District staff present option to tear down oldest high‑school wing, use middle school as temporary campus
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Summary
Facilities staff asked the committee for initial reactions to a new concept to demolish and rebuild the 1970s 'green' portion of the high school as a two‑story structure, noting significant phasing implications (science spaces, family consumer ed, TLC programs) and that geothermal heating may be feasible for portions of the rebuilt area.
Facilities staff presented a high‑level alternative to prior designs: focus on removing and rebuilding the oldest portion of the high school (the 1970s “green” wing) as a two‑story structure and use the district’s middle school as temporary space during a multi‑year construction phasing.
Unidentified Speaker 3 described the plan as “very different than what you’ve seen before,” and urged the committee to provide an initial reaction rather than make final decisions. The proposal would require architects and the core team (EUA, Bogle, high‑school administration and district staff) to work through phasing details, including where displaced programs such as family consumer education, science labs and the library might be relocated.
Board members raised practical concerns. Unidentified Speaker 2 asked about interim arrangements for the science department, which staff acknowledged would be a challenge requiring phased work. Staff noted the TLC building (which houses food service and 9–12 and 18–21 programs) would likely need relocation to the current middle school and that repurposing athletic and music spaces could be part of alternative layouts.
On energy systems, Unidentified Speaker 2 asked whether geothermal heating and cooling could be extended beyond a new green section. Unidentified Speaker 3 said the existing geothermal program that supported previous grants could be applied to the high school; initial analysis indicates the green area could be fed by geothermal, but further study is needed to determine how much of the existing building could be integrated.
Staff also requested permission to obtain pricing for math classroom furniture while English furniture pricing is prepared as part of the middle‑school moves; committee members supported getting cost estimates so the board can later weigh timing and procurement benefits (master agreements may offer better pricing now).
What’s next: staff will pursue more detailed design and feasibility work if the board signals support and will return with more complete analyses and cost estimates in future committee meetings.