 Good evening. This is the Fort River School Building Committee. It's Wednesday, November 15th. No, it's not November 7th, 2018, and we are in the police station community room, and this is being reported by the media. So the first item is called the order, which I have done sort of. Next is approving of minutes or previous minutes. I've already had some emails, so I know that we've got some corrections to make, but if folks could go through them, I will pass the, I've actually already passed a lot of the law, but I might be others, so we had the 1010 and the 1024 to be reviewed tonight. I'll start with the 1010s for other things that didn't get corrected. Yeah, so the last thing I would suggest is that we attach the email that has already been posted on the website along with 3SKP's response to it, and so that didn't look like it happened in the draft that we're reviewing now for approval, and the reason I feel it's important that we attach them and also add language to the minutes that explain that we, as a committee, still have not reviewed these, and the reason I feel that it's important is because the very first thing that this thing talks about is about social isolation of the sixth grade, of the sixth graders in one of the schemes, and the proposed solution that it talks about in here is locating the special education programming in that socially isolated space, and this has been very offensive to the special education community. If anything, we've been working for the last hundred years on is integrating our special needs children, and we can't have this posted without context about that it was never discussed, never approved, and that it is not something I assume when we talk about it would be endorsed by this committee. So we need to contextualize this thing, and I would appreciate it that the meeting with minutes reflected that. Okay. Other comments on the 1010? I guess as we should, it's just like, just like the drawings are typically state and draft. That's not technically a draft. We can stamp them unreviewed, since we haven't reviewed those. We should probably also write, if we haven't already, unreviewed or draft the building reports, because I don't know if they came through that way, too. I don't know technically how we apply stamps after the fact. So minutes and agendas. Yep. There's really only one file for one agenda for each. They can be replaced, but they are not. There's no special marking. All other documents. Yeah, minutes and agendas on their own module, though, they have to be one file. And they go in a separate directory. It's not the same directory, they go in a separate directory. But everything else, you can contextualize. But we'll mark or write something you can replace. Actually, I don't think they're probably up yet, because we haven't. This morning. I put the 1010 updated minutes, but I did not put the 1010 before, but the 1010 event, it's been a month down, so I put the 1010 out. You can replace that. You can replace some of these. Other things to change the 1010 minutes. If you just do what I have it, but I think that way, everybody, you can just email it around. For the 1010 on page three, oh, this was, there was a correction of the 1024, but it wasn't actually the correction. So it's where I commented the Crocker Farm Library. The Crocker Farm Library is also used for community events, but it's kind of set something up before the library space. So that was just a, I'm seeing it's there. Is that 1010 or 1020? That was 1010. In the first part of 1024, it talks about that correction. That's fine. The 1024 page five talking about a thousand square feet being about half a, it says half a thousand dollars. So it's half a million dollar change. So just 20,000 is there. Yeah. And then also, this is when Jesse was talking about the MSB. It would not have pre-K and it would not know about the district-wide and special ed programs. So I think that's just, that was just an upstairs. It said they would obviously know about it, but that wouldn't be part of the MSBA rubric there. Yeah. So they would know about it and that would be additional. You'd have to include that. Yes. If you want somebody to read this, it'd be like, oh, there. Also on that page, it talks about whether or not you choose the bigger gym would make the difference as to whether you're following the MSBA. And again, it's just that wasn't going to be the difference in the size gym. It wasn't going to make the difference between informing the MSBA and not. And I think we'll get to your presentation. I think you did a great job of explaining the differences there. I just wanted to help you guys. Sure. Other notes for 10-10 or 10-24, correct me? I think we can approve them. So we'll move on. Public comments? Comments tonight? And so the next item is, I'm going to put my glasses on. Review project progress. Mostly I just wanted to see if you could just, I know you did email, talk about when the budgeting will be back. It's kind of tied into our next meeting. Now we can schedule that whether we can do that before meeting of the school committee or just meeting the school committee and show them the plans but not necessarily have the budget data. We expect to get posted back in five to your next committee meeting the 21st. It'll just be a few days before. So we'll probably have it on the 19th or the 20th of the year. Given the number of people that our committee is kind of reduced down to, I'm not confident we will have a quorum on that evening. So I'm always wondering if we could just do a quick show of hands and I already have a sense from just the talk before the camera turned on about who will be here but if we could just do a quick call, a quick raise of hands and who would be available that evening on the Wednesday. So we definitely can't do it on the Wednesday. I think we should probably send her out a poll or do our usual kind of thing because we don't have Eric. It would be nice if Mike's not voting to have him at that as well. And so we will send something out with the hope of finding something on the Monday or Tuesday for that week. What would it be available? Oh, if it's available. I was just wondering if there's enough time then for us all to get comfortable with the numbers because whenever you present costs, they raise lots of questions. Definitely. And maybe wise for the school committee, not to maybe meet without the numbers. Yes. And they invited me to their meeting this past Monday and they seemed open to that. There's much curious about where the plans stand and how we're thinking since they… I have some interest in the numbers. I would be more responsible if we had the opportunity to discuss it and vet the numbers and have our consultants go through them as well. Yes. I'd rather not present numbers that are not fully vetting. And I don't think they would want to see numbers that were not fully vetting. Do folks think that's okay way forward with the meeting on the 27th? Because I would really like to understand the numbers before I stand before anyone else. I think they're going to be asking a lot about the numbers. They seemed more… Now, you don't know people's opinions change, but they seemed more interested to me. My takeaway was they're more interested in how we were thinking about the public outreach, which is something we're going to talk about tonight, than the numbers per se. Now, we get the numbers and that might change. But I kind of forewarned them because I kind of knew that sometime that week I was worried about the whole thing. So I don't mind reaching out through Mike to them and confirm that. I just wanted to be sure that we know what we're going to be presenting, like what will be on our agenda if we're having a joint meeting there. I watched the tape. It wasn't clear to me that they were going to give us, or probably have time during that meeting on the 27th. So it might be helpful to know what exactly we're doing at that meeting to know. Make sense or not? Right. I'm going to propose something and I'll let other people propose things too, because I've done a little bit. I've verified it a couple of days to think about it. Not that it makes good ideas, but they have not really seen any of our plans, and I think that would be an excellent thing to kind of walk through through the suite of options that we're going to have a budget assigned to. And I know they're interested in how we're thinking about doing the outreach piece. And I think they're kind of interested to hear from your perspective, because you're coming into the building, you know, we all in town kind of know it in a sense or not know it in a sense, but get your, you know, sort of out of town take on the character of the building. Sure. And I can ask the troubles they won't meet again. I'm not sure if they're going to meet again before that time to give us the formal things they want to talk about. Did they give you an estimate of the times that they're going to give us? They intended, they did not say in words how many minutes we're going to have. I'd expect it's going to be the better part of their event. It's not going to be just a short thing, because we're going to be convening technically as a joint, as two bodies together. Maybe we'll come to know what we want. Yeah, there's a lot of material to go through. You have lived with these options for a while. They have not. So I would think it would be important to bring them up to speed while you're thinking so far and have a session of the Q&A with them and then come back in a later date with responses to those questions that you can't answer that night. There may be some supplemental material that they may have to come back with. That follow-up meeting. Have that in mind. That's my opinion. I think they need it once a month. I don't think it's... I don't feel it's like this way. It's not quite right. What's the follow-up meeting? Well, it will be into December then. But yeah, it should be... I'm going to just make some notes. So Tuesday, November 27th, and then the next one is Tuesday, December 18th. So that's good. I wish we had something to do with the outreach. Well, really, the following week. But that's also going to be delayed by the fact that we want to vet those numbers. Just as much as we don't want to go before... At least I don't want to go before the public either without numbers. Is it possible that we could have a joint meeting that's not on our schedule? Possibly. I think they'd have to post it. But I'm almost thinking, since we want to get to... As presentation, maybe pause on this. Mike will be here eventually. I think that sort of thing might be okay in kosher, since he talks about scheduling the meetings, talks about if we lose quorum. Maybe we'll just hold on that topic and turn to it and then kind of turn over to you. So we also have a new council that will be seated. That won't happen until early December. December is December 2nd, I think. Yeah. And we will need to reach out to them to bring them up to speed as well. I think they will want that information. They're going to have a bottom. Yeah, they're going to need to select the chairman and decide their rules, decide their subcommittees, their comments. There's also been people, groups, that they have to reappoint, I think. I'm not going to pretend I don't fully understand the requirements they have to go through. So we may have time for that. Right. But that would happen, I guess, in January sometime. I think it's important for this committee to get comfortable with the numbers for the school committee to get comfortable with the numbers first. We can have public outreach and public meetings and presentations, again, explaining the process and getting input from answering questions we can or having follow-up meetings. And this can be done in any public or in any public meeting that you want to schedule at the school. We have calendars for this and we should flesh that out. That would agree. I feel like we need a couple of calendar pieces to kind of snap into place here a little bit throughout the figure it out and start. Well, this is a draft of what we would be presenting to the school committee. We imagine that there's some additional material about it as well, but it gives you a sense of what we're going to do. So with that, what I'd like to do is that's just a bit of a progress rule. There's a lot of slides here. I think we have a time constraint. So I'm not going to present it like I would with the committee. I'm going to speak about the organization. So we've done a beginning with a little bit about who CSKB is. This comes right out of our interview presentation. Some of our strengths, some of our work showing our priorities with school design, then a child-friendly age-appropriate scale. These would go very quickly just to show the kinds of spaces and sensitivity that we bring to every project. This is our goal, this part of the presentation. I'm just going to flip right through it because I think you've seen it before. And then we thought of talking about the existing building character. As you mentioned, Jonathan, and so we picked on a couple aspects of the existing building, reminding people that there are open classrooms in the building. It's an important feature. The light well is trying to bring light into the center of the large footprint and sort of that struggle. The condition of exterior walls and the roof is sort of key components of an existing building. The roof needing to be replaced at the end of its serviceable lifetime. The walls being in much better shape so they lack insulation. Talking about systems, items that are newer, such as the condensing coilers, they can be salvaged, and most everything else needs to be replaced at the end of its usable lifetime. Touching on accessibility issues in the existing building, which is true of most older buildings. And then talking a little bit about how it works. And so we may not go into all this. It may be too much already but probably dive in too much into the existing conditions like I have feeling. But we put it all here. And then the study of accessibility concerns them. In one sense, even if you go, even that evening, go through it fairly quickly, at least you've got slides that if they have a question, in some way catching up to the work. Instead of showing all the pictures, put things of saying, okay, we don't have all the conditions and we've got the slides. Because if you start showing them, I start asking questions. So if you say, okay, we don't have the existing conditions on looking at all the files and then you can ask questions and show the pictures and then start asking them. Yeah, we could make a full slide that talks about kind of summarizing that there could be kind of deferred maintenance issues and then there could be other issues that go up in classrooms that need to be addressed. I suggest we also show some plans. I'm not sure how familiar members of this group really are with all of their buildings. I think they're fairly familiar, especially since the wild wood and people ruler are similar enough that, you know, there's... I wouldn't show the current distribution of spaces or even compare maybe in one show the three buildings so then you can, on a snapshot, they can be reminded and look at the differences because the people that know wild wood they're going to find the differences. I agree. I think showing all three schools so that they have some some context would be very helpful. I'm not sure how members of the school committee get to know what the buildings do. Do they do tours? You know, that's a good question. I don't want to answer for them a good question from Mike if he's able to come later. I certainly think they do. You know, in the end there's only five buildings in the district really so I think they do have some sense they've certainly been in. We've met we've met there. I'm sure they've all met through one time or other. I don't necessarily know them in depth. At the beginning of the year Jim had a very in-depth presentation. That's true. I didn't understand the full context of the conversation but they had after they had me on there was some talk about at the beginning of the year I watched that he went on at some length about every space because they had the discussion about MSDA process and privateizing so they had all that in the lead up. Is that presentation online? Yeah, I can find the date for it. Yeah, if you could that would be great because I'd like to inform you when they were already showing and maybe select from that and say if you remember this, here's what we saw when we visited the schools. Right. Just to let you guys know that there has been a lot of discussion lately about both custodial work in the buildings deferred maintenance and long-term goals so they're very cognizant of the issues and they're looking at it in that kind of short ways that we need to look at this. So I don't think you need to sell it. But at the same time it doesn't hurt to have the bullet list that kind of reminds them of what particular issues are in this school. Better. I think of pictures actually. If you go through just as fast as you did you can absorb pictures fast and it is more I don't know. I think it's helpful and you went through it super fast and I don't know how many more seconds you need to shave off. It could just be just as fast as you did it and you've already got pictures and maybe we've fronted with the bullet point list. You have it short for a length of time. The other way to do this is for me to say the architects think they can speak for half an hour. Half an hour is easy. I can make it harder it's tough for two hours. No I think consumer half an hour. Less time becomes harder. Yeah. Half hour feels about right to kind of make it through some sort of version of this that's what it's like to communicate. Yes. Let's continue the next section we're thinking of it in sections to talk about the programming effort that we've done so I brought a picture of the educational program that the district provided. Let's switch that fast. And then this is a slide from our interview talking about programming being very important to where we end up on the program for these three different schools you can see the building, the footprints took very different shapes maybe that's how I should lead off and then talk about that we've written a program or you've written a program and given it to us and then I summarized our very complicated MSBA spreadsheet into just a room list trying to focus in on these are the spaces that we understand you need to cut up at this point with the square footage but gain some credibility that we're providing these spaces for the school another spreadsheet just this way too much and then you probably spent half an hour just describing that to people who haven't sat through the meetings. So maybe just the room list and not too much detail it's similar to the existing rooms talking about it's for a larger population of 420 maybe all you really need to say here and then talking about the building size as driven by the program this gets a little more involved but I'm hoping you can make your way through that the proposed is the third column as you know it's 83, 695 it's what we've been proposing for 420 students was a 1.5 grossing factor and then we're over MSBA a guideline we're over Crogger Farm and so then below it just explains and probably the graphics could be more clear here but the idea is there that our difference to Crogger Farm is due to the district special education programs and the larger gym our difference to MSBA guidelines is due to the classrooms primarily also the district special ed programs and to a certain extent the administration for pre-K and so if you were to add those things into the Crogger Farm or into MSBA guidelines you'd be very close to where we are with the proposed Fort River I'm just trying to explain why it's a little bit bigger just to get some questions on here Jesse forgive you but I never caught before that there was a zero next to the assistant principal's office we do have an assistant principal I think that most of the plans you've looked at do you actually have an assistant principal's office I didn't notice that either are you going back to this page oh yeah there it is nice full zero it's in the second column about the midway yeah that should be a one I didn't miss it somewhere in the previous document the only other thing too is we did get voted through the dual language program this week so I don't have that change of things because by my math we have seven grade levels and if we have full capacity like 20 students per grade level 60 per grade level we are already targeting but that's without preschool oh yeah but you wouldn't have 20 in kindergarten right you would that's where it starts I'll have to go back to how you gave us 420 at the beginning I think you had 375 plus 45 in the 375 you said by 7 I don't know I have to build up to that number again after giving that as far as I remember was Mike saying that in the classroom sizes you should be smaller so that's why he gave the number of 18 or 19 my kindergarten teachers would love to hear that but right now they're teaching classes in 2021 that was what Mike said in the first meeting we had programming yeah Mike seems certainly confident because the thing they did before they listened to me was to vote that through and Mike seemed pretty confident on that number so I think we should go back and check it certainly before what Erin has said reminds me we were working with 18 18 times 3 times 7 is 378 plus the 3 I think we'll have a very happy staff but the question I was going to ask this question based on the vote whether which spaces should be adjusted if they have 25 classrooms probably the one is the library and the cafeteria would be the spaces on the classrooms as well since you agree certainly the classrooms kept at the area possibly I'm not going to show the library so that was what I was going to bring up which other spaces if how much flexibility do we have on the sizes of things based on changing the romance between 18 and 2021 whether we have 18 or 20 pupils in the classroom isn't really going to change the size of the room so that was one of the questions is there any other space in the building that we have to change I don't believe there will be other than possibly the dining of the cafeteria you could go to multiple waves we're planning on 2 you could go to 3 that does fit the new cafeteria that's what I would say just that we should if we do need to reconcile 20 and or 20 20 for classrooms or advertising that's what the school said at the actual caps that we have and so I would say if you ask you to go back and talk to Mike and make sure that just figure out what it should be because there's such a question that we want to accommodate that was part of the hope that's going to be another question should I like to go on that's fine can we put the existing up there too since it kind of reinforces that we're not really for comparison only okay we can have that we'll work on the graphic here a little bit okay I wanted to add one thing and I think you're on to this already because it seems like a pretty important page and I do think that information like the graphic would be important for presentation I think we'll use people right now but let's read straight up the columns and just follow it for the bottom part maybe do an animation at the bottom part so present the first one and then the second information oh we can get in steps that's fine good idea we talked about Wildwood as well can I give any more information to this slide would that be helpful yes because if I were on the committee I'd say Wildwood has that also because it's the same footprint but it has 420 students right now okay but you were suggesting earlier that we show all three schools so it would be a little more professional questions about that sometimes showing floor plans is a sensitive thing for security reasons just to accept all this don't show these presentations end up on some website anyone can do this any day of the week floor plans I think that would be a sale that's true yeah so what I was told when I borrowed one time the footprint from Wildwood it was that it didn't have student information I think it had only the names of the teachers I think so it wasn't just you the floor plans that's true yeah I like to think Eric or Mike I can only say that because it was just only one night that someone said that to me I want you to pull that out of your slides let's make it for an interesting presentation but we won't talk about that no you draw it on the whiteboard I don't know shadow focus or something oh you're recording continue and then we just wanted to touch on the town's net zero requirement which is also part of our study for new construction remind of that it seems to be important part of the project as well then we would dive into the conceptual design studies now I've left these pretty much identical to what we previously saw I think the only addition is the bottom of this slide where it says estimated project cost range TVD and estimated MSPA share TVD and what we don't have those numbers today and it sounds like we won't have them for the school committee as well so just remember those but at some point we'll bring that information into the discussion Jesse can I just suggest one change on this where it says new construction slash net zero it kind of implies proportion it's really new construction which will be net zero so I don't know if that if it you know it's kind of like it's 50% of the new construction is going to be net or we can just remove the net zero and then we could remind them just so it just looks a little concrete or patent and then it's clear why yeah yeah yeah I like that and while we won't have the cost information to share it would be good to just at some point touch on what's going to be in there so it is going to include things like phasing the project or having rep old classrooms they know that it's at the level of feasibility study it will be inclusive of what it's inclusive of okay yes it's sort of an outline of the components of an estimate shows that it's hard cost and rich cost of construction phasing cost of treatment cost site cost and soft cost for insurance all of those will be fleshed out because we're getting confused between construction cost and total project cost so we'll call a construction cost all the soft cost and typical components total project cost and I will emphasize if this is what we're going to be presenting without the numbers then obviously it just gives us two bottom points for now I have one other question presenting numbers and we're too far ahead because you don't have the estimates yet but will you present them as a square footage cost? yes we'll do both because I know that if I were watching this presentation that would be the first question that would be great thanks I think we'll probably present to you a rather large matrix because there's a lot of options pulling it down to what you want to project down I don't know why you put the last one with the daylight at the bottom I think it is on the same category of gymnasium science and pre-paid program ok just the grouping the facing I think is part of the project yes those are qualities of the building yes it's the quality of the building ok that makes sense actually we haven't really got into a discussion about how you rank them or what qualities do you identify in ranking I can take a stab at it I think even if we're not applying them yet but I think it would be good to think about talk about since we aren't going to be narrowing the search for the grouping too small I think to be able to put some quantitative and qualitative characteristics to things eventually cost is only one factor and the instruction duration is another factor I think I don't know if you've talked to the school committee but to remind them about what's the product of this that this is not detail construction no they're well aware of that this is ideas and multiple options I think it has to be maybe but since somebody comes to this meeting they might not be aware of this maybe we're doing an interaction with them they have expressed on their own concern I don't believe they think we don't know this I think they're a little bit worried that the public still might attach an actual build project to our activities and so they are encouraging us and encouraging themselves to remind people that this is a feasibility study only process I had another idea about classroom trees we've talked about this before there's a list of non-negotiable items which apply to all of the options and maybe it would make more sense to just list everything that we're giving you aside from the code repair is going to have natural light classrooms, good air quality, ventilation circulation, good acoustics so that it's just like all of that is taking all that we do gives you that so there's not one of these options that gives you some and others that you don't that's something you want to be able to compare the apples to apples but I think literally putting that slide there that says everything we do will have these items sorry do you think that we're in a different slide all the time this criteria matches the edit plan which everything needs the edit plan except for option so maybe that list of what our non-negotiables are it's really the educational plan does that make sense to move that to the programming section and talk about those are the requirements of the project I think that might be a better slide anyway because I was going to comment on the use of that photo we didn't actually generate a brand new educational plan you don't want to like show the plan for the previous project because that's just going to confuse people so maybe to just say like the plan is we're going to give you options that do all of these things is that the summary of those goals in addition to that I think we're realistic also leading energy code yeah I have a fuller list you want to read them off natural life in all classrooms good air quality ventilation circulation good acoustics elimination of open classroom design compliance with net zero bylaw and green initiatives flexibility in the case of enrollment change in the future adequate space for programming needs cost and environmental analysis instruction demolition so it's just like everybody gets all of these there are other things people are too fast forward that to me please yes just for a little bit of ketchup that's alright not a problem so we're working our way through their first past presentation for school training we won't have cost numbers available at that point but present where we are and once we've had a chance to explore the past so is the plan to go ahead on the 27th I think so I don't think we I don't think anyone's going to express the reason not to go forward but it's just a slightly it's a slightly different set of data we'll be sharing we won't have that cost data but I think there's enough here that it's always better talking about having a half hour presentation it has a lot of material that's how I feel right to you I might suggest that the school community push you to be a little more brief and have more time for question and answer in general they push me and the staff to try to keep things as best we can to about 20 minutes and then leave time for dialogue the challenge is if it goes 30 minutes these are numbers are all arbitrary but if it goes on too long by the time the dialogue is done it's been an hour, hour and a half that's fair enough I mean we can target 20 minutes and then say we'll answer whatever questions right because it's generally presentations and questions that they take about equal amounts of time at our school committee meeting so if the presentation is 20 you can assume at least 20 minutes of dialogue and I think that's what they would like to have I'm not a school member so I'm conscious to say it but I think that's been my experience in a variety of topics okay good back back so yeah we have a lot of options and a lot of sketches but to more quickly summarize I want to point out that we're pursuing a range from full new construction to a co-repair that's at the bottom and a lot of different scenarios with a position and renovation in between so then I'm not sure this would follow here I think I would jump into that range and present the new construction option in general I suppose about the layout of public academic and administration space not diving too much into the floor plan I have a suggestion maybe I would start maybe by the 3D views I would start by the 3D views and then go or through the 3D view what needs to be because we've been seeing it but I think volumetric it's easier at the snapshot saying this is a new building this is a new site but maybe you have in one page the six versions originally and then go through okay we have the six and the the matrix I mean I can put the 3D views as opposed to the floor plans I think the floor plans actually are reading more clearly I think but maybe go add one more line what I think I hear Runa say is that you can put the 3D views maybe it's repetitive but put the 3D views with the floor plans so that you're associating them in your head in some ways I think if you saw that all new school okay I know it's coming it's going to be maybe you can maybe I can manage it sorry if you remove the lines of the course then you can put the 3D and the floor plans we can try I think they'll be a little smaller but considering it's all of the same what I'm hearing is incorporate the 3D imagery into the individual descriptions yes we can do that and then the site plan follows we may switch the order as well they are but I think we'll probably lead off with the site plan we'll lead off with the site plan we have two site plans go for option 8 or actually 3 there are but I think this third one is the one that we could go with which one do you want to do better for feasibility study do we really need to have 3D one enough I think one is enough and the north south or the correct solar orientation would be my preference I agree with that and I think you could say and we think you could fit it a couple of other ways we could just say that especially if we're in 20 minutes and I'm sorry I have to play a timekeeper a little bit we do have a couple of invoices I would love to approve before let's we'll work on the options we've got a couple minutes to spare that's the majority of the presentation we'll be reworking the options section so that if you could concise and more legible we had added these 3D views this week you haven't seen them before but they're in some sense you're right it's incorrect we'll bring it down you're spot on but they say I think we'll probably color the new construction differently than the roof it's sort of blended in right now bring the camera up a little and maybe it'll help us more I think the blue is your as the plan it's a draft but this is our content so far I think it's helpful to realize what content we want to add if anything we've already mentioned some items can we go back to the population yes now that we have Mike so we want to make sure that they've targeted the right population with I'm actually going to let them tell you what the number is if I say it I'll get it wrong and make sure that that's the right number sure we have 375 8 through 6 students and then we have 45 bringing the total to 420 so I think it's going to be a little larger than that so let me do the math so 7 grade levels 3 classes at grade level that should be 21 classrooms I'm looking at Diane a little bit to check my math not that anyone can do that but just that my thinking is accurate I went with 20 students for class times 3 60 times 7 is 420 I'm in the same place we're done is there a reason why from 18 to 20 students this last time we had done the same math for 18 students which was the maximum average right now is about 19.5 most of the district I think it's hard to know exactly how many students have been in a classroom I've had thinking about it from a classroom number of classrooms perspective more than students and I know we have to think about both but because one is going to be pretty fixed in this model the number of students that are actually in the classroom is going to vary a little bit here sure but let's talk about the average what's the average number per grade per classroom and how do you get to that 19.5 is the average per class right now in our schools I wouldn't expect that to change soon so let's do the math one more time 19.5 per classroom 3 classrooms per grade what's that with that it's going to be 420 for K through 6 if you remember 19.5 to 20 and so when you add the pre-K to that it's going to be there are you going to plan to put that cap on the number of students for the world language so you're saying the average is 19.5 but my impression would be that it's going to be very popular in the district and you're going to have to say no so I'm going to put that cap on the number of students I think the classroom is at 20 or is it going to be high because I think by lowering you can have larger classrooms so I'm assuming traditionally it doesn't do it really? so I think we're planning to start with a 2 to a language classroom to the size of 20 you know so the yield over the last 7 years is hard to predict whether the districts some students move because they just move and then other students come in particularly with a 2 language program those students who come in later who are bilingual or Spanish speaking can be a good fit modeling language speakers in 4th grade it's not an actually an appropriate fit so we'll have to see how the yield goes over time but we're trying to use what other districts have done actually the modeling language class will start smaller but we case not other districts experiencing growth because in case you come to the district they have the language skill to join later so there is a mismatch in the kindergarten but what people tell us is over time they've aligned in terms of class size do you have a class size policy for the district? we have a policy that offers guidelines but it's not some districts I know have in some states Massachusetts it's not that many of us have a policy with literally the 25th kid comes and you need to start a new section including targets and I can send that to the committee it's 7th on our website but I can send that but our target is Alexian 20 right even at the kindergarten level I think it goes to 21 thank you and we have had kindergarten classes that are higher but I can send it just so we can have that sometimes that'd be great I always need more I always have to rethink it if you don't mind what you need to do is create a spreadsheet that shows these are the grades in the classrooms see the population are pretty great and then send it to you and then tell me how to adjust it so I want to make sure the number which is going to be publicly distributed is correct so right now tonight we believe it's 420 plus 45 for the pre-k for a total of 465 I thought I would do say a minute ago that ok so there are 3 grades per 3 classrooms per grade 2 of those classrooms will be dual language one will not and in the dual language classrooms you'll have 20 degrees I'll flush out the rest of the spreadsheet sure absolutely is there anything else that we're going to do to circle that sorry I know everyone got the email I sent out the special ed program as well ok thanks gender for a moment 7 half the time it would be good to talk a little bit about what our goals would be for some of these public outreach events it was a very good place to start with the presentation and I'm sure part of this will kind of be a basis after the week the school committee has a basis for presentations to impact this is likely discussed and I don't want to throw us off into our industry there are also the school committee that join meeting what the goals of that presentation are I don't want my recognition to have a slot in the beginning with the goals of the committee if this isn't here I apologize for being late the goals of the presentation are 2% right because you can go 12 different ways when we're in a joint meeting offering both groups real clarity seeing really in the question and answer I think much more smoothly I'm not dictating what those are but I think being clear what the goals of the presentation are was a long way to kind of a healthy meeting sure no we can give you some bullet points we're going to have another building committee meeting we're going to strive very hard to do so before we meet with the school committee so hopefully we can flesh all this out and include that in a nutshell the goal is really to bring that school committee in up to speed on where we are we're not finishing this is a progress report in the progress report we'll touch upon the problem something like that if I could I think the other thing if you as the designer of the committee is looking for specific feedback from the school committee I think it's also I think obviously can offer feedback on anything but I think if there's like we really want feedback from the school committee on X being explicit about that not to be limiting but actually like if there's a potential focus or like given your roles we really want to know what you think about this thing obviously can ask somebody HVAC and think you know offer feedback about that it's probably not the thing we're looking for school committee feedback on it I think that will also help focus the conversation out whatever it is again I'm not trying to dictate the content to those but just structure them I'm curious if you've heard anything from that building the school committee about what you think we didn't have some dialogue about that and Monday night and I think so I'll look back on my notes and perhaps give an African meeting I can share my recollection the video is probably live I don't know if anyone's seen the video yet I was dealing with multitasking at that time there was an issue infrastructure issue nothing new with the elementary schools at that time so it was a conversation I was actually taking care of other business at that time but I'll do a little thinking and get back to you if there were certain things that you already have heard that you're curious about maybe we should we should request those what I did share was one of the takeaways I had was thinking about was there thinking about how to think about the public outreach events and what the goals for that are even that we are presenting these multiple options we're also not past the feasibility state what is that right balance and how do you present that to get feedback from the community without some people inadvertently coming away from the impression that oh we're going to get a building we're not going to get a building yet in this process I think that's I think a lot of the things that Mario read actually are the things that are on their minds as well I know that they're already answered in some ways and no presentations but I think that list is something that they're thinking of because I'm not an Eric and myself they're not deeply in this process so actually just that list clarifying all of these options have these things in mind I think that would be an orienting statement so they're not thinking about those things that's another thing that I think back not just this past I mean where Jonathan was there but the previous ones I think that would be clarifying for them okay yep so before what do you want this day have I'd like to get us to look at some very practical stuff and then we can circle back and talk more about public outreach and other things and I can give up an update between Anthony and I on the survey and the geotech so we have the first invoice our designers it landed in my inbox at a strange time when I actually had a minute to read my inbox I don't know if folks have questions about that or not if folks don't have a question I would entertain a motion to move it forward to payments all in favor and we have a second one second one from Laura skills at recording all these minutes for some time by mobile and if you folks don't have a question on this one I'd also take it I do have a question seven hours and I think the meeting before is about eight that seems like a little long and I'm wondering if there's a technical issue or something we can do to help is it a transcription that seems like it's kind of a long time and not a back at what we're doing before I've asked yes you're saying it takes too long it seems like a long time for I think the last it seems like it's a long time I'm wondering if there's something we can do to help but I'm just curious I don't know it actually takes me it does take me a long time to do it second that motion all in favor something we could add to a future agenda would be are we recording too much detail that probably an effect that yeah I can't really talk about it tonight but I think I think it's something we could add to a future agenda what's the right level for us and are we getting enough detail or not getting enough detail that'll impact how long okay those required votes so survey and geotech I'm going to dive into the geotech one first do you want to so geotech as we got I solicited eight firms we got two responses as you can see they were $100 on from each other but both are really more than twice what we had hoped to pay for this so I have not awarded anything I spoke to Jim about this and I'm going to now relay what Jim said I mean Jim believes that this is not work may not even really be necessary I asked if we could pare down the work he said we may not need to do it at all he feels pretty comfortable with what we already know about the site and he doesn't think that we need to do this work I said they're probably going to want to know why we why we went out to get in the first place and he said because the committee seemed to feel strongly about it and he didn't feel so strongly against it that he felt the need to say that so here we are we could try again with fewer borings I don't know that all of the ones we're asking for are necessary we could try again hoping for more responses because I think the larger firms didn't I had no response from them at all not even questions we could decide we don't need it and I'd love to hear more discussion from our architecturally inclined table about our architects but I think you do need it and if we need to submit or go out and look for some of our need I would encourage you to do that the earth is such in this area of that kind of borderline especially if you're considering a two-story building if you're considering a two-story building to make it more compact remember we have this potential flood line that might be changing but if we make it a two-story building and make it compact you may be talking about piles and that has a cost-implicant to rule out piles I want to make sure that we understand this I'm going to speak for myself and a lot of others I agree we're going to end the feasibility study that'll be a piece of information to the town but borings, survey are all things that can be just like you looked at the borings done in 1970 something got some information on it that's something that going forward to another group later that they pick up on this site they can use and so to me it seems like a loss if we don't do it and hearing that we're not we need to be able to rule in or out something that has a specific location seems important for you couple things for an MSBA process understanding that they would want maybe I shouldn't speak at a turn I don't know if they would require something more recent than original constructs I would guess that they would I don't know so I think that's kind of comprehensive I was a little confused when I saw the map and the locations of all the potential borings because some are literally adjacent to the river which we don't need so maybe we can ask you to go back to the area specifically that we're looking at for the footprint of the building and absolutely we can do that we can reduce the quantity and if you want to help so we can't do an RF what the state of Massachusetts calls an RFD and I know one of the vendors reached out to you to encourage you to encourage me to re-solicit this as an RFD we can't we have to do a based on price but yes I think Jonathan and you I would love to reduce the scope and refine the scope I know when I've worked on projects before that and this might be different because it's with the state we've gone out and we've talked to a vendor and then there's a price per boring there's a setup fee and a price per boring and I'm just wondering if we rather than having to go out again we can just negotiate down with the respondents we can negotiate with the lowest bidder we can try to do that but your target is to cut that down and have my work changing the scope changing the scope so just the question is when I'm saying negotiation I don't mean just say hey we want the same thing for last I mean if you break down your proposal give us what your set of time is how much you're boring what your report cost is about what we can maybe reduce yeah rather than having to go all out again I'm just wondering if that's a possibility it is a possibility to negotiate only with the lowest bidder and if we are changing the scope I'd be more comfortable plus I really would like a wider response I feel like I can do better I agree if you're negotiating a smaller thing then I would say no problem but if you're negotiating that much is the second little guy going to say I could do better okay considering this there's more difference between the two and for context I think what we did once many months ago that we were probably anticipating about a date but before we would have been and well they quoted four dates and it's not surprising that it would be significantly more expensive so well not advertise just we don't need to give them two weeks they're the same people so we can say I have a question so you were saying if you'd like to get more bidder so what do you think prevented the other people from bidding on that I'm not sure only so these two actually gave votes one of them immediately said no thank you one of them asked for a couple questions but then never submitted I don't really know I don't know if there's more work out there and they didn't learn this job I can actually ask yeah I guess so in order to increase response what will we do to do that I don't have any ideas I don't need to I'm kind of surprised because I personally worked with some of these firms I'm surprised they didn't take a bite of the apple I drew from John's contacts, Christine's contacts and Jim's contacts to make this this is good if you want a bigger list I might be able to bid I would not be averse may I excuse myself we're good for votes thank you that's true we have to actually vote to end the do we have to give you a vote to do your next step so we have to vote to adjourn that's okay all in favor great thank you