does that again does this reflect the way things are or the way fifteen hundred square feet and there are more than one band right now and we again this is a working living document so things might change but right now there are two spaces of fifteen hundred square feet so we do have another space educational program that you might find interesting and we can give it to you in other time which will show all the existing spaces and all the proposed spaces so you can compare that broke just described will have existing and proposed in the third probably i must be guidelines and it will be for all three configurations this is this is taking that out in a graphic versus that which is hard for people to understand the relative differences of just a spreadsheet with numbers and very large this is this is exactly making a graphic representation of this approach sheet with relative sizes that there was a thought that the system transfer could be throughout the building and there would be greater supervision by an adult in the building not just housing them in the office area upon entry that's can be reflected in these diagrams so this is the first pass again all of this you're seeing tonight is subject to conversations and further review by everyone here as well as particular of the of the users of the building so  i would take it as a snapshot in time but but if you're asking are these representing future spaces they are in then if i if i may bill spent time with me last week because i hadn't  meetings until recently when we realized that we're going to have to sign off on this document on the thirtieth and we wanted to you know be part of the process instead of catching it at the end so if you go back to that other dog in the first diagram t tree i told bill that you know the bottom half of that diagram looked like my portfolio report when i was working in a bank because we tracked our portfolio that way but i'm curious about how what's the relation of the clouds to the to the part on the bottom so this diagram there is to this diagram doesn't have that relationship this trigram is saying how do we develop the the neighborhoods you know a rational methodical way that systematized in order to create a building that's very flexible and that's how they're organized down below so you can see their kind of even numbers and even numbers might create a building that's very flexible have a structural system that's quite rigorous and things can stack well above the cloud they're not in order that's why when we went to this diagram and i'm going to really make you nuts and this but if you look up on the screen and says this is  here and then we added the clusters the neighborhoods here and then that would be the neighborhoods nine through twelve on the bottom and seventy eight so this would be in fact what the building might look like program manically some of those shared spaces might get a little smaller but what the building might look like programatic leaf it's just a nine through twelve and then if you add those neighborhoods above that would be the building was the design team start to build the footprint look at a neighborhood what is a neighborhood look like this this is in particular is the high school neighborhood and we and i'm calling it may work but even military says model in a change of terminology and call it a neighborhood and we already said that what's in a neighborhood are general classrooms special add the innovation teacher planning seminar rooms etc those are those are the elements in a neighborhood and how can we arrange a neighborhood to be both flexible and create the environment that what that we're looking for so we had an option a which splits the education room around the general classrooms for about thirty by thirty so we're looking at a nine hundred square foot module or thirty by thirty foot model that's very flexible and then we looked at option b which is very interesting because it puts innovation as a street along this academic classroom the perimeter of classrooms and allows all of these classrooms to share the innovation room so you can have you know makers you could have different kinds of devices which students can work individually collectively meet with teachers make things whatever needs to be done in that space generally these are spaces that all require their general classroom the thing to always remember when we talk about her book this project is a general classroom can house any type of program apparently except science science is w need there's plumbing and there are different kinds of components in science that differs from an english industry world language but all the other rooms are flexible and we're trying to create a plan that has the home and flexibility so if you look at this neighborhood in a as i said the in remember slick and again this is this is a way to prompt conversation about the neighborhoods and how their range how they can be most flexible a structural system of thirty by thirty and that way we can do things around very easily so that what we want to do because one of the things that we have had a lot of discussion about the high school about our vision sessions and i'm sure it's common among all of you is what's the structure of this high school is it an interdisciplinary structure and which all the all the different disciplines are together or is it departmental and what we're trying to do is come up with what we call the hybrid solution which can do both so we're going to show you that when we bring these neighborhoods together and say you know how i arrange this for a department and how will i arrange this to be in charge of one area so the first thing we want to show you was that you can make a department within each of those neighborhoods all of those different clubs different color combinations so each color represents a different department and you say well what's the outlier we know the outlier is what science science is always the outlier but we think that if we put science on the perimeter and we make science visible and there's transparency and it's along the path of travel it won't they won't feel isolated and you can create a department in the red science rooms very easily what this allows for if you go to the next slide is an interdisciplinary structure which takes in the science as part of those with the general classroom so this is just a way for us to help you think about how to have a hybrid environment where you can be flexible and not make the decision as to whether or not this is a department at all building or interdisciplinary building so that's that's a way we're thinking and i think we wanted to use these diagrams everybody sort of discussions about having a first basis computer labs holding robotics engineering world language lab physics lab so those are the kinds of environments that can be in these spaces and there are a lot of them are very good so i'm going to keep moving ahead so we can get to some other things but this is like i think we talked about the seven eight so i don't know there's a lot of debate by th just the cost of upgrading the systems so you have a baseline sort of the cost of doing nothing educationally or in terms of accommodating your population so what you'll see is our estimate is are already working on this now as what would it cost to bring that building up to go it's going to be a pretty big number and you haven't satisfied the program for capacity the next option option two in this block rate here so that's renovation only one but we have it for three grades but it doesn't change the seven to twelve eight to twelve nine to twelve because the building is the same and you can accommodate the capacity in renovation only renovation addition we're going to look at two kinds of renovations additions major renovation minor renovation a larger addition a smaller addition face complex complex occupied phasing more building new construction so you don't have to move students around as much we will cost those options to understand what's the impact to student what's the duration of the project what's the impact to cost when you have a longer phased occupied building in in to renovation addition will also look at keeping some of the critical elements  of the building like the pool and the field house and maybe the smaller gym as well as the auditorium although i will say again that the proposed auditory infor m s p is not that dissimilar from what you have so you would be losing a lot  of and then the third option is required by m s p a which is no reuse of any elements in the existing building and it's an all new construction so we're required to look at all three of those options and b say for the record that for a complex occupied renovation we did not say we we can't say to that would not be possible without having modulars because if you look at the option a two point one and you'll see it further it's a very complex i was ready to say that this one that's right and that may be a reason why you as a group when you go through the matrix of decision making decide that that's not a viable option it may cost more and it might have an incredible impact on the students that will be something that you want to cite as a group but we will present the opera the opportunities and options for you it has two separate draw loops and we're still in the process of studying with our traffic consultant some pros and cons of where those entries to the sites are and that's not something that we need to get decided kind of space and something is going to take a lot of study and a lot of input from the can see so you'll see through these presentations that the kind of entry point on the site moves around for the scheme so it's not because it's better or worse for these schemes but just because we want to make sure that everyone's clear that it's not set in stone it's something that's going to take a lot of input community a lot of study from the cons the other sort of to the left side really becomes in this case the lower school and the right side becomes your preschool and it all ties together through this kind of conceptual notion of a street this sounds lively the other was starting to think about what rather than being symmetrical in the middle of this commons kind of down the middle or set on the edges or a way to think up the water side first or trackside really make the building more open towards the water side in more dance and solve it towards the other side that  think i just want to clarify one thing the baby one of the baseball and softball are shared and that's a little bit different than what you have i just want to make note of that i also want to make note that the program isn't totally defined yet so things are still moving around the site so i don't want people i don't we don't want people to lock in to say this is what it is because this is a process where garnering new information as we go in there will be changes as  the railroad track because it's channing road is changing road i think it's turning road to very active group it's part of the debate about the community path and i'm i'm wondering how high is a three stor building and what do you all think that would do to the people on the other side of the tracks to let's say so th off and that's the extent in which you'll see it this time that we knew saw that diagram you saw what was comprised seventy eight all the little spaces it may be that we can easily just take a part off and we'll have to do that and these will have a slight variation of the p d p right where you have through twelve yeah that's right and what we're doing here is beginning to build with compelling ideas for how you make a school and a strategy for each one of those ideas might be a little different for our tricks one might make more sense to take for all the talk the other might make more sense than just get shorter so we'll be starting to look at which idea is most appropriate and you know if it's a nine to twelve we will have one entry and demonstrates that the ice rink solution we have another project can still happen without influencing this sort of perversely this with influence so that's that's good in and also that there could be well i mean the one thing is on of all this time of the community path all of these planes pretty much blocked off having a tunnel where alexander and hits the tracks which was a part of one of the iterations of that community path and we would did not want to prohibit that harris right now i mean i'm not saying necessarily they've been built up but i don't want to put klute it should some day it would work i think we've been talking about that and we tell you one thing i didn't like the idea of showing it on these plans because we don't  this i mean we are really at a very high level but those are good comments we're going to have green space and we understand the heat island effect we're going to take all that into consideration to this point we're kind of blocking out and we don't even have spaces drawn on this but we're just kind of blocking out program magic pieces but all of your comments will be taken into consideration as we move forward so one thing we do at this phase is when we're looking at sizing parking lots when we're drawing what john was mentioning earlier and i'm curious about i know there's three options here i think the nine to twelve is less expensive i don't really want to talk about that but how did how do you  from an educator standpoint decide whether you put eight to twelve or seven to twelve together does what are you still researching that or do you know we had that conversation when we did our  represented by great so but you haven't decided yet we haven't decided ok and then we're going to say we don't need to decide a configuration until beginning of february a thing somewhere right i was just thinking you know from a decision making standpoint that if you knew that the seventh graders didn't fit with the a through twelve then you may not consider a seven through twelve option you so we must from a solution make it well that's we actually have that discussion with you must be a more on the other but we have to look at all three and then the other from your earlier comments john when you when you first made your remarks there was some idea that if if we do x y and z in this project there may be impacts on the rest of the district and that we'd have to figure out how that would be funded is is that you know so we end up in the situation where we let's say there's a hundred  fifty million dollar high school project whether it's seven through twelve or eight to twelve or nine through twelve and then we end up with another fifteen million dollars obligation out in the rest of the district could that happen and that's a very like scenario so the example that we use the one described as an example we decided that nine through twelve was going to be the project because of the community wants we still have to figure out that in the building that we sit in right now what are we going to do with these five six rates so what we'll have to finance both of us what it amounts to start to have to finance both correct but they wouldn't so the obligation of this project does not will not fold in that which would solve the rest i would i would vision that not being parallel but actually being probably more in the future which lends itself to the concern that we are growing now where we're needing space now versus in the space just in the future we're  contractors that have been the low bidder is and that becomes your constructions team manager approach you allows for a little bit more flexibility in making  and as we both go through it it is just lays out can give you a very broad parameter of what we're looking at and how it will all be done venture to say that the construction lot of movement there's a lot of people getting to this area the bad news about the northeast region is we are moving into a lot of work going on which means the costs are improved and that includes couple years looking at about a four or five percent increase each year of the square foot numbers we're looking at the amount of the stuff that's that's in the building it is very well defined in a lot of the previous times that we have we have those numbers that alone is around seven million dollar plus one item for its best estimate so that gets added to the square across our right well they'll be they'll be a base number that's reasonable and then with that base number there will be certain premiums a more expensive foundation system we don't have choice it's not like oh we're doing it because it's more expensive if that's what is needed in order to support the building on the soils we already know that we don't have to do a thorough analysis we will when we get to that location or are closer to locations where we know the building is going to go but we don't have to do moorings at this stage of the game because we have all of that information very detailed information from the previous study but that foundation system is a premium you get added to that basic square foot number of the high school so our r r cost per square foot the same for renovation versus after all the renovation have a different cost per square  conditions for the contractor as well as escalation along the duration of phase construction can have impacts i want to say something positive however since we have a compact billing of potentially three or four floors there are fission season a building like that there's less perimeter so we're going to pricing foundations so you know there are some positive things we want to look at when we have a tight site with a compressed building so our estimator and frankly  they're starting now they're estimating the existing renovation only as we speak we provide them with the information so we'll get the baseline and you're going to see baseline what it cost to renovate this building without as i said earlier without any educational impacts or the cost of doing nothing just upgrading the building and he'll be able to compare that to the other the other pieces so he will get into a little more detail than you think but not enough to fill out of actual reflection of history it doesn't predict the future in regards to how things will go down it's always you know what the trends are so right now the trends are going up and that's what we have to reflect in our estimate for construction start of approximately three years from matter that's the price and i think in terms of cost you have to think about it the same way so if the price if the costs are going up four or five percent a year then there's your answer you know it's not anything to wring your hands over is just a reflection of how detailed we are we will just have a general summary per square foot each of those configurations and each one through probably through twelve separate over each one of those designs that we're taking forward discussion of systems at this time that's what we get at the systems whether it's glazing systems or mechanical systems that type of that's not that's not reflective i'm holding this that would be built into the  systems and then as we move into design development we'll tune down even further we might be talking about type of glass so we kind of get closer and closer into detail  it cost we have examples of communities where you couldn't fact put the population in the building and renovation would be completely viable as an option renovation only but in this case it isn't given the population the capacity i was talking to another teacher who works in a flexible learning space i guess dictated by them this idea about these new learning spaces mine and my we're trying to make these flexible learning spaces thinking to correct me if i'm wrong is trying to start some types of pilots that are going up that'll happen before the new building so that it's not just when you start we open a new building that everyone's always on trying everything to really i think you can see tonight with jamie's class coming today next year to get ready for three or four years away we'll see if anybody wants to know a project based learning is that was it that those students and when anyway that they created us i mean i don't even know how they created this lie the graphics they did the research they did the writing they thought about it that's that's it and actually nelson i gave a survey that we use that they started doing it was because they had wanted the service that you are working to put out they wanted to add a bunch of questions to it and we thought well we're going from a survey after they found these religious questions for the high school community and so i said well let me take those questions or bring it back to my class but they are even looking at the traffic problem as a systems design problem and they actually end up rewriting the survey we sent it to bill bell sounded on night