[Will Pipicelli]: Lè w pare pou w kòmanse, nou pare pou w antre nan pati teknik, Matt. Ekselan.
[Matt Rice]: Ki Matt? Sa a se yon lòt kesyon.
[Matt Gulino]: 我可以把我们踢出去。 一切都好。 大家晚安。 欢迎参加我们关于梅德福高中建设项目的第三次社区会议。 自上次见面以来，我们已经取得了良好的进展，因此我们希望向每个人通报我们的最新进展以及下一步的计划。 在我们继续之前，Zoom 提供翻译服务，如果您使用 YouTube，也应该有翻译服务。 我将在这里快速暂停，只是为了让人们阅读这些说明，并有机会根据需要打开翻译字幕。 一切都好。 转到下一张幻灯片。 好吧，就像我说的，我们将查看一个快速时间表以及有关我们目前状况和要去向的流程更新。 然后我们将听取 SMMA 的意见，了解我们对该项目的不同替代方案。 上次我们见面时，我们有 29 个选择。 此后，他们已减少到六人。 因此，我们想重点介绍这六个选项，并讨论它们在项目当前阶段将如何发挥作用。 所以看一下时间表。 所以你可以看到我们今天的处境。 我们的可行性研究已经进行了一半多一点。 向 MSBA（马萨诸塞州学校建筑管理局）提交的可行性研究的第一阶段是初步设计计划（PDP）。 他们是在二月底被送到他们那里的。 我们仍在等待您的反馈，但希望您尽快回来。 这种反馈对于项目团队至关重要，因为它将开始概述马萨诸塞州学校建设局的目标它被认为是建筑物的不符合报销资格的部分。 因此，当我们收到此反馈时，它将为我们提供大量有用的信息，以进一步完善设计并更好地了解我们在 MSBA 报销方面的发展方向。 现阶段，首选的初步报告嗯，正如我提到的，我们正在研究最初 29 个选项中的 6 个，我们将对其进行研究。 但在这个阶段，我们开始完善这些选项。 我们将开始获得有关更新的网站计划和模板类型的更多信息。 我们开始看看建筑物的布局是什么样的。 我们不明白非常深入地了解每个空间的具体走向，但真正的高水平只是为了确保我们能够将所有东西融入到空间简介中呈现的建筑中。 首选方案或首选报告草案将于 6 月底提交给 MSBA。 6月25日是提交截止日期。 一旦发货，我们将参加MSBA 的董事会会议。 这次会议将确认 MSBA 就首选方案达成一致，从而使团队能够进入项目的下一阶段，即原理图设计。 因此，在我们计划于八月底举行的董事会会议之后，我们将继续绘制示意图，这将用于所选的首选选项。 我们将在这里进行更详细的讨论。 事实上，我们将开始整理平面图。 施工规范将开始更加成形。 这将是该项目首次对建设成本进行估算。 我们迄今为止收到的以及在此首选示意图报告阶段将再次收到的估算是非常高水平的每平方英尺成本估算。 这实际上是为了让我们了解每个选项之间的比较。 因此，原理图设计阶段对于了解最终成本非常关键。 以及在债务排除方面不可避免地需要市政府批准的内容。 正如我所说，在我们进行原理图设计之后，我们将进行高级或更详细的成本估算。 我们在二月份向 MSBA 提交了这份报告。 2027 年。他们对该演示文稿有大约两个月的审查期，然后我们将在 2027 年 4 月参加另一次董事会会议。 这次董事会会议非常关键，因为它将制定项目融资协议，这是MSBA将发布并确认项目总成本的文件。 它将确认 MSBA 退款金额，进而确认对梅德福居民的财政影响。 所以我们距离了解详细数字还有点距离。 一旦首选报告草案最终确定，我们肯定会汇总预测，以确保我们让每个人都了解从成本和财政影响的角度来看我们的发展方向。 下一张幻灯片。 因此，我回顾了其中一些元素，但只是为了更详细地了解首选原理图报告的用途。 根据现有状况分析，我们将最终确定所有现有状况报告。 这不仅与建筑的现有条件有关，还与场地条件有关。 以及该房产周围的一切，因此我们确切地知道这里目前的状况以及该项目的推进可能需要哪些潜在许可。 这也是我们，当我说我们时，我指的是我们集体，是实现教育计划的阶段。 这是梅德福公立学校的文件。 但这是记录梅德福高中当前和未来教育服务的文件。 然后，正如我提到的，建筑委员会将在 6 月选出首选解决方案，并将在某种程度上，它指导项目选择哪个选项以继续进行原理图设计。 至于示意图，只是更详细一点。 因此，最终的设计方案是定义项目范围的文档，而不仅仅是下面列出的原理图设计文档、图纸和规格，而是任何其他内容这可能是项目带来的。 从分阶段的角度来看，了解模块化拖车的潜在用途，以及成功完成项目所需纳入的所有内容。 项目的范围和预算。 同样，这是与 MSBA 达成的协议，将决定预算。 MSBA 的参与内容是什么？ 它还会影响项目的总体成本，但我们将最终确定必须在示意图中呈现的预算，并且必须维持该预算直到项目结束。 这是项目中真正了解成本的非常关键的阶段。 只是再次重申， 直到方案设计结束后，项目预算才最终确定。 再说一遍，我们肯定会做出预测并从 MSBA 获得额外的反馈，呃，通过前两个可行性阶段，这将真正帮助我们，呃，了解 MSBA 的想法，呃，以及这将如何影响，嗯，呃，总体项目成本和 MSBA 的贡献。 我想这就是我的介绍或演示幻灯片的全部内容。 因此，我将把电话转给 Matt Rice 和 SMMA，以强调 3 月 23 日建筑委员会会议上选定的替代方案。
[Matt Rice]: Wi, mèsi Matt. Donk, ann pran yon ti moman pou nou gade sis altènativ yo chwazi ki te parèt nan reyinyon Komite Konstriksyon 23 mas la. Li se gwo yo wè yo sou ekran kòm li reyèlman kondwi lakay lefèt ke vil yo kounye a gen yon seri de opsyon gwo devan yo pou konsidere. Yo te rive jwenn sis plan sa yo apre yon bon konsiderasyon nan reyinyon 23 mas la, e yo reprezante diferan metòd konstriksyon tankou agrandisman, renovasyon ak nouvo konstriksyon. Men tou diferan kote sou sit wèb jeneral la. Kidonk, gen kèk opsyon pou konsidere bati nan pakin lan, tankou nouvo konstriksyon, nouvo konstriksyon nan Edgerly Field, epi answit divès kalite konfigirasyon modènizasyon adisyonèl. Nou te gade tou yon seri amenajman ak valè ajoute. Se konsa, tout bagay sa yo vrèman sou tab la. Sa a se yon seri trè divès opsyon ke nou dwe analize, konprann ak Ranpli opsyon agrandisman ak renovasyon pou nouvo konstriksyon yo se opsyon ranje kòd MSBA egzije tou an tèm de antretyen, atravè yon etid PSR sou altènativ k ap konsidere kounye a. Nou pral sote nan sa yo pita.
[Jenny Graham]: Anvan nou kòmanse, mwen vle fè remake ke nenpòt moun ki vin jwenn nou ke nou gen yon karakteristik Q&A epi si ou gen nenpòt kesyon sou wout la, ou ka mete yo nan seksyon an Q&A epi n ap retounen ba ou nan fen a, oswa si ou bezwen yon repons rapid, nou pral kontan reponn an dirèk. Si anyen, yon ti kras plis nesesè Si nou travay di pou reponn kesyon sa a, nou pral retounen pita epi poste tout kesyon ak repons yo. Ou lib pou w sèvi ak resous sa a pandan n ap avanse pou nou pare pou n soumèt kesyon bay Matt alafen. Mèsi.
[Matt Rice]: 谢谢，简。 我谢谢。 为了充分披露我现在正在处理的屏幕空间，我没有任何问题和答案。 我只是想看到整个屏幕。 因此，如果出现一个简单的问题，请随意，我们希望在线为您提供答案。 我很高兴这样做。 当我们继续前进时，必须有人介入并阻止我。 然后。 随着我们前进，我们还想谈谈我们将要做什么，在整个 PSR 可行性研究阶段我们将做什么，以及它与我们刚刚完成的 PDP 可行性研究阶段有何不同。 这将是一个预测。 现在我们的幻灯片上有很多文字。 稍后我将提供另一张幻灯片，为您提供一些快速图像。 指出其中的一些事情，因为我认为作为建筑师，我们有时会假设每个人都了解什么是场地规划和什么是平面图。 但让我根据我们将在进行过程中开发的这些不同的展览来稍微描述一下它们，然后我会给你们一些与之相配的图片。 因此，这里的第一点暗示了这样一个事实：当我们进入下一阶段的可行性研究时，我们将有更详细的平面图。 所以以前，我们所拥有的只是一般框图，用于查看我们将建造的平方英尺的平衡，无论是新建还是翻新。 当我们考虑 29 个不同的选项时，这对于 PDP 研究来说是适当的详细程度。 我们无法透露更多细节。 现在我们已经将范围缩小到六个，我们有能力进入并开始设计不同的程序空间。 到已编程的尺寸，并了解它们将落在建筑物中的哪个位置，哪些空间与其他空间相邻。 这将真正帮助我们确保我们正在验证教育计划以及我们在愿景会议期间听到的所有反馈以及社区意见，在实际建筑中得到体现。 所以我们可以在二维空间中观察或观察建筑物。 这些平面图，以及了解基本的流通模式。 我们还没有详细了解每间浴室或每间小办公室的位置，但在我们整理的这些平面图中，可以识别出大的部分。 此外，我们将组装建筑物的剖面图，如果平面图是建筑物的水平剖面，那么剖面图就是建筑物的垂直剖面。 它使我们能够说明和开发正在升高的建筑物中的不同楼层高度以及不同楼层之间的楼层高度。 因为这将为我们今后的成本估算提供信息。 因此，我们可以为成本估算过程提供额外的细节和特异性。 除了考察建筑物内部的垂直关系外，我们还将研究建筑物与土地之间的垂直关系。 众所周知，该场地有很多地形，从温思罗普街到埃杰利菲尔德有很多坡度变化，我们需要确保该建筑与周围场地有良好的连接。 场地规划本身的制定将比以前更加详细。 以前，从现场的角度来看，因为有很多不同的选择，我们主要看现场不同成品材料的百分比，而不考虑具体的项目。 我们现在要关注的是场地规划的不同元素，即停车场、场地、建筑物的位置以及建筑物周围的路线，并了解所有这些不同的事物如何相互作用，规划交通模式，并真正尝试了解如何缓解场地目前出现的一些拥堵。 除了从网站角度分析程序化元素之外，我们还将分析这个排名。 更具体地说，我们要做的是将一些土方工程计算和岩石清除计算放在一起。 我们根据需要在那里做了注释，因为我们下周仍在完成我们的地球物理研究，这实际上将是一个向下的预测，以了解岩石表面的位置。 今天，当我们开车或步行穿过工地时，我们看到的是完工的路堤下方。 以前我们做不到，因为地面显然结冰了。 除非地面解冻，否则他们用来执行此操作的探地雷达就无法工作。 但幸运的是，今天我们度过了美好、温暖的一天，有一对夫妇经过，所以我们应该准备好下周获取这些信息。 这也将有助于岩石去除计算，这将再次输入到成本估算器中，并为我们提供额外的详细信息。 我们还将整理阶段图，说明我们将如何建造新的扩建部分和新建筑，然后拆除现有建筑以及其间可能发生的任何中间阶段。 如果我们有新建的临时建筑部分，如果我们有适合整个阶段的模块化教室建筑，因此，将会有一个图形说明，以便社区和学校中的每个人都可以了解完成项目从 A 点到 B 点的过程。 但它也将使估算人员更详细地了解每个阶段的持续时间以及各个阶段如何组合在一起。 最后，我们在这里描述的要素是开发高级生命周期成本分析，以了解能源消耗和运营碳排放方面的运营差异与建筑物的实际性能。 因此，现在对暖通空调系统、照明系统和电气系统的要求很高。 然后，我们还将把运营碳评估与具体碳评估结合起来，这为我们提供了总体碳评估，以便我们可以研究维护建筑物现有结构的价值，以及维护全部或部分结构的一些选项。 然后我们还将拥有我们无法通过更广泛的选择实现的项目愿景。 再说一次，这些只是一些快速图像，让您了解我们在进行过程中可能会看到什么。 其中一些来自我们的项目，因为我们正在努力并推动它们向前发展。 其中一些来自其他参考项目，就像一本视觉词典一样可供查看。 顶部是一个示例更详细的平面图说明了不同的功能空间和不同的颜色。 将会有一个传奇。 哪些空间与哪些空间接近将非常清楚。 这实际上只是为了预览，不一定要详细介绍它们是什么，因为它们仍在不断发展。 这里左下角只是上一个周期的成本分析表。 这将是谈判过程中的美元估算。 我们正在研究这座建筑的历史，我认为是 60 年，但一旦我们把它放在一起，Martine 和我们的团队肯定会深入研究更多细节。 中间是一个阶段图示例，显示如何从现有建筑物搬到新建筑物。 现有建筑从左上到右下。 这将伴随着持续时间，并以图形方式显示。 然后在右下角有一个更发达的站点的蓝图。 然后，这将再次开始显示田野、停车场、人行道以及建筑物入口点等内容。 然后，我们可以了解所有具有直接外部访问需求的各种程序以及它们将如何开始自我配置。 所以，这是对等待我们的事情的一种预测。 然后我会现在回来谈谈这里的六个不同选项。 首先我要说的是，在项目网站上，我想在学区的 YouTube 网站上，我和珍妮之间进行了一系列讨论，这些讨论是在上次建筑委员会会议之后进行的，会议还更详细地介绍了这些不同的选择。 因此，如果您需要更多信息而您没有机会在这里提问，我们希望能够回答所有问题，但是如果您想了解更多信息，可以观看这些视频。 除了通用视频和另一个讨论模块化教室主题的视频之外，每个选项都有一个单独的视频。 因此，如果有用的话，这是稍后访问的好信息。 所以我将从选项开始。 事实上，在开始之前，让我暂停一下，看看是否有任何这些更快的问题可以在我开始之前回答。
[Jenny Graham]: Toujou gen kesyon, Matt?
[Matt Rice]: Okay. Maybe I'll just generate the questions here at this point in time. So again, this is, it's going to be a high level overview of what each of these options are. Hopefully people have had a chance to see these slides that really came out of the process through the March 23rd building committee meeting, but I'm going to try and just give a summary overview of each one of these, just to put them in context. So this first one is Alternative A.1. This is our code upgrade and repair option. Again, this is the one that is mandated by the MSBA to proceed through into the PSR phase for comparative purposes. This is really intended as a baseline to establish a baseline understanding of what it will take to actually, let's say, fix the building. And when I say fix, it's really alluding to the fact that we need to bring the building up to code. We need to repair the things in the building that are broken. And when we talk about code compliance, We're not talking just about building code. We're also talking about accessibility code. We're talking about energy codes as well. So this particular option, what it would involve, if you imagine yourself walking into that existing building, we have to replace the entirety of the mechanical system, the entirety of the electrical system, because those do not meet current energy codes. so lighting outlets need to be replaced. When we move to the structural code, this is where we actually have to put in seismic braces to brace the existing structural frame in a way to bring it up to code again. In order to do that, we will have to demolish existing walls And for the purposes of this particular option, what we're dictated to do is actually build those same walls that we have to demolish to put a brace in back in the same exact place. That we are not allowed to reconfigure any of the interior space here unless it's associated with meeting, say, accessibility requirements. So toilet rooms that are not currently ADA or MAAB compliant. That's American Disabilities Association and the Massachusetts Architectural Access Board. If we have toilet rooms that are not compliant with those accessibility requirements, we'd have to potentially modify the walls in those spaces. The same for the lecture halls that have tiered floors that have no ramps to the upper levels. We potentially have to decrease seating capacity in those rooms to be able to insert either a ramp or potentially a limited use elevator to get up to those back elevations. So there are some modifications, but we're not allowed to make programmatic modifications to the building. If we just keep going on the notion of what we're fixing though, the exterior envelope of this building is completely not compliant with energy code. So that means that we would be replacing all the exterior fenestration, the windows, the doors, as well as adding insulation to the exterior walls, either by adding something to the exterior or to the interior, a complete re-roofing, replacement of insulation to match what we need to comply with energy code. So really a complete reskinning of the entirety of the building. And even when we move out to the site, the parking lot that currently have accessible spaces, but they don't have an accessible path from those spaces up to the building, nor an accessible cross slope where the parking spaces are, all that would have to be repaved, regraded to be able to correct that. So when we look at this dollar value of $437 million, it is a large sum, but it is because there is so much that needs to be fixed with the existing building just as is. And the important thing to remember with this $437 million is that unless this code repair upgrade option met the educational plan for the project that was developed by the district, none of that would be reimbursable by the MSBA. That would be entirely on the city of Medford taxpayers to fund the cost of this. And this, the code repair upgrade does not meet the educational plan that has been all the way through in terms of various aspects of the educational plan, there is not alignment here with what the scope of renovations would be. Just starting from the baseline that there is 522,000 square feet here to meet the educational plan, there is more than another 100,000 square feet of space beyond that that's needed. But even in that space that exists, there are many things about it that are not acceptable right now from an educational plan standpoint. So that is our code upgrade option. Again, this is a baseline that's here for a general understanding of what is involved with repairing and upgrading the building. So alternative B.1.2 was the first of our addition renovation options. And this option was selected by the building committee really with the understanding that it was one of the options that preserved as much of the existing building structure as possible. And that's important from a sustainability environmental perspective because it's trying to leverage the embodied carbon that is within that existing structure. And so that embodied carbon, when we use that term, what we're saying is that back in 1970, when this building was built, there was a lot of energy expended. There was a lot of carbon put into the atmosphere in the creation of the concrete frame, and there is steel frame as well in this existing building. Um, and what we don't want to do is just necessarily throw all that away. Um, and so this, this, um, option is looking to preserve as much of that as possible, um, in the future building moving forward. Um, there is square footage that is added to this building as well, um, which is in the form of two stories, um, up above, um, both the central B wing, um, as well as the D wing, which is where the existing. cafeterias are in a portion of the V wing as well, the vocational wing off to the east. But this option does have the ability, even though this is reusing the footprint of the existing building, we would have the option, the opportunity here and would be reconfiguring the interior space of the building in a significant way so that we can meet the educational plan. So that's a key distinction between this option where it looks a lot like, if I flip back to the code repair option, you can see in both the plan and that three-dimensional diagram, that there's a lot of similarities, other than the fact that we're building up with new addition space here, again, to meet that larger square footage of what we're looking for. Just some other sort of salient points here as we go through. This is one of the options that is currently envisioned to have 56 modular classrooms required to build it. And that's really because the fact that we're building right on top of where everybody is. So this would be a very time-consuming way of sort of moving around the existing building Taking over a section of it, renovating it, and then letting students and faculty occupy it. But while each section is under construction, we will need modular classrooms to be able to give them some place to teach and learn. And so the number 56 modular classrooms is really driven by whenever we're touching the C wing or the B wing is where we have our highest density of academic classrooms that we have to replicate. Also worth keeping in mind that when we are touching the vocational wing that there's a considerable impact to students in that wing. In some cases we can build like a double size modular classroom to allow students and teachers to work in those spaces. Some of the CTE programs like the programming and web design program might be able to work in a larger size modular classroom. but auto technology, culinary arts, those are tougher to create temporary modular classrooms to accommodate. So for those students, when their section of the building is being renovated in this scenario, there's the potential that they would have to be offsite, potentially in a community partner location where they could have space that's adequate for instruction. So there's transportation, there's loss on learning time, there's impact to educational experience as well. that needs to be considered for those CTE students. And I did not mention specifically the modular classrooms for the A, 8.1 option as well, but it is very similar, actually the same in terms of the number of classrooms required, because we would be moving around the building, renovating it in a similar way in addition, in this case, to adding stories on top. I'm going to shift to the C2.2. I'm sure there's some topics I can come back to if folks have questions, but let me try to do this as in a quick of an overview fashion as possible. And then we can just really respond to where questions lie. So alternative C2.2 is the second of our addition renovation options that move forward. This one has a C prefix because the C addition and renovation options really focused on trying to save and renovate the collection of spaces that are sort of towards the northern end of the building, the athletic type spaces that would include here the pool, the gymnasium as well as the larger PE spaces that are located directly across the hall from the gymnasium being the gymnastics gym as well as the fitness center. And that renovated square footage is combined with new addition space that would supplement it and fill out the rest of the program. This particular option looked to create that addition off to the west of the existing building in terms of building into the hillside and on top of the football practice field as well. It does push a little bit as well north towards Edgeley Field. And you can see here that, well, Edgeley Field currently has two multi-purpose soccer lacrosse fields on it right now, there would only be space to accommodate one up there. So the rest of the field program would have to be accommodated to the southern portion of the site here. So that's the general configuration of what C2.2 would be. This is planned out right now as a five-story building. I think it's a Interesting to note, for any of these options that start to work themselves into the steeper portion of the hillside as you work towards the northern end of the site, that five stories is not necessarily going to be perceptible in any one location from around the site. So if you're in the high portion of the site, you may have four stories, you may have three stories that you're going to see rising above this highest point of the site. From down below, we're not necessarily planning to go five stories straight up in this particular location. So we're trying to work into the hillside as we're thinking about how the programs are laying out as we go forward. In terms of the modular classrooms that are required here, 56 are currently planned in this option as well. This is primarily because this building footprint is touching on the existing C wing, which is again where one of the largest concentrations of classrooms lies. As we're moving forward looking at this particular option, and really with all of the options aside from A and B, the A.1 and the B.1.2 options, where we don't have the ability to sort of work around the existing building, we are looking for ways to minimize or eliminate the need for the modular classrooms. That's something that we've heard consistently from community feedback, and even from the educators as well, that trying to find some way of of alleviating or eliminating those is really a positive thing in a lot of different ways. So that's something that we are studying as we're moving these things forward, all the alternatives, again, in the C and the D options. I'll take a second and talk about fields here as well and sort of overall site program. Again, we did not have the ability with the complete set of 29 options to get into a detailed site layout for every one of them. But what you can see here is more or less what each of the options can accommodate in terms of overall site program. So we are showing again one field remaining at Edgerly in terms of a competition field, a practice field adjacent to that, and then the potential for fields down in the southern portion of the site. If a synthetic turf field in this case is going to be present, the parking, because you don't see a large parking lot at grade in this visual would have to be below the field potentially or as a parking garage that's illustrated here, a vertical above grade. We certainly will have the option of looking at and talking about what it would mean to do at-grade parking. and then at-grade fields adjacent to it, it just means that we'll have less potentially field space as part of that. So we really need to talk through and think about that cost-benefit analysis to say what is the priority and how much is affordable in terms of that field space as we go forward. And that's a question to ask for every single one of these options as we look at them. So the C3.4 option, again, is one of these C addition renovation options that focuses on the preservation of the athletic spaces. In this particular scenario, we're looking at just the gymnasium and the pool being renovated spaces. That section in front in terms of the existing D wing would get recreated as part of the addition space through here. This particular option is a four-story set of massing and really that's because as the buildings become shorter, they become a little bit wider on the site. You can see that there's a lot of similarities in terms of where that C3.4 option is being built to the prior C2.2. We're still looking at trying to bridge between the high and low sections of the site. We're building a little bit into that hillside on the western edge of the site and towards the practice field. We think we do potentially have the option to salvage a little bit of this practice field, the football practice field up here as part of this option. but you can see there's a little bit more compromising of the field space that's to the north as well. And again, our best field sort of largest contiguous area is really towards the southern side of the site. So this would have same sort of pros and cons in terms of looking at different alternatives for parking down in this particular location. Again, modular classrooms, when we're talking about this one, is really being driven by the fact that this particular wing of the building is, in this case, overlapping on the existing C wing. And again, we will be looking at ways to alleviate or eliminate the need for the modular classrooms with this particular option as we go forward. So we're going to shift gears now to the two new construction options that were chosen to proceed. And again, very different locations on the site, which was very much intentional, I believe, from the building committee to provide real clear options in terms of studying the pros and cons, challenges and opportunities associated with these two locations of building new. One thing to keep in mind when we do build new is that we are allowed to build a smaller gymnasium space than the existing one that would be remaining and renovated in any of the B or the C options, or I guess the A option as well. So the existing gymnasium is currently 30,000 square feet. we are allowed to build to a maximum size of 18,000 square feet in a gymnasium in a new build through the MSBA program. So that's one thing to keep in mind. And then the other nuance of the all new construction that we have to focus in on is the fact that the pool building needs to be all new as well if we're building all new construction and must be a physically detached and separate project from the high school building itself. So in this particular option, it is shown sort of contiguous to the building. It'll be more clear in the next option, the D2.1, what I mean when I say that the pool building needs to be separate. So it also needs to be, in addition to a separate project, it needs to be a separate debt override vote for approving funding for the pool. We can put those two ballot questions on the same ballot, but they have to be individual questions so that the voters can weigh in on those two decisions in isolation. So things to keep in mind with these options as we go. When we're looking at building down here on the parking lot site, primarily, there is the challenge of the amount of space that we have to build with. It is a little bit more constrained. In this scenario, you might think that we wouldn't need any classrooms because if we're building on the parking lot, we're away from the existing structure. The challenge is that if we're just limiting ourselves to the parking lot itself, there's really not enough physical area on the site to build all the things that we need to put into the school, as well as provide all of the ground floor access around the perimeter of the building. So you can see that we've stretched out a little bit here to the north, and we are overlapping in this case on the southern half of the vocational wing, on the B wing, as well as the A wing. So that's the reason why this modular classroom number is larger, because we're affecting both the B wing, which has a lot of classrooms, as well as some of the vocational spaces that we will need to provide some space for. So that's sort of a snapshot of why this is having some additional temporary space needs associated with it. The height of this building also is notable because this is one of the taller options that was moved forward being up to six stories. And again, that's just given the fact that we're trying to still stay as compact as possible on the overall site. And so it's driving us up in terms of a number of stories within the building. And there was definitely some thoughts put forward from the building committee about challenges associated with students moving up and down through a building in terms of getting to classes on time. And just sort of what the impact on the sense of community is when we're sort of that stratified vertically throughout the building.
[Will Pipicelli]: Matt, anvan nou ale nan pwochen opsyon an, nou gen kèk kesyon nan men kèk manm kominote a. Se konsa, kounye a mwen jis ap eseye fè li pi aksesib a yo. Pou kòmanse, definisyon pisin nan opsyon sa a pa fasil, men èske ou ka eksplike apeprè ki kote li anfòm nan konsepsyon sa a?
[Matt Rice]: Mwen kapab, wi. Mwen pral ale nan pwochen an jis pou ilistre sa m ap pale a. Nan imaj sa a an patikilye, li pi fasil pou panse a li kòm yon bilding pisin apa separe ak bilding lan. Nan opsyon patikilye sa a, ou ka wè li tou nan dyagram nan twa dimansyon, kache ant de zèl sa yo. Dwe genyen tou separasyon fizik ant bilding prensipal la akademik ak bilding pisin lan. Nou pral tou klarifye sa a nan lavni, kòm nou konnen li se yon ti jan konfizyon di li ta dwe make ak Lè sa a, montre kòm yon atachman. Ankò, totalman konprann kesyon an. Mwen espere repons sa a klè.
[Will Pipicelli]: Wi. Apre sa, yon bagay tankou yon pisin, men evidamman an tèm de kèk nan espas Fitness ke nou genyen nan bilding nan kounye a, tankou jimnaz, chanm pwa, chanm pwa, tout sa yo se nouvo nan pwojè sa a tou, pa vre?
[Matt Rice]: Wi, wi. Nan sèn patikilye sa a, tout espas sa a pi wo a disparèt. Se konsa, pandan ke nou ka rkree espas sa yo, gwosè jeneral yo ap gen anpil chans pi piti pase sa nou ta ka bati yon sant Fitness, ki ta ka rele yon bagay ki pi sanble ak yon chanm multi-purpose. Se konsa, jimnastik la se yon pwojè tipik. Men, egalman, sa ki egziste jodi a pi gran pase sa n ap janm bati ankò.
[Will Pipicelli]: Pafè. Tout se byen. Lè sa a, mwen panse ke nou bon pou ale. Lè sa a, nou pral reponn kèk kesyon apre chwa final konsepsyon nou yo. Tout se byen.
[Matt Rice]: Nou preske la tou. Mwen pèdi tras tan. Kidonk, mwen pa ka di si mwen pran twòp tan oswa si mwen deplase twò vit. Men, santi yo lib pou korije m 'si se ka a ak mwen. Oke, se konsa dènye nouvo opsyon konstriksyon nou an oswa dezyèm nouvo opsyon bati pi devan se opsyon D2.1. Se konsa, sa a se yon bilding prèske nouvo nan Edgerly Field epi ou ka wè ke fòm achitekti sa a pa Ou pral oblije fè m konfyans sou yon sèl sa a, paske sa rive sou Downhill tou, pa sèlman nan zòn nan Edgerley Field. Men, an jeneral, sa nou eseye fè isit la se bati sou tè netwaye. Yon ti kras pi gwo pase pakin nan sid la. Se konsa, menm lè nou te okòmansman gade nan gwo foto a san yo pa salklas modilè, sa a se te youn nan opsyon yo ke nou te fè konfyans. Bilding obligatwa kòm yon pati nan metòd konstriksyon sa a. Sa a ankò se vrè rezon ki fè nou bati. Tout aktivite konstriksyon yo pral fèt isit la. Bilding lan ap kontinye fonksyone isit la jiskaske nouvo bilding lan fini. Nou te deplase nan yon nouvo bilding, ak Lè sa a, demolisyon bilding lan te kòmanse. Apre demolisyon bilding lan te fini, travay sou plas la te fini. Sa a se foto ki pi klè ankò sou fason eliminasyon an ap travay. An reyalite, mwen panse ke nou ta dwe konprann chwa patikilye sa a an tèm de fason nou bati li, ak sa n ap pale de se sis etaj se wotè bilding sa a an patikilye. Lè nou rive nan sis etaj pakin nan, nou te desann avyon an epi nou te ale tou dwat. Lè nou nan Edgerley Field, paske nou pral desann, se pa tankou nou gen sis etaj nan, di, Edgerley Field k ap monte. Kèk nan nivo pi ba sa yo pral kòmanse pi lwen desann mòn lan. Yo te mache e yo te monte pant lan. Se konsa, pandan n ap deplase nan direksyon pou pati ki pi wo a nan peyi a, kòmanse nan pati ki pi wo a, pèsepsyon nan perimèt bilding lan ka jis sa yo ki nan yon bilding kat etaj. Lòt bagay ou dwe sonje isit la gen rapò sèlman ak travay lokal ki enplike. Paske n ap bati nan Edgeley Field, n ap elimine pwobableman resous ki gen plis valè sou plas la sou tout sit la. Se konsa, nou pral pèdi pozisyon sa a. Se konsa, nan ka sa a, nou te fòse yo gade nan bò sid sit la ak konnen ki jan yo re-itilize zòn sa a pou eseye repwodui, ajoute oswa soustraksyon nan konseptyèlman. Pwogram jaden. Men kounye a, nou toujou gen anpil travay pou nou fè lè li rive balanse pakin sifas, pakin estriktire, pakin ki depase limit oswa pakin sifas. Tout bagay sa yo toujou ap jwe. Nan ka sa a nou prezante yon lòt fwa ankò yon bilding pisin endepandan, ki vrèman gen anpil posiblite diferan pou plasman li nan opsyon patikilye sa a. Li ka parèt tou pre bilding lekòl la pou pi fasil aksè nan lekòl la, jan yo montre pi ba a. Li ta ka parèt tou nan yon lòt zòn nan sit la, petèt gratis epi lwen lòt bilding pou pi fasil aksè nan kominote a, pi pre antre Winthrop Street la. Sa a se yon bagay nou ka konsidere ak nouvo opsyon konstriksyon ke nou pa ta nesesèman konsidere ak opsyon renovasyon adisyonèl si nou ta renovasyon yon pisin. Se konsa, mwen panse ke sa a se yon bon apèsi sou kote bagay yo kanpe. Definitivman mon ti a kontan reponn serten kestyon, e mon ti ava kontan anmenn lezot dimoun osi, e si i annan lezot, petet ler nou trouv zot larepons i pli byen.
[Will Pipicelli]: non mèsi. Mwen panse ke li trè itil ke ou te kapab eksplike tout sa a nan detay sa yo. Nou gen kèk kesyon sou pwojè espesifik. Nou gen kèk kesyon sou kèk pwoblèm jeneral, men mwen te panse mwen ta kòmanse ak yon sèl sa a. Doktè Lucy, Doktè Jenny, oswa Doktè Ken, mwen panse youn nan nou ka reponn kesyon sa a pi byen. Donk, an sa ki konsène lekòl konplè yo, Yon kesyon: Èske ou ka ede nou eksplike ki fleksibilite adisyonèl nan konsepsyon ak ekonomi ki ta ka reyalize si renovasyon an oswa rekonstriksyon an te limite nan lekòl segondè olye ke lòt sèvis kominotè? Se konsa, petèt ou ka reponn kisa sa vle di pou nou se yon lekòl segondè konplè ak ki enpak potansyèl la ta dwe konsantre sèlman sou aspè akademik yo ak fonksyon bilding nan.
[Suzanne Galusi]: Mwen byen kontan pale sou mo pwen yo. Comprehensive yo itilize pou dekri Medford High School, ki gen pwogram akademik ak CTE, ki se edikasyon teknik karyè. Sa a se plan karyè nou. Kidonk, lè nou di mo konplè a, se pa tout lekòl segondè ki konplè paske se pa tout lekòl segondè ki gen planifikasyon karyè. Jouk jounen jodi a, nou gen 15 pwogram CTE. Ogmante sa a. Se konsa, nan fen pwojè sa a, nou pral ajoute kat plis. Nou planifye pou ajoute de plis anvan pwojè sa a vin yon reyalite. Sa a se tiyo a, sa a se sistèm enfòmasyon an. Men, kòm pwojè a ap pwogrese nan sa a, nou pral ajoute tou pòsyon HVAC nan kanal la, epi nou pral ajoute pwosedi dantè yo. lè sa a Mwen panse sa ki enpòtan an se wi, Medford High School, pwogram sa a inik. Kounye a, anplis ke li se yon lekòl segondè konplè, Medford High School tou gen anpil pwogram ki oryante nan kominote a nan bilding nou yo. Apre sa, nou gen MFN, Medford Family Network, ki chita nan Medford High School. Se yon pwogram nan tout vil la ki bay sipò ak sèvis konplè pou timoun ak fanmi ki nan Medford depi nesans jiska uit ane. Nou genyen tou yon sant gadri minisipal, Children's Corner. Li ofri opòtinite gadri pou anplwaye nou yo epitou li ofri opòtinite gadri pou anplwaye minisipal vil yo ansanm ak kèk manm kominote a ak kèk etidyan Medford. Nou gen tou yon biwo enskripsyon, ki nou rele Sant Dakèy, ki sitiye tou nan Medford High School. Kidonk, fanmi k ap deplase nan Medford oswa k ap kòmanse vwayaj pitit yo kòm elèv Medford ap vin nan Medford High School pou enskri pitit yo. Nou gen tou Medford High School, ki se kounye a lakay lidèchip distri ak santral, ki gen ladan Depatman Enstalasyon nou an, Depatman IT, Depatman Resous Imèn, ak Depatman Finans, ansanm ak plizyè lòt biwo santral. Mwen menm, Asistan Enspektè yo, ak Administratè ki bay lidèchip akademik K-12 nan Medford Public Schools. Kòm anpil nan nou ak kesyon an te deklare, Medford High School tou gen yon pisin ki trè piblik epi yo ka itilize pa anpil manm nan kominote a e menm moun ki deyò nan kominote a Medford. Mwen pa sèten si mwen te resevwa yo, mwen panse mwen te resevwa yo tout, men mwen jis te vle asire w Ou te pale sou diferans ki genyen ant edikasyon konplè ak kontni aktyèl nan lekòl segondè, edikasyon akademik ak pwofesyonèl elèv yo resevwa nan lekòl segondè, ak pwogram kominotè ki egziste kounye a nan Medford High School. Mwen panse ke atravè travay sa a ak pwogram edikasyon nou an, de lòt pati ke nou genyen ki pa egziste kounye a nan Medford High School, men nou ta renmen wè elaji, yo ap prezante nan pwogram pre-K nan de lekòl elemantè nou yo, ki se kounye a Missituck Elementary ak Brooks Elementary. Pote li nan Medford High School pou kreye yon sant pou timoun piti ak Medford Family Network ak Children's Corner Day Care Center ki posede nan vil la. Lè nou fè sa, nou ka mete tout pwogram sa yo nan menm kote. Nou ka pataje resous yo. Nou ka elaji kapasite pwogram sa yo ki egziste deja pou bay plis sipò ak sèvis bay kominote yo ak fanmi yo. Sa ki pi enpòtan, nou gen pwogram jounen terapetik nou an, Curtis-Tafts High School. Li sitiye nan Sid Medford, toupre Tufts Pool ak Tufts Park. Nou pral pote pwogram sa a isit la ansanm ak lòt pwogram pou yon lòt fwa ankò mete resous yo ansanm ak vrèman enklizif tout elèv nou yo pou elèv Curtis-Tufts nou yo tou gen plis opòtinite pou anrichisman ak edikasyon. Nou pral kontan reponn nenpòt kesyon adisyonèl ki parèt.
[Jenny Graham]: Mwen jis vle ajoute ke si nou pa t 'fè kèk nan bagay sa yo, li pa ta dwe tèlman senp. Pwogram sa yo egziste jodi a epi yo gen yon kay jodi a. Anpil nan pwogram sa yo baze nan bilding lekòl segondè, kidonk nou pa ka mete yo deyò. 编程无处可去。 E mwen panse menm jan an, lè nou kapab deplase pwogram Curtis Tufts isit la nan kanpis sa a ki pral kite lekòl Curtis Tufts, ki posede pa vil Medford, epi vil la pral oblije. Konprann ki jan yo planifye pou vann oswa reitilize bilding sa a. Kidonk diskisyon sa yo deja kòmanse e ap fèt ak majistra a, konseye ak lòt moun. Ou konnen, gen anpil opsyon la e mwen panse, um. eksplore tout bagay soti nan vann bilding lan ak sèvi ak lajan an pou rekonèt ke Medford pa gen anpil tè oswa espas pou kalite pwogramasyon an vle nan kominote a. E èske bilding sa a ta ka lakay yon lòt bagay? 一切都在桌面上。 Kidonk, nou pa ka jis di nou pa pral fè bagay sa yo. 这些将是 Sa yo ta dwe koupe pwogram oswa desizyon demenajman, kidonk yo ap sibstansyèlman pi konplike pase jis gwoup sa a di, nou pa vle bati yon espas pou sa. Gen anpil plis pale sou si wi ou non sa a, tankou kote pwogram sa yo ale, ak fason nou fè bagay tankou enskripsyon nan jadendanfan ak 我们的总部团队在哪里？ Sa yo se tout bagay reyèl ki pa opsyonèl pou nou di. 我们不会再做这些事情了。 Se konsa, tout bagay sa yo ki egziste kounye a nan lekòl segondè bezwen yon kay nan lavni sof si nou pran yon desizyon akademik elimine yon pwogram kounye a. Pa gen okenn pwogram nou ap konsidere elimine, panse plis tankou Dr Lucy te dekri. Gen yon dezi klè nan kominote a ak nan mitan popilasyon etidyan an. 愿我们的职业机会继续扩大。 这就是我们现在的处境。 E sa fè pwojè sa a gwo, konplè epi konplike. Donk, mwen panse ke tout sa yo se kesyon ki jis e gen anpil bagay ki pral vini an tèm de ki jan tout bagay sa yo pral deside.
[Will Pipicelli]: Gwo, mèsi anpil. Mwen panse ke pwochen gwo pwoblèm nan se modilarite. Mwen konnen Jenny ak Matt te pase tout videyo sa a kòm yon pati nan yon seri videyo k ap pale de modilarite. Men, nou jis resevwa kèk kesyon ke mwen panse ke yo ka klarifye. Se konsa, lè ou bay yon nimewo, di yon pwojè mande pou 56 modil, èske se yon nimewo nèt? Oswa yo pral itilize ansanm? Ak ki jan yo sèvi ak yo? Èske yo pral itilize pa espas CVE a? Èske yo pral itilize nan plis kou akademik tradisyonèl tankou angle oswa matematik? Ki jan yo itilize pandan tout jounen an?
[Matt Rice]: Oke, se konsa premye pati nan kesyon an se ki lè yo abitye ak li, dwa? Kidonk, sa n ap wè a se pi gwo demann pou salklas modilè pandan tout pwosesis konstriksyon an, kèlkeswa faz n ap gade. Pa egzanp, pa youn nan senaryo yo te egzamine yo te sipoze ke nou te kapab pran Ward B ak Ward C offline an menm tan an. Paske sa ta pran kantite sal klas modilè pou plis pase 100, pa vre? 56 oswa 76 salklas modilè se yon nimewo trè, trè wo. Nou dwe adapte. Se konsa, nou pa t ', e sa te yon pwen vire pou di nou pa t kapab nesesèman gade nan B-wing ak C-wing an menm tan, avanse pou pi devan. Men, yo gen potansyèl pou yo itilize plis lajman kòm estanda angle oswa klas matematik. Se poutèt sa, modil sal klas modilè tanporè, ki ekivalan a salklas tipik nan bilding ki egziste deja a, konpanse pou sa. Men, kapab genyen tou kèk pwosedi CTE enkli. Men, akòz gwosè limite, yo te pi gwo pou yon salklas tipik epi nou te oblije konbine de nan yo nan yon espas ki pi gwo. Pa pral gen okenn miray ant, jis bay ase espas pou aktivite ansèyman yo ki ka fèt nan kèk pwogram CTE. Ankò, sa a ta limite a pwogram ki pa nesesèman gen anpil bezwen ekipman espesifik, tankou atizay teknik, atizay gastronomik, elatriye pwogram ki ta ka tou enkli. Èske mwen te mansyone, monchè, mwen te mansyone anvan ki pwogram ki ka enkli nan sa a? Mwen kontinye retounen nan devlopman lojisyèl ak entènèt, men nan lòt pwogram tankou bioteknoloji, nou ka definitivman fè laboratwa syans nan salklas modilè. Oke, kòm yon pati nan sa, si sa a nesesè e nan kèk ka lè nou renovasyon B-Wing la, nou dwe gen kèk kapasite nan enkòpore lasyans nan li. Um, kidonk gen kèk kapasite pou fè tou de salklas tradisyonèl yo ak tou CTE oswa espas espesyalize. Èske mwen konprann chak pati nan kesyon an?
[Will Pipicelli]: Oke, mwen panse ke kesyon an se tou, lè ou di 56, èske yo itilize tout nan yon fwa oswa yo itilize yo tout nan yon fwa? Wi. Wi. Se poutèt sa, Opsyon D se klèman pi chè nan sis dènye desen nou yo. Èske ou ka pale yon ti kras sou poukisa sa a enpòtan, espesyalman kòm li gen rapò ak wotè bilding? Akoz mon konnen nou’n diskite sa dan lezot meeting. Wi.
[Matt Rice]: Se konsa, lè nou pase kat oswa senk etaj, li vrèman gen rapò ak wotè nan etaj ki pi wo a anwo tè a, lè li leve. Se konsa, li ka pafwa aktive nan katriyèm etaj la. Pafwa li aktive nan senkyèm etaj la. Men, gen yon prim pri konstriksyon ki asosye ak gwo bilding ki tabli nan règleman bilding yo. Menm jan ak nenpòt kalite bilding biwo ki wo, sa ki te fòse nou enstale li se yon efò pou bay plis amelyorasyon sekirite pou okipan yo, nan ka sa a elèv yo ak pwofesè ki nan bilding lan. Se poutèt sa, pou egzanp, li nesesè amelyore sistèm nan ekstraksyon lafimen nan eskalye. Gen yon bagay yo rele yon sant kòmand dife. Nou te oblije bati ak bay aksè a tout aparèy kontwòl lafimen diferan sa yo nan premye etaj bilding lan. Se konsa, nou te fini oblije fè gwo fò tou won eskalye yo nan bilding nan tèt li pi fò asire w ke yo te pi fò epi yo kapab kenbe tèt ak enpak. Anpil nan enplikasyon kòd sa a te antre nan jwèt apre World Trade Center la te bati. Sa a se sa ki kondwi anpil nan pwosesis la panse dèyè amelyorasyon kòd bilding sa yo ak ogmantasyon pri ki pral antre nan jwèt. Sepandan, san konte wotè bilding nan tèt li, gen kèk lòt faktè ki enfliyanse valè monetè ki pi wo isit la. Youn nan sa yo se kantite ki deja egziste ak k ap grandi nan salklas modilè. Longè a prèske idantik ak anpil lòt moun. Men, nan ka sa a, yon sit sou tèt yon pakin ta ka tou ajoute nan pri a.
[Will Pipicelli]: Lè sa a, jis paske ta ka pa gen yon opsyon modularize, men sa ta ka vle di tou pi long tan bati, ki nan kou ogmante pri a, dwa?
[Matt Rice]: Wi, sa i oke, e anmezir ki nou avanse e komans regard diferan fason pour retir modil, si nou komans regard en batiman parey sa e si nou konmans vwar konstriksyon diferan seksyon pour nou kapab servi faz enn seksyon sa nouvo batiman olye bann batiman modular classroom, sa senpleman vedir nou pa kapab fer toulede an menm tan. Se konsa, nou ta ajoute dire a an tèm de longè total bilding lan pou opsyon an patikilye sa a, pwobableman kòm yon fason pou eseye redwi kantite sal klas modilè ak redwi pri yo. Sa nou rele kondisyon jeneral yo ak kondisyon jeneral kapab ogmante. Se fondamantalman pri pèsonèl pou kontraktè a rete sou plas pou yon tan ki long. Yo anboche anplwaye yo, yo lwe ekipman, tout sa yo gen enplikasyon pri.
[Will Pipicelli]: Oke, kounye a mwen gen de lòt kesyon ki gen rapò ak konstriksyon. Repons lan ta dwe kout, men lè ou di jaden ki kounye a make kòm ki egziste deja, yo pral nouvo jaden, dwa? Poukisa sa te rive ankò?
[Matt Rice]: Kòrèk. Wi, yo pral renove sou plas. Se konsa, pandan ke nou pa te reyalize nivo sa a nan espesifik anvan, nou vle fè sa pou estimasyon PSR yo ke nou te reyalize, epi kounye a sipozisyon an se ke nou pral ranplase nan kalite. Lè sa a, de jaden yo ki se kounye a tèritwa atifisyèl pral konplètman refè ak renovasyon nan nouvo jaden tèritwa atifisyèl. Zèb ki egziste deja, zòn pratik se zèb ki egziste deja. Men, ankò, nou ka diskite sou modifikasyon nan kondisyon ki egziste deja pandan n ap kontinye.
[Will Pipicelli]: Apre sa, nou menm tou nou te resevwa kesyon sou etap. Sa a se espesifik nan C2.2, men mwen panse ke li aplike a tout nan yo. Se konsa, èske w ka imajine nouvo bilding k ap vini pandan ansyen yo kontinye ap fonksyone? Èske sa pral retade demolisyon ansyen lekòl la jiskaske nouvo lekòl la pare pou elèv yo?
[Matt Rice]: Se poutèt sa, pral sètènman gen nouvo konstriksyon nan tou pre bilding ki egziste deja ki nan operasyon. Sekirite se enkyetid prensipal la lè nou fè sa, men mwen ta di nou fè sa sou yon anpil nan pwojè. Pwojè nou an sitiye 10 oswa 15 pye de miray eksteryè ki egziste deja nan bilding nan kounye a okipe. Ale nan nouvo bilding ki te bati akote a. Sa a se yon sitiyasyon trè tipik. Se konsa, gen estrateji ki ka itilize pou asire ke elèv yo ak pwofesè ak anplwaye ak ekip konstriksyon yo gen kondisyon ki an sekirite an tèm de bati tout bagay nan yon fason ki toujou eseye optimize chemen an pou nou pa ajoute etap ki pa nesesè. Will, ki dezyèm pati kesyon an?
[Will Pipicelli]: Èske sa pral retade demolisyon ansyen lekòl la jiskaske nouvo lekòl la pare pou elèv yo?
[Matt Rice]: Kidonk... wi, se estrateji nou an pou nou chèche fason pou nou eseye redwi oswa elimine kantite sal klas modilè, ann di, pou opsyon patikilye sa a. Èske nou ta ka jis retire yon ti pati nan li olye de tout C-zèl la? E si nou vle avanse pou pi devan epi pèmèt nouvo konstriksyon rive epi sèvi ak kèk oswa tout li kòm espas modilè tanporè? Oswa èske nou ka bati yo tout an menm tan? Youn nan bagay sa yo plezi, jis gade nan nuans yo nan chak faz, se tou konsidere kote kizin lan ki deja egziste. Ak kafeterya a ak fason nou okipe sèvis manje sou yon baz ad hoc. Paske nan nenpòt opsyon, si gen yon kwizin kounye a, nou dwe kenbe li sou entènèt ak kouri jiskaske nou jwenn yon nouvo kwizin. Jwenn ak kouri ak travay sou nouvo ajoute. Kidonk, gen lòt kalite pati operasyonèl enpòtan nan lekòl ki egziste yo anplis sal klas ke nou bezwen sonje pandan tout faz sa a pandan n ap avanse.
[Will Pipicelli]: Mèsi. Nou te resevwa kesyon sou pwogrè pwojè a, ke nou te diskite pandan yon reyinyon entèn jodi a. Se konsa, mwen pral reponn kesyon sa a byen fò. Èske orè pwojè ki parèt sou pwojè a ka mete ajou pou pi byen reflete orè konstriksyon an? Li sanble ke yo gen apeprè 50 mwa. Kalandriye a montre de ane. Faz sa a pral pèmèt ouvèti sèten pòsyon nan nouvo espas la. Fason li prezante a pa reprezante ak presizyon dire total pwojè a. Pou reponn kesyon an, Kerry, wi, nou te gen menm panse a nan reyinyon entèn nou jodi a. Pandan n ap travay ak ekip pwojè a pou plis devlope opsyon konsepsyon ak delè sa yo, n ap kapab reprezante yo pi byen nan semèn k ap vini yo. Se konsa, tanpri dwe okouran de sa a. Nou te resevwa kesyon tou sou Curtis-Tufts University ak itilizasyon potansyèl pou etablisman an. Se konsa, si Curtis-Tufts te transfere administrasyon santral nan Curtis-Tufts ak tout lòt pwogram kominotè yo nan Curtis-Tufts, yo ta esansyèlman de pwogram separe, Jan sa ekri, li se nòmalman enposib pou yo rive nan menm tan an oswa nan tout.
[Matt Rice]: Èske ou vle mwen gen sa a, Will? Wi, ou konnen. Petèt bay li nan yon pèspektiv konstriksyon, ak Lè sa a, petèt bay li nan yon pèspektiv operasyon. Si sa rive, n ap oblije tann jiskaske nouvo espas nan Curtis-Tufts bati sou lakou lekòl la pou kosyon yo anvan yo ka fè anyen pou amelyore bilding Curtis-Tufts yo. Petet menm i bezwen annan en lespas tanporer akoz apre nou bezwen accommodate par egzanp si en headquarters i deplase laba. Yo pa ka deplase imedyatman. Bilding Curtis-Tafts ki egziste deja ap fè fas ak defi kounye a. Espesyalman an tèm de aksè, bilding lan pa gen asansè. Enstalasyon twalèt yo bezwen tou pi aksesib epi apwopriye pou itilizasyon biwo olye pou itilizasyon lekòl aktyèl la. Se konsa, si nou ale sou wout sa a, gen konsiderasyon faz konplèks, osi byen ke kèk adaptasyon espas-temporal adisyonèl ki ka gen pou fè.
[Will Pipicelli]: Gwo, mèsi. Nou te resevwa yon lòt kesyon sou salklas modilè. Sipoze konbyen elèv ki nan yon salklas modilè alafwa? Èske se menm jan ak estanda salklas nou itilize kounye a? Wi, wi.
[Matt Rice]: Kidonk, règleman lekòl segondè Medford Public Schools se 25 elèv pou chak klas. Si se te yon laboratwa, mwen ta di petèt 24. Men, nou dwe akomode menm kantite elèv nan salklas modil tanporè yo ak nenpòt lòt espas salklas nan bilding lan.
[Will Pipicelli]: OK So mon krwar nou’n reponn bann kestyon ki nou’n gannyen dan plizyer fason. Se konsa, nou pral wè si nenpòt kesyon final yo vini. Men, petèt nou ka pale sou kèk nan reyinyon kap vini yo, petèt kèk nan bagay sa yo ki ap pase nan vil la nan de semèn kap vini yo, kidonk nou pa jis pale ak kominote Medford nan fowòm kominote sa yo.
[Matt Rice]: Wi. Matt, ou vle mwen pran sa oswa ou vle antre?
[Matt Gulino]: Hey, padon. Mwen ekri kèk repons pou kèk kesyon. Oke, wi, mwen ka fè sa byen vit. Oke, wi, nou gen kèk reyinyon yo ale nan. Pwochen gwo reyinyon komite bilding lan pral fèt 27 avril. Sa a pral yon reyinyon trè enpòtan pou revize sifas planifikasyon ak fidbak MSBA PDP a ki pral ba nou anpil enfòmasyon sou sa yo konsidere kòm espas ki kalifye ak ki pa konfòme yo. Sa a ta yon trè bon reyinyon si mwen te kapab. Se me nan yon bat je, Mwen pral rete sou bò gòch ekran an pou yon segond pou m diskite dat reyinyon Komite Konstriksyon an. Donk, nou pral gen yon lòt reyinyon komite konstriksyon le 20 me. Nan moman sa a, nou pral mete ajou done konparezon pri ki soti nan de estimatè endepandan. Tout bagay sa yo pral baze sou pye kare pwojè a. Rezilta reyinyon an 427. Kidonk, sa a pral yon gwo opòtinite pou komite bilding lan ak piblik la jwenn dènye enfòmasyon sou pri yo. Nan mwa me, nou pral gen yon aktyalizasyon pwojè sou 27 me. Sa a pral yon kontinyasyon nan reyinyon an sou 20yèm la. N ap kontinye bay mizajou pwojè yo pandan n ap rafine opsyon pandan faz PSR la. Pandan mwa jen ap pwoche, Komite Konstriksyon an planifye pou l chwazi opsyon li pi pito pou konsepsyon chematik nan reyinyon 10 jen li a. Ankò, sa toujou bezwen soumèt bay gouvènman eta a nan mwa jen. Lè sa a, yo revize ak apwouve li pou nou ka avanse pou pi devan ak konsepsyon an schematic nan opsyon sa a pi pito. Lè sa a, nan fen mwa a, 18 jen, nou pral chèche apwobasyon nan Komite Konstriksyon an pou pèmèt Left Field soumèt yon rapò preliminè pi pito bay MSBA, ki pral kòmanse yon peryòd revizyon anvan nou rankontre yo nan reyinyon konsèy la 25 Out. Sou front kominote a, nou pral òganize yon lòt fowòm kominotè nan dat 11 me. Sa a pral chanm nou an. Nou planifye pou selebre an pèsòn, menm jan nou te fè nan dezyèm reyinyon an. Se konsa, tanpri dwe okouran de sa a epi vini epi patisipe si ou kapab. Lè sa a, nou pral gen yon lòt reyinyon sou 3 jen. Akote reyinyon komite bilding lan, sa a pral premye a Ki moun ki pral pataje enfòmasyon sou pri ajou sa a nan yon fowòm kominotè. Sa a pral yon lòt pyès kle pou nenpòt moun ki enterese konprann ki jan depans yo ap chanje nan etap sa a nan pwojè a.
[Will Pipicelli]: Pafè. Mèsi. Anplis de sa, nou pral patisipe tou nan yon kantite evènman nan lekòl nan vil nou an. Demen swa nou pral patisipe nan Selebrasyon Kiltirèl Mississauga. Nou pral òganize kèk selebrasyon nan Arab Heritage Center nan Samdi. Jounen Patriyòt yo selebre Lendi. Li pral fèt an konjonksyon avèk Colleen ak lòt evènman ak lekòl nan tout vil la nan semèn kap vini yo. Se konsa, si nou pa gen anyen lòt, tanpri pa ezite eskane kòd QR la. Mwen pral poste sondaj la tou nan chat la. Sa yo ta dwe jis kèk nan opsyon ki vin nan tèt ou. Mwen pral asire w ke ou mete li nan chat la lè mwen pale. Yon dènye efò se pou jwenn dènye mizajou sou dokiman ak tout resous ki gen rapò ak pwojè a nan highschoolproject.com. Jamie, èske mwen manke yon bagay, oswa nou fini aswè a?
[Jenny Graham]: Mwen jis bezwen jwenn bouton bèbè mwen an. Mwen te panse nou te bon aswè a. Nou pral pibliye tout repons sa yo yon fwa nou fin kolekte yo. Nou ka toujou bezwen reponn kèk kesyon epi mete yo alekri, epi answit nou pral fè sa. Nou pral poste yo nan videyo nou pwodwi yo. Matt ak mwen te fin vye granmoun devan ekip CTE Filmmaking ak Pwodiksyon nou an, ki yon lòt fwa ankò te fè yon travay enkwayab ak bèl bagay sou videyo yo nou afiche sou chak opsyon. Se konsa, si ou tande yon moun di ke li pa ka fè li aswè a epi yo gen sèlman kèk minit nan rezèv, sa a ta ka yon lòt bon kote pou chèche enfòmasyon, trè menm jan ak sa nou pral kouvri aswè a. Lè sa a. Mèsi tout moun paske w te rantre nan nou. Sa se gwo. Nap wè byento.