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the Central High School complex as is possible vlh i 1 e <br />al 1 ovii ng for use of the structures as the School Corporation <br />administrative offices. In allowing this use, the concept <br />of access from the viest facade has been approved recognizing <br />the 'School Corporation's need to have convenient access to <br />the building. <br />Central High School's symmetrical design plan is an <br />important consideration in revie4-.ling the plan for the entry <br />on the west facade. The first design choice is to continue <br />this symmetrical treatment on the net,i west entry, opposite <br />the original entry on the east side of the building. <br />However, the Vo-Tec and Powerplant buildings obscure the <br />visual path and may even physically impinge on the site of <br />the proposed ,west entry. The question of the importance of <br />this entry needs to be addressed to make a final <br />determination of its design. An employee or staff entry has <br />different requirements from both a design and accessibility <br />point of viet.t than a public entry. A public entry requires <br />visual prominence and physical accessibility. <br />Staff recommends the consideration of the following three <br />options: <br />OPTION I <br />Maintaining the Vo-Tec and Powerplant buildings with the <br />recommendation that parking be developed on the first floor <br />and mothballing of the second floor. This option provides <br />for preservation of the historic value and integrity of the <br />site, and provides for some needed parking on the site. <br />Disadvantages include a conflict with the design of the 4wes•t <br />facade entry, and limits landscaping on the taestern portion <br />of the site. <br />OPTION II <br />Al 1 owi ng demolition of the Vo-Tec and Pot.,.terpl ant buildings <br />with preservation of the smokestack with the fol 1 ovi i ng <br />mitigation measures: <br />a) Production of HAES drawings and photodocumentat i on <br />of the buildings; <br />b) Placement of an outside commemorative marker noting <br />the significance of the site; <br />c) Installation of permanent indoor interpretive <br />panels in a public area. relating the history of <br />educational buildings on the site; and <br />