00:00:00,300	S1:
They can come this evening. This is our fourth community forum about the Corona Elementary School project. We continue to gain and learn more through this process and refine our numbers. Refine the designs. Um, so this this will give out a kind of the next iteration, the updates. As we've been moving through this process with the MSBA. My name is Eric Tracy. I am the Superintendent of Schools. For those of you who don't know me, um, I will kick this off and we will go through a slide presentation and I'll hand the mic off to various members of the team that are here this evening, representing the architects and designers and also our owners, project manager. And then what we'll do is take questions at the end, if you don't mind. So we'll, we'll, we'll do a presentation and jump right into questions as we get towards the end.

00:00:54,329	S2:
Sorry about the extra bit.

00:00:59,530	S1:
We continue to show this slide at every single meeting, because we want to really go back all the way to the beginning. When our visioning teams met, the vision team met a number of times, like 5 or 6. There were about 60 people over, on average involved in this process to really drive how we wanted to look at this new educational space. The guiding principles were the center of the conversations, along with our kind of goals that were set. And we built the the, the basic outline and design on literally on poster paper in a room with people from the school district, the community, businesses, the architect team, the OPM group, um, really did a lot of work to dig into what's new and exciting in education, how things are changing, how things are growing. And some of our nine principles really connect with sense of belonging right in the middle of everything, and really leaning into equity and equity from the perspective of giving all kids in grades one through five access to the same opportunities in their building right now. Uh, if you don't know, if you're not aware, we have three elementary schools. And depending on what type of a program your child needs depends really on what school we go to. Uh, not necessarily neighborhood schools, but if you have a specialized program, a child has a specialized program. They will probably going to a school like the Winthrop School. Even if you live in a neighborhood. Uh, because we are small, our our programs are small. So we try to centralize them in different schools. If your kids are in the language based program or in the English language Learning program, the language rates program would be at the Humber School, and the English language program would specifically be at the junior school. So kids move around our district based on the needs that they have in a school like this. These needs all come to one place and they all are together with their peers all the time. Bring the inside out and the outside in is part of the design of this. And really trying to figure out ways to use the building as a learning tool and having a lot of glass, a lot of open space so that kids can, um, be able to move in and out. There are terraces built in near our Stem labs, uh, so the kids can go in and out and indoor outdoor activities. Um, and then also looking at being flexible with our learning spaces. School is not what it used to be 50 years ago. School has changed dramatically for our children. Our children are very different. I've been here 14 years and the kids that were here 14 years ago are not the same as the kids that we have now, and the kids that we have now have had to deal with a little something in between, known as the pandemic, which really made education different for them. Part of our being flexible is really giving kids the opportunity to stay with their peers, to keep that sense of belonging, but have the flexibility built in. And you'll see through the plans that will show you to give kids interventions in the same space that they're getting their academic work. Give kids the opportunity to be with their peers more often than not. In many of our schools, if you go into the Bücker school, for example, and your child needs intervention help, they're in the hallway with the teacher's assistant because there's no other place to put them. If your child needs intervention or specialized services at the Winthrop School, they are on stage. If you go into the Winthrop School, the stage is a classroom. Um, those types of things are are things that we wrestle with each day in our schools. And we continue to look at at our, our new design to incorporate all the things that we find that we need along the way. Kids aren't sitting in rows. They're not sitting in rows and desks. Uh, there are all kinds of different chairs and seating and furniture and locations, and education happens both inside the classroom and outside the classroom. I think that's an important piece of how schools have changed. And yet the pandemic opened that door up a little bit for us where we have remote learning. And then we had learning outside, for I was the high school principal, and they weren't tents all around the outside of this building. And we did it. We made it work. It wasn't fun all the time, especially in the wintertime. But the the opportunities were there to grow and learn. So we tried to take those opportunities and that growth and learning and build this into the schools, so that we had these opportunities for kids every single day.

00:05:26,930	S2:
Because.

00:05:27,870	S1:
We think about safety. Safety is really a number one priority for me, for our littlest learners. When you go into our elementary schools, you're in the elementary school. There's no no way to know you're blocking, you know, transition space. Every single one of our elementary schools, we go to the color. When you are buzzed in, you're in the lobby and you need to go around the corner and around the corner to get to the main office. That is not a secure facility. Winthrop abides in. You walked in. You are in the cafeteria and have access to anywhere in the facility. Booker. Pretty much the same thing. Those are things that we need to solve. And this. This building gives us an opportunity to build new security opportunities for our kids. And our staff tells us to lock down in different ways. Helps us to use the building as a tool for safety, depending on types of materials that we use. Um, places we locate doors that will slide with a push button that will slide shut and, and cordoned off certain areas of the building. It really helps us to make the the place of learning safe for kids and our staff into generational opportunities. We trying to build this so there were lots of community spaces. And when you walk into this building you immediately see the library is a conference room that can be used by the public. There's a huge cafeteria and gym all right there in that initial space when you walk in, and you'll see this in the plans purposely designed so that when you walk in, all the community spaces are in one spot. And as I go back to safety, the building can also be closed off where it needs to be so that the community can come in and use their things. And then the other spaces where kids are learning during the day are cordoned off and don't need to be accessed.

00:07:23,470	S1:
Creating community. One of the things I've said since I've gone here is the schools are really the glue that connects the communities. Because we have so many connections with the community, we do things with our class, we do things with our churches, we do things with our scout groups. We do things with internships at the fire department and the police station. We have community opportunities for our kids with people coming in, experts coming in and teaching our kids something that they do for a living, maybe, or talking to them about career aspirations. We have lots of opportunities for our kids to go out and meet with people. One of the best examples, one of my favorite is seniors helping seniors, where our seniors at the end of their senior year go out and work with our seniors in the in the districts within the two towns to do small jobs during one whole day that people otherwise can't do themselves. And sometimes that's raking leaves and sometimes that's moving, you know, conditioners in and out of their windows. So lots of opportunities for community connections with our kids in our schools. And we wanted to keep that with this facility so that the community can still use the facilities. They'll access the facility. You know, we have a number of groups that access our gyms across all of our schools on the weekends and at night. We want to be able to continue that and make those spaces work within our community.

00:08:51,830	S1:
This is our initial site plan. This one. This is our initial site plan. This is, um, really the. On the left side, you see the plan? Uh, outline of the new facility on the right side in red. You can see where the current Cutler stands. The current Cutler is, uh, outlined in red, so that you can see that we would need to fit in the new building while the current Cutler still acts as a school. So the design is purposeful so that they can build the school on the left. The new elementary school, while still keeping kids in the public school space, getting their education. We don't have any other place to put kids, so it was important to be able to pull this off. And I think the architects nice job fitting that in and making sure that that works for, uh, the plan and gives us a good idea of where things will sit on the. The plot of land at the upper school, some other things is that you'll see there are more fields added. We have five opportunities for soccer fields. We have the baseball diamond that would be just flipped from the left side. It's currently on the left side of this plan. Uh, we would flip to the right side and, uh, parking would certainly have to increase as well. And we're working with our parking and traffic people to do studies that have been studies done. Those studies are available on our website, uh, so that you can take a look at them. There are pages of interesting information. Um, so those those are really extensive traffic study done. Um, we look at the parking and how the parking impacts the neighbors. And people around the facilities have been a lot of work and a lot of conversation about how to make this work best. We are still gathering information. So if you see something here, you say, hey, I want to know about X, please ask us and please reach out

00:10:46,330	S1:
and hand these off to someone on the architectural team.

00:10:49,899	S3:
Now, Peter.

00:10:53,370	S3:
Eriksson still minds. I'd like to speak a little bit to the site plan as well. All right. I'll be back. Um, so my name is David Warner. I'm a landscape architect. I'm working with JK. I'm very privileged to be working on this project because I actually when I was born, my family lived in Hamilton, and then we moved to Wenham, and I still have, um, an uncle and cousins who live in London. And I consider this to be lightweights. Uh, as I was growing up, I actually went to the moon curve. My brother went to the cutter. So this project is very personal. And as a landscape architect working with architects, we look very carefully at how all of these different things that Peter was sorry that Eric was just talking about, um, fit on the site. So, um, I'm going to invite certainly questions that we can answer more specifically later, but I'll just give you a few examples. Um, and can we've been making a lot of minor changes over the course of design, as you know, as we started with schematic design. Um, and we've been working on variations of this to and we've been making we've been doing it to the benefit of the surrounding community as we're shifting the building and getting this everything fitting on the site. It's much more responsive and increasing buffers, reducing traffic issues and improving safety and providing safe and assessable look like the existing site. As you know, with the existing building as outlined in red. Since up high and around, there's a lot of topographic change in the site. The new building is situated now spanning the elevation change Channels and grades, so that everything on the site now is going to be fully accessible. And that's a major improvement over the current limitations to the site. The access coming in off of Asbury Street is now going to really resolve the entry and exit points, and the on site circulation is going to pull a lot of the vehicles in through the site. So you don't have those issues to experience how with the congestion and the backs of backups on Asbury Street. The pedestrian is connections coming along on the sidewalk. Sidewalks on Asbury Street are coming in. It's hard to see in this plan. It's a little bit washed out, but there's green lines and you link in your handout, you have a site plan. Those minimize the amount of points which a pedestrian has to cross a driveway. That's really important in terms of getting to and from the building safely and from their surrounding neighborhoods. So this is a very walkable design. And then we've been working very hard to maintain existing trees along the perimeter of the site, so that we can keep those more legacy trees that will act as buffers, so that this building, when it sits on the site, it fits within the landscape. And here is going to be showing you some three dimensional images later in the presentation. That really demonstrates how contextual this building is and fitting within this single family residential community. I think that's very compelling for.

00:14:05,500	S3:
Sure. Thanks. Thank you so.

00:14:08,269	S4:
Much, Tracy. Um, my name is Peter Morgan. I'm a project designer at GC jam, potentially, and I have been privileged to work with the school building committee and the district on this project. Um, taking off from where David left off at the site. Uh, this is the site set. We wanted to just initially demonstrate how this building is navigating topography of the site. We know that the building is a three story building. We have a third story? I think I'll go up. Um, but I think in this project, it's really a series of two story moldings, a step.

00:14:42,669	S3:
Up.

00:14:43,000	S4:
Up inspired. So that's what this section is essentially describing. I believe the diagram at the bottom is actually showing you where we're cutting through the building, and how that sort of upper classroom neighborhood to the south is really a two story building up the hill, one level. Um, so while it's three storeys, we are keeping that building at its closest scale to the residential complex. And in fact, it's surrounded by and it's a very familiar scale to young kids that are going to go on to school there. So that's the seven straight. We're gonna drop down and take a little look at these plans in more detail. Um, now the entrances to the school, there's really two ways that kids are coming to the property. Um, by bus, to the, um, the bottom of the drawing where that red arrow is. That's the main entrance to the school in front of the main entrance, back to the building towards the Haus Esters is the parent drop offs. There's a road that brings parents around the back of the building, pulls that traffic into the site. People like David was describing getting them off fast, very street to an end until the backside that that led the kids into the cafeteria where they can then be dispersed. The gymnasium, the cafeteria.

00:15:54,970	S3:
So sorry.

00:15:55,970	S4:
So those are the two main points of entry. Um, in the mornings. In the afternoons they are locked. There's also a second entry in the upper level that will look out on the second floor plan. So I'm just going to walk through the plans really briefly. We're going to go we're all going to take the bus and go to the front entrance. Uh, there's an entry canopy that's just off the the main entry drive. So if there's anything that either you can wait that can be for your bus or be queued there as you as are leaving the slips, we go up to the front door. There's a vestibule with the secure, um, window where the people in the administrative offices can mosey with. So security obviously. Talk about security. Very important to us in this project. Get into that vestibule and then you can actually go into the the administrative offices, drive it to the right and carpool where you can be led as a school. So once you come in and there talk about where the community spaces are and the classroom neighborhoods, it's really important to us to separate the classroom functions from those community functions after school events or even something during the daytime. So those community functions directly across that main entrance. We have the media center, the music spaces, the cafeteria, the gymnasium. They're all right there. Um, and that cafeteria has a folding partition that can actually open up to create more space for a bigger community events or a larger school gathering. And that's just across the hall. We made it. That's now the first neighborhood just to the left of the entry. We're going to talk about grade reconfiguration and sort of mixing grades on the upper levels. But we really believe that this first neighborhood to the left of the main entry is the first graders. That's the youngest kids. We want them close to the entry. We want them close to the cafeteria. They also have a age specific playground of just outside of their space to the north. The David touched down a little bit. So whether you're going to mix grades in the evergreens, you think this is the first graders on this first level, they can go directly across all the cafeteria, which they assume that off the end, where the gymnasium is a salmon colored space, all the colored spaces are special education dancing spaces. So you'll see those dispersed throughout the building. That was really important to us. Also in our planning was to take the special education spaces and integrate them into each neighborhood. So they're not segregated in their own space in the building. Um, so now we're going to go take a right in the front door and walk down the end of the hallway. The gray space is on the end is a service space like mechanical rooms, etc. the weight space is the big empty flat. And that's actually unexcavated space because the first, the second level is above that on the second floor. So there's a communicating stair that comes to the at the end of the hallway. That brings up to the second puzzles. We're just going to walk up that figuratively. Um, and in the center of that space there's a few classrooms. There's science, technology, engineering classrooms. This building we really see as kind of the steam hub where we have science, technology, engineering, art, music and all those spaces, the shared special spaces that the kids would move to, um, threaten death. So if you walk down the hallway towards them, the cafeteria is on the second level. There's some special education classrooms, the art classroom. Get behind that. Uh, on the top half of the engine green. And then there's three learning neighborhoods on this level. You know, the final, uh, if you go down to the the other end of the drawing to the right, you can see there's an arrow there. It's just a little upper level entry. That's actually the second floor of the building. And there's a stair that brings you up to the third floor. There You can get out. From that level to the playing fields. Sorry, I'm pointing this way down here. But you have to plan that way out to the playgrounds, the, um, the wall ball court, the basketball court and the softball fields and soccer fields. So we'll walk up the third floor into the final learning neighborhood. Now, the learning neighborhoods are comprised of the same components in each area. There are essentially seven classrooms. There are special education pieces of the program which consist of small brain cells. There's one small group per each shared classrooms for every two classrooms. The small grouping that teachers can push out into and can come and push into to do better. Um, they're going to be growing your school throughout the day for the teachers to do their activities. Also in the learning neighborhoods. The quarters are quite a bit wider. That's not just to move large numbers of kids down the hallway to lunch. It's also to create breakout spaces for kids to things outside the classroom that do collaboration. They need teamwork. They can have aides help to help them. There's also a lot of visibility between the classrooms to those break ups. It says let's break up space is our core academic. There's special education and also neighborhoods, classroom neighborhoods, buildings. So then let's take a look. Bring in a helicopter and fly with sight and see how this looks from the air. We're essentially north of woodland. Mean we're looking to the southeast. And you can see on the right hand side of the image is the Asbury Street and the Asbury Street neighborhood. To the west and to the south. You can see beyond the baseball end of the neighborhood. And with the mead wrapping around the horse passengers and the polo club and, you know, being touched on, we really think that the scale of this building gets really nicely within, within the context of residential houses expanding. We're also looking to use those familiar forms with the gable ended buildings, kind of like horse barns. Uh, we're using the we're also familiar break. Um, you know, Frederick Schmidt Helms couldn't come into architecture that we see around this community.

00:21:42,799	S4:
And then looking the opposite direction with the softball field and fairgrounds and the horse pastures on the on the right of the image, uh, towards the woodland with that ridge.

00:21:56,329	S4:
And then dropping down to a street level, we're essentially at the main parking lot where there visitor parking and stuff, parking from the building. You can see the bus, uh, sort of pulling, bustling. I really feel that this is a nicely scaled space for young kids to come along. And, uh, every day that the building form to the left is that first classroom in road. Um, and that's brick. And, uh, the space in the center of the building in Geneva, just the administrative offices and science and technology classroom above. Then, just coming a little bit closer and into the entry, you can see that entry element. Um, we're going to go through those front doors and go into the interior of the building at least, then talk a little bit about some interior spaces.

00:22:45,470	S5:
Hi, everybody.

00:22:46,900	S6:
Um, um, Peter said, um, I'm Alicia Catano. I'm a project manager from JC architecture, and I'm going to speak to you about the interior of the building. And we just wanted you to know that as school architects, we feel that there's no more important work than designing and creating environments for your young learners. And as architects, we really enjoyed collaborating throughout this process that some of you have heard about, that have come to these meetings. That's created a new school for all of your key. Um, grades one through five learners in the district. and, um, really had a had. I had a wonderful experience. And that design that we've come up with embodies the district's educational program that Eric spoke so eloquently about, as well as adhering to your budget and your schedule. And although we don't live in your community, we just want you to know how important to us as parents and grandparents, just like you people in the room that we've worked to create your new school that is secure and welcoming and sustainable and really just a joyful place for each of your precious children and grandchildren to come to every day. So having said that, the images that you've seen today are really a snapshot at the time about the card design, and please know that this design is going to continue to evolve as the project moves forward through the phases to make sure that the building aligns with the educational plan and your budget. So that said, let's look at the current images. So the the image that you see here is the front entrance when you come into the school is what we're referring to is Cutler Boulevard. And it's that community space that Eric and Peter spoke about. So the idea here is to build upon some of those important ideas from visioning, like a life filled, wonderful space to come into. So on the left of the image, you can see the eye glass wall that looks out into a courtyard space where there are opportunities for both learning and play. And within the space. We want to develop a Hamilton centric identity where you can see, you know, examples of, um, community images, be it the logos or images on the walls to customize the space for your community. On the left hand side, on that wood panel, we're going to build upon that idea of the school as a teaching tool. And what you're looking at is an energy dashboard where we can monitor the efficient systems in the building and let the students have an opportunity to see the energy usage and tie it into their curriculum and what's going on in their science class and their environment. And the back of the image we see a stair leading up to the second floor. This is the second floor of Cutler Boulevard and we will be designing. As you can see, it's a universal design space that has both ramps and stairs and elevators so that the entire school is accessible to the all of your students and will be utilizing things like patterns and color and warm wood tones to make a warm and welcoming environment. And we really look forward in the future phases to working with the students and the teachers and the rest of the community to develop a character for these spaces that truly builds upon the details and the feeling in Hamlet's and realm. So this is a view of the gymnasium and cafeteria that covered both Eric and Peter. Both speak about in the foreground. We have the cafeteria, and in the rear of the image we have a gymnasium, and there's an operable partition in between that can allow these each of these spacious spaces to function separately. Or if that operable partition is opened, it can be that large space for either a community event or an entire school assembly in the foreground. You can also see that there are different types of seating that offer different opportunities for dining and socializing for the students, which is an important part of their day. And it will also have opportunities for both a more active and quiet dining, because we know that each of our students needs to learn and experience space in a different way. So next is the very important breakout spaces. And the reason that these are so important is that as we've heard about, we're working very hard to create unique learning neighborhoods that our smaller little communities within this school. And I think that this opportunity to come back with you to build upon these unique spaces and, you know, at other schools, we use things like different colors for each neighborhood or a different theme, and we're really excited to, in the next phase, have some workshops where we engage the students and the teachers and those of you in the community that would like to join us, to really garner the students ideas with their sketches or stories, because, you know, these little guys are the experts. They're the they're the students. They they know what they want to see in the school. So we're there to listen and build upon those ideas and make these spaces flexible and adaptable. And as you can see, there's glazing adjacent in the, in the, the classrooms so that the teachers can still wander to these spaces, spaces. And as we heard Peter speak about, we can have group activities. We have breakout spaces for project based learning, and there's opportunities for writing on the whiteboard so that we can see different kinds of flexible seating for the students to enjoy, little spaces that you can get to. And in the rear of the image, you can even see some bookshelves where we can take different. Um, to, to work with the curriculum, different kinds of books out that changed through the year and really helped those spaces adapt. So each of these little small scale neighbors afterwards has a different experience as the students journey through grades 1 to 5. And um, for those of you that have been to other meetings, this slide is actually a picture of a classroom at the Manchester Memorial Elementary School in your neighboring community. It's also a JC day project, and this was a good example that the district and others on the tours enjoyed to show and represent the basic building blocks for a good, healthy school with, you know, with many acoustics and healthy materials and indoor air quality, thermal comfort with efficient systems and really good just indoor air that we've heard, you know, like. Superintendent Tracy pointed out, if we've come to value so much since the pandemic, and then last but not least, all kinds of wonderful natural light, all of these things combined to make much improved academic outcomes. So those concepts are represented here in an image of what we foresee your classrooms could make. And, um, another opportunity that we really look forward to in the next phase. Should, um, the project receive a positive vote in the spring is to build what we call a model classroom. So we test layouts and we get actual furniture, and we bring some students and teachers in to test drive, if you will, to make sure that there's different kinds of furniture. Be it fidget stools or loose, comfortable furniture or different arrangements to make sure that all of these classrooms are set up for success for each of our learners.

00:30:30,000	S4:
Thank you.

00:30:33,470	S4:
Good evening everybody. My name is Kevin Ingram. I work for PMI consultants and I am proud to represent the towns of Hamilton and one in this district as your owners project manager. I represent the residents, the building committee and the whole project team, uh, helped lead Eric and his team through the myriad of MSBA, uh, milestone requirements and modules. And I have been with the project since you're invited into eligibility. And I'll be here hopefully until we turn the keys over to the district, um, which I have behind me on the screen. And so it's up to read. I'm sorry. On the right, I will say that all this information up here on the screen is available on the MSBA website. It's a great website. Go to construction class and architectural classroom and this will pop up. This track what this track represents. You see it's going up. The bottom represent is.

00:31:28,099	S1:
The doll is on.

00:31:29,000	S4:
The left. And when I'm showing it was what everybody knows is that the cost of everything is on up. And that includes construction. But the good news on the left hand side of the screen, since.

00:31:38,470	S1:
I.

00:31:38,630	S4:
Started with this program, what is also gone up is the SBA's contribution to this grant to this program. When we first started, uh, the MSBA was reimbursing the towns, cities and College of mass um, $432 per square foot of eligible space. Last Thursday, on Friday, we received confirmation from the MSBA that they had accepted our schematic design. We've done a robust back and forth over the last.

00:32:08,130	S1:
Month.

00:32:08,829	S4:
Of somatic design that we submitted in December. And what I'm going to show in the next slide is that although the.

00:32:15,269	S3:
Costs.

00:32:15,630	S4:
Have gone up, the MSBA reimbursement has gone from $430 square foot to $645 a square foot.

00:32:25,170	S7:
Over two seconds.

00:32:30,170	S4:
Okay, so this represents our project cost. When we first started our program, it was called the preliminary design phase. And that's represented in the far first column. And it is just what that sounds like. It's preliminary designs where we do a lot of investigation on existing conditions. What shape are your schools and what needs to be improved. Or report this to the MSBA. Once you pass their milestone, you go to the next phase, which is preference somatic report where we build on all the data we collected and we toss out options. We costed out over 14 different options, starting at a code upgrade to your color school, and went from, uh, an addition and renovation to the school, and then also new floor new schemes for the school. That was the requirement of the MSBA. We passed that milestone as well, and the MSBA agreed with us that the most economical way to approach this project was a new build. What report from this screen is you'll see on the left hand side. When we started, we were approximately.

00:33:39,630	S1:
$150.

00:33:40,329	S4:
Million in total project cost with our verification of our reimbursement rate. That's in the middle section. We just learned last Thursday and Friday that our reimbursement rate will be 51.28%.

00:33:55,430	S4:
So we're doing, um, uh, I'm sorry I lost.

00:34:02,630	S1:
My.

00:34:02,869	S4:
Good, 51.28%. So going up to the top box as we see in today, after further refinement, listening to all the input we got from public meetings, from user groups, critiques, from the MSBA, going back and challenging our architects, challenging our superintendent teams. Is this a have to have or nice to have? We were able to refine our programs, still meet our educational plan, and our project cost has gone down to $142,266,034.

00:34:34,099	S4:
The actual construction costs, the nuts and bolts of that are $108.5 million, and a reimbursement rate that we're expecting from the MSBA will be between 48.8 million and 50.048 million. Leaving costs here for Hamilton and Wenham to pay in accordance with their district agreement between 92 and $93 million, which is down from our initial estimate of $110 million. So we have continued to work again with the team, with the building committee, with the MSBA. To bring this in is economically achievable. Achieve in our educational plan, which I think we have done. Um, so we have ventured into the next phase with the MSBA, which next week, on Monday we start what's called a project scope and budget negotiations. And the ultimate outcome of that negotiation will be it will verify what square foot is eligible for reimbursement. We will verify, um, some some elements that may or may not be considered by the MSBA. We're going to find on your behalf to make sure they consider all swift that we can. And ultimately, we'll end up with a.

00:35:52,570	S1:
Contract.

00:35:53,269	S4:
Which is.

00:35:54,030	S3:
The.

00:35:54,269	S4:
Total project cost that we will not exceed. As as we said earlier, some of the architects will continue to evolve with the design and perfected with more input. But what will not change is the total project cost and the potential maximum reimbursement from the state. That's a contract that we're going to make that we cannot exceed. So we can still work within the square footage of the building to affect it and make it perfect for Hilton and Wyndham, but the budget will not increase the amount a lot.

00:36:23,199	S3:
To.

00:36:25,269	S4:
Us. So back to our.

00:36:31,300	S1:
Thank you Kevin. Public QR codes for our website. And on the right side documents and reports. Any documents are important that we've had that we've done with engineering or traffic or anything like that is available on our website. Is there a quickest ways to get there? If not, you can go to schools dot net and put on the project under the about section. Take you right to the site and everything that we have available Abbeville, including these presentations. This presentation will be on there tomorrow morning. Uh, as soon as we finish them, we put them right up and try to get them out there public so that people can see them and have access to them. Previous community forums have been up. Any information that was presented to the school building committee over the last seven months as, as is on there, uh, and that gives you a little bit of a timeline if you want to see, you know, where we started when we started investigating.

00:37:24,269	S3:
Over.

00:37:24,670	S1:
I think, over.

00:37:25,230	S3:
30 properties.

00:37:26,030	S1:
Around the two communities to try to figure out the best place to put a school. So with that, I will open this up to questions, answers or comments. And certainly I got to run. We're going to run around the mic and we're going to ask you to just, uh, see your name and where you live. And anybody want to try not to cross these two mics here.

00:37:49,269	S7:
John.

00:37:51,670	S6:
Jill shine tonight live on Asbury Street, right across from the field where it's going.

00:37:57,000	S8:
So my question number one and I got 500 question key things is are you going to play at the bottom.

00:38:06,670	S6:
Level of the.

00:38:07,170	S8:
School bulletproof windows.

00:38:11,800	S8:
Question one because I don't know if that's been answered yet.

00:38:16,329	S1:
Bulletproof. No it is called school Guardian Glass. Okay. Impact resistant. It's not both. We could we couldn't afford it.

00:38:26,929	S8:
Exactly, exactly.

00:38:28,730	S1:
That can be that much expensive. But, um. Yeah, it's called school guard. And I think dagger, if I remember.

00:38:36,530	S3:
Deborah's elementary school.

00:38:37,900	S1:
May have put it in.

00:38:39,070	S8:
Okay. And this is.

00:38:40,730	S7:
Sandy.

00:38:41,730	S8:
Okay.

00:38:42,199	S1:
Came out of Sandy hook.

00:38:43,300	S8:
Okay. Good question. I'm glad you answered that. Yeah. And this is first through fifth. Correct. Where is the kindergarten going to be?

00:38:50,900	S1:
So good question. Kindergarten and preschool currently reside all over the place. Griswold is in the Winthrop, and the kindergarten is spread out across the three elementary schools.

00:39:00,300	S8:
Where is it.

00:39:00,599	S1:
Going? They would all go to the bigger school. Okay. Plenty of room. Beautiful opportunity for us to take advantage of a beautiful building. Um, when we went through this process, initially, the SBA clearly identified the coupler as being in the worst shape. The Winthrop is being the second worst, and it would not even touch the Griswold. They said there was plenty of life. Not so. We believe we can use that the way it's currently set up. Uh, we've been putting if people have paid attention to budget process over the last three years since I've been.

00:39:30,130	S3:
Here.

00:39:30,699	S1:
We've been putting money in there each year in the budget to continue.

00:39:33,929	S3:
To.

00:39:34,369	S1:
Um, fix it up, if you will. We'll continue to do that as needed.

00:39:37,300	S8:
So by going to have more of those schools dot net about slash slash above slash Hale elementary Friday, both of those QR codes are under mask. I got a lot of question about like taxes and.

00:39:52,929	S1:
Everything everything's like.

00:39:53,570	S8:
This.

00:39:53,769	S1:
But yeah. Tax. Tax questions will get answered soon. We're working with the towns to. To the, the.

00:40:00,469	S3:
The debt kind of the debt.

00:40:02,170	S1:
Scale if you will. And part of that will be figuring out the final number. So we have a meeting Monday with the state. And that will bring us to a board meeting with the state.

00:40:10,570	S3:
In late.

00:40:11,269	S1:
February.

00:40:11,800	S3:
26th.

00:40:12,329	S1:
I think that board meeting, they determined whether or not they signed the actual project scope and budget with us, which is the number we get to say, okay, now we can look at it from a tax perspective. It breaks. I am sure you're familiar with how it breaks out 65 ish, the 35 ish for 65% of the 90 plus million to Hamilton, and 35 is to Lanham.

00:40:35,670	S8:
And the other question I have it probably cannot answer is how it's going to affect my septic system and the water runoff and all that, you know, you know, I right across from where the school is going to go.

00:40:48,199	S1:
Yep, I did anything.

00:40:51,429	S3:
I'm Roberts with J.C..

00:40:53,429	S1:
Principal in.

00:40:54,000	S3:
Charge. There will not be any impacts to the neighboring properties.

00:40:58,400	S9:
From this design of the facility. So the septic for the school will remain on the septic. Any stormwater will remain on the site. There'll be the stormwater catchment and the water quality structures incorporate the design to assure that.

00:41:14,170	S8:
And then the school, like the traffic is then go behind that where.

00:41:19,199	S1:
You can see that big blue line that goes around the building.

00:41:21,769	S8:
Over and.

00:41:22,300	S1:
Over. Okay, I'm glad you're here asking questions.

00:41:25,429	S8:
And then the buses, they're going to go.

00:41:27,869	S1:
In the front, curbing the front. We have 14 buses that service our elementary schools. So 1314. Yep. Thank you. You're welcome.

00:41:40,829	S7:
You have one with us back then on that. Were you in the back?

00:41:44,769	S8:
Did what.

00:41:46,429	S7:
I said I'll just bring.

00:41:47,900	S8:
That line first. Oh my God. What? I'm an outcast.

00:41:52,530	S10:
Oh, no. You're right.

00:41:53,369	S8:
You're glad you're going to go and see Hartford for the night drive. So I'm in the butler, and I'm very concerned about what the building and parking facilities will do upon the night sky. And the lighting that will ensure that windows were not lit up like a Christmas tree. We don't want that.

00:42:18,570	S1:
Great question. I had it out here for an answer.

00:42:22,130	S7:
Well, you.

00:42:22,469	S1:
Have answered this one before.

00:42:24,329	S4:
David once.

00:42:25,429	S3:
Said. Yeah, I can certainly speak to the site that does the landscape architect, with all of the site lighting that's going to be used in this project, will be pulling dark Sky compliant. What that means is that the fixtures have a horizontal cutoff to them, that they don't shine the light above that horizontal line, but more importantly, it's about the lighting, the areas only as immediate. So the amount of delay that we need to provide for partisan areas of wildlife is governed by the, um, uh, by the lighting industry as far as, um, you know, minimum levels of like an average of uncooked candles. But when you go from your parking space to the building, um, we're not lighting everything up all the time. I think the controls come into play here, too, in terms of the livability and also being off, um, when they're not needed. So, um, with LED light fixtures, as you're probably all familiar now, because it becomes so commonplace, um, you don't have the, uh, warm up time, you have the old, uh, metal halide that's saying vapor lights that have the ballast, that kind of warm up, and they're on all the time. LEDs have our s, and on and on and off. And they're also developed. So it comes down to controls. So you're not lighting areas that don't need to be illuminated at certain times of the day and user specific. So when you have an evening program, then the lights will be on, but then they can be turned off for dim down, um, for security purposes. So it's certainly not illuminated by Christmas tree. It goes the question also about the building and the lighting in the building itself. I don't know if I just jump in.

00:44:06,800	S4:
I thought I would in. Thank you. David. Um, so as, uh, art school, along with just about every school that's built now in the recently is where we're seeking to achieve, um, lead status. And we have an extra incentive points for that. This is going to be a sustainable school. And every school that's built now has an automated building system. We're working with the facilities department to make sure that we get an automated building system. They can actually operate and don't need a PhD to operate. And part of that element is control of the heating, ventilation and air conditioning so that it runs as efficient as possible. And another component of that is lighting controls. The lighting controls will also be through the automated building system where you can set like tonight. If there wasn't an event here or not basketball, there wouldn't be a need for all the parking lot lights to be on. We could program that our facilities, right? That goes in. He puts in a bank calendar and the lights will only be on the needed. So there are all kinds of controls built into this system that will help make us sustainable and energy efficient.

00:45:11,530	S1:
How about I just.

00:45:12,369	S3:
Did this.

00:45:13,130	S1:
Come up in the past? The fields are also not related. Somebody had asked that the last form. I just want to make sure that that's clear. None of those fields have night lights.

00:45:23,670	S3:
So yes.

00:45:26,000	S4:
Jared Ward when.

00:45:28,199	S3:
I'm on the city.

00:45:29,170	S4:
Com and when I.

00:45:30,599	S3:
Went to a meeting last night that I was told that I would get answers to the respect to.

00:45:34,929	S4:
The tax rate.

00:45:36,030	S3:
At this meeting.

00:45:36,869	S4:
Tonight. And I'm disappointed.

00:45:38,469	S3:
That we don't have the, um, I'm.

00:45:41,099	S4:
Looking at a schedule here.

00:45:42,329	S3:
That.

00:45:42,570	S4:
Says.

00:45:43,469	S3:
That.

00:45:43,699	S4:
We are required to to post a joint meeting with the Select Board final budget and budget recommendations.

00:45:50,599	S1:
For.

00:45:51,030	S4:
The project. Train leaving the station on February 18th. When will we.

00:45:57,769	S3:
Have the effect.

00:45:59,170	S4:
Of the tax rate for.

00:46:00,670	S3:
The.

00:46:00,800	S4:
Citizens.

00:46:01,369	S3:
Of Vietnam? I understand that the Hamilton's.

00:46:03,570	S1:
Income.

00:46:04,369	S4:
Has been very proactive.

00:46:05,500	S1:
And they have some.

00:46:06,230	S3:
Estimates.

00:46:07,400	S4:
Which.

00:46:08,070	S3:
Basically.

00:46:08,800	S4:
Are.

00:46:09,070	S3:
10.

00:46:09,630	S4:
To 12% tax.

00:46:11,199	S1:
Increase.

00:46:11,829	S4:
In Hamilton. They, however, have some.

00:46:14,800	S3:
Significant.

00:46:15,400	S4:
Benefits.

00:46:15,900	S3:
That.

00:46:16,070	S4:
They.

00:46:16,269	S3:
Will.

00:46:16,469	S4:
Derive from this project because.

00:46:18,500	S3:
Of the fact.

00:46:19,070	S4:
That they.

00:46:19,400	S3:
Will.

00:46:19,570	S4:
Scrape the Winthrop site.

00:46:20,869	S1:
And.

00:46:21,429	S4:
Obtain benefits.

00:46:22,230	S3:
From that.

00:46:23,000	S1:
Wenham does not.

00:46:24,769	S4:
And therefore, you know, I don't want to be left.

00:46:29,030	S1:
Holding the bag.

00:46:30,099	S4:
On.

00:46:31,400	S1:
February 17th.

00:46:33,630	S4:
Saying.

00:46:34,429	S1:
Here's the budget.

00:46:35,469	S4:
Here's the numbers, Mr. Ward. Okay. Okay. So I, I implore you, please work with.

00:46:44,369	S1:
The state and get.

00:46:45,269	S4:
Us the figures so that we can make an intelligent recommendation as.

00:46:49,230	S1:
We are.

00:46:49,570	S4:
Required to do by law.

00:46:51,300	S1:
To.

00:46:51,630	S3:
The Select.

00:46:52,099	S4:
Board. Understood, sir. And as I reported, we had just received Friday morning. Um, BMC gets their data for the reimbursement rate from door. And they had just completed their effort and were reported to us without final reimbursement rate would be for our project scope and budget, which are reported at some 53%. Did I mention I'm going to finish? And then I'll answer any questions you have? It's all part of the story. Um, so with that rate lock in and with our meeting on Monday, the Project Scope and budget conference will we'll hammer out eligible and eligible square footage, which is down to 1000ft². Were right there. We will finalize that number. But in the meantime, we're working with the finance store at the Penny, who secured the services of a bond counsel and bond adviser, so that when we finish that negotiation, hopefully early next week, we will give the number and it's right in that range, assuming that range of gauge. So they're already working on it. We'll solidify that number with the state as early as we can next week. And then we want to have some kind of interactive or something on our website where every citizen will be able to go on there and look up the value of their home and see what the tax impact is. So we're working towards that. I apologize we didn't have it tonight, but we just got our confirmation on reimbursement rate and the old cane to populate that into our total project cost worksheet Friday. So we worked over the weekend. We're going to work with bond counsel and get that out as soon as we can. Yeah. Thanks for watching.

00:48:29,900	S3:
See?

00:48:38,429	S9:
Uh, Steve McWhirter, 18 tungsten drives. Um, just want to reiterate, um, size of the school. It's the size of the high school. It's too big for the lot. Um, I like how they brought up in Chester.

00:48:54,170	S3:
So we did.

00:48:54,630	S9:
Good. Um, a school elementary should be the size of Cutler. The 66 million on that lot. There's septic issues on this lot. Uh, she would go to the corner of the Asbury and going in 28. That's the only place of production. I mean, overlooking history on that lot. Uh, it's very unlikely they could get a septic system. What size of the sewer? Street. Where? We don't have engineers here with us. The engineers on their own site. Uh, they have indicated last year, uh, they get water right by the schools looking at ten feet. the driver drop. A lot of water goes Rachel this area and go right across that lot where that baseball field is at the top of coupling, it goes to the other side. Um, 25 years ago, a whole neighborhood gets flooded. That's why it goes through telling what the need across the street. The water has to go somewhere. It's not to remember what it's going through. The wet weather, as you can see, 150ft away through a lot from the cycle of soil. So there's a lot of concerns. Other towns so far Watertown, a $200 million crossroads. Uh, they didn't budget for solar. Things cost $15 million with a 50 cent that Kevin's talking about the total case. So we have to be real careful. Figure out select board member until last year, said County. Hanlon said. About how do you feel about two? So you got his family? Uh, what else do you have? Um, local $400 billion project. Same process here. Get rid of us a lot more than we're going to get the real birth. And, um, they just went into spectral, and the doors are often on the outskirts, so these processes are way out of hand. Well, past the honeymoon system was, um, and then, uh, else to carve up. What? Kevin. What I'd like what we'd like to know is, um, they didn't keep saying $100 per square foot reimbursement. 600, a thousand. What are we based on the guests and going to cost us $1,000 a square foot to build 2000? We are cost, but we need to build something to perfection.

00:51:28,699	S4:
Okay, so there was an awful lot there. Not in the form of a question, but in statements. But I'm going to address them. We have a team of engineers that are working on this project, and they have been from the preliminary design. We have mechanical engineers, plumbing engineers, fire protection engineers. We have landscape architects. We have registered professional architects. And everything that was stated is being designed by a professional engineer or architect. We will meet all codes, we will be sustainable and we will be Leed certified. We will hire a construction manager that will be responsible to bring this building in with us as a team, on time and on budget. As I said, there is no opportunity for more money once we take that vote. It's capped the square footage by the MSBA. It's capped. We're going to sign a contract with them that we can't exceed. Are there problems in construction? Absolutely. How are we going to address them? By hiring the right construction manager to help us mitigate water during construction. Have temporary basins treat the water before it hits the catch base. Let's make sure it doesn't roll onto your property. All thing that is part of proper engineering and claiming we're doing now. The question about size and school I brought I for the new people. We talked about this last meeting as well and I'll bring it up again. I got my notes from last time. It's the school. Mega school. Know many cities and towns now because of just the economy and the way things are. Can't afford neighborhood schools and then consolidated. The MSBA is allowing and I would say actually pushing that that you should try to consolidate to save cost. And I can tell you, as I did the last run, um, in just our neighbors and or the district elementary school, West elementary, 925 students, Swampscott seaside community 900 students. East Hampton a thousand. Again, these are all elementary schools, not high schools, not middle schools. Elementary schools. Both. Northbridge thousand and 30. And on and on and on I can go. This isn't a mega school. As Alicia said, we're building a school that is neighborhood based. We're making small neighborhood communities within within the school. We've got a nice complement from the MSBA, the Facilities Assessment Subcommittee meeting, and I'm going to want you to quote it's on one of our slides. But the MSBA working group, the people that look at our design complimented them.

00:54:07,829	S3:
To.

00:54:08,030	S9:
The US.

00:54:09,929	S3:
Where is it with that?

00:54:11,400	S4:
I don't know what the blocks, you know, because I haven't had my break glass to be rid of this thing.

00:54:16,369	S9:
Um.

00:54:17,130	S4:
MSBA Facility Assessment.

00:54:18,730	S9:
Subcommittee.

00:54:19,969	S11:
This project is a small neighborhood scale sharing resources and school cultures.

00:54:25,099	S8:
Where it is.

00:54:26,829	S4:
That was a comment that was made, um, something apart from the MSBA. In reviewing our preliminary plans right through schematic designs, it complimented how we took the amount of students and drove them up into our float and into little learning communities. So I think I addressed all your comments. If I missed.

00:54:46,170	S1:
I'll.

00:54:46,800	S4:
Gladly answer.

00:54:51,170	S8:
It.

00:54:53,969	S4:
I just I just thought of one thing. It's the swim fit cost. We are approximately $844 per square foot. I will verify that and go listen to tape. Um, and the reimbursement rate, the 645. As I said, you're correct. It's eligible square foot, $645 per eligible square foot. We meet the MSBA eligibility. In fact, we had a very productive meeting last week where we made a balance between the gymnasium and the cafeteria to better size our on cafeteria that resulted in more eligible square footage than $2 million in additional reimbursement. So we continue to fight that fight. That's right, that's right. Thank you.

00:55:37,929	S11:
Good evening Erin McCarthy and Ben Sexton. Cunningham drives. I've been.

00:55:42,829	S1:
With.

00:55:42,929	S11:
Him Whitman for about 20 years. And we moved to Hamilton. One of the priorities of moving away from Boston, away from Salem, was to move to a small town with small schools. And they did a wonderful, wonderful job of educating our children. Our son and daughter attended Catholic school, went on to the middle schools and on. I can't say enough wonderful things about the education that they received. They got it. They got it dialed in. Now we want to take it and we want to turn it upside down. We really want to tear up the fabric at the top. What they want to do is take and drop a thousand people into our neighborhood. Oh, how did I come up with that crazy number. Well, 7 to 800 students. Cafeteria staff, teaching staff, administrative staff, 12 diesel buses out in front of the school. And then what about the people in Bucharest? They can't send their kids three blocks over. No. They're going to take a third grader who is 8 or 9 years old. Stick him on a bus. Needs to be thrown out of the town. Somebody thinks that's a good idea. They want to take the families who used to attend the school. And, um. Uh, I'm sorry. The Winthrop School and the people from those neighborhoods pull them out of there, knocked down the school, take them away from school, put it in a landfill. Is that very green? I don't think so. I think from an ecological perspective, to see the Winthrop School, to see the color school put into a landfill, I think it's a horrible idea. We don't maintain our school property. My background is in maintenance and electrical distribution. Power design. He talks about building automation systems. Talks about design systems. These are complicated systems made by Siemens and carriers and other manufacturers. They need a lot of maintenance. They need a lot of expense. These are layers and layers upon maintenance and costs and expenses that we don't do in this home. The walkways are crumbling behind the colored school. The paint is peeling off the building. It is just an aberration the way we don't maintain our expressions. We have great teachers. I personally have voted for.

00:58:04,599	S4:
Overrides.

00:58:05,670	S11:
To bring money to the school for the override. I want people to realize the scope of the school in the project. We're going to have a wonderful loop. We can.

00:58:19,699	S4:
Stage.

00:58:20,369	S11:
29 cars so they don't go on to the street and cause traffic congestion. What about the other 500 cars.

00:58:27,230	S4:
That are out.

00:58:27,769	S11:
There that are trying to come down to Asbury Street and the buses that are coming in? I'm telling you, we need to do better for our children. First and foremost is the education of our children. And they have received a wonderful, wonderful.

00:58:43,030	S4:
Education.

00:58:43,829	S11:
In the small schools. Renovate. Repurpose, revitalize. This is not the answer. And this is really, really not the way to go. Thank you.

00:58:55,230	S12:
Very much. Thank you.

00:58:59,000	S12:
Thank you.

00:59:00,329	S4:
Um, I'm just going to point out one item that was on this slide, and I'm going to turn it over to Eric. But first, the work of school demolition is not part of this project. Um, on the, um, probable cost worksheet, that was up to the budget. There's a line called incentives for maintenance. So as part of our preliminary design program, Eric and his team had to submit years worth of records on school budgets and costs that they have been spending on all three schools, and one of the items they had to provide data on and prove was how they maintained at what level. The MSBA then does an analysis and they reward you with maintenance and incentive points up to two. It's 0 to 2 points. Hamilton won and received 1.76% points, which is one of the highest percentage points for maintenance that I've been involved with. And that shows that the buildings were in fact maintained. And as I said earlier, we did an analysis for the new people. But people do look familiar. You've heard me say, as part of the preliminary design phase in the PSR preferred schematic report, we analyze upgrades only renovation only renovation with an addition and new we provided cost data. We collaborated with the MSBA and they agreed that this was the most economical and reasonable approach to consolidating two schools and getting to it at the same time. Thank you.

01:00:26,929	S9:
Something about it.

01:00:29,769	S5:
Hey, my name is Terry Ford. I can be reached at three Stage Hill Road at the Wenham, Massachusetts. But I did grow up in Hamilton. I attended Winthrop Elementary School. The miles are middle school and then this high school. Um, and hopefully I was done. Will be attending this new school in a few years as well. I was wondering if you guys could speak a little bit about what happens if we don't take the MSBA funding now, and what that means for downstream projects in terms of renovating this high school that I attended 20 years ago. Um, and what that sort of means in terms of like for Hamilton Wenham, for maintaining our school district. Um, and a bunch of people have said it, but I got a great education here. I think regardless of what side you're on in this discussion. Hamilton, my name is a great spot to go to school, and I think everyone is very engaged in maintaining that.

So. 01:01:28,099	S9:
Tell me.

01:01:33,670	S3:
Something specifically you.

01:01:36,199	S1:
You're you're curious more about if we don't if this doesn't pass on. Okay. Yeah. So if this doesn't pass on the town meeting or on the ballot or any of the four places it has to pass, um, then the MSBA gives us time to reconsider. That's solely up to the school committee to decide whether we we take it on the shot at a vote. Um, some communities decide to. Some communities don't. Uh, after that, if we still say no, then we're on our own. The MSBA will generally walk away. We continue to request, uh, to be included in in future SLI soy staple in Madrid. Or just how we got into this process? Um, yep, yep. Ipswich right next door. Who, uh, didn't pass theirs I think six years ago ish. 6 or 7 years ago. And it took them, uh, full seven years just to get them invited. I heard they just got their invite recently, so, um, you could wait that out in and hope to jump back in that process. Um, which is the process about a five year process. Um, if we don't pass it or you continue to move forward and say, we say we just simply bring our buildings up to code. The code upgrade is the coupler alone just code upgrade. This does not change things like roofs, windows, things like that. They literally go inside and look at everything that does not is not Ada compliant. Uh, like the ramps that are in that building is about $48 million and that would be 100% carried by the taxpayers. There's no reimbursement from the state at that point. Then if you did the same thing at the Winthrop School, it's used the same number roughly using it as a rough number, because Ada compliance is the number one thing the state will look for. It gets trickier when you start to do these renovations. Um, and then you do it again at the Booker, or you don't do it at the booker and you say, hey, we got to put money into the high school. You're now looking at $150 million carried by the taxpayers over, um, a 20 year period. 30 year period. I don't know how how much time you can do that in between right now. Correct. Just renovation. Yeah. Just actually, not even it's it's literally just Ada compliance. Um, for the Carver school is approximately $48.8 million.

Yes. 01:03:56,369	S5:
So it's worth that in anything. But I'll take it that.

01:04:00,469	S8:
Public doesn't show up the way you see for.

01:04:03,400	S1:
It. Yeah. The reason the reason there's no, uh, Ada compliance at Winthrop. Winthrop was not actually included in the project. So if we said we don't want to touch Cutler, we want to build Winthrop to the MSBA, they would have pulled out and said, no, we want we're giving the money to the cobbler project. That is your most your school is has the most need for repair and improvement. So that's that's one of the reasons we don't have an EDA number for the winter site. We couldn't just pick the Winthrop site. The state was basically making us specifically focus on the copper site. They did not want to entertain the opportunity of combining the schools on the copper site. Um, if you go on to our website, there is in the early stages there, there are, um, outlines of approximate costs for 14 different, um, renovation, uh, renovation and then addition or full, full builds, if you will, for the one, I'm assuming the Winthrop and the copper sites.

01:05:05,400	S13:
Why would you consider that?

01:05:08,300	S1:
Because it wasn't when they looked at our buildings, they were specifically looking at the most deteriorated building to say, okay, we're going to focus on this building. So we had nothing to do with the lease renewal because the both leases were in approximately the same place as people don't know. So people who may not know school. The school district does not own the elementary schools. We lease them all from the towns we lease the to. The winter are going to come from Hamilton, and we leased the duka from one of them. The only site we own is the high school. Middle school site.

01:05:39,130	S3:
We've been doing this for a while.

01:05:40,730	S1:
Oh, good.

01:05:41,630	S3:
Good.

Tim. 01:05:42,730	S11:
All right, Jim Purdy.

01:05:44,429	S4:
Y'all went on.

01:05:45,570	S14:
Could you discuss or repair or give us a sense of what the school on Walnut, uh, trends are for the next several years? And how what happened to the eyes of the school?

01:06:00,369	S1:
Good question. Currently, about 680 students at the elementary school level, uh, in this building configuration. When you're looking at Grades. There are approximately 130 kids, 100 2830 kids in each grade level. So we're looking at 680 in grades one through five. Uh, right now, this year, if you look at our numbers, we went up a tiny bit, uh, in this school year, and next year we'll go up a tiny bit again. We'll have a couple more years where it kind of flattens out, and then it'll go up again, the MSBA. Uh, people may have noticed the, the site size. The the building size was 740 students. The MSBA builds in approximately 60 seasons for future growth. So one of the things that you do find is they look at birth rates, they look at all the kind of fundamentals in each of the communities to see who's moving in, who's moving out, what are the birth rate, live birth rates in the, uh, create these numbers that are, uh, slightly higher than what you have for your current numbers. So our number right now is 681. It'll probably hover in that range for the next few years and then start to bump up a little bit.

01:07:10,369	S8:
So you can't have it both ways. It's either 1.76 that the MSBA said would do a great job with maintaining our schools and coming to a school committee meeting.

01:07:20,829	S5:
And hearing that we.

01:07:21,469	S8:
Have maintained the schools for 30 years. Which is it? We've got a high school roof that our news director just told us. You've told us we're in the pipeline with the MSBA. That's a dead exclusion. The middle school is going to need the same.

01:07:37,969	S9:
Schools.

01:07:38,429	S8:
Wait, wait. That man. That. Oh, let me finish that. I'm not going to. You talk about the Winthrop site not being in consideration. The Winthrop site was never in consideration because the HCC, for well over a decade has one and two developed that site. On to the town. The town wants to sell it. There's there are minute meetings of minutes going way back before April.

01:08:01,630	S5:
Where.

01:08:02,170	S8:
John McGrath lines it all out.

01:08:04,269	S5:
For everybody.

01:08:06,429	S8:
Now, this might be a great, beautiful school. How are we going.

01:08:09,329	S5:
To afford.

01:08:09,769	S8:
It? I said this out of how many times this is going to be a debt exclusion?

01:08:14,170	S3:
Yes.

Yes. 01:08:15,369	S8:
That doesn't mean it excludes debt. That means, according to John McGrath in Hamilton, the tax rate and went on to up 11%. That gets baked into.

01:08:23,600	S5:
Our.

01:08:23,800	S8:
Tax rate. We have the two highest tax rates in Essex County.

01:08:29,569	S6:
After that.

01:08:30,569	S8:
We are supposed to be needing the debt override. Now all of a sudden we don't. They really misspoke at the first board meeting, he said 1.1 million for the teacher, the union contracts that were just thigns coming out of fiscal year 25, fiscal year 26, we need another 1.3 million. That 2.4 million drives 70% of the school increase in budget. Now everybody's done such a great job. We don't need operational overrides in Hamilton. We don't need. What have we done for the school? Because we've taken all.

01:09:03,970	S6:
Of our.

01:09:04,270	S8:
Free cash and brain when he doesn't understand what that means. Free cash is neither. It's not free. It's not money sitting on somebody's desk. That's our tax money. You want to talk about the reimbursement from the state? Whose money do you think that is? That came out of the pocket of everybody in here. So in essence.

01:09:23,800	S6:
We are.

01:09:24,670	S8:
Paying 100% for that school. You could call it MSP, a state reimbursement. How graded it. No please don't ask.

01:09:33,000	S4:
Oh no.

01:09:35,699	S8:
They don't. Thank you. That is our money that we're spending. If we don't pay the piper this year, I don't care what's being said by the board. These are obligations, the Cola obligation. These are when has union employee contracts under negotiation? Right now. Women can't afford this school. When it will go under? Martin. And I'm telling you, even though John McGrath is the last man competing. So Hamilton will never sell that sight. Hamilton will sell that sight. Hamilton Development Corporation, which is a 504 cc of 50501 C4. Excuse me, has no, um, any sort of financial oversight will develop that law and they will make a good amount of cash and we don't know where it's going to go. The school district has gutted our two towns. Uh, two more final points. The reason all the young people have spoken today. And the older people who said I got a great education have lost one, is because we have three neighborhood schools. Kids walk to school. They had.

01:10:48,069	S8:
They had friends that they went from school where they went home and played breath. You're going to overwhelm the neighborhood with how many buses and diesel and all those kids. If I had young kids today and we'd never put him in school that size. Never. Final point. I mean, 2023 to 2024. Accord our food pantry. As I've stated before, thank God we have them. Saw a 56% increase in the number of families needing their services. The number of families facing food insecurity in Hamilton is one in 10 in 1 it's one and 12. So you look around this room and we're looking at ten families. Many, many more.

01:11:36,500	S8:
That means that children in Hamilton are going to bed hungry. Children in waiting are going to bed hungry. That means their mother. Their father works a 12 hour shift and comes home and says, gee, do I heat my apartment tonight? Do I see my kid tonight? You're asking me with a.

01:11:56,399	S6:
Dead.

01:11:56,670	S8:
Override and exclusion and overrides that we are going to have to face. To make my neighbors dirt heavier. I know there are other ways to do this. Ways we can come up with. We cannot afford what the district has been asking us to do for years. We have paid. We have given money for the high school group. Twice. Twice those monies were diverted to something else.

01:12:28,600	S8:
The district, by the way, that contract is set up financially. They don't answer to anybody in there. I am not going to make my neighbors burn worse. We need to work with what we have.

01:12:44,430	S4:
Okay.

01:12:44,800	S12:
Thank you. Um. Thank you, thank you. But I am no right here to respond. I know you should.

01:12:51,329	S4:
Be in town. That's. I appreciate you getting up and getting to speak with us and thanking. And I'm going to agree. Because people need to realize that the MSBA is funded by $0.01 from the sales tax, referred to as $0.01 goes towards the construction of K-12 schools in Massachusetts. You're absolutely correct. Thank you.

01:13:11,199	S9:
To one in the back.

01:13:13,569	S8:
I'm Michele Morgan, 141 School Street.

01:13:17,229	S5:
I'd just.

01:13:17,699	S8:
Like.

01:13:17,829	S5:
To.

01:13:17,970	S8:
Thank the district and all of the engineers and.

01:13:20,869	S9:
The.

01:13:21,029	S8:
People that are working.

01:13:21,899	S9:
Through this year to.

01:13:22,670	S8:
Allow us through.

01:13:23,569	S10:
The years.

01:13:25,829	S8:
To bring this project.

01:13:27,170	S10:
To where we are right now. Um, we all know that public education is the foundation of our society. As we always have said, our children have received an excellent education in the Amazon islands, and we're thankful for the past people who have supported the schools and supported public education. Can you tell us, Mr. Tracy, how old are the schools? How old this winter?

01:13:49,770	S8:
50 years.

01:13:51,399	S1:
More than the early 50s.

01:13:53,199	S3:
They were all built around that.

01:13:54,770	S1:
Same window of.

01:13:55,869	S3:
Time.

01:13:56,369	S8:
So the commuters are interested. The community members. And that in that generation knew and understood the importance of public education. That generation also built the veteran school. They also built Lance and Hall, which are public housing and also serving board. They serve our seniors in town and disabled people. That generation took care of our children, my oldest daughter and were to school in 2001. My last one started in.

01:14:28,399	S14:
2008.

01:14:29,670	S8:
For children to this district. The school is at the time were in horrible shape. The teachers were. The ones in the administration are the ones that made their education. I've always said our teachers can teach you to shoot for us. Do they deserve to teach it as she walks? No, Alan. It's time now. You know. What's the sacrifice? And I understand everything these people are saying. It's. It's a sacrifice. But again, it's public education. It is our foundation. So I just implore everyone to be civil. Listen. And again, everyone's aware of the hardships that the cost of food insecurity our communities have lost here and now. I work at court, I understand, I see the families I know, but we are a society that needs to support public education. Just one question for you. Can you rate the safety of our schools today and compare it to what your school could provide to our students?

01:15:29,630	S1:
Really gone from zero 100.

01:15:31,170	S3:
Really.

01:15:31,470	S1:
Quickly. Uh, from from oh, from current to that.

01:15:36,229	S3:
To begin, I come back to Liza. I live on Maple Street in Southampton. I moved here almost three years ago. I've spoken in a couple of these. Um, we bought an old fixer upper from a family who had lived in it for 40 years. It was built in the year 1900 to 1 structure when final city, but were not part of the whole thing, refurbishing and doing the work ourselves. But we're certainly not bulldozing it. Building a new house. The reason why it's cheaper to refurbish it. Right. So some of the math that's been kind of put out here is work in design and construction. The math, the numbers, they don't make sense. Doesn't add up for me. You know, if we're doing Ada compliance upgrades, I really struggle to understand why that costs me $50 million. I'm sure there's a lot of other things. It's not just ramps, but if you've already got concrete, steel, a brick wall or roof that maybe needs, you know, a new membrane on it. But what? How were they arriving at those numbers. I asked this question in December 2023. I never saw any data, and whatever data was provided didn't have the details that could really show why it's so expensive to refurbish the buildings you have. I work in the design construction industry, so I just want to say the most sustainable building is the one that already exists. That's a scientific sound. I spent my career looking at all of the environmental implications associated with those types of calculations. You can look me up, Ben Galarza. So what I do for all this. So I just want to, like, get the record straight. You know, why is it so expensive to refurbish when somebody who goes to Home Depot and looks at prices recognizes plainly that it's cheaper to refurbish. And my professional opinion that's founded in science and facts and work on projects like this is that refurbishing buildings is always better for the environment.

01:17:59,829	S12:
Thank you very much. I appreciate your expertise, and I.

01:18:03,470	S4:
Can tell you this.

01:18:04,270	S12:
That.

01:18:05,170	S4:
We can get into the nuts and bolts of what I want, but high level. This isn't a house. I know that. Okay. This is a structure that is beyond its useful life. And when you talk about when you talk about code upgrades and things like that, you should only get into things like seismic upgrades and adding the walls and things expensive, not to mention a thing called prevailing wage. Everyone familiar with prevailing wage. This is a municipal project that's bound by state guidelines. Look up online and see what the prevailing wage is for a carpenter. Some of the sweeps to floor and HVAC technician. An electrician. That's why the cost of solar. Prevailing wage state regulations. There are other costs.

01:18:49,470	S3:
Like insert the part about surface products sold, but.

01:18:53,529	S4:
Um, none that are atypical. It's that we follow the MSBA formula and standard practice for construction. We have soft costs for architects, engineers, contingencies for the, uh, contractor in the group who said what happens if something goes wrong? We have built in contingencies from north for the construction manager. That's all built into our total project cost. Yes and no. I'm sorry. Uh, but that's a that's a cost. I'm sorry. Yes. As part of the renovation and the Ada code upgrades, what will we do with the kids while we're doing that work? They would have to go into a trailer or a complex like that temporarily, um, at a cost that's not reimbursed by the state. That's 100% on the cities and towns. They don't pay for swimming space. Um, and then the piece missing and then I could go on. But this information online that I can give you more detail what we're missing in that whole discussion on renovation is we have kids learning in hallways, in closets, um, the pullout areas and the kids that need special attention and quiet space. That's all happening in nontraditional spaces that were never programmed for anything but a mop bucket. It is, you know, now it's a copy machine in the hallway. And kids, that's next to it. That's not accomplished in the renovation or a code upgrade.

01:20:13,000	S3:
But I.

01:20:13,430	S13:
Said.

01:20:14,470	S5:
Thanks. Hi, my name is Allison.

01:20:16,500	S4:
The last one is it's a bigger one. Who is the seismic upgrade? And it requires a fire protection system as well. Thank you. From the architect.

01:20:23,369	S3:
Thank you sir.

01:20:24,829	S1:
Sorry.

01:20:25,270	S5:
Okay. Uh, Howard Street and Wendy, uh, H.W. Wright state graduate with future middle.

01:20:33,930	S8:
School.

01:20:34,569	S5:
Hamilton.

01:20:35,170	S15:
Regional High School. And two students that will be going through the system. And one that I asked my question is, and I recognize the negligence of the deferred maintenance on these schools. They look almost exactly the same as they have when I'm trying to make sure that our youngest community members are paying the price here, and I'm having a hard time wrapping my head around. And the last piece I need to make a sensible decision on this is I tend to wrap my head around how our elementary age students will have a equal or better experience than they're having right now, fostering their emotional and intellectual growth in a school of 100 ish plus to 600 plus. Well, right now the pencil knows my name, knows my students name, knows where we live. It's it's very community based and a nice, safe, protective environment for that age group. And how the elementary school, being our largest school like headcount, is going to be equal or better for them than it is now. Recognizing the building piece. I'm trying to understand the impact on these little kids.

01:21:35,930	S13:
But.

01:21:40,470	S1:
The it's a great it's a great question. The the learning environment really improves dramatically.

01:21:45,930	S3:
When.

01:21:46,329	S1:
You're looking at, um, things like ventilation, heating, uh, what's in the room? It's been in the room for as many years. And when you went to.

01:21:54,970	S3:
School.

01:21:55,270	S1:
Some things might still be there.

Um. 01:21:58,399	S3:
Parts of the.

01:21:58,970	S1:
Building where, uh, they were modular, meant.

01:22:01,829	S3:
For a.

01:22:02,529	S1:
Short term that had.

01:22:03,399	S3:
Been used continuously for.

01:22:05,569	S1:
Many, many years. Uh, especially at the Cutler.

01:22:08,529	S3:
We have a modular, modular.

01:22:09,829	S1:
Wing in the back.

01:22:10,529	S3:
Of the Cutler that.

01:22:11,199	S1:
Was never intended to be permanent. And those types of things exist.

01:22:15,630	S3:
And continue to to.

01:22:17,100	S1:
Kind of fade away as well. The educational experience here is a superintendent. I proudly say that our teachers do well everywhere. Our teachers are super talented. We are very fortunate to have the teachers that we have.

01:22:29,800	S3:
And.

01:22:29,970	S1:
The and the support staff that we have in our buildings, um, and moving them into a cleaner, safer, more air friendly environment, uh, not only helps students, but also gives our educators a quality.

01:22:43,829	S3:
Place to work and come to every day. Rather than.

01:22:47,300	S1:
Saying.

01:22:47,670	S3:
Do.

01:22:47,800	S1:
You.

01:22:48,500	S3:
Not want to go to.

01:22:49,069	S1:
Work today? It's kind of cold in my classroom again for the eighth day in a row. Whereas those types of things would be much easier.

01:22:56,970	S3:
And much more easily.

01:22:58,300	S1:
Controlled. When you look at if you look at any school that I went to growing up, the same thing, you know, if your science class, it was 80 and you went here, it was fast and it was 55. Uh, those things happen all over our buildings all the time, and it's really just a constant battle for our maintenance person who put up in a state of the facilities report last Thursday at the last school year. I urge you to check out that agenda and take a look at the deficiencies that are listed in that report. Uh, and that's that really outlines the reasons why this is an important move for our kids in general, all of our littlest learners. So they have safe, high quality learning environments, um, that meet their needs for moving, uh, outside, inside the classroom, while also giving an opportunity for us to maintain a high quality staff and want to have staff come here and work here every single day.

01:23:51,029	S3:
Just wait patiently.

01:23:53,569	S4:
Jeff Austin is a resident.

01:23:55,029	S9:
Of Hammond last year.

01:23:56,329	S13:
So I followed him in advance. Um, I want to challenge the idea that the trip was to announce that Lewis was on as a major point. The race was renewed for a short term on Cutler, but a longer term with vice versa. I want a vice president, but that was a major point why Winston was wiped off that evaluation because of this expansion. Um, and I'd rather you made a point as you go through these. It was a fourth session. I believe that you tailored it towards what you just said. I challenged that because we had two surveys last year that said they don't want they don't want to select school. Both surveys came back with they prefer either renovate shopping option or fixing one school site at a time. So if you listen to the survey and you were then not going with a swing vote at seven, um, the MSBA consolidation thing was not failure. It was renovation glance. Back then when we were evaluating all those sites, there was MSBA backed renovation plans. So that was an option, but it was not considered. This is the only that was considered. Um, it's good to hear the MSBA had a larger reimbursement. Now, perhaps that's eligible for renovations than it would be on that at this point. But again, this is being pushed down to the throat, so to speak. We should have had other options. Um, I'm skipping and I understood what the one lay. But they have mentioned come on, the small school size. I'm curious what you're saying has many, many studies saying better mental health and educational performance is an actual size of 300 to 500 student population for elementary school children. Anything beyond that is unreasonable. Okay. And there's things out that this extra study called Oh, no, darling. Dollars and cents stands as sweet and dusky dolls. And it was in 2002 a little bit of doll. But they evaluate the cost to build as well as what the development works with children to.

01:25:49,699	S3:
Support.

01:25:51,329	S13:
The last in color. They were built in 1952 and 1953. And it's interesting that Mr. William loveth You. That's so well maintained. But it was the worst. This is the maintenance maintenance plantation. So I'd say we don't have, you know, we can't sit sit there and, you know, for all this money to display it and not have a tomato plant in the same, you're going to try and do that. We're paying for superintendents. It's working. Perhaps school boards if you had one son there and now perhaps they had great springs. And now we're going to take all the money we can afford, and I think is a bad idea. Most importantly, yeah, I agree with the one about recommend that student public should be 3 to 5 in the small neighborhood schools in this large school you up here. What do you call them? Henderson Palace. You got appointed as neighborhood schools. It's not a school in Cornwall. You want neighborhood schools? We have today. We should renovate, I think. Go to the gentleman over here at Ben's point. But it makes more sense to renovate. I think part of the problem is I don't know enough about it. But the plan you built, the embassy is following that. So there's a lot of requirements in that too, that probably increase the cost of cleaning together. So I agree we should be renovating and fixing it takes a longer period of time. And you have to cost us. That cost us up with everything where we're mortgaging out rather than one big tax burden in the next ten, 51 years.

01:27:15,029	S1:
Thank.

01:27:17,829	S12:
You.

01:27:20,630	S8:
Hi, Erica.

01:27:22,770	S5:
Um, Lily and Hamilton, I just.

01:27:25,369	S8:
Had.

01:27:25,670	S5:
Two questions. Um, I've heard Kevin.

01:27:29,000	S8:
Mentioned a.

01:27:30,529	S5:
List of other towns, and cities in.

01:27:34,300	S8:
The school sizes.

01:27:36,069	S5:
They just weren't the like Andover, Swampscott. They're not really correlating.

01:27:40,199	S8:
To the Hamilton Wenham.

01:27:41,699	S5:
Community. I was wondering what the size.

01:27:44,970	S8:
Of.

01:27:45,170	S5:
The Manchester.

01:27:46,100	S8:
School.

01:27:46,430	S5:
Was, because that's most similar.

01:27:48,470	S13:
To this community.

01:27:52,300	S8:
The Manchester School.

01:27:53,399	S5:
Is 335 students. But again, just like so some.

01:27:59,029	S1:
Yeah like good.

01:28:00,199	S8:
And.

01:28:00,600	S13:
Beautiful.

01:28:01,569	S5:
But and.

01:28:02,430	S6:
To to that end because our our firm worked on that project. It was also at the beginning of the project, the same exercise where the MSBA worked with the towns to look at the demographics and the needs of the enrollment to right size, the school for that community.

01:28:19,770	S8:
I think.

01:28:20,470	S6:
Just like we approach every single project as what works for the specific community that's sizing at the at the front is something.

01:28:28,800	S8:
Very.

01:28:29,029	S6:
Specific to those set of circumstances, so.

01:28:32,470	S5:
You.

01:28:32,699	S6:
Need to look at it through that.

01:28:34,069	S5:
My community, though.

01:28:35,470	S13:
Has.

01:28:35,670	S5:
Been saying that size is huge to us.

01:28:38,699	S13:
And.

01:28:39,369	S5:
We.

01:28:39,829	S8:
Set it.

01:28:40,369	S5:
To the full. Um, we've been mentioning it at meetings and so why are we getting treated differently than Manchester? I said my other my second question since I'm going to give the mic back, those glass classrooms, um, they look really beautiful and cool, but they're just really scary to a mum. So what is the safety for those glass.

01:29:04,500	S13:
Rings.

01:29:04,899	S5:
That you guys mentioned.

01:29:06,270	S16:
In the project?

01:29:08,630	S1:
Just the glass on the side of the door. So if you just couldn't see.

01:29:11,270	S3:
Outside.

01:29:12,000	S5:
They're like.

01:29:12,630	S1:
No, they're not fully glass.

01:29:14,069	S3:
Classrooms.

01:29:15,229	S8:
Uh, they're called like uh.

01:29:17,329	S5:
They're.

01:29:17,729	S1:
Glazing all that glazing.

01:29:20,899	S8:
No, no.

01:29:21,770	S17:
There's an actual place.

01:29:26,829	S8:
You like to go.

01:29:27,470	S5:
They go to trial like.

01:29:28,430	S13:
It's going.

01:29:28,869	S17:
To a brown desert. Where are you going to be using that.

01:29:32,199	S5:
And.

01:29:32,369	S17:
Everything? There's actual black.

01:29:35,199	S3:
Not black to.

01:29:36,670	S1:
Us. No. No music. Drums are not glass. The arc rings in our glass. Those are designs we have seen. We went to a school in Millis, where the whole front side of the music room was a glass folding door. Uh, we don't we don't have any of those features built into our classroom spaces, realistically. And you might be talking about the smaller rooms in between the classrooms. Those are not glass either. Um, that would be scary for a superintendent as well. Um, but it's really a.

01:30:04,470	S3:
Uh, it's a door.

01:30:06,170	S1:
If you imagine a door with, with glazing on the side or like a light side light on your house or on each classroom.

01:30:15,130	S3:
Got one right over here.

01:30:17,329	S4:
Mister Tracy, I just want to remind.

01:30:19,100	S3:
You.

01:30:19,470	S4:
It's 8.

01:30:19,930	S3:
P.m..

01:30:20,170	S12:
Uh, you know, we keep going.

01:30:21,300	S4:
I know you have a lot of questions. I'm just trying.

01:30:23,569	S3:
To fill out the questions.

01:30:24,600	S9:
That we raised. Yeah. I have a brick next door, Mitchell 36. Rock crab. Um, question.

01:30:31,100	S3:
You cited cost or.

01:30:33,270	S9:
API Ada compliance as sort of a minimum.

01:30:37,399	S3:
Just to make them.

01:30:38,970	S9:
Accessible. If you were to renovate them.

01:30:43,529	S3:
So.

01:30:43,930	S9:
That you're dealing with roofs of windows and heating.

01:30:48,270	S3:
Systems.

01:30:48,829	S9:
And other infrastructure critical.

01:30:50,630	S3:
Infrastructure.

01:30:51,630	S9:
To lengthen their life. What what are the costs there?

01:30:58,630	S1:
That's okay. So team can correct me if I'm wrong, but I believe those costs for renovation and ad rentals, which are additions and renovations, uh, range from in the 70 million range all the way up to 100,000,020 ish hundred.

01:31:13,630	S3:
30.

01:31:14,000	S1:
Million. And in some of the bigger. Yeah, there was there were 14 different views that we had done, starting from.

01:31:21,630	S3:
The.

01:31:22,329	S1:
Initial stage of just Ada compliance and then renovation to say 70 million, then, uh, renovation and additions.

01:31:31,930	S3:
Needed to.

01:31:32,930	S1:
Upgrade.

01:31:33,399	S3:
Space, make a bigger cafeteria, for example.

01:31:36,430	S1:
That went up to almost 100 million.

01:31:38,930	S3:
And this continues.

01:31:40,029	S1:
To rise depending.

01:31:40,770	S3:
On.

01:31:40,869	S1:
What you decide to do.

01:31:43,630	S9:
And that.

01:31:44,569	S4:
Was.

01:31:44,869	S9:
For all three elementary.

01:31:46,399	S3:
Schools or just.

01:31:47,199	S9:
Two.

01:31:47,970	S3:
Uh, most.

01:31:48,430	S1:
Of.

01:31:48,529	S3:
Those costs were.

01:31:50,100	S1:
Up.

01:31:50,229	S3:
And cover. Those are the only ones we studied. Didn't take.

01:31:52,829	S4:
Okay, so.

01:31:55,569	S9:
This is really coming down to an.

01:31:57,100	S3:
Economic.

01:31:57,770	S9:
Balance.

01:31:58,399	S3:
Question.

01:31:59,430	S9:
So if we made the two schools Ada compliant and did the minimum infrastructure upgrades to keep these schools operating safely and sustainably for the next 20 years, we're looking.

01:32:16,199	S3:
At.

01:32:16,430	S4:
70.

01:32:16,970	S9:
To $100 million. The one thing that's confusing me that.

01:32:22,630	S4:
Everybody.

01:32:23,170	S9:
Was talking about is, well.

01:32:24,300	S3:
If.

01:32:24,430	S9:
We want keep the winter up and the toddler and maintain the small community environment, which I get. But none of these address the current problems of holding classes and closets on stages and other locations that are clearly inadequate. So I don't get this argument though. Well, we should just renovate the two of them into three schools or three elementary schools. You're still dealing with the structural utilization problems that these schools are. The the population and needs have outgrown the structure. So we'd be throwing good money after bad to mandate those structures.

01:33:13,630	S4:
In.

01:33:13,869	S9:
The name of small community schools. So I don't get that one. And the other is if we decided to go that route house. I was renovating the two schools. We wouldn't be doing both at once. We'd be doing one and then another as on cost. And then we'd have a case of inequality, of education. We'd have one renovated school and another that's.

01:33:39,670	S4:
Dilapidated.

01:33:40,699	S9:
And inefficient for education. It doesn't make sense to me. So that's my sort of try to bring the cost benefit here.

01:33:51,899	S3:
I get the cost.

01:33:53,770	S9:
I'm a.

01:33:54,130	S4:
Taxpayer.

01:33:54,829	S9:
I've been in this town 33 years. I never sent any kids to the schools because I don't have kids. But I'm willing to pay the taxes to.

01:34:04,100	S13:
Support.

01:34:05,069	S9:
The education in that generation. And one fact I've learned, being on the planning board and directing the master plan, is that 20% of your own debt is tied to the quality of your schools. So that's the one share of the value of your house. So you're making an investment there to maintain the equity in your house. So last comment and I want to clarify this because one of the goals that I play is I'm president and one of the early founders of the Hamilton Development Corporation. The Hamilton Development Corporation is statutorily limited to operating within the commercial district. That does not include the interim school site. We have no designs on the Windsor School site. We are not A513 scene. We were statutorily empowered by a voter town meeting and the state legislature to work exclusively within the commercial district to help build the tax base, which we have done successfully. Thank you very much.

01:35:16,670	S12:
Thank you for your.

01:35:22,170	S5:
Hi there. My name is Erica. I live in Hamilton and I did not have the privilege of growing up in this community. But as someone who moved here a couple of years ago and I have two little boys of my own, I am really excited about the community that you all have invested and built. So I think we're all here trying to make sure that that's protected for the next generation. So thank you for all of the thoughts so far. Um, what I really like to understand a little bit more about is the kind of what she's got, um, kind of what she was asking earlier in terms of what is what's the vision for the experience that our children will have day to day with this whole neighborhood? That's concept in a larger school like this. So, for instance, when my child arrives at the school, will he be with the same cohort of students for recess and for lunch and for learning? And how is the building of the flow of the building impact his little neighborhood, if you will?

01:36:30,569	S1:
Great question. Pretty much the way you describe it is how it works now. If you go to any of our schools, they are generally cohort based. So I applied to schools and sat in first and second grade. Uh, excuse me, kindergarten, first grade lunch.

01:36:45,600	S3:
Just.

01:36:46,369	S1:
Fuck yeah. I was leaving Sarah on me. So, you know, how many milks can you open it up? But, yeah, we do it. We do it based in cohorts. And if you, um, think about the way this building design, if your child were to come in the front entrance as a first.

01:37:01,670	S3:
Grader, they.

01:37:02,069	S1:
Would immediately go left in their neighborhood. Um, and in these neighborhoods are designing them so that they have neighborhood libraries so that they have grade level specific books and activities. Um, some of the other things we can do with the flexibility we have metro.

01:37:16,630	S3:
Programs.

01:37:17,029	S1:
That we have in our elementary schools, where our fifth graders go down and read to third graders or second.

01:37:20,869	S3:
Graders.

01:37:21,300	S1:
Or some of the fourth graders get involved. We give programs like that. This building gives us a view, you know, walk in the building and go to the right. An opportunity that makes you the third, fourth and fifth grader is in different situations so that you have mentor situations built in. You can also flex back to a full neighborhood of just a particular grade. So they're designed specifically around the numbers that we know we have and we have coming up just roughly around 125 to 230 kids at each grade. We've been right around that number at elementary. Um, learning experience will be better improved, um, better lighting, better air quality, better heating, uh, better opportunities to to be with your friends and continue to carry on at recess or at lunch or in your physical education class. Uh, physical therapy. If you need physical therapy, you're going to get it right there. You don't have to go to a specific school where no one's traveling to you. I'm not paying for people to drive around in the town to service things like that. All those services, if you will, be right in the same building. Um, it's it's pretty. Pretty silly. You took out three buildings and looked at them. They're all fairly set up the same way. Uh, some of them, just because of the size they combine the lunches, but some do them individually. So Colbert faced.

01:38:36,729	S5:
King.

Sorry. 01:38:37,529	S17:
Ah.

01:38:38,729	S5:
So once, once you're done with first grade and you're living in your second.

01:38:42,569	S17:
Grade, are you going to be in that same neighborhood or moving based.

01:38:45,699	S5:
On the grade level journey.

01:38:47,630	S1:
We look at? It's probably moving. We think that's kind of a graduation thing, like they're moving up the buildings designed that way, kind of moving up the hill. So for us grade, it's that grade third, fourth and you're fifth on the top floor. Um, so it's kind of an experiential movement, if you will, through the building for kids as well. Good luck living as well. That's where the flexibility comes in. We have the ability to say, this is always going to be a first grade way. Uh, or this is going to be a looped wing where you do first and second grade. Two years in a row. It really depends on the education configuration and the curriculum delivery that we're doing at that particular time. Does that help? Thank you.

Good. 01:39:23,500	S3:
You've been patient.

01:39:24,800	S9:
Yeah.

01:39:26,529	S8:
I'm Linda Preston.

01:39:27,970	S6:
Highland street in Hamilton.

01:39:30,970	S8:
We've been talking about the school consolidation.

01:39:34,369	S6:
Tonight.

01:39:35,500	S8:
And I strongly believe we cannot separate that from three.

01:39:41,729	S6:
We do not.

01:39:42,600	S8:
Know what's going to happen to Ben Chambers very recently on the state level, each that passes with the guidelines we've already seen, Hamilton would be required to.

01:39:57,170	S6:
Build.

01:39:57,930	S8:
731 units, when Am would be required to build over 300 units, for a.

01:40:06,729	S6:
Total.

01:40:07,170	S8:
Of over 1000 new units. And we were told.

01:40:12,670	S6:
That.

01:40:12,869	S8:
There would be no.

01:40:14,270	S6:
Limit.

01:40:14,869	S8:
Placed on how many people.

01:40:16,869	S6:
Could.

01:40:17,329	S8:
Live in each unit. If you do the medicine, those are high numbers in the thousands of potential people coming into Hamilton and into Windham and into our school system. If one unit had just one child.

01:40:41,100	S9:
To.

01:40:41,630	S8:
Be in that unit, that's adding 1000 children potentially to our school system. Two children in a family could add 2000. This is the load on our system. We need to think.

01:40:59,100	S5:
About.

01:41:00,229	S8:
With this plan that we've seen tonight. Mr. Tracy has said with the new school, you're factoring in Extra space should there be 60 more students coming in. And I recall last year in a meeting that an architect showed the.

01:41:19,800	S5:
Plans.

01:41:20,199	S8:
Of cover school and in explaining the new school, also pointed to the right to say this is where we can put an addition. This would require.

01:41:31,470	S5:
An.

01:41:31,770	S8:
Addition. So please don't limit yourself to thinking only about the consolidation. So we will make a difference in our school system, but it will be chewed up.

01:41:49,770	S13:
Very quickly.

01:41:50,300	S4:
Mark Johnson, um, with the school site is owned by the town and it takes a two thirds vote to sell. So it's not like the.

01:42:00,869	S13:
HTC or the selectmen.

01:42:02,369	S4:
Can't even do some.

01:42:03,229	S9:
Tucker.

01:42:03,600	S4:
For the citizen.

01:42:04,770	S13:
To settle into.

01:42:05,829	S4:
Long term leases. So the citizens have control over that.

01:42:10,770	S13:
Furthermore, the width of school site is zoned for single.

01:42:13,369	S4:
Family.

01:42:13,670	S13:
Residential.

01:42:14,430	S4:
And.

01:42:14,630	S13:
Non-commercial.

01:42:15,569	S4:
So anything.

01:42:16,770	S13:
That happens there, if it's not the single.

01:42:18,270	S4:
Family residential.

01:42:19,130	S13:
Building.

01:42:19,369	S9:
The.

01:42:19,670	S13:
Company still would need a two thirds vote of.

01:42:22,699	S4:
The Citizens of Health pass. Um, state law.

01:42:25,529	S13:
Has changed a little bit.

01:42:26,369	S4:
On residential.

01:42:27,930	S13:
Buying, right?

01:42:28,899	S4:
But as a practical matter.

01:42:30,270	S13:
It's a two thirds vote to.

01:42:31,529	S4:
Rezone.

01:42:31,930	S13:
It, two thirds to sell it. So anything that happens there is going to be on.

01:42:35,670	S4:
What we want.

01:42:36,630	S13:
Not not a Disney or something else in Boise.

01:42:39,670	S3:
That's all they knew.

01:42:40,670	S8:
So hey, I live in Johnson and I just have a question.

01:42:45,569	S15:
Around the school.

01:42:46,170	S8:
Size. I think a lot of people have asked where did research is behind.

01:42:50,500	S15:
The school size?

01:42:51,630	S8:
Are they chosen?

01:42:52,829	S15:
They the standards were, from a practical standpoint.

01:42:55,270	S8:
Physical buildings, etc. improved consolidated school. But there is no research that that larger schools promote mental health, social emotional.

01:43:06,369	S15:
Well-being of our younger.

01:43:08,000	S8:
Etc. so they will.

01:43:09,670	S15:
Offer you some reason to find the project.

01:43:11,770	S8:
To.

01:43:12,000	S15:
Us. You didn't make your list right?

01:43:14,699	S8:
The schools.

01:43:15,130	S15:
And communities reached.

01:43:16,130	S8:
Your.

01:43:17,270	S15:
Elementary.

01:43:17,829	S8:
Schools, and I'm.

01:43:18,430	S15:
Wondering if you.

01:43:19,369	S8:
Could provide.

01:43:20,529	S15:
The.

01:43:20,699	S8:
Demographics in each.

01:43:21,699	S15:
One.

01:43:21,899	S8:
Of those cities so that we could compare the.

01:43:25,100	S15:
Elementary school size to the size of the city.

01:43:27,899	S8:
And then.

01:43:28,670	S15:
With their test scores and.

01:43:30,430	S8:
Their.

01:43:31,069	S15:
Rankings look like.

01:43:32,630	S8:
So.

01:43:33,000	S15:
That at least there could be some additional.

01:43:34,729	S8:
Information for those of us that.

01:43:36,829	S15:
Are trying to better understand.

01:43:38,869	S8:
The.

01:43:39,100	S15:
Idea behind us.

01:43:40,069	S3:
Absolutely. We can do that. We can do that. We have a lot of that information.

01:43:43,699	S1:
On the MSBA website that we can pull, that can be checked out with.

01:43:48,100	S3:
Superintendents as well. It's really.

01:43:50,829	S9:
Not.

01:43:51,329	S8:
Hello. Hi, I'm Katie. I'm 21 Garfield Avenue. Could the site plan go back up there? So if you.

01:43:59,270	S6:
Looked at the way top.

01:44:00,899	S8:
Left.

01:44:01,329	S6:
Hand corner.

01:44:02,729	S8:
You'll see a tiny little white rectangle. That's me. So. And right now.

01:44:10,729	S18:
I look out on the beautiful field of color, and I see the kids playing. And, um, I'll be looking across their two story brick building. Um, but it's the, the playground. That is what is really missing here, because you can see all that space taken out by the new building, a little playground on the upper right hand. And then now you're saying there's a soccer field down there, but you have to remember, it's three times the students. So right now the 250 kids are outside making, you know, a snowman. And when it's not too cold. Anyway, um, so there's one issue. The subject really comes up because where's the septic located now, Mr.

Tracy. 01:44:56,670	S1:
I've one bottom left hand corner where the septic field is located.

01:45:01,899	S3:
For.

01:45:02,100	S1:
That.

01:45:03,229	S18:
Okay, so it's pretty woodland.

01:45:05,630	S1:
Me right in that corner.

01:45:07,630	S3:
Correct.

01:45:08,800	S18:
Where those trees are in there.

01:45:10,829	S1:
And on the other side. Okay. So both sides of the bottom borders are septic fields hardly cover.

01:45:18,470	S18:
All right. So they'd have to be moved. And now the reason the building goes up is because it's granite is ledge.

Correct. 01:45:26,670	S9:
Good thing.

01:45:27,569	S1:
No, no, no, not all of it. If there happens to be a big piece of stone that most people are familiar with, that that is is actually there. But it's not all that. Um, and people want to take a look at the drilling.

01:45:40,470	S3:
Reports that we've.

01:45:41,199	S1:
Done there on the website. Uh, we've gotten this ibis 26ft in some spots and on the spots there. And watch out.

01:45:49,529	S18:
My whole point is that to level off for the parking lots and everything, I have heard that there would be dynamite. Is that still correct?

01:45:58,270	S1:
That I don't I don't know. Yeah. Okay. I don't think I've heard that.

01:46:01,869	S18:
Well, that's what I don't know.

01:46:03,229	S1:
I don't know.

01:46:03,869	S18:
So I guess I'm just getting to this point that we have to think about the kids. Um, you know, getting outside the plan. So that's something really important. The other thing I wanted to just mention quickly is that the enrollment today. So my kids graduated around 2000, and that was shortly after the middle school was built. There were 500 in the middle school. Would you say there's 400 now? Is that correct?

01:46:30,100	S3:
Yeah, 78, I believe.

01:46:31,899	S18:
Okay. And I got those profiles.edu

01:46:37,829	S18:
um, elementary with 834 back in 2000. And it's about six eight. And the high school was 698 and announced about 450. So what about that extra space? But has that space then utilized for something else was available to move? They have a fifth grade up in.

01:46:56,229	S4:
Which.

01:46:58,029	S1:
I think you're missing two. groups of Americans. It's over 800 elementary kids total because you have all of your kindergarten kids and your preschool kids. Those are not included in that number 680.

01:47:10,270	S18:
Right? Right. So that's about when 130.

01:47:13,029	S1:
They were running roughly the same.

Okay. 01:47:15,229	S18:
So the last thing is about having the state requirement to have, um, an elementary school in every town. And that's correct.

01:47:24,130	S1:
That is a regional agreement requirement. That's a requirement. That is our regional agreement that the three that's two, three entities, the two towns and the school department signed many, many years going 50 something years ago. And that that agreement basically stated there would be at least one school in each community, not elementary. The high school would be in.

01:47:44,670	S4:
High.

01:47:44,899	S1:
School. Yeah, one school in each community.

01:47:48,130	S18:
Okay. I was thinking elementary because that we're the youngest kids, but that's the neighboring school, and that's what we'll be missing. Um, is is that's what I see The whole problem. No space for the kids to play or very minimal and losing our neighborhood schools.

01:48:04,270	S1:
Thank you. Thank you.

01:48:06,130	S3:
Yeah, I could just speak to the playground a little bit. Um, if you see up to this plan here, off to the right, that light blue variant, there's a blue gray rectangle underneath it that's half court basketball. And then the green area just to the north. It says existing school. That whole area is one play space that's fenced in. And so students be able to come out of that upper level, uh, doorway on the east, on the south side of the southwest, to the right, um, of the building and, and access that play area and that accommodates about 250 children at a time. So that's actually a relatively large play area. The way it's rendered, we use the blue and the gray and green. You don't really understand that. That's all one played. All right. Um, and then that doesn't include the softball field, which could be opened up for extra run in that space as well. Um, the first graders play area on the left side can accommodate about 100 children within that fenced in area, and that's based upon 50ft² per child, which is a standard for planning purposes. But I'm sorry.

01:49:09,869	S1:
You go.

01:49:10,300	S3:
Ahead, Sabrina.

01:49:12,329	S15:
I'm sorry. Hi, I'm Kat.

01:49:14,970	S8:
Purdy.

01:49:15,729	S15:
Uh, I.

01:49:16,100	S8:
Live.

01:49:16,270	S18:
In.

01:49:16,399	S8:
Waltham.

01:49:17,100	S15:
My husband and family have lived here for 49 years. Our two children have.

01:49:21,529	S8:
Gone through all.

01:49:22,270	S15:
The schools. And when.

01:49:23,300	S8:
We first.

01:49:24,069	S15:
Moved here.

01:49:24,729	S18:
Shortly after, it's when.

01:49:26,899	S15:
Hamilton.

01:49:27,529	S8:
And Wenham realized.

01:49:28,729	S15:
The elementary.

01:49:29,500	S8:
Schools. At that point.

01:49:31,270	S15:
When we moved.

01:49:31,869	S8:
Here.

01:49:32,199	S15:
All the children.

01:49:33,399	S8:
With the exception of the high.

01:49:34,600	S15:
School, went.

01:49:36,170	S8:
When kids went to UGA.

01:49:38,130	S15:
Middle school behind.

01:49:39,699	S18:
UGA.

01:49:40,170	S8:
And.

01:49:40,869	S15:
Hamilton went and kids went to Cutler and.

01:49:42,930	S8:
Winthrop.

01:49:44,100	S15:
Children are resilient.

01:49:46,100	S8:
I have.

01:49:46,670	S15:
Been.

01:49:46,899	S18:
Subbing.

01:49:47,300	S15:
In the school since my retirement for many.

01:49:49,699	S8:
Years now.

01:49:50,369	S15:
At the present.

01:49:51,300	S8:
I'm at Winthrop.

01:49:52,600	S15:
In the ILP classes.

01:49:54,770	S8:
Those classes are.

01:49:56,100	S18:
Woefully. Woefully inadequate.

01:49:59,970	S15:
They're too small.

01:50:01,270	S18:
There's no.

01:50:01,829	S6:
Bound.

01:50:02,199	S15:
Room. Teachers have to take these children who need to be challenged down the hall. Round the corner.

01:50:10,569	S18:
Um. I invite.

01:50:12,770	S8:
And I know.

01:50:13,229	S15:
The principal of.

01:50:13,970	S8:
Winthrop is.

01:50:14,630	S15:
Here. She may say. What are you saying? Come see Winthrop.

01:50:18,130	S8:
School.

01:50:18,729	S15:
Come see where the teachers. Go to the bathroom.

01:50:22,000	S18:
Come see. It's not.

01:50:23,600	S15:
That. It's dirty. It's old.

01:50:26,569	S8:
And I really.

01:50:27,930	S15:
Honestly think when.

01:50:28,800	S8:
I.

01:50:29,100	S15:
See this.

01:50:29,970	S8:
That.

01:50:30,470	S15:
We should embrace.

01:50:31,270	S8:
It. We really.

01:50:32,670	S15:
Should. And believe.

01:50:33,800	S18:
Me.

01:50:34,100	S15:
Back in the day, taxes were a huge thing, too.

01:50:37,930	S8:
We heard the same thing.

01:50:39,800	S15:
Then.

01:50:40,670	S8:
As we're.

01:50:41,130	S15:
Hearing.

01:50:41,470	S18:
Now. But I want.

01:50:43,600	S15:
To compliment.

01:50:44,569	S8:
Everyone.

01:50:45,199	S15:
Who's worked on this.

01:50:46,100	S8:
Project. Um, and I really do hope.

01:50:49,270	S15:
That you will keep in mind that children are.

01:50:52,329	S18:
Very.

01:50:52,800	S15:
Resilient. One of the best things that ever happened to him. To Harlem.

01:50:56,029	S8:
High School.

01:50:56,670	S15:
Was when the.

01:50:57,569	S8:
Essex.

01:50:58,000	S18:
Kids.

01:50:58,369	S6:
Came.

01:50:58,970	S15:
A whole new community.

01:51:01,970	S8:
And it was.

01:51:02,970	S15:
Wonderful. Thank you.

01:51:04,869	S12:
Thank you.

01:51:11,500	S9:
Stephen. 18 come and go. Uh, Manchester Elementary came out. So I don't have a question, but just the information. This is from the MSBA site. Um, and I would encourage everyone to go look at that build that there's so one solution that's as they're built and modified, just the Essex, uh, elementary. But, uh, that was designed to 440 students. It's 82,000ft². Uh, to give you the comparison coupler, it's 42,000ft². think he probably should, you know, 60,000 square foot carpet. And that would work for the helmet. Um, and I think that's what quest you all is saying. 2,013.48 uh, students at Manchester, Essex from the state. And, um, you know, we probably can build that a lot in Brixton.

01:52:16,670	S1:
Whatever you keep in mind about the school bells is. Um, various communities have done different builds at different times. Straight up elementary school before the pandemic is probably 48 to $50 million. $55 million, uh, cost escalation is insane right now. Uh, we've seen it everywhere. I've seen it in any project we do, we see it in try to replace the boiler process. Elation. Uh, added on top of, uh, just general. Like. I just want to buy a boiler. Uh, you can't do that anymore. The way the cost escalations work. Um, and they've really dramatically increased. And I think we'll be able to have a good comparison in Manchester, Essex, because Essex, as many people might know, was now also pulled into the MSBA pipeline recently. I'll be curious to see the cost difference between those two. But even though they're building two fairly similar sized elementary schools, so that that costs, I would expect would be much, much greater than the the original cost of the Manchester Memorial train. Go ahead.

01:53:22,199	S4:
Jeremy Hackett of Woodside, mind and Wenham, I want to say thank you for all the work you've put into this. This looks like a fantastic project, and I'm curious about how class sizes might be impacted. Providing color around.

01:53:34,770	S3:
Sure, excellent.

01:53:37,800	S1:
Class sizes won't change. We will basically take a teacher in their class and drop it in the new building. So if you take first grade, we have seven first grade classrooms. Those having classrooms will fill the seven classrooms in the first grade neighborhood. Uh, we average class size across the elementary school of 19, uh, which is really good narratively. Our kindergartners right now are averaging 16, which is exceptional. Uh, and much needed at the kindergarten level. Uh, we have class sizes are low across across the district. Class sizes would not change. Um, in fact, they may allow us to improve a little bit with some flexibility for some of our specialized programs.

01:54:16,729	S3:
Sorry.

01:54:18,000	S9:
Thank you. Uh, Dave.

01:54:19,229	S4:
Anderson.

01:54:19,770	S9:
176 mainstream. And now we're the one planning board. Um, I am we have to consider that, um, three a whether you like it or not is a reality. And a view is also a reality. And when I'm.

01:54:38,100	S3:
Also.

01:54:38,529	S9:
Is the.

01:54:39,000	S3:
Good news as.

01:54:39,829	S4:
This first master.

01:54:40,729	S9:
Plan since 1960. That's 65.

01:54:44,529	S3:
Years.

01:54:46,600	S9:
And I'm.

01:54:47,000	S4:
Wondering, you know, this is.

01:54:48,529	S9:
Certainly a huge lift to get.

01:54:50,029	S3:
Us.

01:54:50,399	S9:
Here for something that we're trying to fix, but we may be on the.

01:54:54,930	S3:
Precipice of.

01:54:55,770	S9:
Some fanatic demographic changes in hamlets and whatnot. And I guess my concern, I'm curious how you all have considered this is.

01:55:08,329	S1:
Uh, with some of the.

01:55:09,369	S3:
Numbers.

01:55:09,670	S4:
That.

01:55:09,829	S9:
Were.

01:55:10,029	S4:
Said.

01:55:10,229	S9:
Before also being moved. What's going to happen.

01:55:14,869	S3:
If we.

01:55:15,229	S9:
Have.

01:55:15,430	S3:
More than 60 students here? I mean, what's the plan to.

01:55:18,770	S9:
Deal with.

01:55:19,229	S3:
Excess?

01:55:19,770	S9:
The only thing worse than when I'm, for example, taking.

01:55:23,029	S3:
Out 34.

01:55:23,770	S9:
Million, 34 million.

01:55:25,529	S4:
Vista.

01:55:26,670	S3:
Horror stories.

01:55:27,399	S9:
Again, of kids learning.

01:55:30,329	S3:
Tables.

01:55:30,770	S1:
And candlelight closets. So great question. It's hard to see on here. I will speak on the pointer. I think that's the only way to explain it, but the state does require us to that expandability. Uh, located in our design is one here. Future expansion. The one here to give us four more classrooms of approximately 22 kids. Um, if you do the math, across seven classrooms, the state number is 23 kids per class. We have we pushed back and told them we wanted to have 22 max. Uh, do the simple math. Seven times 20 is 140. And, um, this. So there's some room built into each of the neighborhoods. That way, when you look at where the 60 kids got to go, you can actually put more than 60 kids in there if you did 23 in every classroom. But at this point, we don't need to. It's not a it's not a thing, if you will. Um, we couldn't do that in our parent schools because the, the the classrooms are so small. Uh, they're, they're undersized. And, you know, the principal is shaking your head right now and saying, you know, please. No, um, trying to trying to get some of those close classrooms of 18, 19, 20, 21 in the in this of our lives is difficult. So, um. There is a requirement for identifying future expansion and that is included to.

01:56:54,329	S3:
Deal with that. So I try to go back on the spot, of.

01:56:58,529	S9:
Course.

01:56:59,229	S13:
Nick Fernandez Boston Matt Hamilton um, got.

01:57:02,899	S4:
To get.

01:57:03,130	S13:
Quite a turning point.

01:57:04,699	S9:
So the point.

01:57:05,699	S13:
Of course, was yet.

01:57:08,430	S9:
To become. So like I asked, they.

01:57:11,930	S4:
Could.

01:57:12,229	S9:
Not tell you, but.

01:57:13,569	S4:
It's built into the.

01:57:17,630	S4:
Test pits and warriors have begun to be analyzed by aircraft. So we.

01:57:21,729	S9:
Can start.

01:57:22,100	S19:
To develop.

01:57:24,100	S4:
The foundations and design. And it's not.

01:57:25,869	S19:
The best meet all government.

01:57:27,569	S3:
And all the reports are on the site.

Okay. 01:57:30,529	S9:
Uh all.

01:57:31,500	S13:
That.

01:57:31,770	S9:
So what's in the bill? Is a.

01:57:34,630	S13:
State constructed where it will be the.

01:57:38,329	S9:
Play space.

01:57:39,170	S3:
The.

01:57:39,329	S1:
Outside.

01:57:39,699	S3:
Space.

01:57:40,069	S9:
Control.

01:57:40,369	S13:
Random. Because right now.

01:57:42,069	S9:
They have a problem. That's obvious.

01:57:46,899	S3:
But oh my God.

Yeah. 01:57:49,170	S1:
The, uh.

01:57:49,970	S19:
You got me.

01:57:52,199	S1:
Yeah. So if you look at the outline of the old school, well, actually, where we're trained, Kevin is pointing us to where the first grade kids would, would score it. That's the best scenario. And that's a combined play area that graded the blue and green field is a combined play area.

01:58:07,770	S13:
Correct.

01:58:08,100	S9:
The one.

01:58:08,500	S19:
Going.

01:58:09,130	S9:
Through.

01:58:09,329	S19:
To the stairwell.

01:58:11,869	S1:
Yeah. That's part of part of so. So the parking lot plan is it goes in in stages for that for that reason so that we can move kids around the site.

01:58:20,470	S3:
As we need.

01:58:21,000	S1:
To move them safely.

01:58:22,369	S3:
We want to go with the picture that's done safely.

01:58:24,369	S1:
One of the things that autism, if you look at the length of the the current school, it is actually longer than the new schools. And there's more space that.

01:58:32,399	S3:
I think when we look.

01:58:33,270	S1:
At it. But I hate to walk out there and look around and say, oh.

01:58:35,569	S3:
Okay, there's there's.

01:58:36,470	S1:
Plenty of space back here. Um, but yeah, this is part of the consideration of the job these guys will have to do as they plan, as they cite this out, as they, uh, you know, be put up fencing and things like that, make sure they're safe.

01:58:49,329	S3:
You think kids still have.

01:58:50,270	S1:
Access to play space? We we we run our we would run things probably.

01:58:54,270	S3:
Differently when.

01:58:55,369	S1:
We don't put any of our elementary schools outside all at once unless it's, you know, a special day. But we generally go out in groups like on the body of the early warning grades, boom, boom, you know, a couple grades at times.

01:59:07,729	S9:
Um, you know, what's the.

01:59:09,829	S13:
Point of all understandable? So roughly.

01:59:12,829	S9:
When our meetings.

01:59:14,270	S3:
With.

01:59:14,430	S1:
You on site.

01:59:15,829	S13:
Uh, if this.

01:59:16,970	S9:
Thing goes through and what's the ratio? Or you look at the.

01:59:21,930	S13:
Level of the card.

01:59:23,229	S9:
Inside.

01:59:23,600	S13:
Of one.

01:59:24,130	S9:
Four.

01:59:24,329	S13:
Year old.

01:59:24,970	S9:
We live to.

01:59:25,829	S13:
Do lots of different gear. I assume this world.

01:59:27,829	S9:
Would be going.

01:59:28,829	S13:
To.

01:59:29,000	S9:
School. Um, just kind of.

01:59:31,430	S13:
Go rock.

01:59:31,930	S3:
Steady.

01:59:32,399	S9:
Yeah.

01:59:33,970	S1:
So if all things fall in the plan, if, if, if this passes that town, we build out the door and we start to go out. Really setting up in July, because that's when the mining becomes accessible, and then it goes all the way until September of actually, August of 2028 is the planned opening of of this building. The devil would happen after that? Um, for obvious reasons, we have to book all the kids out there and all, but yeah, now that would occur probably over the next six months or three months would stop demo reconstruction, stretch the parking lot, redo the play space. Yeah. All the escaping will come in after all the site. Good questions. They do.

02:00:18,369	S4:
Three.

02:00:18,770	S12:
Ends.

02:00:19,600	S1:
Like three ends, start to finish.

02:00:21,430	S8:
Hey, uh, Laura Bender, um, school Street in Hamilton. Born and raised in Wenham. Um, what.

02:00:28,869	S6:
A.

02:00:29,000	S8:
Wonderful community. Um, showing this is tonight. And I think it's.

02:00:33,170	S6:
A good.

02:00:33,500	S8:
Example for children that civic engagement.

02:00:37,100	S6:
Matters.

02:00:37,699	S8:
And everybody's voice can be heard.

02:00:40,569	S6:
Um, so.

02:00:41,470	S8:
Thank you, Eric and everyone for the opportunity.

02:00:44,800	S6:
Um, I have.

02:00:45,569	S8:
One logistical question for the architecture team. Um, looking at your schematic design of the new space, um.

02:00:53,300	S6:
How.

02:00:53,800	S8:
Big is.

02:00:54,600	S6:
The combine.

02:00:56,600	S8:
Uh, cafeteria and gymnasium space if the walls are open? Um, just thinking about how many you could fit with the fire code.

02:01:08,430	S4:
Uh, I don't think I can tell you what the maximum model that people can fit in there, but the cafeteria is about 5000ft². The gymnasium is about 6000ft². So when you open that wall, we have a pretty decent sized space there. Great. We have done some layouts for seeing in that in that larger area.

02:01:25,029	S9:
I mean, we can bring that out.

02:01:27,229	S8:
Excellent. I'm just trying to imagine how many we could fit. Excellent. And then you just touched them a little bit. One of.

02:01:33,199	S18:
My.

02:01:33,300	S8:
Questions.

02:01:33,970	S6:
My.

02:01:34,069	S8:
Next question was is just about.

02:01:35,430	S6:
Timeline.

02:01:35,930	S8:
And next steps and sort of the decision.

02:01:38,229	S6:
Tree.

02:01:39,069	S8:
Um, so thank you for talking through. If it.

02:01:41,729	S6:
Does pass in.

02:01:43,100	S8:
April. Um, can you talk a little bit more? Eric, following up on Terry's question.

02:01:47,229	S6:
From earlier, if it.

02:01:48,899	S8:
Doesn't.

02:01:49,329	S6:
Pass.

02:01:50,130	S8:
In April, um, what that would mean in terms of accreditation.

02:01:56,270	S1:
So elementary schools are not accredited. Our high school is the only building that actually gets accredited, is currently accredited. Um, they've done a lot of work towards that and continue to do that. Uh, those cycles run about every ten years. I think we're in year two of that next ten. I remember correctly, I've been the high school principal for a little while, but, um, the accreditation is only for high school, so accreditation doesn't impact elementary school. It does, however, impact people's decisions to move into community. So those are things that we think about. Um, and really the the reality of this, I'm going to close this out with this. And I know it's late and people have, you know, really spent a lot of time here. The reality is that the superintendent of this district, if this doesn't pass, I'm still coming back again because we need to do the right thing for our children. We have a lot of work to do in our schools, um, to bring these schools up to date up, up to par, uh, so that we can attract the best quality teaching staff that we can, uh, that we can get here. And so we give our kids the opportunities to grow in amazing learning spaces as they, uh, attend our schools in the hopes that they come back and plant roots in our community and continue to grow and continue that community cycle that we've all depended on for years. So I really appreciate everybody's time this evening. Great crowd type. It's amazing how many new faces. And, um, I certainly would, uh, encourage you to go to the website if you have questions is an FAQ box that you can drop in to the FAQ box and, uh, we will answer those. We then within usually 48 hours or so. And I have one more one where I say don't worry.

02:03:36,829	S11:
Good evening, Carrie.

02:03:37,869	S12:
Chasen.

02:03:38,270	S11:
From the.

02:03:38,529	S1:
Wedding.

02:03:38,829	S11:
Select Board. I just wanted to update you on the website. First, I'd like to thank.

02:03:44,470	S1:
The.

02:03:44,829	S4:
School community.

02:03:45,470	S1:
And school building community and the.

02:03:47,369	S20:
Whole design team for all the work done in this fight this winter. For this course, we've got about two months left to, uh, coming up towards the town meeting. So all our meetings are open to all the comments and we encourage you to come out. And also, um, we're all looking forward to a response from the Finance Committee as well as any further updates from School Committee. We've seen tonight that, uh, the neighborhood concept is not a facility, but the design.

02:04:25,000	S11:
That we do achieve, the neighborhood concept in this new design that we have green features put into this. Most importantly, because we have two towns, we also with one consolidated building. We provided equal education to all.

02:04:43,569	S4:
The students.

02:04:44,229	S11:
In those towns. We have an opportunity here to get a big, big chunk of state aid money if we.

02:04:53,229	S1:
Don't.

02:04:53,470	S11:
Go in this project as resented, that money largely goes away to one time offer. Otherwise, we have to get back in life to this.

02:05:03,369	S1:
Whole.

02:05:03,600	S9:
Thing.

02:05:03,970	S11:
Again. We've heard renovation versus new build, and frankly, renovation just gives you a 90 year old building instead of a 75.

02:05:12,869	S1:
Year.

02:05:13,069	S11:
Old building. And we know.

02:05:15,100	S1:
If you.

02:05:15,470	S11:
Talk to the teachers.

02:05:16,369	S1:
Or staff, the.

02:05:17,600	S11:
Buildings.

02:05:18,829	S1:
The greatest.

02:05:19,699	S11:
Generation.

02:05:20,829	S9:
Came.

02:05:21,270	S11:
And built these back in the 1950s. But as Barrett said, classrooms, schools are different today. We need to consider especially safety security. The advantages of having.

02:05:36,670	S1:
Classrooms.

02:05:37,470	S11:
That are not all the same size with four desk by five desks. And I also wanted to make sure that we understand that I think we owe both our children, our grandchildren, our great grandchildren, the same opportunities that three generations now that they had with these schools. But these schools are all like old. We need to step forward now and have a new school built. Last night they went in select board with all members present, took a vote, and we were unanimous.

02:06:11,270	S9:
In.

02:06:12,430	S11:
Supporting this current school plan. I hope everyone will come out to tell me on April 5th and vote yes, because it is.

02:06:20,270	S9:
A.

02:06:21,069	S11:
Major project. Yes, there are some questions on the details, but understand we need a new school that gives us a state of the art school, both for us today and also for another generation of you, just like our grand folks and grandparents do and our parents gave us. So I hope you come out. And I did say I have any questions. There's, as we said, open at the beginning, says, well, thank.

02:06:50,369	S12:
You very much. There we go.

02:06:53,470	S11:
All right.

02:06:53,770	S12:
One final, one final.

02:06:55,869	S1:
One final. I'm gonna wrap it up.

02:06:57,470	S12:
Yeah.

02:06:57,670	S4:
It is so.

02:06:59,829	S1:
Easy as a last.

02:07:00,529	S11:
Question.

Yeah. 02:07:01,930	S1:
Oh, sorry.

02:07:02,569	S4:
Follow Gary temperature live at Hamilton, 345 Bay road. I just want.

02:07:07,869	S11:
To put an.

02:07:08,229	S4:
Exclamation.

02:07:08,670	S9:
On.

02:07:08,770	S4:
Something that was said earlier. Um, and I think I want to make sure everyone's glossing over this. Um, my experience in elementary school.

02:07:17,069	S9:
I grew.

02:07:17,300	S4:
Up in.

02:07:18,270	S9:
The southern.

02:07:18,699	S11:
Fork.

02:07:19,329	S4:
And I think outdoor space is.

02:07:21,229	S9:
Pretty important for.

02:07:22,930	S4:
Kids.

02:07:23,329	S9:
In first, second, third, fourth, and.

02:07:24,899	S4:
Fifth grades.

02:07:25,569	S11:
And.

02:07:26,670	S4:
I don't.

02:07:26,930	S11:
Want it to be lost on folks that if.

02:07:29,699	S4:
You take the amount of space that these kids have.

02:07:31,899	S11:
Today across three.

02:07:33,329	S4:
Different schools.

02:07:34,500	S11:
In the available space.

02:07:35,600	S4:
That they have.

02:07:36,100	S11:
Inside.

02:07:37,369	S1:
This reduces it.

02:07:38,529	S11:
And I'm not I'm not out there, but I would say.

02:07:41,270	S4:
Reducing.

02:07:41,729	S11:
It by at least 80%.

02:07:44,199	S4:
80%.

02:07:45,069	S11:
If you give it a number, I say, oh, 50ft².

02:07:48,930	S4:
But five by five.

02:07:50,970	S11:
That's kind of what this would accomplish.

02:07:53,500	S4:
I'm interested to know.

02:07:55,270	S11:
What our.

02:07:55,800	S4:
Students have today.

02:07:57,930	S9:
Across.

02:07:58,470	S11:
The three.

02:07:58,899	S4:
School sites.

02:08:00,369	S9:
To.

02:08:00,569	S11:
Outdoor play space. And it's worth noting, too, that a year ago on 124th.

02:08:07,800	S4:
The plan that.

02:08:08,329	S11:
Was put forward, the MSBA did.

02:08:10,970	S1:
Not.

02:08:11,130	S11:
Include any of the.

02:08:11,930	S1:
Parking that you see in. So all these blue.

02:08:14,170	S4:
Parking areas.

02:08:15,270	S11:
That was all outdoor play space.

02:08:17,729	S4:
It was open space. It's no longer so I'm not sure what happened to remove all that. And if I'm a child. Think about this as a kid. Like, is that really all I have access to?

02:08:28,029	S12:
I'm fenced in.

02:08:29,430	S4:
On this side. I'm fenced in on this side. There's a softball field. Maybe I can go and play on, but I don't know. It doesn't look that appealing. As a student who wants to get out and, you know, get rid of some high energy play with friends. And I just wanted to make sure everyone was aware of the amount of space that we're, um, confining the students to here on this site. It's not worth it. It's worth understanding. It's worth understanding what we're going from and what we're going to do. Because it's not just about indoor space. Outdoor space is critical at the elementary school level. So that was it.

02:09:06,829	S12:
Thanks, man. Thank you everyone. Again, please reach.

02:09:11,029	S1:
Out about questions as an FAQ box on our website. We review them daily to make sure we don't miss any. We bring them to the back to the team and we'll answer the questions as they come in.