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Video-1: youtube.com/watch?v=TVmYzv820i8

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Hi everyone. We'll give everyone a few more minutes to hop on. All right, why don't we go ahead and get started. Um, thanks everyone for joining us. Um, please be advised that there'll be a

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full bu committee meeting of the Medford Comprehensive High School Building Committee held via remote participation only on Wednesday, July 22nd at 6:30. The meeting can be viewed live on Medford Public Schools YouTube channel and through Medford Community Media on your local cable channel, which is

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Comcast 98 or22 and Verizon 4345 or 47. Um, the meeting is being recorded and participants can call or log in using the following meeting ID. It's 99558983187. Um the public is welcome to speak at our meeting this evening. Um comments will

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be limited to three minutes per individual and only to those matters on the agenda. Uh speakers may speak only one time on each topic. Um and um we uh may limit comments to two minutes based on the number of individuals wishing to speak and we'll let people know as soon

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as that becomes necessary. Um the public is encouraged to reach out in multiple ways. Um there's an email address to get an official response by the project team um if people have questions about something they hear. Um and that's mh

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projectmedford.k12. us. And um if people have comments or perspectives they want to share with all members of the building committee directly um that um email is mchbcmed.k12.mma us. Um so I'm going to start by calling

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the role. Jenny Graham here. Mayor Londo Kern >> present. >> Dr. Guzy >> present. >> Martica Brawl. Joan Bowen >> here. >> Ken Lord >> here.

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>> Libby Brown >> here. >> Marissa Desmond. Maria Dorsy >> here. >> Brian Hillyard >> here. >> Emily Lazaro. Paul Malone. Nicole Morurell

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>> here. >> Aaron Lee >> here. >> Luke Pryner >> here. >> Bob Dickinson. I see Bob. >> He's on vacation. >> Okay. Um Fiona Maxwell. Hi Fiona.

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>> Hi. Good afternoon. >> Chad Don. >> Dr. Talbet >> here. >> Will Pipelli, Lorie Hodgen >> here. >> John Mclofflin, Paul Rouso

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>> here. Bill Santos and Lisa Miller >> here. >> 13 present. Sorry, 12 present, three absent. We have a quorum. Um, welcome everybody. Uh, the

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next item on the agenda is approval of the meeting minutes from our last uh meeting at the uh in the middle of June. Is there uh a motion to approve? >> Motion to approve >> by Brian.

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>> Seconded >> by Luke. I will call the role. Jenny Graham. Yes. Mayor Lungo Kern. >> Yes. >> Dr. Galooi. >> Yes. >> Martica Brawl. >> Joan Bowen. >> Yes. >> Ken Lord.

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>> Yes. >> Libby Brown. >> Yes. Marissa Desmond, Maria Dorsy, Brian, >> Brian Hillyard, >> yes. >> Emily Lazaro,

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Paul Malone, Nicole Morurell, >> yes. >> Aaron Lady, >> yes. >> Luke Pryer, >> uh, yes. >> 12 in the affirmative, zero in the negative, three absent. The minutes are approved. Um, item number three on our

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agenda is approval of our June 2026 invoices. So, we have a left field invoice for $20,000 and then SMMA invoices for 90,45,375 for a total of 155375. I'm going to turn it over to Lefield.

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Thank you so much. Uh so as uh as outlined, we are looking for a total approval in the amount of $155,375 this evening. And as you can see in uh the um just below that invoice breakout

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there is this is where we stand with the feasibility study budget and it does include um the invoices above. So um all invoice invoices submitted to date are in line with the contracts and uh amendments that have been approved for this project. Uh we do feel that overall

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we are in very good position budget-wise as we move into schematic design. So we are looking for that approval tonight in the amount of $155,375. Are there any questions about the invoices? Is there a motion to approve?

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>> So moved >> by Ken. Is there a second? >> Seconded. Maria >> by Maria. I will call the role. Jenny Graham. Yes. Mayor Longo Kern. >> Yes. >> Dr. Galooi. >> Yes.

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>> Marty Cabral. Joan Bowen. >> Yes. >> Ken Lord. >> Yes. >> Libby Brown. >> Yes. >> Marissa Desmond. Maria Dorsy. >> Yes. >> Brian Hillard. >> Yes. >> Emily Lazaro. Paul Malone. Nicole Morell.

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>> Yes. Aron Lady, >> yes. >> Luke Pryner, >> yes. >> 12 in the affirmative, zero in the negative, three absent. The invoices are approved. Um all right, moving right along. Um the

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next item on the agenda um of uh hopefully quick items is um approval of an amendment for SMMA um to cover uh geothermal PV solar design, pool design, um consulting and testing. And I will

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turn it over to the SMMA team to talk about um these items. >> Sure. Thanks, Jenny. Uh yeah, these are consultants that we um some of them them were waiting in the wings um during the early feasibility portion of the

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project. Uh but now that we have a firm grasp of where we're headed um and certainly knowing that we are renovating the pool, um we see a really critical need for pool consultants. Um and we also have an opportunity on August 3rd

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to do some you know really important testing on the pool when it is drained. So uh kind of going from the bottom up we have um asked for proposals from uh Thompson and Lickner. They would do pool scanning of the pool basin and deck

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fillian which is a known entity I believe to the district and already services the equipment on some of the pump testing. Um and then we have uh a proposal that's broken into two pieces from Aquatic Design Group. This is a pool consulting firm we've worked with

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on two previous projects. Um and you'll see that one is for basic SD for the renovation of the existing pool. An additional separated out number for if the SBC does proceed with adding the new

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learn to swim basin. um the PV consultant solar design associates also um done a lot of work with them in the past and certainly we are at a point where we need to really dig into uh the scope for PV and then finally geothermal

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consulting this was a proposal that at the outset was much higher um in the original proposal in the other reimburseables category it had included the bore itself the test boore which we we will be proceeding with under a grant

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with Mass CEC. So, Haley and Aldrich has broken their services down to consulting and then if there's additional modeling needed um we just wanted those two um separated pieces uh broken out in case we don't need that additional modeling.

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So in total and we did our best to put this into a single amendment so we didn't have to keep bothering you all but um this is what we do know of right now to help us uh properly develop schematic design with the help of these

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consultants. >> Thanks Helen. I had just one question. um the pool um item E the pool design for the new basin >> um will that be held in terms of an approval until that decision is made by

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this group >> because I think there's still discussion to be had about that new basin. >> Yeah, we can certainly do that if you want us to remove this from the amendment or we could ask for the approval and then only activate that

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cost if you decide to proceed. It's It's up to you. >> Okay. Um Ken, >> I was just wondering where this leaves us with funding for CMR and our budget. >> Yes. And um so if we can go back to the

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last slide just to show the overall we are um we are planning to have an update um with all of the anticipated uh costs that are uh you know expected through the end of schematic design uh at our August um meeting. But I can also we can

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distribute that to the SBC between now and that meeting if that's helpful. Well, what are we expecting a CMR to cost? I thought there was like 280,000 left. So, this would leave 210 about >> um there are a couple of other items that um that will be um put, you know,

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that we're anticipating um will hit that 280,000 cost as well. Um I think that is going to be a discussion with the um the CMR group um to make sure that we have uh we're putting that in the RFP um

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correctly. Um there's a couple of different ways that we as as left field have seen it done um for this specifically for the schematic design phase um funding uh of the CM uh fee. So we can you know designate a specific

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cost so that there's no surprise um to the the budget um which I think is what we've done successfully in the past. Um, and then there's, you know, you could let, uh, CMS come in and and tell you what they expect, um, you know, what the

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monthly cost of their SD services would be. Um, so there's two different ways and I think that does need to, uh, warrant further discussion um, before we, you know, necessarily put a number out for that. But we do feel that there is a comfortable amount um left in that

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other reimburseable item budget um to cover the CM um for the uh time that we are expecting them to be on the project for >> we don't we don't have an estimated cost on the CMR. That's what I was asking. So >> yeah um I think it's going to depend on

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on what we want to say that cost is going to be. So, I think we just need to be a little um a little uh careful about what what we're saying that is it's within that 280,000 if that helps the conversation,

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Ken. >> Okay. >> Yeah, Luke. >> Well, thanks. Um, so I wanted to ask about the geothermal consulting and um kind of explore uh what it is uh that we would be missing out on if we declined

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um uh these uh amendments um specifically for geothermal consulting. um floor put another way uh what is this um going to produce for us in terms of information that would lead to I guess

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more informed decision- making on what type of um HVAC uh core system uh we would recommend uh for the project. >> Yeah. So SMMAS and HBAC engineers are

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generalists. They are excellent. Um however geothermal is a specialty and so Haley and Aldrich who also performed um the geotechnical work for the project um does have that expertise and will be

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advising. They will be on site when the if this amend this amendment is approved will be on site when the test board happens so they can see the conditions themselves. They provide um general consulting and and advising to our

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mechanical engineers as they um develop the the um overarching um design for for the project. There are many many um uh complexities involved with this. um you

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know number of bores um uh making sure the capacity is properly dealt with um depth of bores based on soil conditions and so um that consulting we do recommend and feel is necessary to supplement what you have with SMAS

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engineers and then again that extra um additional modeling if there's um a need for seeing yet more data um based on how things develop Again, we had them break that out separately.

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>> So, so based on your reply, um it sounds like uh without them um you wouldn't uh be in a confident position um to execute the work that has been contracted to

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whoever's making the bore. Um is that a a fair way of interpreting what you said? we'd be in a in a general position to scope the project and remembering that at SD the critical piece here is scoping the project correctly and

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getting that cost estimate as fine as we can at an SD level because that is the budget for forever more. Uh that is the budget number that is voted on next June. So having um having that advice and consent is is really important. But

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I mean, is it possible that this committee would um uh recommend against a geothermal solution? Um if I'll I'll say the costs remain um what they are. Uh we've seen the costs through the

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LCCA. They're uh tripledigit millions. Um it's also expensive for the uh the air water um uh heat pump uh technology, but um it's a very high expense that never breaks even. It's possible that we

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don't proceed with it. So, um, if we declined this work today, uh, would we, um, miss out on any information that, um, would improve our ability to either,

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uh, accept or decline, uh, geothermal as an option for our project. I think if I if I could um just jump in here, I think if if we have more information on the wells through this um through this work that Haley Aldrich

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would do um based on the findings of the test bore, then we can really narrow in on what this well field will cost and we will have more information for this group to make the decision of if you want geothermal, all geothermal or a

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hybrid condition or not at all. So I think this would be very useful information to have for this group to um come to a more informed decision um about the geothermal well. >> I mean do you anticipate the estimated

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cost um falling by um a large percentage from what we've seen based on your your findings? It it could and that's that's kind of the um you know we need to to know more to develop this more accurately or you

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know it could change either in either direction really costwise um once we have this information because it could indicate that we are requiring more wells deeper wells uh fewer wells more shallow wells you know I think having

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this information allows the team to um to I'm trying not to say drill down on the costs of um this uh the equip the the um the system, but um it I think this would be um you know money well

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spent to get the information um that you need on the system. >> Um but we have Haley and Aldrich already as part of the uh the consultancy team. um and uh we've already or you um have already uh contracted for their services

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to analyze the results of the bore. What you're proposing here is um uh not an over and above, but it's a it's an amendment. It's a new cost um to have them present for the boring. Is that true? >> No, that's that's not the case, Luke. It's uh what they provided to the

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project previously was geotechnical consulting as laid out by the MSBA agreement. Geothermal is another separated service, hence this coming in now. Um and so what they are doing with the consulting is not just witnessing

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the bore but they are advising our engineers to properly and fully develop um the system for the costing that has to happen in December. All right, thank you >> Brian.

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>> Thanks. Uh, hi Helen. Just actually curious on the Thompson and Lickner testing and just wondering if you can expound a little bit more about their process and what we expect to find out through those guys. >> Sure. Um because there are no existing conditions drawings for the building as

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a whole, the pool specifically. Uh what the scanning will do was will be to allow our structural engineers to understand where rebar is. Um they will also be doing some selective tapping of tiles to listen for hollow sounds and

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try to sus out any areas of weakness. Um, but again, it's it's that scanning to determine um what's underneath uh literally what's underneath the surface both in the pool basin and on the pool deck. >> Okay, perfect. That's what I was hoping for. Thanks.

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>> Okay, great. Any other questions, Maria? >> Okay. Hi, um Helen. I um heard you mention that the they will be starting this testing in August when the pool is drained. >> Did I hear that right?

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>> Yeah, we were uh Yes. Yeah. >> Go ahead. Sorry. >> Well, my question about that is how it's going to impact um the programs that are taking place. I know USA swim will beginning again. Our swim team will probably be beginning their um their

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practices. And so on that level, how is how long will it be empty and will it impact our students? >> I'm going to let Ken take that. He gave us one day to get all this done. So go ahead. [laughter] >> So I worked with Rachel to build that schedule. There's already a PL pool closure week that we do a deep clean of

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all the locker rooms and everything else. So this is the weekend prior to that. So, this was the one day in the schedule that Rachel felt we could drain the pool over the weekend, do the scan, immediately fill, and then while we're doing the normal week of closure, be

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able to get the pool balanced and everything in time for her summer activities which start I think on the 17th if I remember correctly. So, this was all done in consultation with her. She picked the date. >> Okay. Thank you. I was concerned. Thank you.

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>> Um, is there perhaps a motion to approve uh the proposed amendment with the exception of item E, >> which is E, >> which is the pool design for the new basin aquatic design group 930.

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So $9,000. >> So moved. Is >> there a second? Second, >> Lydia, was that you who said second? >> It was not me. I think it was the mayor. Brianna. >> Oh, hi. Thanks.

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It all happened too fast. Okay, I'll call the role. Jenny Graham, yes. Mayor Londo Karn, >> yes. >> Dr. Galooi, >> yes. >> Marty Caban Bowen, >> yes. >> Ken Lord, >> yes. Libby Brown,

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>> yes. >> Marissa Desmond, Maria Dorsy, >> yes. >> Brian Hillyard, >> yes. >> Emily Lazaro, Paul Malone, Nicole Morell, >> yes. >> Aron Pady, >> yes. >> Luke Pryer,

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>> uh, just so I understand, we're voting to approve all of these costs minus the one um, called New Basin down. >> Yep. >> Um, I I guess I don't know why. Uh, I'll I'll just abstain.

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>> 11 in the affirmative, zero in the negative, one abstension, three absent. The motion is approved. >> Okay. Um, we did want to give everyone an update um on our FAS meeting with the

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MSBA, which was last week. um in the presentation which we will send to you after the meeting um the the slides as they were delivered to the FAS um are here um you you all have seen and

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heard so much of this story um so I'm going to ask our presenters to move quickly through the slides um because what I really want to be able to talk about at the end was the feedback from the MSBA because I think that's what people are actually interested in So,

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I'm going to turn it over to Dr. Galooi to kick us off, but um we can move I think we can move pretty quickly particularly on on topics where this group is very familiar. >> Um absolutely heard. So, this group has

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definitely been along as we have you've been part of the visioning sessions. You've been part of the work that we did to actually build uh the educational plan and the work that we've done to modify some of that educational plan. So, we started the presentation with a

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snapshot of the vision of Medford Public Schools and how we got to where we are and what we want uh this building to to be able to provide for our students, our staff, and our community and the work that we're doing currently to be able to

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be prepared and set and ready um for transitioning to a new space. So you can see here from the bolder text, it was everything we've been talking about around accessibility, about creating belonging, about creating spaces where student voices are heard, seen, and and

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uh heightened um and really looking at spaces that are flexible and purposeful that are going to be able to grow with the community as as we move forward. Um the next slide talked a little bit about that process with the visioning. many of you on this

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um committee were part of the visioning sessions. I think it's important to note that our um educational consultant um Mike Perolo presented a lot of what's on this slide and I just kind of highlighted some of the continued work

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that we've been doing post uh visioning but we could see a lot of the impactful pieces of this work came around listening to our students. We followed them for a day and sat in the seats and learned alongside them and really got to see what it was like for them to move

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within the space we currently have and what their aspirations are for what they'd like to see high school education become. Um, we talked a lot about what those visioning visioning sessions yielded from the students and from the staff perspective and really talked

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about one Medford High School. I think we know we've been working on that for a very long time. We have one uh schedule right now. And so a lot of this work was about what is that going to look like to have a building that's completely

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integrated and inclusive and so that we don't have pocketed silos in a restrictive building. We have students learning next to students um CTE special education e spaces that are fully integrated in a meaningful way.

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And so if we advance, we then transitioned to say this is like the pre preliminary uh summary of what some of those adjacencies and what some of that integration could look like. Uh we highlighted the thoughtful approach

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we're taking to um keeping some of those spaces core for students around like dining, the media center. students really our students spoke about how they really feel safe in that space and then how we're creating pathways for students

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so that CTE and uh special education and EL are woven throughout uh in a really meaningful and purposeful way. We also talked about access and safe access so that we know this building has a lot of

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community-f facing programs. We want to maintain that but we also want to be able to do that in a safe way. We know some of our CTE spaces are communityf facing. So what do the adjacencies look like and the locations look like so that we can have access still for the

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community um to participate and use some of our CTE spaces or the auditorium when there are productions or events um the gymnasium for the same manner but how can we keep the rest of the building secure. So we talked a lot about

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location and adjacencies. Um and then and outdoor space. So you can see some of these too also have ways that we can bring the outdoor fells in a more meaningful way into this high school building that right now uh is just rigid

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in nature. Um the next slide we kind of moved forward by showing them what this design looks like so that they can see the location of where art and music and the theater would be in front of the gymnasium because a lot of those spaces

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are communityf facing on the back end and around some of the perimeters having it be some of those CTE shops that the uh community would need to access and that also needs space to be able to be right out on ground level and then the

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ECC and some of the central office spaces being another separate wing out here where it can grow um with the landscape but be able to be easily uh manipulated in location and adjacencies

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if need be. And then that heart is kind of like the the main entrance of the building um where students would and and visitors would enter. And then the next slide I believe got into a little bit

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more where Matt Rice would kind of kick in here. Um, and so I'm going to pass pass it on to Matt >> and I will try to keep it brief and certainly if any members of the committee would like us to go back afterwards and get into a little bit more detail, we're happy to do that. But

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I will just reinforce the notion that all of these um images um were included as part of the PSR report going through. So this is not new information. This is really just uh clarification of information that was presented to the FAS committee. Um so on the lefth hand

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side we have the site plan showing the site circulation um through and the various program components uh from a site perspective and then on the right hand side we have um the um overall sort of site ownership diagram um which show

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the deed restricted land uh among other parts and pieces as well as the um surrounding DCR land and uh other neighbors that are approximate. I'm going to move through these. This particular site plan um was uh

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illustrating the solar orientation of the building um as well as in particular where the expansion potential future expansion uh for the building would be um which is eye on top uh at level six um extending out in this direction

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versus uh looking for expansion at grade in any particular direction. Um we then went through the series of floor plans um all six floors as we move up. Um and again I'll just do this very quickly. Um the first floor um and what

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we see to the the top here is cut into the earth. So again the grade slopes up on the site as we move from the south to the north bottom to the top of the page. Um we actually have four different floors of ground floor space that accesses the ground adjacent to it. Uh

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as we move up through the building, it's almost 45 ft of elevation change um in ground floor elevations as we go. This first one is um really just providing access to a portion of the early childhood center. Um the second floor does contain the main entrance to the

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high school at this particular elevation. Um it also is the level where the auditorium would be in several program spaces. um some of those um retail facing CTE programs like culinary arts and cosmetology as well as music programs. This is also the level where

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the um as we're tying into the existing levels um the level of the um existing locker room below the gymnasium and the pool support spaces. As we move up to the third floor, um this is really the first s or primary um high school um

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elevation where we have ground floor program all the way throughout from back to front. Um this is where the existing gymnasium is as well as the pool. Dining comments would be adjacent to that. Um our learning communities stretch to the north um and to the south um and again

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integrate in CTE spaces as well as academic and special education spaces. Um as we move up to the fourth floor um you can see this is where the media center has been located right at the center in that heart position. Uh Dr. Galooi alluded to um again integrated

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learning communities moving um from the south to the north. Um coincidentally this is also the level where the existing batting cages are located here adjacent to the pool. Um and you can see this is actually also our edgerly field level. So this is the last ground floor

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uh elevation that we have. Um and you can see that the field extends out um and access some of the CTE programs as well on this northern end. Um and then as we move up uh fifth floor is really exclusively that uh integrated learning community ribbon as it passes back and

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through. Um and on the sixth floor we have just this um north south running um volume. Um and again this is that expansion area that we're looking at at the site plan. We did include some building sections um really at the request um of the MSBA and

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the FAS. This is something that they do look for um to understand sort of that overall topographical change of on the left hand side looking at Winthre Street all the way up to Edgerly Field. Um again there in terms of those two elevations there's almost 80 feet of

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elevation change across the site. So we're dealing with a lot of topography. Um in that bottom section you can see really how the fells rises up um to the eastern side here. Um and um you almost get to the point where at the roof level of the building. If you're ever walking

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around up in the fells, you can definitely get that perception even of the existing building being above the top. We had this overall diagram which I believe folks have seen before which just illustrates the various site components in relationship to the

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building. Um and again this is just our renovated section um of the gymnasium, the pool um the large um PE spaces here, the gymnastics gym um as well as the fitness center um and then the new addition wrapping through and beyond. Um

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this is organized in the same way as that initial diagram that we were showing. um the multi-purpose field out front um the track and field um up at Edgerly Field and then the large parking area in the center.

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We did give a very quick highlight um to um some of the things that we've been talking about with the interior and exterior design advisory team. um some of the priorities that were expressed um and some of the visuals that resonated with that group um were shared um just

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so that uh the MSBA can sort of understand where we may be moving in terms of general design aesthetic. We then gave an overall um summary by the space categories in the space summary. This is not the granular version that has every single line item

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uh indicated, but these are the large space categories indicating existing proposed the MSBA guideline and then the variation um between the proposed and the MSBA guideline um as well as some explanatory text. We do have a slide or

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a pair of slides later in the presentation that we'll get into in more detail because it is worth running through this in a little bit more detail. Um this was the version that we showed to the MSBA though. Um so this was just here for record. Um we did go through some of the high

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level uh sustainability goals for the project um so that the MSBA was aware um what those targets were that we're looking at and where the discussion has been uh surrounding um sustainability and we've had a couple of good meetings this past week that have also advanced

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this conversation. There was Jenny do you want to talk to this one really quick? >> Sure. Um at the end of the presentation, we talked briefly about um the significant community interest in

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this project and um all of the meetings that we have had to date and a little bit about the plan for additional community forums, some listen joint listening sessions between the school committee and the city council in the

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leadup um to the full authorization and the vote. um and really talked about how you know our goal along has been to provide all you know all the information that people are seeking and asking about um as you know sort of as completely as

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we can and that that's a big huge task on this project because there is just so much information um and that you know in the coming months we'll be really focused on sort of tuning our communications um so uh it makes all of

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information a little bit more digestible, which should be much easier now that we have one single option. Um, [laughter] and um, you know, they they um wanted to hear about that when um, they gave us the list of things that they

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wanted to to talk about. So, we covered that briefly and pointed them to where they can learn more about that if they're interested. >> And then I think this I'll jump in. >> Go ahead. >> Um, we just quickly took them through the timeline that you were all um very familiar with. Just a couple highlights

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here. The schematic design um really technically kicks off with the uh MSBA board of directors meeting uh August 26th uh this year and then it goes um it lasts through uh the April 29th

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8th 9th um board of directors meeting um to approve the project uh schematic design submission. So that's um that is the phase that we will will technically be entering in after the board of directors meeting. Um that will be followed by uh like I said MSBA approval April 2027. Uh and then there we are

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targeting a city vote in June 8th uh 2027 to move this project forward. Uh design development would follow um and and last about a year. Uh construction documents would uh take us through uh May of 29. Um and then after that um a

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little far out to fully predict um until we have a CM on board and we can uh massage this schedule. Um it does take us through summer of uh 33 um for the building and site work complete in um over summer of uh 34.

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Sorry. Next. Uh and then we did uh take them very high level overview because by the time we get to the end of the presentation, they're more interested in all of the other aspects of the project. Um we did take them through um this chart that they request at PSR. Um this

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lays out our uh preferred solution against the others that were not selected and um just compares them uh across the board. But you are uh familiar with this information as well, I believe. I think and I was not actually I was say

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I was not actually in the uh in the presentation. So please Matt um if there's anything that I missed. >> No, you did a great job summarizing Jen. So you were there in spirit. >> Yes. Um Matt, do you want to talk a little bit about the comments that we

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received and how they relate to what you all were expecting to hear? Yeah, and and I do actually just so I don't miss anything, I do have the list, the document. The MSBA did send some comments back to us. But let me start off just by saying that this was

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probably the the most positive FAS meeting that um I've ever had the ability to attend as different projects. Um it was actually really um great to hear the feedback um from all different avenues. And the way that the MSBA FAS

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subcommittee works is that each individual member from the board has a particular area of focus um one from the the DESIE perspective um on special education and CTE uh programs. Um there's one uh member that focuses exclusively on the

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educational plan and sort of the the implementation of the plan and the design and and the the robustness of the plan. Um there's another member that focuses more on the architectural design and site design and how those two things are coming together. And then uh the

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last member focuses more on um sort of construction logistics and execution of the project. Um and I would say from all four of those members um we really got um resounding positive feedback um in terms of development. I think the the the best u piece of it to hear was

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really the kudos on the educational plan um which we got positive feedback on both the initial submission um as well as the resubmission with the comments that were done in in response to the initial PDP comments um which was not something we had heard before either. So

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um there's just a lot of great feedback there in a general sense. In terms of the specifics, um there were certainly some things that um the FAS committee um asked us to think about as we move forward. Um I think a lot of them were already um part of the plan in terms of

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what we're going to be going through. But just to read these off sort of quickly, um they did comment um on the site topography, the overall complexity of the project given the program and the size of it. Um so that was something I think we're all very much aware of. um

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they were complimentary of the inclusion of our uh special ed programming um throughout the rest of the building. Um there was a little bit of discussion about how we were um distributing out the various um specialized programs um sometimes in suite arrangements so that

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staff um that were providing specialized services had the ability to reinforce each other in terms of those areas. But those suites were distributed throughout the building. So they were very content with that and noted that they would be reviewing in detail our specialized uh

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ed program when we submit at the end of the schematic design phase as is normal as they will also be reviewing our um our CTE u offerings and the design as well at the end of the schematic design phase. Um

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they in terms of the educational planning um comments um there was some feedback um that noted sort of the extended duration of time that we have given the complexity of the project and they felt that that was appropriate. Um they also encouraged uh the district to

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consider the use of that time um to really get a jump start on some professional development that will allow staff to really take full advantage um of the building the new facility um when it is online even before it's online um to help make sure that the building gets

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utilized in the way that is described in the educational plan. Um so I think there's there's a lot of opportunity for that and those comments were certainly positively received. Um there was a a complimentary comment on the overall design and organization of the building

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um especially with the positioning of the um addition volume um in in front of the existing gymnasium and pool um hiding that sort of big blank facade. And I know that's something that this committee in particular discussed um as

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a rationale um as we were going through the evaluation process. Um so that was definitely observed and noted um as part of the um the evaluation of the design. Um there was a suggestion that we think about the uh opportunity to um really

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define and accentuate the entrance to the auditorium um and how that can potentially be a discrete community entrance from the main high school entrance. Um, so that's something that we're already looking at um trying to as we evolve the program and have additional programming discussions uh to

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figure out how we can integrate that feedback into what we're going to be doing. Um there was um a little cautioning of the uh the large parking lot in the foreground of the building and the fact that it's a single parking area. Um that can be challenging just

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from a visual standpoint as one approaches the building. Um so there was just a request to look at options um as we move forward with there in terms of potential distribution of the parking around the site and we are we are happy to do that. Um

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there um was some noting of the variations from uh the uh MSBA guidelines. Um but there was actually a a a positive response saying that it was understandable um giving the table that

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was presented in terms of where the overages were and why the overages were um and move beyond that. And so that was really great to hear because we know we've had a lot of discussions about the size and the complexity and um the volume of the program. Um and it was

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good to hear the MSBA um indicate that they understood the rationale behind that behind the size of the program itself. Um we did talk a little bit about um where the potential geothermal wells might be on the site um either on the fields um but there's the question

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of the deed restriction that we're still hoping to get some clarity on in the near future. Um we also have the potential of putting them on the parking lot um down the road which would involve some amount of phasing um in terms of getting access to that area in the future. Um they asked us to clarify um

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the locations uh a number of elevators to make sure that we had good access distributed throughout the building um which was fine. Um, and the last one. So, I think we they they talked a little

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bit about um just looking at the areas within the building that were designated for renovation u versus new addition um and just uh making sure that we're clear as we go forward in terms of which programs are suitable to be located in the portions of the building that are

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getting renovated. So that that was a good summary of the feedback and again they they did send a follow-up note uh which I was just reading along um which summarized that feedback. >> Thanks Matt. Um yeah, I thought overall uh the conversation was

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um as complex as the project um [laughter] because they um definitely had a lot of questions for the amount of time allotted um to to cover like a lot of territory. Um but you know overall they were just really super interested

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in the project. they noted um that this is a really unique and ambitious project and um they they just really were very complimentary of all of the work. So a huge thank you to our team um because I

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know it has been a tremendous effort um to get us to this point. Um they did not vote in the meeting. Sometimes they do and sometimes they don't. um and we haven't yet received um any additional

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feedback from them. Um but all um signs ago for the board meeting at the end of at the end of August. So um we'll we're ready to respond to some of the questions as they as they send them. And yeah, I think that's it. There any

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questions about the FAS meeting? Lisa. >> Hi. Um, I was just wondering if you could clarify. I know that the floor plans were presented. Um, where are we with those floor plans? Those are far more detailed than I've seen previously and I'm just wondering

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um are where we are with those? I know that there's uh a lot of discussions we still need to have. I know one of them um was there was a letter from a community member about teacher spaces. Where are teachers, how when they're not in a classroom? Uh is it offices? You

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know, that sort of thing. And I think that these are really important questions. And so I'm just wondering um with those floor plans, are those just a starting point or can you just clarify that? >> Sure. Um the way I would think about the

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floor plans is they are a moment in time where we are what what I put up on screen. Um they are not what we are locked into um for the rest of the project. Um they are really our interpretation of some adjacencies that were talked about during our initial PDP

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programming meetings. Um but the challenge is is that we don't have anything to look at and we know it's difficult to visualize and anticipate all of the different scenarios that are present in the final preferred solution when we have those initial discussions. Um so we have already um begun to sort

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of look forward um and look at revising those um as we started to have some initial programming meetings. Um we'll continue to have some of those um during the the month of August uh for groups that are available um to the project

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team uh dur over the course of the summer. But we're also going to have a more intense set of those for any ones that we cannot get completed over the summer um when we return in September. Um, and that's when, for instance, Lisa will be meeting uh with yourself as as well as the rest of the uh chapter 74

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instructors and the rest of uh the academic instructors as well and all the different groups that are in the building. And we're going to be still collecting feedback on the plan. We will talk specifically about adjacencies. Uh we'll talk about all the various um sort of questions, concerns that folks have

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um during this next round of programming that we do. And um really the goal is once we get to the end of the schematic design phase that we have everything more or less set. Uh but we're definitely not at that point right now. Um we're still in the evolutionary

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process. Um the key is that we we have presented the scheme uh the overall approach in terms of the massing of the building. That's what we need to hold consistent and that's what we will hold consistent as we go forward. uh but there is ample opportunity to think about adjacencies um and spatial layouts

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um as we go forward and through this next round of programming that we're going to do. >> Okay. Thank you. Also, one more request um just when there's acronyms if they could be explained what the acronym is, especially because we have a lot of community members who attend meetings

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that maybe haven't um been exposed to all of them before. And something as simple as I don't know what FAS stands for. Um so um just uh when we enter when we do use the acronyms it'd be nice to know what they stand for. Thanks.

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>> Um yeah, thanks Lisa for that reminder. It's the facilities assessment subcommittee. Um that's the FAS acronym. And um the next thing we're going to do um once we're done with this topic is we're actually going to start looking at

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some of those like schematic layouts. um as it relates to various sections of um the space summary. So, we thought it would be a good use of time and energy over the course of the next like four or

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five meetings. We'll actually go through each um section of the space summary and talk about what's in there in detail, provide some context for what those spaces are uh and the anticipated

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um you know where there's variation, what those reimbursements might look like and sort of where we're thinking about those things in the building. Um, and through that process, we'll get to kind of tour in depth all of these spaces as they exist right now and

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provide some feedback that will also help the project team go into those meetings. So, um, we'll be we'll be going on some mini tours um, in the coming meetings here. Um, Maria, >> hi. Yes. Um I watched a portion of the

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school committee meeting this week and uh it did what I saw was that the FAS had asked about storage for the uh the renters and uh some of the discussion that I heard also was that you know the possibility of storage maybe even being

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off um off from the main building um you know and and some interesting possibilities. I was just curious um where that landed because I didn't hear the whole discussion and um how you plan to follow up with um the committee on on that. >> Yeah, that'll be on the August agenda

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and we will dive deep into that topic in August. So, because it's not on the agenda tonight, we're not going to talk about it tonight, but um it's it's on tap for uh the August 24th meeting or 25th meeting, whatever date that is in

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August. Okay. >> Um, August 25th. Any other questions about the FAS meeting and the feedback? Okay. Uh, moving right ahead.

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Um, I wanted to we wanted to provide an update on the teen health center. Um and just by way of framing um we had a discussion at school committee on Monday evening about the teen health center like as you all know um this is not

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something that exists today at Medford High School though it does exist um at many surrounding schools and the space summary did provide for um space and a location in our building for such a teen health center and the conversation um on

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Monday night was to hear from the school committee its intentions around this space. So the school committee um has to make some decisions about the inclusion of such a program which was why we were having the conversation on Monday evening. So, um,

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we're largely going to share the same slides with you that we shared with the school committee and tell you sort of where they landed as an update. And then Matt will also be able to point us to the specific spaces um, that little mini tour that I was referencing, what the

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space summary looks like, um, and answer any questions you have about where we are. So, I will turn it over to Dr. Glucy. >> Thank you. So, what we presented on um Monday night was first just an overview of what is a

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teen health center or as uh many districts refer to it as a school-based community health center. Um they are there to eliminate barriers like cost and scheduling and transportation so that students are able to get medical

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and mental um health services directly on campus um in a wraparound manner. So, as Chair Graham mentioned around Medford Cambridge Chelsea Everett Peabody, Riviera, and Somerville all

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have teen health centers as part of their high schools. Uh we had director Silva and director Dr. Shman do a lot of networking to these um neighboring districts as well as do some research

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with uh CHA, Cambridge Health Alliance um to learn a little bit more comprehensively about what's happening. And a lot of what they learned was also some of these pieces here that um they do protect in having a teen-based health

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center can help protect valuable instructional time and that the data shows that 97% of students that visit uh during the school day have an immediate return to the classroom once they're able to be seen um and address what is

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happening at the time. What we here in Medford have seen is that when our students took the 2025 youth risk survey, um it highlighted that mental health was a significant concern um in

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Medford and it showed that 20 20% of our high school students are reporting poor mental health and 25 of those are experiencing de debilitating depression. Knowing that data, if we go to the next um slide,

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what we talked about here was, you know, how it would be used and what our current uh approach to care is. And so, um, we have to acknowledge that the location of Medford High School is not centralized. It is to one side of

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Medford that abuts Winchester. um and for a s significant number of our students um part of that is difficult in terms of um our location and so pairing that with we have in in-house um

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pediatrician Dr. Sabia that also works with some of our students. Um a lot of our students seek his care especially around um sports registration time and so he assists a lot of students and families with physicals so that students

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may able be able to not only update their update their school records but also be eligible to play sports. Um, however, and I'm sure you've heard this, um, across the Commonwealth and across the country and especially since the

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pandemic, it is very difficult and challenging for families and students to find mental health care. Um, and so knowing all of that, the other pieces that we found out in our

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research is that a teen health center, a fully staffed teen health center, requires a nurse practitioner, a medical assistant, a health advocate, and a behavioral health provider. There are state grants that can cover about $150,000

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of expenses, but some of what we learned is that that still leaves an operational gap for districts anywhere from a h 100,000 to $200,000. However, Medicaid reimbursement does

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cover nearly all of that. um and in funds back to the city. What we would need is a redirection of those funds um from the city to the teen health center so that it would be able to kind of uh

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cover that operational gap. So if we go to the next slide, uh this just gives a snapshot of what would be comprised in the teen health center. So there would be a waiting and a reception area. There would be two toilets, an

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exam room, an office, a staff room, and a storage room. So you would need these spaces in order to like store the needed um medical supplies. You would need private areas in which to speak with students and exam rooms in which in which to conduct simple things even as

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like a strep test um a COVID test so that students can be seen and we can like move on to what is needed for them to um for their issues to be addressed and recovery uh on the way. And so the

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total pro project cost of this is about I would say rounding up $2.4 4 million. And then if we go to the next slide, um this is what we presented to school committee. What we asked uh for the school committee was for their guidance

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on whether or not we should seek these spaces in the new build. Um they are not reimburseable. whether the school committee could accept and absorb some of those annual operating costs and

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whether there's interest in exploring any or all um like petitional excuse me potential partners um the Medicaid reimbursement process any grant or philanthropic funding that could be

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generated and whether a plan could be costneutral to receive approval and as chair Graham mentioned um there was very uh not very in-depth conversation um because there were a lot

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of value statements around our core values in terms of right now for what's happening in the world and again being flexible and growing with the needs of our community and our students. um being able to provide

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uh physical, medical um and mental health services to our students is um just a core value. You could see how many district surrounding districts provide that for students. Uh there is data to show the

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direct correlation to increased uh academic outcomes. And so the school committee voted six in the affirmative, one absent, and one abstain to continue our plans for a teen health center as part of

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uh this process, this project. And I think that's the last Oh, and then the other um piece that we did talk about is the location. And you can see the blue uh dotted circle does have this right now located um in the uh section

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of the high school that jets out. This is for a couple reasons and it doesn't mean to Matt Rice's point earlier that this is the forever home as we really start to finalize the plans. Some of the key pieces to why it would be located here is for uh access,

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confidentiality and also confidential access. So um today there are several reasons why students may need to be transported by um ambulance and making sure that's not done in the front of the building uh is

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an important piece. And here having access to um discrete areas as well as being kind of located near um academic spaces as well as um

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the the um discreet way to be able to pick up students. And I don't know, Matt, if I if you want to like add on to this or or elaborate on the pieces that I've missed.

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No, I I think you did a great job in terms of just giving the general overview of the rationale behind why this was located here. There is also the the nurse's office, the medical suite uh for the high school located in proximity because there there is a desire to have some adjacency. And I think we've we've

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had some good programming discussions about whether those two should be even more approximate um than they are here um while maintaining the ability to have sort of a discrete entrance and exit um if that is a necessary um occurrence

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during the course of uh the school day. Um, so I think it is just a good example of saying, well, this is generally where we are in the rationale of why. Um, but the fact that we're still going to have some conversations moving forward. We did have one last side. I saw that Luke did put his hand up. Uh, but I just want

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to give this quick example that we shared um as well with school committee on Monday. Um, this is um a prototype area of what how the Cambridge Health Alliance um teen health center was incorporated at at Somerville High School. Um and you can see here this is

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immediately adjacent to the high school nurses suite. Um there is a lobby here then when or waiting area when you come in. Um some consult offices. Um some private nurse exam rooms. Um a staff room as well as a lab um a double locked

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room where medications would be stored. An office for a health educator um as well as a soil linens room. Um, and there is a separate entrance here as well, um, coming in from the high school away from the main high school entrance. Um, just so people have a little bit

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better sense of what might be in that space rather than sort of the the larger block that's indicated here. >> And I do >> that's all we had. Y >> Yes. And I do want to also correct that u my math was a little wrong in terms of the school committee vote. It was a 511

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vote. So five in the affirmative, one absent, and one abstain. And then if there's any questions, Luke. >> Uh, thanks. Yeah, so um I I I think the the purpose of the the teen health center isn't for me to

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decide, but um I I uh am troubled by um locating it uh at this site. Um uh thanks Matt for you know showing the Somerville precedent. Um, if anyone has ever been to Somerville High School, they know it's in the middle of

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Somerville. Um, it's very accessible. Um, it's, you know, in the core of the community. Um, our high school is not. Our high school is in the the most affluent, um, part of Medford. Um, it's kind of hard to get to, uh, unless you have a car. Um certainly uh those most

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in need of these services that can't get them through uh private services or or existing uh healthcare arrangements um are probably not nearby. Um and so I I think the need for mental health in the in the community is a real one, but I

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think including it as part of this project is kind of a mistake. Um and uh you know I I think it's not going to well we know it's not going to be reimbursed. Um, but if it's something the community needs, uh, the community should do it, um, but should do it

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somewhere more centrally located where where people would actually that need it would actually use it. Um, so I wanted to share that perspective. Thank you. >> Any other questions or comments about the teen health center? Libby.

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>> Hi. So, I generally agree with like having this as a part of the project. I think it could be a great resource. I agree that the location isn't isn't great for the community, but it is great for teens who are in the high school, but it might be helpful just, you know,

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either as we make decisions about this to know, you know, what the sort of stats are in terms of our community at the school. like how many students might not have I mean I assume everyone's has health insurance because we're in Massachusetts but if there's people struggling to get appointments with their doctors or um you to see somebody

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outside of school hours if there's any way to sort of get some data on that to say like well this really does justify that there's a lot of students who can't see someone elsewhere um to sort of say that this is a real need that they need to get it when they're it's really helpful to have it when they're at school somebody you know right next to

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where their classes are um just to help understand what what group we're serving. I know I I I dug a little bit too like you certainly all those schools around us have these teen health centers, but then kind of half the towns around us don't and Medford kind of lies in between in terms of our demographics.

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So, it would just be really good to understand, you know, how that shift how that sort of balance would work. >> Yeah, we can work on that. Thanks, Libby. Um Lisa Miller,

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>> hi. Um, I was just wondering would the having the teen health center be part of the high school um reduce the need the size of the nursing suite or um you like what's that relationship? It

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does if if we decide not to have the teen health center there do does the nursing suite get bigger? Um just I'm curious about that. But the both the nursing suite and the teen health center were sort of sized um

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as they would need to be to operate independently. Um I think if if they are colllocated next to each other, there may be the opportunity to look at um reducing slightly like like double uh double use of maybe the toilet rooms.

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That is something that we did in Somerville. Um so there may be a small amount of efficiency gain there um if we can locate them adjacent but right now I think we've taken a more conservative programming um approach um just to make sure that we're covered and we would look for efficiencies as we are

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everywhere um as we go forward in the programming process. >> Thank you. >> There any other questions about the update on the teen health center? Okay. Um, moving on. Um, we're going to talk a

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little bit uh relatedly about um the medical space in just a minute. Um, what we're trying to frame in this um segment for each of these areas of the space summary is um what is the space summary?

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what did the space summary say about this topic? So, for example, medical um where are we proposing to locate it in the building and sort of what what is the programming that's going on in those spaces to try to bring to life some of

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these things that have existed on a spreadsheet. Um, as we go through this process, um, we're also anticipating that there will be, um, potential changes to the space summary that we will be seeking approval on. Um, and so

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we'll go through that section by section here. Um, before we go through that though, um, the first, um, two slides are sort of our like grounding, um, our grounding comments. And so what this chart is is sort of a deeper dive from

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what we presented to the FAS and it lists each area of the space summary on your left. Um it shows what the existing spaces in Medford High School. It shows the proposed space as outlined in the space summary for C2.2A.

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Um it also shows um where there are MSBA guidelines, what that number would be for our building and then a var a variation number if it exists. The comments then go on to sort of talk about those variations in some specific

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detail. Um and so we'll talk about um th this slide and the next slide on an ongoing basis as we make our way through these space summaries. So, our first topic is the medical the medical um part of the space summary. And so,

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you can see at the bottom there, the existing medical suite is 1,250 square ft. Um the proposed is 1660 ft. There is a variation of about 1,200 square ft. Uh sorry, the MSBA guidelines are about,210

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square feet. And so, there's a 450 square foot variation in this category. Um in the comments um what it says is that this um the the variance it is for um included area for two nurses offices

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beyond what the guidelines are to align with our actual staffing and include a private office for sensitive conversations um and an additional office. Um so the two is for private private office for sensitive conversations uh HIPPA conversations

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those kinds of things and then an additional shared office um because we house um three nurses. Um the SMMA team also provided some context that this particular category often sees overages on similar projects because the square

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footage guidelines um for the medical are generally kind of low. Um, and so from a reimbursement perspective, um, the reimbursement is not certain yet, but probably unlikely for the variation

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of 450 ft. Um, so Matt, if you want to move forward a couple of slides, I'll turn the reinss over to you to talk about the the medical suite and the programming in particular for this whole package of medical.

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And I know that we have a lot of information to cover here as well. And maybe on these slides, I will not go through every single line item that's here. Um certainly folks are welcome to um review this information after the fact, but just understand that what

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we've done is gone back and met um with our primary stakeholders for each one of these medical groups or each one of the program groups that we're going to look at medical in this particular instance. Um and these were um really some of the primary takeaways that came out of our

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initial PDP phase um programming meetings. And so the first step in this process is really to validate confirm um the information that we heard previously. In some cases we there are updates um because potentially we misheard something or there's been a

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change um over the course of the past six months, nine months um since we spoke with everyone initially. Um, so it's really trying to make sure that we understand a baseline uh for where we were going. Um, we then proceeded to look at an

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excerpt of the overall space summary. So now we're getting into the detailed line items uh for every individual space for every one of these categories. And I will say it was strategic that we started um with medical and guidance um and with um custodial maintenance just

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because they're a little bit simpler. there's less lines to run through. Um, so it made sense to sort of get our uh our process down um with some of these space categories that were a little bit uh simpler to sort of wrap our RMS

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around. So um the listing of what we have um in the medical suite or at the end of the the PSR phase, right? um two toilets um for the nurse's office um a nurse's office waiting room um and this is sort of the designation that was

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given in the MSBA um guidelines initially um so this is an open area that sort of serves as both waiting room and nurse's office um three individual interview rooms um six um exam rooms and resting rooms um and these can be either

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um sort of open um areas that are separated by curtains with CS or individual rooms, but that's the square footage that's given and the quantity based on the the design enrollment for the school. Um, and then these last two line items are the ones that were above u the guidelines. The

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private office um that was described um as well as the shared office or shared work area. um that it was a more efficient way of providing dedicated office space for those three nurses as opposed to building three individual um or in this case two additional uh

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private offices. Um and so just a note as we were going through this process um we were um both looking for um space efficiencies and talking through opportunities for space efficiencies as we were reviewing the

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the space list that is here. um as well as going back to um the larger list of proposed reductions that were put forward at the April 27th meeting uh earlier this year um just to confirm whether or not um any of those

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opportunities were viable to realize at this particular point in time when we're going to the programming process um the schematic design programming process um for this particular category um there were not any efficiencies identified u because the space sizes that were listed

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there as well as the quantities and types of spaces. Um we did confirm as being necessary from either educational perspective um an an operational perspective again tying to existing staffing models and how um how services

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would be provided in this particular instance or if there's a code required purpose uh as just a for instance like the medical suite toilets are sized at 60 square feet uh per room because we need an accessible uh code required clearance in there around the toilets that type of thing. Um so we just wanted

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to note and this is going to be the same note uh that you'll see for all the categories as we go forward. Um and we do have um all the confidence in the world that we will find some efficiencies as we go through it. Um just in these three that we're going to look at today um we were not able to

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again I think given the the small um scale of the programs that we were looking at. So also as part of this process and we'll have similar diagrams and exhibits for each one of the categories that we're going to talk about today. Um we did locate um within the building for

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everyone um where the current position um of the spaces are. So the medical suite as we were talking about earlier located just north of that sort of southern wing that projects with central office. Um good proximity here to the main um entrance into the high school.

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good proximity to the administrative suite and also the opportunity to bring students out um of the building, not through the main entrance if that need arised. And I think that's what we I don't know whether it makes sense to stop and pause

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here and talk a little bit about if there's any questions on medical before I roll through everything because there are a lot of slides and um that may be a lot to to get through all the way. So, if folks have questions, I think we we can pause here for a second.

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>> Any questions about the the medical suite, the spaces, the intention for the spaces, where it's located. >> All right. Well, okay. Maybe [clears throat] maybe I'll just get a breath and then I'll keep going. >> All right. >> Um so the second one that we're going to

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talk through is um counseling or guidance um as sometimes known. >> Um again this is the outline um of what we talked about um with the counseling group. Um I will say there's there's very robust counseling services u that

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are provided at Medford High School. Um so there's some a atypical spaces in here um in terms of the steps program in particular um that falls into this category um given how it's administered throughout the the school.

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And I may lean on Rosemary just to give her a heads up when we get there because she has a little probably a little bit more detail if people are curious about some of the nuances of the individual programs. Um again, some of the um the goals in terms

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of what we're trying to make sure that um students have access to from a counseling perspective as well. Um these are tying into um some of the other space categories and so aren't necessarily going to be covered in this um particular uh overview that we're

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going to give. But um just having an awareness that um these things uh are important from a counseling perspective as well. um the STEPS program as well. And Rosemary, if you're on, do you want to just give a quick overview of the STEPS program so folks can understand it?

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>> Yeah, sure. So, the STEPS program is a hospital re-entry program that the school has. And I'm sorry, the full the full name of it um I know Lisa, you just talked about acronyms, but the the full name of it is escaping me. I apologize

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for that. Um but uh so this is um generally a shortterm re-entry spot for students. Um and so they they really do want a little bit of a quieter area um

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since they do uh the majority of their um their learning while in this program in this dedicated classroom. Um they do also um uh some some people may be coming back with from a you know a physical injury as well and so it's

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imperative that they have um a dedicated bathroom um that is sized appropriately uh right there as part of the suite. Um there are several staff members that are associated and dedicated to this program. So they also need some space

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here as well. um they have uh frequent parent and student meetings. So um a need for um discretion is is critical here. Um and then in addition to meeting with the um the adjustment counselor that's part of this program and the

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teachers, uh the students will regularly have um virtual teleaalth calls with um outside providers. So creating a private phone booth or space for them to be able to take those calls discreetly um is

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also was also um a an important part of this program. >> All right, thank you. Um so again we have the listing of all the program components um at a more granular level here um for the counseling program. Um

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so Medford High School does refer to it as counseling. The MSBA um space summary template refers to it as guidance. They are synonymous. Um and we are just not allowed to change um the standard lines that are in the MS. That's why there's that little bit of a disconnect here.

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But um so what the MSBA guidelines allow for is six um counseling guidance offices. Um a store room um a career center, a career center office,

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um the records room um that's dedicated to counseling or guidance uh records. Um adjustment counselor offices. Uh psychologist office. Um there's a a house office commons um as well as um a

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a collection of spaces within each house um office or suite. Um that's why you see three of each one of those. Um so each house will have a reception um waiting area, a conference room, a restorative room um as well as a phone

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booth. Um and then there is um included um one youth wellness coach officer uh office um and then the components of the steps program um that Rosemary just outlined uh listed below. Um I

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apologize. This this particular um chart does not identify which are sort of within the standard uh MSBA um spatial guidelines and which are um outside of it. Um but I think that

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summary was included in the prior table that we looked at um as we jumped into this particular topic. So we can always circle back to that if we need to. Um and again this reminder that we were um talking through spatial efficiencies um either reductions in the size of space

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or reduction quantities of space or elimination of space as we went through this uh conversation as well. Um in terms of where um the counseling resources would be located within the building. The steps classroom is

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positioned back here um on this again the third floor um level um adjacent to the medical suite um again near the main entrance to the high school but also having access to the same um discrete path out of the building um if needs be

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or into the building as well. Um and then in terms of the house offices, those were intended to be located at a centralized position on the upper levels of the building um throughout to distribute out administrative presence through the building um with good sight lines through different corridors. So um

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this is up on the fourth floor um as we move up um really at one of these uh hallway intersections with learning communities. Um so there's good um observation in both directions. Um, and then that would be located as well since there's three of those on levels five

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and six as well directly in the same position. All right. So, let me pause there on counseling before we move forward to custodial. Any questions about guidance

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spaces adjacencies reactions. >> Brian, hi Matt. Just a quick question on those house offices sort of page top north there. as you go up in that section of the building, I know it becomes single-

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loaded corridors and those are pretty big spaces. Are is there any concern that that's not really I wouldn't call it the most populated or um maybe the best place looking off to the east uh just for student observation. Does that

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matter? Does that weigh in at all? Should it be a little further to page south as you go up in the building? I think it's a fair point, Brian, and I think it's something that we definitely looked at and whether or not there's opportunity to shift down to this point.

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Um, and I think it's just trying to figure out that tradeoff in between um some better visibility down here versus better visibility over here. I know we're only showing the uh the fourth floor plan here. Um, but as we move up in this area, um, I think it is a little

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bit more dense in terms of program. So it may look a little bit more akin to what is um down in this area. Um and I think as we have some discussions with the the high school administration as well um which we haven't had that programming discussion that may come um

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to light even a little bit more. So it it's certainly um something that's that's worth looking at um as we go forward in the process. And I think it's just it's aligned that type of thinking um with the kind of conversations that we'll be having as we go forward.

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Um, and Brian, just just so you know, another another area that we have been looking at potentially locating the house office if it doesn't move all the way to like the very center of that floor plan. Um, maybe trying to situate it a little bit closer to the central

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stair that connects the various floors so that as you come up there is that visibility there. Um, so it's, as Matt noted earlier, you know, this is just the snapshot of where we were at PSR. Um, but we're actively looking at um,

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efficiencies in the plan of where where better adjacencies can occur. >> Yeah, great. Thank you. >> Yeah, I like to use the term when when we go into the programming and folks that are in the programming will probably hear me say this maybe too many times. Um but we we anticipate being

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wrong in a lot of cases in this first version as we come in and we really want um the feedback from all the users uh to help guide the development of the plans. Um so it it is just a natural part of the process. All right,

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I'll shift forward to custodial maintenance. Um, so again, this one is a little bit pragmatic and Ken made us underline the existing rodent issues um that are in the building to make sure that we were aware of it. Um, so we did that.

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[laughter] Um and and we did work um and speak with Ken and his group about um the various needs for the building from an operations standpoint as well as involving um Ryan Pike who just joined uh the district um filling in for John

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Mclofflin's role. Um so we had a pretty good um understanding of where things were from our PDP programming discussion. Um we did a couple of updates here as well in terms of um what the picture of the custodial staff was.

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Um but um and then I think also what the loading dock program was. And so we're working with all that information um as we move forward here. Um the listing of the uh custodial and maintenance programs that are here um

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really what's above this um white space blank line here are the high school um related uh custodial programs um which um generally follow the MSBA guidelines aside from this uh technology support

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office. And then down below um these are sort of the district maintenance um program components um that are associated with central office. Uh but since there's a lot of um overlap in terms of some of the use of the space and so where some of the concerns are,

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we're talking about those in the same breth. Um, so this does include um one custodian's office um as well as a custodian's workshop um a custodian storage area, dedicated space for um

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recycling and trash um which does align with lead requirements as well. So it's it's good that the MSBA does designate program space for that. Um a general receiving and supply area. Um a general store room area. uh a network and

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telecom room and a technology support office. Um so the network telecom room is the one that is included in the MSBA guidelines. Um sometimes it ends up being what is known as the MDF or main distribution frame room where like the

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headend equipment for all the IT is located. Sometimes in smaller buildings you can put a a desk uh for a staff member to sort of sit in that general area and there's enough room. Um this building is big enough um where that room will not uh be able to accommodate

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a staff office uh technology for the high school. Um so that's what this office is dedicated for. It's worth noting that there are also some um IT staff that are associated with central office that are not listed here u but will be covered under the the district

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offices uh discussion. Um and then we have uh some office space from the facilities director and their administrative assistant. um a a workshop um for district maintenance staff um as well as a maintenance

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office. Um so that's a snapshot. Go ahead. >> Go ahead, Rosemary. >> Okay. Sorry. I just wanted to also just note that um this does not include any

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of the custodial uh closets or janitors closets that you would see throughout the school. those because they're not really programmed space, those fall under the non-programmed space. So that um that grossing factor that makes up

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the um the non-programmed space that gets us to that total, you know, GFA, that gross floor area, um those types of sport closets will come out of that number. So, um there will be and we've we've spoken to um to Ken um and Ryan

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about this, but there will be uh several janitorial and custodial closets uh throughout the building as well. >> All right. Um and then just to give an outline again of where we are. Um so, we're back on level three. I think it was more just a coincidence that a lot

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of these program spaces are located on level three. Um but the dining commons is located here again at that central heart position. Um so we are going to be locating the kitchen um as well as the servery in proximity to that. Um and

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loading in sort of those service um and store room areas um make a lot of sense to be immediately proximate to the kitchen area here. Um in in this diagram, right, the the kitchen ideally would back up to the service area and we are currently um working on that to get

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that adjacency uh correct. But um this is the the general location of where things are. Um loading um in this case is going to be uh off of the west side of the building. um to be able to provide some additional area feasibility

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for uh large delivery vehicles and refues and recycling vehicles um to access uh the side of the building there as well. So that's something that um again we've we've been actively studying and and trying to find an optimal arrangement for uh to support sort of

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this uh main circulation area. So, anything on >> questions on custodial maintenance? So, Matt, I just wanted to go back to the the guidelines, the overall guidelines page. Um, we note that the proposed space is 2822

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and MSBA allows 2671. So, our variation is 151 square ft. And basically that's the dedicated tech support office because our building is big enough that we can't put that person in with the networking

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space that's allowed. So that's the only um overage in that category. [snorts] >> And I'm seeing there's a 151 or maybe a 150 square ft. We'll figure out where that one square foot. Yeah, there's there's one square foot that's sort of floating in the that we should figure

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out, but yeah, just to make sure they're >> consistent. There any questions um about these custodial spaces >> or the existing rodent problem? >> Ken staying quiet. >> Okay.

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Um well I think that is just about the end of our agenda. Um did we want to just quickly cover sort of module 4 umformationally and then uh we will take a motion to adjourn.

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>> Yep. I can uh I can keep this high level. Um so just very quickly at at a high level um schematic design um is the next phase that we are moving into. It's when the building design is refined from those um color-coded block concept

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schemes that you've been used to seeing um to a clearer layout with rooms and walls that are generally in the place that they will be when the building is constructed. Um this is um really to ensure that the design is far enough

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along to price with confidence because we um at that point the budget um identified at the end of schematic design and submitted to the MSBA ahead of the report in February. Um that's the budget that this project must live within. Um and that's the scope that the

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MSBA's um grant will be based on. Um so that's schematic design at a very high level. Um there are you know I think we we talked a little bit about the timeline. Um moving forward um I think some key dates here are um you know

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between now and October 6th uh we this group will be working to um finalize the building program and then that information will be uh used to inform the schematic design estimate. Um and that the estimating process um is anticipated to run from mid December to

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early February. Um and then um that uh will be presented to this group at that time. Uh the schematic design submission itself will be approved by the SBC in midFebruary and then sent over to the MSBA um no later than their February

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24th 2027 um deadline, submission deadline in order to make it onto the um the MSBA's board of directors meeting um at the end of April. uh that meeting will be the one uh where they approve the the

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project to move forward and and um give us our the information on um grant participation. Um let's see. Following that approval, another big uh date to mention uh is that the city vote is currently targeted

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for June 8th of 2027. Uh that approval would move the project into the design development phase. So, a lot happening between now and June 8th, less than a year. Um, but that that's the timeline for that. There are

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a few, like I said, this really um this phase is about uh updating, advancing, and finalizing a lot of the documents you've already seen on this project. Um, but there are a few um deliverables that I wanted to highlight here. Um, just to

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they are important pieces of the schematic design submission. Uh the first um it to note is that the CM will be providing an estimate for the project at this point. Um dur you know that estimating phase I just talked about um

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they will be providing that estimate. Um and you know as the company that is uh will be building the project it's important to see um the cost and understand the cost through that lens. Um that estimate will then be used to inform another key uh deliverable for

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this phase, the total project budget template. Um that's where soft costs and hard costs will be laid out and the project team's um understanding of the MSBA's likely participation at that point um will be broken out. Um, and that will help us begin that discussion

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with the MSBA um, to determine what their grant for this project um, what their funding participation will be. Um, and that conversation um, really starts after submitting that um, the total project budget template. Uh, one final um,

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deliverable that I wanted to highlight here and I think Matt Rice actually talked about it a little bit earlier. Um, it's the Desi submission. Um, and this is a submission that um is it goes in at the same time as the schematic design uh report and it lays out the

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district's methodology for special education delivery and also you know shows all of the spatial uh adjacencies that support that methodology. U DESIE will review it and provide feedback um ahead of the MSBA's board meeting in April. Um but those were really those

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are the highlights of the schematic design um submission. Um there's a lot here. I'm sure you can uh read on your own time as well, but those are the the key components I think that are important to mention at this stage. Any questions?

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>> Thanks. Luke, did you have a question? >> Um yeah, no, I did have a a question, but uh it's not related to the schematic design timeline or any of the upcoming steps. Um, so, uh, if anyone has questions on that, um, I I'll yield the

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floor, um, and then you can return to me if I've got something separate to bring up. >> Uh, are there any other questions about the schematic design timeline? >> And Luke, is your question about something on the agenda?

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>> It is. Yeah. So, we've been talking about the space summary. Um and I'm glad that uh we're approaching it um line by line with the individual spaces. Um that's uh I think the appropriate level uh to start um you know adjusting the

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size if uh if the committee you know goes that direction which I hope they do. Um so you know I'll make the observation that all these spaces were driven by the ed plan and uh our current MHS project website um in the document section links to an but it's the

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February um the uh the junior plan uh is available but you really have to know where to look. It's kind of buried in an appendix uh the psr and and even then you have to know that

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it's there to find it. So, I'd like to make a motion that um we present the current revision of the ED plan, whatever it is, um uh sort of on the on the first uh document um page that we

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have on our MHS project website. So, I'd like to make that as a motion. Um, can I just before you do that, um, let everyone know that there are some updates coming to the project website? Um, including Luke, what you're asking for, um, as soon as our director of

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communications is back from being out of office. Um, he got married on Saturday. So, we're going to give him like just a little bit of time off. And when he's back, we will um be doing just that so that people know where those like latest documents are in addition to like what

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was the submission. So that that is coming. Um you're free to make a motion, but I don't think it's necessary. It's work that is planned. [snorts] >> Um well, I'd still like to make the motion. I appreciate the council, but um uh just to have it on record. >> I I think it's very important for the

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community to have access to the latest documents. Um, so, uh, hopefully someone seconds it uh, and it passes, but, um, I'd like to keep the motion. Thank you. >> And what's the motion? >> Uh, the motion is to adjust the, um, project website, uh, such that the

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current revision of the ED plan, um, is, I'll say, explicitly available, uh, through a link. >> Is there a second? I'll second. >> Okay. Um, on the motion by Luke,

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seconded by Dr. Galooi, I will call the role. Jenny Graham, yes. Mayor Londo Kern, >> Dr. Gooi, >> yes. >> Mica Brawl, Joan Bowen, >> yes. >> Ken Lord, >> yes. >> Libby Brown,

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>> yes. >> Marissa Desmond, Maria Dorsy, >> yes. Brian [snorts] Hillard, >> yes. >> Emily Lazaro, Paul Malone, Nicole Morurell,

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Aaron Lead, Luke Pryner. >> Yes. >> So that is nine in the affirmative, six absent. Uh the motion is approved.

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Is there a motion to adjurnn? Uh motion to adjourn >> by Luke. Is there a second >> by Ken? I will call the role. Jenny Graham. Yes. Mayor Londo Karn. Dr. Beluci. >> Yes.

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>> Marta Bal. Joan Bowen. >> Yes. >> Ken Lord. >> Yes. >> Libby Brown. >> Yes. >> Marissa Desmond. Maria Dorsy. >> Yes. >> Brian Hillyard. >> Yes. Emily Lazaro, Paul Malone, Nicole

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Morell, Aaron Elady, >> Luke Fryner. >> Yes. >> Eight in the affirmative, seven absent. The meeting is adjourned. Thanks everyone. >> Thank you. We'll see you in August.