nauset regional high school · 12/12/2018 · o places for presentation • testing - have so many...

Nauset Regional High School Eastham, MA

Nauset Regional High SchoolFeasibility Phase

School Building CommitteeDecember 12, 2018

PROJECT MANAGEMENT Daedalus Projects Massachusetts School Building Authority


EDUCATIONAL VISIONINGKickoff Meeting

11/19/2018


newvistadesign Envisioning 21st Future Ready Schools 2 | P a g e

o A cultural Hub from Brewster to Provincetown o Learning spaces for summer and weekends too o Support the elderly community o 24/7 space

• Our location, though beautiful, is a challenge: o Advantages/problematic o Remote o National seashore o Effects how community interacts o Rich artistic culture o Not just a High School - but Community Center with year-round activities o Not just for students o School and students have transcended physical plant

• Growth Mindset and student agency are important

• Avoid cookie cutter design

• An Aquatic Community Center? Possible conversations with YMCA o Options for yoga/fitness - beyond gym

• Accommodation - gender neutral bathrooms

• We are too distant from the real-world o Need virtual connections for speakers o A space for virtual interactions o Places for presentation

• Testing - have so many AP tests o Turns campus upside down o Need multi-purpose space

• Campus is very separate and fragmented o We need a place to come together

• Our campus style arrangement has pros and cons o How does it affect students - positively or negatively?

§ A nightmare in winter o But, they get outside 4 times a day

• Tech integration is essential: o Real world connection o Global connection o Maker space

• Universal design o i.e. Franklin - voice lift in every classroom - serves students with cochlear implant

• Think about proximity of certain disciplines o Natural blending of topics

• Promote visible learning

Visioning Process

Nauset Regional High School Eastham, MAnewvistadesign Envisioning Future Ready Schools 1 | P a g e

Educational Leadership Team

Nauset Regional High School Educational Visioning Kick-Off Meeting Notes On November 19, 2018, an Educational Visioning Kick-Off Meeting was held with the Nauset Regional High School Educational Leadership Team (ELT) in order to review key priorities for the Feasibility Study, as well as a timeline and focus areas for educational visioning Workshops.

Priorities

• The conversation with teachers should be framed using language that the administration is starting to use:

Teachers are • Professional • Empathetic • Collaborative • Intentional

• We should think in terms of Health & Wellness as a basis for learning • A healthy space connects to:

o Light o Sound o Air o Texture

• Health of environment also means being more environmentally conscientious than we are now o Green/Global connections o Sustainability o Nutrition

• Should we have a truly functioning restaurant to emphasize nutrition o Vertical gardens would be great

• Consider STEAM & STEM - Crafts & Arts o How might we integrate arts better? o Our space is really holding students back o BUT, not every place should be multi-purpose

• A community center for learning o What is particular to Cape Cod - in terms of self-reliance o A lower Cape Community Center for education

Students are • Prepared • Interested • Engaged • Creative



































Key Meeting Dates:

• November 27, 2018 – A Day in the Life/Observations

• November 28, 2018 – Teacher Workshop One

• December 12, 2018 – Teacher Interviews and Student Focus Groups

• December 13, 2018 – Teacher Interviews

• January 2, 2019 – Teacher Workshop Two, Educational Working Group Workshop One


Educational Leadership Team

Nauset Regional High School Educational Visioning Kick-Off Meeting Agenda November 19, 2018 1. Introductions and Priority Goal Setting 10:30 – 11:15

o Introductions o MSBA process and visioning overview o Priority goals for the new renovated/new facility

2. Visioning Focus Areas 11:15 – 11:45 o 21st Century Teaching and Learning o Design Patterns o Guiding Principles o Discussion of Options

3. SCOG Analysis 11:45 – 12:15

o Recording of district/school Strengths, Challenges, Opportunities and Goals as connected to academic programming and facility design

4. Next Steps and Strategizing for Workshops 12:15 – 12:30

o Focus areas


















EDUCATIONAL VISIONINGWorkshop #111/28/2018


Educational Visioning Teacher Workshop One Notes November 28, 2018

On November 28, 2018, four groups of approximately 20 Nauset Regional High School faculty members participated in a series of 65-minute long introductory Educational Visioning Workshops run by New Vista Design and Flansburgh Architects. The workshop was a collaborative session designed to inform the Nauset Regional High School Feasibility Study and design process. Participants were introduced to the educational visioning process and engaged in a conversation about their priorities for the renovated and/or new Nauset facility and their thoughts about current and future educational goals and priorities for the high school.

Priority Goals

The following educational and design priorities were articulated by Nauset Regional High School faculty members during large group discussions, as well as on individual questionnaires that were filled out and submitted by each workshop participant. Priorities have been grouped by themes and arranged in priority order according to the number of times they were mentioned by faculty members. All goals that were mentioned by only one faculty member, appear with no number next to them.

Teacher Collaboration Spaces (43 mentions) • Central/useful “faculty” room (19) • Collaboration space (16)

o For lunch, meetings, private area for phone calls, etc.

o With a kitchen o In each building area

• Staff collaboration areas throughout school (4) • Cross curriculum opportunities • Less departmental segregation • More collaboration between teachers in different

departments • Copy machines in every building

Improved Technology (24) • More technology and access to it (outlets, etc.) (5) • Technology integration that is meaningful to each

discipline (5) • Charging stations (2) • Current/updated computer/tech labs for

arts/design/photo edit lab (2) • Charging outlets in floor close to desk space for ease of

charging iPad’s at work space • Teachers can access any device from anywhere on

campus • Flexible technology and electricity for room set-ups • Innovative technology with instructions for how to use

it • New technology for physiology/human body/3D

experiences • Smart board access • Better video conferencing abilities • Tech center that is fluid and moving - has security,

outlets, and ventilation • Plenty of electrical outlets and amperage • Computer desks


















Priority Goals Continued

Outdoor Connections and Spaces (23) • Outdoor gardens (4) • Green space and outdoor classrooms (4) • Outdoor amphitheater (see UMASS Dartmouth) (3) • Indoor gardens (2) • Integrating the design and the surrounding

environment, using it as an educational tool • Increased connection to natural world – bring the

outside in with nature inspired design and light • Bring the outside in more with full length windows • Indoor habitat/greenhouse • Pavilion – covered gathering space for social

opportunities o For lectures and performances

• Maintain but enhance outdoor spaces • Outdoor performance and meditation areas with

teaching resources • Outdoor habitat/greenhouse • Outdoor/courtyard layout • Covered walking spaces and easy access Performance and Performing Arts (16) • A lecture hall (2) • New theater with wings, storage space, dressing room,

and green room (2) • Classroom for theater and music (each one has

classroom) • Black box theater (can be used for many different

things) • Performing arts facilities • Dedicated performance/function space • Drama rehearsal space • Update auditorium and art gallery – more space, more

seating, so entire student body can come together • Auditorium that holds 50+ people • Indoor amphitheater • Presentation spaces (small/class size/large) • Ted Talk style lecture areas for students and

community • Gallery and performance space – centralized and in

common areas • Center for performing arts

Natural and Controllable Lighting (15) • Natural light (8) • Lights that dim (4) • No fluorescent lights • Larger, sweeping windows with shades • Big floor to ceiling blinds to include or not include

outside Flexible Classrooms (15) • Multipurpose, flexible classroom spaces that can be

easily changed around for different types of learning and activities such as groups and multi-classes (6)

• Flexible space that allows to switch from lecture to group work to using technology (2)

• Private classrooms – not shared (2) • Sufficient classrooms for all teachers – currently some

teachers “borrow” other classrooms during other teacher’s preps

• Larger classrooms with areas set aside for groupwork • Art centered classrooms • Group tables and space • Flexible seating • Mobile classroom and lab space Fitness and Health (14) • Pool – community/swim team (2) • Multipurpose space for wrestling and yoga (2) • Indoor track (2) • Fitness center with space to accommodate 50+

students • Near gymnasium/athletic fields/fitness center but

potential shared/collaboration with school nurse • Improved technology in PE area • Improved storage/classroom space in PE area • Larger footprint for equipment and

rehabilitation/treatment • Classrooms in gym area with auditorium seating • Recreational spaces • Health and wellness areas for faculty

newvistadesign Envisioning Future Ready Schools 3 | P a g e


Thoughtful and Open Campus Design (14) • Maintain open campus – don’t trade open campus for

security (5) • Aesthetically pleasing building we can all take pride in

(3) • Student centered campus • Keep the “organic” layout and Nauset vibe • Less institutional feel • Functional – easy to work in and to move and interact

with students in • Hallways to limit distractions in class (walking through

rooms, etc.) • Less concrete Improved Science Lab Spaces (14) • Flexible labs designed and equipped with technology in

mind (3) • Lab prep room/space, lab equipment, accessibility and

cleanliness • Charging stations, probe ware, ventilation • Updated chemical stockroom space and preparation

room • Lab/classroom space that has more flow and

collaboration • Storage that makes sense for lab supplies • Sufficient space so students have ample space for

equipment, notebooks, etc. • Microbiology lab/equipment • Learning space separate from lab space • Access to water and ice, subzero freezer (-40C) and

fridge • Aquatic/wet lab • Facilities for microbiology/autoclaves/centrifuges Student Collaboration Spaces (12) • Collaborative spaces for students (7) • Furniture improvements that promote collaboration for

students (3) • Central student union • Environment that’s more connected and collaborative

for both teachers and students

Testing Areas (12) • Large testing center (AP, MCAS, IEP, etc.) (6) • Sufficient space for MCAS/AP exam/SAT exams (5)

o Could be convertible for other uses, but currently the library is inaccessible at times

• Smaller work rooms for student use (sound proof) and special education pull-out testing (1)

Improved Security (11) • Security and safety (10) • Secure entries and exits Climate Control (11) • Air conditioning – it’s a health problem (6) • Climate control – heat and AC in all classrooms and

windows that allow for flow of fresh air (3) • Heat that works consistently – either too hot or too

cold currently (2) Student Centered Learning (9) • Student centered learning (4) • Project based learning • Social emotional learning • Internships and field studies • Global connections • More abilities to work in teams Visual Arts (9) • Ventilation (darkroom, oil paints, etc.) (2) • Critique area – shared open space to hang work for a

quick group talk • Gas kiln with garage door and roll in center • Display cases in the windows for ceramics facing

campus in my room • Separate painting studio with natural and incandescent

lighting • Damp cleaning for dust (i.e., sprinkler system mist

drainage • Sky lights for natural light but not to give up the walls • Videography – state of the art




















Storage (9) • Improved storage (2) • More storage in each classroom (2) • Storage for each sports team • Book closets for all subjects – not just English

department • Art storage and presentation/critique walls/boards • Shelves for storage • Storage space and room appropriate for all courses Meeting and Breakout Rooms (8) • Conference and meeting rooms (4) • Breakout rooms (3) • Study rooms where students can work and teachers

can give extra help (esp. for those of us without our own classrooms)

Sustainability (8) • Sustainable: ecologically friendly buildings (4) • Green buildings with zero emissions – serve as

“learning labs” • Solar panels, wind energy, gardens • Transportation hub for future modes: driverless cars,

buses and even drones • Environmentally aware Multipurpose Spaces (6) • Multipurpose spaces that are flexible and adaptable (5) • Gathering areas for social reasons (1) Private Spaces (6) • Private room to make phone calls (3) • Lactation room with fridge and sanitation supplies • Space for students to go to for privacy – meetings,

discussions with faculty, guidance, etc. • Have all over school so we are not traveling with

students/to reduce time outside of class Functional Lab Spaces (6) • Functional space to teach life skills • Foreign language labs – global communication and

language tables in the cafeteria

• Mini apartment to include kitchen, laundry, dining space

• Writing lab • Space for students to seek support in particular skills

(i.e., academic achievement center) – a place that can be staffed with qualified tutors/teachers, etc.

• Area where food service is part of the school learning process

Library (6) • Library is heart of the school – atmosphere of windows

and light entrance – keep this way (2) • A library like space in the English department with

seating for small groups like you might find in college libraries

• Media center access for multiple courses • A welcoming library with books • Better space for students to access books Departmental Offices (6) • An office space for every department (2) • Each teacher has an office (2) • In departments, a common room with technological

capacity for projects • Departments in natural (places suited) environment to

promote collaboration between classes More Bathrooms (5) • Enough bathrooms for staff and students (4) • Faculty bathrooms for faculty (women) only that

function Project-Based Learning (5) • Space to engage in bigger projects (2) • Spaces for extracurriculars and their

equipment/materials • “Fun room” where students can explore/play with

science stuff • Large group tables in special education rooms so

students can work together



Universal Access (4) • Universal design for learning • Handicap accessible • Better accessibility for handicap students during

evacuations • Accessibility for all with technology, space, and design Improved Cafeteria/Dining Area (4) • Comfortable cafeteria – new, open, natural light (3) • Community feel of dining space Centrally Located Nurse’s Office (4) • Central location for admin/nurse/emergency

office/tech resources/student center/guidance/sped (3)

• Private area for students in nurse’s office

Universal Access and Special Education (4) • Sound proof and reduction in noise (2) • Standing workspace and rolling computer chairs for

special education rooms to “get out” energy • Push button doors Community Access (2) • Community center/school – invite our community in –

community would love to contribute and would appreciate benefitting from our facility and from services students could provide such as tech assistance, grant writing, etc.

• Community engagement – common meeting space School Store (1) • School store layout with shelving for clothes/space for

items



















Educational Visioning Teacher Workshop One Notes November 28, 2018

Future Ready Learning Goals

The following Future Ready Learning Goals were identified by Nauset Regional High School faculty members during large group discussions, as well as on individual questionnaires that were filled out and submitted by each teacher. Priorities have been grouped by themes and arranged in priority order, according to the number of times they were mentioned by faculty members. All learning goals that were mentioned by only one faculty member, appear with no number next to them.

Communication (35 mentions) • Effective communication skills (14)

o With adults and peers o Inter/intra-personal communication

• Oral and written communication skills (12) o Informational and advocacy writing

• Listening (3) • Public speaking (3)

o Present to groups of various sizes • Literacy skills (all types) (3) • Communicating in standard English Critical Thinking (33) • Critical thinking (20) • Analytical reading comprehension (4) • Analyze validity of information (3)

o Not just doing, but understanding why • Reasoning • Logical thinking • Managing complexity • Data analysis • Information synthesis Leadership (31) • Self-direction (6) • Initiative (3) • Self-discipline (3) • Executive functioning (2) • Application of knowledge (2) • Ethics (2) • Hard work/work ethic (2) • Growth mind-set (2) • Personal responsibility (2)

• Student centered learning • Commitment • Self-assessment • Collaborative leadership • Change speeds and focus fluidly • Assertiveness • Student led Ted talks Technology Literacy (30) • Tech savvy (9) • Digital literacy (8) • Technology infused (5)

o Across subjects and in curriculum • Real life application of technology across areas (2) • Confidence with technology • Ability to separate technology from personal and

professional life • Hands on tech – more than iPads, 3D printing, excel,

and probes • Computer science programming • Use of excel for data collection, graphing and

spreadsheets • Navigating social media Emotional Intelligence (28) • Social-emotional skills and understanding (12) • Empathy (6) • Self-awareness (2) • Self-regulation and personal management (2) • Coping skills/mechanisms (2) • Diversity and inclusion • Reflection • Emotional maturity • Sensitivity


Future Ready Learning Goals Continued Lifelong Learning (24) • Independent learning, thinking, and questioning (9) • Preparedness for college (study habits) (3) • Lifelong learning (3) • Learning to learn (2) • Liberal arts education • Exposure to humanities • Project oriented education • World view (IB model) of education • Higher learning • Expeditionary learning • Personal responsibility for learning

Collaboration (25) • Collaboration (18) • Group work and team collaboration (6) • Working with those you do not choose to work with

Creativity and Imagination (25) • Creativity (6) • Imagination (6) • Curiosity (5)

o Ask good questions • Joy (2) • Entrepreneurship • Originality • Risk-taking • Inventive thinking • Mental flexibility • Experimental design

Problem Solving (24) • Problem solving (16) • Creative problem solving and solutions (5)

o When to get help • Ability to solve ‘fuzzy’ problems • Process • Think/work cross disciplines

Global and Civic Responsibility (18) • Global connections and awareness (9) • Connected to community and environment (4) • Civic mindedness • Civic responsibility • Citizenship • Activism • Be participants in government process (voting)

Organization (15) • Time management (7) • Planning skills (3)

o Planning days/weeks

• Prioritizing (2) • Managing for results • Organizational skills • Efficiency and high productivity

Resilience (13) • Flexibility and adaptability (5) • Perseverance (4) • Resilience/grit (2) • Success and failure • Mental stamina - ability to push through the hard

stuff

Real World Application (11) • Real world connections through internships, news,

and online resources (3) • Exposure to career interests before applying to

college (2) • Skills and pathways for non-college bound students

(2) • Career Tech Education • Application, interview, network • Building skills for work tasks – stocking, office,

restaurant, etc. • Work skills

Life Skills (10) • Basic life skills – email, online, notetaking, etc. (3) • Personal finance skills – budgeting, banking, making

change, ATM usage (3) • Preparation for independent living • Cooking, transportation • Etiquette (manners, etc.) • Environmental skills and practice

STEM Literacy (8) • STEM and STEAM skills (5) • Math – basics and real-world application (2) • Real life technology

Self-esteem (6) • Independence (3) • Self-confidence • Learning their own voice • Self-advocacy

Health and Wellness (5) • Health and wellness (3) • Stress management (2) • Physical fitness – we can’t keep them seated 6.5

hours a day • Balance – work, pleasure, social ,etc.


















EDUCATIONAL VISIONINGFaculty Staff Interviews

12/12/2018


Student Focus GroupCampus Strengths

Campus Weaknesses

Space Needs

• Outdoor campus

• Library: perimeter tables with views to bowl, quiet

• Darkroom

• Playing fields

• Creepy locker rooms with labyrinthine egress

• Limited gathering spaces for lunch

• Few toilets, often inoperable

• Few windows

• Pool

• New performing arts center

• Outdoor learning space - music, lectures, seminars

• Student commons


















Faculty InterviewsSpace Needs• Teacher Meeting Space: small departmental areas and large collaborative space

• Marine Biology Lab

• Biotech Lab

• Robotics Lab

• Lecture Hall for 50-70

• Student Commons

Preferences• Greater visibility

• Department-based organization

• Arts spaces in closer proximity

• More space for display


















STUDY SCOPE


MSBA Study Scope

Grades9 to 12

905 students

181,000 gsf

Version 10.30.2017

High School Space Summary

Date: 11/26/18 Enter Submittal

Nauset Regional HS

ROOM TYPE

ROOM

NFA1 # OF RMS area totalsROOM

NFA1 # OF RMS area totals Comments

46,160 43,770 (List classrooms of different sizes separately)

Classroom - General (A BLDG:1st) 815 8 6,520 850 31 26,350 825 SF min - 950 SF max

Classroom - General (A BLDG:2nd) 900 8 7,200Classroom - General (N BLDG) 775 14 10,850Classroom - General (N BLDG) 715 4 2,860Teacher Planning Various 3 480 100 31 3,100 Computer Seminar (N BLDG - 2nd Flr) 600 1 600Small Group Seminar A-BLDG + E-BLDG 355 4 1,420 500 2 1,000 Science Classroom / Lab (E BLDG - 1st Flr) 1,435 4 5,740 1,440 8 11,520 3 x85% ut=20 Seats-1 per /day/student

Science Classroom / Lab (E BLDG - 1st Flr) 770 1 770Science Classroom / Lab (E BLDG - 2nd Flr) 1,600 4 6,400Science Classroom / Lab (E BLDG - 2nd Flr) 1,210 1 1,210Prep Room (E BLDG - 1st/2nd Flr) Various 8 1,490 200 8 1,600 Central Chemical Storage Rm (E BLDG - 1st Flr) 120 1 120 200 1 200 Science Dir. Office (E BLDG - 2nd Flr) 370 1 370IB Office (E BLDG - 2nd Flr) 130 1 130

3,255 10,070 (List classrooms of different sizes separately)

Self-Contained SPED Varies 3 2,170 950 7 6,650 825-950 SF equal to surrounding classrooms

Self-Contained SPED Toilet 60 7 420 Life Skills (D-BLDG) 810 1 810Resource Room 275 1 275 500 3 1,500 1/2 size Genl. Clrm.

Small Group Room 500 3 1,500 1/2 size Genl. Clrm.

6,150 6,700 Art Classroom - 25 seats (C-BLDG) 2,000 1 2,000 1,200 2 2,400 Assumed use - 25% Population - 5 times/week

Art Office 150 1 150Art Workroom w/ Storage & kiln 150 2 300 Digital Arts / MIDI 420 1 420Band - 50 - 100 seats 1,650 1 1,650 1,500 1 1,500 Assumed use - 25% Population - 5 times/week

Chorus - 50 - 100 seats (B BLDG) 1,330 1 1,330 1,500 1 1,500 Ensemble 200 1 200 Music Practice Various 3 250 75 4 300 Music Office 200 1 200Music Storage 75 2 150 500 1 500

16,595 9,600 Jewelry / Metals (C-BLDG) 2,110 1 2,110 1,200 3 3,600 Assumed use - 50% Population - 5 times/week

Ceramics w/ Storage (C-BLDG) 2,240 1 2,240 2,000 3 6,000 Assumed use - 50% Population - 5 times/week

Photography w/ Dark Room (C-BLDG) 1,595 1 1,595Video Lab (B BLDG) Various 2 2,405Fashion Design/Graphics (B BLDG) 1,070 1 1,070Business (B BLDG) Various 3 2,940Woodworking (C-BLDG) 2,635 1 2,635Culinary Arts (C-BLDG) 1,600 1 1,600

30,550 21,268 Gymnasium 18,800 1 18,800 12,000 1 12,000 PE Alternatives 3,065 1 3,065 3,000 1 3,000 Gym Storeroom Varies 2 990 300 1 300 Locker Rooms - Boys / Girls w/ Toilets Varies 2 6,250 5,068 1 5,068 5.6 sf/student total

Phys. Ed. Storage Varies 2 440 500 1 500 Athletic Director's Office / Other Office Varies 5 780 150 1 150 Health Instructor's Office w/ Shower & Toilet 250 1 250 Laundry 225 1 225

4,985 5,556 Media Center / Reading Room 4,800 1 4,800 5,556 1 5,556 Computer LabOffice 185 1 185

7,700 8,910 Auditorium (D-BLDG) 5,690 1 5,690 6,033 1 6,033 2/3 Enrollment @ 10 SF/Seat - 750 seats MAX

Stage (D-BLDG) 1,410 1 1,410 1,600 1 1,600 Auditorium Storage (D-BLDG) 430 1 430 476 1 476 Make-up / Dressing Rooms (D-BLDG) 130 1 130 300 2 600 Controls / Lighting / Projection (D-BLDG) 40 1 40 200 1 200

7,150 8,182 Cafeteria / Student Lounge / Break-out 5,035 1 5,035 4,525 1 4,525 3 seatings - 15SF per seat

Chair / Table Storage NA 376 1 376 Scramble Serving Area NA 600 1 600 Kitchen 1,855 1 1,855 2,205 1 2,205 1600 SF for first 300 + 1 SF/student Add'l

Staff Lunch Room 260 1 260 476 1 476 20 SF/Occupant

740 910 Medical Suite Toilet 45 1 45 60 1 60 Nurses' Office / Waiting Room 370 1 370 250 1 250 Interview Room 165 1 165 100 2 200 Examination Room / Resting 80 2 160 100 4 400

5,255 4,089 General Office / Waiting Room / Toilet Various 1,915 453 1 453 Teachers' Mail and Time Room 100 1 100 Duplicating Room 200 1 200 Records Room 200 1 200 Principal's Office w/ Conference Area 375 1 375 Principal's Secretary / Waiting 125 1 125 Assistant Principal's Office - AP1 150 1 150 Assistant Principal's Office - AP2 150 0 - Supervisory / Spare Office 120 1 120 Conference Room 450 1 450 Guidance Office Various 1,915 150 5 750 supervisory / Spare Office 100 1 100 Guidance Storeroom (B BLDG) 515 1 515 100 1 100 Career Center 376 1 376 Records Room 138 1 138 Teachers' Work Room (B BLDG) 460 1 460 453 1 453 Technology Support (B BLDG) 450 1 450

360 2,304 Custodian's Office 150 1 150 Custodian's Workshop 250 1 250 Custodian's Storage 375 1 375 Recycling Room / Trash 400 1 400 Receiving and General Supply 376 1 376 Storeroom 553 1 553 Network / Telecom Room 360 1 360 200 1 200

1,450 0 TV Studio 1,450 1 1,450

Total Building Net Floor Area (NFA) 130,350 121,359

Proposed Student Capacity / Enrollment 905 200

Other Occupied Rooms (list separately) Non-Programmed space areas arerequired to be included in thefollowing submittals:

Schematic Design SubmittalUnoccupied MEP/FP Spaces Design Development SubmittalUnoccupied Closets, Supply Rooms & Storage Rooms 60% Construction DocumentsToilet Rooms 90% Construction DocumentsCirculation (corridors, stairs, ramps & elevators) Final Construction DocumentsRemaining3

Total Building Gross Floor Area (GFA)2 178,000 181,000

Grossing factor (GFA/NFA) 1.37 1.49

1 Individual Room Net Floor Area (NFA)

2 Total Building Gross Floor Area (GFA) Includes the entire building gross square footage measured from the outside face of exterior walls

3 Remaining Includes exterior walls, interior partitions, chases, and other areas not listed above. Do not calculate this area, it is assumed to equal the difference between the Total Building Gross Floor Area and area not accounted for above.

Architect Certification

Name of Architect Firm:

Name of Principal Architect:

Signature of Principal Architect:

Date:

I hereby certify that all of the information provided in this "Proposed Space Summary" is true, complete and accurate and, except as agreed to in writing by the Massachusetts School Building Authority, in accordance with the guidelines, rules, regulations and policies of the Massachusetts School Building Authority to the best of my knowledge and

Proposed Space Summary - NRHS. (DRAFT)

CORE ACADEMIC SPACES

SPECIAL EDUCATION

ART & MUSIC

MSBA Guidelines(refer to MSBA Educational Program & Space Standard Guidelines)

MEDIA CENTER

ADMINISTRATION & GUIDANCE

VOCATIONS & TECHNOLOGY

HEALTH & PHYSICAL EDUCATION

DINING & FOOD SERVICE

Includes the net square footage measured from the inside face of the perimeter walls and includes all specific spaces assigned to a particular program area including such

CUSTODIAL & MAINTENANCE

OTHER

NON-PROGRAMMED SPACES

MEDICAL

AUDITORIUM / DRAMA

Existing Conditions


CoreAcad.

SpecialEd.

2500 sf

5000 sf

7500 sf

10000 sf

12,500 sf

15,000 sf

17,500 sf

20,000 sf

22500 sf

25000 sf

27500 sf

30,000 sf

Art / Music

Health/PE

MediaCenter

Dining/Food Sevice

Medical

43,770 sf

6,700 sf

10,070 sf

21,286 sf

5,556 sf

8,182 sf

910 sf

Cust./Maint.

4,089 sf

2,304 sf

OtherAdmin/Guidance

32,500 sf

35,000 sf

1,450 sf

5,255 sf

360 sf

905 student enrollment NRHS - MSBA Default Space Summary Template

37,500 sf

40,000 sf

45,000 sf

42,500 sf

Voc/Tech

9,600 sf

Auditor./Drama

8,910 sf

7,700 sf

4,985 sf

30,550 sf

16,595 sf

3,255 sf

6,150 sf

7,150 sf

NRHS Existing Net SF

46,160 sf


Campus Plan: Lower Level


Campus Plan: Main Level


Campus Plan: Upper Level


GeneralClassrm.

TeacherPlanning

2,000 sf

4,000 sf

6,000 sf

8,000 sf

10,000 sf

12,000 sf

14,000 sf

16,000 sf

18,000 sf

20,000 sf

22,000 sf

24,000 sf

Sm. Grp.Seminar

PrepRoom

ChemicalStorage

26,350 sf

1,000 sf

3,100 sf1,600 sf

200 sf

26,000 sf

28,000 sf

905 student enrollment

Core Academic Spaces

NRHS - MSBA Default Space Summary Template

30,000 sf

32,000 sf

34,000 sf

ScienceLab

11,520 sf

120 sf1,490 sf

14,120 sf

480 sf

2,020 sf


27,430 sf


Self-Contained

Life Skills

500 sf

1,000 sf

1,500 sf

2,000 sf

2,500 sf

3,000 sf

3,500 sf

4,000 sf

4,500 sf

5,000 sf

5,500 sf

6,000 sf

S/C SPED Toilet

Sm GroupRoom

6,650 sf

420 sf 500 sf

6,500 sf

7,000 sf


Special Education Spaces


7,500 sf

8,000 sf

8,500 sf

ResourceRoom

1,500 sf

0 sf275 sf0 sf 0 sf

810 sf


2,170 sf


Tech. Classroom

Tech. Shop

3,600 sf


Vocations & Technology Spaces



9,610 sf

500 sf

1,000 sf

1,500 sf

2,000 sf

2,500 sf

3,000 sf

3,500 sf

4,000 sf

4,500 sf

5,000 sf

5,500 sf

6,000 sf

6,500 sf

7,000 sf

7,500 sf

8,000 sf

8,500 sf

9,000 sf

6,000 sf

6,985 sf


Gym PE Alt

1,500 sf

3,000 sf

4,500 sf

6,000 sf

7,500 sf

9,000 sf

10,500 sf

12,000 sf

13,500 sf

15,000 sf

16,500 sf

18,000 sf

Gym Storerm

PE Storage

AD Office Health Instr Office

Laundry

12,000 sf

300 sf

3,000 sf

500 sf150 sf

250 sf 225 sf

19,500 sf

21,000 sf


Health & Physical Education Spaces


22,500 sf

24,000 sf

25,500 sf

Locker Rooms

5,068 sf

780 sf

0 sf 0 sf440 sf

6,250 sf

3,065 sf

990 sf


18,800 sf


Existing ConditionsUpdate


Landscape and Civil• Site is relatively flat with gentle slope towards glacial depression

and wetland at southwestern corner of lot; native vegetation dominates site, located less than one mile from coast within National Seashore

• Courtyards serve as circulation spine connecting all buildings and as informal gathering space

• Students gather at fixed benches, seat walls, and picnic tables

• Plantings in courtyards are a mix of trees and shrubs, with larger trees providing shade and character

• Pavement conditions are fair to poor at parking and circulation areas

• Courtyards flood regularly; entrances are sandbagged to prevent building flooding

• Stormwater inlet grates are difficult to clean, exacerbating flooding

• Clear pedestrian connection does not exist across vehicular circulation loop to athletic fields

• Courtyards are illuminated by wall-mounted fixtures. Vehicular circulation is illuminated by pole-mounted fixtures. Lighting levels will need to be measured to determine appropriate coverage.

S T E P H E N S T I M S O N A S S O C I A T E S L A N D S C A P E A R C H I T E C T S , I N C .

2 8 8 N O R F O L K S T R E E T C A M B R I D G E , M A 0 2 1 3 9 T 6 1 7 8 7 6 8 9 6 0

2 M O U N T A I N R O A D P R I N C E T O N , M A 0 1 5 4 1 T 9 7 8 4 6 4 5 2 0 0

9. STUDENT CONGREGATION AREAS Primary student gathering occurs along the central pedestrian corridor and in the garden courtyards that anchor the east and west ends of the corridor. Student gatherings appears to be a function of circulation between class blocks. Students gather in small groups along the pedestrian corridor in proximity of building entrances. The largest number of student groups gathered in the plaza space at the east end of the corridor formed by Building F and Building G. The adjacent garden courtyard is a popular gathering area. Picnic tables and benches are arranged informally and set on a mulch bed within a planting area. This courtyard is south facing with strong sun exposure. The west garden courtyard is shaded by Building B and overhead mature canopy trees. We did observe one group of students sitting at the picnic table in this courtyard. We also observed students eating lunch at the retaining walls supporting the southeast corner of the courtyard with views east down the corridor.

Benches and seat walls

Courtyard paving and drain





Landscape and Civil




7. PEDESTRIAN ACCESSIBILITY AND MAAB COMPLIANCE A total of (1) reserved accessible spaces are located on site along the innermost vehicular circulation route. These accessible spaces are connected to the building by a network of concrete walkways. The parking spaces, signage, access aisle and accessible route all do not appear to comply with current MAAB standards. The quantity of accessible spaces in insufficient for a municipal building of this capacity.

Accessible parking space

Newer accessible courtyard ramp




7. PEDESTRIAN ACCESSIBILITY AND MAAB COMPLIANCE A total of (1) reserved accessible spaces are located on site along the innermost vehicular circulation route. These accessible spaces are connected to the building by a network of concrete walkways. The parking spaces, signage, access aisle and accessible route all do not appear to comply with current MAAB standards. The quantity of accessible spaces in insufficient for a municipal building of this capacity.

• Eight accessible parking spaces provided, but signage, access aisle, and accessible route do not meet MAAB standards

• Approximately 300 parking spaces, insufficient for large events

• Unpaved areas are used for additional parking

• Ramps in courtyards are primarily poured-in-place concrete with one relatively new retrofit structure. Only the new ramp meets MAAB standards.

• Primary loading dock is located on north side of Building F and serves kitchen and dumpsters. Original custodial loading dock was repurposed for fitness center and a maintenance shed constructed across loop road near football field entrance.

• A full-height roll-up door provides access to the Boiler Room, and another access door at the southeast corner of building G allows equipment load-in.

• No perimeter fencing exists on site

Nauset Regional High School Eastham, MAN a u s e t R e g i o n a l H i g h S c h o o l E a s t h a m , MASite Analys is • 12 11 2018

0 1 5 ’ 3 0 ’ 6 0 ’OV E R A L L S I T E P L A N

BUILDING B

BUILDING A

BUILDING C

BUILDING E

AUDITORIUM CAFETERIA BUILDING F

BUILDING N

CABLE ROAD

BUILDING G

BUILDING D

PEDESTRIAN CIRCULATION

PEDESTRIAN GATHERING AREAS

VEHICULAR CIRCULATION

BUS DROP-OFF

PARKING

PEDESTRIAN-VEHICULAR CONFLICT

AREA PRONE TO FLOODING

LEGEND

NON-CONFORMING PARKING DEGRADES PEDESTRIAN ENTRANCE

TOPOGRAPHY WITH CONTRASTING MATURE VEGETATION

DENSE NATIVE CANOPY

NATIVE WOODED AREA -

CAPE COD NATIONAL SEASHORE

NATIVE WOODED AREA

INADEQUATE SITE LIGHTING IN THIS

AREA

NATIVE WOODED AREA

VEHICULAR EGRESS

VEHICULAR ACCESS

NATIVE WOODED AREA

TOPOGRAPHY WITH NATIVE CANOPY

COVERAGE

MAIN ENTRANCE

MAIN ENTRANCE

LAWN WITH TREESWEAK CANOPY

COVER

SCHOOL GARDEN

SERVICE

LOCKER ROOM ENTRANCE

VEHICULAR/PED. CONFLICTS DURING SPORTING EVENTS

PARKING IN UNMARKED SPACES

TENNIS COURTS

PEDESTRIAN

VEHICULAR

NON-CONFORMING ACCESSIBLE PARKING

SPACE

AREA LACKS WAYFINDING

Landscape Observations: Site Circulation

Nauset Regional High School Eastham, MAN a u s e t R e g i o n a l H i g h S c h o o l E a s t h a m , MASite Analys is • 12 11 2018

BUILDING B

BUILDING A

BUILDING C

BUILDING E

AUDITORIUM CAFETERIA BUILDING F

BUILDING N

BUILDING G

BUILDING D

NON-CONFORMING STAIR AND HANDRAILS

BRIDGE CREATES PORTAL OR GATEWAY

CANOPY CREATES PORTAL OR GATEWAY



NON-CONFORMING SLOPE

NON-CONFORMING SLOPE

NON-CONFORMING SLOPE AREA DRAINS BECOME CLOGGED WITH IN-CREASINLY INTENSE WEATHER EVENTS

C O U R T YA R D E N L A R G E M E N T

MAIN ENTRANCE

MATURE VEGETATION

MATURE VEGETATION

MATURE VEGETATION

SHRUBS AND FLOWERING

TREES - WEAK CANOPY COVER

SHRUBS AND FLOWERING TREES - WEAK CANOPY COVER

MAIN ENTRANCE

NON-CONFORMING PARKING DEGRADES PEDESTRIAN ENTRANCE

TOPOGRAPHY WITH CONTRASTING MATURE VEGETATION

TOPOGRAPHY WITH NATIVE CANOPY

COVERAGE

SERVICE / LOADING DOCK

LOCKER ROOM ENTRANCE

TABLES IN MULCH

TABLES/CHAIRS IN MULCH

TABLES IN MULCH

TABLES IN MULCH

0 8 ’ 1 6 ’ 3 2 ’

PEDESTRIAN

SCHOOL GARDEN STORAGE

Landscape Observations: Courtyards and Internal Circulation


Civil Observations: Campus Infrastructure

Acid Waste Tank

50,000 Gallon FireDemand StorageTank

Sewage DisposalSystem

Finished WaterStorage Tank andPumps - to beremoved

MunicipalWater Main

New Hydrant

Dry Hydrants

Stormwater OutfallBacks Up andFloods IrrigationWell

Grease Trap


Woodpecker damage at siding

Original metal casework

Collapsed siding with exposed substrate

Architectural• Exterior wood deterioration due to weather and animals

• Condition of wood varies by facade orientation

• Door & Hardware systems are in various states of disrepair with a mix of non-complaint and complaint door hardware through-out

• Casework is typically original, outdated, and worn; storage is limited due to unit ventilator housed in casework

• Finishes are generally worn: VCT exhibits wax buildup, ceramic tile grout is dirty, plastic laminate countertops are chipped, metal lockers and casework are rusting at base.

• Damage to classroom VCT flooring due to previous water infiltration at windows

• Exterior Envelope with low R-value: 3/4” insulation in wood exterior walls, degrading where exposed to elements. Exposed concrete frame is uninsulated and creates thermal bridge.

• Acoustical treatments are applied inconsistently across campus. Tiles in coffered structural slabs have fallen in places, and fabric-wrapped acoustical wall panels are present in some classrooms.

• Roofs, doors, and windows replaced in 2012 are in good condition

• Sealants are typically in need of replacement


Structural• Single- and two-story concrete and steel structures with basements

• The existing structure is performing well and appears sound

• Structural system is inherently flexible and interior partitions can easily be reconfigured

• Structures do not have explicit lateral load resisting system; existing walls likely assist in resisting lateral loads on the structure.

• Minor cracks in the exterior concrete frames were observed, with some spalling at corners

• No signs of foundation settlement were observed

• No undue vibrations due to footfalls on the supported slabs were observed

• Few signs of past water leaks were observed

• Seismic clipping of all existing masonry walls will be required

• Proposed renovations will trigger an analysis of the existing building and removal or relocation of walls will require the addition of shear walls or braced frames

• Expansion joint between buildings E and N is inadequate and finishes have deteriorated

Concrete frame and two-way roof slab

Exposed rebar at spalled concrete corner


Structural• Each of the eight existing buildings can be considered separate

buildings structurally. Structural modifications to any one building would not trigger any code mandated structural upgrades to the other buildings.

• Any proposed additions should be separated by way of expansion joints from the existing structures.

• Typical lowest floor is concrete slab on grade. The buildings have partial basements and/or utility tunnels within the footprints of the building. The floor above the basement and utility tunnels is a reinforced concrete slab spanning between reinforced concrete walls.

• The typical second floor is a one-way concrete ribbed slab or two-way concrete waffle slab supported on reinforced concrete beams and columns. Typical roof is similar to the typical second floor construction.

• The roof over the auditorium and field house is metal deck supported on open web steel joists spanning between reinforced concrete beams and columns.

• The exterior walls are unreinforced masonry walls with wood siding.

Tunnel access in Science classroom

Exposed structural slab ceiling


Structural Diagram: Load-bearing Members


Mechanical• Generally, all of the mechanical equipment and distribution

infrastructure has reached the end of its useful life an should be replaced completely.

• The two original boilers that have been converted to natural gas are beyond their life expectancy

• Boilers are required to run year round in order to maintain water temperature of 4,000-gal hot water storage tank

• Hot water distribution piping is original and serves campus through a tight underground tunnel system

• Hot water room ventilators are original and typically in poor condition based on age

• DX split systems with outdoor-mounted condensers are installed in select locations

• Indoor heating & ventilation air handler serving the gym is located in the basement mechanical room; unit is noisy and past its useful life

• Exhaust fans serving the gym are inoperable.

• Air handler units with cooling are past their useful life and should be replaced.

Original boilers

Split system compressor


Mechanical• Existing pneumatic controls system serving buildings A-G

has issues with actuators and oil in the lines. Compressors supporting pneumatic system are in fair condition

• Electronic controls serving the rooftop DX air handlers in Building N are in fair operating condition but have reached the end of their expected life.

• Science classrooms are served by roof mounted exhaust fans. Some chemistry rooms have fume hoods / exhausted benches. Various labs have underfloor and/or in-bench/casework exhaust duct up to rooftop fans. Operating conditions of fans varies from non-operational to fair condition.

• Auditorium is served by a heating and ventilation air handler. There is no air conditioning for the auditorium.

• Cafeteria is served by heating unit ventilators and fin tube radiation. Kitchen is exhausted to fans on the roof; hoods are in fair condition and were recently serviced. Kitchen is also served by a ventilation fan which brings in unconditioned outside air for makeup. Ducted Cabinet Unit Heaters provide heat for the kitchen. Current equipment is approaching its useful end of life and should be replaced.

Original classroom unit ventilator

Science hood and exhausted bench


Mechanical / Electrical / Telecom Infrastructure


Electrical• Electrical infrastructure for campus was installed in 1996 and

is in fair condition. The installed electrical infrastructure is approaching its useful end of life. Availability of spare parts, such as circuit breakers, UL listed for use in the installed panels, may become difficult to obtain.

• Emergency panel loads are mixed between Life Safety and Stand-by systems, in violation of electric code

• The Campus complex is served by a single 200kW diesel genera-tor. The generator is installed in a weather-tight enclosure out-side the boiler room of Building D. The belly fuel tank exhibited visual rust corrosion on the exterior surface.

• The Automatic Transfer Switch (ATS) and emergency distribution is installed within a 2-hour rated electric room within the Boiler Room.

• Exterior lighting appears to have been retrofitted or replaced with LED lamps sources. It was reported that site lighting cov-erage is not consistent across campus, creating challenges in crossing the property after sunset.

• Shops contained several outlets without covers or were dam-aged with exposed live parts.

Main electric room

Solar panels at Building N roof


Technology• Cabling systems have been incrementally installed over the

life of the campus, do not reflect current standards, and are not positioned to support the continued expansion of wireless and higher capacity network communications

• The campus fiber optic backbone is functioning and is capable of supporting some of the expanded requirements of a renovation project.

• The wireless networking provides adequate coverage in most of the campus but is not positioned to provide the expanded capacity, coverage, and capabilities that are required by emerging technologies

• The AV systems are a mix of displays, projectors, and audio systems that have grown over the life of the campus; most of the systems are close to or are at their life expectancy

IT closet in basement of Building B

Clock/phone/intercom/thermostat panel adja-cent to classroom door

Wall-mounted dis-play & AV cart in Building N


Fire Protection• Fire Protection Systems do not currently exist in the school.

• If proposed renovations or additions exceed 50% of the existing floor area, a complete Fire Protection system will be required.

• A fire hydrant was installed near the northeast corner of Building D when the town water was connected to the school. Additional fire hydrants will need to be installed around the school in locations worked out with the Eastham Fire Chief. A water main loop will need to be constructed to supply water to the hydrants.

• Installation of new hydrants connected to the town water system will make the existing 50,000 gallon buried water storage tank on the southerly side of Building C and the appurtenant dry hydrant system obsolete.


Plumbing• Most lavatories, water closets, and urinals appear to be in good

condition. Lavatories are wall-hung and do not appear to be provided with individual mixing valves to limit the temperature of water provided at the fixture. ADA lavatories have their trap and piping covered with an approved insulation system.

• Several rest rooms are utilized as storage, normally left locked, and fixtures are in poor condition.

• The building is currently provided with a 6” domestic water service without backflow prevention.

• The sanitary piping exposed to view was cast iron and appears to be in good condition, as does gas piping.

• Existing hose bibbs observed at this time appear to be in fair to poor condition and do not appear to have vacuum breakers included as required by code.

• The kitchen plumbing fixtures and floor drains do not connect to a separate grease waste system as required by code. There is no evidence of an exterior grease trap.

• Science lab classrooms are equipped with master gas shut-off valve located near the entry door. Staff reported that some classroom gas systems are disconnected.

Slop sink in Laundry Room supported by CMU blocks

Ceramic shop sink with plaster trap


Corrosion at metal skin of freezer

• Kitchen is severely undersized and poorly equipped, and equipment is worn

• Flooring is in fair condition with the exception of the area adjacent to grease trap

• Ceilings are not smooth and have accumulated grease and dust

• Walk-in freezer and cooler are undersized; insulated panel at walk-in freezer is deteriorating

• Wood storage shelving used at storage area is not Health Code Compliant or NSF approved

• Exposed piping run above stored items is not permitted by Health Code and should be enclosed by a ceiling

• Lighting levels are inadequate throughout kitchen, especially at exhaust hood, which is inadequestly sized

• Serving line does not have equipment for maintaining temperatures of cold food

• Sneeze guard above hot food wells not compliant with current standards and health code requirements

• Tray washing machine is large and inefficient

161 West Main Street, Georgetown, Massachusetts 01833 phone: 978.352.8500 fax: 978.352.8588

[email protected]

F O O D F A C I L I T I E S P L A N N E R S

Nauset Regional High School The Nauset Regional High School found in North Eastham Massachusetts serves approximately 965 students from grade 9 to 12. The school’s cafeteria kitchen prepares and serves the typical school lunch program in multiple serving lines. There are two lines found within the kitchen boundary as is typical. A third serving line, a deli, was added outside the kitchen within the seating area which is only done when space is limited. Also found in among the seating are multiple cashier stands and beverage displays. Unfortunately, when not in use these items sit outside the kitchen boundary and cannot be secured. The kitchen equipment is well worn, and the kitchen is severely undersized and poorly equipped. For example, the original build for the school included just a walk-in freezer where normally a walk-in cooler and freezer is needed for the number of students being served. Due, to the lack of refrigerated storage many smaller reach-in refrigerators were added to the kitchen area. These additions further worsen the lack of space within the kitchen area. The following observation will reference codes and standards. For the purposes of this report when we reference the health code, we will be citing the Federal Food Code, 2017 addition, published by the FDA as well as the Merged Massachusetts Food Code 2011 addition.

We will also reference the National Sanitation Foundation (NSF). It is an independent governing body that develops standards for foodservice equipment design. All equipment, in a commercial kitchen, must be built according to NSF standards Specific Items Floors and walls are constructed of the apprpriate materials. Floors are quarry tile and wall are painted block. These surfaces have held resnobly well with exception to the floor adjacent to the in floor grease trap. The ceilings are in tough shape. They are painted concrete but the surface is not smooth. There are may sufaces and building systems where grease and dust do accumulate. The following are other observations we noted during our site visit. Image 1:

• The walk-in freezer on the right is older than the added walk-in cooler shown on the right. The

Image 1

1

Image 2

NAUSET REGIONAL HIGH SCHOOL FOODSERVICE ASSESSMENT

smaller cooler was added after the fact. Both compartments are undersized and offer very limited storage capacity.

Image 2: • A close up of the walk-in freezer panels shows a

deterioration of the insulated panel. The thin metal skin of the panels is corroding through. As moisture enters the interior of the panel the insulation begins to degrade, and the R-value of the panel becomes inadequate.

• The Health code requires that the gap at the top of the walk-in coolers be sealed off to the adjacent surfaces as a way to eliminate areas where debris can accumulate.

Image 3:

• The storage shelving used in the storage area is not Health Code complaint or NSF approved since it is made of wood.

• The health code does not allow exposed piping to be run above stored items. A lay in ceiling is needed in this area to seal off the equipment and piping above.

Image 4: • The lighting level in the kitchen is not adequate.

There is also no washable surface between the food preparation are and the duct work above. Exposed duct work, conduits, and building structure is visible. The food code calls for the ceilings above a food preparation zones to be smooth, durable, and easily cleaned. The exposed items here do not allow for easy cleaning.

Image 5:

• A wood cutting board can be seen in this image. Wood topped work surfaces are not allowed in kitchens according the Food Code unless it is being used in conjunction with dough preparation as part

Image 3

Image 4

Image 5

4

Food Service

Storage area with wooden shelving and exposed piping, ductwork

2018 2019

NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

NOV 1st

BeginPreliminary

DesignProgram(“PDP”)

---------------NOV 26th

Kick-offw/ MSBA

DECEducational

VisioningWorkshops,

Facultyand Staff

Interviews, +

ongoingexisting

conditions and design alternatives

study

“Module 3”: Feasibility Study “Module 4”: Schematic Design

MAR 1st

PDP Submission

to MSBA

APR 10th

MSBABoard ofDirectorsMeeting

to approvePDP

JUN 26th


to approvePSR

MAY 16th

PSRSubmission

to MSBA

FEB 28th

SBC Mtgto approve

PDPSubmission

MILESTONE SCHEDULE

MAY 8th

SBC Mtgto approve

PSRSubmission

JAN* Tentative *

Public Outreach +

Presentation Meetings

AUG/SEP* Tentative *

Public Outreach

+ Community

Presentations

APR 11th

Begin Preferred

Schematic Report(“PSR”)Phase

+Public

Outreach

DEC 11th


to approveSchematic

Design

OCT 23rd

SDSubmission

to MSBA

OCT 16th

SBC Mtgto approve

SDSubmission

JUL 1st

BeginSchematic

Design(“SD”)

2

COMMUNITY OUTREACH

Feasibility Study - Preliminary Design Program (“PDP”)

PUBLIC FORUMS

PUBLIC PRESENTATION CONTENT

• Introduction to Project Team (SBC, MSBA, OPM, Architect)

• Overview of Process (MSBA study phases + requirements)

• Recap of Visioning Sessions + School Tours

• Educational Program Highlights

• History of Building / Overview of Existing Conditions

• Overview of Each Option Concept (Base Repair, Add/Reno, New)

• Estimates of Benchmarking Costs (avg. cost per sq. ft. for schools)

• Project Schedule

3

COMMUNITY OUTREACH

Feasibility Study - Preliminary Design Program (“PDP”)

PUBLIC FORUMS

RECOMMENDED COMMUNITY PRESENTATION LOCATIONS

• Senior Centers

• Public Libraries

• Elementary Schools(engage ES staff + parents of future students)

• Nauset Regional High School (School District staff, parents, other community members)

4

COMMUNITY OUTREACH

Feasibility Study – Presentations Timeline

PUBLIC FORUMS

PRELIMINARY DESIGN PROGRAM (“PDP”)→ January 2019

• Potentially four morning/day presentations (one in each Town) at a shared community spaces (e.g. Senior Centers or Libraries)

• At least one evening presentation, possibly at the High School• Supplement with videos and recordings posted to websites

PREFERRED SCHEMATIC REPORT (“PSR”)→ April 2019

• Same as above• Recommend additional evening presentations• Supplement with videos and recordings posted to websites

5

COMMUNITY OUTREACH

Educational Program and School Design ideas + comparisons

SCHOOL & BUILDING TOURS

• Scituate Middle/High SchoolScituate, MA New Performing Arts Center

• Holbrook PreK-12Holbrook, MAInnovative Community Spaces

• Dearborn 6-12 STEM AcademyBoston, MAInnovative Educational Spaces

• NuVu StudioCambridge, MAGood Maker Space