a couple minutes to sign on and show off in person. They are coming in person. >> How many people? >> Are there a lot of people in? Yeah. >> I don't know where Kelsey is. We were expecting Kelsey here. >> No, she's off the remote. Ah, I don't
see Stacy on here yet, though. Is the audio good for folks online? >> Yep. >> It's okay. It's a little echoey, Matt, but >> Okay, >> we can we can hear you. >> Good. >> And then we are live in our recording.
Just a heads up, too. So, >> thank you, Will. Um then for the recording and for those that may have just joined um we're going to give people another couple minutes just to uh hop online or join us in person. If you're floating around the high school for some reason and you want to come up
to the science lecture hall, uh there's a good number of us that are up here. Happy to see you in person, but also happy to have you virtually. Will someone be commuting here too? Matt, I don't know if you're able to see the chat. Um Aaron messaged he's stuck
in traffic. Thank you. Y Okay. And then um at some point um address Norman's question about um inviting other stakeholders.
>> That was a good question about the other stakeholders. I don't know that been asked yet. Um, I think if there's other um thoughts about other folks that would be great to bring into this advisory team, I think you could send it around uh to myself and the leftfield team and we'll share it with the school
leadership and district leadership and um we can definitely take that under advisement um and potentially add some folks in. >> Thank you for asking the question, Norm. >> I would just also want to cross reference the sign up when we put this out to the community.
>> Yep. Yes. And Aaron, you should be fine if you're stuck in traffic and listening. Completely understood and appreciated that you're still with us remotely. All right. So, uh, we're about 4:05, so
I'm going to get going. Um, I just want to welcome everybody again um to this advisory team meeting um for the new reimagined Medford High School project. Um this is the second meeting that we're having in this
particular series um of advisory team meetings. Um we're going to do just a real quick round of introductions of the team um again from the design and OPM side of things. Um we're not going to go around and do introductions of every um Medford
uh community team member at this point in time uh because we spent a great amount of time doing that um at the first meeting and hopefully everyone got a little bit of an introduction there. Um I do a after we get done with this though I will say that if anyone who is not able to attend the first meeting has joined us um just for the second meeting
I will give them um just a minute to introduce themselves and their uh connection to the project as well as their um goals and priorities similar to what we did at the first meeting. Um so if that is you if you fall into that category um you can just prepare some thoughts really quickly. Um after we get
done introducing ourselves um we'll feel free to open the floor for that um sort of supplementary introduction piece. Um so to start things off um again my name is Matt Rice. Uh I'm an architect and the principal in charge of the project for SMMA
and we'll start in the room here. Um, hi, I'm Rosemary Park from Esma May and I'm an architect and educational planner um who is working on the educational programming this uh the program spaces um for the uh reimagal
designer at SMA. >> All right, we have Helen online. >> Yeah. Hi everyone. Helen Fantini, a project manager with SMMA. I'm an architect, too, but >> I play a project manager on a day-to-day basis. Anyway, >> all right. Um, and Mike Pillo is not
able to be with us this evening. He is our visioning consultant on the educational planning side of things, but then we also have our left field team here. >> Uh, yep. Hello everyone. Uh, sorry I couldn't make it in person tonight. Uh, but my name is Malino. um the day-to-day
project manager for the left field team. >> And I am, excuse me, Jen Carlson. I am the project director with Leftfield as well. >> I am Adele Sans. I'm the education liaison for left field.
>> Right. Excellent. And then this is the team um from Medford. Um and again if there's anyone here that u was not able to speak or attend the last meeting um happy to have a quick amount of time for
folks to introduce themselves. >> You can raise your hand or shout out. I'm guessing there's not too many because I think that we were almost all here the last time around. So we may not be in the scenario where we have any window. Absolutely. Fine. Great. actually that everyone was able to attend the first
meeting. All right, I'm going to move forward then. Um just a quick recap. Um for those that have been participating in the project, you've seen this slide probably too many times now and it's all just been uh completely internalized. But in case anybody is not familiar, um
again, we are in the feasibility study, the first portion of the feasibility study right now. Um we are looking to open the school in the fall of 2030. Um but over the course of this feasibility study and really stretching into schematic design u we will be conducting
these advisory team meetings um to get some detailed feedback from really experts in the Medford community on particular focus areas. Um the focus areas are really divided into these four categories. Um and again
these are not intended to be they cannot be um siloed um topics of discussion. Um there are overlaps between all of them. Uh but it's important that we um have these conversations um around these particular topics um just to advance the
thinking and hear uh from everyone in the Medford community. And so now we're going to move into the the content uh for this particular meeting. And the way that this is going to be structured um for all of our sort of second in the series of meetings is
we're going to build off of the topics um that everyone provided to us um during the first meeting. Um we're not just going to sort of run through a list verbatim, but what we've done is gone ahead and categorized and tried to group together um topics, thoughts that we heard from everyone um at the first
discussion um so that we can have some um additional conversation around each of the group of the topics. Um we have some visuals to support it and for each one of the topics that we bring up um we're going to be um having a little bit of presentation. So, we have some time
frames that are listed out for each one of the topics that you see here. Um, about half of the time we'll use for presentation um on these topics and then we'd like to have a little bit of conversation, some Q&A, um, additional thoughts, additional questions uh, that
people have on each of these topics as we go through. Um, so we'll try to break up the time half and half between the presentation Q&A so that we're not talking to you guys for an extended amount of time. Um, and we don't have to go back in the slide deck or anywhere just to find uh particular topics that
we're running through. Um, so again, I'll I'll turn this over to Rosemary in a second. Um, but these are the collection of five topics um that we're going to run through overall. Um, and and then we'll wrap up with some next steps. um just talking about what to expect in meeting three when that comes
up and when that is scheduled to be occurring. >> Um so that's that's the outline of what we're going to be doing today. Um if there's hands up or anything as we go through. Um I don't know if Helen or Will if you guys just want to shout out because I don't have the ability to see
the hands come up um quite as easily on my end. Um so it's helpful if if anyone can just help on the moderating side um from sort of the remote perspective. Yeah, Matt, I don't I think Jenny, did you have a a question or statement? >> Yeah, Matt, I think you just need to
flip your presenter view because what we're seeing is like >> the presenter view instead of just the slide, so it's making everything very small out here in Zoomland. >> There you go. Perfect. Thank you. >> You got it. Okay. So, wait a minute.
Yeah. So, I got it working for you guys and then I um garbled it up here in the room here. So, give me one second. Um, I'm gonna get out of that. I'm gonna Thank you though for mentioning that too. >> All right. So, we're
>> found myself trying to read ahead so I figured I was not the only one. And you're back in that same view. >> Yep. Okay. So, now we should be good online and we should be good here in the room. >> No. >> No, you're not good online. >> Really? >> Really? >> Yeah. Yeah.
>> I think it's okay to have it in here. >> There you go. I think it was just taking a second to change. >> Oh, okay. We're good now. >> Oh, there we go. >> Oh, >> okay. We'll get back get back there in one second. Bear with me. >> It's gonna It's going to be not great for a second. We're going to swap it
over >> and then give it a give it a little thing. >> Okay, just and let me advance back to where we were. Are you guys good online?
>> Yes. >> Okay. Excellent. Yeah, we have Suzanne who is checking us here and >> All right. Um, there we are. Okay. >> Okay.
Um, so as Matt said, we had taken we, you know, listened to everyone's feedback on the things that they really wanted to see in um, a new or re-imagined Medford High School and try to understand what this meant for the
different priorities um, and where how they were all fitting under um, similar categories. So um the first uh priority that we saw um collective priority that we saw was um surrounding equity, inclusion and belonging. Um and the the
three main takeaways from that were that equity should be experienced daily through inclusive spaces throughout the school which will help reduce um any type of stigma that may be associated with some of these. Um and we'll we'll touch on this um on this
topic. You'll see after we go through these um how the design or how physical spaces would help support these goals and priorities. Uh we also had um we heard that the integration of um
special education um and EL and other types of students services um embedded throughout the learning communities. Um again contributing to uh reducing stigmas attached to that. um were going to be um a critical point for the school
as well um because we really wanted to be able to um strengthen the sense of belonging for those students um and integrate them fully into the Medford High School community. Um and then related to this uh it was stated that
the house model was going to be was going to play a really important role um in uh providing that sense of community, that sense of belonging, a safe space that um would uh provide um
not only an area to form and um strengthen relationships, but also a space where uh if a student is in crisis or is having trouble, they immediately know this is where they can go. And we already know that Beford High School
model already has this strong um uh house model that you want to be able to grow a little bit of strength. Um for topic two um or priority two was surrounding wellness and well-being um for not just the students um but also
looking at um areas of respit um and collaboration for staff as well. Um we talked a lot about the need to recharge um across all um occupants of the building.
Uh for priority three uh we looked at the um how students can express who they are and find their identity um find their sense of um who they are within the school. Um, and we uh we heard about
how the CT programs um need uh you know purposeful um and right-sized uh space that will help prepare them for um for their time beyond high school. Um, and we also heard about
how uh they could really benefit from being um integrated throughout uh throughout the school with other types of departments. We heard how the visual and performing arts um should be more visible that we
should be um right now as we know the they are tucked away right now in their own wing in their own corner. Um so really trying to give those students um the ability to show off what they are doing as well. Um and then just overall
that students should be able to see themselves reflected within the school within the building. Uh for the fourth priority, looking at a flexible, agile, future ready school because we're not just designing for,
you know, when we open in 2030, but we're looking at 50, 70 years beyond. So, how can this how can this building um you know, be prepared to meet challenges not just today, but in the future? Um so and how can how can the
building support um different styles of learning um different types of students? Um we heard that uh the interdisiplinary adjacencies should be able uh that those would be necessary for creating um a
better learning experience for students. Collaboration spaces for both student and staff should be easily accessible. um you shouldn't have to go all the way down a hallway or get walk, you know, five minutes to get somewhere. Um that
will promote that type of hands-on collaborative learning that we're looking for. Um and that the building design should support robust course offerings. Um we've heard a lot about the different types of courses that want to potentially be offered in the future.
So what can we do uh with the program um and space in order to support those types of um future course offerings? And then uh the fifth priority as identified by this group was um about community connection. And so talking
about how the high school should reflect Medford's identity um but also making sure that it's serving um the future generations of community and um and students and then um that all the
community spaces should be able to function as active learning environments um so that they are being well utilized throughout the day. So, um, and we'll we'll go over, um, some of those types of spaces.
Um, just before we move on, you know, and is there anything that, you know, we'd like to add here or, um, just want to talk about, reflect on. >> Can you go back one slide, please? There's a lot of words.
>> There's more pictures coming. Don't be afraid of this presentation so far. it and I'll mention Kim as you're looking at it that we we label this topics and priorities. The priorities are really the things that we heard um coming from the group um at the first
meeting. There are some topics that we wanted to make sure that we cover as part of this initial discussion that maybe didn't come up um directly from the group but just given where we are in the project we want to talk to as well. So I would say the lion share maybe 90% are those priorities but there's a cop
couple of topics sort of interspersed in through there and also if if what you mentioned individually is not necessarily reflected exactly in one of these categories um we're happy to talk about that a little bit further what we're trying to do is just organize a conversation around these um but we can
we can branch off as we can to some of the the dialogue as we go. >> There is also a list of givens coming after this. Did you cover and I'm sorry I had to step out for a minute but did you cover at the beginning um where this data and
information came from so that people are aware of like the input that was involved in how we got to these five buckets >> we covered really quickly but maybe just uh to summarize again so everyone is on the same page. So we had our first advisory team meeting for each one of
the groups. Um and what we've done is collected all the feedback on the thoughts that we heard from everybody in terms of their own individuals or connections to the project and priorities and goals. Um and we've tried to categorize them, summarize them um through these topics um so that we can
sort organize the conversation around that. Um so there definitely is some um interpretation and analysis um and collecting of thoughts that has happened here. Um and we're we're happy again to sort of modify this further as they go. This is really just an organizational
framework for the the conversation today. >> Right. So I'm just >> I just wanted to elevate then that on that number two wellness and well-being bullet a that talks about spaces for students to decompress and you said we've talked about that a couple of times. Like I've said this a lot. I want
to make sure that that's appropriate to a high school setting. We talked about need to make sure the building is safe without nooks and crannies that could provide an unsafe situation for students. So, I don't know that a um that a non-education person would read that bullet and think what I just said
out loud. So, I just want to be really clear. >> So, and and we'll going into the next meeting, we're jumping ahead a little bit in terms of what's coming. Um but we'll actually be coming up with sort of more of an itemized list um of exact um sort of recommendations to be including going forward. So I think Kim something
like that which is a great example actually for everybody to sort of be thinking about as we're going through there. So if there's things specific line items that we want to make sure are captured um we'll be able to reflect those in sort of the next version of things that come out of this meeting and eventually go to the building committee.
All right. Um, so for those that have been in our programming meetings, you've seen this list a lot. I know that Chad and Martha have seen this over and over and over again, but um what we wanted to just let
everyone know is that um whether we don't know yet if this is going to be um you know what scope of addition renovation or new building the the project will be. But regardless, the building will have this list of givens that are um on the slide. So when we
talk about things like air conditioning and we don't want we can we not have the noisy uh ventilated the ventilating systems um can we have more more outlets um you know reliable reliable Wi-Fi uh
better technology um all of these things those are all part of the project they are given um that's a baseline for for the project regardless um good acoustics all of those things as Well, so we just wanted to make sure that this was covered in case someone
thinks that these are not priorities. They are. They're just already given. >> Can I ask a question about a given? >> Mhm. Um, is it a given at this point that teachers will no longer have individual classrooms and that space
classrooms will be shared spaces or because I I was sort of under the impression that is a given, but it doesn't kind of show up often in the these conversations. So, I just want to make sure that that's out there. And as we're thinking about uh some of the other topics whether it's collaboration
or not knowing that there's not individ you know teacher assigned classrooms influences how we might uh think about other spaces. >> Yeah. Yeah. Thank you for asking the question Lisa. Um so yes it is a given um it is um a requirement of the MSBA
process when you participate in grant funding through them um that there's a shared classroom model at the high school level um that is assumed in terms of overall facility efficiency. That's really what they're trying to get at. So we're trying to get um optimal use um of
the investment for the taxpayers over the course of a day. Um that's really what's behind it. It's not that they're inherently against teachers having their own room. They're just trying to maximize the investment. Um so there are things that we've talked about and things that we'll talk about probably a part of this discussion that are helped
to um make that a little less um challenging in terms of the implementation in terms of sizes of classrooms um in terms of shared teacher planning resources in terms of actual space providing that in very purposeful ways. Um and then we can also talk about
what that looks like in terms of a um a teacher's perspective in terms of how many spaces you might be in um over the course of a day which will vary a little bit per discipline in our department in terms of the types of spaces shared classroom model is about what you
spoke about about use and efficiency. So that there is a calculation around that classrooms their use should be like isn't it like >> 85 >> 85% right y >> so I think that >> that's part of the calculation
um I just wanted to be clear that it's not just this broad general everyone has to share their classrooms there's like thought that goes into making sure that we are not creating spaces that kind kind of go
unused for more than 85 or less than 85% of the time. >> And I think we in going and touring other schools have had a really nice opportunity to be able to engage in conversation with a lot of educators
that are doing that. And I know that a lot of the conversations in other districts are around um one district in particular made it so that teachers weren't in more than you know two spaces within the given time so
that they know that like their core classes were all in this space so that when you're talking about materials that you need anchor charts for kids and things like that it's in one you know space and you're able to collaborate with that person, but you know, you're
in a a different role, but um maybe for core teachers, electives or things like that may be in a a different space because you have to look at how the schedule goes and what the availability is. >> I think it's a great way to frame it. And and I I' I'd like to add that on top
of what the MSBA formula is, we do our own analysis on the curriculum on the schedule to see if that number will differ from the MSBAs. Sometimes it does and sometimes it doesn't. Which >> I'm sorry, what what number are you referring to?
>> The number of classes that would be on we did see that on both sides. >> You don't think it's I think we lost your audio in the room. computer microphone. It's probably not going to be great quality.
Or let me try one other thing. If I hit the button, I'm now >> Yeah, it's red right now. So, >> Matt, we can hear you by the Yeah, actually more clearly through your computer >> will work. That'll work for me, but I don't sure it'll work for
>> Let me let me change back to the owl. >> It seemed like it just needed like a little button press to get it working again. >> Um, all right. Can you guys still hear me? >> Yes, I can. >> Okay. So, I think we just know now what's going to happen. If the owl goes
to sleep for whatever reason, I just run over there and I press the buttons and then it'll come back. >> So, do you want to sit on that side? >> I can jump up and do that. >> All right. >> When it turns red, it's 8:30. >> Okay. Um, so thank you for bearing with us everybody. This is our first remote
hybrid uh meeting, so we're working through that. >> Did they miss much of that conversation? >> Um, how much of the shared classroom conversation did you guys hear? I felt like we heard the majority of it. Um,
>> okay. You heard Suzanne's explanation towards the end as well. >> Yes. Yes. >> And Yeah. And Roseanne. Rosemary. Not Roseanne. Rosemary. >> All right. I was worried if it's Roseanne. I don't know who that is. >> Yeah, I know. >> I don't know who it is either, so I
don't know where it came from. >> Matt, I had a question on the priority slide if this is an appropriate time to ask. Um, yep. We can back. We're going to get into each of the priorities as we run through it. So, does it make more sense to just wait till we get to that section
and then >> Absolutely. >> All right. So, I'm going to let Rosemary just give a a quick primer here and then we can just jump into the discussion. So, we've talked a lot about um you know, we've we've heard that uh we're
trying to really make this this school um as equitable and inclusive as possible. um in trying to remove um stigmas associated with um special education or being um an EL student or
are we calling it ML multi multi but um and so we're thinking about how to best illustrate how the architecture how design can actually support this. How can the building support this? And so um
in looking at I really wanting to zoom into how a learning community or a classroom pod can help support this idea of um community of integration
um of welcoming and of belonging. And so you can see up on the screen um typically uh you know if if you're looking at a very traditional old model of a high school um you used to have the
very siloed departments. And so science right now currently in your building is like one of those where you've got, you know, all science just in one in one location. uh in in um an integrated learning community,
you could have um special education self-contained special education programs, resource rooms, uh core academics, e science, CTE within the same learning community to really help
um make it feel like one cohesive community. Uh we've got um administration um a house office also embedded within this learning community as well to provide that support um within this
floor plan as well. We've got small group rooms, breakout spaces that help support uh the sort of pull out or special services that are required for special education. students don't need to go to another far end of a building
in order, you know, there used to be a special education, right? Um, and so students can receive their services within their learning community without having to feel different or isolated or
separate. Um, and of course this is one example, just one example of how it can be done. But there are ways of using adjacencies programs in order to help um create a cohesive community in which
everyone feels welcome and like they do belong. Um now of course this is something that we would um work closely with with you um and the school to understand what those adjacencies want
to be. We don't want to um just randomly throw these together, but really u take a deep understanding as to what are some of these relationships that have been formed here um to have everyone feel like they are under this umbrella of
Medford High School. >> Just to to quickly clarify, so this is an example floor plan. And if people are not familiar with reading floor plans, um the lighter yellow spaces here um are illustrating quarters or hallway spaces
u that run through the the more vibrant yellow or stairs that run up and down. So there's other levels here. This is an example from our Waltham High School project. Um to just give you an idea, this is actually a stem wing um in terms of the overall organization. Um, but
just in case people are wondering sort of what we're looking at, this is not necessarily like a a design suggestion for Medford High School yet. We're definitely not there yet in the process, the overall design process. It's really just an example for um people to see in terms of how we might bring together um
different spaces uh to achieve the goals that Rosemary was with that as well. E is considered um a core academic uh room. It's not special education. And so the idea is that an
EEL classroom can is infrastructure um so that they really can go anywhere and move as needed. I think we're missing a bit again. I think the owl is coming in and out. >> I would just use your speaker. Just use
your computer because we in here can hear you speaking and to hear you at home. Um, >> and then when we talk about when we talk about access, um, you can see. >> All right. Can you guys hear us again?
>> Yes. >> Yes. Um and when we talk about access, you know, student access to um uh you know, counseling or other types of support, um we we're showing here on the plan in
that kind of light tan color, that peachy color, um you know, administrative offices, but then that darker maroon purple um within the center of the plan or the center of the wing shows those teacher planning spaces. So students, and ideally these
are in locations that are consistent um throughout so students know where to go, where to find um that support. Um but also just making it so that uh staff and administration, they're readily
available and easily accessible. >> So thoughts, questions about this type of diagram? Is it clear? sort of what is being depicted. >> The gray >> the brain >> toilets. >> Oh,
>> we have a lot of slides about toilets, too. So, um but I'd love to hear some of some of your thoughts on on some of these. you know, are we um if there are any questions also on um
the way that spaces can be organized? >> There's a single CTE shelf in here, but can you talk about more why it would be done that way and the thinking behind that having an isolated CTE shelf? >> Want me to take that one? >> Go ahead, Chad. Um, in a situation like
this, if we're talking STEM, I would think >> we're having a really hard time hearing you guys in the room. So, I think we need you to speak loudly or more loudly than you are right now. Like, we can hear you, but very faintly.
>> Also, if you could >> because we can't see you. >> Um, it would be great if you >> Yeah, I think so. Everyone's gonna have to sort of unfortunately like yell use your teacher voice when you're in the room in order for folks um online to
hear because right now the audio is coming through >> the microphone on my laptop because that's unfortunately what the owl is going to allow us to do. >> The the consensus is that you may keep getting booted off the owl because you're not on the staff Wi-Fi or on the guest Wi-Fi.
>> I am actually on the staff Wi-Fi. >> Then I have no idea why it's happening. Okay. Matt, is that a mic that can help? >> It was, but if the owl's not on, this mic is not >> Oh, I was wondering can you plug that into your computer? >> And just to help us who are who are
listening but can't see you. >> Wait a minute. I have something. >> One second. Matt Matt has a backup plan. >> They should. Well, I I think also again this is not
this is not depicting anything that is representing your school because this is from another program. I think the way that we've been looking at this and in speaking with you Chad um is as you were saying clusters are there are these
various clusters of CTE programs that um you know for and we're thinking like biotechnology health assisting dental assisting um you know could these be programs that could be related to a stem
sciences um so that there is still that CT identity. Um, but you're still within a learning community with departments and other programs. >> All right, we're just going to do one. >> Matt,
>> Matt, can I ask another favor? Because we're just looking at a screen. We can't see any of you. It would be very helpful if people speaking identified themselves. Okay. >> It start it starts being a kind of a blur of who's speaking from what team.
>> Sure. Um, how is the audio? Is that better though in terms of volume? >> It's excellent for us. >> Yeah, agreed. >> Good here, too. >> Okay. Sorry, we're still figuring it out.
Hopefully, we're there. Um, all right. >> Uh, >> so sorry. I I there was some dialogue in terms of where we were. Okay. So, I I might want to try and push us along just to the next topic. Um, unless
there's anything that's really burning on this one that folks uh want to talk about because there's a much more exciting slide coming up um which is toilet rooms. All right. Um so just really quickly um in terms of the the larger topic of
equity inclusion um toilet rooms are something that um actually play into this um fairly heavily um from a school design perspective. And before we get to that though, there's there's a lot of other issues associated with toilet
rooms um here at Medford High School, right? We have heard this time and time again. We've heard it from students, we've heard it from staff. um it's a pain point in terms of the overall experience here. Um on the left hand side is one of the existing toilet rooms. I think this might even be one
that's in the um the science wings. So this is um probably one of the nicer toilet rooms, student toilet rooms that exists throughout the building. Right. And on the right hand side, um, as we were touring through some of, um, newly built recent high schools, um, we saw the image on the right, which was an
open airport entry toilet room, student toilet room, um, that the school had devised a way to lock off the students even though it had no doors on it, which is using this sort of foldable um, gate that they had put up. And like neither of these is what we want to end up with as a solution um, when we open the new
school, right? We want to find something um in a design approach that works um that um means that there have to be some probably change expectations in terms of staff. There needs to be some change behavior in terms of how students interact with them. Um and it needs to
be a collective decision about how we go forward. I know that there's been conversations. We've heard there's been conversations before um in terms of how things have move forward, but we're not going to solve that here today. Um, we're just going to let everyone know that this is definitely something that we're focusing on as we move forward.
Um, and we're going to look at it not just through sort of user experience lens, but we're also going to look through the lens of of equity as well. Um, and so that means thinking about um whether or not we're going to be designing um toilet rooms that are based on sort of traditional gender um
designations or whether or not we're going to expand that and think about an allgender model um which is less um sort of specific about sort of what um toilet facilities someone might use if they're going in. And it's it's more specifically around sort of a multi-user
toilet room model. um as we move forward, the plumbing code recently changed in Massachusetts to allow um a more inclusive model to at least be considered. And we're not saying yet that that's where we're going to be going. Um but we are saying that we need to have the discussion as we go forward
that as in terms of um behavior um and in terms of operations, we at least need to think about this and talk about this to understand what is the right model moving forward. This is um again an image from an earlier image from our Waltham High School project um which was
not designed as an allgender um but as an allgender ready instead of toilet room so that they are um set up with men's and women's sides right now but they're also um able to be converted um by removing a section of wall um that you can see here on the right hand side
so that in the future um they can remove um the gendered signage out front. they can remove that wall and become sort of free circulation. There are no um urinals in terms of these private stalls that are established that are all toilets and so they will allow for that
all gender model u moving forward um if that's if that's desired. Um there are some more um even inclusive models out there. Um there's not a lot at the high school level, but we're going to start seeing that. I think these conversations happening um in in
at least the state of Massachusetts. This is actually um an image from RZY um down in Rhode Island um of a a much more integrated model where it was designed to be all gender right up front. So they're private stalls uh surrounding a
um a shared um laboratory model. So um as we get forward in the the discussion, the conversation, we can certainly um point out some local locations that people can visit um as part of the process to understand how they work and sort of what um some of the concerns are
there. Um but um vape detection, um fire protection, um dedicated exhaust, dedicated lighting, all these things come along with those um those dedicated um sort of all gender but private um toilet stalls. Um and then just lastly,
a quick note to signage. um as we move forward um this gets a lot more um thought I think as we go through the process but um as we as we move forward the signage will be less about um sort of which gender is potentially using the
room and really about what the purpose of the room is. Um and that helps for it to be something that's less um less differentiating and less othering for um any individual that um is sort of walking up and using a particular room. It's not like you're disclosing your
gender identity as you're just doing that most basic of functions. >> And just a little context is that what we hear often um especially from students um from counseling departments also is that um when if a school says
well we can just um identify this single user room as all gender. the question pops up, you know, is a student outing themselves by just using that uh by just heading to that um that instead of going
to um a a multi-user allgender facility. Um and that's it's typically with the students um that have that um that have that fear or have that experience. Just sorry I'm Jack Hy from Somerville
but my kids go to Medford. Um I a lot like everybody uses the single stall not just non-gender conforming. So like doesn't seem to be an issue there. We they're interspersed throughout like all the bathrooms. There's the single
stall you can use and then there's the open. In our space next way full circle we only have single. It works really well, especially the bait detectors. >> Jack, can you just describe a little about what next wheel Full Circle is because I think everybody online in here may not be aware.
>> Yeah, it's just a >> And Jack, we can't hear you, so we need you to get closer to the microphone. >> I'm not trying to say a lot, but >> Oh, no. >> I was just saying that people don't um Is it your mic?
>> It's right there. Yeah. people don't seem to uh everybody uses the single stalls if they if it's open and it doesn't seem to be like a place where only people that are worried about being gendered go and then next way full circle is the therapeutic alternative
school within Somerville it's middle and high school and we have all single stall bathrooms that works out really well the only thing I would say is uh you need some way to get in if a student locks himself in there um with SI these is um
it needs to be like a quick access point and sometimes the the door locks have not been. So >> if any other quick thoughts I think our technology has thrown off my timing a little bit. So, um, I'm I don't want to push us along because I think it's an important topic, but I'm just curious if
anyone else has any thoughts either online or here in the room, toilet rooms. Again, a lot more to come on this, but okay. >> Okay. So um when we talk about the priority for wellness and well-being um
we've talked we we've talked extensively actually um just throughout this process about um you know having calming spaces for students but also spaces where they can take a moment where they can be where they can um
interact with their fellow peers um and then uh just be able to rejoin as needed. Um, also if they're needing to um just web as we as Kim, you had said, you know, making sure that we're
creating these spaces that are not just, you know, tucked away in a corner where you there's no visibility, no staff oversight. Um, so being intentional with the placement, um, sight lines. Um, but there are, uh, definitely many different
ways to be able to support this. Um so you can have even just creating small breakout areas um along a hallway um can give a student the opportunity to just sit there and um you know just even take
five minutes to just remove themselves from a stressful situation. Um whether they are by themselves or with a staff person, they can just pull right over into the space. Um the uh top right image is um an image of a small group
room um nestled between two classrooms. Um so and there's access from these classrooms into that space. Um, and that allows for a student to, and you can see it's being used for um, just some services, but that can also be space
when it's unoccupied for a student to go in, have take a moment, and then rejoin their classroom as needed. Teacher has oversight, you know, um, has direct sites sight lines into that space. Um, and then another one I'd like to point
out, and the next slide has some more, but um, uh, just opportunities. This doesn't have to just be inside the building. We can also provide these types of spaces and opportunities outside as well. Um, and so you can see there's, um, this, uh, rooftop, um, this
outdoor courtyard, elevated courtyard, um, on the lower right. Um, you go to the next slide. So, the outdoors also provides lots of opportunities for these um whether it's
to just physically move and get, you know, get that energy out um or to be able to take a little stroll through a sensory garden. um with you know different different
things that can you know either tactile or um you know auditory like maybe some water features or something. Um but again giving those opportunities for students and staff um to be able to just
reset during a stressful time. the next slide. Um, and so also talking about um, again how staff need these dedicated spaces also because it's it is a school, it's a place of learning, place of education, but it is also a
workplace for many people in this building. And so, um, needing areas for recharging, um, like this, uh, like staff lounge, staff, uh, dining area. Um, but then also having a teacher
planning space where you can collaborate with teachers, do some head-down work. Um, collaboration can happen anywhere, but we understand the importance of being able to provide both head-down spaces and collaborative spaces for staff also.
any any comments on any of that? Anything you'd like to see more of or less of? >> Just I'd be curious to learn more. >> Lisa, do you want to just speak up? Sorry. >> Should I just talk loudly
>> or just identify yourself also? Yeah. >> I'm Lisa Miller. I would love to know more about how other buildings who have gone to shared classroom spaces have utilized these uh staff spaces, what's worked, what's not. Learned from research. I guess I feel like this is a
very new model for our school and I would like to learn more about like sometimes things can sound like a good idea, but in practice they don't play out the same way you would anticipate. And um I would love to learn more about what other schools have learned about these shared spaces. I would find these
very hard like seeing these two very hard spaces for me to do my prep work grading. Uh they're a little too communal for some of my heads down work. So um kind of understanding how those spaces better would be helpful. >> Yeah, I think it's a great point that
like there's a wide variety of staff um teachers, administrators that are here in this building, right? And so um staff member on the CTE side of things in chapter 74 program may have a lot of sort of different needs in terms of that type of space. Um and there's also sort
of different resources, right? There's typically going to be dedicated office space that's associated with chapter 74 programs associated with the space. Um so I think it it's definitely something that we can talk about as we move forward. Um but sort of the concept of lessons learned and sort of learning
from some of the recently built um examples. We saw some of them as we toured um different schools. Um but any more these on the left I think was the Bill Rick school that we walked through and some u familiar faces for everyone um up there. We heard a couple of sort
of pros and cons as we were walking through there. just chatting with any staff member that was willing to talk to us. But I think we can be a little bit more um sort of direct and purposeful about trying to gather that feedback and that input. >> Yeah. Can I elevate two others? >> One would be WallFam.
>> Um that this build was what six years ago >> the Bill Rick. Yeah. Yep. Waltham um had a they had their shared space was there was like you know a dining area or a communal area but there were a lot of more private areas some that were
actually like completely blocked off. Um I know some schools have almost like that telephone booth where you can kind of like go in and be quiet make a phone call. So I think we can definitely be flexible about that. In our visioning sessions um that we one of them that we had last
week, there was a teacher who also elevated his wife is also an educator and she in the district that she works in, they had some conversations about how to like assign these spaces. So they
found it helpful to be assigned kind of by department or role so that it really enhanced the collaboration. So I think like all of those types of conversations we will be engaging in to see what will best fit our needs and whatever layout
we decide on for the you know instructional aspect of the school. Anybody online with any thoughts on this topic and priority? So for student identity and expression
um we wanted to we talked people have brought up some things about um how the CT programs CT shops are going to require some you know intentional specialized spaces and so we're not going to show examples for all of your C programs right now but um we're going to
show just two that I think illustrate um exactly what we mean when we talk about um this identity and this expression. Um we know that uh the CTE students um are often the ones that have the very strong
identity on who they are and you know what their purpose is. And so, um, these are some images, um, from a cosmetology, um, program from cosmetology shop where it looks like a real salon where they have the, you know, and they have the,
um, the manicure stations here. Um, they've got the, uh, um, salon uh, the hair um, areas with um, that's all set up to take the the community in. Um, and
so it's communityf facing. It's really about making it feel um like they are in a professional work setting. Um do you want to move to the next slide? And then another example um with health
assisting where we're setting it up so that um it the students are working with um the equipment um or mock equipment um like mock head walls um so that they are
getting that um a real the real training that they um that the curriculum calls for. um and making sure that when they go off into their co-ops that they are fully prepared um with the types of technology um and um equipment that they
will be uh working with in um in the real world. Chad, I don't know if you wanted to add anything with any of this, but >> that's WFAM because I remember how um impressed I was with the simulation table >> and how they really it was the first
school I'd ever seen that had truly mimicked a ward of a hospital complete with the nurses station out front and um and adjacent related classroom. So, super impressed with that program and I think that's like similar what we're going to see when we open dental. it's
going to it's going to very much um simulate that environment because of it being a new building and and just this opportunity we're getting. So I think um Waltham is a good representation of what I would like to see better. I think it's also important to note that there's
there's pockets of this type of sort of vibrancy um that the CT programs here have already put up in and around their own shops either to sort of create a public facing um window to the rest of the school or within the shops themselves. And I think what we're going to be doing as we move forward is really
trying to find ways to amplify that um and sort of bring this type of mentality so that every program really has that ability to like really announce itself um and to create sort of that type of really engaging environment throughout. And I think that the spoiler is that
it's not just limited to um CTE programs here, right? I think these are some examples, but um like the next set of slides as we move forward um is spoiler. Yeah, it's it's it's going to extend really to all programs. This is something that we've heard through the visioning, right, that um there's such a
pride that the CT students here have in their spaces. Um and I think that's probably a commonality for a lot of chapter 74 programs um across multiple schools, but we want to make sure that every student has that ability to have the pride in whatever their passion is here um at the high school, whatever
they've chosen to do um so that there that that connection is made. It's made in a visual way and it's really made in a tangible way so that you feel like you're connected when you're in this space, >> right? And so in this image you've got on the um on the left uh an an art room.
It's a digital art room, but um by by locating um by being intentional about where they're located, so they're not off, you know, far off in their own wing, but then also providing the opportunities to be able to create the visibility from the corridor so that you
are creating that kind of exposure. Um, and this is a strategy that can that we've talked um about also using with CTE and other types of programs. Um, so that we're aware of what's happening throughout the school and you're able
to, you know, um, a student who maybe never realized that that art program existed, walks by, sees the amazing things that that are being done, um, and then decides maybe next semester I'll take I'll take one of those courses. vice versa, a student going through even
like right now you really are segregated, you know, a student on a pure academic track wouldn't go down the B hallway one or two. >> Um, so it's really about again, you know, creating the opportunities to be able to um come together and get to know
one another and form those relationships and, you know, become this this comprehensive Medford High School. Um, and so we're also showing uh because we wanted to highlight the fact that um
we're going to be designing a 10,000 seat um auditorium. Um and so and this will tie a little bit into um some of the community connections also, but um you know, how can we be intentional about where where the um the performing
arts also gets located and how are we showcasing those um those spaces as well. Um and then uh looking at um this is also part of the the performing arts, but um looking at a smaller performance
space, you know, a a black box that can be used for uh not just performance and showcasing of their own um dramatic work, but um can also be uh can also be utilized um by other parts of the
school. um as like a a large group instructional space. But you can see in the image on um the left, a blackbox doesn't necessarily have to be completely closed off. Um that maybe there are also opportunities to be able to um locate that in an area that is not
just tucked away. Um but again, showing off what what your students are doing. Um and also I think something about you know the the school store and um which we know is also related the Mustang mall
um is related with uh your business marketing. Um but just the the sense of the student pride and student identity. Um you know trying to make that front and center really trying to um showcase
like that that level of um Mustang Pride uh making it um central, you know. Um in some schools the school store is right next to the the main entrance. Um and so you know how can we make that more
visible and um just really elevate that that sense of pride with the students. Um and this is actually these are some images that um relate not just to the the culture of the students but then also just the you know how can we
connect the school and the design um and the building to just the community at large too. So it's not not just the student identity but also the community identity. Um and so there are um many
ways to be able to represent that through um environmental graphics through um design. Um and these are a few ways and um how we've done it uh just across some schools but you know
Medford will go through um a process in trying to understand how can we best represent Medford and your students throughout throughout the architecture. >> Okay. any thoughts on this particular collection of ideas,
priorities? >> Yeah, can I add, Matt? Um, this is Chelsea if you can see me. Um, I >> hear you. Thank you. >> We've we've talked a lot about making sure that the EL classrooms are core classrooms that are embedded in their
learning communities. Um, but I think the registration hub is a great place to sort of embed some of the this identity um, and celebrate the linguistic and cultural diversity. Um, so I just wanted to say that I think that that's a really
great opportunity to bring some of these images from the culture slides um, into that parent registration um, e hub space too. I know we've talked also, Chelsea, about the the concept of affinity spaces as
well and and those are a great opportunity, I think, uh to reinforce um sort of through the the visual and the design of the space um opportunities just to reflect culture back, right? >> Yeah. Exactly.
>> Yeah. I think going back to the performing arts section, I think it's also really like um I really liked the theater and blackbox ideas to have and um the window to show stuff to really make sure that there's enough space for everyone to
have a space at the high school where they're able to do their arts and then also where they're yeah able to be known. And I think that's really important. >> Appreciate that. Thank you. we know that your students are doing some really great work and so we want to
be able to highlight that and want everyone to be able to see those things. >> All right. >> Um I know I know it's 508. Um so when we talk about flexible and future ready um design and and a
building that can adapt as your curriculum and your student body um evolves as you know as time goes on we know that education evolves. Um and so how can we best prepare for those types
of future changes. Um so you know the key is to really be flexible to provide agile classrooms, agile spaces. Um and you know we know that already some of your some of your classrooms are doing this. Some of your teachers are trying
to do what they can with you know what they have in terms of trying to provide small group um instruction collab doing more collaborative um work. So, uh, providing you with the types of
furnishings and, um, equipment to be able to easily adapt your space, um, depending on the the, uh, curriculum delivery, I think, is going to be a really key component of that. Um, and so
things that can, um, easily be reconfigured uh, without having to, you know, spend 10 minutes for the teacher to have to do it all on their own. Um, and this is also the the
type of um this also helps support, you know, the the differentiated learning styles that your students do have. So, um, not everyone can learn in that that top right um image. And so we're seeing
a lot of the small group work, the, you know, um, being able to turn into turn and do partner work as well. Um, so this type of, uh, flexible furnishing is going to be critical to your, um, to
your school. >> Can you say a little bit more about flexible spaces as well as furnishings? Like I think some of the classrooms we've seen at other schools, there's dividers between classrooms that can open and close. Are there other ideas for creating flexible spaces?
>> Yeah, you'll see them. >> Yeah, >> I'm actually, you know, it was it was hard to um as I started putting like the titles on some of these slides was really, you know, a lot of these a lot of these slides can um really depict
more than one um thing, you know. So, a lot of the slides that we've seen before do are also those types of flexible spaces. Um, but we'll see them again um just uh in the next in the next couple of slides too. Um and so we've talked a
lot about the need for collaboration spaces and um in some of the visioning we we have um the the visioning team has identified, you know, what types of collaboration spaces they'd like to see. you know, they they that we want them to
be um purposeful. Uh they want to be uh intentional. What sizes do they want to be? The location of where they're where they are is going to be critical, too. But um again providing the opportunity to be able to um you know pull out of
the classroom um uh and give students a different type of learning experience than just um you know within their classroom um is going to be a priority here too.
And then um so Lisa, this is this is one of those types of spaces. Um so large group instructional spaces um I mean this is this is considered a large group instructional space, right? It's not necessarily an design space. Um it can
be signed out um but you know providing a space that is multifunctional. Um you can have uh you could have two or three classrooms meet um within one space. If you've got a speaker um coming, you can
um you can set up these rooms to have uh also remote um capability. So, we've heard from like world language that it would be great to be able to get, you know, my my Italian one kids together and be able
to zoom in and have like a virtual meet up with a a class in Italy who they're learning English. And so um being able to uh you know use that space for um across all of the the disciplines,
departments and also community groups too. So we've talked a lot about um how the school also needs to the school uh should prioritize also um connections back to the Medford community um at large. And so this is a space that um
and this is a space that where the school committee, correct? The school committee at the school um actually um holds their meeting. Um but you could have um another community group that
wants to come in and use this. Um there you go to the next two. Um and so the dining commons um it's a large space in which you know it's it's occupied yes it's used for for
lunch but after hours could that be a space in which there is um another community group coming in or a large maybe there is like a sports banquet being held here um maybe there is a
speaker um that comes in And if there's a learning stair, then that could be used as a seating for it. Um, but all of these spaces, but we also have a media center um on the right. These are spaces
that um can be that are are used um can can be used by the community. um we already know that you know your um many spaces within your building already are being utilized by the community um and
being rented out anyhow. And so um when we design um and start planning like where these spaces will go, we'll also be thinking a lot about how the community accesses them. How can we do it in a safe way? How can we close off
access to other parts of the building that we don't want the community necessarily going into? Um and uh you know how people are accessing the site as well. The auditorium would be another one of the spaces.
>> Question. >> Yes. >> I'm Cooper C. um senior at I was um when I when I think about like unity and equity you guys are trying to create um I yeah I think about the the
dining and the athletics department and even the library. Have you guys taken like um or I guess started considering like what the spaces would look like for those areas because right now um that is where I find where I see the the student
body makes the most connection. I mean, no, we haven't we're not at the design phase just yet, but um you know, we we are talking a lot about um you know, yeah, what what is the what is the
dining commons? But how do we want it to serve not just the students, you know, and not just during your um your breakfast and lunch hours, but is it is it available for use
a outside of those hours, right? And and I would say Cooper that between the because they all have interviewed some students and had some student panels even when we did the belonging video at the beginning of the year. Those three
spaces that you highlighted have come up again and again that students have elevated that is those are really important um spaces for them. So I think when we get into the design phase I
think that input will be really important. >> Yeah. I think in addition to the design of the spaces which is obviously like critically important and to support um all the activity that's happening here. It's also the location of these spaces within the overall building. Right? Having like right right now where the
library is is actually fairly central but the the gym is all the way at one end of the building. Right? So there's a lot of cases where people are not experiencing the gym unless they're making a deliberate effort to go all that distance. Um so try to find ways of like the auditorium bringing these these
centralized spaces, the library um into the middle of the building so that we really maximize the opportunities for people to interact there and experience those spaces is going to be one of the things that we focus on as we go forward. It's very perceptive though.
related but slightly different track. Um, mostly with like desks and classrooms, making sure that there's enough space on top of them for like a computer and like a binder and a paper. Recently, one of my class year or something ago, one of my classrooms got new desks and the tops of them are tiny.
Like I can't fit a Chromebook and a paper on it and that doesn't really work during class. >> Yeah. No, that that's a wonderful observation. I know we've gotten lots of questions about sort of that whenever the subject of new desks and new desk shapes have come up. Um so something
that will be coming um in the future as one of our activities is we do like a mini furniture fair um within the school where we'll actually have different vendors bring in different desks um different chairs um and some other pieces of furniture as well. And so we'll bring people in and have the
opportunity to vote um options to see what works. and you'll be able to take your Chromebook in and put it down there and make sure that that's not going to fall off when you also have your notebook there and and those types of things. But it's definitely a critical part of the process as we go forward.
Any other thoughts on on this piece of it? This was the last section, so we're actually okay on time uh because we're getting close to 5:30 and u we just have a couple of additional size afterwards. So, >> I got panicky. >> If anyone was hesitating because you were worried about time, you're good.
>> This is Jenny. >> Go ahead, Jenny. And then we'll let Lisa go. >> I actually just had a question for the students who are on the call. I didn't hear any student reactions to the bathroom options. I'm just I'm just
curious like tell tell us what young people think about this so that the rest of the old people in the room can start to like get in get in alignment with how you all are thinking about this.
>> Oh, for sure. Um I I know I've been to uh in some uh various bathrooms like uh Northeastern's uh EXP building. They have these all gender bathrooms that people can go into and it's more it's like an airport where there is no door
and you can walk in and the thing that makes it so uh I guess secure is the door comes from floor to ceil right it's it's pretty pretty locked and you can do whatever you need to do there. Um, and
yet there's I guess it feels open. And so I think the idea of having an allgender restroom again for for equity purposes, trying to not place a name on your gender, but also the fact that it
can interchange if need be is really smart. I I mean, I guess it's like small design. Great. >> Uh, I agree with Cooper. And then also making sure that at the same time, yeah, there's stalls that fully cover because
there's lots of gaps in the ones we currently have. and then keeping it like vape detectors be helpful that are like checked and fully utilized because it I I think a big reason that the bigger
bathrooms are closed off and a lot of the bathrooms are closed off is because we don't want just gatherings of people vaping but that's happening anyways and so finding ways to make those who are using it comfortable and then also
to try to move that Yeah, there there are particular design details if we do end up using partitions that are called like zero sighteline partitions that are detailed the joints in a particular way that eliminate those gaps. But certainly what Cooper was alluding to as well in terms of just doing full height partitions and and
actual doors is another way to sort of create the sense of privacy that's really critical to to this type of approach if we go down that road. >> Thank you. Those are really insightful comments. Thank you guys. >> And not only the students uh noted the
need for stall doors that do not have gaps. Uh so Norman had added that in the chat. >> Okay. >> Yeah. >> Thank you, Norm. And and I do think you know for the students like we we welcome you to come
join us at other meetings where we're going to talk about these things because um adult we adults can get really like stuck in our ways and we will I can promise you we will have a conversation
about bathrooms at some point in a building committee meeting coming your way very very soon. And I want to make sure that we are listening to what students are telling us about their experience. Um and um it will be it if
you andor your friends are able to join us at some of those meetings um your input would be very valuable and I think it would help um the adults in the room understand that high school is different now than it used to be. And that's it's really hard to remember that when you
um are in a high school and you remember going to high school and then you're seeing something that is just a complete departure from your experience. So um I would just encourage you all to keep joining us and encourage your friends to do the same because we want to hear from you.
And and I think as as a as a precursor, um we will have a dedicated group I think that's going to really focus in on exclusively toilet rooms. And to me, that's actually a really exciting thing. I think that's it could be a really um interesting discussion as we go forward.
So I echo um Jenny's um sentiments that we're we're really going to want to pull in as much student voice there as possible. >> Just like I can't wrap my head around that being a whole group, Matt. Um, so I'm going to think about whether I want to be on that one or not. Appreciate
that it's happening >> in your free time. Jenny, >> uh, Lisa just >> I just wanted to do a quick clarification. I think I saw somewhere brought up the dining hall and I made me think about this. Um, are we going to be
required to have three lunch periods now? Is that my understanding? So, okay. >> Correct. So we'll have less cafeteria space and the the space will be used three per for three lunches and is that right? >> It is correct on a square footage basis.
Yeah, it's again along the same concept of efficiency of the space. They're looking to sort of manage the amount of size. But what we're going to be doing, which should be a tremendous benefit, um, is centralizing the cafeteria space so that there's not multiple spaces that need to be managed and oversaw during
the course of of a school day. Um, which I think will make the experience much more um, pleasant for everybody in the school in terms of being able to just be in one space that, as Rosemary was saying, has a lot of differentiated seating opportunities um, and is sort of a welcoming and comfortable place to be
in. So I I know that when we visited schools, almost all of the new schools, all of them had kind of a a big central open dining area rather than like a cafeteria room. It was almost like sort of part of the first like kind of a
lobby almost just like a big open area. Is that kind of the norm now for new buildings? >> You you see it in a lot of buildings, but again, we don't necessarily know that's where we're going to end up. That's going to be part of the design discussions as we start to go forward. We'll look at options that have that and options that maybe have more of a closed
off room and see what feels feels better here. >> I and I know that we're coming up against time, but I do want to just say that you know we have heard a lot about the need for quiet dining spaces too. Um and so that's something that we are um
you know definitely looking at how can we incorporate that into whatever the design ends up being. >> All right. Um so just to foreshadow a bit um in terms of where we're going um so this is our our second review and
respond meeting that we're having for this advisory team. Um we will have our next meeting actually during the next phase of the feasibility study. And this is where it just gets um bogged down in the semantics of things. But on March 10th um is when our next meeting is
going to occur. And at that meeting, we'll actually go through in a little bit more granular detail each of the sort of design aspects that we're going to be looking to um include from this advisory team in the project moving forward. And we're going to categorize them in a real simple way of like stop
lights or or traffic lights, right? So, we have a green which is going to be a given item that is just going to get included in the project similar to the ones that Rosemary ran through at the beginning. Those will be included there. But there's other things that people have brought up that it's just no question we're going to include it. Um
there's going to be some that are going to be sort of the yellow flashing items um that we're going to talk about here and agree as to whether or not this is something um we want to wrap into the design process or not. And then there's probably going to be some red light items as well that while they might be sort of interesting ideas, we don't
necessarily want to carry those forward. Um so we'll be doing that for every design um advisory team as we go forward. And then that list of uh green lights and yellow lights and red lights will then be brought back to the full building committee. Um and then those will actually be um sort of approved um
or authorized to sort of go into the u the project moving forward. And so that's really how the organization of these advisory teams meet is going to work. Um and again this is really just describing what I ran over just now. So,
um, again, we're going to be, uh, March 10th. Uh, we're going to do four o'clock for this meeting. Um, it will again be remote hybrid. I think even with the technical hiccups that were here, I think this actually felt, um, a little bit better in terms of people being in the room. Um, certainly people that are
not in the room, um, we appreciate your presence here. Um, in terms of dialing in remotely, you know, it's tough to sort of make it here, um, at 4 o'clock, um, on any weekday. Um, so the the more that you can join us in whatever way, um, we're appreciative of your time. Um,
and thank you. >> Can we have access to the slides? >> Um, so we will have access to the slides and I think the recording of this meeting will also be available. I think Will, can you confirm that? >> Yep. It'll be on YouTube. >> Okay. Similar to the first round of
meetings as well, so you can sort of view it that way. >> Yep. >> Somebody asked me. >> Oh, okay. Um, I think we can we can find a way to make that available. Great. >> All right. Thank you everybody. Um,
we're gonna we're going to keep the meeting live because we're switching over to the next advisory team. Um, if which if you're staying for that, um, please do stick around. Um, but if you're not, you're also welcome to go. >> This is the site.
>> Thank you, Chad. >> Site, safety, and security. Thank you. >> Give that to folks. >> Thank you for coming. >> It's a group project. So I am >> I was having
Hi everyone. We're uh we're just switching over um the presentation over at the Medford High School. We're having a little trouble with the owl on the camera. So um we'll see how meeting two goes. So but just sit tight and we'll get started uh shortly.
For those that are online, we're just uh we're going to get going probably in about two minutes or so. I'm just um monkeying around with the AV setup again just to make sure I have some power and that we have video here. Um so bear with us for a couple more minutes and we'll get going.
All right, just as a as a quick check, can folks online see the intended version of the presentation? >> Yes. >> Yes. >> Look, looks good. >> Okay, lovely. Thank you. All right.
And um I think we're going to get going um just so that we try to um stay on schedule here. Um we do have a signin sheet that is moving around the room
that we have here that we will um use afterwards. And then we have the online attendance that we'll be able to sort of collect overall attendance from. So I know Helen just sent me a question about who is in the room, but I think we'll have that um through the sign-in sheet. Um I do want to welcome everybody. So
this is our site safety and security advisory team meeting uh for the new or reimagined um Medford High School project. Um this is our second meeting um of the series that we've had so far. Um, and just as a a quick overview of
what we're going to cover today, um, we're just going to do a very quick round of um, introductions of the design team. Um, so everyone knows who's here. Um, we're not going to do um, individual team member introductions again uh, because we did that last time. I will though say if there are folks that are
new um that were intended to be on the advisory team but weren't able to join us for the first meeting, I do want to take a couple minutes and just give them the opportunity to introduce themselves um and indicate the connection to the project and priorities and goals similar as we did in during the first meeting.
Um and then we're going to move really to um the bulk of the meeting which is reviewing the comments and the priorities that everyone outlined previously. Um the way that we're going to do that is not go through every individual line. Um but we've actually
collected u the priorities that um everyone has shared with us into um a series of about five topics um that we're going to go through and we're going to share some information back um based on those priorities that we heard. Um there may be a couple of topics as well that we didn't hear necessarily
from the group um but we wanted to make sure that we cover uh here today um just as part of the process. So, it'll be that mix um of topics and priorities. Um and then we'll just um do a quick preview in terms of where we're going, which is if you caught the end of the educational plane equity meeting, that's
going to be um very similar, but we'll tell you when uh the next the third meeting is going to be occurring. So, um just to do the introductions really quickly for the design and OPM team. Um again, my name is Matt Rice. I'm an architect and I'm the principal
in charge uh for SMMA. Um, and we'll go through the room here and then we'll go online. >> I'm Laura Swan, civil engineer. >> Hi everyone. I'm Paul. >> All right. And then um online if you want to go Helen. >> Sure. Uh, good evening. Helen Fantini,
project manager with SMMA. >> All right. And then Kate. Hi all. Kate 2, landscape architect and principal with agency landscape and planning. We're subconultants to SMMA. >> All right. And uh Matt, sorry.
>> Sorry. >> Go ahead. Matt, you can go. >> Oh. Uh, hi. I'm Matt Galino, uh, day-to-day project manager for Left Field, who's the owner's project manager, >> Jen Carlson. Yep. Sorry, I wasn't sure if we were going back to the other Matt.
Uh Jen Carlson also uh an OPM with left field and uh Matt, why don't you go down? >> Okay. Matt Elaine, good harbor tech mark security consultant. >> All right, great. Um >> Adele Sams, I'm the education liaison
for left field. >> Thank you, Adele. Sorry we didn't get your uh your photo on here, but appreciate you sticking with us through the site safety security meeting as well. >> No worries. and Matt, I see a couple of other agents on the call. Um, Barrett,
>> hi everyone. My name is Barrett Sheri and I'm a landscape designer with agency landscape and planning. Um, yeah, so alongside Kate Tuk uh and um Kasia Rodrigo, who's also on the call.
>> All right. Um, again, do we have any new uh Medford members that weren't able to make the first meeting that would like to just introduce themselves? I'm seeing no in the room and I'm hearing no online. So, uh, we'll keep going then.
Um, this is the group though um that we assembled for the last meeting and uh ran through everyone's thoughts. Um and again um just big picture schedule um this is where we are um in
terms of what we're projecting for the schedule of the project. Um we are looking to open um again the newer reimagined school in the fall of 2030. Um and we are currently in the first part of our feasibility study. Um those
stars indicating our advisory team touch points. Um this is the second of those discussions. Um we'll be meeting a third time moving forward. We'll give you the the date for that um in a little bit. And then then we'll meet again um at the start of the schematic design phase
moving forward um which is going to be um towards uh the fall of this year. Um and just as a very quick refresher again, this is one of four different advisory teams um that we're conducting a series of meetings for. these are not um intended to be or could they be
siloed discussions. Um but we um want to make sure that we give each of these areas um enough space for discussion as we move forward um so that we can understand um where the priorities are uh for the city, for the school, for the district u moving forward.
Um and then just very quickly again um the objective for this particular um advisory team meeting this advisory team um is really to focus on topics of site um safety, security um circulation um
across the site um and all the different perspectives um that some of our uh city departments have in terms of how the site is viewed um and interacted with um on a sometimes a daily basis. So, um I think with this I'm going to
turn it over maybe to Laura to kick things off or we're gonna go right to Kate. >> Um we could go right to Kate >> and Okay. And and then just to to give everybody a quick preview of our uh topics moving forward. We are going to
um present um on each of the sort of groupings that we have and then we're going to have a little bit of discussion on each of the groupings. So, we're not going to be talking to you for an extended amount of time and then wait circle back. Um, so there will be um opportunities for engagement as we move through.
>> That's so I think security is first. >> Yeah, Laura, I'm going to tag you back to summarize what was on that slide um and and dive into security. >> Okay. >> Okay. >> Um, sure. So, we heard back and pulling all the comments. Um, one of the biggest
things that people mentioned was an accessible site, circulation around the site, um, improved security, and this, um, desire to have an open, welcoming site that could bring the community in,
but also be secure. Um, I think that you'll you'll hear a lot about that as we go through all of these topics. And um, you'll see that reflected in what you see. And if there's anything else, um, that we've
missed or that we do need to hear back from you, please, there'll be lots of opportunity to share. Just as a quick reminder, I think for everybody in the room here, um our audio is going through our little uh conference puck um at the front there. So, I think if we can all just do our
best to speak up, it'll be helpful for the folks um online to be able to hear us clearly. >> Sure. So, we'll start with balancing the open campus and community access with safety. Um and then talk about mobility
and access across the site, how to make this a connected Medford destination. Um then go into program and operations, how this is going to be an active site every day year round. Um we've heard
about all the programs on the weekend and everything that that happens at this school pretty much every day of the year. Um also then the discussing the physical site and its unique location between the fells and the city and we'll
end up talking about construction site safety because there will be construction and um what would that mean for the students and their experience here and the population that is on site while that happens. >> All right. So now we're going to kick it
over to Mattaline. Okay, thank you everybody. Um, so I'm going to talk a little bit about uh site safety and security. I do have I think there's about four slides or so. Um, I'll run through them and then if there's any questions after, we can go through um go through that. But, you
know, in order to to frame the discussion about, you know, school site safety, um, this the site itself is really the first layer of defense before the doors, before cameras, you know, before staff response. So the goal here is to to balance an open welcoming
campus um with clear and intentional, you know, safety measures. Um you know, as said on the previous slide, we're not really trying to harden the site to make it feel institutional, but we want to design it safely for everyday use for staff, students, and visitors. Um so one of the ways that we're going to look at
doing this and use as our guiding principles is the crime prevention through environmental design principles. And I know one of uh one of the members brought this up in the last uh last meeting, so they stole my thunder a little bit. Uh but that's good because, you know, we're going to use these principles as we look at the site and
the design, you know, through the options that are going to be presented to you. Um and there's essentially five principles that we'll be looking for. Uh natural surveillance, you know, seen uh and be seen. Uh natural access control, guiding how people enter and move about
the space. uh territorial reinforcement which makes it clear that this is a school space. Uh maintenance and visibility, you know, try to keep the you know the spaces wellkept and the the the feeling of always being able to see onto the site
so people feel like they are not necessarily surveiled but they can be seen to to reduce you know some um you know activity that uh that really isn't supported by the site. Um and the last one is activity support and again this goes about you know making the site used
for legitimate use and discourage misuse. Um so all these strategies work best you know when they're designed when operations support them um and all the policies and procedures align. Um some of the things on here I'll just point out quickly. you know, we we'd be looking and some of these have to do
with the school design as well, but we'll be looking at, you know, large windows, clear sight lines, appropriately scaled lighting, uh, to support, you know, after hours activities. Um, we'll look at landscaping, we'll look at fencing, we'll look at vegetation to define boundaries without creating hiding
spaces. Um, and then we'll look at, you know, sidewalks and pathways that encourage, you know, p predictable movement um, along the site. we want to jump to the next slide. Um, some of the other things that we're looking at here, you know, speaking
about windows is, you know, they play a dual role, right? So, windows allow visibility, but there's also vulnerability as well for them. So, we'll be looking at different ways to um, protect the windows either through blinds, controlling, you know, shelter
in place activities or lockdown situations. We'll be looking at, you know, potential for, you know, security film, for reducing, you know, entry. Um, and then there's also going to be situations where we might look at, you know, impact resistant glazing at select
high-risk areas, you know, specifically probably around the main entrance vestibules and potentially some other areas of the school. Next slide. Um the way to balance the open campus and community access um is through
electronics. We'll be we'll be using an electronic access control and security management system. You know, these platforms allow, you know, camera visibility, the control of doors, receiving alerts, um response, you know, from staff members as well as outside
emergency personnel as well. So this will all be balanced from the access control system uh the video management system as well as some other uh devices as well for intrusion detection and then uh security communications and I think we'll hit that on one of the one of the
next slides. Um the communication part of this um really helps to uh you know connect exterior spaces with the interior spaces. So, we'll be looking at, you know, door stations on the exterior, um, where, uh, visitors will have an
opportunity to speak with staff inside the building to allow entry. Um, we'll also be looking at other uh devices as well that could be put out in the fields or in the parking lot that provide emergency uh communication um outside of
school hours uh that can provide um uh you know reduce response times uh for staff um and uh emergency personnel. All right, I think that's the collection of slides that we have. And I think I do
want to just reinforce something I think we heard from Chief Buckley um at the last meeting that um the topic of security, school security and safety is obviously a very um sensitive one these days um given recent events. Um and so it's certainly okay to talk about these
in generalities um as part of this meeting. Um but we will be holding um detailed discussions with school administration, district administration, as well as the first responders um to sort of sort out the details of of the security approach that we're not going
to necessarily be getting into in sort of this larger context. Um but that's really um part of like the overall strategy of how we're designing the building. Uh but we're happy to talk about um any thoughts that anyone has given any of what Matt has gone through here today. um reactions, reinforcements
of yes, we love that or no, we should think about this. Um anything that was maybe not covered on that topic that we want to run through and it's okay if we're quiet, that's fine. Um it actually gives us some more time for discussion on the later topics
and I'm not going to turn that down. Um, I just want to make sure that folks online as well, um, please feel free to unmute, um, if you are muted and and pipe in if there's any thoughts or comments here. All right, going once twice. We're going to move along then.
Um, all right, Kate, I think you're up here. >> Sure. Yeah, so this group had a really robust um, and lively discussion back in December before the holiday. Um, and what we've done tonight is try to just reflect back some of the really productive conversation that you all
had. Um, and um, add a little bit to it based on what we know about the site. Um, and then open it up to a little bit more dialogue for you all to add more color um, in terms of what's needed, desired, um, and any pain points about the existing site that you're hoping
would be addressed as part of this process. Um so what we've done is we've taken uh that feedback that you shared both in person as well as um afterwards and some written comments and and categorize those into three big picture
categories. Uh the first is really about mobility and access. Um thinking about what you shared about making this a destination that's connected to Medford. Um these are a lot of the comments you had about arrival and egress circulation moving to and through the site. um the
ADA compliance questions um and then some of the emergency vehicle access and service access. We heard from you a lot about program and operations as well. So this idea that um you want this to be a place that's active um and it's everyday and
it's year round. Um it already is and you want that um kind of access to continue. So site amenities that support that activity um such as fields um and gathering spaces uh school and community resources that sit on site um like the
preschool uh facilities um as well as uh site security and management which Matt just touched on a little bit. So how does that all feel safe um and cohesive uh even at night um and even at times when school is not in session? Um and finally you shared quite a bit about the
physical site. There was a lot in your commentary about um the unique topography and vegetation and the unique location next to the fells. Um and it's something the design team has also been thinking a lot about. Um you also shared a lot of comments about how that should be treated um around construction
logistics um and how the site materiality and permanence and character could reflect some of those unique pieces. So again, for each of these, what we'll do is we'll share a little bit um about what uh what some of the key data points are as well as what you shared and then open it up to
conversation kind of one at a time. So we're going to dive into mobility and access first. That was the uh first category that you all um really shared a lot about uh as Laura shared. So um you know big picture um if you look at kind
of how students are arriving to site um there are three big categories about 37% of students are arriving by car whether that's driving themselves or getting dropped off in some sort of family vehicle. There's fewer of those in the morning uh than in the sorry fewer in
the afternoon uh than in the morning. Um so more kids are getting dropped off um in the morning. about 22% of students um walk or bike. Um but that number goes up dramatically if you're within a mile of school. About 62% of students that close uh do
exercise uh to get to school. Um and then the vast majority of students um especially those living further away are getting to school on either school bus or MBTA bus. On the next slide, you can see um there's really a a lot of service, especially of MBTA buses close
to the site. Um and then these buses actually come onto the site as you well know and it's something we've been looking at and are curious to hear more about in terms of operation. Um there is one dedicated bus route um in in North Medford that does provide direct access
in a school bus uh to the high school site. Um but it's a really well served uh site. Uh there's also a number of routes where students are taking roots through the fells especially from the neighborhoods immediately adjacent to school. Um, so we know that those walking routes, both whether they're
formal or informal, are pretty important. On the next slide, you can see just a little bit more information that we've been looking at around um, you know, the site program essentially um, and especially um, the idea that a
huge part of the site is dedicated to that vehicular circulation um, and existing parking. about 476 spaces on site now um both in consolidated lots as well as scattered around the perimeter of the school and used informally um
around that service access um which circumnavigates the school. Um big picture there are some barriers to access. So it's difficult to access the site on foot from the neighborhoods to the north and to the west because of fencing. Um, and there, you know, are
some significant existing conditions where service, um, and that primary access to the pool are behind the main school building. So, you really do have to navigate significant portions of the service access to get there. Um, we are working with a traffic consultant to do some more capacity analysis on the
existing parking um, and are glad to hear some comments from you all about how how much that's utilized and how much parking is really part of the demand for the future of the school. On the next slide, you'll see just a couple of summary points. Um, and we know there's a lot of text here, but what we
did is work to come, you know, summarize what you said to us last time in the meeting and to a couple of clear clear priorities. Um, so there was a lot of commentary about ensuring that the future campus is legible, it's easy to navigate, um, that there are safe
pedestrian routes, they're well lit, um, they're accessible. Um, that emergency egress um, and gathering areas really are obvious and intuitive um, and really clear uh, for fire and police and EMS to use. Um, that there's some hierarchy of
pathways. uh pedestrian, bike, and vehicles are separated really clearly. Um and then there are some good connections to the Fels trails um specifically uh to allow access for the community um into those, but to do so in a way that doesn't um degrade the
landscape of the fells. So really providing really clear access points uh so that there are fewer toe paths through the uh fells as it sits adjacent to the campus. So, we want to pause here on the next slide um thinking really specifically about circulation
um and kind of moving to and through the site. Is there anything big that you know we missed hearing last time? Burning things that you didn't get a chance to share that haven't been reflected back here um or that would be useful to discuss tonight before we talk
about program and physical site. Thanks, Kate. I thought that was wonderful. Um I I'm super encouraged to hear this. Was it the 62% within a mile? I'm just curious like are you lumping
walk and bike with that or do you have a breakdown? I just I I think I have this perception that nobody rides their bike to the high school and I would love to know if I'm wrong. >> Do you break down? That data came from safe routes to school and that was a
survey that was done last year and it was provided to the design team by Medford. Um the the number of data points collected do not represent the entire school body. So not every student responded to the survey is what that
means. Um so they are um making some assumptions based on who did respond to the survey and applying those to the rest of the school group. Does that make sense? So it it's accurate within within some uh degree of
assumptions. >> Do you have any more? >> Yeah. >> If there's a way to get more information on that, we're really would be thrilled to have more data. >> She's asking if the planning and sustainability office has more information on it. >> Okay.
>> Um and so this is Alicia Hunt. Um we don't have data. What I know is that there is a student a teacher working with a student group that's trying to actively promote walking and biking to school. >> Great. >> Um and I'll name a Mr. Christie from the
robotic shop >> is working on that effort. Um and he's actually asked me to advise him on it. So we're hopeful that we might be able to help increase it. But a lot of what we've heard from students um outside of his effort but on the city side is
concerns about safety which is why there are bike lanes now. >> Yeah. >> There are problems with the bike lanes and people driving in the bike lanes even when it doesn't appear to be necessary. >> So it's a very perplexing situation.
>> Yeah. Um, and I think that it needs some on the grounds grassroots efforts to help motivate that >> and to help do that with the goal that by the time this building opens we would have more walking and biking. >> But but I don't think we can avoid you
know not designing for the cars because you know >> I think my question was even more basic than that. It's like 60% yay but is that like 61% walk and 1% Do we have any more data? >> I would say we know anecdotally that
there are probably there are more kids that bike in this the next months um because we see the bike racks full and we get asked for more bike racks during the months. And it's been sort of a who can where how are we going to pay for them type of situation going on. And now
it's sort of like does it how much does it make sense with with this new building. But honestly, I personally think it would be short money to install some. Um, and we may even have some at DPW, although I'm not speaking for DPW since it's on the call. Um,
>> I think I saw it, too. >> Yeah. So, I actually had a a separate thing that I just I kind of wanted to flag and I heard you saying this about um the through the woods and accessibility and a walking a loop and stuff like that. Um, but I just sort of
wanted to flag that the onem Mustang loop is um something that I'm I understand is heavily used by different student groups and cross country and stuff like that during the year. It's also something that was sort of laid out and designed by students with teacher
support. Um, and so there's a lot of sentimentality around that and if any changes are going to be made, they should be really thoughtful. Like the bridge that goes through the wetland area was built by students possibly. I think that that was an Eagle Scout project, but I know it was permitted
through my office in the last 12 years or so. >> There's a bench stated, too. It was I assume that, >> right? The bench will be post stating what I know know of it. So, but I just wanted to flag that that there's it there might make sense for changes, but
there's a lot of sentimentality attached to that. So, it should be really thoughtful if there are any changes. >> I just want to circle >> back to the bike um sort of percentage. I'm wondering if we might drag Marta into sort of trying to find some more
current data if we could like leverage maybe the advisory meetings in the morning just to like get every student. They don't have to identify names or anything like that, but just to indicate how they're getting to school. I think that would give us the granular understanding of walking versus biking,
but it will also sort of get a higher percentage of like deviation or assumptions that we don't have to rely on that we could hopefully get the entire student body and then maybe also do it with staff at the same time. And could be a really low like time investment that we just take five
minutes of one advisory one day and just try to get that data together. We do see electric scooters but even this time >> can use that as an option >> category you're interest >> yeah I think >> that certainly longer distance easier >> yeah if there's anything else
>> and car >> and bus right >> and I think we should break it out to like school bus MBTA bus or special education bus transport right that's another delineation that I don't think we had in there Kate previously
>> is all Yeah, the data I think from safe routes to schools doesn't distinguish Matt. Um >> I would just add that I think there's there's value also in understanding if students aren't biking or walking why they're not. I think uh someone raised that it's it's an interesting question. Is it is it lack of provision of bike
facilities on campus or is it the network getting to school um that's limiting kids because I think the design response and planning response on the part of the city and the design team can be nuanced depending on what those answers are. >> Okay. So maybe what we'll do is we can
put together like a one pager and give it to Marta so she doesn't have to like come up with the document herself. >> Sure. >> And then circulate around. >> And it's obvious from your data that people do different things in the morning and the afternoon. Yep. >> And possibly seasonally as well.
>> Okay. So, we might run our our little survey past this group as well just to get the collective benefit of everyone's wisdom. >> Probably helpful to know that kids take the bus in the morning and a parent picks them up in the afternoon. >> Yep. Yep. So, we have two columns. Do you want to go?
>> Majority of the students on bus, right? We only have one yellow bus. One yellow bus. Yeah. >> Yeah. >> Matt, I'm just flagging. It's very difficult for those of us online to hear
anybody but you. Um, I'm sorry for that, but if you could repeat, uh, that would be really helpful. >> Let I'll let Nick finish and then I'll recap what he says. >> Thank you. >> Sorry about that. >> No, you're good. >> As we are thinking, um, about students
duck bike and all that. Um, also I I'm I'm I'm thinking just from a personal anecdotal way. Um, I have a power chair and in the late
summer I may want to take my power chair to school, especially if it's in a bigger building like like this. Um, and so I'm I'm thinking about sidewalk
safety. I'm I'm thinking about is there space on the sidewalk for for for me to safely navigate get get get around not only the school compound but around town
and and I mean obviously on the city land level that's a much bigger thing what she did there that does not apply here but I'm thinking about like if I want to have lunch outside with my friends or if
I want want to just take take a laugh around the school campus. those those are also big things would be considered. Um al also
walkability and mobility on the trail and whatnot. Um, I know I I I went to Gordon College and and a big thing up there is
being outside of one of the trails, right? >> Even though I know that they made at least one of the one of the the trails um at least somewhat accessible. I I never went because I know history. So it's
good to have that in mind. So so so that from from the jump you can be able to to tell it your disabled students that hey this trail is actually acceptable.
on you offer. You can do whatever you >> All right. So, so for Kate and everyone else, um I think just to summarize, I think Nick was focused on um the sort of wheelchair accessibility and general accessibility um of the site. Um
certainly like beyond the site is a consideration but um that's a sort of a larger topic um than the project can grapple with. But on the site specifically um we really need to be thinking about um sort of what is it like in terms of actually moving across
the site um from an accessibility perspective whether it's a manual wheelchair or powered wheelchair um up to the site and around the site itself. Um and then the interesting topic also of the trails and finding ways to make them more accessible um in terms of um
both probably the surfacing. And this is me sort of adding some um commentary, but like the physical surface of the trail itself, but also sort of the grading of the trail as it runs around to make sure that it is um viable and accessible for everybody. Yeah.
tell somebody before they get on the trail that they can get around because >> they will assume they can't if they don't see the sign. >> Yeah. >> Did you hear that piece on on signage, Kate? >> Yep. Yep. Yeah. The need to flag that
the fell's trails require um require certain things. >> Well, yeah. Just the fact that like it if it's an accessible trail, it needs to be marked at the beginning and when you're going down a non-accessible trail trail, that should also be clear as you intersect with anything else.
>> Yep. Yep. Thank you. Great. When it >> comes to sight access, right, what blew me away at the last meeting was somebody said, "Hey, I got to drive up that hill with a bike to get to the top of the hill." Now, if you are in a wheelchair, right, and you get off on Winter Street,
you know, if the school's going to be put where the field is now, that's like a quarter of a mile. Or if it's going to be put in the front parking lot, we're going to renovate. Either way, just the start of it of getting up the hill >> is right the, you know, the first
priority to go up go, you know what I mean? You have to have stairs or whatever. But that was um you know because I've been working up here a long long time and we've always you know we've made facilities adjustments to try to to try to um help uh people that uh
in wheelchairs which is but that particular thing blew me away because it's something that I never even thought of as far as like you know because I've always been building based. So I don't >> I'm sorry. I'm gonna um note that Matt Kooi has his hand up. I don't know how
many people can see >> what's happen. >> Move on right after Matt's comment just because I want to make sure we have time to capture things and we can always circle back if you have time. >> Thanks everybody. Just to speak a little on the trails because I actually um I'm
the guy who wrote the the DCR grant when we put in the um Fels Loop Trail. There is a separate program that DCR offers for uh accessibility. It's a separate program. We looked into some of it. The problem that we encounter, if you've
ever been on the Mustang Loop, it's a lot of wetlands. There's vernal pools and it's very soggy ground. Uh we have a lot of rain. We have a lot of snow. So, it's very difficult to incorporate into the actual Mustang Loop Trail. And if
you actually look where we had one of the trail heads on the Mustang Loop Trail, we've since kind of moved it a little because coming down by that entrance by the vocational school, uh, we get some rain, we get some snow, and it's 3 4 inches of mud. So, there would have to be some serious sight work done.
And I don't know how the DCR is with us bringing in, you know, other products into the fells to make it more accessible, but I can look into um the grant program on accessibility and you report back, you know, more than happy to do so. I think everyone should be
able to use it. So, >> I think that would be helpful. >> All right. Thank you. >> Any improvements or change outside the scope of this project? >> So, I was going to bring that up. It's like so that that it's our neighbor, right? our partner in this is DCR and we have to have some conversations with
them to understand sort of what the improvements are. I mean sometimes when we see wetlands in that type of scenario um like an acceptable approach is to put in some type of elevated boardwalk that doesn't actually modify the the hydraology um as you go through and
that's been acceptable but there's obviously cost there and that would be construction outside of our site perimeter. So all these things we're not going to be able to solve them all today. Uh but it's actually amazing to like hear about them today and start to sort of formulate this list and things that um we're going to investigate as we
move forward. >> All right. So I'm going to I'm going to push us forward. Um Kate, if you want to go into the next section. >> Sure. So the next section is about programming and operations. You all had shared some really great feedback with us about site amenities and the desire for this to be kind of a a Medford
destination that brings community and high school together. And the truth is it already does that exactly. Um this is a high school but the demographics of the site are much deeper um than just uh 14 to 18 year olds and staff serving
them. Um so I think you all know this. It's almost 1,200 total students. pretty diverse population reflecting the diversity of Medford. About 130 teachers um coming to school, teachers and staff coming to school every day. Um but but
bigger picture than that, because of the popularity of the pool um and the fields at Edgerly Field, um you know, roughly a quarter of Medford residents report that they visit this campus 10 times a year or more. And so that's that's well
beyond the population of students and families that might be coming for regular school and um you know school events. Um the other thing that the site currently houses is the preschool program and that um you know could could well expand and so um you do have um
families of much younger children as well as younger children on site every day um and sort of their needs being met on this site. Um beyond that also the trails and the parking for trails um really being a regional destination and a way to access the fells um uh
throughout uh the weekends as well. So on the next slide you'll see just big picture how >> just to interrupt really really quick just on the preschooler. So just for everyone's um collective understanding the Medford Early Education Program that preschool program is not currently located on site um at the building. um
that is a program that's being considered to be consolidating um early education here um moving forward. So that is definitely part of the plan. The preschoolers that are here right now um are probably through uh the Medford Family Network um program um or the the
Kids Corner Daycare, which is a little bit younger in terms of the student population. So there definitely is a population here um on site um but we're going to be bringing more of those younger students here moving forward. I just wanted to clarify that for folks. >> Thanks so much, Matt. Yep, that's a great clarification.
>> Sorry, Nick. Nick Nick has one quick question. >> Perfectly okay. Yes. Yeah, you're good. >> Yep. Sorry, Kate. Keep going. >> Okay. Oh, we couldn't hear the question, so hopefully we didn't need to respond. Um, so just big picture, I think one of
the things that we've been doing is um categorizing the different types of programs that are currently on site. Um, and at a squint I think you can see um that about 50% of the site is gray as we discussed before. It's, you know, school roof and parking. Um, and the majority
of the rest of the space um are Edgerly Field and the practice field. Those are big space users on site. Um, smaller programs kind of around the building immediately adjacent are highlighted in yellows and reds here. Um these are smaller gathering areas, older plazas,
um paved areas that were part of the original 1960s plan. Um and then the areas in red are the existing preschool play areas. Um some of the areas facing the fells are the um CTE yards um and currently used for kind of outdoor
program and storage um as well. Um big picture I think you know there's an opportunity to better integrate uh these spaces and kind of the daily life of the school um as well as improve the overall um condition and care of the spaces um which you know have uh been durable for
a long many decades but um are reaching the end of their life. Um you all expressed quite a lot of you know good thinking about this last time we were together. On the next slide, um we did do a little digging in terms of the city planning that has gone on un you know has has been undertaken in the past just
to see if there were any um amenities that the city has talked about in the past locating um at the high school site in the future. Um we didn't find as much of that as we thought we might. Um but there are some great goals for the high school site in some of the recent
planning about um stabilizing bank, addressing erosion, um addressing, you know, climate resilience um and you know diversifying the character and use of the space to welcome more community members. So I think on the next slide we we'll you'll see that we've reflected
back some of what we heard from you all about what that diversity could look like. Um there were a lot of great comments last time um especially in the written feedback about dedicated outdoor classrooms, about using the site as an outdoor laboratory for the CTE and the science programs, especially with its
adjacency to the Fels. Um there were some great comments about hosting more community events and field days um and joint programming between the Friends of the Fels and the high school. Um and then some of these comments uh which align with the town planning documents
about prioritizing climate resilience um and providing some buffer space between the more highintensity uses like athletic fields and parking um and the fells which is a naturally more kind of quiet um introverted space uh for reflection and um outdoor recreation.
So we're curious um again uh for you all to share you know what did we miss um what other opportunities and challenges are there related to the program amenities on site and any operational concerns about those amenities. Um, specifically, I think would love to hear
about any desired program for the site that isn't currently hosted on site or an expansion of any of that program that is that we should really be focused on um as part of the design process aspirationally. Jenny, I see your hand, so I'd love to go there first if that's
okay. Matt, >> go for it. >> Thanks. Um, you know, a couple of the things that we have talked about, um, as we've been sort of navigating through this process, um, is increasing the
number of, um, athletic teams that can be supported on the site versus having to like travel elsewhere in the community. >> Yeah. And um specifically like our our football team and our track teams like
they have to go clear across the city >> without rail transportation I don't think um >> to to get to um their field and I think for practical reasons what that translates to for the football team is they don't and they practice on this
like wonky dirty pract practice field. >> Yes. Um, and so I'm I'm hugely interested in figuring out how can our site support not just maintaining the the two soccer lacrosse fields, but also
can can we pull the stadium onto this site? Um, and what would that take? And then the other thing I think about is like our our softball team and our baseball teams, like those spaces are at a premium in Medford, too. Um, I think
the baseball team plays at Playstead. Um, which is fairly accessible, but I >> don't think I actually know off the top of my head where the softball team plays. >> But I think it's not like walk it's not a walkable place,
>> right? Um, so I think like when I, you know, when I think about all the athletics, um, teams and what we're providing for, like the site, as big as it is, doesn't really provide for
athletics. And um I think there's huge community interest in seeing our athletics teams um grow and be more successful because I think the community really understands that that's part of belonging and feeling like you're part
of something. Um but the the site does hinder that. We don't talk about that so much, but the site does hinder >> that kind of activity as well. So, like if you ask me, like bury all the parking under every playing field that you can like jam onto the space so that we can
have more um more kids with more access. Um because those create barriers especially to the kids who are not transported to and from school by parents and it just it it makes it harder for for students to participate.
And I feel like the students that we're disadvantaging are are high needs students, which is the exact opposite of what we should be trying to do. >> Thanks, Jenny. Yep. Really well taken. Nicole, I see your hand as well. >> Um, hi. Um, so I'm a softball and a
baseball mom. Um, >> yay. Um and yeah, so baseball is a play said like member Graham said, um walkable for the boys, but they also have equipment and so that's tough. Um and obviously,
you know, the later the the the day gets or the colder the weather is, especially at the start, you know, my son's on the baseball team now. Um and so practice is in the cages there at at the at the high school. Um but that does get moved outside and it's not on campus. Um, and
even practicing on Thursdays, they go for a run, >> but it's, you know, down the hill and up, you know, and I know that the track team is doing that, too. >> The softball girls, my daughter just graduated um Mefford High LA, as I can say, last year now because we're in
2026, but um their um practice field and where they play is all the way across Meford. It's in South Medford at at the Columbus Park. So it is as far as you can get from high school. >> Literally literally the opposite side um
you know to go from west to south. Um and so I know the challenges as a working mom. Um you know those years that she was on the team that we couldn't drive her. It was like at the mercy of other parents who could um or she didn't go you know or it was a
grandmother or an aunt or whoever that you know could pitch in for a day. And it does it it it gives kids a huge disadvantage that can't get there. Um because there there's usually is not enough time to say, "Well, hop on the bus and go." >> Yeah. >> That's that's even, you know, and so a
lot of the kids are also doing that if they can. Um but but that's not always realistic either. So um but yeah, so the girls softball straight across the other side of city. So just wanted to throw that out there. But yes, I agree with everything um member Graham said about
trying to get stuff to stay at school because it opens up a huge door for so many more of our students. So, thank you. >> Yeah, really appreciate that. Thank you. At some point, it would be helpful to talk with athletics about which things can share space um seasonally. Um so, I
think we're we're open to that conversation when you all are ready to share. Um Matt, are there folks in the room? I don't see any other hands up online at the moment. So, >> I have one other thing that um hasn't been mentioned at all that over the
years we've been asked some students have worked on uh gardening like being able to do um food gardening. And so, you may have seen in the inner courtyard they have gardens and they've tried to plant um trees that where you can eat
the fruits and stuff. if there's a way to support that effort, you know, planting apple trees and pear trees and having students club that take care of them and pick the fruit and serve them in the cafeterias or hand them out to the kids or whatever. Um, but thinking about edible landscapes, I think is both
supports what we've been hearing from the students over the past 15 years since I've been doing this. >> Um, and provides a great example for the public. >> Yeah, thank you. Appreciate that. That's a great program idea. >> I think one of the notoriously
challenging things about school gardens is sort of the the primary sort of tending season is when nobody is here. So I think as we go down that road, what we want to do is find community groups that are willing to work with the school uh to make sure that those are maintenanced um during that's really the
key to making sure that those things. The key to that is actually the design of the school and the footprints because where the garden made sense for them to put is in the inner courtyard that the general public can't just access during the summer without special dishes or
right special arrangements. So thinking about how and where you structure these things. Um and just in those lines I love the idea that kids should be able to eat outside at lunchtime when the weather allows or during their breaks or whatever. I don't know where things
stand right now, but over the years there have been issues with all the classrooms looking down on the courtyard and it echoing and causing problems for teachers who want to open their windows and the kids in the cl in the courtyard. Just normal talking is overwhelming.
>> Yes. >> So just floating that out there that that's a building design issue that I'm hoping. >> We have heard that and we definitely have heard this desire for outdoor dining in other bands. >> Yeah, it's great. Teresa.
>> Um, so I have a two things. One is an easy question and then the second is just a question comment. Um, the easy one is um, is the idea that Medford Family Network will stay? >> Yes. >> Okay. >> Yep.
>> 100%. Yes. >> Um, and then I this is something I've just been thinking about since our last meeting was I have It's always bothered me that the high school is up on the hill and when we talk about like opening
it up to the city of mentored that to me in my mind has been key and a big interest of mine in participating in this process. And I forget who it was at the last meeting that was talking about, you know, the hillside and the expense
associated with grading it down to make it more accessible, which make it easier to walk and bike and be on mobility device and all of that. And yet, as I've been in the area, I've been thinking about the other challenges as well. And I was hoping that you could just spend a
minute talking about them because you've got like the the um the celebration of the veterans that are there's a memorial that's right there and then you've got the temple shalom with camp 6 acres and then you've got some properties that are
just like what what is the site coming from Winter Street? Like are you on the flagship lot? like do you how much access do you have to increase your presence right on Winthro? >> So I don't know Kate whether we have a
slide that shows the property line maybe a little bit clear here. It's tough for us to read on screen here. It it's definitely an excellent question. It's not one that I'm 100% sure we'll be able to um touch on today, but we can
certainly wrap that into um topics that we talk about moving forward and sort of give maybe a a very enlarged version of sort of that drive up show the property lines what we have and sort of who the the exact neighbors are um in terms as we roll um from Winthrop Street up to
the building um to understand that. Um and then certainly that that question of elevation difference um is something that that we should talk through as a group as well because it's there is um sort of large scope implications in terms of making any modification to
that. Definitely some potential benefits there but also it would bring in some challenges not just on the cost side but also in terms of just the environmental impact side in terms of doing some major landforming. It's not that it's it's impossible because it's not because we've done it um recently in some other
locations uh nearby, but it it's definitely sort of a big topic and definitely worthy of some discussion here for sure. I have to say I think Kate has a slide in a couple um slides ahead of this where we will talk about the elevation but just for the property
boundaries it is very narrow um along that street and um the Fels actually kind of owns a piece of land in between those houses and the school and so it's >> um it's very tight the the existing footprint of the site um and what's
being used. So >> what a conraint. >> Yeah. Yeah, >> show you. >> Amanda online has her hand up if that's possible to go there. >> All right, we'll do one more question and then I think maybe we we push forward into the last piece, but we can always again circle back if we have
time. >> Okay, thanks so much. This is low priority, I think, in the scheme of some of the other things that have come up, but just because I haven't heard it, I figured I'd throw it out. um as a learning environment could be a great opportunity. You know, if we're including things like green
infrastructure >> um on the site to have interpretive signage or other types of ways to invite both students and community members in to understand the site design. Um just feels like a a cool opportunity.
That's all. >> Absolutely. Yeah, really hear you there. And as Matt said in the beginning, we've divided um your comments into these three categories, but they're all intersecting. Um and that's a great example of the way in which the physical site and the ecology um can also be a
program amenity um that is tied to curriculum. So really appreciate that comment, Amanda. So that's a great transition to our last category um the physical site. Um so you all shared a lot of um kind of love for the fels in both this conversation and last um and
the that idea of integrating the two is really powerful um and a great opportunity here. We know the fells to be a really rich landscape um with a lot of diverse species. It's one of the largest conserved areas of land in the region um and provides habitat um for a
wide variety of really unique New England species. It's also um because of the level of disturbance um especially around the perimeter of the high school site, it's home of several invasive species um that are difficult to control
that are on you know DCR's radar as something they'd like to control more in the fells but also at the sort of border between u more developed areas like the high school and the fels. Um so these are in evidence kind of all around the site perimeter um as you make it into
the sort of deeper more conserved areas of the fells. Um so a lot of opportunity to learn about stewardship Amanda um both from a stormwater perspective but also from an ecology um and a native species perspective. On the next slide you'll see just how much the fells
really hug this site. It's a site that's been carved out of the fells essentially. Um, and you can see the way that forested environment surrounds the the site really on four sides. Um, and how narrow that throat is of access along Winthrop Street. Um, you also know
this from your experiences in the fells, but there that significant bedrock outcropping and the landscape of like the bedrock being exposed that is pervasive throughout the fels is also in existence on this site. So there are bedrock outcrops that are visible on
site both at the perimeter but also in areas kind of around the fields um and in between the fields. Um so we know bedrock is not far beneath the surface. The site team is doing some investigations now and we'll learn more about what lies below what you can see. Um but we are sure that there is plenty
of bedrock uh sitting there. On the next slide you can see just um you know a rough approximation of how much grade the site is challenged to navigate. Um, so there's a series of several different plateaus that were carved out when the high school was built in the 1960s. That
was an era of big landscape movement. Um, and you know, not a lot of worry about moving, um, you know, ecological features and topography. Um, so they carved out a series of plateaus. Um, arrange those as pretty flat spaces and
have a series of pretty steep grades in between. some retaining walls um but really a lot of um kind of onetoone slopes that um have been um eroding uh with storm water um management issues for quite some time now. So, um there
really is, you know, about 80 ft the series of plateaus um and as Matt said, the opportunity to think about how we work with um that existing landscape um as well as you know strategic areas where we modify um those existing grades
um as we move forward. On the last slide, just a little bit of context about what you all had shared previously. Um, as Amanda said, a lot of um, kind of aspirational thinking about designing with the site, locating the buildings um, as Matt said, where it
makes most sense from topography and drainage and environmental constraints, um, while also providing some room to be really smart about where buildings and programs should go. Um, you all talked last time about a continuous band of protected space that really might uh,
start to address the invasive species and better bridge between the more developed areas of the high school. um and the more natural areas of the fells. Uh restoring that natural hydrarology was important um and thinking about storm water management um that is both
reflective of the values of the school and Medford um and good for the fells um and Medford's environment and water quality. And then finally, um these opportunities to share stewardship goals, as Matt said, to think about how students are leveraged for trail
building, for stewardship, for learning about um the the habitat and the native environment of the fels as part of the educational program of the school. Uh so with that said, just one more opportunity to really think about the physical site. Um we are curious again,
what we've missed, what challenges and opportunities do you think we really need to capitalize on? Um, and are there any other kind of big hazards or things that we should know about? Um, as we think about the physical site, >> it's safe to say that that you guys
already know about the fact that there's been flooding issues with the water coming in out of the fell through the building. Okay. I figured because John's sitting here, you probably know that, but I figured we should say it. So, so yes, but I I have no issue with anyone saying over and over again just to make
sure that everyone out there is aware that this is happening because it is it is a huge challenge right now in the building. Um, and something that we have to definitely be paying attention to as we're thinking about any new construction for sure. >> Or renovation, sorry.
I'm going to talking obviously if we are going to make outdoor classroom make sure that that space are
>> because you you don't want to have a clock when you have the table at the right. >> Oh, yeah. You you you can't get out there, can you? >> Yep. >> Yeah. >> So, so Kate and everyone, I'm not sure
if if you heard Nick, but the >> the comment was about the accessibility of outdoor classrooms >> to make sure that they're being designed with sort of universal design in mind. Yeah. >> Um and we we can't have outdoor spaces that are accessible only to the able
body. Yep. Uh, absolutely. We fully agree, Nick. Um, and so, you know, that that's a real challenge on a site with 80 feet of grade CH change. Um, but certainly a both a requirement of ADA code um and a priority of the design team to ensure universal access to
gathering spaces no matter where they are on site. So, really appreciate that and get ready for some creative solutions to navigate all that greed. Just getting back to why we're here is security first. Keeping the kids safe and out, keeping the kids safe when they
walk, keeping, you know what I mean? Uh uh not being intrusive but keeping people safe. >> I couldn't hear that one either. Matt, could you share? >> Yeah. No, it's so that was from John. Um and really it's the circling back on the
topic that we're here about safety um as one of our primary goals. Um and it's safety when we're moving around the building, when we're outside the building in the fells as well. We have to sort of use that lens um when we're thinking about whatever sort of design interventions we're going to propose
from a site perspective. >> Yep. Thank you. >> I don't if we have anybody else on the line. Hands up. No one else with a hand up right now. >> Okay.
Can shift forward then. >> Yep. There's there's two versions of this. So, uh, any last comments? And then I know that Laura wanted to talk construction logistics. Um, and make sure that, um, we have time for that, too. I'm just seeing a comment from
Ethan about adding a mountain bike pump track. Um, love that, Ethan. Um, we'll make sure that makes it into the notes. >> All right. So, again, we can we can circle back on this if people uh have some thoughts that form, but we want to talk about the
most exciting aspect, which is construction site safety. Um, it'll be the most exciting in a couple of months in front of us here. >> Yes. Well, especially after you see the options and start to really imagine um
what could be happening on this site. Um after our presentation tomorrow, we you'll get to hear about things like phasing and the fact that there'll be active construction next to active school buildings. And so there'll be
different ways of separating this construction activity from the school activities. Um it's things like scaffolding will give access to roofs and um the mechanical and like roof maintenance that needs to happen there.
There'll be um emergency access maintained during construction. But as you can see from that top photo, sometimes that is a gravel road as pavement is taken up and um we need to
shift where that uh access happens. Um one of the biggest things you'll see was a lot of fencing around the active work site. So, wherever that construction is going on, there will be a fence around it to keep people out and um to keep all
of the um keep all the people in. Um a lot of the ways that you can manage these different shifting active zones of construction is to have very clear temporary signage. need to see big
arrows pointing to where the buses need to go, where drop off is happening, where the pedestrian routes are. And um so this will create like these safe well-marked paths for users while all this is happening.
So, um once more options are narrowed down and we we have a better idea of what the um different parts of the sites are that will be touched, of course, that's when the real logistics happen. And you'll
see by the end an actual sort of like a plan, a map of like this is what we're going to touch first and this is where the PE people will park and where access will be and then this is going to be the next phase and things will shift. But
until we um can develop options, we can't really lay out a a plan like that. But that's that's the end goal for this um construction logistics. I think I might add Laura just the fact
that the author of those logistics plans is really someone that is not part of the team yet which is going to be the construction manager that comes on board. We can certainly do a credible job of sort of trying to understand what some of the costs might be for that in advance. But in terms of actually doing
all these things that Laura is talking about, the construction managers are the ones that they're they are the professionals there in terms of laying it out um to understand and convey to the entire community, staff, students, the larger community coming in to still use the resources that are live, how the
whole thing will shift and evolve and morph over time because it won't just be one construction logistics scenario. it's going to change as we go through the process depending on the number of phases and the durations and and all these things that will come into play later. So, this is a little bit more of
a preview um that we're sharing with everyone and once the construction manager comes on board or even as part of that selection process um there will be a lot of inquiring as to thoughts there and processes as to how to make that go safe. But safety is the absolute
paramount um consideration um when we're talking about construction logistics on site because it is a it's a tricky uh population to make sure it is safe, right? But we have to protect them from themselves sometimes in terms of everyone moving around. Um and that's
that's really what what the primary goal and outcome has to be. So I don't know if we have >> Matt We have um Nicole's has her hand up. >> Sure. Go ahead, Nicole. >> So, just one thing I was thinking about yesterday when we were preparing for this meeting is where are the
construction vehicles and you know, just people coming to do the construction going to park just, you know, I know we said was it 476 spots now on a regular day that doesn't seem like enough spots. So, I just can't imagine all of these crews here, you know,
taking up spots, teachers trying to park, you know, just the the loop and I'm I'm a mom that's dropping off every morning. So just thinking of all of that happening and sitting in that traffic with you know construction vehicles and just you know not even the vehicles but just the people coming to work on the
construction itself just as a thought of like will they have a maybe like a satellite spot to park or you know just to throw that in as just a thought moving forward is that that you know with probably less space for parking
with construction going on and construction workers coming how you know just logistically where everybody would be parking. So just a thought. >> Yeah, that that is certainly one of those considerations. Like you mentioned a satellite lot is seen um or used
pretty often um in a dense urban environment um where you don't have a lot of excess sight to work with, but they they need to manage their parking with their layown space um with sort of all the other things that consume sight area. Um and so um it it's certainly
something that they are expert um and need to sort of weigh in on. Um so we'll have to review that with them um as they come on on to the project team, whoever it ends up being. >> Thank you. Yeah. So, so the question for folks
online is how much of the school construction is going to be done during the school year um and sort of timing of the day and probably the answer there is that it's going to have to be done while school is in session um probably the entirety of um a couple of years. Um so
it's it's going to be the process of moving things around um establishing those safe sort of fencing lines in terms of where people are active and sort of coming and going but there's going to be no way to um schedule things so that like construction only happens
off hours or on weekends or during summer. Certainly they will use um those opportunities where they can are doing particularly noising activities or particularly disruptive activities to try to limit those to during um sort of off hours from school um and there'll be
a lot of coordination of that with the school schedule but there's no way of avoiding it um in terms of it going through. So that's it's going to be something that is has to be managed. And for those of you that are remote, um I know that Marta like when we started bringing up this particular topic, I
could see the angst on her face trying to imagine all these things going on. Um but all of this will be done in very very close collaboration um with the school administration um to be able to make sure that it's it's clear to everyone what's happening and that there there's something completely
objectionable um that we find ways of working around that whether it's MCCAST days um or other sort of quiet periods that need to be maintained. Yes, >> I have gone through that. >> Yes,
>> all the time. So again for folks online um the consideration that we just want to keep in mind is that we have to maintain accessibility during the entire course of construction. Um that we can't create in accessible conditions at sort of those interim phases as we go. Um so
that has to be wrapped into sort of the the operational planning the logistical planning as we go forward. It's a good point. Um, other folks online, anyone has hands up? >> There's a question in the text.
>> Okay. >> Where will students have classes during instruction? >> That is a great question as well. Um, one that we don't know the answer to, but um it will be some mixture of um students having classes in pieces of the
building that are remaining on site while construction is ongoing. And I fully appreciate the fact that there's a lot of variables there that we just are not um have the ability to sort of fully answer just yet. Um but I can almost guarantee at some point there's going to be construction going on and there's
going to classes going on in the existing building. There's also the potential of us using what are called temporary modular classroom buildings that are brought to the site as basically temporary classroom space that's going to be located somewhere. Again, we have no idea where that might be just yet or if it's going to be part
of the mix. um but it could be and there so there could be students in um temporary buildings at the same time as the existing building at the same time as construction is going on. So those are all sort of the things that we're going to be sorting out as we go forward here. >> Yeah, I think that part of the space
study is studying each interim phase so that there will be classroom space for all all the programs. >> Yeah. >> Even as you know um renovation and addition happen. >> Yes. So, we have to we have to manage academic classroom counts in terms of
making sure there's enough space for those classes to go on. We also have to make sure that CTE programs have chop spaces to go to somewhere. Um, and those are specialized spaces um that are more challenging to do temporary versions of as we go forward. Um, and then there's all sort of the specialized support
spaces. And we're going to have again close conversations with the district and with the school administration to understand are so are there some of those spaces that we can't live without um during the course of construction. Um, are there some spaces that we can make flexible use of other spaces um or
resources on site? Um, the same thing could be said for fields, right? Um whether or not we have field access ongoing across the duration of construction is something we just don't know yet as we go through it. Um there's going to be intense pressure uh on every inch of the site um in terms of
utilization. Um so we have to balance and juggle all those things as we go through but it's not those decisions don't get made in isolation and they don't get made by the contractor exclusively. they get made as part of a collective project um city um team
discussion and decision obvious with numbers and and also to be very careful. Don't
have some type of emergency and then you only have this particular way you usually oh wait you can't get out. >> Okay. >> Yes. >> Um so again the comment is really
thinking about um emergency planning um and access as well um and during the course of construction making sure that we're thinking about how to get people safely. Um I think probably out of the building and out of the site um in terms
of um overall considerations. Yeah. All right. So I think we may be good with that topic. And again I'm just going to spend a couple minutes here um forecasting where we're going. Um and again if then there's any other final comments or topics that people wanted to
circle back with. We do have a couple minutes remaining, but we can also um adjourn slightly early. Um so our third meeting um is going to be coming on uh March 11th, and I think the timing, yeah, so 5:30.
Um we will be doing it as a hybrid approach. I think there's been some value here. We'll figure out our owl issues and we'll get some video working again. Um but I think it there's been enough of a success here that I think having hybrid is is valuable. Um, and as
we go forward, um, our next meeting is really going to look to, um, create specific line item recommendations, um, that can be forwarded to the building committee for inclusion in the project. And really, we're talking about cost considerations, I think, at this early juncture more than anything. Um,
and we'll categorize those into like a traffic light organization, which are green things that are given that everyone just agrees must be included in the project moving forward. we don't really need to talk about it as a group, but it will be there as a recommendation going to the billing committee. Um, we're going to talk about flashing
yellow items that are things that we've talked about that there may be differing opinions on as to whether or not we're including them or doing some of these things. Um, and so those will actually have a conversation at at this next meeting upcoming. Um, and there may also be red light items, right, that are just
deemed to be by this group um, probably not attainable, viable to be included in the project. And we want to sort of go on record as well that there was some discussion, there was some collective decision and again it's a recommendation to the building committee. The building committee could always disagree with those types of things and try to push
things into a different category. But generally this process of letting the advisory team sort of the experts in each area um come up with these sets of recommendations and then give them to the building committee. It's a good way of tapping into the expertise that we have collectively in each individual
area. Will we know uh whether the choice is to renovate or do full construction before these recommendations put forward? >> So, so I don't know if if we're going to have the 100% decision as to there, but we're definitely going to have some actual like tangible options that are on
the table that we can sort of look through the lens of every advisory team to say what do we think about like this option versus the other option and we can weigh in potentially as part of the process going forward. Ultimately, that selection is going to come from the building committee in terms of whether
it's new construction or addition renovation. Um, but we can certainly provide guidance as part of the advisory team our thoughts. >> Recommendation might be yellow. You're doing a renovation where it would be green to do. >> Sure. Yep. Yep. We can categorize as we
go. I think the other thing just maybe to point out and um we'll go back to the other advisory team. We'll try to get those um sent out um in advance so people can think about them and consider them um prior to coming to the meeting because I think that will make it a little bit more efficient for everybody um to have a good conversation and just
get consensus because that's what we want coming out of that third meeting is consensus um so that we can push u those recommendations up to the building committee. >> All right, John. So when I when I look at Nefford High School in general, I
don't look at it as uh the public's entrance into the fels, it's not to me where the public goes to the felts. So right now at this point, we have dog walkers, we have track walkers, we have people that come in, park in the parking lot, go to the felts. It that on the
security aspect does concern me. You know what I mean? I know I know we want everybody to use it, but we're not an entrance to the felts. So I think that somehow or another that has to be put forward security aspect. So, >> so I think that that's a great topic
because I think I've heard like different perspectives of that here and I think what we need to do is sort of come up with a collective recommendation um because there's different different viewpoints and I think we need to just listen to sort of the logic behind each of them and then figure out okay what does that mean like how are we how are
we proceeding with that as a as a project team and >> one thing to think about with that is and how do we maybe the city needs to bring this up with PCR some more but the reason people park here a lot is that the de that the the bells don't really
have parking lots and when they do they're small and met residents don't like people parking on their streets and so there a lot of the streets along the bells are resident parking permit only and I can tell you as a member of the traffic commission that the reason that
exists is because people who live on those streets petition to have their streets made permit parking only and I think that's sort of it's useful to have it elev elevated that it's a problem and that we should be thinking about that and should people be able to just
petition to have Governor Zav up near the fells permit parking only. The only reason people park up there is to go to the fells. >> Yeah, it happens all over all by the Mystic Lakes as well. So roads are all permanent parking.
It's okay. We need some spicy topics. Thank you, John. I mean you're also a public school of alumni get to comfortably from here
like you go that one want to get you on the belt. that they only know from this web and and and and so while it may not be a
public entrance, you have a whole bunch of of other guys that know the apps come from this and they're local as well. >> Depends on how you look at it because the fact that like you guys all had to
sign in with a badge you know, these people are coming on our campus and they don't have badges, right? >> You know, so there's, you know, >> you don't know who they are. >> You you you have to be careful and you have to be safe. But I think there's also
matter of the >> definitely it's a flashing yellow item that we're going to talk about as we go forward. I think that's definitely warranted some discussion. So, thank you. Um, I guess there's no one else online, I assume, that has their hand up at this point.
>> Thank you. >> All right. So, we'll give everyone two minutes back. And, uh, again, thank you everyone for participation. Uh, this is really wonderful and appreciate everybody's perspective and time. >> Thanks. Bye. Bye.