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Easthampton Public Schools

Maple Elementary School


Preferred Schematic Report
for the

Massachusetts School Building Authority


February 21, 2018

CAOLO & BIENIEK


A S S O C I A T E S, I N C.
Architecture Planning Interior Design
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Massachusetts School Easthampton Public Schools
Building Authority Maple Elementary School Feasibility Study

TABLE OF CONTENTS
Section 3.3: Preferred Schematic Report

Acknowledgements ................................................................................................................ 1

Section 3.3.1. Introduction ................................................................................................... 3

1. Public Outreach .................................................................................................... 3


2. Overview of Process Following PDP Submission................................................ 4
3. Schedule Update ................................................................................................... 6
4. Summary of Final Evaluation of Existing Conditions .......................................... 6
5. Summary of Final Evaluation of Alternatives ...................................................... 7
6. Design Alternative Metrics................................................................................... 10
7. Summary of District’s Preferred Solution ............................................................ 12
8. MSBA Preliminary Design Program Review and District Response ................... 13

Section 3.3.2: Evaluation of Existing Conditions................................................................ 15

1. Maple Elementary School........................................................................................ 15


2. White Brook Middle School .................................................................................... 15
3. Architectural Update................................................................................................ 16
4. Parkland Update....................................................................................................... 19
5. Geo-Technical Investigation .................................................................................... 19
6. Potential Contaminants; Phase 1 Site Assessment Findings ................................... 21
7. MEP/ FP Update at White Brook Middle School .................................................... 22

a. Plumbing Narrative ........................................................................................ 22


b. Fire Protection Services ................................................................................. 24
c. Mechanical Systems....................................................................................... 24
d. Electrical Narrative ........................................................................................ 25
e. MEP Systems Conclusions ............................................................................ 26

8. Structural Analysis at White Brook Middle School................................................. 27


9. Civil Analysis at White Brook Middle School ........................................................ 36
10. Landscape Architectural Analysis at White Brook Middle School ......................... 38
11. Building Code Analysis ........................................................................................... 46
12. Existing Conditions Summary ................................................................................. 46

Section 3.3.3: Final Evaluation of Alternatives .................................................................. 48

1. Initial Space Summary Revisions ......................................................................... 48

a. Combined E.S. – 535 Students........................................................................ 51


b. District-Wide PreK – Grade 8 ......................................................................... 57

2. Narrative of Changes from Original Initial Space Summary Templates .............. 65

a. Consolidated Elementary School (535 Students) ........................................... 65


Massachusetts School Easthampton Public Schools
Building Authority Maple Elementary School Feasibility Study
b. District-Wide Pre-Kindergarten – Grade 8 (1,010 Students) ......................... 69
3. Evaluation of Alternatives ....................................................................................... 77

a. Design Alternative A – Base Repair .............................................................. 77

1) Updated Educational Program; Maple School ........................................ 78


2) Design Alternative A Space Summary Template .................................... 101
3) Conceptual Plans ..................................................................................... 109

b. Design Alternative D - Consolidated Pre-Kindergarten- Fourth Grade;


Elementary School ......................................................................................... 117

1) Site Analysis ............................................................................................... 117


2) Student Impact ............................................................................................ 129
3) Updated Educational Plan........................................................................... 129
4) Conceptual Drawings.................................................................................. 157
5) Design Alternative D Space Summary Template ....................................... 167
6) Fulfillment of Educational Plan/ District Goals , Design Alternative D...... 173
7) Variations from Initial (Combined ES) Space Summary Template............ 174
8) Proposed Structural Systems. ..................................................................... 176
9) Utility Requirements................................................................................... 176
10) Building Systems Narrative ........................................................................ 179
11) Total Project Budget ................................................................................... 202
12) Permitting Requirements ............................................................................ 203
13) Proposed Project Design and Construction Schedule ................................. 205

c. Design Alternative E.1 - Pre-kindergarten through Grade 8;


Major Renovation/ Minor Addition(s) ........................................................... 207

1) Site Analysis ............................................................................................ 207


2) Student Impact......................................................................................... 219
3) Updated Educational Program ................................................................. 220
4) Conceptual Drawings .............................................................................. 256
5) Design Alternative E.1 Space Summary Template ................................. 269
6) Fulfillment of Educational Plan/ District Goals, Design Alternative E.1 277
7) Variations from Initial Space Summary Template .................................. 280
8) Proposed Structural Systems. .................................................................. 287
9) Utility Requirements ............................................................................... 288
10) Building Systems Narrative ..................................................................... 291
11) Total Project Budget ................................................................................ 315
12) Permitting Requirements ......................................................................... 315
13) Proposed Project Design and Construction Schedule .............................. 317

d. Design Alternative E.2 – Pre-kindergarten through Grade 8;


Minor Renovation/ Major Addition(s) ........................................................... 319

1) Site Analysis ............................................................................................ 319


2) Student Impact......................................................................................... 331
3) Updated Educational Plan ....................................................................... 332
4) Conceptual Drawings .............................................................................. 368
5) Design Alternative E.2 Space Summary Template ................................. 381
Massachusetts School Easthampton Public Schools
Building Authority Maple Elementary School Feasibility Study

6) Fulfillment of Educational Plan/ District Goals ...................................... 389


7) Variations from Initial Space Summary Template .................................. 392
8) Proposed Structural Systems ................................................................... 397
9) Utility Requirements ............................................................................... 399
10) Building Systems Narrative..................................................................... 402
11) Total Project Budget................................................................................ 426
12) Permitting Requirements ......................................................................... 426
13) Proposed Project Design and Construction Schedule.............................. 428

e. Design Alternative E.3– Pre-Kindergarten through Grade 8;


New Construction .......................................................................................... 429

1) Site Analysis ........................................................................................... 429


2) Student Impact ........................................................................................ 445
3) Updated Educational Program ................................................................ 446
4) Conceptual Drawings .............................................................................. 482
5) Design Alternative E.3 Space Summary Template ................................. 493
6) Fulfilment of Educational Plan/ Educational Goals, Design Alt. E.3...... 501
7) Variations from Initial Space Summary Template.................................. 506
8) Proposed Structural Systems ................................................................... 515
9) Utility Requirements ............................................................................... 516
10) Building Systems Narrative .................................................................... 521
11) Total Project Budget ............................................................................... 544
12) Permitting Requirements......................................................................... 544
13) Proposed Project Design and Construction Schedule ............................. 546

f. Design Alternative E.4 - Pre-Kindergarten through Grade 8;


New Construction .......................................................................................... 547

1) Site Analysis ........................................................................................... 553


2) Student Impact ........................................................................................ 565
3) Proposed Structural Systems................................................................... 567
4) Utility Requirements ............................................................................... 567
5) Building Systems Narrative .................................................................... 573
6) Total Project Budget ............................................................................... 597
7) Permitting Requirements......................................................................... 597
8) Proposed Project Design and Construction Schedule ............................. 599

g. Design Alternative F – Comparative Grade 5 through


Grade 8 Middle School .................................................................................. 601

1.) Initial Space Summary Template, Design Alt. F .................................... 603

4. Summary of Preliminary Design Pricing................................................................. 609

Section 3.3.4: Preferred Solution ......................................................................................... 611

1. Satisfaction of Educational Plan Requirements ....................................................... 611


2. Key Educational Adjacencies .................................................................................. 615
3. Programmatic Spaces............................................................................................... 620
Massachusetts School Easthampton Public Schools
Building Authority Maple Elementary School Feasibility Study
4. Updated Educational Program ................................................................................. 633
5. Summary of Key Educational Program Components .............................................. 671
6. Grade Reconfiguration............................................................................................. 678

a. Current Grade Configuration and Key Program Elements ........................ 678


b. Proposed Grade Configuration and Key Program Elements....................... 679
c. Variances between Current and Proposed Grade Configurations .............. 680
d. Educational Benefits of Proposed Grade Reconfiguration ......................... 681
e. Evaluation of the Preferred Option ............................................................. 682
f. Transition Plan for Grade Reconfiguration ................................................ 683

7. Preferred Solution Space Summary ......................................................................... 684


8. Variations from Initial Space Summary and
Acknowledgement of MSBA PDP Comments ........................................................ 693
9. Sustainability Documents ........................................................................................ 702
10. Building Plans.......................................................................................................... 707
11. Budget ...................................................................................................................... 717
12. Budget Statement ..................................................................................................... 719
13. Project Schedule ...................................................................................................... 727
Section 3.3.5: Local Actions and Approvals ....................................................................... 735

1. LAA Certification and Minutes ............................................................................... 735


2. LAA Certification; Grade Reconfiguration ............................................................. 735
3. SBC Meeting Dates and Agendas............................................................................ 735
4. Public Forums .......................................................................................................... 752

Appendices

Appendix A – MSBA Preliminary Design Program Review and District Response ........ 799

Appendix B – Parkland Disposition; 1972 ........................................................................ 881

Appendix C - Geo-Technical Report ................................................................................. 893

Appendix D – Preferred Option Cost Estimate ................................................................. 917

Appendix E – Construction Cost Estimates ...................................................................... 921

Appendix F – Local Actions and Approval Certification and Minutes ............................. 937

Appendix G – Building Code Report ................................................................................ 999

Appendix H – MSBA Preferred Schematic Report Review and District Response........ 1021
Massachusetts School Easthampton Public Schools
Building Authority Maple Elementary School Feasibility Study

ACKNOWLEDGEMENTS
City of Easthampton:
Hon. Nichole LaChapelle, Mayor
Karen Cadieux, Past Mayor
Nancy Follansbee, Superintendent of Schools
Dayle Doiron, Director of Business Services

School Building Committee:


Melissa Zawadzki Mayor Nichole LaChapelle Dayle Doiron Debora Lusnia
Nancy Follansbee Eric LeBeau Judith Averill David Mottor
Marin Goldstein John Atwater Daniel Carey David Boyle
Patrick Brough Thomas Brown Karen Cadieux

School Committee:
Cynthia Kwiecinski Mayor Nichole LaChapelle Marissa Carrere Laurie Garcia
Shannon Dunham Marin Goldstein Jonathan Schmidt

Owners Project Manager:


Colliers International
Alan Minkus, Director

MSBA:
Christina Forde, Project Manager Jennifer Flynn, Project Coordinator

Design Team:
Caolo & Bieniek Associates, Inc., Architect of Record
Curtis Edgin, Project Principal Bertram Gardner, Project Architect

Studio G Architects, Early Education Design Consulting Architect


Gail Sullivan, Project Principal Darice Cadriel, Project Architect

New Vista Design David Stephen, Educational Planner

The Berkshire Design Group, Landscape Architect of Record


Peter Wells, Project Principal Carlos Nieto-Mattei, Project Engineer

ATC Group Services LLC, Environmental Engineer of Record


Brian Williams, Project Principal Elizabeth O’Connor, Project Scientist

Johnson Engineering, Structural Engineer of Record


Robert Johnson, Project Principal Travis Alexander, Project Engineer

Consulting Engineer Services, Inc. (CES), Fire Protection, Plumbing, Mechanical, Electrical, Engineer(s) of
Record
Douglas Lajoie, Project Principal Scott Sullivan, Project Engineer

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3.3 PREFERRED SCHEMATIC REPORT:


3.3.1 Introduction:
Public Outreach:

The Building Committee has taken a proactive approach to engage the local community in the
Feasibility Study process. Key steps include the following:

 School Building Committee (SBC) Meetings: All SBC meetings have been conducted in
accordance with the State’s open meeting law. Minutes of the meetings are available on the
City’s web site and by links from the School District’s project web site.

 The City’s website https://easthampton.org provides project information readily available to the
public including meeting minutes as well as links to the Public Schools website where there is a
link to “School Building Projects”. Other featured elements include, meeting and project
schedules, Building Committee members, and links to project documents.

 The School District’s web site www.easthampton.k12.ma.us provides through a page link,
project information readily available to the public including Public Outreach presentations,
Preliminary Design Programs, MSBA Planning Modules, and a Questions & Answers page. Other
featured elements include links to meeting and project schedules, Building Committee members,
and project documents. In addition, the School District provides updates for the school building
project on its Facebook social media page.

 Faculty Engagement: As part of the programming process, approximately 35 members including


the Mayor, School Department Administrators, Teachers, Students, Parents and Community
members participated in two Educational Visioning Session meetings on September 30, 2016
and October 17, 2016 to envision the opportunities for the school improvements. The architect
of record, Caolo & Bieniek Associates, Inc., in collaboration with educational consultant New
Vista Design and early educational design consultant Studio G Architects formalized these
through a detailed process and consensus priority items were included in the program objectives
as described in the program meeting minutes.

o The Priority Goals that were established from the Visioning Sessions were:

 Small School Feel, Large School Pride

 Holistic and Joyful Learning

 Flexible and Adaptable Spaces

 Green Spaces

 Public Forums / Joint Committee meetings, comprised of members from the City’s Leadership
Group and School Building Committee members have taken place on four separate occasions:
February 28, 2017 and June 29, 2017 at the City of Easthampton Office Building, 50 Payson
Avenue and on July 18, 2017 at the White Brook Middle School. A fourth Public Outreach

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session was held on January 16, 2016 at the City Office Building, 50 Payson Avenue. Future
public forums are planned for March 20, 2018 and May 1, 2018.

 Inclusive of the Preliminary Design Program, a total of nine Test Fit Concepts have been explored
by the Design Team with pros and cons of each option presented, along with various budgets for
those concepts. Public outreach sessions have primarily focused on the Base Repair,
Consolidated PreK-4 and all-inclusive PreK-8 options. The most recent public forum focused on a
Pre-K through grade 8 solution, summarizing the process undertaken to date and focusing on
recent strategical changes to the organization of the site.

Overview of Process Following PDP Submission:

The Design Team and OPM have been meeting with the Easthampton, Maple Elementary School
Building Committee throughout the feasibility study process. The Preliminary Design Program
was submitted to MSBA on December 21, 2016 and explored five design alternatives as follows:

• Design Alternative A: Base Repair at the Maple Elementary School.

• Design Alternative B: Additions and Renovations to the existing Prekindergarten – Grade 4


Maple Elementary School with a Design Enrollment of 195 students.

• Design Alternative C: New Prekindergarten – Grade 4 elementary school at the Maple


Elementary School site, with a Design Enrollment of 195 students.

• Design Alternative D: New consolidated Prekindergarten – Grade 4 elementary school at


the White Brook Middle School site, with a Design Enrollment of 535 students.

• Design Alternative E: New Prekindergarten – Grade 8 school at the White Brook Middle
School Site, with a Design Enrollment of 1,010 students.

At the January, 2017 Building Committee Meeting, the District discussed the submitted design
alternatives and indicated their selection of Design Alternative E as the preferred option, citing
state-of-the-art educational equity to all students as the primary deciding factor. In addition, it was
noted that the Prekindergarten – Grade 8 educational plan would benefit the District through
shared resources and encourage stronger horizontal and vertical alignment of curriculum. It was
further stated that the selected option would address issues with all three aging elementary schools
as well as challenges with the open-concept middle school, which represents the age when the
highest percentage of families choice their students out of the district. Additional benefits cited in
support of the Prekindergarten – Grade 8 educational plan include greater opportunities for student
mentoring, realignment of the fifth grade to the elementary school population, and increased
efficiency in operational costs. Following consensus of the Building Committee, the District notified
MSBA that the PSR would further explore Design Alternative E as their preferred option.

To fully vet the Prekindergarten – Grade 8 Design Alternative E, two addition/ renovation options
were developed. Design Alternative E.1 was developed to explore substantial renovations with a
small addition to the existing White Brook Middle School and Design Alternative E.2 explored only
minor renovations with substantial demolition and two major additions to the existing White Brook

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Middle School. Evaluation of Design Alternative D also continued as a less costly option to address
the needs of the elementary school population, for the District to consider

Following further development of the Prekindergarten – Grade 8 options, the District hosted the
four public information sessions, referenced above, to inform constituents about the MSBA process,
the City’s project goals, the project timeline, and the evaluation criteria which led to the selection of
a preferred option. Design Alternatives A (Base Repair), E/ E.3 (new PreK-8 school at northwest
site), E.4 (new PreK-8 school at northeast site), E.1 (minor add-reno), and E.2 (major add-reno) were
presented at each of the sessions to demonstrate overall organizational strategies of the proposed
school as they relate to the site building program requirements. The February 28th session also
included Design Alternative D (new prekindergarten through grade 4 school).

Public response to the presentations have been overwhelmingly positive, showing a consensus
support for the prekindergarten through grade 8 solutions which best address the City’s long-term
needs. Recognizing the significant costs associated with selecting the most comprehensive option
however, the Building Committee formed a finance subcommittee to review total project costs, and
tax impact based on the City’s projected financial burden. In support of this effort, CBA engaged
their cost estimator to provide square foot order-of-magnitude estimates for all of the PDP options
as well as the add-reno options explored in support of the preferred Prekindergarten – Grade 8
educational plan. Based on costs provided by the architect’s estimator and historical costs of
similarly sized schools in the Commonwealth, including feedback from the OPM regarding eligible
vs. ineligible costs, the subcommittee reviewed tax impact data for a total project cost range of
$88,000,000.00 to $110,000,000.00 and Easthampton contribution range of $47,000,000.00 to
$67,700,000.00. The subcommittee’s conclusion remained that despite an anticipated tax increase
of 22-25 percent, the Prekindergarten – Grade 8 educational plan provided the best long-term
educational and financial benefits to city of Easthampton. At the April Building Committee meeting,
the subcommittee’s recommendation was to continue with Design Alternative E, as the preferred
option. Still recognizing the significant tax burden, they simultaneously directed the school district
to review the PDP program in an effort to ensure all program square footage was confirmed as
necessary to their delivery of the Prekindergarten – Grade 8 educational plan. From this exercise, a
revised Initial Space Summary Template was developed and is included in Section 3.3.3 of this
Report.

The Committee further directed the Design Team that any new building options should be sited to
allow use of the existing schools through the construction period to avoid added costs and time
associated with phasing and/ or temporary classroom space. Following this direction and the above
program revisions, CBA revised add-reno-Design Alternates E.1 and E.2 accordingly, and developed a
revised new building Design Alternative E.3 which, to the greatest extent possible, stays outside the
existing middle school footprint, the existing football field, and the site’s wetland and riparian zone
buffers.

In developing options to fully meet the Building Committee’s criteria, it was determined that the
best location to develop a new school building was the northwest corner of the property. Building
directly west of the school would disrupt circulation into the site, and building within the open space
to the east of the existing school is restricted by the presence of vernal pools, wetlands and a

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riparian buffer. The resulting Design Alternative E.3 retained existing classrooms for use, however
a small overlap of the proposed and existing buildings at the existing electrical service and boiler
rooms was evaluated and determined to have a financial impact of $2,700,000.00 in temporary
infrastructure costs, necessary to maintaining heat and power to the existing classrooms.
Understanding this implication, combined with a $2,000,000.00 estimate to replace the existing
football field with an improved field, the Building Committee voted to remove the site restriction of
preserving the existing field at their December 2017 meeting. Subsequently, the design team
explored options to develop this portion of the site, resulting in a new Design Alternative E.4, as
the preferred option.

The School Building Committee took a final vote on the Revised Preferred Schematic Design
submission on Tuesday, February 13, 2018. The School Building Committee voted unanimously to
submit this Preferred Schematic Report for the New Pre-K to Grade 8 Option to the MSBA prior to
February 21, 2018, and present it to the Facilities Assessment Subcommittee on March 14, 2017.

Schedule Update:

To ensure the preferred option submitted with this PSR both satisfied the District’s educational
needs and had the necessary community support, Easthampton elected to extend the PSR period
beyond its original schedule. To accommodate this delay, the City of Easthampton submitted a
Request for an Extension to the Feasibility Study Agreement. In January 2018, MSBA approved this
Request for Extension, resulting in an updated expiration date of August 31, 2018. The increased
time has been used to explore options for developing the northeast portion of the site and to
maximize public outreach efforts ensuring that the decision making process of the Building
Committee is reflected by the public majority. An updated schedule is included below and reflects
the following summary of milestone dates:
May 22, 2018 July Projected City Vote for Project Scope and Budget Agreement
11, 2018 August Submit Schematic Design Package to MSBA
29, 2018 August, MSBA BOD Meeting for approval of Project Scope and Budget
2019 June 30, 2021 Agreement Anticipated Start of Construction
September, 2021 Substantial Completion, Building
October 17, 2012 Target Move-In Date
December 31, 2021 Substantial Completion, Site
Project Closeout

Summary of Final Evaluation of Existing Conditions:

Following submission of the PDP, the district selected the Prekindergarten – Grade 8 Design
Alternative E as the preferred option. In addition to exploring potential solutions to this option, the
project team has continued looking at a consolidated elementary school design alternative and
carried estimated costs for the Base Repair Option, Design Alternative A.

Design Alternatives D and E both propose construction at the current White Brook Middle School
site. Significant investigations of the White Brook Middle School site which have taken place since

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the PDP submission include resolution of the Park Land Issue, Geo-technical investigation, and
preliminary structural evaluation of the existing middle school building.

Subsequent to the PDP submission, the City has verified that the portion of Parkland which the
current White Brook Middle School was developed on had been appropriately transferred to the
School Building Committee in accordance with Local and State requirements. This action took place
in 1972 and is recorded as Article 62 on the warrant for the Town of Easthampton’s March 25
Annual Town Meeting. The Massachusetts Legislature records the disposition in Chapter 481 of
their 1972 Acts (see Appendix B).

Geotechnical analysis of the selected White Brook Middle School site consisted of three preliminary
borings which revealed the presence of soft silt and clay throughout the property. These materials
tend to hold surface water and will compress under load, which unchecked will result in differential
settlement to the proposed building. The soils are very similar to those present at the recently
completed high school building, and similar strategies will be pursued to mitigate potential
settlement at this site.

With the focus for a preferred solution narrowed to the White Brook Middle School site, a structural
analysis and corresponding narrative, based on an Existing Building Code Review of the current
White Brook Middle School, were performed. Under options which pursue additions or renovations
to the current building, it is anticipated that interior and exterior masonry walls will need to be tied
to the roof diaphragm and any unreinforced masonry parapets will need to be braced. In addition,
any options including renovations to 30 percent or more of the total floor and roof structure will
require additional analysis of the lateral load resisting elements according to the lateral loads
applied at the time of construction. Additions shall be structurally separated from the existing
school building and shall comply with requirements for new construction.

Summary of Final Evaluation of Alternatives:

Design Alternative A; Base Repair of Maple Elementary School:


Total Project Costs: $21,875,776.00
(Design Enrollment = 195 Students)

Design Alternative A is included in this report as a base line for evaluating other alternatives which
are explored in more detail. A cost estimate was prepared for this option and can be found in
Appendix E of this submission. Pursuit of this option does not satisfy the District’s goal to provide
educational equity to all of its students, even at the elementary school level, nor does it result in
appropriately sized program spaces or provide technologies necessary to support 21st Century
teaching models. For these primary reasons, the School Building Committee chose not to pursue
further development of this Design Alternative.

Design Alternative D; Consolidated Elementary School:


Total Project Costs: $60,529,401.00
(Design Enrollment = 535 Students)

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Evaluation of Design Alternative D was continued as part of this submission to offer a lower tax-
impact option which still addresses the needs of the City’s three aging elementary schools and
which provides educational equity to the full pre-school through fourth grade student body. As a
new building, program spaces are sized appropriately and capable of incorporating the latest
technologies necessary to support 21st Century teaching models. Conceptual plans for Design
Alternative D have been updated since submission of the PDP to reflect revisions to the Initial Space
Summary Template. This option can be constructed on the White Brook Middle School site without
the need for phased construction or temporary classroom space.

Design Alternative E.1; Minor Addition with Major Renovations to the Existing White Brook MS:
Total Project Costs: $107,593,038.00
(Design Enrollment – 1,010 Students)

Design Alternative E.1 has been developed to explore significant re-use of the existing White Brook
Middle School footprint in satisfying the District’s Preferred Educational Plan Option. Conceptual
plans show a new 3-story middle school wing located at the northwest corner of the existing school
and major interior renovations to the current one-story building to accommodate the proposed
elementary school program. This alternative resulted in the lowest estimated construction cost of
the conceptual prekindergarten through grade 8 plans developed, however the mass of the existing
building results in several internal program spaces without exterior windows and views to nature.
This alternative also yielded the greatest variation between the designed spaces and program
square footages established in the Initial Space Summary Template.

The Building Committee expressed concern that, despite integration of a courtyard, this option did
not provide visual connections to the outside world from every classroom. Opportunities to connect
with nature at the White Brook Middle School site are recognized, by the Committee, as one of the
greatest attributes available to its students and in keeping with the project’s visioning goals, they
feel strongly that other alternatives better align with project parameters defined early in their
process. Additionally, this alternative will require temporary classrooms and construction phasing
which will result in an estimated additional 6 months of construction duration for the project. The
option can be constructed without encroachment to the existing football field, wetland or riparian
zone buffers.

Design Alternative E.2; Major Addition with Minor Renovations to the Existing White Brook MS:
Total Project Costs: $112,737,317.00
(Design Enrollment = 1,010 Students)

Design Alternative E.2 has been developed to explore a more limited re-use of the existing White
Brook Middle School building to support common program spaces such as the gymnasium, cafeteria,
and an existing auditorium. The option includes significant demolition of the existing middle school
footprint to allow construction of a new two-story elementary school wing. Conceptual plans show
a three-story middle school wing at the northwest corner of the existing building, which would be
constructed early to accommodate middle school students in a phased construction project.

While conceptual plans for this alternative support the opportunity for exterior windows at major
core curriculum classroom spaces, space such as the cafeterias, and the middle school library are

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internal and don’t fully support the District’s vision to provide strong connections to nature from all
program spaces. The project can be constructed without encroachment to the existing football
field, wetland or riparian zone buffers, however, similarly to Design Alternative E.1, this option will
require temporary classroom space and construction phasing and is expected to add approximately
6 months to the construction duration.

Design Alternative E.3; New Prekindergarten through Grade 8 School:


Total Project Costs: $109,815,354.00
(Design Enrollment = 1,010 Students)
Design Alternative E.3 represents the evolution of PDP Design Alternative E for a new pre-
kindergarten through grade 8 school building. The development of this option is primarily in
response to the Committee’s direction to preserve the existing White Brook Middle School
building’s footprint during construction of a new school. The resulting conceptual plans locate the
building at the northwest corner of the site and are organized with a two-story elementary school
wing to the west and a three story middle school wing to the east. Common spaces, such as the
kitchen, cafeterias, and gymnasium serve as a buffer between the two distinct age communities.
Within this larger organization, building wings house individual grade clusters to reduce the overall
scale of the building and support multiple levels of student communities.

This alternative creates strong connections between all program areas and the outside world. There
is a small overlap between the new and existing building footprints, however it does not involve
educational program spaces, and should be buildable without displacement of students during the
construction period. While small in area, the overlap occurs at the current electrical service
entrance and boiler room. Construction phasing scope associated with a temporary boiler and
electrical service entrance were defined and estimated at $2,700,000.00. Early demolition of the
existing, decommissioned natatorium may also benefit the project by allowing additional staging
space for the contractor, however a portion of this space may be needed to house temporary
middle school mechanical and electrical systems. This option can be constructed without
encroachment to the existing football field, wetland or riparian zone buffers.

Design Alternative E.4; New Prekindergarten through Grade 8 School:


Total Project Costs: $109,815,354.00
(Design Enrollment = 1,010 Students)
Design Alternative E.4 represents the evolution of Design Alternative E.3 for a new pre-kindergarten
through grade 8 school building, located at the site of the existing football field in the northeast
corner of the property. The development of this option is primarily in response to the Building
Committee’s December 2017 action, allowing development of the existing football field in support
of improved building and site organizations. The resulting conceptual plans locate the building at
the northeast corner of the site and are organized with a two-story elementary school wing to the
east and a three story middle school wing to the west. Common spaces, such as the kitchen,
cafeterias, and gymnasium continue to serve as a buffer between the two distinct age communities.
Within this larger organization, building wings house individual grade clusters to reduce the overall
scale of the building and support multiple levels of student communities.

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This alternative creates strong connections between all program areas and the outside world.
Additionally, the revised building location allows for improved vehicular circulation, ample parking
capacities, and clear organization of athletic and recreational field space. An increased
construction area with improved separation from on-going school operations is also a benefit of
this option. Design Alternative E.4 can be constructed without encroachment to the existing school
footprint, parking lots (shared circulation only for construction site access), or riparian zone buffers.

Design Alternative Metrics:

The following metrics were developed through review of visioning goals and educational goals
developed during the PDP phase of the feasibility study, and summarize the District’s most
significant objectives for the project. These metrics were used by the Committee to evaluate the
effectiveness of each design alternative explored. Results are shown graphically for each design
alternative, in the following table, with ‘green’ indicating highly successful, ‘yellow’ indicating
moderately successful, and ‘red’ indicating not successful.

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Design Alt. E.1

Design Alt. E.2

Design Alt. E.3

Design Alt. E.4


Design Alt. D
Design Alt. A
Visioning
Small School Feel/ Big School Pride
Strong Student Communities
Strong Connections to Nature
Separation of Middle and Elementary Age Populations
Educational Equity to All Students
Building as Teacher
Future Focused
Academic Goals
Grade Level Learning Clusters
Connection to Easthampton Community
Transparent Learning
Project Based Learning
Flexible Spaces
Inclusive SPED
Vertical and Horizontal Alignment
Space Needs:
Four Pre-K Classrooms (including Self-Contained Pre-K)
Literacy Libraries
Computer Lab
Teacher Planning Space
School Garden
Break-Out Learning Space
Small Group Instruction Space
Quiet (previously Time-Out) Space
Sufficient Parking
Ample Outdoor Play/ Learning Space
Entrances:
Separate Elementary and Middle School Entrances
Parent Gathering Space at School Entrance(s)
Security and Safety:
Direct Adjacency Between Entrances and Admin Spaces
Secure, Monitored Entrance(s)
Separation Public Space Zones from Academic Wings
Safe Vehicular & Pedestrian Traffic Patterns
Site:
Preserve Existing Football Field N/A
Preserve Existing White Brook MS Footprint N/A
No Development in Wetlands and Riparian Zones N/A
Engage Natural Resources of White Brook MS Site N/A
Phasing:
Construction Phasing Necessary YES NO YES YES Minor NO
Temporary Classroom Space Needed YES NO YES YES NO NO

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Summary of District’s Preferred Solution:

Key factors for choosing a pre-kindergarten through grade 8 solution, which have been cited by the
Building Committee, include the following:

• Equitable access to 21st Century Education for all Easthampton students.

• 100% barrier-free access to educational program for all Easthampton students.

• Reconfigured grade alignment to Pre-K to 5 and Grades 6 to 8.

• Eliminates moving students from school to school.

• Technology to support 21St Century college and career readiness.

• Green spaces for science and nature studies, physical education and gardens.

• Staff can be placed more efficiently across grade levels.

• Resources to better support students with special needs.

• Facilitates community-building across all grade levels.

• Fewer transitions for students and families.

• Educational resources can be shared.

• Facilitates a strong continuum of curriculum and instruction.

• Provides opportunities for staff to collaborate and share ideas.

• Opportunities for older students to mentor younger students.

• Improved parking and access, safety, food services

• Improved instructional spaces for STEM, Art, Music, and PE.

Following a discussion of feedback received at public information sessions, consideration for the tax
impact of each design alternative, and evaluation of conceptual plans to the developed metrics, the
Building Committee confirmed its selection of Design Alternative E.4 at their January 23, 2018
meeting, citing it as the option that best satisfies the City’s long-term educational needs. The
Committee further acknowledged that an extended lack of investment in the City’s schools in the
past has created the severe needs the District is now faced with resolving through the current
opportunity for a building project. The committee believes Design Alternate E.3, as the preferred
solution, makes the best financial sense for the City in the long term.

At 176,155 gsf, Design Alternative E.3 has an estimated Total Project Cost of $109,308,415.00.
Easthampton’s minimum portion is anticipated to be in the range of $61,000,000.00. Assuming a 4
percent interest rate on bond funding, and the range of financing options available, the tax impact is
projected to be between $2.98 and $3.83 per $1,000.00 of assessed value.

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Mr. David Boyle, a member of the School Building Committee summarizes their position in the
following memo:
Dear MSBA,
Since 2016 the Easthampton School Building Committee has been looking at various
options to upgrade the elementary and middle schools. The process has evolved from looking at
the Maple Street Elementary School solely to considering a combined PK-8 school building at
one site. The school building committee has decided to pursue the option of a PK-8 project over
a PK-4 project with a TBD future middle school project because the need is very great and equal
for both grade structures.
Though the elementary schools are approximately 110 years old and the middle school is
relatively young at 45 years old, the middle school has too many deficiencies that need to be
addressed immediately. These include deteriorating building systems, extremely poor energy
efficiency and a 1970’s open classroom design that has failed. Addressing failing building systems
at such a frequent rate has become a financial drain and poor energy efficiency is literally money
out the window. The failed open classroom concept hinders morale and learning very much
which has led to a high rate of students leaving for charter and choice options at great cost to the
district. When all of the factors are combined a very challenging learning environment that is
affecting the district negatively creates a downward spiral that is self-perpetuating.
The school building committee is keenly aware that a combined project is both
ambitious and costly. The committee also believes that while the project cost would be less if it
were only PK-4 rather than PK-8 that the increased future costs of the second project due to
inflation and market increase is not a wise use of financial resources. Therefore, the committee
also feels strongly that the city can no longer afford not to address all of these needs now.

Sincerely,
David Boyle
Easthampton School Building Committee Member

MSBA Preliminary Design Review and District Response:

The MSBA, December 14 Preliminary Design Review with District Response is included as Appendix A
of this report.

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3.3.2 Evaluation of Existing Conditions:


Subsequent to the submission of the Preliminary Design Program, and in support of the District’s
preferred option to pursue a Pre-kindergarten through Grade 8 design alternative with potential
option(s) for a consolidated elementary school, efforts toward further evaluating existing conditions
have been focused at the White Brook Middle School site. The Maple Street Elementary School
survey of existing conditions is final and has not been modified for this report, however the scope of
work necessary for the Base Repair/ Code Compliance option (Design Alternative A) has been
reviewed and priced by the designer’s cost estimator, for use as a baseline in comparing the various
design alternatives explored in this report.

Maple Elementary School:

Based on the findings presented in the PDP, the cost estimate for a Base Repair/ Code Compliance
renovation project includes the scope identified within the PDP. The following summary reflects
major scope items carried in the estimate:

• New elevator with associated foundations.


• Existing floor slab cut and patch for under-slab utility modifications (barrier-free toilet
rooms, etc.).
• Seismic improvements (tying unreinforced masonry walls to floor and roof diaphragms,
bracing parapets).
• Window and exterior door replacement to meet current energy code thermal transmittance
requirements.
• Barrier-free hardware at all doors.
• New roofing system.
• Minimal wall finishes.
• Domestic water distribution.
• New ceilings throughout.
• Automatic fire sprinkler system throughout.
• New lighting throughout.
• New branch circuiting throughout.
• New security system.
• Upgrade fire alarm system.
• Barrier-free upgrades at kitchen.
• Allowance for selective building demolition.
• Allowance for hazardous material abatement.
• New paving and striping at parking lot.
• Paving improvements along accessible route.
• Barrier-free playground equipment.

White Brook Middle School:

Evaluation of existing conditions have continued at the White Brook Middle School property since
submission of the PDP. Continued investigations include resolution to the parkland status of the
site, a geotechnical survey, further investigation of contaminants discovered by the Phase 1 Site

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Assessment, and a structural evaluation of the existing White Brook Middle School, including a
summary of structural compliance requirements triggered by proposed renovations and additions to
the existing school building.

Architectural Update:

As indicated in the PDP, the existing, single story school building supports the District’s full
population of fifth through eighth grade students. Classrooms are organized in a 5-6 cluster and
a 7-8 cluster with open concept layouts.

Figure 3.3.2.1
Existing White Brook Middle School Organization

The PDP submission notes that the existing White Brook Middle School provides tenant space
for the local Head Start program, and that the current lease may not be renewed. A final
decision has not been made regarding the lease beyond this year, however the District has
verified that space for this program will not be provided in any of the building options for a new
school. The local cable access television studio is also located in the White Brook Middle School.
This studio is moving to a new location this year.

Subsequent to the PDP submission, a mechanical mezzanine of approximately 1,310 sf above


the gymnasium storage rooms and a basement mechanical room of approximately 1,405 sf at
the east end of the abandoned swimming pool have been discovered. Accordingly, the building
area listed in the PDP is revised to 133,207 sf. The building footprint remains unchanged at
130,492 sf.

Architectural drawings, discovered after the PDP submission, show typical exterior walls to
consist of a 4 inch fluted concrete veneer block over a 2 inch clear air space, over 6 inch
concrete back-up block. The cavity face of the back-up block has an applied parged coating. The

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back-up block is typically exposed at the interior face with a painted finish. Above ceilings, the
back-up block transitions to an 8 inch concrete block covered by an aluminum-clad plywood
veneer (no veneer masonry or wall cavity). The typical wall assembly shown in the original
architectural drawings differ slightly from the assumptions made in the PDP, which speculated
just a 1 inch cavity and 8 inch back-up block.

Figure 3.3.2.2
Typical Existing, Exterior Wall Condition
As noted in the PDP, the existing roof was installed as a replacement in the year 2000. The
current roof is a white, single-ply membrane and at 17 years is beginning to show evidence of
isolated leaks. With an anticipated construction start in the spring of 2019 and a tentative
move-in date set for the fall of 2021, the existing membrane will have outlasted its life

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expectancy by the conclusion of the project and should be replaced as part of any renovation
options. Typical roof decks consist of a 6 inch thick light-weight concrete topping, over 1 inch
vent board, over metal deck, spanning open webbed, steel framing members.

The two design alternatives, which consider re-use of the existing White Brook Middle School
building, either propose major interior renovations or full demolition of portions of the existing
structure to accommodate the proposed program. The only exceptions to this approach occur
at the existing gymnasium and auditorium, which would receive only minor renovation scope
under both Design Alternatives E.1 and E.2.

Further review of the gym has revealed minor settlement cracking at the west wall of the
auxiliary gym. Existing operable partitions are original to the building and in need of
replacement. In addition, the existing floor surface is worn and in need of replacement. Wood
telescopic bleacher sections are located along the west wall of the space, and situated between
door openings. The bleachers do not offer barrier-free seating and are not equipped with
handrails at stairs or guards at the open end of sections. These should be replaced with modern
bleachers to meet current building and access code requirements.

Photo 3.3.2.1
Settlement Cracks at Gym

As referenced in the PDP, the existing auditorium does not provide accessible seating or
companion seating. Existing seats appear original to the building and while generally functional,
show signs of age. Several seats are observed to be missing and replaced with folding metal
chairs. The floor surface below the majority of seating is continually sloped so attention will be
needed to determine the best location for introducing barrier-free seating in a renovation
project (four distributed locations required). The finish floor elevation of the stage matches the
first floor elevation of the building, and is fully accessible from the building corridors
surrounding the space. There is no barrier-free route between the auditorium house and stage
without leaving the program area. Renovations to the auditorium will need to include a ramp,
or lift, for stage access from the auditorium, which may result in lost seating capacity.

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Photo 3.3.2.2
Existing Auditorium

Parkland Update:

At the time of the PDP, available information suggested that the White Brook Middle School was
constructed on a common lot shared with Nonotuck Park, and potentially subject to the
Executive Office of Energy and Environmental Affairs, Article 97. Continued investigation by the
City revealed that prior to the middle school’s construction, a portion of the parkland was
transferred from the Park Committee to the School Building Committee for use as the middle
school site. This action is recorded as Article 62 of the Town of Easthampton’s March 25, 1972
Annual Town Meeting. This disposition was then passed by the Massachusetts Legislature in
Chapter 481 of the 1972 Acts.

Documentation of this process is included as Appendix B of this report.

Geotechnical Investigation:
Performed by O’Reilly, Talbot & Okun Associates, Inc.
293 Bridge Street #500, Springfield, MA 01103

A geotechnical investigation was performed in early March 2017, which consisted of three
investigative borings, to provide preliminary information regarding the soil characteristics at the
White Brook Middle School Site. A full report is included as Appendix C of this submission,
however significant findings are summarized below:

• Soft silt and clay were found at the site which, without improvement, result in an unsuitable
bearing layer for foundations.

o Settlement is a significant concern with the discovered clay. Filling to form building
subgrades and exterior grades near the building is recommended, or if not readily
accomplished, the site should be preloaded to allow settlement to occur prior to the
start of building construction.

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o Depending on final design loads, ground improvement methods such as aggregate piers
may likely be required.

o It is anticipated that the building can be supported by normal spread footings bearing on
the near-surface sands. The Structural Engineer is advised to use a relatively low
bearing pressure of 3,000 psf in their preliminary design of foundation systems.

o Should renovations be pursued, settlement of the existing building, due to the weight of
adjacent additions, is a concern. To remove lateral and vertical seismic loads from the
structure, it is anticipated that drilled, mini piles to a depth of 70 feet, may be required
to support portions of the existing structure adjacent to new additions.

• Native soils do not appear suitable for reuse as engineered fill.

• Seismic considerations, as provided in the MA State Building Code, Eighth Edition are as
follows:

o Earthquake Spectral Response at Short Periods (Ss): 0.23 (Table 1604.11)

o Earthquake Spectral Response at One Second (S1): 0.066 (Table 1604.11)

o Site Classification using Standard Penetration Resistance (N Value): Class E

o Site Coefficient Fa: 2.5 (Tables 1613.5.3(1) and 1613.5.3.(2))

o Site Coefficient Fv: 3.5 (Tables 1613.5.3 (1) and 1613.5.3.(2))

o Liquefaction: Relatively low SPT blow counts were observed in the fine sand layer,
which may be attributable to artifacts of sampling disturbance. Liquefaction below a
depth of 60 feet from final grade need not be considered for level ground per 1804.6 (3),
however additional borings during final design will be required to further evaluate
liquefaction characteristics the resulting impact on design.

• Groundwater: Based on the depth of discovery, it is not anticipated that groundwater will
impact the proposed structure, however evidence of poorly draining soils is present at the
site.

o Groundwater was encountered at 18 feet below the ground surface.

o Thick gravel base layers with underdrainage will be required below pavement systems.

• The findings of the Geotechnical Report are based on three borings. Boring WP-3 was taken
below the proposed west end of the middle school wing as organized in the Preferred
Option solution. Additional borings are planned for the Design Development phase,
following the May 22, 2018 debt exclusion vote. The Preferred Option Cost Estimate
includes an allowance for soil stabilization as described in the Geotechnical Report and
Structural Systems narrative.

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Potential Contaminants; Phase 1 Site Assessment Findings:

Results of the ASTM Phase I Site Assessment, performed by ATC Group Services, LLC in the fall
of 2016, showed historic evidence of a fruit orchard adjacent to the northern property line of
the White Brook Middle School Site, and also identified limited areas of oil staining on the
existing school slab.

• Orchard Impact: As part of the Phase I Site Assessment, an aerial photograph from 1942
showed the presence of row trees in two areas near the northern property line. Fruit
trees were often treated with herbicides and pesticides including lead arsenate, an
inorganic insecticide. At the time of the report, it was recommended that a soils
investigation of the top twelve inches of material be conducted in these areas. At their
November 6, 2017 meeting, the School Building Committee voted to pursue this
additional testing. ATC has since returned to the site to collect soil samples in a grid
pattern, using a hand auger. This process took slightly longer than anticipated due to
frost conditions, but is now complete. The samples are currently being analyzed and
results are anticipated in the form of a report no later than March 1, 2018. Should the
presence of contaminants be confirmed and remediation efforts necessary, the scope
will be understood and defined for Schematic Design Phase cost estimates.
• Oil Staining: Limited oil staining was discovered in two locations within the existing
White Brook Middle School building. The first location is below the air compressor
located at the custodial office and the second is beneath the tractors stored in the
garage. At the time of the Phase 1 report it was recommended that soils be tested
below the concrete slabs in the areas affected, and that that a trace be performed on a
floor drain adjacent to the staining at the garage location. At their November 6, 2017
meeting, the Building Committee voted to pursue additional soils testing related to the
discovered oil stains. ATC has begun the process of sampling the soils by coring through
the existing concrete slabs and tracing the drain by performing a dye test to trace the
discharge line. If not connected to sewer lines, soils will sampled adjacent to the
discharge point. Results of the additional soils testing are anticipated no later than
March 1, 2018. Should the presence of petroleum oil be confirmed and require
remediation in the tested soils, the scope will be understood and defined for the
Schematic Design Phase cost estimates.

The School Building Committee is aware that a negative finding for soil contaminants
could impact the Total Project Budget by an estimated increase of $1,620,000.00. If
remediation scope is necessary, the City will be able to fund the work as part of their
bond.

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MEP/ FP Analysis Update at White Brook Middle School:


Prepared by Consulting Engineering Services, LLC
128 Carnegie Row Suite 204, Norwood, MA 02062

The following narrative is based on additional observations of the existing White Brook Middle
School, located at 200 Park Street in Easthampton, MA, with specific focus on existing plumbing
systems, fire protection service, mechanical systems and electrical systems.

Figure 3.2.3
MEP/ FP Narrative Key Plan

Existing Conditions:

A. PLUMBING NARRATIVE

PLUMBING UTILITIES

1. Domestic Water:

a. The existing building is currently served by a single domestic water service which
enters the main boiler room on the north side of the building. The domestic water
service equipment includes a 4” water meter and a 1-1/2” bypass valve. The water
distribution system is original to the building and operating beyond its useful life.

2. Natural Gas:

a. There is currently one natural gas service to the building serving boilers and roof top
units. The service enters the main boiler room on the north end of the building.

3. Gas Piping

a. Gas pipe distribution serving the roof top units is mounted on the roof. This gas piping
is not protected with a protective jacket. Most of the pipe on the roof is rusted and
deteriorating. The gas piping is in poor condition and should be replaced.

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4. Sanitary:

a. The School’s sanitary sewer system provides sanitary waste drainage for plumbing
fixtures located throughout the School. The piping material above grade is primarily
cast iron. The Plumbing fixtures drain to buried sanitary waste piping exiting the west
side of the building. Based on information available, we believe the sanitary connects
to a structure at the median of the entrance drive and then proceeds to a main below
Park Street. If that is the case we suspect a pump and forced main may be present
somewhere to facilitate the connection to the street which is significantly higher than
the building.

PLUMBING FIXTURES AND SPECIALTIES

1. Existing plumbing fixtures are as follows:

a. Water closets are wall mounted; with manual flush valves, vitreous china. The
fixtures are in good condition. Most of the valves are in poor condition.

b. Urinals are wall mounted vitreous china with manual flush valves. The fixtures are in
good condition. Most of valves are in poor condition.

c. Lavatories are wall hung vitreous china. Faucets have two lever handles. Some levers
were not installed. The lavatories are in good condition. Most of the faucets are in
fair to poor condition

d. Drinking fountains are surface mounted vitreous china units. Even though the units
are in good condition, the fountains do not meet MAAB/ ADA requirements.

e. Typical laboratory classroom sinks are counter top units with 2-lever gooseneck
faucets. The sinks and faucets are in poor condition.

f. Fixtures in locker rooms are older and in fair to poor condition. There are no
automatic faucets included on lavatories, urinals or water closets.

DOMESTIC HOT WATER SYSTEMS

1. The main building domestic hot water system serves the entire school except for the
Kitchen load. This unit is an indirect domestic hot water heater consisting of a steam to
hot water heat exchanger with a 1,300 gallon storage tank. The system is in poor
condition.

2. A dedicated steam boiler serves kitchen steam appliances and the kitchen domestic hot
water loads. The steam boiler is a gas fired cast iron section boiler with force draft. A
steam to hot water heat exchange provides hot water to the kitchen domestic hot water
load. Even though the system is operating beyond its useful life, it’s in fair condition with
no visible signs of leaks.

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B. FIRE PROTECTION SERVICE

1. The existing building is partially sprinkled which is currently served by an 8-inch fire
protection service. The fire protection service is located adjacent to the kitchen. The
extent of the fire protection system serves all corridors, area C, area D and the
administration office area. The fire protection system should extend to serve the
remaining building. This may require a fire pump. The existing building does not have a
fire pump. The driving factor for a fire pump requirement would be results from a
hydraulic calculation. Since the existing fire protection system is over 40 years old, it is
operating beyond its useful life.

A flow test and hydraulic calculations are planned as part of the Schematic Design phase
in the spring of 2018. Plans for the preferred solution currently include a Fire Pump room,
to ensure costs are carried in the budget until the scope can be verified.

2. The stage fire protection system is a deluge system. The associated controls serving the
deluge system are operating beyond their useful life.

3. The new fire protection system shall conform to the requirements of NFPA 13 and the
Massachusetts Fire Safety Code.

C. MECHANICAL SYSTEMS:

1. The existing building is heated with two gas fired cast iron sectional steam boilers and
twenty two packaged gas-fired roof top units.

2. One of the steam boilers has been recently replaced and the other steam boiler was in
the process of being replaced during the site investigation. The two boilers are Smith
Boilers with burners currently operating on natural gas and a capacity of 3,508 MBH each.
Although this equipment is in good condition, steam boiler systems are not efficient and
are not consistent with energy efficient criteria set by the Massachusetts School Building
Authority. If substantial renovations are required, the heating system would be replaced
with a hot water system.

3. The packaged gas-fired roof top units provide ventilation and heating. Each roof top unit
consists of a supply fan, return fan, indirect gas-fired furnace, package DX cooling and
ductwork distribution. Other than the roof top unit serving the office and auditorium, the
package DX cooling systems are not working and therefore air conditioning is not
available. The roof top units are in poor condition and operating beyond their useful life.

4. Steam distribution is piped to indoor heating and ventilation units and steam to hot water
heat exchangers. Steam condensate is a highly corrosive fluid which destroys piping
systems from the inside. Based on the age of the installation, leaks in the piping
distribution can be expected due to the corrosive nature of the steam condensate piping
system. The steam distribution system is operating beyond its useful life.

5. The steam to hot water heat exchanger serves hot water perimeter heating which consist
of seven pumps, hot water piping loop, fin tube perimeter base board heaters, unit

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ventilators, unit heater and cabinet unit heaters. The hot water heating system including
the steam to hot water heat exchanger is operating beyond its useful life.

6. Five indoor heating and ventilation units are utilized to serve area B. Each heating and
ventilation unit consists of a supply fan, steam heating coil, outside are intake hoods and
ductwork distribution. Ductwork insulation tape is no longer holding the insulation in
place. The heating and ventilation units are operating beyond their useful life.

7. Each toilet room group is provided with a dedicated exhaust system which consists of an
exhaust fan and ductwork distribution. The toilet exhaust system is operating beyond its
useful life.

8. The existing temperature controls in the school are pneumatic. The temperature control
system air compressor is located in the Maintenance Room. Audible hissing was observed
during site investigations indicating leaks in the system. Several thermostats are not
operating correctly causing the spaces to overheat.

D. ELECTRICAL NARRATIVE

1. The building is served by a 480Y/277 volt, 3-phase, 4-wire electrical service, rated 2,000
amps. The service equipment is located in the main electrical room located adjacent to
the boiler room. The service equipment is fair condition.

2. 480 volt is distributed throughout the building to 480Y/277 volt lighting and equipment
panels. Where 208/120 volt was needed, a roof mounted transformer was provided
presumably due to lack of allotted floor space within the open plan building.

3. There are a number of electrical panels located throughout the facility. These panel
boards all are older having been added at the time of various building renovations and/or
on an as-needed basis. The condition of these panel boards range from fair to poor. The
majority of the panel boards do not have spare circuit breakers available for new circuits
to be added, or have space to add new circuit breakers.

4. The lighting throughout the facility consists primarily of 1’ x 4’ and 2’ x 4’ acrylic lens
troffers. Classrooms include motion sensor control. The light levels appear to be within
recommended levels.

5. The fire alarm system is an older zoned, Silent Knight main FACP. There are manual fire
alarm pull stations, ADA horn strobes and magnetic door holders located throughout the
building. Heat and smoke detectors are located in select areas throughout the building
for detection and alarm.

6. Site lighting is accomplished via building mounted wall packs and a number of pole
mounted flood lights.

7. A recent project included the lighting of the football field with pole mounted high output
athletic fixtures.

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8. Life safety emergency lighting is provided via central emergency battery units with
remote mounted emergency light heads units. This system is aged and in need of
replacement.

9. The existing clock system is functioning without any noted problems and appears to be in
good condition.

10. There is currently a controlled access at the main front entry as well as CCTV cameras at
various locations within the school and at main entry points at the outside of the school.
All systems were noted as functioning without any issues.

E. MEP SYSTEMS CONCLUSION

Other than the locker room, plumbing fixtures seem to be in good working condition. All
locker room plumbing fixtures should be replaced since the fixtures are in poor condition.
Replacement of faucets and flush valves on toilets and urinals to automatic units should be
implemented as a water conservation measure. Selected sinks and drinking fountains should
be replaced with MAAB/ ADA compliant units.

The domestic hot water heating system appears to be in poor condition. The 1,300 gallon
domestic water heater and the kitchen domestic steam boiler and heating exchanger should
be replaced with a new more energy efficient system.

The gas piping on the roof is in poor condition and should be replaced as soon as possible.

The fire protection system is in good condition. The fire protection system should extend to
serve the remaining portions of the building which may require a fire pump depending on
hydraulic calculations. Components associated with the deluge fire protection system should
be replaced.

In general, other than the recently replaced steam boilers, all the heating, cooling and
ventilation equipment have reached their life expectancy and should be replaced in order to
improve the reliability, efficiency and to cut down on the operational and maintenance costs.

The building steam boilers are new and therefore in very good condition. The associated
steam piping is operating beyond its useful life and should be replaced since steam-
condensate fluid is corrosive and will deteriorate piping from the inside out. The package roof
top units are in poor condition and should be replaced. Due to the corrosive nature of steam-
condensate fluid, the steam to hot water heat exchangers should be replaced. The perimeter
heating pumps are in poor condition and should be replaced. All perimeter fin tube radiation
heating elements should be cleaned. Unit heaters, cabinet unit heaters and unit ventilators
are in poor condition and should be replaced. The frame and body for the indoor heating and
ventilation units are in good condition. Replacement of motors, pulleys, belts and coils in the
heating and ventilation units should be provided. All toilet fans are in poor condition and
should be replaced with direct drive roof top fans. All ductwork and hot water heating pipe
insulation should be replaced. The interior ductwork distribution should be cleaned. The
pneumatic control system is in poor condition and beyond repair. The pneumatic system
should be replaced with a direct digital control system.

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The electrical systems appear to be in fair condition and operating without issues. The older
distribution equipment (panelboards and transformers) should be replaced with newer
equipment with additional breaker spaces to meet any future needs and to alleviate the
possibility of overloading individual circuits when new equipment and or devices are added
to existing circuitry. The lighting systems are in good to fair condition, the addition of
automated lighting controls in the areas not already incorporated should be implemented in
order to meet current energy codes and to save on energy costs. The fire alarm system,
emergency lighting and exit lighting systems are aged and should be replaced to meet code
requirements.

Structural Analysis at White Brook Middle School:


Prepared by Johnson Structural Engineering, Inc.
101 Huntoon Memorial Highway (Rt. 56), Rochdale, MA 01542

The following narrative is based on field observations of the existing White Brook Middle
School, located at 200 Park Street in Easthampton, MA.

Johnson Structural Engineering (JSE) has performed a structural review of the White Brook
Middle School located at 200 Park Street in Easthampton, Massachusetts. The purpose of the
review was to comment on the condition of the existing building structure and to identify any
obvious structural deficiencies. In addition, we have performed a structural code review for
the proposed renovations to the school utilizing the International Existing Building Code 2009
(IEBC) and the 8th Edition of the Massachusetts Amendments to the International Building
Code 2009 (780 CMR). The following report summarizes what was observed during our site
visit and the results of the structural code review.

Existing Conditions

Travis Alexander of JSE performed a site visit on February 16, 2017 to review the existing
building structure. The existing building is a one-story structure with various roof heights.
Subsequent to JSE’s site visit, our office received a copy of the existing structural drawings for
the building. The drawings were prepared by The Partnership of Lyons Mather Lechner
Architects and dated April 26, 1973.

Photo 3.3.2.3 Photo 3.3.2.4


Two-Way Steel Truss (Gymnasium) Two-Way Steel Truss (Library)

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The foundation for the building is comprised of concrete foundation walls with continuous
footings and isolated concrete footings at column locations. A majority of the first floor is a
4” concrete slab-on-grade reinforced with welded wire fabric. Portions of the first floor are a
5” or 6” concrete slab-on-grade reinforced with either welded wire fabric or rebar. The roof
structure is comprised of metal deck supported by 2-way steel trusses supported by steel
girder trusses and HSS steel columns (see photographs 3.3.2.3 and 3.3.2.4). The roof above
the auditorium and stage consists of a reinforced concrete slab supported by concrete
encased steel beams, which bear on steel girder trusses (see photograph 3.3.2.5). The
exterior walls are comprised of CMU block walls, and some of the interior walls are also CMU
block walls. The existing lateral system is assumed to be comprised of CMU shear walls since
there was no evidence of braced frames or moment frames. Please note that the natatorium
was not accessible during JSE’s site visit.

Photo 3.3.2.5
Roof Structure (Auditorium)

During the site visit, the top conditions of the existing exterior and interior CMU walls were
not accessible. Per the existing structural drawings, it appears that the existing exterior CMU
walls have a tie anchoring the CMU walls to the roof diaphragm. However, the existing
structural drawings do not indicate any wall ties for the existing interior CMU walls. Further
field investigation will need to be performed to verify the existing exterior CMU wall ties and
to determine if the existing interior CMU walls are tied to the roof diaphragm.

The existing structural drawings indicate expansion joints in the existing roof structure along
various portions of the building. Further field investigation will need to be performed to verify
if the expansion joints are just in the roof structure or if the expansion joints also continue in
the exterior and interior CMU walls to truly create separate structures.

It is unclear if the existing exterior and interior CMU walls are reinforced or unreinforced. No
information or details are provided on the existing structural drawings regarding CMU wall
reinforcing. Selective demolition will need to be performed along select exterior and interior
CMU walls to verify whether or not the CMU walls are reinforced.

The following deficiencies were noted during our site visit:

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1. There is some vertical and horizontal cracking in some of the interior CMU walls (see
photographs 3.3.2.6 and 3.3.2.7).

Photo 3.3.2.6 Photo 3.3.2.7


Cracking at Interior CMU Walls Cracking at Interior CMU Walls

2. A majority of the exterior CMU walls stop at the bottom chord of the 2-way roof trusses.
It is assumed that the interior walls also stop at the bottom chord of the 2-way roof
trusses. The white band around the perimeter of the building is assumed to be the extent
of the existing roof joists (see photograph 3.3.2.8). Per the existing structural drawings,
there is some sort of wall tie anchoring the exterior CMU walls to the roof diaphragm.

Photo 3.3.2.8
Exterior CMU Walls

3. The exterior steel lintels are painted (not galvanized) and show signs of corrosion (see
photograph #7).

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Photo 3.3.2.9
Existing Exterior Steel Lintel

4. There is some minor cracking and joint degradation in the exterior CMU (see photographs
3.3.2.10 and 3.3.2.11). Most of the issues were observed in the top course of CMU.

Photo 3.3.2.10 Photo 3.3.2.11


Deteriorated Exterior CMU Grout Joints Cracked Exterior CMU

5. Some efflorescence was observed in the CMU walls and foundation along the exterior
walls of the natatorium (see photographs 3.3.2.12, 3.3.2.13, and 3.3.2.14).

Photo 3.3.2.12 Photo 3.3.2.13


Efflorescence in Ext. Walls of Natatorium Natatorium Foundation Wall Efflorescence

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Photo 3.3.2.14
Natatorium Foundation Wall Efflorescence

6. All of the exterior concrete landings at the exterior doors are in poor condition with
substantial cracking and spalled concrete (see photographs 3.3.2.15, 3.3.2.16, and
3.3.2.17).

Photo 3.3.2.15 Photo 3.3.2.16


Cracked Exterior Landing Exterior Landing with Spalled Concrete

Photo 3.3.2.17
Cracked and Spalled Exterior Concrete Landing

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7. Water stains were noticed in some of the dropped ceiling tiles, which indicates that there
are or were previous roof leaks or plumbing leaks (see photograph 3.3.2.18). There was
also some corrosion noticed in the steel deck and steel trusses (see photographs 3.3.2.19
and 3.3.2.20)

Photo 3.3.2.18 Photo 3.3.2.19


Water Stains at Existing Ceiling Tile Corrosion of 2Way Steel Roof Truss and Deck

Photo 3.3.2.20
Corrosion of 2-way Steel Truss Bottom Chord

8. The bottom of the exposed steel columns at the entrance are severely corroded (see
photographs 3.3.2.21 and 3.3.2.22).

Photo 3.3.2.21 Photo 3.3.2.22


Exposed Column with Corroded Base Exposed Column with Corroded Base

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Structural Existing Building Code Review

It is assumed that the proposed renovations and alterations include the entire building and
potentially include an addition(s). IEBC Section 405.1 classifies the work as Level 3 Alterations
since the work area exceeds 50% of the aggregate area of the building. As a result, the
proposed renovations and alterations must comply with the structural requirements of IEBC
Chapter 8 for Level 3 Alterations. The addition(s) will be kept structurally separate from the
existing building and must comply with the structural requirements of IEBC Chapter 10 for
additions.

Gravity System:

The proposed renovation will not impose any additional gravity loads onto the existing
first floor concrete slab.

If it is proposed to reroof the building as part of the proposed renovations, then the
structural requirements of IEBC Section 606.2 must be met. IEBC Section 606.2 states
that if the weight of the new roofing exceeds the existing by more than five percent or if
the R-value of the new roofing exceeds the existing, then the existing roof structure must
comply with the International Building Code, 2009 (IBC) design snow load. The IBC design
snow load for an educational facility located in Easthampton, Massachusetts is 35 pounds
per square foot (psf) and 37psf for roofs over unheated areas such as exterior canopies.
Per the existing structural drawings, the existing roof has a 40psf live (snow) load capacity.
The existing structural drawings also indicate an increased design live (snow) load in the
snow drift zones adjacent to the high roofs. The snow drift loads indicated on the existing
drawings will need to be compared to the IBC design snow drift loads.

If new mechanical units are added, then the existing roof members supporting the
mechanical units will need to be analyzed and reinforced accordingly to support the new
units and comply with the current design snow load. Typical reinforcing may include new
steel beams and column to reduce the span of the roof structure below the mechanical
units. The columns will need to be supported by new reinforced concrete footings with
drilled mini-piles.

If new additions are constructed adjacent to the existing building, then drilled mini-piles
may be required to support portions of the existing structure next to the addition(s) to
mitigate potential settlement issues. If the additions are taller than the existing building
and impose drifted snow onto the existing roof, then the existing roof structure will need
to be reinforced accordingly (IEBC Section 1003.4). Typical reinforcing will likely include
additional steel beam and column lines supported by reinforced concrete footings with
drilled mini-piles.

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Lateral System:

The lateral system of the existing building is assumed to be comprised of the exterior and
interior CMU walls. The extent of the total floor and roof area involved in structural
alterations may vary depending on the extent of the proposed renovations and
alterations, the extent of demolition to the existing building, and/or roof reinforcing for
drifted snow adjacent to new additions.

If more than 30 percent of the total floor and roof areas are involved in structural
alterations, then the requirements of IEBC Section 807.4.2 must be satisfied. IEBC Section
807.4.2 states that if more than 30 percent of the total floor and roof areas are involved
in structural alternations, then the lateral system of the existing building needs to comply
with the IBC design wind load and a reduced IBC seismic force. The reinforcement
required to comply with a reduced IBC seismic load will most likely include either new
reinforced CMU shear walls, steel moment frames, or steel braced frames supported by
new reinforced concrete footings with drilled mini-piles. Additionally, wall ties may be
required to anchor all existing exterior and interior masonry walls to the floor and roof
diaphragms.

If less than 30 percent of the total floor and roof structure will be involved in structural
alteration, then the requirements of IEBC Section 807.4.3 must be satisfied. IEBC Section
807.4.3 states that if less than 30 percent of the total floor and roof structure is involved
in structural alteration, then the lateral system of the existing building needs to be
analyzed for the lateral loads applicable at the time of the original construction or the
most recent structural alteration. As previously stated, selective demolition will be
required in areas to determine the existing horizontal and vertical reinforcing in the CMU
walls. If reinforcing is required to comply with the applicable lateral loads, then the
reinforcement will most likely include either steel moment frames, steel braced frames,
or reinforced CMU shear walls depending on the magnitude of the lateral loads.
Reinforced concrete footings supported by drilled mini-piles will be required below the
moment frames, braced frames, or CMU shear walls. Additionally, wall ties may be
required to anchor all existing exterior and interior masonry walls to the floor and roof
diaphragms.

Depending on the extent of the demolition to the existing CMU walls, the seismic
demand-capacity ratio of the remaining shear walls may be increased by more than ten
percent. As a result, the remaining existing shear walls whose seismic demand-capacity
ratio is increased by more than ten percent must comply with a reduced IBC seismic force
(IEBC Section 807.4.3). The reinforcement required to comply with a reduced IBC seismic
force will most likely include either new reinforced CMU shear walls, steel moment
frames, or steel braced frames supported by new reinforced concrete footings with drilled
mini-piles.

Please note that if the expansion joints indicated on the existing structural drawings are
true expansion joints through the entire building structure (roof structure and exterior
and interior CMU walls as discussed above), then the lateral requirements discussed
would be applicable to each building area separately.

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Addition(s) or New Construction:

Any new addition(s) or a new building structure will be designed to comply with the
gravity and lateral loads specified in the IBC for new construction. The addition(s) must
be kept structurally separate from the existing building. The foundations for the additions
may require drilled mini-piles or geo-piers depending on the final design loads, settlement
tolerances, and existing soil material, and drilled mini-piles will be required within the
existing building adjacent to the addition(s) to mitigate potential settlement issues. If a
new building is constructed, then the foundations may require geo-piers depending on
the final design loads and existing soil material.

If you have any questions regarding this report, please do not hesitate to call.

Sincerely Yours,

Johnson Structural Engineering, Inc.

Robert A. Johnson, P.E.


President

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Civil Analysis at White Brook Middle School:


Prepared by Nitsch Engineering, Inc.
2 Center Plaza #430, Boston, MA 02108

The following narrative is provided by Nitsch Engineering, Inc., and is based on their field
observations of the existing White Brook Middle School, located at 200 Park Street in Easthampton,
MA.

Existing Conditions:

EVALUATION OF ALTERNATIVES

Nitsch Engineering has completed a Basis of Design assessment relative to four design
alternatives proposed by Caolo & Bieniek Associates, Inc. These include Design Alternatives D,
E.1, E.2, and E.3. Because the site development and civil engineering infrastructure elements for
each alternative are similar in terms of scale, scope, and extent, the following comments are
related to all four alternatives. Nitsch Engineering’s Basis of Design includes a description of the
existing drain, sewer, and water utility services, as well as certain site characteristics that affect
these systems. It also includes an assessment of the site utility construction scope necessary to
construct the project.

Site Characteristics

The subject site (Site) is located at the existing White Brook Middle School property at 200
Park Street in the City of Easthampton, and includes 41.226 acres according to City records.
The easterly portion of the Site is developed with the existing 135,000 SF middle school
building, paved parking and access areas, and adjacent athletic fields. The developed
portion of the Site is separated from the westerly portion by a perennial stream named
White Brook. The Site is accessed on its westerly side by a boulevard connection to Park
Street, and which crosses over White Brook.

Most of the developed portion of the Site consists of a broad and relatively flat plane. Its
topography generally split with shallow slopes (2-5%) extending to the east and west from
the existing building which is situated at a relative high point. Topographic information is
based on record plans on file with the City of Easthampton, and on Easthampton GIS data.

The western portion of the developed area drains to White Brook and the eastern portion
drains to an unnamed stream. White Brook and the unnamed stream are both tributary to
Nashawannuck Pond which is located approximately 1,500ft+/- to the northeast. There are
Bordering Vegetated Wetlands and Riverfront Area associated with these streams.

The developed portions of the Site are mostly cleared with lawn and other landscape
plantings and features. Mature natural tree growth and forested area is present at the
perimeter of the development and extends toward the wetland buffers of the streams.

USDA Natural Resources Conservation Services (NRCS) soil map data indicates that the on-
site soils generally consist of poorly drained silt loam (Scitico, Boxford, and Belgrade NRCS
Soil Map Units). These are hydrologic soil group C/D soils and represent potential

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development constraints in terms of soil compressibility, high/perched groundwater


elevations, erosion potential, and stormwater management.

Site Utility Assessment and Development Implications

The existing utility information included in the following sections is based on record
drawings of the White Brook Middle School site provided by the City of Easthampton
Department of Public Works. See attached Figure 1 for a graphic depiction of the proposed
utility systems described below.

Drainage System

Existing Drainage Conditions:

The Site includes a limited number of drainage inlet structures and pipes that collect
and convey runoff generated by the developed area. Several catch basins and other
structures/pipes collect a portion of the roof drainage and runoff from the existing
track, directing flow to the northeast toward the unnamed brook. A similar
drainage system of catch basins and structures/pipes collects the west portion of
the roof drainage and the school parking area, directing flow toward White Brook.
The existing drainage infrastructure does not include a form of water quality
treatment component, inconsistent with the current codes and accepted standards

Sanitary Sewerage System

Existing Sanitary Sewer:

Sanitary sewage for the existing Middle School is conveyed by a 10-inch sanitary
service pipe that connects by gravity to an existing 24-inch sanitary sewer main that
runs along the western side of White Brook within the site limits. The material of
the sanitary sewer service is unknown. There does not appear to be an existing
external grease trap for sanitary sewage generated by the kitchen, and no other
sewerage components in addition to the main service connection are apparent.

Water System

Existing Water Service:

The middle school is serviced by an 8-inch water service main that is connected to
the 10-inch municipal water main in Park Street. In addition to providing domestic
water to the existing building, the 8-inch service main also provides water to four
fire hydrants located generally at the four corners of the existing middle school. The
water service is not currently looped.

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Landscape Architectural Analysis at White Brook Middle School:


Prepared by Berkshire Design Group, Inc.
4 Allen Place, Northampton, MA 01060

The following narrative is provided by the Berkshire Design Group, and is based on their field
observations of the existing White Brook Middle School, located at 200 Park Street in Easthampton,
MA.

Circulation Patterns

The following White Brook Middle School Circulation Diagrams are provided to show the following
existing circulation patterns at the White Brook Middle School site:

• Circulation diagram that identifies the existing bus and parent drop-off / pick-up locations.

• Circulation diagram that identifies the existing vehicular and pedestrian circulation

• Circulation diagram that identifies the existing emergency vehicle access.

• Circulation diagram that identifies the existing barrier-free access route.

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Barrier-Free Access Routes at Existing Buildings:

The White Brook Middle School Barrier-Free Access Route diagram, in conjunction with the
following narrative are provided to better describe how physically-challenged individuals currently
access the White Brook Middle School:

Physically challenged individuals access the existing building from both the north parking
lot/drop off and south parking lot/drop off. Currently the main school bus area drop off is not
MAAB/ ADA accessible as there is a curb but no curb ramps (see Photo 3.2.2.23)

Photo 3.2.2.23
Entrance Drive; No Curb Ramps

The main MAAB/ ADA drop off area is at the north parking lot. There are 5 accessible parking
spots (see Photos 3.2.2.24 and 3.2.2.25) with an additional van parking area/drop off (see Photo
3.2.2.26). Asphalt curb ramps in this area are not adequate. The nearest accessible entrance,
which connects internally with the rest of the school, is the Community TV door, approximately
200 ft. away (see Photo 3.2.2.27).

Photo 3.2.2.24
Five Accessible Parking Spaces, No Adequate Curb Ramps

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Photo 3.2.2.25
No Adequate Curb Ramps

Photo 3.2.2.26
Van Parking Space/ Drop-Off

Photo 3.2.2.27
TV Station Entrance

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The secondary ADA drop off area is on the south parking lot (see Photo 3.2.2.28). There are three
accessible parking spots with a separate drop off (see Photo 3.2.2.29). The parking spaces are not
directly accessible from any sidewalk. As with the north lot, asphalt curb ramps along the drop off
area are not adequate. The nearest accessible entrance is the main entrance of the school building.
The distance from the parking/drop off and the main door is 275 ft., 75 ft. longer than an accessible
route allows (see image 8 & 9).

Photo 3.2.2.28
South Parking Area

Photo 3.2.2.29
(3) Accessible Parking Spaces and Drop-Off

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Photo 3.2.2.30
Accessible Route (275 ft. from Entrance)

Photo 3.2.2.31
Main Entrance

Building Code Analysis:

An updated Building Code Report was performed by R.W. Sullivan Engineering, with specific
attention to the White Brook site. This report is included as Appendix G of this report.

Existing Conditions Summary:

Additional information gathered as a result of continued existing conditions investigation


through the PSR phase generally aligns with PDP findings and is not considered substantive to
the point of impacting the design alternatives pursued in this phase. With exception of the
following items, the existing conditions report is considered final with this submission:

• Geo-Technical Investigations: Additional geo-technical explorations are anticipated for


the spring of 2018. At this time, a preferred schematic design will be completed to

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better inform the location of additional borings, and results of the debt exclusion vote
will be received. The timing intent for the additional exploration will be to supplement
decisions made during the Schematic Design phase of the project.

• Structural analysis of the existing roof may be required, dependent on the final option
selected. If required, this analysis will take place during the schematic design phase, in
the fall of 2017.

• At this time, the preferred solution is for a new building, therefore additional structural
testing to determine seismic demand-capacity of lateral load carrying elements is not
anticipated.

• Additional structural analysis may be required during the Schematic Design Phase to
ensure stability of the existing building where it will be in close proximity to new
construction, or partially removed to facilitate construction of the proposed building.
This analysis is expected to occur in the fall of 2017, during the Schematic Design Phase.

• During Schematic Design, a Flow Test and Hydraulic Calculations will be performed to
determine need for a fire pump to support an automatic fire sprinkler system
throughout the proposed building.

• Subsurface investigations to determine if pesticide impacts have occurred as a result of


former fruit orchards noted in the historic record of the site. This investigation is
recommended to take place during the summer of 2018, early in the design
development phase.

• Limited subsurface investigation in areas of the air compressor and tractors is


recommended to determine if soil contaminations are present in these areas. This
investigation is recommended to take place during the summer of 2018, early in the
design development phase.

• Investigate discharge pathway of floor drains located in the maintenance garage to


verify connection to municipal sewer lines. If drains do not connect to the municipal
system, dye test shall be performed to test the discharge lines. If staining is present at
discharge location soil sampling is recommended to determine the extent of
contamination. This testing is planned to take place during the summer of 2018, early in
the design development phase.

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3.3.3 Final Evaluation of Alternatives:


Initial Space Summary Revisions:

In selecting the most comprehensive educational plan to pursue as the preferred option, the
School Building Committee remain cognoscente of the financial burden it will ultimately present
to the City’s tax payers. As such, with their selection of a Pre-K through Grade 8, preferred
option in April 2017, the Committee directed the School Department to work with the Design
Team to ensure only necessary program square footage was carried in the further development
of each alternative.

Updates to the Initial Space Summary Templates are limited to the Pre-kindergarten through
Grade 8 option, with a Design Enrollment of 1,010, as the preferred option. The following
summary identifies the most significant program changes which resulted from the Building
Committee’s direction. These changes are reflected in the following, revised Initial Space
Summary Template, and are discussed in more detail later in this report:

Core Academic:

• General Classrooms (grades 1-5): 27 rooms reduced to 25 rooms at Pre-K -8 option.

• Maker Space (elementary school): Eliminated from all options

• Break-Out: Increased to 925 sf each and provided as enclosed, flexible classroom space.

Special Education:

• SPED Therapeutic Toilet Rooms: Eliminated from all options

• SPED Student Support Toilet Rooms: Eliminated from all options

• OT/PT/Speech: At Middle School wing, separate OT (K-5) and PT (K-5) spaces are provided.
OT (K-5) is provided at 150 sf and PT (K-5) is provided at 200 sf.

• OT/PT/Speech: At Middle School wing, separate OT (6-8) and PT (6-8) spaces are provided.
OT (6-8) is provided at 150 sf and PT (6-8) is provided at 200 sf.

• School Psychologist: Previously carried under the Administration and Guidance Category,
the District has clarified its function as a Special Education program. The updated PreK –
Grade 8 Initial Space Summary Template reflects a need of (3) 100 sf offices.

• SPED Coordinator: Originally labeled Psychologist Coordinator, and carried under the
Administration and Guidance Category, the District has corrected the title, and clarified it as
a Special Education Program. The updated PreK – Grade 8 Initial Space Summary Template
reflects a need for (2) 200 sf offices.

• Psych. Meeting/ Waiting: Previously carried under the Administration and Guidance
Category, the District has clarified its function as a Special Education program. The updated
PreK- Grade 8 Initial Space Summary Template reflects a need for (1) 250 sf space.

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Art & Music

• Band/ Chorus – 100 seats: 1600 sf (Dual use as stage; see Dining & Food Service “Stage”
item below for Pre-K - 8 option).

Media Center:

• Media Center (grades 1-5): 2,100 sf space reduced to 1,600 sf at the Pre-K – 8 option.
• Media Center (grades 6-8): 4,000 sf space reduced to 3,939 sf at the Pre-K – 8 option.
• Literacy Library (1-5) program has been removed in response to PSR comments received
from MSBA on December 14, 2017.
• Literacy Library (6-8) program has been removed in response to PSR comments received
from MSBA on December 14, 2017.

Dining & Food Service:

• Stage: 1600 sf space reduced to 200 sf stage. This space will share functionality with the
Band/ Chorus Space at the Pre-K – 8 option. (Combined Band/ Chorus and Stage program
need is reflected at 1,800 sf, saving 1,300 sf and increasing space utilization during the
school day).

Additional Revisions provided in response to FAS feedback include the following:

Special Education:

• Self-Contained SPED – Grades 1-5: As Self Contained program spaces, these classrooms
have been increased to 925 sf, to align with area allotment of a typical general classroom.
• SPED Therapeutic Rooms at the elementary school have been increased to 925 sf. This is a
transitional program for students with Autism who are expected to be integrated with
mainstream classrooms, at least part time, by middle school age. At the elementary level,
particularly kindergarten through second grade, it is not uncommon for Therapeutic Rooms
to serve as a self-contained program. One 925 sf Therapeutic Room is provided for K-2
students, and one 925 sf Therapeutic Room is provided for third through fifth grade
students. At the Middle School, a single Therapeutic Room is provided at 800 sf. At this age
group, the Therapeutic Room no longer serves as a self-contained program.
• Middle School OT/PT/Speech room retained at 200 sf, but labeled as a PT (6-8) room. A
separate Middle School OT (6-8) room is provided at 150 sf.
• DLC has been increased from 400 sf to 925 sf. This is a Self-Contained program intended to
serve Middle School students and is now sized to align with the area allotment of a general
classroom.
• SOAR has been increased from 400 sf to 925 sf. This is a Self-contained program intended to
serve Elementary-aged students, and is now aligned to match the area allotment of a
general classroom.

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Art & Music:

• Band/ Chorus – 100 Seats has been increased from 1,500 sf to 1,600 sf. This space is
intended to share functionality with the Stage for a net reduction in program area need
while increasing utilization of the (stage) space during the school day.

Gymnasium:

• Gymnasium has been increased from 10,000 sf to 11,500 sf. This program is subdivided into
a 9,000 sf Gymnasium which accommodates three standard teaching stations and a
separate 2,500 sf Adaptive P.E. space. This organization will support simultaneous delivery
of elementary grade level, middle school grade level and Adaptive P.E. classes.

Dining & Food Service:

• Stage has been decreased from 1,600 sf to 200 sf. The stage program function will be
shared with the Band/ Chorus – 100 Seat classroom, separated from the Gymnasium by an
operable partition. The 200 sf carried for this space will be on the Gymnasium side of the
operable partition to accommodate small speaking presentations without opening the full
stage.

Other:

• Auditorium program is no longer being carried.

The following pages provide updated Initial Space Summaries in support of the 535 student
consolidated elementary school and 1,010 student pre-kindergarten through grade 8
educational programs:

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Proposed Space Summary- Elementary Schools

PROPOSED

Combined ES - 535 Students


MSBA Guidelines
Existing Conditions Existing to Remain/Renovated New Total
(refer to MSBA Educational Program & Space Standard Guidelines)

ROOM ROOM ROOM ROOM ROOM


ROOM TYPE 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals Comments
NFA NFA NFA NFA NFA

CORE ACADEMIC SPACES 0 0 0 30,649 23 22,850


(List classrooms of different sizes separately)
Pre-Kindergarten w/ Toilet 1,106 1 1,106 1,200 - 1,100 SF min - 1,300 SF max
Pre-Kindergarten w/ Changing 1,115 2 2,230
Kindergarten w/ Toilet 1,106 3 3,318 1,200 4 4,800 1,100 SF min - 1,300 SF max
Kindergarten w/ Changing 1,115 3 3,345
General Classrooms - Grade 1-4 925 20 18,500 950 19 18,050 900 SF min - 1,000 SF max
Break-Out 925 2 1,850
Readin g Teachers 100 3 300

SPECIAL EDUCATION 0 0 0 10,199 6,040


(List rooms of different sizes separately)
Self-Contained SPED 925 2 1,850 950 4 3,800 8% of pop. in self-contained SPED
Self-Contained SPED - Toilet 56 2 112 60 4 240
Self-Contained SPED Time Out 100 2
Resource Room 0 0 500 3 1,500 1/2 size Genl. Clrm.
Small Group Room / Reading 0 0 500 1 500 1/2 size Genl. Clrm.
Therapeutic SPED 925 2 1,850 725 SF min.
Therapeutic SPED - Time Out 100 2 200
Self-Contained SPED PreK w/ Toilet 1,106 1 1,106
Self-Contained PreK Time Out 100 1 100
Student Support 400 2 800
Student Support - Time Out 100 2 200
OT/PT/ Speech 600 1 600
Small Group 100 12 1,200
SPED Teachers 300 3 900 Small group work space adjacent to offices
SPED Offices 100 2 200
SOAR 925 1 925
SOAR - Toilet 56 1 56
SOAR - Time Out 100 1 100

ART & MUSIC 0 0 0 3,800 3,800


Art Classroom - 25 seats 1,000 2 2,000 1,000 2 2,000 assumed schedule 2 times / week / student
Art Workroom w/ Storage & kiln 150 2 300 150 2 300
Music Classroom / Large Group - 25-50 seats 1,200 1 1,200 1,200 1 1,200 assumed schedule 2 times / week / student
Music Practice / Ensemble 75 4 300 75 4 300

HEALTH & PHYSICAL EDUCATION 0 0 0 6,300 6,300


Gymnasium 6,000 1 6,000 6,000 1 6,000 6000 SF Min. Size
Gym Storeroom 150 1 150 150 1 150
Health Instructor's Office w/ Shower & Toilet 150 1 150 150 1 150

MEDIA CENTER 0 0 0 3,878 3,078


Media Center / Reading Room 3,078 1 3,078 3,078 1 3,078
Literacy Library 800 1 800

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DINING & FOOD SERVICE 0 0 0 7,460 7,460


Cafeteria / Dining 4,013 1 4,013 4,013 1 4,013 2 seatings - 15SF per seat
Stage 1,000 1 1,000 1,000 1 1,000
Chair / Table / Equipment Storage 378 1 378 378 1 378
Kitchen 1,835 1 1,835 1,835 1 1,835 1600 SF for first 300 + 1 SF/student Add'l
Staff Lunch Room 234 1 234 234 1 234 20 SF/Occupant

MEDICAL 0 0 0 610 610


Medical Suite Toilet 60 1 60 60 1 60
Nurses' Office / Waiting Room 250 1 250 250 1 250
Examination Room / Resting 100 3 300 100 3 300

ADMINISTRATION & GUIDANCE 0 0 0 2,721 2,400


General Office / Waiting Room / Toilet 418 1 418 418 1 418
Teachers' Mail and Time Room 100 1 100 100 1 100
Duplicating Room 150 1 150 150 1 150
Records Room 110 1 110 110 1 110
Principal's Office w/ Conference Area 375 1 375 375 1 375
Principal's Secretary / Waiting 125 1 125 125 1 125
Assistant Principal's Office 120 1 120 120 0 -
Supervisory / Spare Office 120 1 120 120 1 120
Conference Room 250 1 250 250 1 250
Guidance Office 150 2 300 150 2 300
Guidance Storeroom 35 1 35 35 1 35
General Waiting 100 2 200
Teachers' Work Room 418 1 418 418 1 418

CUSTODIAL & MAINTENANCE 0 0 0 2,135 2,135


Custodian's Office 150 1 150 150 1 150
Custodian's Workshop 375 1 375 375 1 375
Custodian's Storage 375 1 375 375 1 375
Recycling Room / Trash 400 1 400 400 1 400
Receiving and General Supply 278 1 278 278 1 278
Storeroom 357 1 357 357 1 357
Network / Telecom Room 200 1 200 200 1 200

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OTHER 0 0 0 0 0
Other (specify)
0

Total Building Net Floor Area (NFA) 0 0 0 67,752 54,672

Proposed Student Capacity / Enrollment 535

2
Total Building Gross Floor Area (GFA) 81,632
101,162
Grossing factor (GFA/NFA) #DIV/0! 0.00 1.49

1
Individual Room Net Floor Area (NFA) 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 spaces as non-communal toilets and storage rooms.

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

Architect Certification
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, regulation

Name of Architect Firm: Caolo & Bieniek Associates, Inc.

Name of Principal Architect: Curtis A. Edgin

Signature of Principal Architect:

Date: 10.20.2107

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Proposed Space Summary- K - 8 Schools

PROPOSED

District-Wide PreK - Grade 8


MSBA Guidelines
Existing Conditions Existing to Remain/Renovated New Total
(refer to MSBA Educational Program & Space Standard Guidelines)

ROOM ROOM ROOM ROOM ROOM


ROOM TYPE 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals Comments
NFA NFA NFA NFA NFA

CORE ACADEMIC SPACES 0 0 0 55,394 50 46,890


(List classrooms of different sizes separately)
Pre-Kindergarten w/ Toilet 1,106 1 1,106 1,200 - 1,100 SF min - 1,300 SF max
Pre-Kindergarten w/ Toilet & Changing 1,206 2 2,412
Kindergarten w/ Toilet 1,106 3 3,318 1,200 5 6,000 1,100 SF min - 1,300 SF max
Kindergarten w/ Toilet & Changing 1,206 3 3,618
General Classrooms - Grades 1-5 925 25 23,125 950 24 22,800 900 SF min - 1,000 SF max
General Classrooms - Grades 6-8 925 15 13,875 950 15 14,250
Science Classroom / Lab 1,200 3 3,600 1,200 3 3,600 1 period / day / student
Prep room 80 3 240 80 3 240
Break-Out (1-5) 925 2 1,850
Break-Out (6-8) 925 2 1,850
Reading Teacher 100 4 400

SPECIAL EDUCATION 0 0 0 16,830 12,080


(List rooms of different sizes separately)
Self-Contained SPED - Grades 6-8 950 0 0 950 3 2,850 8% of pop. in self-contained SPED
Self-Contained SPED - Grades 1-5 925 2 1,850 950 5 4,750 8% of pop. in self-contained SPED
Self-Contained SPED - Grades 1-5 Toilet 56 2 112 60 5 300
Self-Contained SPED - Grades 6-8 Toilet 60 0 0 60 3 180
Self-Contained SPED - Time Out 100 2
Resource Room - Grades 6-8 0 0 500 2 1,000
Resource Room - Grades 1-5 0 0 500 3 1,500
Small Group Room / Reading 0 0 500 3 1,500 1/2 size Genl. Clrm.
Self-Contained SPED - PreK w/ Toilet 1,106 1 1,106
Self-Contained SPED - PreK - Time Out 100 1 100
Small Group Grades 1-5 100 17 1,700
Small Group Grades 6-8 100 9 900
SPED Therapeutic Grades 1-5 925 2 1,850
SPED Therapeutic Grades 1-5 - Time Out 100 2 200
SPED Therapeutic Grades 6-8 800 1 800
SPED Therapeutic Grades 6-8 - Time Out 100 1 100
OT (K-5 150 1 150
PT (K-5 200 1 200
OT (6-8) 150 1 150
PT (6-8) 200 1 200
Student Support 1-5 400 2 800
Student Suppor 1-5 - Time Out 100 2 200
Student Support 6-8 400 2 800
Student Support 6-8 - Time Out 100 2 200
DLC 925 1 925
DLC - Toilet 56 1 56
DLC Time Out 100 1 100

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SOAR 925 1 925


SOAR - Toilet 56 1 56
SOAR - Time Out 100 1 100
SPED Teachers Grades 1-5 300 4 1,200
SPED Teachers Grades 1-5 Office 100 2 200
SPED Teachers Grades 6-8 300 3 900
Psychologist Office 100 3 300
SPED Coordinator 200 2 400
Pshych Meeting/ Waiting 250 1 250

ART & MUSIC 0 0 0 7,000 8,050


Art Classroom - Grades 1-5 1,000 1 1,000 1,000 2 2,000 assumed schedule 2 times / week / student
Art Classroom - Grades 6-8 1,200 1 1,200 1,200 1 1,200 assumed use - 50% population 2 times / week
Art Workroom w/ Storage & Kiln 150 2 300 150 3 450
Band / Chorus - 100 seats (Stage) 1,600 1 1,600 1,500 1 1,500
Music Classroom / Large Group - 25-50 seats 1,200 2 2,400 1,200 2 2,400 assumed schedule 2 times / week / student
Music Practice / Ensemble - Grades 1-5 75 4 300 75 4 300
Music Practice / Ensemble - Grades 6-8 200 1 200 200 1 200

VOCATIONS & TECHNOLOGY 0 0 0 3,195 3,200


Tech Clrm. - (E.G. Drafting, Business) 1,200 1 1,200 1,200 1 1,200 Assumed use - 25% Population - 5 times/week
Tech Shop - (E.G. Consumer, Wood) 665 3 1,995 2,000 1 2,000 Assumed use - 25% Population - 5 times/week

HEALTH & PHYSICAL EDUCATION 0 0 0 13,833 8,333


Gymnasium 9,000 1 9,000 6,000 1 6,000 6000 SF Min. Size
Adaptive P.E. 2,500 1 2,500
Gym Storeroom 150 1 150 150 1 150
Health Instructor's Office w/ Shower & Toilet 183 1 183 183 1 183
Locker Rooms - Boys / Girls w/ Toilets 1,000 2 2,000 1,000 2 2,000

MEDIA CENTER 0 0 0 5,539 5,539


Media Center/Reading Room Grades 1-5 1,600 1 1,600 5,539 1 5,539
Media Center/ Reading Room Grades 6-8 3,939 1 3,939

DINING & FOOD SERVICE 0 0 0 8,249 12,374


Cafeteria / Dining Grades 1-5 3,365 1 3,365 7,575 1 7,575 2 seatings - 15SF per seat
Cafeteria / Dining Grades 6-8 1,685 1 1,685
Kitchen 2,310 1 2,310 2,310 1 2,310 1600 SF for first 300 + 1 SF/student Add'l
Chair / Table / Equipment Storage 536 1 536 536 1 536 200 SF for first 300 + .333 SF/student Add'l
Staff Lunch Room 353 1 353 353 1 353 200 SF for first 400 + .25 SF/student Add'l
Stage 200 0 0 1,600 1 1,600

MEDICAL 0 0 0 910 810


Medical Suite Toilet 60 1 60 60 1 60
Nurses' Office / Waiting Room 250 1 250 250 1 250
Examination Room / Resting 100 5 500 100 5 500
Nurses' Office 100 1 100

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ADMINISTRATION & GUIDANCE 0 0 0 3,628 3,883


Principal's Office w/ Conference Area 375 1 375 375 1 375
Principal's Secretary / Waiting 125 1 125 125 1 125
Assistant Principal's Office - AP1 130 1 130 130 1 130
Assistant Principal's Office - AP2 130 1 130 130 0 -
General Office / Waiting Room / Toilet 638 1 638 638 1 638
Conference Room 283 1 283 283 1 283
Teachers' Mail and Time Room 100 1 100 100 1 100
Duplicating Room 167 1 167 167 1 167
Records Room 140 1 140 140 1 140
Supervisory / Spare Office 130 1 130 130 1 130
General Waiting Room 100 2 200 100 1 100
Guidance Office 150 2 300 150 6 900
Guidance Waiting Room 100 1 100 100 1 100
Guidance Storeroom 35 1 35 40 1 40
Teachers' Work Room (ES) 250 2 500 655 1 655
Teachers' Work Room (MS) 275 1 275

CUSTODIAL &+A112:P126 MAINTENANCE 0 0 0 2,568 2,568


Custodian's Office 150 1 150 150 1 150
Custodian's Workshop 333 1 333 333 1 333
Custodian's Storage 375 1 375 375 1 375
Storeroom 674 1 674 674 1 674
Recycling Room / Trash 400 1 400 400 1 400
Receiving and General Supply 436 1 436 436 1 436
Network / Telecom Room 200 1 200 200 1 200

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OTHER 0 0 0 0 0

Total Building Net Floor Area (NFA) 0 0 0 117,146 103,728

Proposed Student Capacity / Enrollment 1010 Enter grade enrollments to the right

2
Total Building Gross Floor Area (GFA) GSF of existing GSF new 0 175,719 155,593

Grossing factor (GFA/NFA) #DIV/0! (estimate) 1.50 1.50

1
Individual Room Net Floor Area (NFA) 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 spaces as non-communal toilets and storage rooms.

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

Architect Certification
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, regulation

Name of Architect Firm: Caolo & Bieniek Associates, Inc.

Name of Principal Architect: Curtis A. Edgin

Signature of Principal Architect:

Date: 02.16.18

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Narrative of Changes from Original Initial Space Summary Templates:

Consolidated Elementary School (535 Students):

Changes documented below are generally the result of the Building Committee’s, April 2017,
direction to the School Department to further analyze their program space needs and verify that
only spaces necessary to support their educational plan are provided and that they are sized
without excess. Where noted, changes are in response to feedback from MABA’s Facilities
Assessment Subcommittee.

Core Academic Spaces:

• Pre-kindergarten w/ Toilet: Originally carried (3) spaces at 1,200 sf each.

During the PDP phase, the District demonstrated a need to provide (4) pre-kindergarten
spaces in order to satisfy the State mandate to provide a one-to-one peer-based pre-school
program to all Easthampton children age 3 and over. Four classrooms are needed to
accommodate the population of 3-5 year old students at the conclusion of the 2017
academic year. At the District’s request, Pre-Kindergarten rooms are organized to share a
single toilet room and single changing room between two classrooms.

The updated Initial Space Summary Template groups Pre-Kindergarten Classrooms with
either a toilet room, at an area allotment of 1,106 sf, or a changing room at an area
allotment of 1,115 sf. The updated Space Summary Template reflects a need for one Pre-
Kindergarten w/ Toilet and (2) Pre-Kindergarten w/ Changing space.

• Kindergarten Classroom w/ Toilet: Originally carried (4) spaces at 1,200 sf each.

During the PDP phase, the District demonstrated a need for (6) kindergarten rooms to
satisfy its current enrollment of 127 students (based on a target class size of 17-21 students
per classroom). The sixth classroom will be located so that it may be utilized as either a
kindergarten or pre-kindergarten space, dependent on population fluctuations year-to-year.
At the District’s request, Kindergarten rooms are organized to share a single toilet room and
single changing room between two classrooms.

The updated Initial Space Summary Template groups Kindergarten Classrooms with either a
toilet room, at an area allotment of 1,106 sf, or a changing room at an area allotment of
1,115 sf. The updated Space Summary Template reflects a need for (3) Kindergarten w/
Toilet and (3) Kindergarten w/ Changing spaces.

• General Classrooms – Grades 1-4: Originally carried (20) spaces at 900 sf each.

During the PDP phase, classrooms were increased to 925 sf each at MSBA’s
recommendation.

The updated Initial Space Summary Template reflects (20) classrooms at 925 sf (no change).

• Maker Space: Originally carried (2) Maker Space rooms at 500 sf each. Continued
discussion and further analysis of need with the District, following the Building Committee’s
April 2017 direction, it was confirmed that project-based (maker) activities are largely

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incorporated into the core curriculum and can be supported by a 21st Century classroom
configuration. For more demanding project based activities, teachers will be encouraged to
use Break-Out space, which will be equipped with appropriate supplies.

The updated Initial Space Summary Template no longer carries dedicated Maker Space.

• Break-Out: Originally carried (2) Break-Out Classrooms at 800 sf each. Continuing the
analysis performed for the Maker Space program, the District feels the break-out spaces
which will now in-part support maker activities, should be increased to 925 sf.

The updated Initial Space Summary Template reflects (2) Break-Out classrooms at 925 sf
each.

Special Education:

• Self-Contained SPED: The Easthampton School District follows an inclusive, push-in model
for their special education program. As much as possible, special needs students are
integrated with their mainstream peers as they move through their academic grade levels.
While specialized program space is necessary to accommodate the full spectrum of needs
experienced at the elementary school level, the goal of the District is to keep special needs
students with their mainstream peers to the greatest extent possible. Based on data from
the District, (2) self-contained rooms are appropriate for the elementary school level, each
serving up to 8 students. These rooms are provided at 925 sf each, in response to feedback
from MSBA’s FAS Panel, clarifying that all self-contained program spaces shall be provided at
the same program allotment as a general classroom space. The District has requested
classroom space with a dedicated toilet room and a 100 sf quiet/ time-out room, for a total
net program area of 1,081 sf.

The updated Initial Space Summary Template reflects this development and carries (2) Self-
Contained SPED classrooms at 925 sf each. These spaces are each supported by a dedicated
56 sf Toilet Room and 100 sf Time-Out Room. This represents a slight increase of 328 sf in
total program allotment.

• SPED Therapeutic: Therapeutic rooms serve as a transitional program for autistic students
who are eventually expected to be integrated with mainstream classrooms. At the
elementary level, particularly kindergarten through second grade, it is not uncommon for
Therapeutic Rooms to serve as a self-contained program. One Therapeutic Room is
provided for K-2 students, and one Therapeutic Room is provided for third through fifth
grade students.

As Self-Contained program space, the two SPED Therapeutic rooms are provided at 925 sf
each.

• SPED Therapeutic Toilet Room: Originally carried (2) SPED Therapeutic Toilet Rooms at 60 sf
each. Further analysis of need with the District’s SPED Coordinator has determined that
dedicated toilet room spaces are not essential to supporting the therapeutic program.

The Updated Space Summary Template no longer carries Therapeutic Toilet Rooms.

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• Self-Contained SPED Pre-kindergarten: Originally carried one classroom at 1,100 sf, one
Toilet Room at 60 sf, and one Time-Out room at 100 sf. Through further development with
the District, it has been determined that this room will function sized to match the
mainstreamed pre-kindergarten classrooms.

The updated Initial Space Summary Template reduces the square footage of the formal
classroom space to 1,050 sf. As with the Core Academic Pre-Kindergarten program, the area
allotment of the Toilet Room is added to the formal classroom space. This program need is
now labeled, on the template, as Self-Contained SPED Pre-K w/ Toilet. The updated Space
Summary Template carries one Self-Contained SPED Pre-K w/ Toilet classroom at a 1,106 sf.
A single Self-Contained SPED Pre-K Time Out room is still carried at 100 sf.

• Time-Out: Originally carried (3) Time-Out spaces at 100 sf each. These spaces were initially
intended to ensure program proximity to mainstream spaces without specific assignment.
The Consolidated Elementary School design alternative submitted with the PDP dropped
these spaces as it was determined, by the District, that the Small Group rooms shared by
general classrooms could support a time-out function if needed.

The updated Initial Space Summary Template no longer carries unassigned Time-Out rooms.

• Student Support Toilet Room: Originally carried (2) Student Support Toilet Rooms at 60 sf
each. Further analysis of need with the District’s SPED Coordinator has determined that
dedicated toilet room spaces are not essential to supporting the student support program.

The updated Initial Space Summary Template no longer carries Student Support Toilet
Rooms.

• OT/PT Speech: Originally carried one OT/ PT Speech classroom at 500 sf. Further
discussions with the District have revealed a need to serve up to (8) speech students and up
to (4) OT/PT students at the elementary school level. Based on current trends and review of
similarly sized rooms in the District, the School Department has determined that a room of
600 sf will be required to support this program need.

The updated Initial Space Summary Template increases the square footage of the single OT/
PT/ Speech classroom to 600 sf.

• Small Group: Originally carried (10) Small Group rooms at 100 sf each. As described in the
PDP, the intent for these rooms is that they be available to each classroom (shared between
pairs of rooms when possible) to support student interventions, small group work, one-to-
one focused instruction, testing, and/ or a low-stimulus environment. Organization of
learning communities to provide (5) general classrooms per grade limits the ability to share
Small Group rooms between pairs of classrooms and as a result it has been determined that
adding (2) additional Small Group rooms it provides flexibility to ensure all General
Classrooms have direct access to a Small Group room.

The updated Initial Space Summary Template now reflects (12) Small Group Rooms to
ensure program and adjacency needs can be met.

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• SPED Teachers: Review of the Initial Space Summary Template submitted with the PDP
shows this program space was listed twice. The first listing, which shows one space at 300 sf
was carried in error. The second listing which shows (3) spaces at 300 sf each is accurate to
the District’s needs.

The updated Initial Space Summary Template correctly reflects this program need as (3)
SPED Teachers at 300 sf each.

• SOAR: Originally carried one SOAR Classroom at 400 sf, with adjacent Toilet Room and 100
sf Time Out Room. The SOAR Classroom supports a self-contained program function. In
response to feedback from MSBA’s FAS Panel, the program allotment for the SOAR space
has been increased to 925 sf.

Art & Music:

No changes with the PSR Submission.

Health & Physical Education:

No changes with the PSR Submission.

Media Center:

No changes with the PSR Submission.

Dining & Food Service:

No changes with the PSR Submission.

Medical:

No Changes with the PSR Submission.

Administration & Guidance:

• General Waiting: No General Waiting spaces are carried in the Initial Space Summary
Template submitted with the PDP. Distribution of administrative spaces has been a
consistent request of the District throughout the development of design alternatives, which
results in an increased need for waiting areas. This need varies with different alternates, so
General Waiting area is carried to provide flexibility to meet this need.

The updated Initial Space Summary Template carries (2) General Waiting Areas at 100 sf,
each.

Custodial & Maintenance:

No changes with the PSR submission.

Other:

• Maker Space: This program will be provided within the General Classroom space and
supplemented by Break-Out Rooms.

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• Break-Out Classrooms: Moved to Core Curriculum category per MSBA’s PDP Response, and
increased to 925 sf. Explanation provided above.

• Leveled Library: Originally carried (1) Leveled Library at 800 sf. This space is still carried at
800 sf, but has been relocated to the Media Center category per MSBA’s PDP Response. In
addition, the District has asked that the space be re-labeled as a Literacy Library to better
align with its program function.

District-Wide Pre-Kindergarten – Grade 8 (1,010 Students):

Changes documented below are generally the result of the Building Committee’s April 2017,
direction to the School Department to further analyze their program space needs and verify that
only spaces necessary to support their educational plan are provided and that they are sized
without excess. Where noted, changes are in response to MSBA feedback.

Core Academic Spaces:

• Pre-kindergarten w/ toilet: Originally carried (4) spaces at 1,100 sf each.

In an effort to minimize square footage without impact to program functionality, the District
requested that student toilet rooms be shared between two pre-kindergarten classrooms.
In addition, they asked that a shared changing room be provided between pairs of pre-
kindergarten classrooms.

Through the continued development of the plans, it has been determined that sharing toilet
rooms between two classrooms will not satisfy the Plumbing Code fixture count
requirements, therefore each Pre-Kindergarten classroom will share direct adjacency with a
dedicated toilet room space. The Changing Station requested by the District will continue to
be shared between two classrooms.

The updated Initial Space Summary Template groups Pre-Kindergarten Classrooms with
either a Toilet Room, at an area allotment of 1,106 sf, or a Toilet Room & Changing Room at
an area allotment of 1,206 sf. The updated Space Summary Template reflects a need for
two Pre-Kindergarten w/ Toilet at an area allotment of 1,106 sf each, and one Pre-
Kindergarten w/ Toilet & Changing space at an area allotment of 1,206 sf. The District
understands the Pre-Kindergarten w/ Toilet & Changing exceeds MSBA guidelines by 6 sf,
but also understand the increase is the result of assigning the full shared changing program
allocation to a single room. If averaged, the allocation falls within MSBA guidelines.

• Kindergarten Classroom w/ toilet: Originally carried (5) spaces at 1,100 sf each.

In an effort to minimize square footage without impact to program functionality, the District
requested that student toilet rooms be shared between two kindergarten classrooms. In
addition, they asked that a shared changing room be provided between pairs of kindergarten
classrooms. As part of the PDP phase, the District demonstrated a need for (6) kindergarten
rooms to satisfy its current enrollment of 127 students (based on a target class size of 17-21
students per classroom). The sixth classroom will be located so that it may be utilized as
either a kindergarten or pre-kindergarten space, dependent on population fluctuations year-
to-year.

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The updated Initial Space Summary Template groups Kindergarten Classrooms with either a
Toilet Room, at an area allotment of 1,106 sf, or a Toilet & Changing Room at an area
allotment of 1,206 sf. The updated Space Summary Template reflects a need for (3)
Kindergarten w/ Toilet classrooms and (3) Kindergarten w/ Toilet & Changing classrooms.
The District understands the Kindergarten w/ Toilet & Changing exceeds MSBA guidelines by
6 sf, but also understand the increase is the result of assigning the full shared changing
program allocation to a single room. If averaged, the allocation falls within MSBA
guidelines.

• General Classrooms – Grades 1-5: Originally carried (25) spaces at 900 sf each.

During the PDP phase, the District was granted permission to carry up to (27) general
classrooms in response to their concerns regarding higher than average current
enrollments. Following the Building Committee’s April 2017 direction to reduce
unnecessary program space, the School Department confirmed a need to provide a
minimum of five homerooms per grade cohort with a sixth homeroom needed for classes
with higher than anticipated class enrollments, as is currently being experienced.
Acknowledging that the higher enrollments come in waves, the School Department agreed
that classroom-sized break-out space, provided in two of the classroom wings, could be
utilized to satisfy this need and asked that the break-out rooms be distributed so that one
was located at the first floor (K-2 cluster) and one at the second floor (3-5 cluster). In
response to MSBA’s recommendations during the PDP phase, general classrooms have been
increased to 925 sf to ensure they don’t fall below the minimum recommendation of 900 sf
as plans are developed.

The updated Initial Space Summary Template reflects (25) classrooms at 925 sf.

• General Classrooms – Grades 6-8: Originally carried (15) spaces at 900 sf each.

In response to MSBA’s recommendations during the PDP phase, general classrooms have
been increased to 925 sf to ensure they don’t fall below the minimum recommendation of
900 sf as plans are developed.

The updated Initial Space Summary Template reflects (15) classrooms at 925 sf (no change).

• Maker Space: Originally carried (2) Maker Space rooms at 600 sf each. Following the
Building Committee’s April 2017 direction, and through continued discussion and further
analysis of need with the District, it was confirmed that project-based (maker) activities, at
the elementary school level are largely incorporated into the core curriculum and can be
supported by a 21st Century classroom configuration. For more demanding project based
activities, teachers will be encouraged to use break-out space, which will be equipped with
appropriate supplies.

The updated Initial Space Summary Template no longer carries dedicated Maker Space for
the elementary school wing.

• Break-Out: Originally carried (2) Break-Out Classrooms at 650 sf each for the middle school
population. With the elimination of Maker Spaces and two general classrooms at the

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elementary school level, the District asked that Break-Out space be provided to support the
elementary school as well as the middle school. It was further determined that these spaces
should be provided at the size of a general classroom to accommodate higher than
anticipated fluctuations in student enrollments.

The updated Initial Space Summary Template reflects (2) Break-Out (1-5) classrooms at 925
sf each, and (2) Break-Out (6-8) Classrooms at 925 sf.

• Reading Teacher: Originally carried (4) Reading Teacher spaces at 100 sf each, under the
Special Education Category. Per MSBA’s PDP Comments, these spaces have been reassigned
to the Core Academic Spaces category.

The updated Initial Space Summary Template reflects (4) Reading Teacher spaces at 100 sf
each in the category of Core Academic Spaces.

Special Education:

Through further discussions with the District, a decision has been made to refer to all
previously labeled Time Out Rooms as Quiet Rooms, effective with this submission
and moving forward.

• Self-Contained SPED: Originally carried (2) Self-Contained SPED classrooms at 900 sf each,
and (2) Toilet Rooms at 60 sf each to serve the elementary school population. The
Easthampton School District follows an inclusive, push-in model for their special education
program. As much as possible, special needs students are integrated with their mainstream
peers as they move through their academic grade levels. While specialized program space is
necessary to accommodate the full spectrum of needs experienced at the elementary school
level, the goal of the District is to keep special needs students with their mainstream peers
to the greatest extent possible. Based on data from the District, (2) self-contained rooms
are appropriate for the elementary school level, each serving up to 8 students. In response
to feedback from MSBA’s FAS panel, each Self-Contained classroom is provided at 925 sf.
These spaces require an adjacent, dedicated toilet room and an adjacent, 100 sf Quiet Room.

The updated Initial Space Summary Template reflects this development and carries (2) Self-
Contained SPED classrooms at 925 sf each. These spaces are each supported by a dedicated
56 sf Toilet Room and 100 sf Quiet Room.

• Self-Contained SPED Pre-kindergarten: Originally carried one classroom at 1,100 sf, one
Toilet Room at 60 sf, and one Time-Out room at 100 sf. Through further development with
the District, it has been determined that this room will function sized to match the
mainstreamed pre-kindergarten classrooms.

The updated Initial Space Summary Template combines the formal classroom space and
toilet room square footage to reflect one Self-Contained SPED Pre-K w/ Toilet & Changing
classroom at 1,206 sf. One Self-Contained SPED Pre-K Quiet Room is provided at 100 sf.

• Small Group (1-5): Originally carried (18) Small Group (1-5) rooms at 100 sf each. As
described in the PDP, the intent for these rooms is that they be available to each classroom

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(shared between pairs of rooms when possible) to support student interventions, small
group work, one-to-one focused instruction, testing, and/ or a low-stimulus environment.
Organization of learning communities to provide (5) general classrooms per grade limits the
ability to share Small Group rooms between pairs of classrooms due to the odd number of
spaces. For this reason the initial quantity of Small Group rooms exceeded one half the
number of general classroom. Working with the District an acceptable layout has been
provided which meets their adjacency requirements and reduces the number of Small
Group rooms needed by one.

The updated Initial Space Summary Template now reflects (17) Small Group Rooms at 100
sf each.

• SPED Therapeutic Grades 1-5: Therapeutic rooms serve as a transitional program for autistic
students who are eventually expected to be integrated with mainstream classrooms. At the
elementary level, particularly kindergarten through second grade, it is not uncommon for
Therapeutic Rooms to serve as a self-contained program. One Therapeutic Room (1-5) is
provided at the first floor (K-2 cluster), and one Therapeutic Room is provided at the second
floor (3-5 cluster).

As Self-Contained program space for the elementary school wing, the two SPED Therapeutic
rooms are provided at 925 sf each.

• SPED Therapeutic Grades 1-5 Toilet Room: Originally carried (2) SPED Therapeutic Toilet
Rooms at 60 sf each. Further analysis of need with the District’s SPED Coordinator has
determined that dedicated toilet room spaces are not essential to supporting the
therapeutic program.

The Updated Space Summary Template no longer carries Therapeutic Toilet Rooms.

• SPED Therapeutic Grades 6-8: Originally carried one SPED Therapeutic Grade 6-8 classroom
at 750 sf. At the Middle School level, Therapeutic Rooms no longer support a strictly self-
contained program, but act as support space for students who are integrated into
mainstream classrooms.

The Updated Space Summary Template carries a single Therapeutic classroom of 800 sf is
provided to support grades 6-8.

• SPED Therapeutic Grades 6-8 Toilet Room: Originally carried one SPED Therapeutic Toilet
Room at 60 sf each. Further analysis of need with the District’s SPED Coordinator has
determined that dedicated toilet room space is not essential to supporting the therapeutic
program.

The Updated Space Summary Template no longer carries Therapeutic Toilet Rooms.

• OT/PT Speech: Originally carried (2) OT/ PT Speech classrooms at 600 sf each. At the
elementary-age level, the District has requested that this program space be subdivided to
include one OT room at 150 sf and one PT room at 200 sf. Speech will be delivered in the
small group teaching area of the SPED Teacher program space. At the middle school level,
the need for this program is also reduced, but still necessary, within separate spaces. At the

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District’s request a single OT Room at 150 sf is provided and a single PT Room at 200 sf is
provided. According to the District, the OT Room does not require special equipment such
as a sink, laundry or kitchen appliances.

The updated Initial Space Summary Template reflects a single OT (1-5) room at 150 sf, one
OT (6-8) room at 150 sf, a single PT (1-5) room at 200 sf and one PT (6-8) room at 200 sf.

• Student Support 1-5 - Toilet Room: Originally carried (2) Student Support 1-5 - Toilet Rooms
at 60 sf each. Further analysis of need with the District’s SPED Coordinator has determined
that dedicated toilet room spaces are not essential to supporting the student support
program.

The updated Initial Space Summary Template no longer carries Student Support 1-5 - Toilet
Rooms.

• Student Support 6-8 - Toilet Room: Originally carried (2) Student Support 6-8 - Toilet Rooms
at 60 sf, each. Further analysis of need with the District’s SPED Coordinator has determined
that dedicated toilet room spaces are not essential to supporting the student support
program.

The updated Initial Space Summary Template no longer carries Student Support 6-8 - Toilet
Rooms.

• SOAR: Originally carried one SOAR Classroom at 400 sf, with adjacent Toilet Room and 100
sf Time Out Room. This program is intended to support elementary-aged students with
Autism and other developmental needs, in a self-contained environment. In response to
feedback from MSBA’s FAS Panel, the SOAR space has been increased to 925 sf.

The updated Initial Space Summary Template reflects one SOAR classroom at 925 sf, one
SOAR Toilet at 56 sf, and one SOAR Quiet Room at 100 sf.

• DLC: Originally carried one DLC classroom at 700 sf, with adjacent Toilet Room and 100 sf
Time Out Room. This program is intended to support middle school-aged students with
Autism and other developmental needs, in a self-contained environment. In response to
feedback from MSBA’s FAS Panel, the DLC space has been increased to 925 sf.

The updated Initial Space Summary Template reflects one DLC classroom at 925 sf, one DLC
Toilet at 56 sf, and one DLC Quiet Room at 100 sf.

• Psychologist Office: This program was originally carried under the ‘Administration and
Guidance’ category on the Space Summary Template, however following discussions with the
OPM and District, the space is relocated to the SPED category, as appropriate to the
program function. The school Psychologists conduct psycho-educational evaluations to
determine qualification for special education services and shape individual education plans.
The School Psychologists also provide consultation concerning the students with whom they
work to a range of other educators. They occasionally meet with the families of the students
with whom they work, with or without the student. Consistent with previous submissions, a
total of (3) 100 sf offices are carried in the updated Space Summary Template in support of
this program.

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• Psychologist Meeting/ Waiting: This program was originally carried under the
‘Administration and Guidance’ category on the Space summary Template, however
following discussions with the OPM and District, the space is relocated to the SPED category,
as appropriate to the program function. The Psychologist and SPED Coordinator Programs
require waiting space for parents. The District also has a need for meeting space to support
the District’s Psychologist and SPED professionals. The updated Space Summary Template
reflects one Psychologist Meeting/ Waiting space at 250 sf.

• Special Education (SPED) Coordinator: This program was originally carried under the
’Administration and Guidance’ category on the Space Summary Template, however
following discussions with the OPM and District, the space is relocated to the SPED
Category, as appropriate to the program function. The SPED Coordinators serve as case
managers for children with special needs, ensuring that all aspects of their program are
delivered well and coordinated between service components. SPED Coordinators very
frequently interact with the members of their student's IEP Team and facilitate mandated
meetings concerning them. The SPED Coordinators provide consultation concerning the
students with whom they work to a range of other educators. They occasionally meet with
the families of the students with whom they work, with or without the student. Consistent
with previous submissions, the updated Space Summary Template carries (2) SPED
Coordinator offices at 200 sf each.

Art & Music:

• Band / Chorus – 100 Seats: Originally carried one Band / Chorus space at 1,500 sf. In
response to the Building Committee’s April 2017 direction to reduce unnecessary program
space, the District agreed that the Band / Chorus program function could be delivered in the
otherwise underutilized Stage Space. The Stage program, previously allocated at 1,600 sf
under the Dining & Food Service Category will be reduced to 200 sf, and the Band Chorus –
100 Seats (Stage) space will increase to 1,600 sf for a net savings of 1,300 sf of program
area.

The updated Initial Space Summary Template reflects one Band/ Chorus – 100 Seats (Stage)
space at 1,600 sf.

Vocations & Technology:

• Maker Space: Originally carried (3) Maker Space classrooms at 650 sf each. The District’s
intent for these spaces is to replace the single technology shop allocation with project-based
learning space at each grade cluster. The space allocation for this program is slightly
increased with the PSR submission to more closely align with the overall Technology Shop
allotment of 1,200 sf.

The updated Initial Space Summary Template reflects (3) Technology Shop spaces at 665 sf
each.

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Health & Physical Education:

• Gymnasium: Originally carried one Gymnasium space at 10,000 sf.

Following feedback from MSBA’s Facilities Assessment Subcommittee, the District


considered increasing the Gymnasium to the maximum allowance of 12,000 sf. This would
allow development of additional teaching stations to support Adaptive P.E., and
simultaneous delivery of their physical education program to both elementary school-aged
students and middle school-aged students. The additional teaching stations will also allow
the District to provide two sessions of physical education to all elementary-aged students,
where currently, some students only receive one session per week depending on their
school location and grade level.

Following additional feedback from MSBA, the Gymnasium has been revised to 11,500 sf.
This program is subdivided into a 9,000 sf Gymnasium which accommodates one middle
school and three elementary school teaching stations, and a separate 2,500 sf Adaptive P.E.
space. This organization will support simultaneous delivery of elementary grade level,
middle school grade level and Adaptive P.E. classes, while providing two venue sizes
adjacent to the stage.

The updated Initial Space Summary Template reflects one Gymnasium space at 9,000 sf and
one Adaptive PE space at 2,500 sf.

Media Center:

• Media Center/ Reading Room Grades 6-8: Originally carried one Media Center/ Reading
Room Grades 6-8 space at 4,000 sf. In response to the Building Committee’s April 2017
direction to reduce unnecessary program space, the School Department revisited the space
need for this program and agreed to reduce it by 61 sf to align with the total Media Center
allocation recommended by MSBA guidelines. The revised Initial Space Summary Template
reflects an allotment of 3,939 sf for the Media Center/ Reading Room Grades 6-8 program
and remains consistent in its allotment of 1,600 sf to the Media Center/ Reading Room
Grade 1-5 program. The combined PreK-8 allocation of space for the Media Center/ Reading
Room program is 5,539 as calculated by MSBA’s Standard Space Guidelines.

• Leveled Library (ES): Originally carried (1) Leveled Library at 400 sf under the ‘Other’
Category. Following clarification of this program function as a rotating storage space for
reading resource materials, the program listing has been removed from the Space Summary
Template. As this program is necessary to the District, spaces will continue to be reflected
in the floor plans, however their area will become part of the grossing factor.

The updated Initial Space Summary Template no longer reflects program for the Leveled
Library (1-5) function.

• Leveled Library (MS): Originally carried (1) Leveled Library at 950 sf under the ‘Other’
Category. Following clarification of this program function as a rotating storage space for
reading resource materials, the program listing has been removed from the Space Summary

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Template. As this program is necessary to the District, spaces will continue to be


reflected in the floor plans, however their area will become part of the grossing factor.

The updated Initial Space Summary Template no longer reflects program for the Leveled
Library (6-8) function.

Dining & Food Service:

• Cafeteria / Dining 1-5: Originally carried one Cafeteria / Dining 1-5 space at 4,560 sf. The
District has elected to incorporate three lunch sittings to serve their students. Using a factor
of 15 sf / student and elementary school enrollment of 673 students, a total of 3,365 sf is
allocated to the elementary school cafeteria.

The updated Initial Space Summary Template reflects one Cafeteria 1-5 space at 3,365 sf.

• Cafeteria / Dining 6-8: Originally carried one Cafeteria / Dining 6-8 space at 3,015 sf. The
District plans to incorporate three lunch sittings to serve their students (one grade cohort
per sitting), but response to MSBA feedback has elected to allocate 2,528 sf to this program
to allow flexibility in future enrollments or changes in lunch sitting policies. Using a factor of
15 sf / student and middle school enrollment of 337 students over two lunch sittings, a total
of 2,528 sf is allocated to the elementary school cafeteria.

The updated Initial Space Summary Template reflects one Cafeteria 6-8 space at 2,528 sf.

• Stage: The Band/ Chorus Room will share dual function as a stage space and will be
separated from the Gymnasium by an operable partition. A program allocation of 200 sf is
carried for the stage at the Gym side of the operable partition to accommodate speaking
presentations without the need to open the partition up to the full Band/ Chorus/ Stage
space.

The updated Initial Space Summary Template reflects one Stage space at 200 sf.

Medical:

• Nurses’ Office: For security and privacy purposes, the District requires a dedicated, lockable
space for the nurse. In response to this need, a single 100 sf office is provided. The Nurses’
Office / Waiting Room space remains at 250 sf to allow ample space for middle school
students and elementary school students to enter and wait for the nurse in separate areas.

The updated Initial Space Summary Template reflects one Nurses’ Office at 100 sf.

Administration & Guidance:

• Teachers’ Work Room (MS): Originally carried (2) Teachers’ Work Room (MS) spaces at 250
sf each. In response to the Building Committee’s April 2107 direction to revisit space needs
for delivery of their educational program, the district confirmed that a single work room of
275 sf, centrally located at the second floor will support their needs.

The updated Initial Space Summary Template carries one Teachers’ Work Room (MS) space
at 275 sf.

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Custodial & Maintenance:

No changes with the PSR submission.

Other:

• Auditorium: Originally carried one Auditorium at 5,600 sf. Recognizing the cost impact of
the unreimbursed auditorium space, and review of a Gymatorium space for a similarly sized
school, the Building Committee has informed the Design Team that this program
requirement is no longer required under new construction options for the Prekindergarten
through Grade 8 program. The Add-Reno options will continue to retain the existing White
Brook Middle School auditorium space

The updated Initial Space Summary Template no longer reflects an auditorium program
requirement.

Evaluation of Alternatives:

Design Alternative A – Base Repair:


Design Enrollment = 195 Students

Design Alternative A, included as a base repair/ code compliance option, is provided as a


baseline for evaluating subsequent approaches to the District’s educational needs. The cost
of this option has been estimated as follows:

• Estimated Construction Cost: $15,348,379.00


• Total Project Cost: $21,875,776.00

While Design Alternative A, as described in the PDP, reflects the specific needs of the Maple
Elementary School, the District remains cognoscente of the fact that the City’s other two
elementary schools, Center Elementary School and Pepin Elementary School, are also over
100 years in age and suffer similar challenges to those facing the Maple Elementary School.

The District feels strongly that a base repair / code compliance project, focused at the Maple
Elementary School would not be a fiscally or educationally defendable response to the
opportunity Easthampton has received under the MSBA’s grant program. While fulfillment
of Design Alternative A would ensure a safe, barrier-free and slightly more energy efficient
environment for the Maple Elementary School students, it would not address educational
deficiencies, such as significantly undersized classroom space, lack of current integrated
technologies, the absence of appropriate physical education space, the lack of performance
space, and very limited outdoor space, which is critical at the elementary-age level. It also
would not improve congested circulation and parking, or increase security at the current
school.

Equally influential to the District’s decision not to pursue Design Alternative A, is the fact
that following the estimated $21,875,776.00 investment, they would still need to make
similar improvements to the Center Elementary School and Pepin Elementary School, which
upon completion would also lack improvement to the quality of their educational spaces,
and still face constrained site issues.

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Within the Easthampton Public School District, White Brook Middle School is generally
considered the least desirable of the City’s school building assets. The District has cited a
borne cost of $2,011,972.00, for fiscal year 2017, lost to School Choice and Charter options
available to families, noting that the largest percentage of choice-out students occur at the
middle school level. Conversely, the District has cited a choice-in revenue of $633,264.00
for the 2017 fiscal year, noting that it is largely in response to the recently completed,
modern high school. The Building Committee has consistently confirmed its overriding goal
for this project, which is to provide an equity of ‘second-to-none’ educational facilities and
resources to all Easthampton students. To ignore the needs of the White Brook Middle
School, as documented in the PDP, would leave a disruptive gap in the standard for delivery
of educational resources at a critical time in their students’ development.

In response to the District’s position to provide equity to all Easthampton students, the PDP
reviewed the existing conditions for each of the city’s elementary and middle schools.
Based on findings, it is determined that to provide base repairs and code compliance
upgrades to all four buildings would cost the City an estimated $115,000,000.00, and as with
the Maple Elementary school, the total investment would not result in appropriately sized
or equipped program spaces necessary to support 21st Century curriculum.

Pursuit of this Design Alternative will result in the displacement of students for the full
construction period. There is ample space available at the White Brook Middle School site
to accommodate temporary classrooms as follows:

• (4) Pre-kindergarten Classrooms


• (2) Kindergarten Classrooms
• (8) General Classrooms
• (2) SPED Classrooms
• (1) Art Room
• (1) Music Room
• (1) Cafeteria, at approximately 1,400 sf

A budget allowance of $2,200,000.00 is being carried to meet this need.

Updated Educational Program:


Maple School

The following Educational Program is specific to a Maple Elementary School solution, with a
Design Enrollment of 195 students. The program has been updated and prepared by the
Superintendent of Schools, Nancy Follansbee, in response to PDP comments received by MSBA.
Updates, provided in bold typeface, address all questions and comments included in the MSBA
Preliminary Design Program review.

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EDUCATIONAL PROGRAM

MAPLE ELEMENTRARY SCHOOL

9/14/2017 Easthampton Public Schools

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Table of Contents
GRADE AND SCHOOL CONFIGURATION

CLASS SIZE POLICIES

SCHOOL SCHEDULING

TEACHING METHODOLOGY AND STRUCTURE

CURRICULUM DELIVERY METHODS AND PRACTICES

ACADEMIC SUPPORT PROGRAMMING

STUDENT GUIDANCE AND SUPPORT SERVICES

TEACHER PLANNING

PRE-KINDERGARTEN

KINDERGARTEN

LUNCH PROGRAMS

TECHNOLOGY INSTRUCTION

MEDIA CENTER / LIBRARY

VISUAL ARTS PROGRAMS

PERFORMING ARTS PROGRAMS

PHYSICAL EDUCATIO

SPECIAL EDUCATION PROGRAMS

VOCATIONS AND TECHONOLGY PROGRAMS

CORE ACADEMIC EDUCATIONAL ACTIVIITES

TRANSPORATION POLICIES

FUNCTIONAL AND SPATIAL RELATIONSHIPS

SECURITY AND VISUAL ACCESS REQUIREMENTS

2014-2017 STRATEGIC PLAN

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M A P L E E L E M E N TA R Y S C H O O L

The Easthampton Public Schools provide high quality staff, rich educational experiences, state of the art
resources, and a collaborative environment that includes students, families, and the community. All
students are partners in their education. They think critically, analyze information, problem-solve and
apply their knowledge in varied contexts. Students communicate effectively using mathematical
thinking, oral and written language, and technology. Easthampton Public Schools students are prepared
for success in college and career and are responsible, contributing members of a global community. We
believe that we will improve student achievement and create a positive environment in which to work
and learn by cultivating a respectful, engaged learning community with equal access to curriculum and
instruction and collaborative and collaboratively using data appropriately to make meaningful decisions.

The Easthampton Public Schools (EPS) Strategic Plan was developed in collaboration with teachers,
parents, community members, and administrators. It is a plan that articulates the teaching philosophy,
methods, and curriculum goals that have guided our educational program during the past three years.
Greater detail can be found by reviewing the plan on page 19.

GUIDING PRINCIPLES FOR DESIGN


The engagement of parents, community members, students, City officials, and District educators with
the Educational Design Team during a two-month long visioning process helped EPS to articulate a
common understanding of what is important to our community as we consider a design for a new
building. Our identification and prioritization of the required program spaces and the relationships of
these spaces within an overall solution brought us to the following set of Guiding Principles for our
proposed project.
Small School Feel, Large School Pride
* Grade Level Learning Clusters to support a Small School Feel
* Connections between School and Larger Community
* Collaboration and Engagement (for Students, Teachers, Parents, and School Community)
* Responsible Citizenship
* Welcoming and Transparent
* Clustered, Accessible Community Spaces
Holistic and Joyful Learning
* Learning Visible
* Innovative and Engaged Learning
* Authentic, Real-World Learning
* Authentic, Real-World Learning
* Project Based Learning
* Collaborative Learning

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* Meeting Diverse Learning Needs and Styles (Inclusive Practice and Differentiation)
* Equity of Learning Opportunity and Experience
* Connections to Natural World/Supporting a Healthy Lifestyle
Flexible and Adaptable Spaces
* Varied and Adaptable
* Flexible Furniture
* Future Focused, Adaptable to Change, Timeless
*Sustainability Focused
*Building as Teacher

THREE OPTIONS TO BE CONSIDERED FO R A BUILDING PROJEC T ARE:


1. A renovation, renovation and addition, and/or new construction of Maple Elementary School
with current Pre-K to grade 4 configuration
2. A consolidation of all elementary schools with a Pre-K to 4 configuration.
3. A consolidation of all elementary schools and the middle school with a Pre-K to 8 configuration.

GRADE AND SCHOOL CONFIGURATION


Easthampton Public Schools provide educational programs for 1574 (including 51 Pre-K) students in
grades K-12. There are three elementary schools, one middle school, and one high school with grade
configurations as follows:

Easthampton High School Grades 9-12 471 students

White Brook Middle School Grades 5-8 451 students

Maple Elementary School Grades Pre-K-4 264 students

Center Elementary School Grades K-4 196 students

Pepin Elementary School Grades K-4 192 students

The advantage of a renovation or replacement of Maple Elementary School is that the grade level
configuration and population of the school would remain the same, making the transition to the new
school relatively easy. The disadvantage of this option would be that all elementary students in
Easthampton would not have equal access to 21st century facilities with handicap accessibility to school
spaces and amenities, including classrooms that are accessible to students with hearing and sight
impairments. Access to green areas would not be improved with this option as the site the school sits
on is limited, being bordered on all sides by streets or houses. In addition, there would be no
improvement in the challenge of finding ways for teachers in the same grade level across the District to
meet in Professional Learning Communities (PLCs) in order to promote continuity of educational
practices across the District.

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CLASS SIZE POLICIES


There are no policies on class size in the district, but guidelines are as follows:

Kindergarten and First Grade 17 to 21 students


Second Grade – Fourth Grade 18 to 24 students
Fifth Grade – Eighth Grade 22 to 24 students

SCHOOL SCHEDULING
Our schedules are currently built to accommodate the 6.75 hour contractual day. Negotiations will
occur again this year and we hope to be able to add time to the instructional day, but at this point, no
changes are proposed. The following chart shows the schedules for all schools:

Name of Physical
School Performing Education/
Grades Science and Visual Adaptive Library Extended Lunch
Served Classes Art Music PE Classes Day Care Seatings
1 time per
2 times per
week for
week for
2-3 times 45 min for After
1 time per 45 min 1 time per
per week grades K-2; School
Center week for each time week for 4 (shared
for 30 min 2 times per Program
Elementary 45 min for for grades 45 min for with Pepin
each time week for (shared
K-4 all K-2; 1 time all School)
in all 45 min with Pepin
classrooms per week classrooms
classrooms each time School)
for grades
for grades
3-4
3-4
After
School
Program
3:10-5:30
M-F
2-3 times
For grades
per week 5 sessions 5 sessions 5 sessions 5 sessions
Maple 1-4
for 30 min 45minutes 45 min 45 min 45 min
Elementary Grades 5 seatings
each time 2 days per 2-3 days 2-3 days 3 days per
PK-4 K-4 can
in all week per week per week week
also travel
classrooms
to Pepin
for before
and after
school
programs
1 time per 2 times per
After
week for week for
2-3 times School
1 time per 45 min for 45 min 1 time per
Neil A. per week program
week for grades K-2; each time week for 4 (shared
Pepin for 30 min After
45 min for 2 times per for grades 45 min for with Center
Elementary each time School
all week for K-2; 1 time all School)
K-4 in all Program
classrooms 45 min per week classrooms
classrooms 3:10-6:00
each time for grades
M-F
for grades 3-4

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3-4
After 3 - 30
White
60 min 36 60 min 60 min School minute
Brook 60 min 5
days 36 days a 72 days Program lunches a
Middle times per N/A
a year year a year 2:45-5:00 day in each
School week
rotation rotation rotation M-TH of 2
5-8
cafeterias

TEACHING METHODOLOGY AND STRUCTURE

CURRENT
Maple Elementary School has self-contained classrooms for grades Pre-K to 4. Additional classroom
space is used for special education, Title I, speech and language, occupational therapy (OT), physical
therapy (PT), and behavior programs. Support services are provided in flexible pull out and push in
models. All grade level teachers meet in grade level groups at least once a month to discuss curriculum,
instruction and assessment. Teachers from all elementary schools meet on 5 full days and 4 half days
for professional development.

CURRICULUM DELIVERY METHODS AND PRACTICES

CURRENT
Classroom instruction is delivered in whole group, small group, partner configurations, and independent
study. A workshop model with a whole group lesson followed by students working independently in
learning centers located around the room is also used in many classrooms. Project-based learning is a
component of classroom instruction but is often limited due to space and storage constraints. Teachers
in grades Pre-K to 4 start the day with a morning meeting held in a corner of the room with children
sitting on a rug and the teacher seated or standing next to a chart with chart paper for displaying
directions for lesson activities. The rug area is used periodically throughout the day for whole group
lessons. Support services are provided by specialist teachers in a pull-out or push-in model. Specialists
will often pull a few students together at a table in the room or may take a small group out to the
hallway where a table is set up for small group work. Paraprofessionals are in the room to support
students with academic, social, emotional, or behavioral needs, sometimes taking a student to a quiet
area of the room for individual attention. On occasion, a paraprofessional will need to escort a student
to a timeout room that is located in another area of the building. Technology is used as a tool for
learning throughout the day. All classrooms have ceiling mounted projectors and document cameras.
Laptop carts with enough computers for all students in the classroom are available for teachers to sign-
out.

PROPOSED CHANGES
The models for instruction currently in place will continue with a new emphasis on inclusive practices
and project-based learning. Classrooms should be large enough to accommodate a meeting area for the
teacher and students and several other spaces for small group work and work in learning centers.
Breakout spaces close to the classroom would provide better opportunities for specialist teachers to
work with a small group on a project, or if visible to the classroom teacher, to allow small groups of
students to work independently on projects. A sensory/calming area should be available in the

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classroom and a timeout area available to each floor of classrooms. Sufficient space to accommodate
technology for student use and Smart technology with large whiteboards on one wall would be
important for supporting presentation or performance-based assessment and should be included in
each classroom. A Maker Space with adequate storage and shelving would provide better support for
project-based learning and should be available on each floor.

ENGLISH LANG UAGE ARTS

CURRENT AND PROPOSED


Current models of delivery, as described above, would continue in the new building. What is proposed
that does not currently exist in our school is space in each classroom for classroom libraries.
Additionally, a space for a literacy library for sharing leveled books for guided reading instruction should
be located on each floor. Specialist reading teachers currently use small tables in hallways to meet with
small groups of students needing targeted assistance in literacy learning. A new school should have
breakout spaces on each floor for small group work with students needing targeted assistance and
where small groups of students from adjoining classrooms can gather to work collaboratively on
projects.

MATHEMATICS

CURRENT AND PROPOSED


Current models of delivery, as described above, would continue in the new building. Manipulatives are
an important component of mathematics instruction and storage for kits of manipulatives is proposed
for the new building. Specialist math teachers currently use small tables in hallways to meet with small
groups of students needing targeted assistance in literacy learning. A new school should have breakout
spaces on each floor for small group work with students needing targeted assistance and where small
groups of students from adjoining classrooms can gather to work collaboratively on projects.

SCIENCE

CURRENT
At the elementary level science instruction occurs 2-3 times a week for approximately 30 minutes in the
classroom and is often embedded in nonfiction literacy instruction in the early grades. Foss kits are used
to support the delivery of curriculum. Classroom spaces in our hundred-year-old elementary schools do
not support the learning models articulated in the new state science standards. It is difficult, if not
impossible, to carry out many hands on investigations without access to a sink in the classroom or a
counter area for demonstrations. All elementary schools participate in garden projects as a component
of the science curriculum. At Maple Elementary School the garden was created on a narrow strip of
lawn in front of the schools.

PROPOSED
Each elementary classroom should be equipped with a sink and a counter to enable teachers to do
science experiments and demonstrations as part of the science curriculum. Storage for science
equipment will also be necessary in the classroom and an area dedicated to equipment and storage of

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Foss kits for sharing should be located on each floor. Classrooms should each have counters with one
sink and shelving for display and/or storage of projects underway. A garden area within easy access of
classrooms is proposed for the new school. The garden area should include a space for a shed to store
tools and garden supplies.

SOCIAL STUDIES

CURRENT AND PROPOSED


Current models of delivery, as described above, would continue in the new building. The Teachers
Curriculum Institute (TCI) will be used in grades 2-8, and appropriate technology would need to be in
place to provide access to the online components of TCI including online text books. Project-based
learning and integration of technology are major components of the TCI curriculum, requiring the
presence of Smart technology in every classroom. Wall space for display of maps and other content
materials and storage for content materials will be important in the new school.

WORLD LANGUAGES

CURRENT AND PROPOSED


There is currently no World Language program in the elementary schools. An exploratory in World
Languages is proposed. This will require access to technology work stations for all students to support
the exploration of languages and cultures. A decision on the technology needed to best support
language learning will remain open as we proceed through design development and FF&E. A range of
technology may be needed to match curriculum and student needs. Fixed work stations may better
facilitate writing in a foreign language and are less likely to be damaged or lost. 1:1 devices would
provide more flexibility and accessibility for an entire classroom during instruction.

ACADEMIC SUPPORT PROGRAMMING

CURRENT AND PROPOSED


Academic support services in literacy and mathematics in the elementary schools are currently delivered
at tables set up in hallways or in classroom spaces divided with partitions. Dedicated spaces for
specialized instruction and breakout spaces for interventionists interspersed among the general purpose
classrooms ae proposed for the new school for delivery of these services. Title I Reading Recovery
teachers work one on one with first grade children and need a small office space with room for a
rectangular table large enough to seat one adult and one child.

ENGLISH LANG UAGE LEARNING (ELL) PROGRAM


In the proposed project, a space for small group ELL instruction will be needed. This space should be
designed for acoustic privacy and access to technology to support ELL instruction and state testing.

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STUDENT GUIDANCE AND SUPPORT SERVICES

CURRENT AND PROPOSED


Student guidance and support services are currently provided at Maple Elementary School in portions of
classrooms that have been divided into smaller spaces or in repurposed coat closets. In the proposed
project for Maple elementary School, a suite of offices designed with acoustic privacy for the school
psychologist and special education coordinator for meeting with small groups of students should be
located near the entrance of the school. A meeting space, reception area, and records storage area
should be included in each suite.

The small 1,497 square foot cafetorium and adjacent hallways in the basement are currently used for
our after school programs. A full size cafetorium and a gymnasium large enough to accommodate a
regulation sized basketball court are proposed for the new school. These spaces would provide
expanded opportunities for students in our after school programs.

TEACHER PLANNING

CURRENT
Teacher planning time is 400 minutes every 2 weeks for elementary school teachers with a guaranteed
duty-free period of at least 30 minutes. No changes are proposed for teacher planning time. A teacher
planning area currently does not exist at Maple Elementary School. Due to space constraints, the
former teacher planning area had to be reclaimed in order to add another Pre-K classroom. The copier
and other equipment had to be moved to the makeshift conference room in the basement of the school.

PROPOSED
A dedicated space for teacher planning is proposed for the new building. A space would be located on
each floor to facilitate Professional Learning Community (PLC) meetings. This space should be
sufficiently sized to support team meetings where teachers get assistance from team members on how
to meet the academic, social, emotional, and behavioral needs of students who are not making
adequate progress. This space would also be used for special education team meetings.

PRE-KINDERGARTEN

CURRENT
All Pre-Kindergarten classrooms are currently located at Maple Elementary School. The District has
recently had to increase the number of Pre-Kindergarten classrooms from 3 to 4 due to an increase in
demand for special education services for preschoolers in the community. The current Pre-Kindergarten
rooms were designed for students in grades 1-4 and are not adequate for these programs. Curriculum
in the Pre-Kindergarten programs is learning-center based with whole group, small group, and individual
instruction. Areas of the classroom are designated for a classroom meeting on the rug, exploratory play
and learning centers. The Pre-Kindergarten autism classroom includes an area set aside in the corner of
the room for discreet trial work with individual students.

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PROPOSED
Each Pre-Kindergarten classroom should have interior access to a bathroom equipped with a changing
table. The classrooms should be large enough to accommodate all preschool activities and large enough
to include areas for sensory/calming spaces. Classrooms should have display areas for student work and
storage areas for all equipment used in instruction. The Pre-K autism classroom should have a semi-
secluded space in a corner where staff can do discreet trials with students. Timeout space should be
available in all Pre-K classrooms. Windows in the proposed project should provide students with a view
to the outdoors to enable observation of nature from the classroom throughout the year. A water
fountain should be located in or near all Pre-K classrooms. The Pre-K classrooms should be placed
adjacent to the Kindergartens but with their own entrance area. The Pre-K classrooms should have
access to their own fenced in play area for outdoor play and learning.

KINDERGARTEN

CURRENT AND PROPOSED


Our Kindergartens follow the same curriculum delivery model as our other elementary grades as
described above with time for small group, whole group, and independent learning. The current size of
our Kindergartens makes it difficult to have multiple spaces set up to facilitate this learning
environment. Storage and areas to display student work are also very limited. The size of classrooms in
the proposed project should accommodate spaces for morning meeting on a rug for the entire class and
areas of the room for choice time, learning centers, and social interactions. There must also be
adequate storage areas for all equipment used for learning and areas where student work can be
displayed on a counter, walls, and counter tops. In addition to a bathroom in each room, the classroom
should be outfitted with a sink and counter for science investigations. Windows in our current
classrooms are so high all students are able to see is the sky. Windows in the proposed project should
provide students with a view to the outdoors to enable observation of nature from the classroom
throughout the year. A water fountain should be located in or near all Kindergarten classrooms. The
Kindergartens should be located close to an outdoor play area, shared either with the Pre-Kindergartens
or with the students in grades 1 and 2.

LUNCH PROGRAMS
Currently the district utilizes a central kitchen at the middle school that prepares meals for the middle
school and satellites hot and cold meals in bulk to the Maple Elementary School and the Pepin
Elementary School (which includes the Center School students who walk over to the Pepin School
cafeteria for lunch). Pre-K students are not full day and do not participate in the lunch program and are
not included in the lunch enrollment numbers.

The satellite program to the elementary schools entails limited storage, refrigeration, and freezer space
as well as some on site cooking with cook and hold ovens. The majority of meals are cooked at the
middle school and delivered in bulk using heated hot boxes (over 25 years old). The two elementary
school meal sites (Maple Elementary School and Pepin School) are in much need of updating.

Maple Elementary School’s kitchenette area is a multi-purpose room with limited space for storage,
cooking, prepping, and the sink area is not designed for sanitary food production and clean up. The
serving area is in the basement hall way with a portable serving cart and tables. The area where the

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students eat is a multi-purpose room that is also used for gym. Basement is not ideal for deliveries.
The three areas are not suitable for modern food service operations which should be great
environments for the students to eat a nutritious meal.

Current Enrollment, Average


New Building Plan Daily Participation, Number Notes
of Meal Periods
Primary needs for proper
operations: Kitchen and dining
area should be on the first floor,
for good natural lighting,
deliveries, and over all positive
environment. The kitchen area
and cafeteria should have
modern fire safety equipment;
Maple ES Enrollment 215
proper prep, cooking, serving,
and dining space and equipment;
ADP 130
up-to-date sinks, dishwasher, etc.
to meet all health codes
Renovation or New K in lunch room by
regarding food safety. New
Construction of themselves
serving lines, serving equipment,
Maple Elementary
refrigeration and freezer space.
School Grade 1-4 back to back
The kitchen area should not be a
lunches
shared space. The area should
only be used for preparing,
Breakfast is served before cooking and serving food. A
school cashier station with updated data
and power for point of sale
computer should be included.

Outside the kitchen there should


be a dock area that can
accommodate multiple delivery
trucks and deliveries.

TECHNOLOGY INSTRUCTION
Technology currently available in Maple Elementary School’s K-4 classrooms:

MAPLE ELE MENTARY SCHOOL


Laptop Computers 1 laptop cart (24) per floor

Printers/copiers 2 copiers and shared printers

In the majority of elementary school classrooms technology is used as an add-on rather than as an
integral part of classroom instruction. Due to the age of the buildings (over 100 years old) installations

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are often temporary and not fully incorporated into the classroom. While each classroom does have
access to projectors and document cameras, they need to be rolled out, setup, and connected when
needed. All teachers have their own computers and every classroom has shared access to laptops via
laptop carts or shared labs. Smartboards are currently not available in any of Maple Elementary
School’s classrooms. In the proposed project Smart technology would be available in all classroom, and
the goal would be to see technology used as an integral component of daily instruction. This is exactly
what happened when the new high school opened in Easthampton. When teachers had smart
technology, training on how to use it, and the expectation set by administration that it would be used, it
quickly became an essential component of all instruction. We are confident the same would happen in
our elementary and middle school grades when there is access to 21st century technology.

Currently our elementary teachers need to get in their cars and travel to a site for a training, and none
of our elementary schools have rooms with adequate technology for training purposes. In the proposed
project, a staff collaboration/breakout space with appropriate Smart technology or screen sharing
(TV/projector), would provide an area for ongoing collaboration and training in new technologies.
Having staff have access to the same technology they are trained on in their own classrooms would
facilitate practice with what was learned in authentic teaching situations.

Having easy access to modern technology will also facilitate data collection and analysis which informs
instructional decisions and improves learning for all students. Adequate and modern technology is
becoming essential as the state continues to require online assessments for accountability
determinations.

Management of technology occurs at the building level with the principal overseeing the management
systems that have been put into place. System management of inventory, repairs, replacements, and
troubleshooting issues individual staff are having is done by the Director of Technology and his full time
assistant. The School Department is currently in negotiations with the City of Easthampton to establish
one technology department for the school district and the city departments. This would increase the
number of shared staff in the combined technology departments from 3 to 4 and would ensure
adequate attention to updating equipment and to managing and updating systems.

MEDIA CENTER/LIBRARY

CURRENT
Maple Elementary School has a very small room in the basement that is used as a library. A bank of
computers are set up and used at the beginning of the library period for a type-to-learn program.
Students use the library once a week for their library period. The library is staffed by a paraprofessional
who teaches the students how to use the library, reads a story, and checks books out for students. The
library is too small to be used by the community.

PROPOSED
A Media Center would be located in heart of the building and would be designed to engage and support
students and staff as active and effective users of information found in a wide variety of formats. The
Media Center would be a place to nurture the growth of ideas through reading, research, and
presentation of materials for communicating learning. It should contain a number of flexible spaces for

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whole group, small group, and independent work and should also contain a small internal classroom for
delivery of instructional lessons. Computers would be set up for individual use for research and to work
on projects. There should be display areas for information related to student projects and for the
display of student work. The Media Center would have areas for books and for technology used to
access reading material. There should be different areas where elementary students could settle in to
read a book or to work on a project with a partner or small group. The Media Center should also be set
up with the technology needed for presentations and would be available after school hours for
community use. The Media Center would be staffed by a certified librarian and would be a busy learning
environment where the following activities would take place:

 Students will be checking out or checking in books using software


 Students will be engaged in using laptops and computers for independent learning, online
research, and classroom projects.
 Students will be borrowing books or ordering from C/WMARS
 Classes will be held in the library using a common meeting space or the small classroom.
 Students may be giving presentations to classmates during the day and professional
development presentations will be given to and by teachers after school or during
professional development days.
 The Media Center will support after school programs, meetings for outside groups, and
workshops.
 The Media Center will provide access before, during, and after school and will provide
students with a wide range of resources and opportunities to work in groups or individually.

VISUAL ARTS PROGRAMS

CURRENT
Maple Elementary School has a small art room in the basement of the school with no space for storing
materials. Materials are stored on shelves in the hall. There is neither a kiln nor space to put a room for
clay and a kiln. Access to Smart technology does not exist, thus limiting the curriculum that can be
delivered.

PROPOSED
The art room should be large enough to have flexible spaces for exploring two-dimensional and three-
dimensional media. A connected room should be designed for a kiln and room for clay and storage
shelves. Ample storage spaces for equipment, materials, and art work would be necessary components
of the art room. The room should have 3-4 sinks and tables with stools for working on projects. The
room should contain counters and wall space for displays of student work. Smart technology and wall
space for a large whiteboard should be included in the room, and abundant natural lighting would be a
must for this room.

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PERFORMING ARTS PROGRAMS

CURRENT
Several small music performances, a 4th grade play, and one end of year performance take place at
Maple Elementary School. As there is no auditorium and the only presentation space available at Maple
Elementary School is a small cafetorium, presentations at the school must be limited to small audiences,
and even then, there is overcrowding and difficulty viewing the performance. Students practice for the
play at Maple Elementary School but must go to the high school to use an auditorium for the
presentation. The end of year choral performance is done outside on the paved play area. Risers are
borrowed and put in place and parents stand or bring lawn chairs to view the performance.

PROPOSED
A room large enough to support a music program with storage areas for instruments and music is a
must. The room should be equipped with Smart technology and a large magnetic whiteboard. The room
should have a rug, a listening center, and Wenger classroom risers (flip form). It would be important for
the room to have a sound system. The room should contain a sink and have a water fountain in the
room or adjacent to the room. There would need to be a cafetorium with a stage and seating for the
entire student body in the new building. There should be lighting and a sound system for the stage so
that school plays, performances, and presentations can be put on for families. The cafetorium would
also be used for family events and professional development presentations for staff. requiring an
adequate projection system.

PHYSICAL EDUCATION

CURRENT
At Maple Elementary School students have limited and inadequate space for physical education (PE). As
long as weather permits, classes are held outdoors on a paved area behind the school. Students have
no access to grassy areas or playing fields. In inclement weather physical education instruction is held in
the 1,497 square foot cafetorium. Games and skills that can be accommodated to these areas are
taught by a teacher who teaches both PE and music.

PROPOSED
The new school should have a gymnasium sized to accommodate a regulation sized basketball court and
a climbing wall. Office space for the PE teacher and adequate interior and exterior storage space for all
equipment should be included in the PE suite. There would be mats and space available for tumbling,
balance beams, and space for stations. The gymnasium should be equipped with a sound system. There
should be an outdoor play area with a grassed area for soccer games and T-Ball games. At grades K-4,
students would receive 45 minutes of physical education instruction one time per week. Ten sessions
are required to accommodate the projected enrollment for grades K-4 for one 45-minute class. Once
classroom would be scheduled at a time for physical education in the gymnasium.

SPECIAL EDUCATION PROGRAMS


Following is an assessment of district alignment with the rubric provided in the MSBA’s Educational
Program Requirements document:

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1. Do the facilities and classrooms for eligible students maximize their inclusion into the life of the
school?

ELEMEN T AR Y
 There is only one space for academic intervention. There are no spaces near
classrooms to provide instruction.
 Substantially separate programs are among general education programs.
2. Do all eligible students have access to school facilities including, but not limited to, those
areas necessary to implement the student’s IEP?

ELEMEN T AR Y
 Students with social/emotional/behavioral challenges who need quiet spaces or
spaces to verbally discharge. These spaces are close to other classrooms and do not
have proper sound proofing.
 Maple Elementary School has elevator access to the basement and the first floor but
not to the second floor. Student bathrooms are all in the basement which makes
access difficult for children with physical challenges.
3. Are resource rooms and separate classrooms for students with disabilities given the
same priority as general education programs for access to and use of instructional and
other space in public schools?

ELEMEN T AR Y
 All elementary schools are beyond capacity for spaces needed for educational
programs. Academic intervention spaces are shared with other specialized service
providers. Some related service providers are in repurposed hundred-year-old coat
closets.
4. Is the school providing whatever equipment and making whatever physical adaptations
are necessary, including acoustical and lighting treatments to remove physical
communication barriers for students who are visually impaired, deaf, or hard of
hearing?
 Classroom spaces do not include accommodations for students with hearing,
physical, or visual impairments. Accommodations are handled on a case-by-case
basis.
5. Are the facilities and classrooms serving only students with disabilities at least equal in
all physical respects to the average standards of general education facilities and
classrooms?
 Yes
6. Specifically, does the plan place a classroom serving only older students with disabilities
in a part of the school building in which all the classrooms are occupied by elementary
school students? Vice-Versa? (If yes, it’s a violation)
 Student services are delivered in age appropriate groupings.

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7. Does the plan place all, or a significant proportion, of special education facilities
together in one part of a school building? (If yes, it’s a violation)
 No
8. During a school construction project, is the plan to move classrooms of students with
disabilities to locations apart from the general education program? (If yes, it’s a
violation)
 No
9. Is the plan to place a sign saying “special class” or “resource room” on the front of a
substantially separate classroom? (If yes, it’s a violation)
 No
The last Coordinated Program Review occurred in the 2013-2014 school year. All findings have been
resolved and there were no findings related to facilities.
All current programs, including the specialized programs, will remain in the proposed project. No
programs will be eliminated and no programs will be moved from within the district. The following chart
shows the special education programs that currently exist in the district and the number of students in
each program:

MA PLE ELEMEN TA R Y SC HOOL


Current Special Education Programs Number of Students
3 Integrated Pre-Kindergarten 33 special education and 19 peer partners
1 Resource Room 35 students
1 Inclusive Behavior Program 18 students
1 Autism Program 7 students
1 Occupational Therapy Program 32 students
1 Physical Therapy Program 5 students
1 Speech and Language Program 52 students

Deficiencies in the existing pr ogram that have been identified locally or through
state r eview:

MA PLE ELEMEN TA R Y SC HOOL


 14 three-year-old students in the community who became eligible for special education
services this fall necessitated the opening of a new Pre-Kindergarten classroom. In order to
provide this new classroom, the teacher planning room, the only room available to contain
the program, had to be dismantled. The new Pre-Kindergarten will need to share a space
with the speech and language teacher whose “office” is in the 100-year-old coat closet of
that room. The Pre-Kindergarten autism program must share a space with the occupational
therapy (OT) and physical therapy (PT) programs, and there is no bathroom or sink in the
classroom.
 Programs for students with social, emotional, and behavioral challenges do not have
adequate structures with acoustic privacy for timeout spaces and set aside sensory/calming
spaces do not exist in their classrooms.

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 Special education teachers have only partitioned areas of classrooms or tables in the
hallways for working with their students.

Specialized progr ams and collabor ative s paces/pr ograms that will continue, be
eliminated, or added:
Specialized programs that currently exist in Maple Elementary Schools include a Pre-Kindergarten
autism program, and an inclusive elementary behavior program. All specialized programs will continue
to exist in the proposed project.

Proposed progr ams/service needs the District hopes to addr ess in the proposed
project:
 Adequately sized and well laid out timeout spaces with acoustic privacy, and
sensory/calming areas in classrooms for students with social, emotional, or behavioral
challenges
 All classrooms for specialized programs will have appropriate acoustic privacy
 Bathrooms will be included in rooms used for our substantially separate programs and Pre-
Kindergarten
 Adequate spaces for resource rooms, student support rooms, and for SLP, OT, and PT
service providers
 Dedicated spaces near classrooms for special education teachers to work with individuals
and small groups to support efficient and fluid transitions from classrooms to work with
interventionists
 Classrooms designed to support small group work within the classroom will support the
District’s goal of a school-wide model of inclusive practices
 Specialized programs should be located within the appropriate grade level clusters
In order to meet the needs of our growing population of students with sometimes very significant social,
emotional, and behavioral needs, we would propose adding a space for a therapeutic program in the
proposed project. This program would be designed to meet the needs of students who require a
structured therapeutic setting for part or all of the day. With the addition of this program, we would be
able to bring some of our students who are currently in out-of-district programs back to Easthampton
and keep more of our students with these needs in their home community. We have been approached
by our Collaborative for Educational Services to see if it is feasible to establish a future partnership to
implement this type of specialized program in our schools.

VOCATIONS AND TECHNOLOGY PROGRAMS

CURRENT AND PROPOSED


Quest, an enrichment program, exists in grades 4-7. An enrichment coordinator works with identified
students once a week in a space that is used for other purposes at other times (library, after school
program room). Under the supervision of the coordinator, students choose a topic they are interested in
researching and work on designing a presentation for families and the community at the end of the

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year. In a new school this program could be expanded to include project-based learning in a Maker
Space and a robotics program.

In order to implement the new science, technology, and engineering standards, it will be important for
the new school to have a Maker Space and/or fabrication lab with spaces for fabrication, robotics, and
access to a 3D printer. These spaces can be used for project-based curriculum across all curriculum
areas, a place where students will have access to science and art materials and technology, and space
for learning through the development of-hands on projects, an important modality to include in
curriculum and instruction. These spaces would also function as a link to integrating technology
instruction at all grade levels. These spaces would be scheduled as part of the existing schedule for
delivery of curriculum and would be scheduled in a sign up or on an as-needs basis. A Maker Space
would provide expanded opportunities for the Quest enrichment programs that would occur once a
week.

CORE ACADEMIC EDUCATIONAL ACTIVITIES

I N SI DE GEN ERA L C LA SSR OOM


See the schedule on pages 4-5 for the daily and weekly activities in general classrooms.

OUT SI DE T HE GEN ERAL C LA SSR OOM


Core activities outside the general classroom now are typically linked to health or science instruction.
All elementary schools and the middle school have garden projects. Oversight of the gardens and
lessons in health and science are led by a consultant from School Sprouts. The School Sprouts program
helps schools design and implement gardens that act as hands-on learning laboratories for scientific
inquiry, writing and reflection, mathematical, health, and wellness activities. Teachers bring their
students to the gardens for these lessons. Structured lessons are provided one day a week by School
Sprouts staff, and teachers are able to bring their students to the gardens at other times during the
week for additional lessons. Students and parent volunteers participate in tending the gardens during
the school year and over the summer. Ensuring there is adequate space for a school garden and room
for students to gather in the garden will be important in the new school. The presence of an outdoor
amphitheater would help to expand what can currently be done in terms of instruction, allowing
teachers to bring their students into the garden for lessons and presentations across the curriculum.
Ideally, each classroom in the new school will have easy access to an outdoor learning area.

TRANSPORTATION POLICIES

C UR RENT SER VI C ES AN D PR A CT IC ES
Elementary students living greater than 1.5 miles from their assigned school are eligible to ride a school
bus. (The bus limits may be adjusted based on available bus capacity). Bus routes and stops are planned
and established by the office of the Director of Business Services. Safety, economy, efficiency and
eligibility requirements are considered and evaluated carefully in determining bus assignments and
routes.

The District contracts out all transportation. Currently, Strong Bus Corporation provides all regular day
transportation in a three tiered system. With staggered start and dismissal times among Easthampton

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schools, high school students are delivered to school and picked up for the return trip home first, middle
school students second, and elementary students third. Seven buses service those routes. There are
two contractors who provide transportation services to special education students who are entitled to
special transportation as a result of their Individual Education Plan. F.M. Kuzmeskus, Inc. services
special education students who are educated at schools within the district and Van Pool Corp
Transportation services special education students who are educated outside the district.

PR OPOSED C HA N G ES
There are no changes in transportation policy anticipated.

FUNCTIONAL AND SPATIAL RELATIONSHIPS


Functional and spatial relationships and adjacencies will be critical to the optimum functioning of the
new facility. Easthampton’s reliance on teaming and collaboration for instructional delivery,
commitment to inclusion for students with special needs, and prioritization of authentic, hands-on, and
project based learning experiences tied to our natural world whenever possible form the foundation of
our desired adjacencies,

To maintain and nurture the highly valued sense of community recognized and celebrated at Maple
Elementary School, it will be essential to form grade groupings that create learning communities within
the school. For purposes of developmental appropriateness and curriculum delivery consistent with the
current educational program, we envision the following grade clusters: Pre-K-2, with a design that sets
Pre-K a bit apart and includes its own entrance, and grades 3-4.

Flexible student-centered learning spaces that adapt well to shifts in educational programming are
desired. Special education classrooms, breakout spaces to be used for small group work or
interventions, and areas that support self-regulation (quiet or time out zones), should be located on
each floor with easy access to grade level classrooms for fluid and timely transitions. Space for libraries
of leveled reading materials and Maker Spaces should be included in the school. Pre-K and Kindergarten
classrooms should be equipped with bathrooms.

Easthampton Schools are the heart of the community and serve as important community resources. The
cafeteria, library, gymnasium, and visual and performing arts spaces should be zoned in one centrally
located area of the building for ease of access by all students during the school day and to make them
available for community use outside of school hours without sacrificing security or complicating school
operations. The main reception area will be adjacent to the principal’s office with a meeting space for
visitor convenience and logical traffic flow.

It is important that students have easy access to an outdoor gathering/instructional space large enough
to accommodate a classroom group of children. The early education classrooms require access to an
outdoor age appropriate fenced in play space to be used exclusively by them. Grades 1-4, likewise,
require separate age appropriate outdoor play spaces.

SECURITY AND VISUAL ACCESS REQUIREMENTS


Each school in the district has a Crisis and Safety Team. The principal(s), health care professionals,
guidance, and teachers are members of these teams. In addition, there is a District Crisis and Safety
team that meets four times during the year. Members of the district team include the Easthampton Fire

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Chief, the School Resource Officer, the District Nurse, all building principals, the Director of Business
Services, the Director of Technology, and the Superintendent. District team members review school
emergency response plans yearly and update plans as needed during each school year. This same
process would be used to update or develop new emergency response plans for the proposed school
and would establish physical and operational requirements regarding securing and access for the
proposed project.

The entrance to our new school needs to strike an effective balance between being safe and efficient for
building occupants and welcoming to school visitors. Student and staff entrance and exit at the
beginning and end of the school day will occur through the main entrance. A separate entrance is
envisioned for Pre-K students and their families. Outside of arrival and dismissal times and for all others
entrances will be secured. At all other times and for all other visitors to the building, there will be a
single secure and monitored central entrance equipped with a video monitoring/recording system.
Controlled entrance will occur for all staff by way of electronic key access.

2014-2017 STRATEGIC PLAN


Vision
The Easthampton Public Schools provide high quality staff, rich educational experiences, state of the art
resources, and a collaborative environment that includes students, families, and community. All
students are partners in their education. They think critically, analyze information, problem-solve and
apply their knowledge in varied contexts. Students communicate effectively using mathematical
thinking, oral and written language, and technology. Easthampton Public Schools students are prepared
for success in college and career and are responsible, contributing members of a global community.
Theory of Action
If we cultivate a respectful, engaged learning community with equal access to curriculum and
instruction and collaboratively use data appropriately to make meaningful decisions, then we will
improve student achievement and create a positive environment in which to work and learn.
Strategic Objectives
Equity and Excellence Community of Learners Data Driven
Create an environment where Cultivate a respectful learning Collaborate to analyze and apply
all students are fully engaged in community that promotes data appropriately to guide
their learning and have equal success, relevance, and purpose meaningful decisions that
access to high quality curriculum for all educators, students, improve student learning and
and instruction that meets parents, and educational educator, school, and system
diverse needs and promotes partners. performance.
each student’s academic, social,
and emotional growth.

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Initiatives
Initiatives to be completed Year Initiatives to be completed Year Initiatives to be completed Year
1 1 1
1. Clearly define and articulate 1. Increase digital literacy 1. Develop a systemic plan for
current intervention throughout the community. data collection and analysis.
strategies and programs. 2. Employ effective 2. Assess alignment of
communication strategies to resources and allocate all
2. Integrate digital literacy into enhance all school and
all curriculum areas. resources to support
community partnerships. strategic objectives.
3. Develop vertically aligned 3. Teachers and administrators Initiatives to be completed Year
protocols and processes for will collaborate to create 2
Building Support Team (BST), goals that align with state
504 and District Curriculum standards and district 3. Informed instruction based
Accommodation Plan (DCAP). strategic initiatives. on analysis of multiple data
4. Build a continuum of Pre-K to 4. Use meeting time to work sources.
12 curriculum & instruction collaboratively on achieving Initiatives to be completed Year
aligned with the current targeted goals and products. 3
Massachusetts Frameworks. 5. Use the Massachusetts
Educator Evaluation System 4. Use data to refine and
5. Implement newly developed
as a framework to support develop intervention
scope and sequences for
district and school strategies and programs to
English language arts and
improvement. meet current needs.
math.
Initiatives to be completed Year 5. Continue development and
Initiatives to be completed Year implementation of common
2
2 assessments.
6. Develop a system that 6. Develop a culture where
6. Integrate Massachusetts
facilitates easy access, constructive actionable
Curriculum Framework
mutual understanding, and feedback leads to growth.
College and Career Anchor
common implementation of
Standards and Standards for
current rules, policies, and
Mathematical Practices
procedures.
throughout all subjects.
Initiatives to be completed Year
7. Provide all students
3
opportunities to engage in
complex tasks across the 7. Facilitate an integrated
curriculum to develop higher sustainable professional
order thinking skills. development plan aligned
8. Ensure student growth by with district strategic
expanding diverse teaching objectives and drawn from
strategies that build on internal resources and
student strengths. expertise.
9. Use Massachusetts Tiered 8. Increase community
System of Support (MTSS) as partnerships to support
a framework for students’ social, emotional,
interventions and supports. and academic growth.

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9. Promote a positive problem


solving culture.
10. Research and implement
new approaches to secure
resources for identified
needs.

Space Summary Template:

The Space Summary Template and associated Plans for Design Alternative A are provided on the
following pages:

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Proposed Space Summary- Elementary Schools

PROPOSED

MSBA Guidelines
Design Alternative 'A', Base Repair Existing Conditions Existing to Rem ain/Renovated New Total
(refer to MSBA Educational Program & Space Standard Guidelines)

ROOM # OF ROOM ROOM # OF ROOM # OF ROOM # OF


ROOM TYPE area totals # OF RMS area totals area totals area totals area totals Com m ents
NFA
1
RMS NFA
1
NFA
1
RMS NFA
1
RMS NFA
1
RMS

CORE ACADEMIC SPACES 10,131 0 0 0 8 8,100


(List classrooms of different sizes separately)
Pre-Kindergarten w / Toilet 1,200 - 1,100 SF min - 1,300 SF max
Kindergarten w / Toilet 1,200 2 2,400 1,100 SF min - 1,300 SF max
General Classrooms - Grade 1-6 950 6 5,700 900 SF min - 1,000 SF max
Maple
Early Childhood/ Classroom #9 103 713 1 713
Early Childhood/ Classroom #10 105 726 1 726
Kindergarten Classroom #11 107 715 1 715
Kindergarten Classroom #12 109 707 1 707
Classroom #1 119 748 1 748
Classroom #2 121, #6 204 711 2 1,422
Classroom #3 115, #7 216 746 2 1,492
Classroom #4 117 730 1 730
Classroom #8 218 730 1 730
Classroom #14 209 726 1 726
Classroom #15 211 715 1 715
Classroom # 16 213 707 1 707

SPECIAL EDUCATION 2,669 0 0 0 3,020


(List rooms of different sizes separately)
Self-Contained SPED 950 2 1,900 8% of pop. in self-contained SPED
Self-Contained SPED - Toilet 60 2 120
Resource Room 500 1 500 1/2 size Genl. Clrm.
Small Group Room / Reading 500 1 500 1/2 size Genl. Clrm.

Maple
Speech 005 326 1 326
Speech 219 116 1 116
Speech 006 430 1 430
Reading Resource 007 227 1 227
Office/ Reading Support 207 713 1 713
Autidtic 202 381 1 381
SPED 204 476 1 476

ART & MUSIC 2,580 0 0 0 2,425


Art Classroom - 25 seats 1,000 1 1,000 assumed schedule 2 times / week / student
Art Workroom w / Storage & Kiln 150 1 150
Music Classroom / Large Group - 25-50 seats 1,200 1 1,200 assumed schedule 2 times / week / student
Music Practice / Ensemble 75 1 75
Maple
Art Classroom 016 647 1 647
Music/ Multi-Purpose 012 877 1 877
Assembly Room/ Music 214 1,056 1 1,056

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HEALTH & PHYSICAL EDUCATION 232 0 0 0 6,300


Gymnasium 6,000 1 6,000 6000 SF Min. Size
Gym Storeroom 150 1 150
Health Instructor's Office w / Show er & Toilet 150 1 150
Maple
Physical Education Office 017 232 1 232

MEDIA CENTER 564 0 0 0 2,020


Media Center / Reading Room 2,020 1 2,020
Maple
Library 003 564 1 564

DINING & FOOD SERVICE 1,999 0 0 0 4,463


Cafeteria / Dining 1,463 1 1,463 2 seatings - 15SF per seat
Stage 1,000 1 1,000
Chair / Table / Equipment Storage 200 1 200
Kitchen 1,600 1 1,600 1600 SF for first 300 + 1 SF/student Add'l
Staff Lunch Room 200 1 200 20 SF/Occupant
Maple
Lunchroom/PE/Assembly 004 1,457 1 1,457
Food Prep 002 542 1 542
0
MEDICAL 115 0 0 0 410
Medical Suite Toilet 60 1 60
Nurses' Office / Waiting Room 250 1 250
Examination Room / Resting 100 1 100
Maple
Nurse 113 115 1 115

ADMINISTRATION & GUIDANCE 969 0 0 0 2,015


General Office / Waiting Room / Toilet 300 1 300
Teachers' Mail and Time Room 100 1 100
Duplicating Room 150 1 150
Records Room 110 1 110
Principal's Office w / Conference Area 375 1 375
Principal's Secretary / Waiting 125 1 125
Assistant Principal's Office 120 0 -
Supervisory / Spare Office 120 1 120
Conference Room 250 1 250
Guidance Office 150 1 150
Guidance Storeroom 35 1 35
Teachers' Work Room 300 1 300
Maple
Office 220 76 1 76
Office 206 105 1 105
Teachers 124 88 1 88
Principals Office 110 154 1 154
Secretary/ Waiting Room 111 142 1 142
Crisis MGT 201 48 1 48
Crisis MGT 221 356 1 356

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CUSTODIAL & MAINTENANCE 3,661 0 0 0 1,900


Custodian's Office 150 1 150
Custodian's Workshop 375 1 375
Custodian's Storage 375 1 375
Recycling Room / Trash 400 1 400
Receiving and General Supply 200 1 200
Storeroom 200 1 200
Netw ork / Telecom Room 200 1 200
Maple
Storage 013 301 1 301
Storage 014 360 1 360
Art Storage 015 109 1 109
Storage 101, 104,108 94 3 282
Storage 106 155 1 155
Copy Room/ Storage 112 75 1 75
Storage 114 112 1 112
Storage 116 153 1 153
Storage 118 126 1 126
Storage 120 106 1 106
Storage 203 75 1 75
Storage 208 136 1 136
Storage 210 161 1 161
Storage 212 138 1 138
Storage 215 117 1 117
Storage 217 131 1 131
Storage 222 85 1 85
Mechanical Room 283 1 283
Electrical 013A 100 1 100
Boiler 001 656 1 656

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OTHER 0 0 0 0 0
Other (specify)

Total Building Net Floor Area (NFA) 22,920 0 0 0 30,653

Proposed Student Capacity / Enrollment 195

2
Total Building Gross Floor Area (GFA) 37,233 35,100

Grossing factor (GFA/NFA) 1.62 #DIV/0! 1.15

1
Individual Room Net Floor Area (NFA) Includes the net square footage measured from the inside face of the perimeter w alls and includes all specific spaces assigned to a particular program area including such spaces as non-communal toilets and storage rooms.

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

Architect Certification
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 w riting by the Massachusetts School Building Authority, in accordance w ith the guidelines, rules,
regulations and policies of the Massachusetts School Building Authority to the best of my know ledge and belief. A true statement, made under the penalties of perjury.

Nam e of Architect Firm : Caolo & Bieniek Associates, Inc.

Nam e of Principal Architect: Curtis A. Edgin

Signature of Principal Architect:

Date: December 20, 2016

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Design Alternative D – Consolidated Pre-kindergarten – Fourth Grade Elementary


School: Design Enrollment = 535 Students

Design Alternative D, is provided in response to the District’s consolidated Pre-Kindergarten


through Grade 4 Educational Plan. This options proposes the construction of a new 96,225
gsf, two-story building located at the northwest corner of the White Brook Middle School
site. The location preserves the existing football field and open space behind the existing
middle school building, while allowing ample space for staging the construction. The cost of
this option has been estimated as follows:

• Estimated Construction Cost: $49,604,681.00


• Total Project Cost: $60,529,401.00

Site Analysis:

Design Alternative D proposes the construction of a new consolidated elementary


school at the existing White Brook Middle School site. In 1972, two tracts of land were
conveyed to the City to create the school grounds which are made up of 41.226 acres
and bordered to the north by the Williston Northampton School, to the west by
residences and open fields along Park Street, to the south by the Tree House
Community Housing Development and to the east by Nonotuck Park.

The site itself, contains the Existing White Brook Middle School with a ¼ mile long
entrance drive to the west and curb cut along Park Street. As visitors approach the
developed site, they are greeted with views of Mt. Tom in the distance. Existing
amenities include a soccer field, tennis courts, football field and a gravel running track
to the north with a forested edge further north. Two parking lots and circular drop off
area located directly to the west of the school building and a baseball field directly east
of the school. To the south, an existing curb cut to the Tree House community is
provided for emergency vehicle access. The site overall is quite open in character with
few trees, open, gently rolling terrain surrounded by forested edges.

White Brook Site

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Natural Resources

A review of natural resource data as provided by Mass GIS’s OLIVER online viewer and
onsite wetland survey. There are wetlands to the north, west and south east of the
existing developed area on the site. There are also two vernal pools on the south east
wetland area, one abutting the Tree House development and the other about 150 ft
behind the baseball field backstop. There is no Natural Heritage Priority Habitats of Rare
Species. Two perennial streams run north south at opposite ends of the parcel. To the
west, White Brook crosses under the entrance drive just before it reaches the school. To
the east an un-named stream flows in Nonotuck Park land. The site itself is mostly open
gently sloping terrain, with wooded areas bordering to the north, south, east and west.

Parking, Access, and Vehicular Circulation

The school building is set back ¼ mile from Park Street. Access is on a two lane drive
with a sidewalk and turf median. The drive ends at an oval drop off and turnaround.
There are two parking areas at either side of the turnaround, one north and one south.
The north lot is a visitor/staff parking lot with a 22’ wide access drive that directly serves
the athletic fields. A second lot to the east of the school also with 22’wide access is used
by faculty/ teachers. The two parking lots are connected with a service/emergency
access road that is located behind the building, thereby providing access all the way
around the building. Estimated existing combined parking counts total 184 spaces for
the existing White Brook School.

Existing Parking Spaces 184

Number of Staff/ 57 Full Time / 5 Shared


Faculty

Number of Students 4501

Number of Buses 7

Bus Queuing Spaces 8

Number of Existing 1
Curb Cuts

It appears that the current parking counts are sufficient for the facility for normal day-
to-day activities. As with any school, there are periods during special events when
parking is not adequate. The two lots have vehicle/pedestrian conflicts. For example,
within both lots, no striped pedestrian route or sidewalk is provide through the parking
lot. The site provides enough space for more faculty/staff parking for a future
elementary school.

The layout of the parking and bus drop off on site meets the constraints of the site well,
however there is a conflict between parents dropping off students and walking across
the bus lane while it is occupied.

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If this site is updated it would be an opportunity to eliminate conflicts between


pedestrians and vehicles in the bus drop off area, bring the site parking and paths up to
ADA and MAAB compliance, and to update site lighting to conserve electricity and
minimize light pollution.

Turning radii in and out of the site seems manageable. There are two existing curb cuts
for the school. One from Park Street divided into two lanes by a turf median. In addition
an asphalt gated access drive connects the southern lot and entrance drive to The
Treehouse Housing development. Two wide asphalt loading docks, one to the north and
one to the south of the building are for delivery vehicle access to the school building.

Pavement in general is worn, cracked, and in need of replacement. Bituminous curbing


appears to be cracking due to snow removal.

Pedestrian Access

Pedestrian access to the site starts at Park Street which has a sidewalk on the school
side of the street going north all the way to the center of Easthampton and south up to
Strong Street. There is a single sidewalk along the ¼ mile entrance drive. This sidewalk
leads to the drop off circle and into the school. The existing school was built prior to
many of current accessibility requirements and would need to be brought up to code
with any new proposed improvements.

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SITE BOUNDARY

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PARKING AND PARENT DROP-OFF

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Playground

There is an existing soccer field, 4 tennis courts (abandoned), football field and running
track located north of the school building as well as a baseball field/practice area to the
east. In general the fields look to be in fair condition. However, replacement of the
backstop may be a consideration for any future expansion. The running track surface is
made up of stone dust, which might not meet accessibility or safety surface standards.
The tennis courts are in major disrepair and seem to be used as storage. All fields seem
to also suffer from poor drainage. The football field being the exception which seems to
drain well. The field turf is in good condition as it is the only one of the fields with
irrigation.

There are no playgrounds on the site. Near the baseball backstop at the south east
corner of the building there is a sand box and paved pad. The White Brook site provides
enough space for playgrounds for a future elementary school.

Site Furnishings

All site furnishings need replacement with modern code compliant fixtures.

Planting

Existing plantings are appropriate but should be redesigned to enhance entries,


opportunities for play, and windbreaks.

Security/ Prospect

No areas on the campus are fenced. The ¼ mile setback, thick tree line aligning the
property perimeters and steep drop off on the east edge are helpful in communicating
the edge of the campus to the general public. There are numerous trails going into the
woods directly north on Williston Northampton land and towards the east into
Nonotuck Park. The trails are actively used for hiking, mountain biking and trail running.
The ¼ mile setback, the existing school and associated parking lots serve as a buffer
between play/field areas and the main road. Both parking lots have lighting.

Wetlands/Streams

Wetlands and streams were apparent based on the preliminary investigation. The
wetlands were located primarily to the west on the banks of White Brook, north along
and inside the Williston Northampton School property and south east behind the school
building and bordering the Tree House Development property. Two perennial streams
run north south at opposite ends of the parcel. To the west, White Brook crosses under
the entrance drive just before it reaches the school. To the east an un-named stream
flows at the bottom of a steep embankment in Nonotuck Park land. The Massachusetts
Wetland Protection Act and River Protection Act are triggered for any work near or in
wetlands or within 200’ of a perennial stream. A wetland scientist has been contracted
and has flagged the wetlands and HW (streams). Flag locations have been surveyed and
their locations are reflected on the site survey.

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Natural Heritage and Endangered Species Program

The Massachusetts Natural Heritage data available online by OLIVER GIS indicates that
the site is not located within an area designated as a “Priority Habitat of Rare Species” it
is also not located within an “Estimate Habitat of Rare Wildlife”. Even though it is not
located in either of this areas, there are two NHESP Certified Vernal Pools on the site.
Both are located on the south east behind the school building and bordering the Tree
House Development property. Like with wetland, any work near a vernal pool will
require further Massachusetts Wetland Protection Act permits with Easthampton
Conservation Commission and DEP.

Floodplain

Based upon FIRM Maps dated August 15, 1979, the site is located within Zone C (areas
of minimal flooding).

Soils

Preliminary geo-technical investigations have confirmed that the site is underlain by a


soft, varved silt and clay layer, which is compressible under moderate building loads.
Therefore potential settlement due to the compression of this material presents a
significant issue for consideration in the design of any proposed structure. Differential
settlement is of particular concern, specifically because the composition and thickness
of the varved clay is variable and because the proposed building will contain sections
which vary in height (and weight) which will settle non-uniformly.

Fill placed to form the building subgrade or for general site grading will also impose
stress and cause compression of the underlying varved silt and clay. To limit differential
settlement it is recommended that filling to form building subgrades and exterior grades
near the building be as uniform as possible. If this cannot be readily accomplished, it
may be appropriate to preload, or grade the site early in the project to allow settlement
to occur prior to the start of building construction.

Groundwater was first encountered at a depth of 18 feet below the ground surface,
without indication of significant artesian water pressure. Based on findings, it is not
anticipated that groundwater will impact the building during the service life of the
structure. Poorly draining soils suggest that special provisions will likely need to be
incorporated into the design to control water around the structure and below
pavements and sidewalks.

Seismic analysis has resulted in a Class E soil classification.

DEP Well Head Protection Areas

A review of DEP regulatory data as provided by Mass GIS’s OLIVER online viewer shows
that the entire parcel is located within a Zone II Well Head Protection Area, as is most, if
not all, of the City of Easthampton.

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Zoning

The White Brook Middle School Site is zoned R40 Residential Rural B. Schools are
considered a permitted by right use under R40.

Structures
Zoning Regulations and other than
Requirements Residential RS dwellings

Minimum Lot Size 40,000 SF

Minimum Lot Frontage 120 FT

Front Setback 50 FT

Side Setback 25 FT

Rear Setback 50 FT

Maximum Building Height 35 FT

Maximum Building Coverage of


10%
Lot

INFRASTRUCTURE (GAS, ELECTRICITY, WATER, SEWER, STORMWATER)

GAS

The White Brook Middle School building is serviced by natural gas for the kitchen
and hot water heater. The existing gas meter is located on the northern side of the
building near the loading dock.

ELECTRICAL

The White Brook Middle School building electrical service is fed from the overhead
wires in Park Street powered by Eversource. The school’s primary electric service
originates at a riser pole on Park Street where it runs underground along the ¼ mile
driveway to the west side of the building to a transformer next to the gas meter.

WATER

Approximately 90% of Easthampton lies above the Barnes Aquifer. The Barnes
Aquifer supplies water to four municipalities within the Connecticut Valley of
western Massachusetts including the cities of Westfield, Holyoke and Easthampton,
as well as the town of Southampton. Like most properties in Easthampton the White
Brook Middle School relies on the City to provide drinking water from the Barnes
Aquifer.

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DEP Well Head Protection Areas

Zone 1:

The protection of groundwater recharge areas is critical to maintaining a safe and


ample water supply of water to the consumers. Protection zones become more
critical to water quality and the activities within the zone become more restrictive
as the distance from the wellhead decreases. Zone 1 is the most vulnerable and
thus carries the most restrictions for use.

Zone II:

Extending outward from Zone 1, uses in adjacent surface areas can still contribute
to the degradation of water quality. DEP calls this Zone II. Both carry the same
regulatory restrictions, but are formulated differently. A Zone II radius is
determined by digging test wells and pits to verify extent of area surrounding the
well.

The main focus of the Zone II designation is to identify areas of land which are
especially most likely to contribute nitrogen inputs into the well system. In some
instances septic systems are allowed within the Zone II, but will require stricter
filtration and additional treatment to offset any potential inputs into the water
supply.

A review of DEP regulatory data as provided by Mass GIS’s OLIVER online viewer
shows that the entire parcel is located within a Zone II Well Head Protection Area,
as is most, if not all, of the City of Easthampton.

SEWER

The majority of homes within the City of Easthampton are served by the municipal
sewer system.

The existing White Brook Middle School building is no exception and discharges sanitary
sewage to the municipal sanitary system by pumping up to a main on Park Street.

STORM DRAINAGE

Based upon the available information building, rooftop water is collected internally and
conveyed through the plumbing system. No external downspouts were observed. Catch
basins on the entrance drive and parking lots seem to collect site runoff and the closed
drainage system ultimately connects to two outlets leaving towards the White Brook
stream. One pipe is 24” CMO from the parking lot and a 12” HDPE on the entrance
drive.

The football field and surrounding area has its own drainage system, with several
connected catch basins that outlet via an 18” HDPE pipe towards the unknown stream
at the eastern edge of the property. Even though re-enforced with rip rap, there is
evidence of erosion and soil loss in this area.

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Student Impact:

Impact to the City’s elementary school students is expected to be minimal. Construction


of a new school remotely sited from the three existing elementary schools, will allow
continued delivery of school curriculum without interruption or the need for temporary
classroom space. The most significant impact anticipated for elementary school
students will be the adjustment to a new, significantly larger school environment than
experienced at the current 100 year old elementary schools in the City. The conceptual
layout of Design Alternative D strives to minimize this impact through the scale of
architecture, wayfinding strategies, and breakdown of student communities through
clustered grade organizations. Natural features, inherent to the site, combined with
thoughtful architectural strategies are expected to assist in making this an overall
positive transition for students.

With the proposed location of Design Alternative D on the White Brook Middle School
Site, there will be minor impact to middle school students. While the proposed location
is not directly adjacent to the existing school building, the construction site will need to
be well separated to ensure safety of middle school students during the anticipated
fifteen month construction period. Measures such as secure construction fencing, clear
and ample signage, limited site access for construction vehicles during student drop-off
and pick-up times should be included in the construction project’s requirements. It is
also recommended that the School Department provide an educational assembly for
students to demonstrate expectations of appropriate behavior in the vicinity of an
active construction project. White Brook Middle School has ample open space to
continue their integrated outdoor activities on remote areas of the school grounds.
Access to trails, connecting the school site with the adjacent Nonotuck Park are also
remote to the proposed construction area and should continue to be available without
impact.

Updated Educational Program:


Center, Maple, Pepin Elementary Schools; Pre-K to Grade 4 Consolidation

The following Educational Program is specific to Consolidated Elementary School solution, with a
Design Enrollment of 535 students. The plan has been updated and prepared by the
Superintendent of Schools, Nancy Follansbee, in response to PDP comments received by MSBA.
Updates, provided in bold typeface, address all questions and comments included in the MSBA
Preliminary Design Program review.

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EDUCATIONAL PROGRAM

CENTER
MAPLE
PEPIN
ELEMENTARY SCHOOLS
PRE-K TO GRADE 4 CONSOLIDATION

9/14/2017 Easthampton Public Schools

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TABLE OF CONTENTS

GRADE AND SCHOOL CONFIGURATION

CLASS SIZE POLICIES

SCHOOL SCHEDULING

TEACHING METHODOLOGY AND STRUCTURE

CURRICULUM DELIVERY METHODS AND PRACTICES

ACADEMIC SUPPORT PROGRAMMING

STUDENT GUIDANCE AND SUPPORT SERVICES

TEACHER PLANNING

PRE-KINDERGARTEN

KINDERGARTEN

LUNCH PROGRAMS

TECHNOLOGY INSTRUCTION

MEDIA-CENTER/LIBRARY

VISUAL ARTS PROGRAMS

PERFORMING ARTS PROGRAMS

PHYSICAL EDUCATION

SPECIAL EDUCATION PROGRAMS

VOCATIONS AND TECHNOLOGY PROGRAMS

CORE ACADEMIC EDUCATIONAL ACTIVITIES

TRANSPORTATION POLICIES

FUNCTIONAL AND SPATIAL RELATIONSHIPS

SECURITY AND VISUAL ACCESS REQUIREMENTS

2014-2017 STRATEGIC PLAN

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MAPLE, CENTER, AND P E P I N E L E M E N TA R Y S C H O O L C O N S O L I D AT I O N


The Easthampton Public Schools strive to provide its families with high quality staff, rich educational
experiences, state of the art resources, and a collaborative environment that includes students, families,
and the community. All students are partners in their education. They think critically, analyze
information, problem-solve and apply their knowledge in varied contexts. Students communicate
effectively using mathematical thinking, oral and written language, and technology. Easthampton Public
Schools work to prepare students are prepared for success in college and career and to be responsible,
contributing members of a global community. We believe that we will improve student achievement
and create a positive environment in which to work and learn by cultivating a respectful, engaged
learning community with equal access to curriculum and instruction and collaborative use of data to
make appropriate and meaningful decisions.

As we embarked upon the design of a new Maple Elementary School building, what has become
increasingly clear to the district is that the consolidation of all three of our elementary schools and our
middle school, into a Pre-K to 8 configuration, will best help us to meet our strategic goals of providing
equity and excellence, nurturing a successful community of learners, and effectively using data to drive
programming and decision making. By co-locating our Pre-K to 8 teachers, specialists and
administrators, and providing an agile and technology-rich 21st century learning environment to all our
students and families, EPS will be able to ensure that it can move toward greater equity and access for
all of its students, both now and in the years to come.

The Easthampton Public Schools (EPS) Strategic Plan was developed in collaboration with teachers,
parents, community members, and administrators. It is a plan that articulates the teaching philosophy,
methods, and curriculum goals that have guided our educational program during the past three years.
Greater detail can be found by reviewing the plan on pages 21-22. The goals set forth within the
Strategic Plan inform much of the thinking articulated within this document.

GUIDING PRINCIPLES FOR DESIGN


The engagement of parents, community members, students, City officials, and District educators with
the Educational Design Team during a two-month long visioning process helped EPS to articulate a
common understanding of what is important to our community as we consider a design for a new
building. Our identification and prioritization of the required program spaces and the relationships of
these spaces within an overall solution brought us to the following set of Guiding Principles for our
proposed project.

Small School Feel, Large School Pride

* Grade Level Learning Clusters to support a Small School Feel

* Connections between School and Larger Community

* Collaboration and Engagement (for Students, Teachers, Parents, and School Community)

* Responsible Citizenship

* Welcoming and Transparent

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* Clustered, Accessible Community Spaces

Holistic and Joyful Learning

* Learning Visible

* Innovative and Engaged Learning

* Authentic, Real-World Learning

* Authentic, Real-World Learning

* Project Based Learning

* Collaborative Learning

* Meeting Diverse Learning Needs and Styles (Inclusive Practice and Differentiation)

* Equity of Learning Opportunity and Experience

* Connections to Natural World/Supporting a Healthy Lifestyle

Flexible and Adaptable Spaces

* Varied and Adaptable

* Flexible Furniture

* Future Focused, Adaptable to Change, Timeless

*Sustainability Focused

*Building as Teacher

THREE OPTIONS TO BE CONSIDERED FO R A BUILDING PROJEC T ARE:


1. A renovation, renovation and addition, and/or new construction of Maple Elementary School
with current Pre-K to grade 4 configuration
2. A consolidation of all elementary schools with a Pre-K to 4 configuration
3. A consolidation of all elementary schools and the middle school with a Pre-K to 8 configuration.

GRADE AND SCHOOL CONFIGURATION


Easthampton Public Schools provide educational programs for 1574 (including 51 Pre-K) students in
grades K-12. There are three elementary schools, one middle school, and one high school with present
grade configurations as follows:

Easthampton High School Grades 9 to 12 471 students

White Brook Middle School Grades 5 to 8 451 students

Maple Elementary School Grades Pre-K to 4 264 students

Center Elementary School Grades K to 4 196 students

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Pepin Elementary School Grades K to 4 192 students

The proposed grade configuration to be considered is a consolidation of all three elementary schools
with a Pre-K to 4 configuration. The advantages of this proposed configuration are summarized as
follows:

 All elementary students will have equitable access to a 21st century educational program
and environment.
 All elementary students will have full handicap access to school spaces and amenities,
including classrooms that are accessible to students with hearing and sight impairments.
 All Pre-Kindergarten students will remain in the same school for Kindergarten instead of
having to move to another school, easing the transition from Pre-Kindergarten to first grade
 Elementary classrooms can be balanced for number of students without having to move
students from one building to another
 Educational resources can be shared improving the quality of resources available for all
grade levels
 Smart technology, available in a new school, will support student acquisition of 21st century
college and career ready skills
 Specialized support services currently delivered by staff who travel from building to building
will no longer have to travel resulting in additional time delivering services to students
 All specialized staff can be placed more effectively across grade levels to better meet the
needs of students
 Horizontal and vertical alignment of curriculum can be facilitated and improved
 The development of Professional Learning Communities (PLCs) that improve instruction for
students can be more easily facilitated
 Facilitates community building and transitions across grade levels and vertically
 The school will be located in a place where it will be surrounded by natural green spaces
that can be used for garden projects, nature studies, and improved options for physical
education
 All students will have access to classrooms with natural light and acoustics that support a
positive learning environment
 Annual utilities and operational savings will be maximized, and result in more educational
services of students
 Opportunities to eliminate staffing redundancies resulting from multiple buildings with
distance between them for increased savings in number of personnel needed to provide
services that are currently duplicated across three buildings
 Potential savings in the cost of transportation, site and facilities maintenance, and food
service
The transition for students in grades Pre-K to 4 if all grades were consolidated would present minimal
challenges as children and parents in the three elementary schools currently come together for school
events, as Pepin School is the only elementary school with an auditorium or gymnasium. Community T-

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Ball, softball, and soccer games are another place where families from all elementary schools come
together. It is also important to note that our elementary schools are not actually neighborhood
schools, as students are assigned to schools based on busing routes and class sizes. Frequently students
in the same neighborhood attend different schools and sometimes must be moved from one school to
another from year to year in order to balance class sizes. The transition for Pre-Kindergarten students
would be improved as they would no longer need to move from the school where they attended Pre-K
to another school for Kindergarten.

CLASS SIZE POLICIES


There are no policies on class size in the district, but guidelines are as follows:

Kindergarten and First Grade 17 to 21 students

Second Grade – Fourth Grade 18 to 24 students

Fifth Grade – Eighth Grade 22 to 24 students

SCHOOL SCHEDULING
Our schedules are currently built to accommodate the 6.75-hour contractual day. Negotiations will
occur again this year and we hope to be able to add time to the instructional day, but at this point, no
changes are proposed. The following chart shows the schedules for all schools:

Physical
Name of Education
School Performing / Extende
Grades Science and Visual Adaptive Library d Day Lunch
Served Classes Art Music PE Classes Care Seatings
1 time per
2 times
week for
per week After
2-3 times 45 min for
1 time per for 45 min 1 time per School
per week grades K- 4 (shared
Center week for each time week for Program
for 30 min 2; 2 times with
Elementary 45 min for for grades 45 min for (shared
each time per week Pepin
K-4 all K-2; 1 all with
in all for 45 min School)
classrooms time per classrooms Pepin
classrooms each time
week for School)
for grades
grades 3-4
3-4
After
2-3 times School
per week 5 sessions 5 sessions 5 sessions 5 sessions Program
Maple
for 30 min 45minutes 45 min 45 min 45 min 3:10-
Elementary 5 sittings
each time 2 days per 2-3 days 2-3 days 3 days per 5:30
PK-4
in all week per week per week week M-F
classrooms For
grades

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1-4
Grades
K-4 can
also
travel to
Pepin
for
before
and
after
school
program
s
1 time per
2 times
week for
per week
2-3 times 45 min for After
1 time per for 45 min 1 time per
per week grades K- School 4 (shared
Pepin week for each time week for
for 30 min 2; 2 times Program with
Elementary 45 min for for grades 45 min for
each time per week 3:10- Center
K-4 all K-2; 1 all
in all for 45 min 6:00 School)
classrooms time per classrooms
classrooms each time M-F
week for
for grades
grades 3-4
3-4

TEACHING METHODOLOGY AND STRUCTURE

CURRENT
Maple, Center, and Pepin Elementary Schools have self-contained classrooms for grades K to 4.
Additional classroom space is used for special education, Title I, speech and language, occupational
therapy, physical therapy, and behavior programs. Support services are provided in flexible pull-out and
push-in models. All grade level teachers meet in grade level groups at least once a month to discuss
curriculum, instruction and assessment. Teachers from all elementary schools meet on 5 full days and 4
half days for professional development.

CURRICULUM DELIVERY METHODS AND PRACTICES

CURRENT
Classroom instruction is delivered in whole group, small group, partner configurations, and independent
study. A workshop model with a whole group lesson followed by students working independently in
learning centers located around the room is used in many classrooms. Project-based learning is a
component of classroom instruction but is often limited due to space and storage constraints. Teachers
in grades Pre-K to 4 start the day with a morning meeting held in a corner of the room with children
sitting on a rug and the teacher seated or standing next to a chart with chart paper for displaying
directions for lesson activities. The rug area is used periodically throughout the day for whole group

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lessons. Support services are provided by specialist teachers in a pull-out or push-in model. Specialists
will often pull a few students together at a table in the room or may take a small group out to the
hallway where a table is set up for small group work. Paraprofessionals are in the room to support
students with academic, social, emotional, or behavioral needs, sometimes taking a student to a quiet
area of the room for individual attention. Technology is used as a tool for learning throughout the day
in some classrooms. All classrooms have ceiling mounted projectors and document cameras. Laptop
carts with enough computers for all students in the classroom are available for teachers to sign-out.

PROPOSED CHANGES
The models for instruction currently in place will continue with a new emphasis on inclusive practices
and project-based learning. Classrooms will need to be large enough to accommodate a meeting area
for the teacher and students and several other spaces for small group work and work in learning
centers. Breakout spaces close to the classroom would provide better opportunities for specialist
teachers to work with a small group on a project, or if visible to the classroom teacher, to allow small
groups of students to work independently on projects. A sensory/calming area should be available in
the classroom and a timeout area available to each grade level cluster. Sufficient space to
accommodate technology for student use and Smart technology with large whiteboards on one wall
would be important for supporting presentation or performance-based assessment and should be
included in each classroom. Smart technology with large wall-size whiteboards would assist teachers in
providing engaging demonstrations for students. A Maker Space with adequate storage and shelving,
available to each grade level cluster would provide better support for project-based and hands-on
learning. Each classroom should have a sink and counters to facilitate science inquiry including
experiments. Laptops must be available for each student in a classroom. If laptops are stored in laptop
carts, there should be an area in the classroom or in close proximity of grade level classrooms for
storage of the carts.

ENGLISH LANG UAGE ARTS

CURRENT AND PROPOSED


Current models of curriculum delivery, as described above, would continue in the new building. What is
proposed that does not currently exist in our schools is space in each classroom for classroom libraries.
Additionally, a space for a literacy library for sharing leveled books for guided reading instruction should
be located on each floor. Specialist reading teachers currently meet with small groups of students
needing targeted assistance in literacy learning at tables in hallways. A new school should have
breakout spaces distributed throughout the grade level clusters for small group work with students
needing targeted assistance.

MATHEMATICS

CURRENT AND PROPOSED


Current models of delivery, as described above, would continue in the new school. Manipulatives are an
important component of mathematics instruction and storage for kits of manipulatives is proposed for
the new school. Specialist math teachers currently meet with small groups of students needing targeted
assistance in learning math skills and concepts at tables in hallways. A new school should have breakout

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spaces distributed throughout the grade level clusters for small group work with students needing
targeted assistance.

SCIENCE

CURRENT
At the elementary level science instruction occurs 2-3 times a week for approximately 30 minutes in the
classroom and is often embedded in nonfiction literacy instruction in the early grades. Foss kits are used
to support the delivery of curriculum. Classroom spaces in our hundred-year-old elementary schools do
not support the learning models articulated in the new state science standards. It is difficult, if not
impossible, to carry out many hands on investigations without access to a sink in the classroom or a
counter area for demonstrations. All elementary schools participate in garden projects as a component
of the science curriculum. At Maple Elementary School the garden was created on a narrow strip of
lawn in front of the schools and at Center and Pepin Schools the garden is in a narrow area between the
side of Center School and the street.

PROPOSED
Each elementary classroom should be equipped with counters and sinks to enable teachers to do
science experiments and demonstrations as part of the science curriculum. Storage for science
equipment will also be necessary in the classroom and an area dedicated to equipment and storage of
Foss kits for sharing should be located in each grade level cluster. Classrooms should each have
counters with one sink and shelving for display and/or storage of projects underway. A garden area
within easy access of classrooms is proposed for the new school. The garden area would also need to
include a space for a shed to store tools and garden supplies.

SOCIAL STUDIES

CURRENT AND PROPOSED


Current models of delivery, as described above, would continue in the new building. The Teachers
Curriculum Institute (TCI) will be used in grades 2-8, and appropriate technology would need to be in
place to provide access to the online components of TCI, including online text books. Project-based
learning and integration of technology are major components of the TCI curriculum, requiring the
presence of Smart technology in every classroom. Wall space for display of maps and other content
materials and storage for content materials will be important in the new social studies classrooms.

WORLD LANGUAGES

CURRENT AND PROPOSED


There is currently no World Language program in the elementary schools. An exploratory in World
Languages is proposed. This will require access to technology work stations for all students to support
the exploration of languages and cultures. A decision on the technology needed to best support
language learning will remain open as we proceed through design development and FF&E. A range of
technology may be needed to match curriculum and student needs. Fixed work stations may better

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facilitate writing in a foreign language and are less likely to be damaged or lost. 1:1 devices would
provide more flexibility and accessibility for an entire classroom during instruction.

ACADEMIC SUPPORT PROGRAMMING

CURRENT AND PROPOSED


Academic support services in literacy and mathematics in the elementary schools are currently delivered
at tables set up in hallways or in classroom spaces divided with partitions. Dedicated spaces for
specialized instruction and breakout spaces for interventionists interspersed among the general purpose
classrooms are proposed for the new school for delivery of these services. Title I Reading Recovery
teachers work one on one with first grade children and will need a small office space with room for a
rectangular table large enough to seat a teacher and a student.

ENGLISH LANG UAGE LEARNER (ELL) PROGRAM

CURRENT AND PROPOSED


ELL support services are currently provided in a pull-out program in portions of classrooms that have
been divided into smaller rooms. In the proposed project, spaces for small group ELL instruction would
be located near each grade level cluster. These spaces should be designed for acoustic privacy and have
access to technology to support ELL instruction and state testing.

STUDENT GUIDANCE AND SUPPORT SERVICES

CURRENT AND PROPOSED


Student guidance and support services are currently provided in the elementary schools in portions of
classrooms that have been divided into smaller rooms, in small basement rooms not originally intended
as places for teachers or support staff to work with students, or in hallways. In the proposed Pre-K to 4
project, a suite of office spaces with acoustic privacy for counselors, school psychologists, and special
education coordinators to meet with small groups of students should be located near the entrance to
the building. A meeting space, reception area, and records storage area would be included in each
suite.

The 1,497 square foot cafetorium at Maple Elementary School and the one caretorium at Pepin School
are currently used for after school programs for all elementary students in the district. A full size
cafetorium and a gymnasium with two teaching stations large enough to accommodate a regulation
sized basketball court, separated by a divider, are proposed for the new school. These spaces would
provide expanded opportunities for students in our after school programs.

TEACHER PLANNING

CURRENT
Teacher planning time is 400 minutes every 2 weeks for elementary school teachers with a guaranteed
duty-free period of at least 30 minutes. No changes are proposed for teacher planning time. A teacher
planning room does not currently exist at any of our elementary schools. Teacher planning areas are

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currently found in hallways or in classrooms that have been divided into smaller rooms in order to serve
two functions, as exists at Center School where a room was divided to create a school office/principal’s
office/teacher planning room.

PROPOSED
A dedicated space for teacher planning located in each grade level cluster is proposed for the new
school to facilitate Professional Learning Community (PLC) meetings. This space would be sufficiently
sized to support team meetings where teachers get assistance from team members on how to meet the
academic, social, emotional, and behavioral needs of students who are not making adequate progress.
This space would also be used for special education team meetings.

PRE-KINDERGARTEN

CURRENT
All Pre-Kindergarten classrooms are currently located at Maple Elementary School. The District has
recently had to increase the number of Pre-Kindergarten classrooms from 3 to 4 due to an increase in
demand for special education services for preschoolers in the community. The current Pre-Kindergarten
rooms were designed for students in grades 1-4 and are not adequate for these programs. Curriculum
in the Pre-Kindergarten programs is learning-center based with whole group, small group, and individual
instruction. Areas of the classroom are designated for a classroom meeting on the rug, exploratory play,
and learning centers. The Pre-Kindergarten autism classroom includes an area set aside in the corner of
the room for discreet trial work with individual students.

PROPOSED
Each Pre-Kindergarten classroom should have interior access to a bathroom equipped with a changing
table. The classrooms should be large enough to accommodate all preschool activities and large enough
to include areas for sensory/calming spaces. Classrooms should have display areas for student work and
storage areas for all equipment used in instruction. The Pre-K autism classroom should have a semi-
secluded space in a corner where staff can do discreet trials with students. Timeout space should be
available in all Pre-K classrooms. Windows in the proposed project should provide students with a view
to the outdoors to enable observation of nature from the classroom throughout the year. A water
fountain should be located in or near all Pre-K classrooms. The Pre-K classrooms should be placed
adjacent to the Kindergartens and have their own entrance area. The Pre-K classrooms should have
access to their own fenced in play area for outdoor play and learning.

KINDERGARTEN

CURRENT AND PROPOSED


Our Kindergartens follow the same curriculum delivery model as our other elementary grades, as
described above, with time for small group, whole group, and independent learning. The current size of
our Kindergartens makes it difficult to have multiple spaces set up to facilitate this learning
environment. Storage and areas to display student work are also very limited. The size of classrooms in
the proposed project should accommodate spaces for morning meeting on a rug for the entire class and
areas of the room for choice time, learning centers, and social interactions. There must also be

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adequate storage areas for all equipment used for learning and areas where student work can be
displayed on walls and counter tops. In addition to a bathroom in each room, the classroom should be
outfitted with a sink and counter for science investigations. Windows in our current classrooms are so
high all students are only able to see is the sky. Windows in the proposed project should provide
students with a view to the outdoors to enable observation of nature from the classroom throughout
the year. A water fountain should be located in or near all Kindergarten classrooms. The Kindergartens
should be located close to an outdoor play area, shared either with the Pre-Kindergartens or with the
students in grades 1 and 2.

LUNCH PROGRAMS
Currently the district utilizes a central kitchen at the middle school that prepares meals for the middle
school and satellites hot and cold meals in bulk to the Maple Elementary School and the Pepin
Elementary School (Center School students walk over to the Pepin School cafeteria for lunch). Pre-K
students are not full day and do not participate in the lunch program so are not included in the lunch
enrollment numbers.

The satellite program to the elementary schools entails limited storage, refrigeration, and freezer space,
as well as, some on site cooking with cook and hold ovens. The majority of meals are cooked at the
middle school and delivered in bulk using heated hot boxes (over 25 years old). The two elementary
school meal sites (Maple Elementary School and Pepin School) are in much need of updating.

Maple Elementary School’s kitchenette area is a multi-purpose room with limited space for
storage, cooking, prepping, and the sink area is not designed for sanitary food production and
clean up. The serving area is in the basement hallway with a portable serving cart and tables.
The area where the students eat is a multi-purpose room that is also used for gym. Basement is
not ideal for deliveries. The three areas are not suitable for modern food service operations
which should be great environments for the students to eat a nutritious meal.

Center School students eat their lunch at Pepin School. Pepin School’s meal site has limitations
similar to those noted above for Maple Elementary School. The meal site is on the second floor
which is hard for deliveries and food service equipment repair/maintenance. Pepin School’s
kitchenette area is a multi-purpose room with limited space for storage, cooking, prepping, and
the sink area is not designed for sanitary food production and clean up. The area where the
students eat is a multi-purpose room that is not ideal for cleanup, etc. The area is not suitable
for modern food service operations which should be great environments for the students to eat
a nutritious meal.

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Current Enrollment,
New Building Plan Average Daily Participation, Notes
Number of Meal Periods
Ideally the dining area will be designed to
accommodate over 200 students during a
lunch period, for 3 lunch periods. Faculty
dining should be adjacent to the kitchen
and the student dining areas. Serving area
should have two serving lines with two
cashier stations. Kitchen and dining area
should be on first floor, for good natural
lighting, deliveries and over all positive
environment. The kitchen area and
Enrollment of K-4 599 cafeteria should have modern fire safety
equipment; proper prep, cooking, serving,
ADP 305 and dining space and equipment; up to
Consolidation of
date sinks, dishwasher, etc. to meet all
grades PreK-4
Multiple meal periods at the health codes regarding food safety, as well
two sites. Pepin has four as new serving lines, serving equipment,
meal periods. refrigeration and freezer space. The
kitchen area should not be a shared space.
The area should only be used for
preparing, cooking and serving food. A
cashier station with updated data and
power for point of sale computer should
also be available.

Outside the kitchen there should be a dock


area that would accommodate multiple
delivery trucks and deliveries.

TECHNOLOGY INSTRUCTION
Technology currently available in our K-4 classrooms:

MAPLE ELE MENTARY


Laptop Computers 1 laptop cart (24) per floor

Printers/copiers 2 copiers and shared printers

CENTER ELEMENTARY
Laptop Computers 1 laptop cart (24) per floor

Smartboards 2 Smartboards installed in classrooms

Printers/copiers 1 copier and shared printers

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PEPIN ELEMENTA RY
Laptop Computers 1 laptop cart (24) per floor

Smartboards 2 Smartboards installed in classrooms

Printers/copiers 2 Copiers shared printers

In the majority of elementary school classrooms technology is used as an add-on rather than as an
integral part of classroom instruction. Due to the age of the buildings (over 100 years old) installations
are often temporary and not fully incorporated into the classroom. While each classroom does have
access to projectors and document cameras, they need to be rolled out, setup, and connected when
needed. All teachers have their own computers and every classroom has shared access to laptops via
laptop carts or shared labs. Smartboards are currently available and in use in only 3 classrooms. In the
proposed project Smart technology would be available in all classrooms, and the goal would be to see
technology used as an integral component of daily instruction. This is exactly what happened when the
new high school opened in Easthampton. When teachers had Smart technology, training on how to use
it, and the expectation set by administration that it would be used, it quickly became an essential
component of all instruction. We are confident the same would happen in our elementary and middle
school grades when there is access to 21st century technology.

Currently our elementary teachers need to get in their cars and travel to a site for a training, and none
of our elementary schools have rooms with adequate technology for training purposes. Having all
grades consolidated in one building would facilitate gathering teachers together for training and for
supporting each other as they take on new learning.

A new facility with a consolidation of all Pre-K to 4 classrooms in the district would facilitate training on
the use of technology. Staff collaboration/breakout spaces in grade level clusters or teams, with
appropriate Smart technology or screen sharing (TV/projector), would provide an area for ongoing
collaboration and training in new technologies. Having staff have access to the same technology they
are trained on in their own classrooms would facilitate practice with what was learned in authentic
teaching situations.

A shared building would also facilitate sharing of technology as needs change and more efficient
servicing of technology by the Director of Technology and his assistant who must currently travel
between three buildings to provide tech support.

Having easy access to modern technology will also facilitate data collection and analysis which informs
instructional decisions and improves learning for all students. Adequate and modern technology is
becoming essential as the state continues to require online assessments for accountability
determinations.

Management of technology occurs at the building level with the principal overseeing the management
systems that have been put into place. System management of inventory, repairs, replacements, and
troubleshooting issues individual staff are having is done by the Director of Technology and his full time
assistant. The School Department is currently in negotiations with the City of Easthampton to establish
one technology department for the school district and the city departments. This would increase the
number of shared staff in the combined technology departments from 3 to 4 and would ensure
adequate attention to updating equipment and to managing and updating systems.

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MEDIA CENTER/LIBRARY

CURRENT
Maple Elementary School has a very small room in the basement that is used as a library. A bank of
computers is set up and used at the beginning of the library period for a type-to-learn program.
Students use the library once a week for their library period. The library is staffed by a paraprofessional
who teaches the students how to use the library, reads a story, and checks books out for students. The
current library is too small to be used by the community. Pepin School has a small library in the
basement and Center School has no library, so students must walk over to Pepin for their library period.
The program at Pepin library is the same as the program at Maple Elementary School.

PROPOSED
A new Media Center would be located in heart of the building and would be designed to engage and
support students and staff as active and effective users of information found in a wide variety of
formats. The Media Center would be a place to nurture the growth of ideas through reading, research,
and presentation of materials for communicating learning. It would contain a number of flexible
spaces for whole group, small group, and independent work, as well as a small internal classroom for
delivery of instructional lessons. Computers would be set up for individual use for research and to work
on projects. There would be display areas for information related to student projects and for the display
of student work. The Media Center would have areas for books and for technology used to access
reading material. There should be different areas where elementary students could settle in to read a
book or to work on a project with a partner or small group. The Media Center should also be set up with
the technology needed for presentations and would be available after school hours for community use.
The Media Center would be staffed by a certified librarian and will be a busy learning environment
where the following activities will take place:

 The Media Center would be staffed by a certified librarian who can assist students and
staff in learning how to use all the Media Center offers, and to assist students and staff
in finding resources, doing research, and using technology as an instructional tool.
 Students will be using software to check out or check in books.
 Students will be engaged in using laptops and computers for independent learning,
online research, and classroom projects.
 Classes will be held in the library using a common meeting space or the small classroom.
 A presentation space will be used during the day by students to give presentations to
classmates.
 Professional development presentations will be given to and by teachers after school or
during professional development days.
 The Media Center will support after school programs, meetings for outside groups, and
workshops.
 The Media Center will provide access before, during, and after school and will provide
students with a wide range of resources and opportunities to work in groups or
individually.

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VISUAL ARTS PROGRAMS

CURRENT
Maple Elementary and Center Elementary Schools have small art rooms in the basement of the school
with no space for storing materials or for displaying art work. Materials are stored on shelves in the hall
at Maple Elementary School. Pepin School students walk to Center School for art classes. There is
neither a kiln nor space to put a room for clay and a kiln. There is no access to Smart technology, thus
limiting the curriculum that can be delivered.

PROPOSED
The art room should be large enough to have flexible spaces for exploring two-dimensional and three-
dimensional media. It would have a connected, well-ventilated room for clay with a kiln and storage
shelves. Ample storage spaces for equipment, materials, and art work would be necessary components
of the room. The room would contain 3-4 sinks and tables with stools for working on projects. would be
one or more sinks and several large tables for working on projects. Counter and wall space would be
available for displays of student work. Smart technology and wall space for a large whiteboard would be
included in the room. Abundant natural lighting would be a must for this room.

PERFORMING ARTS PROGRAMS

CURRENT
Several small music performances, a 4th grade play, and one end of year performance take place at all
elementary schools. As there is no auditorium and the only presentation space available at Maple
Elementary School for performances is a small cafetorium, presentations at the school must be limited
to small audiences, and even then, there is overcrowding and difficulty viewing the performance.
Students practice for the play at Maple Elementary School but must go to the high school to use an
auditorium for the presentation. The end of year choral performance is done outside on the paved play
area. Risers are borrowed and put in place and parents stand or bring lawn chairs to view the
performance. Center School has no cafeteria, gymnasium, or auditorium spaces. Students from Center
School walk to Pepin School to use Pepin’s cafetorium for presentations. As the space at Pepin was
designed for the use of one school and is used by two schools, overcrowding at every performance is an
issue with a packed room and many people standing. There is no sound system and hearing
presentations is often a problem.

PROPOSED
A room large enough to support a music program with storage areas for instruments and music is a
must. The room should be equipped with Smart technology and a large magnetic whiteboard. The
classroom should have a rug, a listening center, and Wenger classroom risers (flip form). It would be
important for the room to have an indoor sound system. The room should contain a sink and have a
water fountain in the room or adjacent to the room. There would need to be a cafetorium with a stage
and seating for the entire student body in the new building. There should be lighting and a sound
system for the stage so that school plays, performances, and presentations can be put on for families.
The cafetorium would also be used for family events and professional development presentations for
staff. The technology for an adequate projection system would be important for this space.

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PHYSICAL EDUCATION

CURRENT
At Maple Elementary School students have limited and inadequate space for physical education (PE). As
long as weather permits, classes are held outdoors on a paved area behind the school. Students have
no access to grassy areas or playing fields. There is a play structure that is used by students at recess
time. In inclement weather physical education instruction is held in the 1,497 square foot cafetorium.
Games and skills that can be accommodated to these areas are taught by a teacher who teaches both
physical education and music. Pepin School has a gymnasium with a regulation sized basketball court.
Center students walk to Pepin School for PE classes. There is inadequate storage for equipment. Center
has an outdoor paved play area with a play structure used by students at recess time. Pepin School has
no outdoor play area so Pepin students walk to Center School for outdoor physical education classes.
The small size of the play area at Center School and the lack of any grassed areas limit the kinds of
physical activities students can participate in during PE classes. Students at Center School are able to
play on the playground when they get to school for some additional physical activity. Pepin School
students who arrive early to school must stay in the cafeteria until the bell rings for classes.

PROPOSED
The new school should have a gymnasium with two teaching stations sized to accommodate regulation
basketball courts and separated by a divider, with bleachers and a climbing wall in each space. Office
space for the PE teachers and adequate interior and exterior storage space for all equipment would be
included in the PE suite. There would be mats and space available for tumbling, balance beams, and
room to have stations. The gymnasium would be equipped with a sound system. There would be an
outdoor play area with a grassed area for games like soccer and T-Ball, as well as a play structure for
students to use at recess time. At grades K-4, students would receive 45 minutes of physical education
instruction one time per week. Thirty sessions are required to accommodate the projected enrollment
for grades K-4 for one 45-minute class. One classroom would be scheduled at a time for physical
education in the gymnasium.

SPECIAL EDUCATION PROGRAMS


Following is an assessment of district alignment with the rubric provided in the MSBA’s Educational
Program Requirements document:

2. Do the facilities and classrooms for eligible students maximize their inclusion into the life of the
school?

 There is only one space in each current building for academic intervention and no
spaces near classrooms to provide instruction.
 Substantially separate programs are among general education programs.
3. Do all eligible students have access to school facilities including, but not limited to, those
areas necessary to implement the student’s IEP?

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 Spaces for students with social/emotional/behavioral challenges who need quiet


spaces or spaces to verbally discharge are close to other classrooms and do not have
proper sound proofing.
 Center School is not wheelchair accessible. Student bathrooms are all in the
basement which makes access difficult for children with physical challenges.
Students must go to Pepin for lunch, physical education, and music which makes
access difficult for children with physical challenges. Pepin School has better access
than Center and Maple Elementary Schools as there is an elevator at Pepin.
 Maple Elementary School has elevator access to the basement and the first floor but
not to the second floor. Student bathrooms are all in the basement which makes
access difficult for children with physical challenges.
4. Are resource rooms and separate classrooms for students with disabilities given the
same priority as general education programs for access to and use of instructional and
other space in public schools?
 All elementary schools are beyond capacity for spaces needed for educational
programs. Academic intervention spaces are shared with other specialized service
providers. Some related service providers are in repurposed hundred-year-old coat
closets.
4. Is the school providing whatever equipment and making whatever physical adaptations
are necessary, including acoustical and lighting treatments to remove physical
communication barriers for students who are visually impaired, deaf, or hard of
hearing?
 Classroom spaces do not include accommodations for students with hearing,
physical, or visual impairments. Accommodations are handled on a case-by-case
basis.
5. Are the facilities and classrooms serving only students with disabilities at least equal in
all physical respects to the average standards of general education facilities and
classrooms?
 Yes
6. Specifically, does the plan place a classroom serving only older students with disabilities
in a part of the school building in which all the classrooms are occupied by elementary
school students? Vice-Versa? (If yes, it’s a violation)
 Student services are delivered in age appropriate groupings.
7. Does the plan place all, or a significant proportion, of special education facilities
together in one part of a school building? (If yes, it’s a violation)
 No
8. During a school construction project, is the plan to move classrooms of students with
disabilities to locations apart from the general education program? (If yes, it’s a
violation)
 No

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9. Is the plan to place a sign saying “special class” or “resource room” on the front of a
substantially separate classroom? (If yes, it’s a violation)
 No
The last Coordinated Program Review occurred in the 2013-2014 school year. All findings have been
resolved and there were no findings related to facilities.
All current programs, including the specialized programs, will remain in the proposed project. No
programs will be eliminated and no programs will be moved from within the district. The following chart
shows the special education programs that currently exist in the district and the number of students in
each program:

MAPLE ELE MENTARY SCHOOL


Current Special Education Programs Number of Students
3 Integrated Pre-Kindergarten 33 special education and 19 peer partners
1 Resource Room 35 students
1 Inclusive Behavior Program 18 students
1 Autism Program 7 students
1 Occupational Therapy Program 32 students
1 Physical Therapy Program 5 students
1 Speech and Language Program 54 students

CENTER ELEMENTARY SCHOOL


Current Special Education Programs Number of Students
1 Resource Room 30 students
1 Inclusive Behavior Program 5 students
1 Autism Program 4 students
1 Occupational Therapy Program 17 students
1 Physical Therapy Program 2 students
1 Speech and Language Program 25 students

PEPIN ELEMENTA RY SCHOOL


Current Special Education Programs Number of Students
1 Resource Room 29 students
1 Inclusive Behavior Program 9 students
1 Occupational Therapy Program 16 students
1 Physical Therapy Program 3 students
1 Speech and Language Program 19 students
Deficiencies in the existing program that have been identified locally or through state review:

MAPLE ELE MENTARY SCHOOL


 14 three-year-old students in the community who became eligible for special education
services this fall necessitated the opening of a new Pre-Kindergarten classroom. In
order to provide this new classroom, the teacher planning room, the only room
available to contain the program, had to be dismantled. The new Pre-Kindergarten will
need to share a space with the speech and language teacher whose “office” is in the

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100-year-old coat closet of that room. The Pre-Kindergarten autism program must share
a space with the Occupational Therapy (OT) and Physical Therapy (PT) programs, and
there is no bathroom or sink in the classroom.
 Programs for students with social, emotional, and behavioral challenges do not have
adequate structures with acoustic privacy for timeout spaces and set aside
sensory/calming spaces do not exist in their classrooms.
 Special education teachers have only partitioned areas of classrooms or tables in the
hallways for working with their students

CENTER ELEMENTARY SCHOOL


 The autism program does not have a bathroom or a sink. Adequate structures with
acoustic privacy for timeout spaces and set aside sensory/calming spaces do not exist in
their classrooms.
 Service providers must share spaces with others. The special education teacher shares a
space with the Title I teacher and another special education teacher
 Partitions are used to define areas of classrooms where special education teachers can
deliver services and services are sometimes delivered at tables in the hallways.

PEPIN SCHOOL
 The Speech and Language Pathologist (SLP) at Pepin School has to share a space with
the Speech and Language Pathologist Assistant (SLPA), English Language Learner (ELL)
teacher, and Title I teacher
 Special education teachers have only partitioned areas of classrooms or tables in the
hallways for working with their students

Specialized programs and collaborative spaces/programs that will continue, be


eliminated, or added:
Specialized programs that currently exist in our elementary schools include a Pre-Kindergarten autism
program, an elementary autism program, two inclusive elementary behavior programs, one at Maple
Elementary School and one at Pepin School. All specialized programs will continue to exist in the
proposed project.

Proposed programs/service needs the District hopes to address in the


proposed project:
 Adequately sized and well laid out timeout spaces with acoustic privacy, and
sensory/calming areas in classrooms for students with social, emotional, or behavioral
challenges
 All classrooms for specialized programs will have appropriate acoustic privacy
 Bathrooms will be included in rooms used for our substantially separate programs and
Pre-Kindergarten
 Adequate spaces for resource rooms, student support rooms, and for all interventionists
(SLP, SLPA, OT, PT, Reading Teachers, Tutors, etc.)

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 Dedicated spaces near classrooms for special education teachers to work with
individuals and small groups to support efficient and fluid transitions from classrooms to
work with interventionists
 Classrooms designed to support small group work within the classroom will support the
District’s goal of a school-wide model of inclusive practices
 Specialized programs should be located within the appropriate grade level clusters
In order to meet the needs of our growing population of students with sometimes very significant social,
emotional, and behavioral needs, we would propose adding two spaces for therapeutic programs, one in
the K-2 grade cluster and one in the 3-5 grade cluster. These programs would be designed to meet the
needs of students who require a structured therapeutic setting for part or all of the day. With the
addition of this program, we would be able to bring some of our students who are currently in out-of-
district programs back to Easthampton and keep more of our students with these needs in their home
community. We have been approached by our Collaborative for Educational Services to see if it is
feasible to establish a future partnership to implement this type of specialized program in our schools.

VOCATIONS AND TECHNOLOGY PROGRAMS

CURRENT AND PROPOSED


Quest, an enrichment program, exists in grades 4-7. An enrichment coordinator works with identified
students once a week in a space that is used for other purposes at other times (library, after school
program room). Under the supervision of the coordinator, students choose a topic they are interested in
researching and work on designing a presentation for families and the community at the end of the
year. In a new school this program could be expanded to include project-based learning in a Maker
Space and a robotics program.

In order to implement the new science, technology, and engineering standards, it will be important for
the new school to have a Maker Space. These spaces would be used for project-based curriculum across
all curriculum areas, a place where students will have access to science and art materials and
technology, and space for learning through the development of-hands on projects, an important
modality to include in curriculum and instruction. These spaces would also function as a link to
integrating technology instruction at all grade levels. These spaces would be scheduled as part of the
existing schedule for delivery of curriculum and would be scheduled in a sign up or on an as-needs
basis. A Maker Space would provide expanded opportunities for the Quest enrichment programs that
would occur at least twice a week.

CORE ACADEMIC EDUCATIONAL ACTIVITIES

INSIDE GENERAL CLASSROOM


See the schedule on page 5 for the daily and weekly activities in general classrooms.

OUTSIDE THE GENERAL CLASSROOM


Core activities outside the general classroom now are typically linked to health or science instruction.
All elementary schools have garden projects. Oversight of the gardens and lessons in health and science
are led by a consultant from School Sprouts. The School Sprouts program helps schools design and

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implement gardens that act as hands-on learning laboratories for scientific inquiry, writing, and
reflection, mathematical, health, and wellness activities. Teachers bring their students to the gardens
for these lessons. Structured lessons would be provided two days a week by School Sprouts staff, and
teachers are able to bring their students to the gardens at other times during the week for additional
lessons. Students and parent volunteers participate in tending the gardens during the school year and
over the summer. Ensuring there is adequate space for a school garden and room for students to gather
in the garden will be important in the new school. The presence of an outdoor amphitheater would
expand what can currently be done in terms of instruction, allowing teachers to bring their students into
the garden for lessons and presentations across the curriculum. Ideally, each classroom in the new
school will have easy access to an outdoor learning area.

TRANSPORTATION POLICIES

CURRENT SERVICES AND PRACTICES


Elementary students living greater than 1.5 miles from their assigned school are eligible to ride a school
bus. The bus limits are sometimes adjusted based on available bus capacity. Bus routes and stops are
planned and established by the office of the Director of Business Services. Safety, economy, efficiency
and eligibility requirements are considered and evaluated carefully in determining bus assignments and
routes.

The District contracts out all transportation. Currently, Strong Bus Corporation provides all regular day
transportation in a three tiered system. With staggered start and dismissal times among Easthampton
schools, high school students are delivered to school and picked up for the return trip home first, middle
school students second, and elementary students third. Seven buses service those routes. There are
two contractors who provide transportation services to special education students who are entitled to
special transportation as a result of their Individual Education Plan. F.M. Kuzmeskus, Inc. services
special education students who are educated at schools within the district and Van Pool Corp
Transportation services special education students who are educated outside the district.

PROPOSED CHANGES
There are no changes in transportation policy anticipated. It is conceivable that more (and certainly
different) elementary children will become eligible to ride the bus if the selected project moves
elementary school students to a facility built at the White Brook Elementary site, as the current
elementary schools are all located in the heart of Easthampton and White Brook Middle School is
approximately two miles outside of downtown.

FUNCTIONAL AND SPATIAL RELATIONSHIPS


Functional and spatial relationships and adjacencies will be critical to the optimum functioning of the
new facility. Easthampton’s reliance on teaming and collaboration for instructional delivery,
commitment to inclusion for students with special needs, and prioritization of authentic, hands-on, and
project based learning experiences tied to our natural world whenever possible form the foundation of
our desired adjacencies. To maintain and nurture the highly valued sense of community recognized and
celebrated at the current Maple Elementary, Center Elementary, and Pepin Elementary Schools, it will
be essential to form grade groupings that create smaller learning communities within the larger school

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as a whole. For purposes of developmental appropriateness and curriculum delivery consistent with the
current educational program, we envision the following grade clusters: Pre-K-2, with a design that sets
Pre-K a bit apart and includes its own entrance, and grades 3-4.

Flexible student-centered learning spaces that adapt well to shifts in educational programming are
desired. A group gathering space is desired for each grade level cluster. Special education classrooms,
breakout spaces to be used for small group work or interventions, and areas that support self-regulation
(quiet or time out zones), need to be dispersed throughout the grade clusters with easy access to grade
level classrooms for fluid and timely transitions. Space for leveled libraries of reading materials and
Maker Spaces should also be dispersed throughout the grade level clusters. Pre-K, Kindergarten, and
self-contained special education classrooms should be equipped with bathrooms.

Easthampton Schools are the heart of the community and serve as important community resources. The
cafeteria, library, gymnasium, and visual and performing arts spaces should be zoned in one centrally
located area of the building for ease of access by all students during the school day and to make them
available for community use outside of school hours without sacrificing security or complicating school
operations. The main reception area should be adjacent to the principal’s office with a meeting space
for visitor convenience and logical traffic flow.

The site is spacious, attractive, and abuts Nonotuck Park, thus providing ample opportunities for
students to interact with the natural world. It is important that each grade cluster has easy access to
the outdoors and an outdoor gathering/instructional space large enough to accommodate a classroom
of children. The early education classrooms require access to an outdoor age appropriate fenced in play
space to be used exclusively by them. Grades 1-4, likewise, require separate age appropriate outdoor
play spaces.

SECURITY AND VISUAL ACCESS REQUIREMENTS


Each school has a Crisis and Safety Team. The principal(s), health care professionals, guidance, and
teachers are members of these teams. In addition, there is a District Crisis and Safety team that meets
four times during the year. Members of the district team include the Easthampton Fire Chief, the School
Resource Officer, the District Nurse, all building principals, the Director of Business Services, the Director
of Technology, and the Superintendent. District team members review school emergency response
plans yearly and update plans as needed during each school year. This same process would be used to
update or develop new emergency response plans for the proposed school and would establish physical
and operational requirements regarding securing and access for the proposed project.

The entrance to our new school needs to strike an effective balance between being safe and efficient for
building occupants and welcoming to school visitors. Student and staff entrance and exit at the
beginning and end of the school day will occur through the main entrance. A separate entrance is
envisioned for Pre-K students and their families. Outside of arrival and dismissal times and for all others,
that entrance will be secured. At all other times and for all other visitors to the building, there will be a
single secure and monitored central entrance equipped with a video monitoring/recording system.
Controlled entrance will occur for all staff by way of electronic key access.

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2014-2017 STRATEGIC PLAN


Vision
The Easthampton Public Schools provide high quality staff, rich educational experiences, state of the
art resources, and a collaborative environment that includes students, families, and community. All
students are partners in their education. They think critically, analyze information, problem-solve and
apply their knowledge in varied contexts. Students communicate effectively using mathematical
thinking, oral and written language, and technology. Easthampton Public Schools students are
prepared for success in college and career and are responsible, contributing members of a global
community.

Theory of Action

If we cultivate a respectful, engaged learning community with equal access to curriculum and
instruction and collaboratively use data appropriately to make meaningful decisions, then we will
improve student achievement and create a positive environment in which to work and learn.

Strategic Objectives

Equity and Excellence Community of Learners Data Driven


Create an environment where Cultivate a respectful learning Collaborate to analyze and apply
all students are fully engaged in community that promotes data appropriately to guide
their learning and have equal success, relevance, and purpose meaningful decisions that
access to high quality curriculum for all educators, students, improve student learning and
and instruction that meets parents, and educational educator, school, and system
diverse needs and promotes partners. performance.
each student’s academic, social,
and emotional growth.

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Initiatives

Initiatives to be completed Year Initiatives to be completed Year Initiatives to be completed Year


1 1 1

10.Clearly define and articulate 11. Increase digital literacy 7. Develop a systemic plan for
current intervention throughout the community. data collection and analysis.
strategies and programs.
12. Employ effective 8. Assess alignment of
11.Integrate digital literacy into communication strategies to resources and allocate all
all curriculum areas. enhance all school and resources to support
community partnerships. strategic objectives.
12.Develop vertically aligned
protocols and processes for 13. Teachers and administrators Initiatives to be completed Year
Building Support Team (BST), will collaborate to create 2
504 and District Curriculum goals that align with state
Accommodation Plan (DCAP). standards and district 9. Informed instruction based
strategic initiatives. on analysis of multiple data
13. Build a continuum of Pre-K to sources.
12 curriculum & instruction 14.Use meeting time to work
aligned with the current collaboratively on achieving Initiatives to be completed Year
Massachusetts Frameworks. targeted goals and products. 3
14.Implement newly developed 15.Use the Massachusetts 10. Use data to refine and
scope and sequences for Educator Evaluation System develop intervention
English language arts and as a framework to support strategies and programs to
math. district and school meet current needs.
improvement.
Initiatives to be completed Year 11. Continue development and
2 Initiatives to be completed Year implementation of common
2 assessments.
15.Integrate Massachusetts
Curriculum Framework 16. Develop a system that 12. Develop a culture where
College and Career Anchor facilitates easy access, constructive actionable
Standards and Standards for mutual understanding, and feedback leads to growth.
Mathematical Practices common implementation of
throughout all subjects. current rules, policies, and
procedures.
16.Provide all students
opportunities to engage in Initiatives to be completed Year
complex tasks across the 3
curriculum to develop higher
order thinking skills. 17.Facilitate an integrated
sustainable professional
17.Ensure student growth by development plan aligned
expanding diverse teaching with district strategic
strategies that build on objectives and drawn from
student strengths. internal resources and
18.Use Massachusetts Tiered expertise.

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System of Support (MTSS) as 18. Increase community


a framework for partnerships to support
interventions and supports. students’ social, emotional,
and academic growth.
19. Promote a positive problem
solving culture.
20. Research and implement
new approaches to secure
resources for identified
needs.

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Conceptual Drawings:

Conceptual Architectural and Site Drawings are provided on the following pages to demonstrate
a successful organization of spaces in response to the requirements of the Educational Program

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Proposed Space Summary- Elementary Schools

PROPOSED

Design Alt D (PreK-Grade 4)


MSBA Guidelines
Existing Conditions Existing to Remain/Renovated New Total
(refer to MSBA Educational Program & Space Standard Guidelines)

ROOM ROOM ROOM ROOM ROOM


ROOM TYPE 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals 1 # OF RMS area totals Comments
NFA NFA NFA NFA NFA

CORE ACADEMIC SPACES 0 0 30,649 30,649 23 22,850


(List classrooms of different sizes separately)
Pre-Kindergarten w/ Toilet 1,106 1 1,106 1,106 1 1,106 1,200 - 1,100 SF min - 1,300 SF max
Pre-Kindergarten w/ Changing 1,115 2 2,230 1,115 2 2,230
Kindergarten w/ Toilet 1,106 3 3,318 1,106 3 3,318 1,200 4 4,800 1,100 SF min - 1,300 SF max
Kindergarten w/ Changing 1,115 3 3,345 1,115 3 3,345
General Classrooms - Grade 1-4 925 20 18,500 925 20 18,500 950 19 18,050 900 SF min - 1,000 SF max
Break-Out 925 2 1,850 925 2 1,850
Reading Teachers 100 3 300 100 3 300

SPECIAL EDUCATION 0 0 10,207 10,207 6,040


(List rooms of different sizes separately)
Self-Contained SPED 925 2 1,850 925 2 1,850 950 4 3,800 8% of pop. in self-contained SPED
Self-Contained SPED - Toilet 60 2 120 60 2 120 60 4 240
Self-Contained SPED - Time Out 100 2
Resource Room 0 0 0 0 0 500 3 1,500 1/2 size Genl. Clrm.
Small Group Room / Reading 0 0 0 0 0 500 1 500 1/2 size Genl. Clrm.
Therapeutic SPED 925 2 1,850 925 2 1,850 725 SF min.
Therapeutic SPED - Time Out 100 2 200 100 2 200
Self-Contained SPED PreK w/ Toilet 1,106 1 1,106 1,106 1 1,106
Self-Contained SPED PreK Time Out 100 1 100 100 1 100
Student Support 400 2 800 400 2 800
Student Support - Time Out 100 2 200 100 2 200
OT/PT/ Speech 600 1 600 600 1 600
Small Group 100 12 1,200 100 12 1,200
SPED Teachers 300 3 900 300 3 900 Small group work space adjacent to offices
SPED Offices 100 2 200 100 2 200
SOAR 925 1 925 925 1 925
SOAR - Toilet 56 1 56 56 1 56
SOAR - Time Out 100 1 100 100 1 100

ART & MUSIC 0 0 3,800 3,800 3,800


Art Classroom - 25 seats 1,000 2 2,000 1,000 2 2,000 1,000 2 2,000 assumed schedule 2 times / week / student
Art Workroom w/ Storage & Kiln 150 2 300 150 2 300 150 2 300
Music Classroom / Large Group - 25-50 seats 1,200 1 1,200 1,200 1 1,200 1,200 1 1,200 assumed schedule 2 times / week / student
Music Practice / Ensemble 75 4 300 75 4 300 75 4 300

HEALTH & PHYSICAL EDUCATION 0 0 6,300 6,300 6,300


Gymnasium 6,000 1 6,000 6,000 1 6,000 6,000 1 6,000 6000 SF Min. Size
Gym Storeroom 150 1 150 150 1 150 150 1 150
Health Instructor's Office w/ Shower & Toilet 150 1 150 150 1 150 150 1 150

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MEDIA CENTER 0 0 3,878 3,878 3,078


Media Center / Reading Room 3,078 1 3,078 3,078 1 3,078 3,078 1 3,078
Literacy Library 800 1 800 800 1 800

DINING & FOOD SERVICE 0 0 7,460 7,460 7,460


Cafeteria / Dining 4,013 1 4,013 4,013 1 4,013 4,013 1 4,013 2 seatings - 15SF per seat
Stage 1,000 1 1,000 1,000 1 1,000 1,000 1 1,000
Chair / Table / Equipment Storage 378 1 378 378 1 378 378 1 378
Kitchen 1,835 1 1,835 1,835 1 1,835 1,835 1 1,835 1600 SF for first 300 + 1 SF/student Add'l
Staff Lunch Room 234 1 234 234 1 234 234 1 234 20 SF/Occupant

MEDICAL 0 0 610 610 610


Medical Suite Toilet 60 1 60 60 1 60 60 1 60
Nurses' Office / Waiting Room 250 1 250 250 1 250 250 1 250
Examination Room / Resting 100 3 300 100 3 300 100 3 300

ADMINISTRATION & GUIDANCE 0 0 2,721 2,721 2,400


General Office / Waiting Room / Toilet 418 1 418 418 1 418 418 1 418
Teachers' Mail and Time Room 100 1 100 100 1 100 100 1 100
Duplicating Room 150 1 150 150 1 150 150 1 150
Records Room 110 1 110 110 1 110 110 1 110
Principal's Office w/ Conference Area 375 1 375 375 1 375 375 1 375
Principal's Secretary / Waiting 125 1 125 125 1 125 125 1 125
Assistant Principal's Office 120 1 120 120 1 120 120 0 -
Supervisory / Spare Office 120 1 120 120 1 120 120 1 120
Conference Room 250 1 250 250 1 250 250 1 250
Guidance Office 150 2 300 150 2 300 150 2 300
Guidance Storeroom 35 1 35 35 1 35 35 1 35
General Waiting 100 2 200 100 2 200
Teachers' Work Room 138 1 138 138 1 138 418 1 418
Teachers' Work Room 140 2 280 140 2 280

CUSTODIAL & MAINTENANCE 0 0 2,135 2,135 2,135


Custodian's Office 150 1 150 150 1 150 150 1 150
Custodian's Workshop 375 1 375 375 1 375 375 1 375
Custodian's Storage 375 1 375 375 1 375 375 1 375
Recycling Room / Trash 400 1 400 400 1 400 400 1 400
Receiving and General Supply 278 1 278 278 1 278 278 1 278
Storeroom 357 1 357 357 1 357 357 1 357
Network / Telecom Room 200 1 200 200 1 200 200 1 200

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OTHER 0 0 0 0 0
Other (specify)

Total Building Net Floor Area (NFA) 0 0 67,760 67,760 54,672

Proposed Student Capacity / Enrollment 535

2
Total Building Gross Floor Area (GFA) 96,225 96,225 81,632

Grossing factor (GFA/NFA) #DIV/0! 1.42 1.42 1.49

1
Individual Room Net Floor Area (NFA) 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 spaces as non-communal toilets and storage rooms.

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

Architect Certification
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, regulation

Name of Architect Firm: Caolo & Bieniek Associates, Inc.

Name of Principal Architect: Curtis A. Edgin

Signature of Principal Architect:

Date: 10.20.2017

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Fulfillment of Educational Plan/ District Goals, Design Alternative D:

Student Communities:

Each of the City’s three existing elementary schools are extremely successful in
developing a sense of community for both students and parents. With consideration of
a single, larger school building to serve all of Easthampton’s elementary school
population, the District has consistently emphasized their desire for the new building to
evoke a sense of ‘Big School Pride’ while maintaining a ‘Small School Feel’. To meet this
need, the proposed layout of Design Alternative D breaks students into smaller clusters,
organized by grade.

PreK - K 1-2 3-4

Diagram 3.3.3.1
Proposed PreK – 4 Grade Clustering

The early Ed wing, containing the Pre-kindergarten and Kindergarten classroom spaces,
is located in a single-story wing which is accessed, at drop-off and pick-up times, by a
dedicated entrance. The upper level grades are paired in a two-story wing of the
building, with access to individual grade clusters to the left and right of a central
corridor.

Flexibility:

A current spike in student enrollments reinforces the District’s need to maintain


flexibility within the organization of classrooms. To meet this need, the proposed layout
of Design Alternative D incorporates two Break-Out spaces sized similarly to a general
classroom. While these spaces are primarily intended to offer teachers with additional
learning space in support of project-based and collaborative teaching strategies, they
can also serve as additional classroom space should enrollments exceed anticipated
trends in a given year. Each floor is provided with a Break-Out Classroom so that the
flexibility is available as population bubbles move through the school. Organization of
two grade-levels per cluster offers further flexibility in that adjacent spaces may be
assigned to either grade, as the enrollment demand requires. This potential sharing of
space from one grade to the next is also possible between Kindergarten and First Grade
with the adjacency of a Kindergarten Classroom to the first grade wing. Access to this
room will be provided from either cluster.

Equity:

A new consolidated elementary school building, as proposed with Design Alternative D,


ensures educational equity to all of Easthampton’s Pre-kindergarten through Grade 4

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students. By bringing all elementary school programs to a single location the District’s
ability to align curriculum, both vertically and horizontally, is also strengthened through
the sharing of resources which is currently impractical across the existing three schools.
Adjacency with the middle school building is further expected to improve collaboration
between elementary and middle school staff, ultimately resulting in a smoother
transition for students between their elementary and middle school experiences.

This alternative does not improve challenges facing the City’s middle school population.

Outdoor Opportunities:

The White Brook Middle School site is ideal for integrating outdoor stations for learning
and play. The site is set back approximately one-quarter mile from the road and is
bordered on two sides by forested parkland with several trailheads originating at the
school property. It is expected that the final design of a building project on this site will
incorporate formal playgrounds, open play fields, multiple school gardens and nearly
limitless opportunities for informal outdoor classroom gathering.

Safety and Security:

Organization of parking lots and entrance drives is intended to minimize interaction


between vehicular and pedestrian traffic within the site, with continuous sidewalks
provided between the road and each building entrance. Both the early education
entrance and primary elementary school entrance will be normally secured, monitored
and located adjacent to administrative program spaces. Other than parent drop-off and
pick-up times all visitors must gain access through the main entrance, as the early
education entrance will close. The service entrance will be equipped with an intercom
and access at this location will require staff assistance from within the building.

A closed circuit security camera system will monitor parking lots, play spaces and all
building entrances.

Within the building, shared spaces such as the cafeteria, gymnasium and media center
are located adjacent to the primary entrance and can be isolated from the building’s
academic wings in the event of a lock-down or to better facilitate after-hour community
use.

Phasing:

As a new, stand-alone building, remotely sited from the existing middle school, the
proposed Design Alternative D will not require a phased construction plan.

Variations from Initial (Combined ES) Space Summary Template:

Core Academic Spaces:

• Pre-Kindergarten Classrooms: Area allocations for this program function have not
changed, however formal classroom space has been combined with either a Toilet
Room, to yield an area allotment of 1,106 sf, or a Changing Room to yield an area

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allotment of 1,115 sf. The updated Space Summary Template reflects a need for
one Pre-Kindergarten w/ Toilet and two Pre-Kindergarten w/ Changing spaces.

• Kindergarten Classroom: Area allocations for this program function have not
changed, however formal classroom space has been combined with either a Toilet
room, to yield an area allotment of 1,106 sf, or a Changing Room to yield an area
allotment of 1,115 sf. The updated Space Summary Template reflects a need for (3)
Kindergarten w/ Toilet classrooms and (3) Kindergarten w/ Changing classrooms.

Special Education:

• Self-Contained SPED: Originally carried (2) Self-Contained SPED classrooms at 800 sf


each. In response to feedback from MSBA’s FAS Panel, these rooms have been
increased to 925 sf each, to match the area allocation of a General Classroom. The
updated Space Summary Template reflects a need for (2) Self Contained SPED
classrooms at 925 sf, each.

• Therapeutic SPED: At the Elementary Grade Levels, these classrooms support a self-
contained program function. Originally carried at 800 sf each, these classrooms
have been increased to match the area allocation of a General Classroom. The
updated Space Summary Template reflects (2) Therapeutic SPED spaces at 925 sf
each.

• Self-Contained SPED Pre-K: Area allocations for this program function have not
changed, however formal classroom space has been combined with either a Toilet
Room, to yield an area allotment of 1,106 sf, The updated Space Summary
Template reflects a need for one Self-Contained SPED Pre-K w/ Toilet at 1,106 sf.

• SOAR: The SOAR Classroom supports a self-contained program function. Originally


carried at 400 sf, this space has been increased to match the area allocation of a
General Classroom. The updated Space Summary Template reflects one SOAR
classroom at 925 sf.

• SOAR Toilet: This space meets all barrier-free requirements, but at 56 sf is slightly
smaller than the Initial Space Summary allotment of 60 sf.

Administration & Guidance:

• Teachers’ Work Room. In lieu of a single Teachers’ Work Room space, Design
Alternative D provides (3) smaller work room spaces distributed to better support
the clustered grade wings. The total net square footage of the three distributed
work rooms equals the 418 sf allotted in the Initial Space Summary Template.

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Proposed Structural Systems:


Prepared by Johnson Structural Engineering, Inc.

Alternative D includes a new building. The structural design of the new building will
comply with the International Building Code 2009 (IBC), or current edition requirements
for new construction. The structural systems for the new building will include the
following:

• Roof structure will be comprised of metal deck supported by open-web steel joists
spaced at 5’-0” on center (o.c.) maximum, steel girder beams, and steel columns.

• The upper floor structures will be comprised of a concrete slab on metal deck
reinforced with welded wire fabric (5-1/2” total thickness) supported by steel beams
spaced at 5’-6” o.c. maximum, steel girder beams, and steel columns.

• The first floor will be comprised of a 4” minimum concrete slab-on-grade reinforced


with welded wire fabric.

• The lateral system will be comprised of a combination of steel braced frames and
steel moment frames.

• The foundation will be comprised of reinforced concrete foundation walls with


continuous reinforced concrete footings and isolated reinforced concrete footings at
column locations. Depending on the final design loads and existing soil material, the
foundations may require geo-piers and the site may need to be preloaded to allow
settlement to occur prior to the start of the building construction.

Utility Requirements:
Prepared by Nitsch Engineering, Inc.

Site Characteristics

The subject site (Site) is located at the existing White Brook Middle School property at
200 Park Street in the City of Easthampton, and includes 41.226 acres per Easthampton
Assessor’s property records. The easterly portion of the Site is developed with the
existing 135,000 SF middle school building, paved parking and access areas, and
adjacent athletic fields. The developed portion of the Site is separated from the westerly
portion by a perennial stream named White Brook. The Site is accessed on its westerly
side by a boulevard connection to Park Street, and which crosses over White Brook.

Most of the developed portion of the Site consists of a broad and relatively flat plane. Its
topography generally split with shallow slopes (2-5%) extending to the east and west
from the existing building which is situated at a relative high point. Topographic
information is based on record plans on file with the City of Easthampton, and on
Easthampton GIS data.

The western portion of the developed area drains to White Brook and the eastern
portion drains to an unnamed stream. White Brook and the unnamed stream are both
tributary to Nashawannuck Pond which is located approximately 1,500ft+/- to the

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northeast. There are Bordering Vegetated Wetlands and Riverfront Area associated with
these streams.

The developed portions of the Site are mostly cleared with lawn and other landscape
plantings and features. Mature natural tree growth and forested area is present at the
perimeter of the development and extends toward the wetland buffers of the streams.

USDA Natural Resources Conservation Services (NRCS) soil map data indicates that the
on-site soils generally consist of poorly drained silt loam (Scitico, Boxford, and Belgrade
NRCS Soil Map Units). These are hydrologic soil group C/D soils and represent potential
development constraints in terms of soil compressibility, high/perched groundwater
elevations, erosion potential, and stormwater management.

Site Utility Assessment and Development Implications

The existing utility information included in the following sections is based on record
drawings of the White Brook Middle School site provided by the City of Easthampton
Department of Public Works. See attached Figure 1 for a graphic depiction of the
proposed utility systems described below.

Drainage System

Existing Drainage Conditions:

The Site includes a limited number of drainage inlet structures and pipes that collect
and convey runoff generated by the developed area. Several catch basins and other
structures/pipes collect a portion of the roof drainage and runoff from the existing
track, directing flow to the northeast toward the unnamed brook. A similar
drainage system of catch basins and structures/pipes collects the west portion of
the roof drainage and the school parking area, directing flow toward White Brook.
The existing drainage infrastructure does not include a form of water quality
treatment component, inconsistent with the current codes and accepted standards

Proposed Stormwater Management System:

The proposed stormwater management system required for each of the various
alternatives will vary in terms of the specific pipe/structure network configuration,
but will contain the same general elements. The stormwater system will be
designed to meet the Massachusetts Department of Environmental Protection’s
Stormwater Standards including water quality treatment, groundwater recharge
requirements, and mitigation of increased rate of runoff from the proposed increase
in impervious area.

A Low Impact Development (LID) stormwater approach will be pursued for all
alternatives where practical. An LID approach includes selecting Best Management
Practices (BMPs) that decentralize the stormwater management’s system
components, that promote infiltration, and that rely on natural systems to treat
stormwater runoff.

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The existing soil conditions and seasonal high groundwater elevations will affect the
type of BMPs selected and will impact the overall design of the stormwater
management system. Additional investigation into the soils in future project phases
is required to evaluate the soil and groundwater conditions.

The stormwater management system for each alternative will include the same
overall elements:

• A standard closed pipe collection and routing system in parking and access
areas, and other areas proximate to pedestrian access areas;

• A water quality treatment component that could consist of proprietary


treatment chambers or devices, open-air treatment BMPs, or a combination of
both;

• Subsurface detention systems for peak flow mitigation OR open-air BMPs that
will provide peak flow mitigation as well as water quality treatment; and

• A groundwater recharge system component (likely incorporated into one of the


above systems; and somewhat limited in scale due to the record soil and
groundwater conditions).

Note that these system elements will be required for the developed portion of the
Site, and will also likely be required for the entrance boulevard on the westerly side
of White Brook.

Sanitary Sewerage System

Existing Sanitary Sewer:

Sanitary sewage for the existing Middle School is conveyed by a 10-inch sanitary
service pipe that connects by gravity to an existing 24-inch sanitary sewer main that
runs along the western side of White Brook within the site limits. The material of
the sanitary sewer service is unknown. There does not appear to be an existing
external grease trap for sanitary sewage generated by the kitchen, and no other
sewerage components in addition to the main service connection are apparent.

Proposed Sanitary Sewer:

Exclusive of minor differences in system component locations and building


connection points, the sewer service connection for all alternatives is anticipated to
be similar. An exterior grease trap will be required to receive sewage generated by
the kitchen. This line will be separate from the main sewer service(s) for the building
per Massachusetts plumbing code requirements. If the new building includes
entrances that are accessed by vehicles, or interior areas that house motorized
equipment or fuel, the corresponding floor drains will be routed through an exterior
gas trap prior to joining the main service connection pipe. The new K-4 school will
connect to the existing 10-inch sewer service for the existing White Brook Middle

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School by gravity with a new PVC SDR35 pipe, size to be determined by the project
plumbing engineer.

Water System

Existing Water Service:

The middle school is serviced by an 8-inch water service main that is connected to
the 10-inch municipal water main in Park Street. In addition to providing domestic
water to the existing building, the 8-inch service main also provides water to four
fire hydrants located generally at the four corners of the existing middle school. The
water service is not currently looped.

Proposed Water Service:

Each alternative will tie into the existing 8-inch water service on the east side of
White Brook Creek. A new 8-inch water main will be looped around the building,
with on-site connections for domestic water and fire protection services to the new
building, and for connections to new fire hydrants, located per Easthampton Fire
Department requirements. The water service main size will be confirmed by the
project fire protection engineer.

Building Systems Narrative:


Prepared by Consulting Engineering Services (CES), Inc.

OVERVIEW:

This project consists of a new PreK-4 School. The new building shall be located on the
White Brook Middle School site in Easthampton, Massachusetts. The following describes
the proposed mechanical, electrical, plumbing and fire protection systems, which shall
serve the proposed new construction. After project completion the building will be
approximately 95,423 gross square feet in size.

Mechanical, Electrical, Plumbing, and Fire Protection systems shall be in accordance


with the most current Building Code of the Commonwealth of Massachusetts.

This narrative is intended to assist in the development of a schematic estimate for the
purchase and installation of the MEP systems.

DIVISION 21 - FIRE PROTECTION SPRINKLER SYSTEM

• A new fire protection system, in accordance with NFPA 13, shall be installed
throughout all areas of the building.

• There will be one (1) new 8” fire protection service with double check backflow
preventer assembly installed at the ground level, within the Water Room. The new
8” fire protection service shall be routed to the building from the main located
beneath Park Street.

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• A flow test shall be provided by the water utility company. At this time it is
anticipated that a fire pump will be required for the fire service. The (1) fire pump is
estimated to be approximately 60-75 HP in size, with a flow rate of approximately
1,000 gpm. Sizes will be verified with hydraulic calculations during the final design.
The fire pump shall be located in a separate room located within the Water Room.

• Standpipes shall be installed in each of the stairwells and the stage. Standpipes shall
be 6” with 2-1/2” hose connection at each floor.

• Alarm valves shall be installed to properly zone the sprinkler system. Sprinkler Zone
A and Sprinkler Zone B will each require one (1) wet alarm valve assembly. There
will also be flow control assemblies with tamper & flow switches on each floor level.

• Sprinklers shall be concealed, fully recessed in finished areas with ceilings. Sidewall,
exposed, extended coverage sprinklers shall be installed where appropriate.
Upright sprinklers with protective baskets shall be installed within the gymnasiums,
storage and mechanical areas with no ceiling. Quick response sprinkler heads shall
be used in light hazard locations. Sprinklers, unless noted otherwise, shall have a ½”
orifice and a 165°F temperature rating. Intermediate temperature classification
sprinklers shall be installed within the mechanical rooms, skylights and other
applicable areas.

• Sprinkler piping shall be installed above ceilings and concealed within chases where
applicable. Piping for the sprinkler system shall be steel pipe, ASTM A 53; Schedule
40 seamless carbon steel. Schedule 10 pipe shall be allowed for pipe sizes larger
than 2” diameter when roll grooved mechanical couplings are used.

• Fittings shall be grooved mechanical fittings: ANSI A21.10 ductile iron; ASTM A47
grade malleable iron. Couplings shall be ASTM A 536 ductile iron or malleable iron
housing, EPDM gasket with nuts, bolts, locking pin, locking toggle or lugs to secure
roll grooved pipe and fittings.

• Kitchen hoods and kitchen exhaust ductwork shall be protected by dry chemical
type systems and shall be connected to the fire alarm system.

DIVISION 22 - PLUMBING SYSTEMS:

22 10 00 Plumbing and Piping Systems

• The building will have two (2) sanitary sewer sources. Exact exit shall be determined
at a future date.

• Storm, waste, and vent piping shall be hub-less cast iron with standard torque
clamps, conforming to CISPI 301 for above ground piping. Storm, waste, and vent
piping shall be concealed within chases and walls. Storm and waste services shall
exit the building below slab at multiple locations to be coordinated with the civil
engineer. The secondary storm system shall exit the building separate from the

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primary system; discharge shall be above grade, at locations visible to the building
maintenance staff.

• The building will require one 4” domestic water service, which shall originate from
Park Street. The service will enter the building below slab, and rise up to a service
assembly located in the Water Room. The service assembly located within the
Water Room shall consist of shut-off valves, backflow preventers, and a meter. A
flow test shall be provided by the water utility company to confirm or deny
sufficient pressure is available. Based on how the existing building operates, the
necessity for a water booster pump is not foreseen. Domestic cold water, domestic
hot water, and domestic hot water recirculation piping shall be Type L copper
conforming to ASTM B 88. Domestic water piping shall be insulated with rigid
molded, noncombustible glass fiber insulation conforming to ASTM C335. Domestic
water piping throughout the building shall be installed above ceilings and concealed
within walls. Jacketing shall be provided on piping exposed in occupied areas (when
exposed pipe is located below 10’).

• The natural gas service shall originate from Park Street and enter the building near
the main mechanical room after connecting to the meter assembly. The meter
assembly shall consist of shut-off valves, pressure regulator and meter. Gas piping
shall be ASTM A53 schedule 40 black steel. Gas piping will be used to serve the
building domestic hot water heaters, boilers, kitchen appliances, science
classrooms, and any additional mechanical or amenity space equipment.

22 11 00 Hot Water Systems

• The hot water distribution system shall include 140°F piping for the kitchen
(boosted to 180°F at the dishwashing area) and 120°F piping to serve the remainder
of the building. Water will be reduced with mixing valves to 110°F at each fixture.
The water in the storage tanks will be stored at 140°F. An automatic High/Low
tempering valve, by Leonard or approved equal, will reduce the water temperature
for the building distribution. For controllability reasons a second High/Low
tempering valve will be installed on the kitchen 140°F water system.

• Hot water recirculation pumps shall be installed to maintain the appropriate


temperatures in the domestic hot water distribution system. The pump shall be
controlled by the building management system (BMS) to minimize energy
consumption. Hot water recirculation piping shall be provided to all lavatory and
sink locations.

22 00 00 Hot Water Plant

• Domestic hot water shall be generated by two (2) 100 gallon, gas fired water
heater/storage tank, 400 MBH each, PVI Conquest or approved equal, located in the
Water Room.

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• In addition to the gas fired water heaters there shall be a SuperStor SSU-119SB. This
indirect tank shall be nominal 119 gallon capacity with solar hot water coil.

• Provide (8) 4x10 AET roof mounted solar flat plate collectors, (2) 40 gallon drain
back tanks, piping, accessories, controls and insulation for a complete solar thermal
system.

22 40 00 Plumbing Fixtures and Specialties

• All plumbing fixtures required to be accessible shall be in accordance with the


Americans with Disabilities Act (ADA), 504 and UFAS standards.

• Water closets and urinals shall be wall hung, vitreous china, low consumption (0.125
gallon per flush urinals and high efficiency 1.28 gallon per flush water closets), by
American Standard or approved equal. Flush valves shall be manually operated, by
Sloan or approved equal.

• Lavatories shall be under mount and stainless steel by Elkay, or approved equal, or
wall hung and vitreous china by American Standard, or approved equal. Faucets
shall be low consumption manually operated by selected manufacturer.

• Wall hangers for water closets, urinals, and lavatories shall be heavy duty adjustable
height type by J.R. Smith or approved equal. Hangers shall be installed within chase
spaces provided behind fixtures.

• Drinking fountains shall be stainless steel, wall recessed, two-tier, with water cooler
and bottle filler, ADA style, vandal resistant manufactured by Elkay or approved
equal.

• Mop basins shall be floor mounted, 24”x24”, molded stone, with wall mounted
faucet & trim, by Fiat or approved equal.

• Classroom sinks shall be stainless steel, by Elkay or approved equal with gooseneck
faucets, by Symmons or approved equal.

• Cast iron floor drains shall be installed at all toilet rooms. Heavy-duty cast iron floor
drains & floor sinks shall be installed in the Water Room. Floor drains shall be by
J.R. Smith or approved equal. Trap primers shall be provided for floor drains. In the
kitchen area trap primers shall be Pressure Drop Activated by PPP or approved
equal. In bathrooms and mechanical room areas trap primers shall be waterless by
ProSet Trap Guard or approved equal.

• Emergency gas solenoid valves shall be provided in the kitchen.

• Hose bibbs shall be installed in all toilet rooms, by Woodford or approved equal.

• Wall Hydrants shall be installed on exterior walls every 100 feet. Wall hydrants shall
be non-freeze type by Woodford or approved equal.

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• A concrete 2000-gallon grease interceptor shall be coordinated and then installed


below grade at the exterior of the kitchen. The waste connection exiting the grease
interceptor shall connect to the sanitary system serving the building. The
interceptor shall prevent grease from entering and clogging the sanitary system.

DIVISION 23 - MECHANICAL SYSTEMS

• The mechanical systems are based on heating and cooling the building while
meeting the objective for energy efficiency. Heating design shall be 70 degrees and
cooling design shall be 75 degrees.

23 09 23 HVAC Controls

A Building Management System (BMS) shall be installed to control the mechanical and
selected electrical systems. BMS shall be by the Temperature Control vendor approved
by the owner.

• The system shall include a personal computer with graphics based display and
capabilities for alarming off-site.

• The BMS shall provide temperature control for all HVAC systems and control select
lighting in the building.

• The system shall be programmed for occupied/unoccupied cycles for the air
handling equipment, with an override feature for spaces that would be utilized
after-hours.

• The system shall monitor occupancy sensing devices to control the amount of
outside air being brought in to each classroom to assist in energy conservation.

• The BMS shall be accessible from any Web browser and mobile device with proper
authorization.

23 52 00 Heating Plant – Base System

• The heating plant, for space heating, will consist of (2) natural gas fired boilers,
Aerco Benchmark Model BMK 2.0, 2,000,000 BTU/hr input each. The boilers will be
mounted on 6” thick reinforced concrete housekeeping pads.

• The primary heating hot water pumping plant will generally consist of one pair of
pumps. Each of the pumps will be sized for 100% capacity, for complete
redundancy. The pumping will be a variable primary arrangement for the boilers
and will send 180ºF water to the building for space heating systems and terminal
heating units (baseboard fin tube, chilled beams, air handling units, cabinet units
heaters, etc.) throughout the facility. The space heating hot water supply piping
temperature will be reset inversely with outside air temperature, to minimize
energy consumption. Heating hot water pumps shall be vertical inline type, 20 HP
by Armstrong or approved equal, Pumps will be mounted on 4” thick concrete
housekeeping pads in the Main Mechanical Room.

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23 52 00 Cooling Plant – Base System

• The cooling plant, for space cooling, will consist of (2) site mounted air cooled
chillers rated at 175 Tons each. Chiller shall be model RTAF as manufactured by
Trane or approved equal. The chiller will be mounted on an exterior concrete pad.
Chiller shall have a full sound enclosure surrounding it on all sides and top.

• Chilled water piping shall be routed underground from Chiller Enclosure to Main
Mechanical Room.

• The primary chilled water pumping plant will generally consist of one pair of pumps.
Each pump will be sized for 100% capacity, for complete redundancy. The pumping
will be a variable primary arrangement with the chillers in a series configuration and
will circulate 42-45ºF chilled water to the space cooling system and terminal cooling
units (air handling units, DOA's, HRV’s, FCU's, chilled beams, etc.) throughout the
facility. Chilled water pumps shall be vertical inline type, 20 HP by Armstrong or
approved. Pumps will be mounted on 4” thick concrete housekeeping pads in the
boiler room.

23 52 00 Heating and Cooling Plant – Alternate Geothermal System

• The cooling and heating plant will consist of (18) 20 ton water-to-water heat pumps
Multistack MS20C4_W or approved equal. The water to water heat pump will
provide both heating hot water and chilled water for space cooling and heating.
Multistack heat pumps will be located in the main mechanical room.

• The heating hot water pumping plant will generally consist of one pair of pumps.
The pair of pumps will be sized for 100% capacity, for complete redundancy. The
pumps will be the vertical inline type. These pumps will be mounted on 4” thick
concrete housekeeping pads in the boiler room.

• The pumps will be for the space heating systems, and will circulate hot water to
the terminal heating units (baseboard fin tube, chilled beams, air handling units,
ERV’s, HRV’s, cabinet units heaters, etc.) throughout the facility. The space
heating hot water supply piping temperature will be reset inversely with outside
air temperature, to minimize energy consumption. Heating hot water pumps
shall be 30 HP by Armstrong or approved equal, controlled by VFD’s.

• The chilled water pumping plant will generally consist of one pair of pumps. Each
pump will be sized for 100% capacity, for complete redundancy. The pumps will be
the vertical inline type. The pumps will be mounted on 4” thick concrete
housekeeping pads in the boiler room.

• The pumps will be for the space cooling system, and will circulate chilled water
to the terminal cooling units (air handling units, ERV’s, HRV’s, FCU’s, chilled
beams, etc.) throughout the facility. Chilled water pumps shall be 20 HP by
Armstrong or approved equal.

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• The ground loop water pumping plants will generally consist of one pair of pumps.
Each pump will be sized for 100% capacity, for complete redundancy. The pumps
will be vertical inline type. The pumps will be mounted on 4” thick concrete
housekeeping pads in the boiler room.

• The pumps will be for the circulation of water through the bore field and back
through the source side of the water to water heat pumps. Ground loop water
pumps shall be 40 HP by Armstrong or approved equal.

• Geothermal Bore Field located on site (location to be determined): 90-110 Vertical


closed loop u-tube bores that are each 500ft deep, 5 ¼” diameter, bentonite filled, 1
¼” HDPE supply and return tubing, including spacer clips, and the bores to be
separated from each other by not less than 20 ft; piped to a header vault located
outside the building. All buried HDPE piping will include tracer wire for easy future
locating needs. 10” HDPE buried piping shall be installed from the single header
vault to the mechanical room. If the owner elects to pursue geothermal heating
and cooling, a test bore will be installed and a thermal conductivity test performed
to determine the grounds thermal characteristics. Once these characteristics are
determined, the quantity of bores required to support the building can be
determined.

23 34 00 Heating, Ventilating and Air Conditioning

Systems for Specific Areas

1. Gymnasium (AHU-1)

• The Gymnasium will be served by a single zone variable air volume indoor air
handling unit, with integral heating Hot Water coil (400 MBH) and Chilled Water
cooling coil (35 Tons). This unit will have a 12,500 cfm supply fan. Air Handler
shall be by Trane or approved equal. This unit will also incorporate demand
control ventilation which will modulate the amount of outside air to the space
based on occupancy and CO2. The Gymnasium will also incorporate High
Volume Low Speed (HVLS) Fans, there will be four (4) fans each 10’ in diameter.

2. Cafeteria/Kitchen (AHU-2)

• The Cafeteria/Kitchen areas will be served by a single zone variable air volume
indoor air handler with integral heating Hot Water coil (100 MBH) and Chilled
Water cooling coil (17.5 Tons). This unit will have a 6,500 cfm supply fan. The Air
handler shall be by Trane or approved equal. The unit will also incorporate
demand control ventilation which will modulate the amount of outside air to
the space based on occupancy and CO2. This space will also have baseboard
radiation on the glass outside wall. The baseboard will run wall to wall and will
pedestal mount by Rittling or approved equal.

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3. Kitchen

• Kitchen exhaust hoods (Dishwasher & Grease) shall be designed and specified
by the Kitchen Equipment Consultant. Grease exhaust hoods as required shall
be installed per NFPA 96 with carbon steel ductwork and up-blast exhaust fans
with ventilated curbs. Fan serving grease hood shall 4,500 CFM by Loren Cook
or approved equal. Dishwasher exhaust fan shall be 1,250 CFM by Loren Cook
or approved equal. Make-up air will be provided by adjacent cafeteria unit
(AHU-2) deleting the need to provide a dedicated make-up air unit for the
kitchen.

4. Academic Areas, Administration Areas, Offices

These spaces will all be served by dedicated outdoor air systems (DOAS).
Preconditioned outside ventilation air will be distributed through ductwork to each
spaces active chilled beams. 100% outdoor air energy recovery ventilators will
provide the outside air through variable air volume (VAV) boxes through the
ductwork system via the corridors and shafts. These DOAS units will be comprised
of a heating hot water coil, a chilled water coil, a wraparound refrigerant heat pipe
coil, a supply fan, an exhaust fan and an energy recovery wheel.

• There will be four (4) DOAS units for this project and each unit will be mounted
on the roof. The breakdown of the unit is as follows.

 DOA-1 – 7,000 CFM – Admin Area

 DOA-2 – 25,000 CFM – North Classroom Wing

 DOA-3 – 30,000 CFM – Southwest Classroom Wing

 DOA-4 – 20,000 CFM – South Classroom Wing (Kindergarten)

• Each of the Classrooms, Offices and Conference Rooms shall be heated and
cooled by use of active chilled beams.

5. Tel/Data and Security Equipment Rooms

• Data closets will be served by ductless split units, by Mitsubishi or approved


equal. Total units will be one (1) 2 ton unit (MDF) and three (3) 1 ton units (IDF).
Each unit consists of indoor wall mount air handler and roof mount condensing
unit.

6. Corridors/Miscellaneous areas

• All restrooms, mechanical/electrical rooms and storage areas shall be provided


with exhaust that will be connected to the DOAS units throughout the building.
The exhaust rate to these rooms will be provided based on ASHRAE 62.1
Requirements.

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• The stairwells, entrances and vestibules shall be served by hot water cabinet
unit heaters with return air temperature sensors and control valves. All storage
areas, mechanical rooms and electrical rooms shall be provided with hot water
unit heaters.

7. Motors:

• All motors (fan and pump) 3 HP and larger shall be high efficiency and provided
with VFD. VFDs shall be by ABB or approved equal.

Code Compliance

• All systems will be designed to code compliance for percentage of outside (fresh) air
and will meet the requirements in ASHRAE 90.1, International Mechanical Code,
International Energy Code as well as ASHRAE 62.1.

Materials and Methods

1. Include the following basic materials and methods of construction:

• All ductwork and accessories shall meet SMACNA standards.

• Provide all HVAC equipment with extra set of filters.

• Seismic restraints shall be designed and installed as required per the


Massachusetts State Building Code and Fire Safety Code which requires the seal
of a licensed professional engineer. Abovementioned professional engineer will
be required to verify installation is correct and complete per seismic code. This
includes piping, ductwork, equipment, and equipment bases.

• Provide glass fiber insulation for all hydronic piping and ductwork. Insulation
shall be installed to meet the Energy Conservation Code.

• Provide firestopping around mechanical penetrations in accordance with fire


stopping requirements. System shall be capable of maintaining against flame
and gases. System shall be UL listed and comply with ASTM E814.

• Provide mechanical identification for mechanical systems. Identification shall


comply with ANSI A13.1.

• All pipe connections shall be installed to allow for freedom of movement of the
piping during expansion and contraction without springing. Swing joints,
expansion loops and expansion joints with proper anchors and guides shall be
provided where shown.

• Provide vibration isolation for hydronic piping, ductwork, and equipment.

• Hydronic piping 2 1/2”φ and under shall be Type L copper. Piping 3”and over
shall be ASTM A 53; Schedule 10 black steel pipe with welded, flanged or
grooved joints.

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• Hydronic piping below grade shall be Schedule 40 steel with welded fittings and
polyethylene jacketing.

• All equipment served by hydronic piping shall have isolation valves on the
supply and return lines. Isolation valves shall also be provided at branch take-
offs.

• Provide 30% propylene glycol solution in the chiller and hot water heating
systems.

DIVISION 26 - ELECTRICAL SYSTEMS

Main Service and Distribution

1. The building shall be provided with a 1600A, 480/277V, 3-phase, 4-wire, main
electrical service with circuit breaker distribution and integral TVSS and ground
fault. The main switchboard shall be located in the Main Electrical Room. Include
the following;

• Electrical service shall be provided underground from the Utility pad mount
transformer in schedule 40 PVC conduit. When crossing roadways, sidewalks,
etc, concrete encased conduit shall be provided.

• All conductors shall be copper.

• Run 1#4/0 copper in 1 ¼-inch conduit each from the main switch to the water
main, gas main, sprinkler main, building steel and foundation rebar.

• Run 1#4/0 copper from the main switch enclosure to (3) ¾”x10’ ground rods
driven at the exterior of the building and 1#4/0 copper from the main switch to
the concrete footing rebar.

• Provide (4) 4”C from the utility company point of connection to the equipment
backboard for the Telephone, Cable Television services and Network interface
cabling.

• Shunt trip device for first responder (Fire Department) to disconnect building
power.

2. Electrical service for electric driven fire pump shall be provided underground from
utility pad-mount transformer to an 800 Amp service entrance switch and CT
cabinet. Raceway to be concrete encased rigid steel conduit.

3. The building shall be provided with 180Kw emergency / standby diesel generator,
60Hz, 1800RPM, 3phase 480Y/277Volt, with weatherproof sound attenuated
enclosure and tank capable of providing 72 hours of run time. Provide three circuit
breakers, one 60 Amp 3pole for ATS #1- Life safety/ Emergency lighting
requirements, one 200 Amp 3pole for ATS #2 - standby load requirements and one
200 Amp 3pole for electric driven fire pump.

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Distribution

1. The building shall be provided with panelboards and feeders as follows:

• Main Electrical Room shall contain:

o 1600A, 480/277V main switchboard. Metering will be provided separately


for lighting loads, receptacle loads, kitchen loads, and HVAC loads.
Switchboard shall include TVSS device and ground fault.

o One distribution panel (Lighting) shall be 480/277V, 3PH, 4W, 42-pole, 400
Amp main circuit breaker type.

o One distribution panel (General Receptacle) shall be 208/120V, 3PH, 4W,


42-pole, 800 Amp main circuit breaker type.

o One distribution panel (Mechanical Equipment) shall be 480/277V, 3PH, 4W,


42-pole, 800 Amp main circuit breaker type.

o One general purpose panelboard (Lighting) shall be 480/277V, 3PH, 4W 42-


pole, 200 Amp main circuit breaker type.

o One general purpose panelboard (Exterior Lighting) shall be 480/277V, 3PH,


4W 42-pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 84-pole, 400 Amp main circuit breaker type.

o One Transformer shall be 112.5 KVA dry-type 480/277V to 208/120V, 3-


phase, 4-wire step down transformer with harmonic filters. Provide a #6
ground from the transformer to the building steel as required by code.

o ATS #2 400 Amp, 480Y/277Volt, 3phase- Standby Power load distribution.

o One distribution panel (Standby Load) shall be 480/277V, 3PH, 4W, 42-pole,
400 Amp main circuit breaker type.

• Emergency Electrical Room shall contain:

o ATS #1 60 Amp, 480Y/277Volt, 3phase- Life Safety / Emergency Lighting


distribution.

o One Life Safety distribution panel (Emergency Lighting) shall be 480/277V,


3PH, 4W, 42-pole, Bussman Quik-spec fusible type with 60 Amp main
switch.

• Main Mechanical Room shall contain:

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 30-pole, 100 Amp main circuit breaker type.

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o One general purpose panelboard (Standby Equipment) shall be 208/120V,


3PH, 4W 30-pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (Equipment) shall be 480/277V, 3PH, 4W


42-pole, 400 Amp main circuit breaker type.

o One general purpose panelboard (Standby Equipment) shall be 480/277V,


3PH, 4W 42-pole, 200 Amp main circuit breaker type.

o Two Transformers shall be 30 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer. Provide a #6 ground from the transformers
to the building steel as required by code.

• Kitchen / Cafeteria shall contain:

o One general purpose panelboard shall be 480/277V, 3PH, 4W 30-pole, 200


Amp main circuit breaker type.

o One general purpose panelboard (Kitchen Equipment/Receptacle) shall be


208/120V, 3PH, 4W 84-pole, 400 Amp main circuit breaker type.

o One Transformer shall be 112.5 KVA dry-type 480/277V to 208/120V, 3-


phase, 4-wire step down transformer with harmonic filters. Provide a #6
ground from the transformer to the building steel as required by code.

• First Floor Remote Electrical Room (total of three serving the first floor):

o One general purpose panelboard (Lighting) shall be 480/277V, 3PH, 4W 42-


pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (Emergency Lighting) shall be 480/277V,


3PH, 4W 24-pole, Fusible Branch with 40 Amp main switch (Bussman Quik-
spec) type.

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 84-pole, 225 Amp main circuit breaker type with integral transient
voltage surge suppression.

o One general purpose panelboard (Standby Equipment/Receptacle) shall be


208/120V, 3PH, 4W 30-pole, 50 Amp main circuit breaker type.

o One general purpose panelboard (Standby Equipment) shall be 480/277V,


3PH, 4W 42-pole, 50 Amp main circuit breaker type.

o One Transformer shall be 75 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer with harmonic filters. Provide a #6 ground
from the transformer to the building steel as required by code.

o One Transformer shall be 30 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer. Provide a #6 ground from the transformers
to the building steel as required by code.

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• Second Floor Remote Electrical Rooms (total of two serving the second floor)

o One general purpose panelboard (Lighting) shall be 480/277V, 3PH, 4W 42-


pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 84-pole, 225 Amp main circuit breaker type with integral transient
voltage surge suppression.

o One Transformer shall be 75 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer with harmonic filters. Provide a #6 ground
from the transformer to the building steel as required by code.

2. Branch circuits shall be installed in EMT conduit. Type MC cable shall be limited to
concealed spaces above finished ceilings in classrooms or drywall type partitions
after first device. EMT conduit shall be used to the first device in a branch circuit
and shall be used in all masonry or CMU partitions.

• (8) Duplex receptacles and (5) quadruplex receptacles per classroom, (4) circuits
per classroom.

• (3) Duplex receptacles and (1) quadruplex receptacle per office, (1) circuit per
office.

• (24) Floor boxes with power, (3) circuits and data in the Media Center.

• (1) Duplex receptacle (GFCI type) mounted above sink in each toilet room.

• (4) Duplex receptacles, (8) quadruplex receptacles, (6) L5-20R twist-lock


receptacles per MDF room, (9) circuits per MDF.

• (4) Duplex receptacles, (5) quadruplex receptacles, (4) L5-20R twist-lock


receptacles per IDF rooms, (4) circuits per IDF rooms.

• Circuits for all HVAC equipment as required. 120V Wiring to control panels,
control transformers, etc shall be provided by the electrician while low voltage
control wire shall be included in division 23.

• Circuits for all plumbing equipment.

• Circuits for the Fire Alarm Equipment and Sound Equipment as required.

• Circuits for office equipment as required.

• Circuits for security system and devices as required.

Areas of Refuge

1. Master annunciator with two-way voice communication located in a constantly


attended location, two-way voice communication station at each area of refuge

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location, and a dedicated outside telephone line to report to local emergency


services.

Fire Alarm System

1. The building will be provided with an addressable fire alarm system in compliance
with code requirements and ADA regulations. Voice evacuation shall be provided
throughout the building. The system shall be provided with a fire alarm control
panel with a wireless master box to contact the local fire department. Manual pull
stations shall be installed in locations designated by the fire marshal’s office.
Audible and visual signaling devices shall be installed in classrooms, corridors,
toilets, cafeteria, gymnasium, etc. Visual-only signaling devices shall be installed in
all conference rooms, work rooms, small staff toilets, etc. The system shall include
the following equipment:

• Remote annunciator mounted at main entry doors and secondary entry doors.

• (1) Speaker/75 candela strobe in all classrooms.

• (2) Speaker/75 candela strobes in all spaces occupied by students that are 901
to 1600 square feet.

• Speaker/75/15candela strobes within the corridors, 40-50 feet on center.

• Speaker/ 110 candela strobe units with voice evacuation equipment shall be
provided in the Gymnasium/Cafeteria/Auditorium.

• Monitoring modules for sprinkler tamper and flow switches.

• (2) Duct smoke detectors for each air-handling unit, (1) in the supply, and (1) in
the return duct. Test switches shall be located in accessible locations.

• Signal to BMS system for fan shut-down, and damper actuation on alarm
condition.

• Magnetic door hold-open devices at all required corridor doors, connected to


the FACP.

• Smoke detector within five feet of both sides of the corridor doors with
magnetic hold-opens, where required by building fire separation.

• Monitor module for Food Service Hood fire extinguishing system (Ansul System).

• All fire alarm system wiring shall be plenum rated fire alarm MC cable where
concealed and EMT conduit with type THHN wire where exposed.

• Smoke damper (smoke detector) connection to the fire alarm system where
ductwork passes through smoke rated walls

• Carbon monoxide sensors will be provided in the Mechanical rooms where fossil
fuel burning equipment is located.

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Lighting Systems

1. Exit signs will be self-contained, universal mounted, LED illuminated, low energy
usage fixtures.

2. Typical illumination levels include:

a. 15fc - Corridors, toilet rooms, storage rooms, stairways.

b. 35 - 45fc – Offices, Conference rooms and utility rooms.

c. 45 – 50fc – Classrooms, music suite, art suite, science rooms, food service, etc.

d. 50fc – Gymnasium/Cafeteria.

3. The following fixtures will be provided:

• 10” wide by 8’ long architectural pendant direct/indirect LED fixtures (80%


down/20% up) in each classroom and other select locations. Typical classroom
will have 3 rows of fixtures parallel to the teaching surface, and suspended 96”
AFF.

• 2’ x 4’ recessed high efficiency architectural LED fixtures in office/work areas, and


other select locations.

• 2’ x 2’ recessed high efficiency architectural LED in corridors.

• 1’ x 4’ surface/pendant mounted industrial LED fixtures with wire guards in utility


spaces, mechanical, and electrical rooms.

• 4’ surface mounted wraparound LED fixtures in storage spaces, MDF, and IDF
rooms.

• Pendant direct LED fixtures in Gymnasium/Assembly Room.

• 10” wide by 8’ long architectural pendant direct/indirect LED fixtures (80%/20%)


in a pattern in each Cafeteria.

• 2’ x 2’ recessed high efficiency architectural LED fixtures and 6” wide recessed


LED perimeter light fixture at the mirror in toilet rooms.

• Accent and feature lighting shall be provided as selected by the Architect, in


areas such as corridors, main lobby etc.

4. Daylight sensors and dimming control shall be provided in all classrooms and other
select rooms containing exterior window walls. The light fixture row closest to the
window wall will be dimmed via a daylight sensor. The remaining rows of lights will
able to be manually dimmed by the occupants via a multi-button switch. There will
be one master on/off toggle switch for all the lighting in the room. This will allow
turning off the lights and overriding the sensors. Lighting control wiring to be low
voltage. Lighting control system by Crestron GLPAC or GLPP series or equivalent.

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5. Occupancy sensors shall be provided in all lit areas except in utility rooms and other
rooms exempted by code.

6. Occupancy sensor switches with wall override shall be provided in all small offices,
single occupancy toilet rooms, storage rooms and janitors closets.

7. Corridor and stairwell lighting shall remain on during occupied hours, but will be
controlled by occupancy sensors during unoccupied times. This will require
communication with the building management system.

8. Site lighting will be as follows:

a. Parking lot lighting shall be accomplished using pole mounted, 277V, LED
fixtures on 60 foot centers. Fixtures to match existing complex LED fixtures and
will be fed from a site lighting relay panel and shall be controlled by the building
management system and photocell arrangement.

b. Walkway lighting shall be accomplished using 3’ high bollards, 120V, LED on


15foot centers. Fixtures will be fed from the site lighting relay panel and shall be
controlled by the building management system.

c. All egress doors leading directly to the exterior of the building shall have 2-LED
array, 2-LED driver fixtures mounted above.

9. Gymnasium and Cafeteria lighting shall be controlled via a lighting control system by
Crestron GLPAC or GLPP series or equivalent.

10. Illuminated low level exit signs and handicap accessible exit signs shall be provided
where required by code.

11. The Cafeteria/Stage shall be provided with a theatrical lighting system as follows:

Dimmer control system capable of controlling (40) LED lighting circuits

Dimmer rack with 40 dimmers for LED fixtures

Control board with computer and software

Stage lighting consisting of:

Border lights – (10) 5’ LED fixtures

Fresnal Lights – (10) LED fixtures

Spot Lights – (located above audience) – (6) LED fixtures

Spot lights (located on side walls ) – (6) LED fixtures

System shall consist of low voltage wallstations, and control interfaces.

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Materials and Methods

1. Include the following basic materials and methods of construction:

• Wiring shall be THHN/THWN copper, installed in EMT conduit for general


circuits.

• Type MC cable shall be used as prescribed in sections above.

• Devices shall be specification grade, NEMA 5-20R etc.

• Disconnect switches shall be fusible heavy-duty type. NEMA 1, 3R or 4X as


required for locations installed.

• Circuit breakers shall be fixed element, thermal magnetic type.

• Panelboards shall have copper bussing, with hinged, lockable, door-in-door trim.

• Branch circuit breakers shall be bolt-on type.

• All conduits, circuits and devices shall be labeled.

• Conduits below slabs shall be schedule 40 PVC, with rigid steel conduit sweeps.

2. Include the following miscellaneous items:

• In all single occupant toilet rooms: emergency call light/bell mounted above the
doors and associated call switches shall be provided.

Lightning Protection System

1. Lightning Protection shall be provided by a UL Master Listed Lightning Protection


System. System shall meet NFPA 780 requirements.

Energy Conservation

1. Through the use of the building management system (BMS), occupied/unoccupied


cycles shall be established to avoid unnecessary energy consumption.

Code Compliance

1. All electrical systems will be designed in accordance with the Massachusetts State
Building Code and high performance standards, the Massachusetts Fire Safety Code,
the 2015 International Energy Conservation Code, Stretch Energy Code,
Massachusetts Architectural Access Board, Americans with Disabilities Act and the
National Electrical Code 2017 edition, 504 and UFAS.

DIVISION 27–TELECOMMUNICATION SYSTEMS

Services

1. Three (3) 4” underground conduits shall be provided for telecommunication


services. These conduits shall run from either a utility pole on the street, or the

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nearest connection point determined by the telecom provider. Exact routing of


conduit shall be coordinated with, and dictated by the owner’s IT representative.
Conduits shall include the following:

a. (1) 4” conduit for telephone (copper pairs)

b. (1) 4” conduit for fiber

c. (1) 4” conduit for cable TV

d. (1) spare 4” conduit

2. Service cabling shall be provided by the appropriate utility company.

Telecommunication Rooms & Pathways

1. The building will contain one (1) primary telecom room (MDF) and three (3) satellite
telecom rooms (IDFs).

2. The MDF is anticipated to be located on the second floor (exact location to be


coordinated with Architect).

3. The MDF will contain the following:

a. Space on the wall for utility company demarcation equipment.

b. (2) 2-post, free standing equipment racks for LAN distribution. One of these
racks will be used to house owner-provided networking equipment (firewalls,
routers, etc.) and a fiber optic distribution patch panel.

c. (1) 4-post, free standing equipment cabinet for the housing of building security
and other communication system head-ends.

d. (2) 4-post, free standing equipment cabinets for owner-provided server


equipment.

e. Cable management and power distribution for each rack.

f. Patch panels and other passive equipment for the routing of horizontal cabling.

g. Overhead ladder type cable tray around room and over racks. Dedicated
receptacles shall be mounted to the side rails of this ladder tray for the
powering of racks.

h. Class A fire rated plywood on all walls around room to 8’-0” AFF.

i. Minimum of (2) quad receptacles on each wall of room with dedicated 20A/1P
circuits. Power will be provided to rack UPS’s as required.

j. Telecommunications main ground bar and grounding backbone per EIA/TIA-607


standards.

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4. Three IDFs shall be located throughout the building (exact locations to be


coordinated with Architect). Each IDF shall contain the following:

a. (2) 2-post, free standing equipment racks for LAN distribution.

b. Cable management and power distribution for each rack.

c. Patch panels and other passive equipment for the routing of horizontal cabling.

d. Overhead ladder type cable tray around room and over racks. Dedicated
receptacles shall be mounted to the side rails of this ladder tray for the
powering of racks.

e. Class A fire rated plywood on all walls around room to 8’-0” AFF.

f. Minimum of (2) quad receptacles on each wall of room with 20A/1P dedicated
circuits. Power will be provided to rack UPS’s as required.

g. Telecommunications ground bar and grounding backbone per EIA/TIA-607


standards.

5. The following items located in the MDF/IDFs will NOT be included in the project and
shall be provided by owner or outside vendor.

a. Network switches, routers, firewalls, servers, other active electronic equipment.

b. Uninterruptible Power Supplies for the racks.

c. Head end equipment for the VOIP system.

6. A fiber optic backbone shall be provided between the MDF and each IDF. This shall
include the following:

a. 12 strand OM4 Multimode fiber optic cable routed via innerduct.

b. 12 strand OS2 Single mode fiber optic cable routed via innerduct.

c. Fiber optic patch panels and splicing cassettes in each telecom room.

d. Fiber optic innerducts shall be run above ceiling in corridors. When rising up to
the second floor, all necessary conduit sleeves and firestopping will be provided.
Innerduct shall be 1-1/2” in diameter.

7. Horizontal cabling from the MDF/IDFs to outlets/work stations shall be included in


the project. This structured cabling system shall include the following:

a. Cabling for data, VOIP, wireless access points, and security system components.
All cabling shall be Cat. 6e UTP.

b. J-Hooks shall be located above ceiling in the corridors for the routing of all
telecommunications cabling.

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c. Data and VOIP station outlets. These shall include backboxes, connectors,
faceplates, and all required accessories. Horizontal cabling shall be routed to
station outlets from corridor cable trays via above-ceiling J-hooks supporting the
cables every 6 feet. Cabling shall be routed within wall cavity down to station
outlets via 1” EMT conduits. Cables shall be terminated within the local
IDF/MDF room at punch-down blocks. Locations of all outlets will be
coordinated with the owner’s representative.

d. A copper pair telephone system. This system shall be used for fire alarm,
security system, elevator, BMS, and fax machine interfacing, along with any
dedicated emergency lines requested by the owner. Copper pairs shall be
routed from interface/emergency jack locations back to 110 punch-down blocks
located at the utility company demarcation point. All associated faceplates,
connectors, etc. shall be included in the project.

e. A cable television system. CATV outlet locations shall be coordinated with the
owner’s representative. Cabling shall be routed from the outlet back to the
cable company demarcation point via RG6 cables. All associated faceplates,
connectors, etc. shall be included in the project.

f. The utility company demarcation point shall be located in the MDF. All required
conduits for fiber optic, copper pair, and CATV backbone cables will be included
in the project and designed by CES. Sizes and quantities will be coordinated with
the appropriate utility company. Backbone cabling, punchdown blocks,
connection nodes, and all other service equipment will be provided by the utility
company.

g. Conduit sleeves through fire-rated floors and walls. These shall be sized to
accommodate all horizontal cabling with contingency for future use.

8. A self-contained sound system, including equipment rack, DVD/CD player, tuner,


amplifier, speakers, microphones, etc. shall be provided in the cafeteria and
gymnasium. These systems shall operate independent of the school-wide
PA/Intercom system. Each of these systems shall include the code required assisted
listening microphones and headsets to meet ADA requirements.

9. Computers, VOIP telephones, and other user-end equipment will NOT be included in
the project and shall be provided by owner or outside vendor.

Wireless Networking System

1. Full wireless network coverage shall be provided throughout the building.

2. Cat.6e wiring will be provided to all wireless access devices. Location of devices will
be coordinated with heat mapping diagrams provided by the owner’s
representative.

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3. Devices will NOT be included in the project and shall be provided by owner or
outside vendor.

Paging and Wireless Clock

1. A wireless clock system will be provided in classrooms and common rooms


throughout the building. The system will consist of transmitters and clocks. Clocks
will be plugged into recessed simplex receptacles.

2. The building shall be provided with a Public Address system throughout the
corridors, classrooms, kitchen, administrative areas, and common rooms.

3. Paging and clock head-end equipment shall be located in the MDF.

4. Interconnection between the public address and VOIP systems shall be provided to
allow paging via desk phones. Paging zones will be coordinated with the owner’s
representative.

5. Speakers located in areas with grid ceilings shall be self-amplified, 2x2 lay-in type.

6. Speakers located in areas with exposed structure shall be self-amplified, pendant


type.

7. Speakers located in areas with gypsum ceiling shall be self-amplified, round lay-in
type.

8. Speakers shall also be wall-mounted on the building’s exterior. Locations of these


speakers shall be coordinated with the owner’s representative.

Audiovisual Systems

1. An interactive teaching/display device by means of a combination short-throw


projector / interactive whiteboard/display system is anticipated to be provided in
each classroom, and in other locations decided by the owner’s representative.
Interactive teaching/display devices (projectors and/or interactive whiteboards) will
NOT be included in the project and shall be provided by owner or outside vendor.
CES will provide all necessary infrastructure for the system as listed below:

a. A wallplate-style HDBASE-T transmitter will be provided for each


projector/whiteboard/display system. This station will have HDMI, VGA, USB,
and audio inputs. Locations to be coordinated with architect and owner’s
representative.

b. An HDBASE-T receiver will be provided at each projector or display. Patch


cabling will be provided from the receiver to the projector or display.

c. If applicable, a wall mounted keypad controller will be provided for each


projector. This will allow the user to turn the system on/off and switch between
inputs.

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d. In-wall audiovisual cabling will be provided for the interconnection of the


system transmitters, controllers, and receivers. Cabling will be provided in
conduit.

e. A sound reinforcement system will be provided in each classroom. This will


consist of the following:

i. Two (2) ceiling-mounted recessed loudspeakers per room.

ii. Flushed wall-mounted amplifier with integral volume controls located on


the teaching wall.

iii. Two (2) IR wireless microphones with charging station and batteries.

iv. Audio connection to the projector or display system.

v. Assisted listening equipment required by code.

2. In areas of assembly where ceiling mounted projectors are required, the projector,
mounting equipment, and all AV infrastructure will be included in the project and
designed by CES.

3. A specialized sound system will be provided in the cafeteria and the gymnasium, to
include design by CES. The system will contain the following equipment:

a. Digital and Analog head-end controls (mixer, DSP, touchscreen control pad, etc.)

b. Amplifiers sized to accommodate the number of speakers being used.

c. CD player

d. iPod docking station

e. AM/FM/XM tuner

f. Fire alarm / paging override relays

g. Any ADA required equipment

h. Remote microphone wall jacks, in locations determined by owner

i. Any other equipment required by owner (wireless mics, mobile equipment


racks, etc.)

4. Loudspeakers will be provided in each room equipped with a local sound system.
Mounting and finish of speakers will be coordinated with ceiling type. These
speakers will be used for both local sound and paging- controlled via relay.

5. A digital signage system will be provided throughout the building. This system will
utilize a head-end HDMI-over-Cat.6 extender located in the main admin area, and
monitors located per the owner’s direction.

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6. A video conferencing system is anticipated to be provided in one conference room


within the project. This system will consist of an all-in-one control unit, combination
microphone/camera, LCD screen, audiovisual transmitter/scaler (for displaying
computer data on the same screen), amplifier and overhead speakers. All system
components will be housed in a rack within the conference room. Any associated
server or VOIP communication equipment will be furnished by owner and located
within the MDF.

DIVISION 28 – ELECTRONIC SAFETY AND SECURITY

Access Control

1. A complete digital Access Control system will be provided, which includes card
readers/fobs, entry stations, and associated materials as necessary throughout the
building for appropriate coverage (locations to be coordinated with owner’s
representative during design). Anticipated tentative locations include:

a. Entrances to the building.

b. The MDF and IDF rooms.

2. Card readers shall be wired back to an access control system head-end. The head-
end panel shall have a network connection, allowing control of the system over the
building’s LAN. All head-end equipment will be located in the MDF. All wiring and
other system accessories will be included in the project and designed by CES.

3. Interfacing with the access control system shall be accomplished using computers
located in the administrative areas. Software licenses for this system shall be
included in the project and specified by CES. Computers will NOT be included and
must be provided by owner or outside vendor.

4. All required power supplies for card readers and local controllers will be included in
the project and designed by CES.

5. Electric latches and power supplies for latches will NOT be included in the CES scope
of work. These must be provided by division 8 (door hardware). Wiring to the latch
will be included.

6. Door intercom stations equipped with buzzer, camera and microphone will be
provided at the main entrances to the building. These stations will communicate
directly with master stations located in the main office, where the control of the
door will be accomplished. At the master station, the operator will be able to see
and talk to the person at the door.

Intrusion Detection

1. A complete intrusion detection / burglar alarm system shall be provided throughout


the building, equipped with door contacts and motion sensors.

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2. Door contacts shall be located at each access-controlled door, and at other locations
determined by the owner’s representative.

3. Ceiling mounted motion sensors shall be located in the corridor on the main floor.

4. Door contacts, motion sensors, and glass-break detectors will be armed/disarmed


via keypads located at various entrances to the building.

5. All intrusion detection head-end equipment shall be located in the MDF. System
expansion modules will be located in the IDFs.

Video Surveillance

1. A complete Closed Circuit Television system will be provided and laid out to allow
video surveillance of the building interior and exterior. Tentative locations of
cameras include the following (exact locations will be coordinated with the owner’s
representative):

a. Each egress door.

b. Each Cafeteria

c. The MDF and IDFs.

d. Corridors.

e. Additional areas as per owner’s discretion.

2. Two (2) types of cameras will be provided: fixed position and pan-tilt-zoom.
Cameras will be both ceiling and wall mounted, depending on the location.

3. All cameras will be power-over-Ethernet, and operated via the building’s LAN. Cat.6
UTP cables will be provided to each camera location. All Cat.6 cables will be routed
back to dedicated patch panels in the MDF’s security rack.

4. A video management system will be designed and specified by CES. This system will
include an NVR, hard drive, and recording software. All video management
hardware will be housed in the MDF’s security rack.

5. The CCTV system will be standalone, and NOT integrated with the access control/
intrusion detection system. This system will be controlled via a separate user-
interface on any computer in the building with software installed.

6. Two (2) 48” screens and computer workstation will be included to display views
from specific cameras throughout the building. The workstation will have the
capability of handling multiple displays via hardware with additional software
settings.

Total Project Budget:


The estimated total project cost associated with Design Alternative D is $60,529,401.00, and is
based on the Uniformat Cost Estimate included as Appendix E of this report.

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Permitting Requirements:
The following pre-construction municipal, state, and federal permit applications/processes are
likely to be required for this project alternative.

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Agency / Permit / Description Project Stage Typical


Dept Duration

Easthampton Building Permit Notice to Proceed


Building Sign Permit Notice to Proceed
Department Occupancy Permit Substantial Completion
Board of Sewer Connection Application submitted
Health coincident with
completion of Design
Development Documents
DPW Drainage Permit Notice to Proceed
Review of Traffic Design Development
Water Permit Notice to Proceed
Sewer Permit Notice to Proceed
Tree Warden Removal of Shade Trees Application submitted
coincident with
completion of Design
Development Documents
Easthampton Abbreviated Notice of Resource Area Application submitted 2 months
Conservation Delineation coincident with
Commission & completion of Feasibility
Confirmation of resource area types and
MA DEP Study
boundaries.

Easthampton Site Plan Review Application submitted 3-6


Planning Board coincident with months
Local review for compliance with municipal
completion of Design
site design standards
Development Documents

Easthampton Stormwater Review Application submitted 3-6


Planning coincident with months
Local review for compliance with municipal
Department completion of Design
stormwater design standards
Development Documents

Easthampton Notice of Intent Application submitted 3-6


Conservation coincident with months
Local and state project review for
Commission & completion of Design
compliance with the performance
MA DEP Development Documents
standards of the MA Wetland Protection
Act (WPA)

EPA Notice of Intent for Site Construction Draft Stormwater <1 month
Activities Pollution Prevention Plan
(SWPPP) to be included
Submission required as part of the National
with WPA Notice of
Pollutant Discharge Elimination System
Intent. Final SWPPP
(NPDES) for stormwater discharges from
adopted by Contractor
construction sites.
and EPA NOI filed at least
10 days prior to initiation
of construction activities

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Once all other permits are provided and the project begins construction, the project will be subject
to: EPA NOI SWPPP (NPDES permit). The contractor, prior to starting site construction will need to
submit an EPA NOI. This general permit is required because the site development impact is greater
than one acre. The permit application will utilize the Stormwater Pollution Prevention Plan
prepared as part of the construction documents for the project.

Proposed Project Design and Construction Schedule:

Consolidation of the three current elementary schools to a single school location will involve
redistricting and staff adjustments, which limit move-in options to the start of the year. The
anticipated timeline for implementing Design Alternative D is summarized as follows:

11.09.2017 Preferred Schematic Report Submission to MSBA


0.2.16.2018 Submit Project Notification Form to MA Historic Commission
02.21.2018 Schematic Design Package Submission to MSBA
02.21.2018 DESE Submission
04.10.2018 MSBA Board of Directors Meet to Approve Project Scope and Budget Agreement
04.17.2018 MSBA Notification of MHC Determination
05.22.2018 City Debt Exclusion Vote on Project
09.12.2018 Design Development to MSBA
11.16.2018 60 Percent Construction Document Submission to MSBA
01.10.2019 90 Percent Construction Document Submission to MSBA
02.22.2019 100 Percent Construction Document Submission to MSBA
03.29.2019 Receive General Bids
04.12.2019 Finalize Construction Contracts/ Notice to Proceed
06.28.2020 Substantial Completion
07.26.2020 Final Completion
09.04.2020 Targeted Move-In Date

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Design Alternative E.1:


Pre-kindergarten through Grade 8; Major Renovation/ Minor Addition(s):
Design Enrollment = 1,010 Students

Design Alternative E.1, is provided in response to the District’s consolidated Pre-Kindergarten


through Grade 8 Educational Plan. This option proposes major renovations to the existing White
Brook Middle School with several small single-story additions and a larger three-story addition,
to provide an inclusive Pre-kindergarten through Grade 8 building. The resulting 178,757 gsf
building is organized to accommodate elementary school program within the renovated single-
story middle school footprint and middle school program within the new three-story addition.
The cost of this option has been estimated as follows:

• Estimated Construction Cost: $87,189,375.00


• Total Project Cost: $107,593,038.00

Site Analysis:

In 1972, two tracts of land were conveyed from the Park Committee to the City to create the
school grounds which are made up of 41.226 acres and bordered to the north by the
Williston Northampton School, to the west by residences and open fields along Park Street,
to the south by the Tree House Community Housing Development and to the east by
Nonotuck Park.

The site itself, contains the Existing White Brook Middle School with a ¼ mile long entrance
drive to the west with curb cut along Park Street. As visitors approach the developed site,
they are greeted with views of Mt. Tom in the distance. Existing amenities include a soccer
field, tennis courts, football field and running track to the north with a forested edge further
north. Two parking lots and circular drop off area located directly to the west of the school
building and a baseball field directly east of the school. To the south, an existing curb cut to
the Tree House community is provided for emergency vehicle access. The site overall is
quite open in character with few trees, open, gently rolling terrain surrounded by forested
edges.

White Brook Site

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Natural Resources

A review of natural resource data as provided by Mass GIS’s OLIVER online viewer and
onsite wetland survey. There are wetlands to the north, west and south east of the existing
developed area on the site. There are also two vernal pools on the south east wetland area,
one abutting the Tree House development and the other about 150 ft behind the baseball
field backstop. There is no Natural Heritage Priority Habitats of Rare Species. Two perennial
streams run north south at opposite ends of the parcel. To the west, White Brook, crosses
under the entrance drive just before it reaches the school. To the east an un-named stream
flows in Nonotuck Park land. The site itself is mostly open gently sloping terrain, with
wooded areas bordering to the north, south, east and west.

Parking, Access, and Vehicular Circulation

The school building is set back ¼ mile from Park Street. Access is on a two lane drive with a
sidewalk and turf median. The drive ends at an oval drop off and turnaround. There are two
parking areas at either side of the turnaround, one north and one south. The north lot is a
visitor/staff parking lot with a 22’ wide access drive that directly serves the athletic fields.
And a second lot to the east of the school also with 22’wide access is used by faculty/
teachers. The two parking lots are connected with a service/emergency access road that is
located behind the building, thereby providing access all the way around the building.
Estimated existing combined parking counts total 184 spaces for the existing White Brook
School.

Existing Parking Spaces 184

Number of Staff/ 57 Full Time / 5 Shared


Faculty

Number of Students 4501

Number of Buses 7

Bus Queuing Spaces 8

Number of Existing 1
Curb Cuts

It appears that the current parking counts are sufficient for the facility for normal day-to-day
activities. As with any school, there are periods during special events when parking is not
adequate. The two lots have vehicle/pedestrian conflicts. For example, within both lots, no
striped pedestrian route or sidewalk is provided through the parking lot. The site provides
enough space for more faculty/staff parking for a future elementary school.

The layout of the parking and bus drop off on site meets the constraints of the site well,
however there is a conflict between parents dropping off students and walking across the
bus lane while it is occupied.

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If this site is updated it would be an opportunity to eliminate conflicts between pedestrians


and vehicles in the bus drop off area, bring the site parking and paths up to ADA and MAAB
compliance, and to update site lighting to conserve electricity and minimize light pollution.

Turning radii in and out of the site seem manageable. There are two existing curb cuts for
the school. One from Park Street divided into two lanes by a turf median. In addition, an
asphalt gated access drive connects the southern lot and entrance drive to The Treehouse
Housing development. Two wide asphalt loading docks, one to the north and one to the
south of the building are for delivery vehicle access to the school building.

Pavement in general is worn, cracked, and in need of replacement. Bituminous curbing


appears to be cracking due to snow removal.

Pedestrian Access

Pedestrian access to the site starts at Park Street which has a sidewalk on the school side of
the street going north all the way to the center of Easthampton and south up to Strong
Street. There is a single sidewalk along the ¼ mile entrance drive. This sidewalk leads to the
drop off circle and into the school. The existing school was built prior to many of current
accessibility requirements and would need to be brought up to code with any new proposed
improvements.

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SITE BOUNDARY

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Playground

There is an existing soccer field, 4 tennis courts (abandoned), football field and running
track located north of the school building as well as a baseball field/practice area to the
east. In general the fields look to be in fair condition. However, replacement of the
backstop may be a consideration for any future expansion. The running track surface is
made up of stone dust, which might not meet accessibility or safety surface standards.
The tennis courts are in major disrepair and seem to be used as storage. All fields seem
to also suffer from poor drainage. The football field being the exception which seems to
drain well. The field turf is in good condition as it is the only one of the fields with
irrigation.

There are no playgrounds on the site. Near the baseball backstop at the south east
corner of the building there is a sand box and paved pad. The White Brook site provides
enough space for playgrounds for a future elementary school.

Site Furnishings

All site furnishings need replacement with modern code compliant fixtures.

Planting

Existing plantings are appropriate but should be redesigned to enhance entries,


opportunities for play, and windbreaks.

Security/ Prospect

No areas on the campus are fenced. The ¼ mile setback, thick tree line aligning the
property perimeters and steep drop off on the east edge are helpful in communicating
the edge of the campus to the general public. There are numerous trails going into the
woods directly north on Williston Northampton land and towards the east into
Nonotuck Park. The trails are actively used for hiking, mountain biking and trail running.
The ¼ mile setback, the existing school and associated parking lots serve as a buffer
between play/field areas and the main road. Both parking lots have lighting.

Wetlands/Streams

Wetlands and streams were apparent based on the preliminary investigation. The
wetlands were located primarily to the west on the banks of White Brook north along
and inside the Williston Northampton School property and south east behind the school
building and bordering the Tree House Development property. Two perennial streams
run north south at opposite ends of the parcel. To the west, White Brook, crosses under
the entrance drive just before it reaches the school. To the east an un-named stream
flows at the bottom of a steep embankment in Nonotuck Park land. The Massachusetts
Wetland Protection Act and River Protection Act are triggered for any work near or in
wetlands or within 200’ of a perennial stream. A wetland scientist has been contracted
and has flagged the wetlands and HW (streams). Flag locations have been surveyed and
their locations are reflected on the site survey.

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Natural Heritage and Endangered Species Program

The Massachusetts Natural Heritage data available online by OLIVER GIS indicates that
the site is not located within an area designated as a “Priority Habitat of Rare Species” it
is also not located within an “Estimate Habitat of Rare Wildlife”. Even though it is not
located in either of this areas, there are two NHESP Certified Vernal Pools on the site.
Both are located on the south east behind the school building and bordering the Tree
House Development property. Like with wetland, any work near a vernal pool will
require further Massachusetts Wetland Protection Act permits with Easthampton
Conservation Commission and DEP.

Floodplain

Based upon FIRM Maps dated August 15, 1979, the site is located within Zone C (areas
of minimal flooding).

Soils

Preliminary geo-technical investigations have confirmed that the site is underlain by a


soft, varved silt and clay layer, which is compressible under moderate building loads.
Therefore potential settlement due to the compression of this material presents a
significant issue for consideration in the design of any proposed structure. Differential
settlement is of particular concern, specifically because the composition and thickness
of the varved clay is variable and because the proposed building will contain sections
which vary in height (and weight) which will settle non-uniformly.

Fill placed to form the building subgrade or for general site grading will also impose
stress and cause compression of the underlying varved silt and clay. To limit differential
settlement it is recommended that filling to form building subgrades and exterior grades
near the building be as uniform as possible. If this cannot be readily accomplished, it
may be appropriate to preload, or grade the site early in the project to allow settlement
to occur prior to the start of building construction.

Groundwater was first encountered at a depth of 18 feet below the ground surface,
without indication of significant artesian water pressure. Based on findings, it is not
anticipated that groundwater will impact the building during the service life of the
structure. Poorly draining soils suggest that special provisions will likely need to be
incorporated into the design to control water around the structure and below
pavements and sidewalks.

Seismic analysis has resulted in a Class E soil classification.

DEP Well Head Protection Areas

A review of DEP regulatory data as provided by Mass GIS’s OLIVER online viewer shows
that the entire parcel is located within a Zone II Well Head Protection Area, as is most if
not all of the City of Easthampton.

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Zoning

The White Brook Middle School Site is zoned R40 Residential Rural B. Schools are
considered a permitted by right use under R40.

Structures
Zoning Regulations and other than
Requirements Residential RS dwellings

Minimum Lot Size 40,000 SF

Minimum Lot Frontage 120 FT

Front Setback 50 FT

Side Setback 25 FT

Rear Setback 50 FT

Maximum Building Height 35 FT

Maximum Building Coverage of


10%
Lot

INFRASTRUCTURE (GAS, ELECTRICITY, WATER, SEWER, STORMWATER)

GAS

The White Brook Middle School building is serviced by natural gas for the kitchen
and hot water heater. The existing gas meter is located on the northern side of the
building near the loading dock.

ELECTRICAL

The White Brook Middle School building electrical service is fed from the overhead
wires in Park Street powered by Eversource. The school’s primary electric service
originates at a riser pole on Park Street where it runs underground along the ¼ mile
driveway to the west side of the building to a transformer next to the gas meter.

WATER

Approximately 90% of Easthampton lies above the Barnes Aquifer. The Barnes
Aquifer supplies water to four municipalities within the Connecticut Valley of
western Massachusetts including the cities of Westfield, Holyoke and Easthampton,
as well as the town of Southampton. Like most properties in Easthampton the White
Brook Middle School relies on the City to provide drinking water from the Barnes
Aquifer.

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DEP Well Head Protection Areas

Zone 1:

The protection of groundwater recharge areas is critical to maintaining a safe and


ample water supply of water to the consumers. Protection zones become more
critical to water quality and the activities within the zone become more restrictive
as the distance from the wellhead decreases. Zone 1 is the most vulnerable and
thus carries the most restrictions for use.

Zone II:

Extending outward from Zone 1, uses in adjacent surface areas can still contribute
to the degradation of water quality. DEP calls this Zone II. Both carry the same
regulatory restrictions, but are formulated differently. A Zone II radius is
determined by digging test wells and pits to verify extent of area surrounding the
well.

The main focus of the Zone II designation is to identify areas of land which are
especially most likely to contribute nitrogen inputs into the well system. In some
instances septic systems are allowed within the Zone II, but will require stricter
filtration and additional treatment to offset any potential inputs into the water
supply.

A review of DEP regulatory data as provided by Mass GIS’s OLIVER online viewer
shows that the entire parcel is located within a Zone II Well Head Protection Area,
as is most, if not all, of the City of Easthampton.

SEWER

The majority of homes within the City of Easthampton are served by the municipal
sewer system.

The existing White Brook Middle School building is no exception and discharges sanitary
sewage to the municipal sanitary system by pumping up to a main on Park Street.

STORM DRAINAGE

Based upon the available information building rooftop water is collected internally and
conveyed through the plumbing system. No external downspouts were observed. Catch
basins on the entrance drive and parking lots seem to collect site runoff and the closed
drainage system ultimately connects to two outlets leaving towards the White Brook
stream. One pipe is 24” CMO from the parking lot and a 12” HDPE on the entrance
drive.

The football field and surrounding area has its own drainage system, with several
connected catch basins that outlet via an 18” HDPE pipe towards the un-known stream
at the eastern edge of the property. Even though reinforced with rip rap, there is
evidence of erosion and soil loss in this area.

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Student Impact:

Design Alternative E.1 proposes major interior renovations to the existing White Brook
Middle School to accommodate the District’s elementary school program needs, with
the addition of a new three-story classroom wing to serve students in grades 6-8. This
design alternative involves both redistricting of the city’s elementary school students
and a grade restructuring to bring fifth graders to the elementary program.

Impact to the City’s elementary school students is expected to be minimal, as they will
remain in the three current elementary school buildings until renovations at the middle
school are complete. The most significant impact anticipated for elementary school
students will be the adjustment to a new, significantly larger school environment than
experienced at the current 100 year old elementary schools in the City. The conceptual
layout of Design Alternative E.1 strives to minimize this impact through the scale of
architecture, wayfinding strategies, and breakdown of student communities through
clustered grade organizations. The benefit of natural site features inherent to the site,
combined with thoughtful architectural strategies are expected to assist in making this
an overall positive transition for students.

Middle School Students will be impacted more significantly, as they will lose a significant
portion of the existing site to the proposed construction project. As an addition, the
work will be closer to the academic spaces of the existing White Brook Middle School,
than would be expected with the Design Alternative D option. This proximity may result
in distracting periods of noise and vibration and will need to be coordinated with the
school to minimize impact to students.

To minimize the need for temporary classroom space, construction phasing is


recommended with the intent of building the three-story middle school wing as the first
phase. Conversion of the existing natatorium and locker rooms to a new kitchen,
cafeteria and Band Room would be included in this early phase. A second short phase,
timed to coincide with the summer break, is proposed to renovate the existing
gymnasium and supporting locker rooms. Following this phase, middle school students
would move to the newly constructed addition while the existing middle school is
repurposed, through major renovations, to serve as an elementary school.

Design Alternative E.1 involves a grade reconfiguration which also impacts current
middle school students. The reallocation of the fifth grade population to the
elementary school, will leave them without available classroom space once the existing
middle school is isolated for renovation. Temporary classrooms will need to be
provided to accommodate fifth grade students during the renovation phase of the
project. There is room at the White Brook Site to accommodate the temporary
classrooms, however this will require coordination with the District and Contractor to
ensure appropriate outdoor space remains available to the school while still
accommodating the staging and lay-down needs of the construction project. A total of
eight classroom spaces are recommended to accommodate approximately 112 fifth
grade students, as follows:

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• (6) General Classrooms


• (1) Science Classroom
• (1) SPED Classroom

Fifth graders will share newly constructed Art, Music and Dining program space with the
6-8 population to minimize temporary facility costs. A budget allowance of
$1,200,000.00 is being carried to meet this need.

Parking will likely be provided as the final phase of construction.

As with Design Alternative D, the construction site will need to be well separated to
ensure safety of middle school students during the anticipated twenty-seven month
construction period. Measures, including but not limited to, secure construction
fencing, clear and ample signage, limited site access for construction vehicles during
student drop-off and pick-up times should be included in the construction project’s
requirements. It is also recommended that the School Department provide an
educational assembly for students to demonstrate expectations of appropriate behavior
in the vicinity of an active construction project. White Brook Middle School has ample
open space to continue their integrated outdoor activities on remote areas of the school
grounds. Access to trails, connecting the school site with the adjacent Nonotuck Park
are also remote to the proposed construction area and should remain available without
impact.

Updated Educational Program:


Center, Pepin, Maple Elementary Schools and White Brook Middle School; Pre-K to Grade 8
Consolidation

The following Educational Program is specific to a comprehensive Pre-kindergarten through


Grade 8 solution, with a Design Enrollment of 1,010 students. The program has been updated
and prepared by the Superintendent of Schools, Nancy Follansbee. Updates, provided in bold
typeface, address all questions and comments included in the MSBA Preliminary Design Program
review. Updates, provided in italicized typeface, address all questions and comments included
in the early MSBA Preferred Schematic Report review and/ or feedback from the MSBA Facilities
Assessment Subcommittee.

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EDUCATIONAL PROGRAM

CENTER, MAPLE, PEPIN ELEMENTARY SCHOOLS


AND
WHITE BROOK MIDDLE SCHOOL
PRE-K TO GRADE 8 CONSOLIDATION

9/14/2017 Easthampton Public Schools

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TABLE OF CONTENTS

GRADE AND SCHOOL CONFIGURATION

CLASS SIZE POLICIES

SCHOOL SCHEDULING

TEACHING METHODOLOGY AND STRUCTURE

CURRICULUM DELIVERY METHODS AND PRACTICES

ACADEMIC SUPPORT PROGRAMMING

STUDENT GUIDANCE AND SUPPORT SERVICES

TEACHER PLANNING

PRE-KINDERGARTEN

KINDERGARTEN

LUNCH PROGRAMS

TECHNOLOGY INSTRUCTION

MEDIA-CENTER/LIBRARY

VISUAL ARTS PROGRAMS

PERFORMING ARTS PROGRAMS

PHYSICAL EDUCATION

SPECIAL EDUCATION PROGRAMS

VOCATIONS AND TECHNOLOGY PROGRAMS

CORE ACADEMIC EDUCATIONAL ACTIVITIES

TRANSPORTATION POLICIES

FUNCTIONAL AND SPATIAL RELATIONSHIPS

SECURITY AND VISUAL ACCESS REQUIREMENTS

2014-2017 STRATEGIC PLAN

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MAPLE, CENTER, PEPIN ELEMENTARY AND WHITE BROOK MIDDLE SCHOOL


CONSOLIDATION
The Easthampton Public Schools (EPS) strive to provide its students and families with high quality staff,
rich educational experiences, state of the art resources, and a collaborative environment that includes
students, families, and the community. All students are partners in their education. They are taught to
think critically, analyze information, problem-solve and apply their knowledge in varied contexts.
Students also learn to communicate effectively using mathematical thinking, oral and written language,
and technology. EPS work to prepare students for success in college and career and to be responsible,
contributing members of a global community. We believe that we will improve student achievement and
create a positive environment in which to work and learn by cultivating a respectful, engaged learning
community with equal access to curriculum and instruction and collaborative use of data to make
appropriate and meaningful decisions.

As we embarked upon the design of a new Maple Elementary School building, what has become
increasingly clear to the district is that the consolidation of all three of our elementary schools and our
middle school, into a Pre-K to 8 configuration, will best help us to meet our strategic goals of providing
equity and excellence, nurturing a successful community of learners, and effectively using data to drive
programming and decision making. By co-locating our Pre-K to 8 teachers, specialists and administrators,
and providing an agile and technology-rich 21st century learning environment to all our students and
families, EPS will be able to ensure that it can move toward greater equity and access for all of its students,
both now and in the years to come.

The Easthampton Public Schools (EPS) Strategic Plan was developed in collaboration with teachers,
parents, community members, and administrators. It is a plan that articulates the teaching philosophy,
methods, and curriculum goals that have guided our educational program during the past three years.
Greater detail can be found by reviewing the plan on pages 28-29. The goals set forth within the Strategic
Plan inform much of the thinking articulated within this document.

GUIDING PRINCIPLES FOR DESIGN


The engagement of parents, community members, students, city officials, and District educators with the
Educational Design Team during a two-month long visioning process helped EPS to articulate a common
understanding of what is important to our community as we consider a design for a new building. Our
identification and prioritization of the required program spaces and the relationships of these spaces
within an overall solution brought us to the following set of Guiding Principles for our proposed project:

Small School Feel, Large School Pride

* Grade Level Learning Clusters to support a Small School Feel

* Connections between School and Larger Community

* Collaboration and Engagement (for Students, Teachers, Parents, and School Community)

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* Responsible Citizenship

* Welcoming and Transparent

* Clustered, Accessible Community Spaces

Holistic and Joyful Learning

* Learning Visible

* Innovative and Engaged Learning

* Authentic, Real-World Learning

* Project Based Learning

* Collaborative Learning

* Meeting Diverse Learning Needs and Styles (Inclusive Practice and Differentiation)

* Equity of Learning Opportunity and Experience

* Connections to Natural World/Supporting a Healthy Lifestyle

Flexible and Adaptable Spaces

* Varied and Adaptable

* Flexible Furniture

* Future Focused, Adaptable to Change, Timeless

* Sustainability Focused

* Building as Teacher

T HR EE OPTI ON S T O BE C ON SI DER ED FOR A B UI LDIN G PROJEC T ARE:


1. A renovation, renovation and addition, and/or new construction of Maple School with current
Pre-K to grade 4 configuration

2. A consolidation of all elementary schools with a Pre-K to 4 configuration

3. A consolidation of all elementary schools and the middle school with a Pre-K to 8 configuration.

GRADE AND SCHOOL C ONFIGURATION


Easthampton Public Schools provide educational programs for 1574 (including 51 Pre-K) students in
grades K-12. There are three elementary schools, one middle school, and one high school with present
grade configurations as follows:

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Easthampton High School Grades 9-12 471 students

White Brook Middle School Grades 5-8 451 students

Maple Elementary School Grades Pre-K-4 264 students

Center Elementary School Grades K-4 196 students

Pepin Elementary School Grades K-4 192 students

As previously stated, the proposed grade configuration being considered in this current and proposed
Educational Program is a consolidation of all three elementary schools and the middle school with a Pre-
K to 8 configuration. The advantages of this proposed configuration outnumber the advantages of the
other two proposals and are summarized as follows:

 All elementary and middle school students will have equitable access to a 21st century educational
program and environment

 All elementary and middle school students will have full handicap access to school spaces and
amenities, including classrooms that are accessible to students with hearing and sight
impairments

 The District can better address state assessment results that currently show a dip in academic
achievement from grade 4 to grade 5 by moving grade 5 to an elementary grade 3-5 cluster,
thus eliminating the transition and break in instructional continuum that now occurs between
grade 4 and grade 5, and improving academic success for grade 5 students. Having grade 5
become an elementary grade is the preferred option expressed by parents over the years and
a reason listed by parents in surveys for why they have used the state’s Choice program to
move their children to other schools

 All Pre-Kindergarten students will remain in the same school for Kindergarten instead of
having to move to another school, easing the transition from Pre-Kindergarten to first grade

 Elementary classrooms can be balanced for number of students without having to move
students from one building to another

 Educational resources can be shared improving the quality of resources available for all grade
levels

 Specialized support services currently delivered by staff who travel from building to building
will no longer have to travel resulting in additional time delivering services to students

 All specialized staff can be placed more effectively across grade levels to better meet the
needs of students

 Horizontal and vertical alignment of curriculum can be facilitated and improved

 The development of Professional Learning Communities (PLCs) that improve instruction for
students can be facilitated

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 Building a more cohesive community and easing transitions across grade levels and vertically
can be facilitated

 The school will be located in a place where it would be surrounded by natural green spaces
that can be used for garden projects, nature studies, and improved options for physical
education

 All students would have access to classrooms with natural light and acoustics that support a
positive learning environment

 Smart technology, available in a new school, would support student acquisition of 21st century
college and career ready skills and enable students to be ready to enter the high school in 9th
grade and immediately be able to take advantage of the technology available to them in the
high school

 Facilitates community-building across all grade levels for students and families

 Opportunities for older students to work with younger students will increase.

 Families will have a single point of schooling contact for all their children from early childhood
up to high school

 Family engagement will be retained through middle school years and within a single school
community

 Annual utility and operational savings will be maximized and result in more educational
services for students

 Opportunities for increased savings in number of personnel needed to provide services that
are currently duplicated across four buildings

 Potential savings in the cost of transportation, site and facilities maintenance, and food
service

The transition for students in grades Pre-K to 8 if all grades were consolidated would present some
challenges. A comprehensive community educational program would need to be put into place to
promote understanding of the proposed grade cluster design, grades Pre-K-2, 3-5, and 6-8, that is
designed to create small learning communities within a large school. The focus of this community
engagement effort would be to allay any concerns parents have about losing their neighborhood schools.
It is also important to note that our elementary schools are not actually neighborhood schools, as students
are assigned to schools based on busing routes and class sizes. Frequently students in the same
neighborhood attend different schools and sometimes must be moved from one school to another from
year to year in order to balance class sizes. There are already many parents and community members
who have expressed support of a potential PK-8 model, recognizing that the advantages of this model far
outweigh the disadvantages of having our students remain in our outdated elementary and middle
schools.

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CLASS SIZE POLICIES


There are no policies on class size in the district, but guidelines are as follows:

Kindergarten and First Grade 17 to 21 students

Second Grade through Fourth Grade 18 to 24 students

Fifth Grade through Eighth Grade 22 to 24 students

The consolidation of four schools and a District-wide grade reconfiguration will provide more flexibility
across all grade levels in creating classrooms that are more equitably balanced for size and gender and
will allow administrators to more easily maintain these balances as new students move into the district.
Currently classrooms in some schools become too large or imbalanced for gender when new students move
into a neighborhood near one of the elementary schools. In addition, one of our elementary schools is not
accessible to students with physical disabilities and one is only accessible to the first floor, resulting in
students who need barrier-free access to their school having to sometimes be placed in a school that is not
their neighborhood school.

SCHOOL SCHEDULING
Our schedules are currently built to accommodate the 6.833-hour contractual day. The following chart
shows the current schedules for all schools:

Physical
Name of Education
School Performin /
Grades Science g and Adaptive Library Extended Lunch
Served Classes Visual Art Music PE Classes Day Care Seatings

1 time per
2 times
week for
per week 1 time After
2-3 times 1 time per 45 min for
for 45 min per week School
Center per week week for grades K-
each time for 45 Program 4 (shared
Elementary for 30 min 45 min for 2; 2 times
for grades min for (shared with Pepin
each time all per week
K-4 K-2; 1 time all with School)
in all classroom for 45 min
per week classroo Pepin
classrooms s each time
for grades ms School)
for grades
3-4
3-4

5 sessions 5 sessions After


Maple 2-3 times 5 sessions 5
45minutes 45 min School
Elementary per week 45 min sessions 5 sittings
Program
for 30 min 2 days per 2-3 days 45 min
PK-4 2-3 days
each time week per week 3:10-5:30

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in all per week 3 days M-F


classrooms per week
For
grades 1-
4

Grades

K-4 can
also
travel to
Pepin for
before
and after
school
programs

1 time per
2 times
week for
per week 1 time
2-3 times 1 time per 45 min for After
Neil A. for 45 min per week
per week week for grades K- School
Pepin each time for 45 4 (shared
for 30 min 45 min for 2; 2 times Program
for grades min for with Center
Elementary each time all per week
K-2; 1 time all 3:10-6:00 School)
in all classroom for 45 min
K-4 per week classroo
classrooms s each time M-F
for grades ms
for grades
3-4
3-4

After
White 60 min School 3 - 30
60 min 36 60 min
Brook Program minute
60 min 5 days
36 days a 72 days lunches a
Middle times per N/A 2:45-5:00
a year year a year day in each
School week
M-TH of 2
rotation rotation rotation
5-8 cafeterias

TEACHING METHODOLOGY AND STRUCTURE

CURRENT
Maple, Center, and Pepin Elementary Schools have self-contained classrooms for grades K to 4. Additional
classroom space is used for special education, Title I, speech and language, occupational therapy (OT),
physical therapy (PT) and behavior programs. Support services are provided in flexible pull-out and push-
in models. All grade level teachers meet in grade level groups at least once a month to discuss curriculum,

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instruction and assessment. Teachers from all elementary schools meet on 5 full days and 4 half days for
professional development.

White Brook Middle School, grades 5-8, is organized into two wings, one for grades 5 and 6 and one for
grades 7 and 8. All grade levels are organized into teams as follows:

GRADE 5
2 teachers English Language Arts and Social Studies

1 teacher English Language Arts and Math

1 teacher Science and Social Studies

1 teacher Science and Math

GRADE 6
2 teachers English language arts and Social Studies

1 teacher Math

1 teacher Science

GRADE 7
2 teachers English Language Arts and Social Studies

1 teacher Math

1 teacher Science

GRADE 7/8
2 teachers English Language Arts and Social Studies

1 teacher Math

1 teacher Science

PROPOSED
The proposed grade level configuration of the consolidation of grades Pre-K to 8 is to have the following
grade clusters: Pre-K to 2, with the Pre-Kindergarten adjacent to grades K-1 and with a separate entrance
and separate outdoor fenced in play area; grades 3-5; and grades 6-8. All classes in grades K-5 will be
self-contained. Students in grades 6-8 will be taught by teams of curriculum specialists.

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CURRICULUM DELIVERY METHODS AND PRACTICES

CURRENT
Classroom instruction is delivered in whole group, small group, partner configurations, and independent
study. A workshop model with a whole group lesson followed by small group instruction with the teacher,
and students working independently in learning centers located around the room is used in many
classrooms. Project-based learning is a component of classroom instruction but is often limited due to
space and storage constraints. Teachers in grades Pre-K to 4 start the day with a morning meeting held
in a corner of the room with children sitting on a rug and the teacher seated or standing next to a chart
with chart paper for displaying directions for lesson activities. The rug area is used periodically throughout
the day for whole group lessons. Support services are provided by specialist teachers in a pull-out or
push-in model. Specialists will often pull a few students together at a table in the room or may take a
small group out to the hallway where a table is set up for small group work. Paraprofessionals are in the
room to support students with academic, social, emotional, or behavioral needs, sometimes taking a
student to a quiet area of the room for individual attention. Technology is used as a tool for learning
throughout the day in some classrooms. All classrooms have ceiling mounted projectors and document
cameras. Laptop carts with enough computers for all students in the classroom are available for teachers
to sign out.

PROPOSED CHANGES
The models for instruction currently in place will continue with a new emphasis on inclusive practices and
project-based learning. Classrooms should be large enough to accommodate a meeting area for the
teacher and students and several other spaces for small group work and work in learning centers.
Breakout spaces close to the classroom would provide better opportunities for specialist teachers to work
with a small group on a project, or if visible to the classroom teacher, to allow small groups of students to
work independently on projects. A sensory/calming area should be available in elementary classrooms
and a timeout area available to each grade level cluster. Sufficient space to accommodate mobile
technology for student use and Smart technology with large whiteboards on one wall would be important
for supporting presentation or performance-based assessment and should be included in each classroom.
Smart technology with large wall-size whiteboards would assist teachers in providing engaging
demonstrations for students. A Maker Space with adequate storage and shelving, available to each grade
level cluster would provide better support for project-based and hands-on learning. Each classroom
should have a sink and counters to facilitate science inquiry including experiments. Laptops must be
available for each student in a classroom. If laptops are stored in laptop carts, there should be an area in
close proximity of grade level classrooms for storage of the carts.

Classroom-sized Break Out spaces located near each grade level cluster would be flexible spaces that can
be used as maker spaces for project-based learning; as spaces where children from one or more classrooms
can come together for collaborative projects; and as spaces for small group work with specialists. These
spaces can also be used as meeting places for teachers to work in Professional Learning Communities

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(PLCs) and can be adapted, if needed, to become classrooms to accommodate increases in student
enrollment

EN G LI SH LAN G UA G E AR T S

CURRENT AND PROPOSED


Current models of curriculum delivery, as described above, would continue in the new building. What is
proposed that does not currently exist in our schools is space in each classroom for classroom libraries.
Additionally, a space for a literacy library for sharing leveled books for guided reading instruction should
be located in each grade level cluster. A literacy library is a room with shelving where books for guided
reading instruction (multiple sets of 5-8 books of one title) are put in boxes and leveled with letters to
indicate which books are appropriate for a reading group’s level of reading proficiency. Teachers come to
the room to select appropriately leveled books for the student reading groups in their classrooms. A
literacy library is a cost effective way for teachers to share resources for teaching children to read.
Specialist reading teachers currently use small tables in hallways in the elementary schools and open
spaces in the middle school to meet with small groups of students needing targeted assistance in literacy
learning. A new school should have breakout spaces distributed throughout the grade level clusters for
small group work with students needing targeted assistance and where small groups of students from
adjoining classrooms can gather to work collaboratively on projects.

MA T HEMA T IC S

CURRENT AND PROPOSED


Current models of delivery, as described above, would continue in the new building. Manipulatives are
an important component of mathematics instruction and storage for kits of manipulatives is proposed for
the new building. Specialist math teachers currently use small tables in hallways in the elementary schools
and open spaces in the middle school to meet with small groups of students needing targeted assistance
in mathematics. A new school should have breakout spaces distributed throughout the grade level clusters
for small group work with students needing targeted assistance.

SC I EN C E

CURRENT
At the elementary level science instruction occurs 2-3 times a week for approximately 30 minutes in the
classroom and is often embedded in nonfiction literacy instruction in the early grades. Foss kits are used
to support the delivery of curriculum. Classroom spaces in our hundred-year-old elementary schools do
not support the learning models articulated in the new state science standards. It is difficult if not
impossible to carry out many hands on investigations without access to a sink in the classroom or a
counter area for demonstrations. All elementary schools participate in garden projects as a component
of the science curriculum. At Maple School the garden was created on a narrow strip of lawn in front of
the schools and at Center and Pepin Schools the garden is in a narrow area between the side of Center

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School and the street. In the middle school field studies, demonstrations, laboratory activities, class
discussions, library and computer research, audio-visuals, projects, individual and cooperative group
experiences provide opportunities for the students to discover and to apply scientific methods and
principles. Middle school students are also involved in our school garden projects as a component of the
science curriculum. The middle school gardens are located in an open green space next to the soccer
fields.

PROPOSED
Each elementary classroom should be equipped with one sink and a counter to enable teachers to do
science experiments and demonstrations as part of the science curriculum. Storage for science equipment
will also be necessary in the classroom and an area dedicated to equipment and storage of Foss kits for
sharing should be located in each grade level cluster. Classrooms should have counters or shelving for
display and/or storage of projects underway. A garden area within easy access of classrooms is proposed
for the new school. The garden area should include a space for a shed to store tools and garden supplies.

The grades 6-8 cluster should have 3 science classrooms equipped with counters and 2-3 perimeter sinks,
electrical outlets, and adequate storage for science materials. This grade cluster should also have 3 Maker
Spaces with perimeter sinks and counters with electrical outlets. These rooms would be used in a rotating
manner by a variety of classes throughout the day to meet the needs of students fulfilling the grades 6-8
science standards that require modeling using diverse materials, experimentation, and the design
engineering process. The spaces would also need integrated technology to record data, use computer
design applications, and utilize common hand-held power tools, as required by the grades 6-8 curriculum
framework. The grades 6-8 cluster should also have easy access to a garden area with a space for a shed.

SOC I A L ST UDI ES

CURRENT AND PROPOSED


Current models of delivery, as described above, would continue in the new building. The Teachers
Curriculum Institute (TCI) curriculum will be used in grades 2-8, and appropriate technology would need
to be in place to provide access to the online components of TCI, including online text books. Project-
based learning and integration of technology are major components of the TCI curriculum, requiring the
presence of smart technology in every classroom. Wall space for display of maps and other content
materials and storage for content materials will be important in the new social studies classrooms.

WOR LD LA N G UA G ES

CURRENT AND PROPOSED


There is currently no World Language program in the elementary schools. An exploratory in World
Languages is proposed. This will require access to technology work stations for all students to support
the exploration of languages and cultures. The middle school has an exploratory in World Languages for
grades 5-8. The exploratory would continue and the addition of a year of language study for students in
grade 8 is proposed. This will require access to technology work stations for all students to support the

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exploration of languages and cultures. A decision on the technology needed to best support language
learning will remain open as we proceed through design development and FF&E. A range of technology
may be needed to match curriculum and student needs. Fixed work stations may better facilitate
writing in a foreign language and are less likely to be damaged or lost. 1:1 devices would provide more
flexibility and accessibility for an entire classroom during instruction.

ACADEMIC SUPPORT PROGRAMMING

CURRENT AND PROPOSED


Academic support services in literacy and mathematics in the elementary schools are currently delivered
at tables set up in hallways. Dedicated spaces for specialized instruction and break out spaces for
interventionists interspersed among the general purpose classrooms are proposed for the new building
for delivery of these services. Reading Specialist teachers who work one on one with first grade students
in the Reading Recovery ™ program need a small private and quiet space to deliver services to students.
Each of four Reading Recovery teachers will need a 100 nsf room for this purpose. The room must be large
enough for a rectangular table large enough to seat a teacher and a student and space for the teachers’
teaching materials. The Reading Recovery program has been in existence in the District since the 1990s
and is research-based with proven success in supporting non-readers to become readers and catch up to
their peers by the end of first grade. Academic support programs at the middle school are currently
delivered in open interior spaces where students passing through and noise from nearby classrooms are
distractions. Dedicated spaces and break out spaces interspersed among the general purpose classrooms
are proposed for the new school for delivery of these services.

EN G LI SH LAN G UA G E LEAR N ER ( ELL) PROG RA M

CURRENT AND PROPOSED


ELL services are provided to students in grades K to 8. There are currently 27 ELL students in grades K-8,
and all indicators point to this number increasing in the years to come. We currently have two teachers
who travel among buildings to deliver services to our students in pull-out or small group instruction. With
a consolidation of grades Pre K to 8, our teachers would not have to travel and more time could be
dedicated to providing instruction to our students who are eligible for ELL services. In the proposed
project, spaces for small group ELL instruction would be located near each grade level cluster. These
spaces should be designed for acoustic privacy and access to technology to support ELL instruction and
state testing.

STUDENT GUIDANCE AND SUPPORT SERVICES

CURRENT
Student guidance and support services are currently provided in the elementary schools in portions of
classrooms that have been divided into smaller rooms, in small basement rooms not originally intended
as places for teachers or support staff to work with students, or in hallways. In the current middle school,

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a suite of offices surrounds a conference room. The cafeterias and gymnasiums at the middle school are
used for after school programs, and the cafetoriums at Maple and Pepin Schools are used for after school
programs for elementary students.

PROPOSED
In the proposed project, a suite of offices with acoustic privacy for counselors, school psychologists, and
special education coordinators to meet with small groups of students should be located in each K-5 and
6-8 cluster. A meeting space, reception area, and records storage area should be included in each suite.
A full size cafetorium and a gymnasium with two teaching stations large enough to accommodate a
regulation sized basketball court, separated by a divider, are proposed for the new school. These spaces
would provide expanded opportunities for students in our after school programs.

TEACHER PLANNING

CURRENT
Teacher planning time is 400 minutes every 2 weeks for elementary school teachers with a guaranteed
duty-free period of at least 30 minutes. No changes are proposed for teacher planning time. A teacher
planning room does not currently exist at any of our elementary schools. Teacher planning areas are
currently found in hallways or in rooms divided by a partition in order to serve two functions, as happens
at Center School where a room was divided to create a school office/principal’s office/teacher planning
room. White Brook Middle School has one dedicated teacher planning area for the entire school.

PROPOSED
A dedicated space for teacher planning located in each wing is proposed for the new school to facilitate
Professional Learning Community (PLC) meetings. It should be sufficiently sized to support team meetings
where teachers get assistance from team members on how to meet the academic, social, emotional, and
behavioral needs of students who are not making progress. This space can also be used for special
education team meetings.

PRE-KINDERGARTEN

CURRENT
All Pre-Kindergarten classrooms are currently located at Maple School. The District has recently had to
increase the number of Pre-Kindergarten classrooms from 3 to 4 due to an increase in demand for special
education services for preschoolers in the community. The current Pre-Kindergarten rooms were
designed for students in grades 1-4 and are not adequate for these programs. Curriculum in the Pre-
Kindergarten programs is learning-center based with whole group, small group, and individual instruction.
Areas of the classroom are designated for a classroom meeting on the rug, exploratory play, and learning
centers. The Pre-Kindergarten autism classroom includes an area set aside in the corner of the room for
discreet trial work with individual students.

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PROPOSED
Each Pre-Kindergarten classroom should have interior access to a bathroom equipped with a changing
table. The classrooms should be large enough to accommodate all preschool activities and large enough
to include areas for sensory/calming spaces. Classrooms should have display areas for student work and
storage areas for all equipment used in instruction. The Pre-K autism classroom should have a semi-
secluded space in a corner where staff can do discreet trials with students. A timeout space should be
available in all Pre-K classrooms. Windows in the proposed project should provide students with a view
to the outdoors to enable observation of nature from the classroom throughout the year. A water
fountain should be located in or near all Pre-K classrooms. The Pre-K classrooms should be placed adjacent
to the Kindergartens and have their own entrance area. The Pre-K classrooms should have access to their
own fenced-in play area for outdoor play and learning.

KINDERGARTEN

CURRENT AND PROPOSED


Our Kindergartens follow the same curriculum delivery model as our other elementary grades as
described above with time for small group, whole group, and independent learning. The current size of
our Kindergartens makes it difficult to have multiple spaces set up to facilitate this learning environment.
Storage and areas to display student work are also very limited. The size of classrooms in the proposed
project should accommodate spaces for morning meeting on a rug for the entire class and areas of the
room for choice time, learning centers, and social interactions. There must also be adequate storage areas
for all equipment used for learning and areas where student work can be displayed on walls and counter
tops. In addition to a bathroom in each room, the classroom should be outfitted with a sink and counter
for science investigations. Windows in our current classrooms are so high all students are able to see is
the sky. Windows in the proposed project should provide students with a view to the outdoors to enable
observation of nature from the classroom throughout the year. A water fountain should be located in or
near all Kindergarten classrooms. The Kindergartens should be located close to an outdoor play area,
shared either with the Pre-Kindergartens or with the students in grades 1 and 2.

LUNCH PROGRAMS
Currently the district utilizes a central kitchen at the middle school that prepares meals for the middle
school (two cafeterias on the opposite sides of the building), and satellites hot and cold meals in bulk to
the Maple Elementary School and the Pepin Elementary School (Center School students walk to the Pepin
School cafeteria for lunch). Pre-K students are not full day and do not participate in the lunch program so
are not included in the lunch enrollment numbers.

The satellite program to the elementary schools entails limited storage, refrigeration, and freezer space
as well as some on site cooking with cook and hold ovens. The majority of meals are cooked at the middle
school and delivered in bulk using heated hot boxes (over 25 years old). The two elementary school meal
sites (Maple and Pepin) are in much need of updating.

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Maple School’s kitchenette area is a multi-purpose room with limited space for storage, cooking,
prepping, and the sink area is not designed for sanitary food production and clean up. The serving area is
in the basement hallway with a portable serving cart and tables. The area where the students eat is a
multi-purpose room that is also used for gym. Basement is not ideal for deliveries. The three areas are not
suitable for modern food service operations which should be great environments for the students to eat
a nutritious meal.

Center School students eat their lunch at Pepin School. Pepin School’s meal site has limitations similar to
those noted above for Maple. The meal site is on the second floor which is hard for deliveries and food
service equipment repair/maintenance. Pepin School’s kitchenette area is a multi-purpose room with
limited space for storage, cooking, prepping, and the sink area is not designed for sanitary food production
and clean up. The area where the students eat is a multi-purpose room that is not ideal for cleanup, etc.
The area is not suitable for modern food service operations which should be great environments for the
students to eat a nutritious meal.

White Brook Middle School’s equipment, serving areas, and kitchen are old. Combining the Pre-K to 8
grades in one building would eliminate the need to satellite the food to the elementary schools providing
fresher, higher quality meals. The consolidated Pre-K to 8 option would update the food service
operations that serve 70% of the students in the district. We believe the new facility would increase
participation in the breakfast and lunch programs. This option would decrease the food service
department’s labor cost by approximately 20%; equipment repairs/maintenance costs would be lower;
and transportation costs and food waste would be reduced.

Current Enrollment, Average


New Building Plan Daily Participation, Number of Notes
Meal Periods
K-8 Enrollment 1,051
Ideally the dining area will have two
lunch rooms (with the kitchen in-
ADP 575
between and attached to both).
Each dining area would be designed
Elementary meal periods:
to accommodate over 200 students
Multiple meal periods at the
during a lunch period, for 3 lunch
two sites. Pepin has four meal
periods. Faculty dining should be
periods. Maple serves K in
adjacent to the kitchen and the
Consolidation of lunch room by themselves and
student dining areas.
grades Pre-K to 8 grades 1-4 have back to back
lunches.
Each serving area should have two
serving lines with two cashier
Middle school meal periods: 3
stations. Kitchen and dining area
periods in both of the two
should be on first floor, for natural
separate cafeterias, with about
lighting, deliveries and over all
30 minutes for lunch and
positive environment.
recess.

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Breakfast is served in all The kitchen area should be


schools. designed to handle meals for over
1000 students, staff, faculty and
visitors. It should also have modern
fire safety equipment; proper prep,
cooking, serving, and dining space
and equipment; up to date sinks,
dishwasher, etc. to meet all health
codes regarding food safety, as well
as, new serving lines, serving
equipment, refrigeration and
freezer space. The kitchen area
should not be a shared space. The
area should only be used for
preparing, cooking and serving
food. A cashier station with
updated data and power for point
of sale computers should also be
available.

Outside the kitchen there should be


a dock area that would
accommodate multiple delivery
trucks and deliveries.

Although the MSBA allocates space for cafeterias based on a standard of two seatings, it is
Easthampton's desire and plan to maintain three seatings for both the elementary and middle school
cafeterias. Doing so aids in academic scheduling and student management by offering separate
seatings for Grades PK-1, 2-3, and 4-5 at the elementary level and separate seatings for grades 6, 7,
and 8 at the middle school level. This is the current meal service pattern and works very well.

TECHNOLOGY INSTRUCTION
Technology currently available in our K-8 classrooms:

MA PLE ELEMEN TA R Y
Laptop Computers 1 laptop cart (24) per floor

Printers/copiers 2 copiers and shared printers

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C EN T ER ELEMENT A R Y
Laptop Computers 1 laptop cart (24) per floor

Smartboards 2 Smartboards installed in classrooms

Printers/copiers 1 copier and shared printers

PEPI N ELEMEN T AR Y
Laptop Computers 1 laptop cart (24) per floor

Smartboards 2 Smartboards installed in classrooms

Printers/copiers 2 Copiers shared printers

WHI T E B ROOK MI DDLE


Laptop Computers 2 laptop carts (24) (one for grade 5 cluster/one for grade 6 cluster)

Desktop Computers 2 labs (24) desktops (one for grade 7 cluster/one for grade 8 cluster)

Smartboard 3 Smartboards installed in classrooms

Printers/copiers Grade cluster printing and shared copiers

In the majority of elementary and middle school classrooms technology is used as an add-on rather than
as an integral part of classroom instruction. All teachers have their own computers and every classroom
has shared access to laptops via laptop carts or shared labs. Smartboards are currently available and in
use in 7 classrooms. In the proposed project smart technology would be available in all classroom, and
the goal would be to see technology used as an integral component of daily instruction. This is exactly
what happened when the new high school opened in Easthampton. When teachers had smart technology,
training on how to use it, and the expectation set by administration that it would be used, it quickly
became an essential component of all instruction. We are confident the same would happen in our
elementary and middle school grades when there is access to 21st century technology.

Currently our elementary teachers need to get in their cars and travel to a site for a training, and none of
our elementary schools have rooms with adequate technology for training purposes. Having all grades
consolidated in one building would facilitate gathering teachers together for training and for supporting
each other as they take on new learning. A new facility with a consolidation of all Pre-K to 8 classrooms
in the district would facilitate training on the use of technology. Staff collaboration/break out spaces in
grade level clusters or teams, with appropriate Smart technology or screen sharing (TV/projector), would
provide areas for ongoing collaboration/training in new technologies. Having staff have access to the
same technology they are trained on in their own classrooms would also facilitate practice with what was
learned in authentic teaching situations. A shared building would also facilitate sharing of technology as
needs change and more efficient servicing of technology by the Director of Technology and his assistant,
who must currently travel between three buildings to provide tech support.

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Having easy access to modern technology will also facilitate data collection and analysis, which informs
instructional decisions and improves learning for all students. Adequate and modern technology is
becoming essential as the state continues to require online assessments for accountability
determinations. Management of technology occurs at the building level with the principal overseeing the
management systems that have been put into place. System management of inventory, repairs,
replacements, and troubleshooting issues that individual staff are having is presently handled done by the
Director of Technology and his full time assistant. The School Department is currently in negotiations with
the City of Easthampton to establish one technology department for the school district and the city
departments. This would increase the number of shared staff in the combined technology departments
from 3 to 4 and would ensure adequate attention to updating equipment and to managing and updating
systems.

MEDIA CENTER/LIBRARY

CURRENT
Maple School has a very small room in the basement that is used as a library. A bank of computers is set
up and used at the beginning of the library period for a type-to-learn program. Students use the library
once a week for their library period. The library is staffed by a paraprofessional who teaches the students
how to use the library, reads a story, and checks books out for students. The current library is too small
to be used by the community. Pepin School has a small library in the basement and Center School has no
library, so students must walk over to Pepin for their library period. The program at Pepin library is the
same as the program at Maple School.

White Brook Middle School’s library is a large open room in the middle of the building. There is a
desk/counter for the paraprofessional who supervises the library and rooms adjacent to the library that
are used as computer labs. The paraprofessional shows students how to use the library and helps them
choose resources for research.

PROPOSED
We propose providing two Media Centers, one in the PK-5 section of the building and a second in the 6-8
portion of the building, to ensure that they are organized and outfitted in a manner that is
developmentally appropriate and supportive of instruction at each level. They would be located in heart
of the building and would be designed to engage and support students and staff as active and effective
users of information found in a wide variety of formats. The Media Center would be a place to nurture
the growth of ideas through reading, research, and presentation of materials for communicating learning.
It should contain a number of flexible spaces for whole group, small group, and independent work, as well
as a small internal classroom for delivery of instructional lessons. Computers would be set up for
individual use for research and to work on projects. There should be display areas for information related
to student projects and for the display of student work. The Media Center would have areas for books
and for e-readers to access e-books. In the elementary Media Center, there would be different areas
where elementary students could settle in to read a book or to work on a project with a partner or small
group. The middle school Media Center could contain comfortable chairs in a reading area. The Media

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Centers would also be set up with the technology needed for presentations and would be available after
school hours for community use. The Media Centers will be busy learning environments where the
following activities will take place:

 The Media Center will be staffed by a certified librarian who can assist students and staff in
learning how to use all the Media Center offers, and to assist students and staff in finding
resource, doing research, and using technology as an instructional tool.

 Students will be using software to check out or check in books or to borrow books from other
libraries

 Students will be engaged in using laptops and computers for independent learning, online
research, and classroom projects

 Classes will be held in the library using a common meeting space or the small classroom

 A presentation space will be used during the day by students to give presentations to classmates

 Professional development presentations will be given to and by teachers after school or during
professional development days

 The Media Centers will support after school programs, meetings for outside groups, and
workshops

 The Media Centers will provide access before, during, and after school and will provide students
with a wide range of resources and opportunities to work in groups or individually

VISUAL ARTS PROGRAMS

CURRENT
Maple and Center Schools have small art rooms in the basement of the schools with no space for storing
materials or for displaying art work. Materials are stored on shelves in the hall at Maple School. Pepin
School students walk to Center School for art classes. There is neither a kiln nor space to put a room for
clay and a kiln. There is no access to Smart technology, thus limiting the curriculum that can be delivered.
Art as visual communication is the focus of the art curriculum at White Brook Middle School. Students
learn some art history, how to look at art, how to write and talk about art, and how to create art using a
variety of medium. There is one art room at White Brook. It contains very little storage and a minimal
amount of places to display projects. There is no space for a room for a kiln.

PROPOSED
There should be an art room in the K-5 grade cluster and an art room in the 6-8 grade cluster. Each art
room should be large enough to have flexible spaces for exploring two-dimensional and three-dimensional
media. Each art room should have a connected, well-ventilated room for clay with a kiln and storage
shelves. Ample storage spaces for equipment, materials, and art work would be necessary components
of each art room. Each room would have 3-4 sinks and tables with stools for working on projects. Each

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room would also contain counters and wall space for displays of student work. Smart technology and wall
space for a large whiteboard would be included in the elementary and middle school art rooms. Abundant
natural lighting would be a must for both art rooms.

PERFORMING ARTS PR OGRAMS

CURRENT
Several small music performances, a 4th grade play, and one end-of-year performance take place at Maple
School. As there is no auditorium and the only presentation space available at Maple School is a small
cafetorium, presentations at the school must be limited to small audiences and even then there is
overcrowding and difficulty viewing the performance. Students practice for the play at Maple School but
must go to the high school to use an auditorium for the presentation. The end of year choral performance
is done outside on the paved play area. Risers are borrowed and put in place and parents stand or bring
lawn chairs to view the performance.

Center and Pepin students receive instruction from the music teacher who is housed at Pepin School.
Center students must leave their school to walk to Center School for instruction and to use the auditorium
to rehearse for the 4th grade play that is performed every year. A choral performance and a number of
parent events are held in the Pepin auditorium. The auditorium is not large enough to seat all families for
these performances or events, so many families with small children have to stand during performances
and events.

White Brook Middle School has a music teacher who provides instruction in music history and prepares
students for three choral performances and a play during the school year. The performances are held in
the school auditorium. The auditorium is not large enough to seat all the families who attend so many
parents must stand during the entire performance or stand in the hall outside the auditorium and try to
peer through the doors to view a presentation. Teachers also use the auditorium for plays, role-play and
classroom presentations. The curriculum for instrumental music is delivered through small group lessons
(grouped by instrument) once a week and one full band rehearsal weekly. Lessons and rehearsals occur
during the academic school day. A combination of performances, playing tests, recordings of rehearsals,
and audible observations are used as assessments. These measurements ensure the curriculum is being
delivered properly and students are progressing through the curriculum so they can move up into the
higher demanding ensembles offered at Easthampton High School.

Beginner students are offered six instruments to choose from: flute, clarinet, alto saxophone, trumpet,
trombone, and percussion. This year 153 students in grades 5-8 are enrolled in the WBMS instrumental
music program. Each student receives a small group lesson once a week and one full ensemble rehearsal.
Students can also elect to take on additional responsibilities by playing in jazz band. This year’s high
enrollment led to the creation of 2 jazz bands, an advanced jazz band made up of 7th and 8th grades and
a beginner jazz band made up of 6th and 7th graders. In addition, the Easthampton Learning Foundation
provides a grant to fund a jazz ensemble comprised of 7th-12th graders. This band rehearses once a week
for 2 hrs. There are about 22 students enrolled in this group and they participate/rehearse after school

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hours. The jazz ensemble competes annually at local and international high school jazz festivals and
performs at school concerts and community and regional events.

NUMBER OF MIDDLE SCHOOL PERFORMANCES YEARLY:


 5 performances a year for the beginner band

 7 performances a year for the concert band (6th-8th)

 4 performances for the beginner and advanced middle school jazz bands

 Over 10 performances a year for the ELF jazz band

The current rehearsal space is a band room that can accommodate 40-50 students at one time. There are
78 instrument lockers and 4 closets in the band room. There are 2 practice rooms and an instrument
room with tools and supplies. The band room is used for lessons and jazz band rehearsals. The band room
is also used for storing 6 file cabinets of folders of music. The middle school auditorium is used for full
ensemble rehearsals weekly.

PROPOSED
The band program at White Brook Middle School (WBMS) is very popular and many students participate.
As all three bands usually perform on any performance date, the crowds for band performances are very
large and there is never enough room for everyone to be seated. The current WBMS band room is not
large enough to have weekly full ensemble rehearsals. As a result, those rehearsals need to take place on
the stage. The stage is used for many other events and is not always available. In addition, the amount
of time needed to setup and breakdown uses up a significant part of the band director’s day.

In order to support the band program through the 21st century we will need a band room large enough
to accommodate 80 to 90 students with storage areas around the perimeter. The current amount of
storage space is inadequate and the new space should have adequate storage for instruments and music.
The room will need a built in sound system built in, smart technology, and a sink. In addition to the band
room, a minimum of 4 practice rooms is required in order to allow students to work in sectionals and
individually on their instruments. An adjacent additional room dedicated to music technology with
computers, keyboards, and music writing software would enable the music program to be expanded
beyond what is currently available in the curriculum and will prepare students to use what is available at
the high school without first having to learn how to use the technology.

The proposed project should have a larger performance space in order to accommodate the large number
of students in bands and the large number of parents who attend the band concerts. A larger space will
allow the showcasing of all student talent in all bands. The performance space should be fitted with
appropriate lighting, technology, and sound equipment. With a better/larger performance area, younger
students will be able to see the older, more advanced students perform and this will further encourage
ongoing involvement in the band program. An advantage of a K-8 school will be that it will be possible to
start the instrumental program earlier in grade 4.

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Many members who participated in the visioning process, including the School Committee Chair, asked
that we request a full sized auditorium for the project. There is regret in the community that the high
school (opened in 2013) auditorium does not accommodate the entire student body, notable in contrast
to the extreme satisfaction that exists in all other aspects of the high school project. A strong curricular
commitment to the performing arts forms the basis of the request for the inclusion of an auditorium
with leveled seating, effective acoustics, and appropriate lighting options. The request is for an
auditorium sized sufficiently to seat all of the elementary population at once. Although convinced that
the project’s auditorium has a clear and direct link to our instructional objectives, we acknowledge that
it will also meet community needs and is very much desired by them. Accordingly, our original plan was
to put it before the voters as a separate and distinct component of the project, allowing them to vote it
up or down.

Upon further discussions with School Building Committee about the cost and appropriateness of an
auditorium for students in elementary and middle school and a visit by two members of the committee
to the Sherwood Middle School in Shrewsbury, MA, to view their Gymnatorium, all committee members
agreed a Gymnatorium would best suit a performing arts program in the proposed Pre-K to 8 building.
The gym would need to be large enough to accommodate the entire elementary population with seating
in bleachers and folding chair seating on the floor.

PHYSICAL EDUCATION

CURRENT
At Maple School students have limited and inadequate space for physical education. As long as weather
permits, classes are held outdoors on a paved area behind the school. Students have no access to grassy
areas or playing fields. There is a play structure that is used by students at recess time. In inclement
weather physical education instruction is held in the 1,497 square foot cafetorium. Games and skills that
can be accommodated to these areas are taught by a teacher who teaches both physical education and
music. Pepin School has a gymnasium with a regulation size basketball court. Center students walk to
Pepin School for physical education classes. There is inadequate storage for equipment. Center has an
outdoor paved play area with a play structure used by students at recess time. Pepin School has no
outdoor play area so Pepin students walk to Center School for outdoor physical education classes. The
small size of the play area at Center School and the lack of any grassed areas limit the kinds of physical
activities students can participate in during physical education classes. Students at Center School are able
to play on the playground when they get to school for some additional physical activity. Pepin School
students who arrive early to school must stay in the cafeteria until the bell rings for classes.

Physical Education (PE) classes at the White Brook Middle School take place in a gymnasium with a full
size basketball court and in the fields adjacent to the school. In addition, there is an adjacent auxiliary
gymnasium that is approximately half the size of the full gymnasium. The high school football field, a
soccer field, abandoned tennis courts, and a track are on the middle school property. A full range of
physical education activities are included in the curriculum. New programs that have been added are
yoga, flag football, snow shoeing, and Project Adventure team building.

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PROPOSED
The new school should have a gymnasium with two teaching stations sized to accommodate regulation
basketball courts and separated by a divider. The gymnasium should have bleachers and a climbing wall
in each space. Office space for the PE teachers and adequate interior and exterior storage space for all
equipment should be included in the PE suite. Both gymnasiums should be equipped with sound systems.
The gymnasiums and an outdoor area should be equipped with ropes courses. To accommodate the
current pattern of physical education offerings for the projected number of elementary and middle school
students, a minimum of two teaching stations are required (one elementary and one middle school.)
However, in the current grade configuration, 5th graders are served in the White Brook Middle School
gymnasium. In the new building, they will be grouped with grades K-4 as opposed to grades 6-8, increasing
the demand for elementary physical education teaching space. Additionally, in the current pattern of
offerings, some elementary students are offered physical education two times per week while others are
offered physical education one time per week. In order to provide adequate flexibility to ensure effective
scheduling of the elementary students' academic day and equitably offer all elementary students physical
education twice per week, two teaching stations at the elementary level are necessary. A single teaching
station at the middle school will allow offering physical education consistent with the current pattern with
room to expand offerings if desired. A fourth physical education station is necessary to accommodate
special education students requiring adaptive physical education. When not being used for this purpose,
the station could be used to offer fitness and life skills recreational alternatives to the student body.

SPECIAL EDUCATION PROGRAMS


Following is an assessment of district alignment with the rubric provided in the MSBA’s Educational
Program Requirements document:

1. Do the facilities and classrooms for eligible students maximize their inclusion into the life of the
school?

ELEMENTARY
 There is only one space for academic intervention. There are no spaces near
classrooms to provide instruction.

 Substantially separate programs are among general education programs.

MIDDLE SCHOOL
 Spaces for academic intervention are among general education classrooms.

 Substantially separate programs are separate from general education classrooms and
grouped together

2. Do all eligible students have access to school facilities including, but not limited to, those areas
necessary to implement the student’s IEP?

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ELEMENTARY
 Students with social/emotional/behavioral challenges who need quiet spaces or
spaces to verbally discharge: These spaces are close to other classrooms and do not
have proper sound proofing.

 Center School is not wheelchair accessible. Student bathrooms are all in the
basement which makes access difficult for children with physical challenges. Students
must go to Pepin for lunch, PE and music which makes access difficult for children
with physical challenges. Pepin School has better access than Center and Maple
Schools as there is an elevator at Pepin.

 Maple School has elevator access to the basement and the first floor but not to the
second floor. Student bathrooms are all in the basement which makes access difficult
for children with physical challenges.

MIDDLE SCHOOL
 White Brook Middle School aligns with the rubric

3. Are resource rooms and separate classrooms for students with disabilities given the same
priority as general education programs for access to and use of instructional and other
space in public schools?

ELEMENTARY
 All elementary schools are beyond capacity for spaces needed for educational
programs. Academic intervention spaces are shared with other specialized service
providers. Some related service providers are in repurposed hundred-year-old coat
closets.

MIDDLE SCHOOL
 Substantially separate programs are grouped together, but are comparable in size to
other classrooms

4. Is the school providing whatever equipment and making whatever physical adaptations
are necessary, including acoustical and lighting treatments to remove physical
communication barriers for students who are visually impaired, deaf, or hearing impaired.

 Classroom spaces do not include accommodations for students with hearing, physical,
or visual impairments. Accommodations are handled on a case-by-case basis

5. Are the facilities and classrooms serving only students with disabilities at least equal in all
physical respects to the average standards of general education facilities and classrooms?

 Yes

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6. Specifically, does the plan place a classroom serving only older students with disabilities
in a part of the school building in which all the classrooms are occupied by elementary
school students? Vice-Versa? (If yes, it’s a violation)

 Student services are delivered in age appropriate groupings

7. Does the plan place all, or a significant proportion, of special education facilities together
in one part of a school building? (If yes, it’s a violation)

 No

8. During a school construction project, is the plan to move classrooms of students with
disabilities to locations apart from the general education program? (If yes, it’s a violation)

 No

9. Is the plan to place a sign saying “special class” or “resource room” on the front of a
substantially separate classroom? (If yes, it’s a violation)

 No

The last Coordinated Program Review occurred in the 2013-2014 school year. All findings have been
resolved and there were no findings related to facilities.

All current programs, including the specialized programs, will remain in the proposed project. No
programs will be eliminated and no programs will be moved from within the district. The following chart
shows the special education programs that currently exist in the district and the number of students in
each program:

MAPLE ELEMENTARY SCHOOL


Current Special Education Programs Number of Students
3 Integrated Pre-Kindergarten 33 students and 19 peer partners
1 Resource Room 35 students
1 Inclusive Behavior Program 18 students
1 Autism Program 7 students
1 Occupational Therapy Program 32 students
1 Physical Therapy Program 5 students
2 Speech and Language Program 54 students

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CENTER ELEMENTARY SCHOOL


Current Special Education Programs Number of Students
1 Resource Room 30 students
1 Inclusive Behavior Program 5 students
1 Autism Program 4 students
1 Occupational Therapy Program 17 students
1 Physical Therapy Program 2 students
1 Speech and Language Program 25 students

PEPIN ELEMENTARY SCHOOL


Current Special Education Programs Number of Students
1 Resource Room 29 students
1 Inclusive Behavior Program 9 students
1 Occupational Therapy Program 16 students
1 Physical Therapy Program 3 students
1 Speech and Language Program 19 students

WHITE BROOK MIDDLE SCHOOL


Current Special Education Programs Number of Students
1 Reading Intervention Program 16 students
5 Resource Rooms 83 students
1 Intellectual Disabilities Program 4 students
1 Inclusive Behavior Program 20 students
1 Social/Emotional/Behavioral Program 6 students
1 Occupational Therapy Program 15 students
1 Physical Therapy Program 1 student
1 Speech and Language Program 36 students

Defi c i enc i es i n the e xi s ti ng pr og r am that hav e be en i d enti fi ed l oc al l y or thr oug h


s tate r ev i ew :

MAPLE ELEMENTARY SCHOOL


 14 three-year-old students in the community who became eligible for special education
services this fall necessitated the opening of a new Pre-Kindergarten classroom. In order to
provide this new classroom, the teacher planning room, the only room available to contain
the program, had to be dismantled. The new Pre-Kindergarten will need to share a space with
the speech and language teacher whose “office” is in the 100-year-old coat closet of that
room. The Pre-Kindergarten autism program must share a space with the Occupational
Therapy (OT) and Physical Therapy (PT) programs, and there is no bathroom or sink in the
classroom.

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 Programs for students with social, emotional, and behavioral challenges do not have
adequate structures with acoustic privacy for timeout spaces and set aside discrete
sensory/calming spaces do not exist in their classrooms.

 Special education teachers have only partitioned areas of classrooms or tables in the hallways
for working with their students

CENTER ELEMENTARY SCHOOL


 The autism program does not have a bathroom or a sink. Adequate structures with acoustic
privacy for timeout spaces and discrete sensory/calming spaces do not exist in these
classrooms.

 Service providers must share spaces with others. The special education teacher shares a space
with the Title I teacher and another special education teacher

 Partitions are used to define areas of classrooms where special education teachers can deliver
services and services are sometimes delivered at tables in the hallways.

PEPIN SCHOOL
 The Speech and Language Pathologist(SLP) at Pepin School has to share a space with the
Speech and Language Pathologist Assistant (SLPA), English Language Learner E(LL) teacher,
and Title I teacher

 Special education teachers have only partitioned areas of classrooms or tables in the hallways
for working with their students

WHITE BROOK MIDDLE SCHOOL (WBMS)


 Substantially separate programs at WBMS are placed together in the same area as this is
where, in this open classroom layout, there are doors on the rooms.

Spec i al i z ed pr og r am s and c ol l abor ati v e s pac es / pr og r ams that w i ll c onti nue, be


el i mi nated, or add ed :
Specialized programs that currently exist in our elementary and middle schools include a Pre-Kindergarten
autism program, an elementary autism program, two inclusive elementary behavior programs (one at
Maple School and one at Pepin School), an inclusive behavior program, a developmental/autism program,
and a reading program at the middle school. All specialized programs will continue to exist in the proposed
project.

Pr opos ed pr og r am s / s er v i c e needs the Di s tr i c t hopes to a ddr e s s i n the pr op os ed


pr oj ec t:
 Adequately sized and well laid out areas with acoustic privacy for timeout spaces and
sensory/calming areas in classrooms for students with social, emotional, or behavioral
challenges

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 All classrooms for specialized programs will have appropriate acoustic privacy

 Bathrooms will be included in rooms used for our substantially separate programs and Pre-
Kindergarten

 Adequate spaces for resource rooms, student support rooms, and for all interventionists (SLP,
SLPA, OT, PT, Reading, Tutors, etc.)

 The gymnasium would need to be large enough to include a teaching station for adaptive PE

 Dedicated spaces near classrooms for special education teachers to work with individuals and
small groups to support efficient and fluid transitions from classrooms to work with
interventionists

 Classrooms designed to support small group work within the classroom in order to support
the District’s goal of a school-wide model of inclusive practices

 Specialized programs would be located within the appropriate grade level clusters

In order to meet the needs of our growing population of students with sometimes very significant social,
emotional, and behavioral needs, we would propose adding three spaces for therapeutic programs, one
in the K-2 grade cluster, one in the 3-5 grade cluster, and one in the 6-8 grade cluster. These programs
would be designed to meet the needs of students who require a structured therapeutic setting for part or
all of the day. With the addition of this program, we would be able to bring some of our students who
are currently in out-of-district programs back to Easthampton and keep more of our students with these
needs in their home community. We have been approached by our Collaborative for Educational Services
to see if it is feasible to establish a future partnership to implement this type of specialized program in
our schools.

VOCATIONS AND TECHNOLOGY PROGRAMS

CURRENT AND PROPOSED


Quest, an enrichment program, exists in grades 4-7. An enrichment coordinator works with identified
students once a week in a space that is used for other purposes at other times (library, after school
program room). Under the supervision of the coordinator, students choose a topic they are interested in
researching and work on designing a presentation for families and the community at the end of the year.
In a new school this program could be expanded to include project-based learning in a Maker Space and
a robotics program.

In order to implement the new science, technology, and engineering standards, it will be important for
the new school to have a Maker Space. These spaces would be used for project-based curriculum across
all curriculum areas, a place where students will have access to science and art materials and
technology, and space for learning through the development of-hands on projects, an important
modality to include in curriculum and instruction. These spaces would also function as a link to
integrating technology instruction at all grade levels. These spaces would be scheduled as part of the
existing schedule for delivery of curriculum and would be scheduled in a sign up or on an as-needs

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basis. A Maker Space would provide expanded opportunities for the Quest enrichment programs that
would occur at least three times a week.

CORE ACADEMIC EDUCATIONAL ACTIVITIES

A C T I VIT I ES IN SI DE T HE C LA SSR OOM


See the schedule on pages 5-6 for the daily and weekly activities in general classrooms.

A C T I VIT I ES OUT SI DE THE G EN ER A L C LA SSROOM


Core activities outside the general classroom now are typically linked to health or science instruction. All
elementary schools and the middle school have garden projects. Oversight of the gardens and lessons in
health and science are led by a consultant from School Sprouts. Teachers bring their students to the
gardens for these lessons. Students and parent volunteers participate in tending the gardens during the
school year and over the summer. Ensuring there is adequate space for a school garden and room for
students to gather in the garden will be important in the new school. The presence of an outdoor
amphitheater would expand what can currently be done in terms of instruction, allowing teachers to bring
their students into the garden for lessons and presentations across the curriculum. Ideally, each classroom
in the new school will have easy access to an outdoor learning area.

TRANSPORTATION POLICIES

CURRENT SERVICES A ND PRACTICES


Elementary students living greater than 1.5 miles from their assigned school and middle and high school
students living greater than 2 miles from their assigned school are eligible to ride a school bus. (The bus
limits may be adjusted based on available bus capacity.) Bus routes and stops are planned and established
by the office of the Director of Business Services. Safety, economy, efficiency and eligibility requirements
are considered and evaluated carefully in determining bus assignments and routes.

The District contracts out all transportation. Currently, Strong Bus Corporation provides all regular day
transportation in a three tiered system. With staggered start and dismissal times among Easthampton
schools, high school students are delivered to school and picked up for the return trip home first, middle
school students second, and elementary students third. Seven buses service those routes. There are two
contractors who provide transportation services to special education students who are entitled to special
transportation as a result of their Individual Education Plan. F.M. Kuzmeskus, Inc. services special
education students who are educated at schools within the district and Van Pool Corp. Transportation
services special education students who are educated outside the district.

PROPOSED CHANGES
There are no changes in transportation policy anticipated. It is conceivable that more (and certainly
different) elementary children will become eligible to ride the bus if the selected project moves either the
Maple School students or elementary school students to a facility built at the White Brook Middle School

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site, as the current elementary schools are all located in the heart of Easthampton and White Brook
Middle School is approximately two miles outside of downtown.

FUNCTIONAL AND SPATIAL RELATIONSHIPS


Functional and spatial relationships and adjacencies will be critical to the optimum functioning of the new
facility. Easthampton’s reliance on teaming and collaboration for instructional delivery, commitment to
inclusion for students with special needs, and prioritization of authentic, hands-on, and project based
learning experiences tied to our natural world whenever possible form the foundation of our desired
adjacencies. In all options other than a project that simply renovates or replaces the Maple School, the
size of the school will increase significantly to accommodate greatly increased enrollments. With an
option that consolidates Pre-K to 8, the grade span is expanded in addition to enrollment increases.

To maintain and nurture the highly valued sense of community recognized and celebrated at the current
Maple, Center, Pepin, and White Brook Middle Schools, it will be essential to form grade groupings that
create smaller learning communities within the larger school as a whole. For purposes of developmental
appropriateness and curriculum delivery consistent with the current educational program, we envision
the following grade clusters: Pre-K-2 with a design that sets Pre-K a bit apart and includes its own
entrance, grades 3-5, and grades 6-8. It should be noted that the educational leadership has long desired
an opportunity to cluster fifth graders back with the elementary grades rather than the current
arrangement that houses them at the middle school, a move that is overwhelmingly desired by families
as well.

Flexible student-centered learning spaces that adapt well to shifts in educational programming are
desired. A larger group gathering space is desired for each grade level cluster. Special education
classrooms, breakout spaces to be used for small group work or interventions, and areas that support self-
regulation (quiet or time out zones), need to be dispersed throughout the grade clusters with easy access
to grade level classrooms for fluid and timely transitions. Space for leveled libraries of reading materials
and Maker Spaces need to be likewise, dispersed throughout the grade level clusters. Students in the
grades 6-8 cluster need to have science classrooms and Maker Spaces in their area of the building. Pre-K,
Kindergarten, and self-contained special education classrooms need to be equipped with bathrooms.

Easthampton Schools are the heart of the community and serve as important community resources. The
cafeteria, library, gymnasium, and visual and performing arts spaces should be zoned in one centrally
located area of the building for ease of access by all students during the school day and to make them
available for community use outside of school hours without sacrificing security or complicating school
operations. Adult spaces will be distributed throughout the building to support visibility, accessibility, and
presence throughout the building. The main reception area will be adjacent to the principal’s office with
a meeting space for visitor convenience and logical traffic flow.

The site is spacious, attractive, and abuts Nonotuck Park, thus providing ample opportunities for students
to interact with the natural world. It is important that each grade cluster has easy access to the outdoors
and an outdoor gathering/instructional space large enough to accommodate a large group of children.
The early education classrooms require access to an outdoor age appropriate fenced in play space to be

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used exclusively by them. Grades 1-5 and 6-8, likewise, require separate age appropriate outdoor play
spaces.

SECURITY AND VISUAL ACCESS REQUIREMEN TS


Each school has a Crisis and Safety Team. The principal(s), health care professionals, guidance, and
teachers are members of these teams. In addition, there is a District Crisis and Safety team that meets
four times during the year. Members of the district team include the Easthampton Fire Chief, the School
Resource Officer, the District Nurse, all building principals, the Director of Business Services, the Director
of Technology, and the Superintendent. District team members review school emergency response plans
yearly and update plans as needed during each school year. This same process would be used to update
or develop new emergency response plans for the proposed school and these teams will help establish
physical and operational requirements regarding securing and access for the proposed project.

The entrance to our new school needs to strike an effective balance between being safe and efficient for
building occupants and welcoming to school visitors. Student and staff entrance and exit at the beginning
and end of the school day will occur through entrances adjacent to each grade cluster’s academic region
of the building (K-5 and 6-8.) A separate parent entrance in envisioned for Pre-K students and their
families. Outside of arrival and dismissal times and for all others, those entrances will be secured. At all
other times and for all other visitors to the building, there will be a single secure and monitored central
entrance equipped with a video monitoring/recording system. Controlled entrance will occur for all staff
by way of electronic key access.

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2014-2017 STRATEGIC PLAN


Vision

The Easthampton Public Schools provide high quality staff, rich educational experiences, state of the art
resources, and a collaborative environment that includes students, families, and community. All
students are partners in their education. They think critically, analyze information, problem-solve and
apply their knowledge in varied contexts. Students communicate effectively using mathematical
thinking, oral and written language, and technology. Easthampton Public Schools students are prepared
for success in college and career and are responsible, contributing members of a global community.
Theory of Action

If we cultivate a respectful, engaged learning community with equal access to curriculum and instruction
and collaboratively use data appropriately to make meaningful decisions, then we will improve student
achievement and create a positive environment in which to work and learn.
Strategic Objectives

Equity and Excellence Community of Learners Data Driven


Create an environment where all Cultivate a respectful learning Collaborate to analyze and apply
students are fully engaged in community that promotes data appropriately to guide
their learning and have equal success, relevance, and purpose meaningful decisions that
access to high quality curriculum for all educators, students, improve student learning and
and instruction that meets parents, and educational educator, school, and system
diverse needs and promotes partners. performance.
each student’s academic, social,
and emotional growth.

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Initiatives

Initiatives to be completed Year Initiatives to be completed Year Initiatives to be completed


1 1 Year 1
1. Clearly define and articulate 1. Increase digital literacy 1. Develop a systemic plan for
current intervention throughout the community. data collection and analysis.
strategies and programs. 2. Employ effective 2. Assess alignment of
2. Integrate digital literacy into communication strategies to resources and allocate all
all curriculum areas. enhance all school and resources to support
3. Develop vertically aligned community partnerships. strategic objectives.
protocols and processes for 3. Teachers and administrators Initiatives to be completed
Building Support Team (BST), will collaborate to create Year 2
504 and District Curriculum goals that align with state 3. Informed instruction based
Accommodation Plan (DCAP). standards and district on analysis of multiple data
4. Build a continuum of Pre-K to strategic initiatives. sources.
12 curriculum & instruction 4. Use meeting time to work Initiatives to be completed
aligned with the current collaboratively on achieving Year 3
Massachusetts Frameworks. targeted goals and products.
4. Use data to refine and
5. Implement newly developed 5. Use the Massachusetts develop intervention
scope and sequences for Educator Evaluation System strategies and programs to
English language arts and as a framework to support meet current needs.
math. district and school
5. Continue development and
Initiatives to be completed Year improvement.
implementation of common
2 Initiatives to be completed Year assessments.
6. Integrate Massachusetts 2
6. Develop a culture where
Curriculum Framework 6. Develop a system that constructive actionable
College and Career Anchor facilitates easy access, mutual feedback leads to growth.
Standards and Standards for understanding, and common
Mathematical Practices implementation of current
throughout all subjects. rules, policies, and
7. Provide all students procedures.
opportunities to engage in Initiatives to be completed Year
complex tasks across the 3
curriculum to develop higher 7. Facilitate an integrated
order thinking skills. sustainable professional
8. Ensure student growth by development plan aligned
expanding diverse teaching with district strategic
objectives and drawn from

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strategies that build on internal resources and


student strengths. expertise.
9. Use Massachusetts Tiered 8. Increase community
System of Support (MTSS) as partnerships to support
a framework for students’ social, emotional,
interventions and supports. and academic growth.
9. Promote a positive problem
solving culture.
10. Research and implement new
approaches to secure
resources for identified
needs.

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Conceptual Drawings:

Conceptual Architectural and Site Drawings are provided on the following pages to demonstrate
a successful organization of spaces in response to the requirements of the Educational Program.

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Proposed Space Summary- K - 8 Schools

PROPOSED

MSBA Guidelines
Design Alt. E-1 (Pre-K-Grade 8) Existing Conditions Existing to Rem ain/Renovated New Total (refer to MSBA Educational Program & Space Standard
Guidelines)

ROOM # OF ROOM ROOM # OF ROOM # OF ROOM # OF


ROOM TYPE area totals # OF RMS area totals area totals area totals area totals Com m ents
NFA
1
RMS NFA
1
NFA
1
RMS NFA
1
RMS NFA
1
RMS

CORE ACADEMIC SPACES 0 35,590 23 19,565 63 55,155 50 46,890


(List classrooms of different sizes separately)
Pre-Kindergarten w / Toilet 1,164 1 1,164 0 1,164 1 1,164 1,200 - 1,100 SF min - 1,300 SF max

Prekindergarten w / Changing 1,173 2 2,346 0 1,173 2 2,346


Kindergarten w / Toilet 1,123 3 3,369 0 1,123 3 3,369 1,200 5 6,000 1,100 SF min - 1,300 SF max
Kindergarten w / Changing 1,132 3 3,396 0 1,132 3 3,396
General Classrooms - Grades 1-5 905 3 2,715 0 905 3 2,715 950 24 22,800 900 SF min - 1,000 SF max

922 2 1,844 0 922 2 1,844


925 16 14,800 0 925 16 14,800
930 2 1,860 0 930 2 1,860
933 2 1,866 0 933 2 1,866
General Classrooms - Grades 6-8 0 925 15 13,875 925 15 13,875 950 15 14,250
Science Classroom / Lab 0 1,200 3 3,600 1,200 3 3,600 1,200 3 3,600 1 period / day / student

Prep room 0 80 3 240 80 3 240 80 3 240


Reading Teacher 100 4 400 0 100 4 400
Break-Out (1-5) 905 1 905 0 905 1 905
Break-Out (1-5) 925 1 925 0 925 1 925
Break-Out (6-8) 0 925 2 1,850 925 2 1,850

SPECIAL EDUCATION 0 11,480 5,066 16,546 12,080


(List rooms of different sizes separately)
Self-Contained SPED - Grades 6-8 0 0 0 0 0 950 3 2,850 8% of pop. in self-contained SPED

Self-Contained SPED - Grades 1-5 925 2 1,850 0 925 2 1,850 950 5 4,750 8% of pop. in self-contained SPED
Self-Contained SPED - Grades 1-5 Toilet 60 1 60 60 1 60 120 2 120 60 5 300
Self-Contained SPED - Time Out 100 1 100 100 1 100 200 2 200
Self-Contained SPED - Grades 6-8 Toilet 0 0 0 0 0 60 3 180
Resource Room - Grades 6-8 0 0 0 0 0 500 2 1,000
Resource Room - Grades 1-5 0 0 0 0 0 500 3 1,500
Small Group Room / Reading 0 0 0 0 0 500 3 1,500 1/2 size Genl. Clrm.
Self-Contained SPED - PreK w / Toilet 1,164 1 1,164 0 1,164 1 1,164
Self-Contained SPED - PreK - Time Out 100 1 100 0 100 1 100
Small Group Grades 1-5 100 15 1,500 0 100 15 1,500
Small Group Grades 6-8 0 100 9 900 100 9 900
SPED Therapeutic Grades 1-5 925 2 1,850 0 925 2 1,850
SPED Therapeutic Grades 1-5 - Time Out 100 2 200 0 100 2 200
SPED Therapeutic Grades 6-8 0 925 1 925 925 1 925
SPED Therapeutic Grades 6-8 - Time Out 0 100 1 100 100 1 100

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OT/ PT/ Speech 672 1 672 0 672 1 672


OT (6-8) 150 1 150 150 1 150
PT (6-8) 200 1 200 200 1 200
Student Support 1-5 400 2 800 0 400 2 800
Student Suppor 1-5 - Time Out 100 2 200 0 100 2 200
Student Support 6-8 0 400 2 800 400 2 800
Student Support 6-8 - Time Out 0 100 2 200 100 2 200
DLC 0 925 1 925 925 1 925
DLC - toilet 0 56 1 56 56 1 56
DLC Time Out 0 100 1 100 100 1 100
SOAR 925 1 925 0 925 1 925
SOAR - toilet 60 1 60 0 60 1 60
SOAR - Time Out 100 1 100 0 100 1 100
SPED Teachers Grades 1-5 449 1 449 0 449 1 449
SPED Teachers Grades 1-5 300 3 900 0 300 3 900
SPED Teachers Grades 1-5 Office 100 2 200 0 100 2 200
SPED Teachers Grades 6-8 0 300 3 900 300 3 900
Psychologist Office 0 100 3 300 100 3 300
Psychologist Coordinator 0 200 2 400 200 2 400
Psychologist Meeting/ Waiting 0 250 1 250 250 1 250

ART & MUSIC 0 6,102 1,350 7,452 8,050


Art Classroom - Grades 1-5 1,000 1 1,000 0 1,000 1 1,000 1,000 2 2,000 assumed schedule 2 times / week / studen
Art Classroom - Grades 6-8 0 1,200 1 1,200 1,200 1 1,200 1,200 1 1,200 assumed use - 50% population 2 times / w

Art Workroom w / Storage & Kiln 150 1 150 150 1 150 150 2 300 150 3 450
Band / Chorus - 100 seats (Stage) 2,018 1 2,018 0 2,018 1 2,018 1,500 1 1,500
Music Classroom / Large Group - 25-50 seats 1,234 1 1,234 0 1,234 1 1,234
Music Classroom / Large Group - 25-50 seats 1,200 1 1,200 0 1,200 1 1,200 1,200 2 2,400 assumed schedule 2 times / week / studen
Music Practice / Ensemble - Grades 1-5 75 4 300 0 75 4 300 75 4 300
Music Practice / Ensemble - Grades 6-8 200 1 200 0 200 1 200 200 1 200

VOCATIONS & TECHNOLOGY 0 0 3,195 3,195 3,200


Tech Clrm. - (E.G. Drafting, Business) 0 1,200 1 1,200 1,200 1 1,200 1,200 1 1,200 Assumed use - 25% Population - 5 times/w
Tech Shop - (E.G. Consumer, Wood) 0 665 3 1,995 665 3 1,995 2,000 1 2,000 Assumed use - 25% Population - 5 times/w

HEALTH & PHYSICAL EDUCATION 0 11,295 0 11,295 8,333


Gymnasium 8,962 1 8,962 0 8,962 1 8,962 6,000 1 6,000 6000 SF Min. Size
Gym Storeroom 150 1 150 0 150 1 150 150 1 150
Health Instructor's Office w / Show er & Toilet 183 1 183 0 183 1 183 183 1 183
Locker Rooms - w / Toilets 1,000 2 2,000 0 1,000 2 2,000 1,000 2 2,000

MEDIA CENTER 0 6,239 950 7,189 5,539


Media Center/Reading Room Grades 1-5 1,847 1 1,847 0 1,847 1 1,847 5,539 1 5,539
Media Center/ Reading Room Grades 6-8 3,992 1 3,992 0 3,992 1 3,992
Literacy Library (ES) 400 1 400 0 400 1 400
Literacy Library (MS) 0 950 1 950 950 1 950

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DINING & FOOD SERVICE 0 8,443 0 8,443 12,374


Cafeteria / Dining Grades 1-5 3,368 1 3,368 0 3,368 1 3,368 7,575 1 7,575 2 seatings - 15SF per seat

Cafeteria / Dining Grades 6-8 1,801 1 1,801 0 1,801 1 1,801


Kitchen 2,301 1 2,301 0 2,301 1 2,301 2,310 1 2,310 1600 SF for first 300 + 1 SF/student Add'l

Chair / Table / Equipment Storage 478 1 478 0 478 1 478 536 1 536 200 SF for first 300 + .333 SF/student Add
Staff Lunch Room 495 1 495 0 495 1 495 353 1 353 200 SF for first 400 + .25 SF/student Add'l

Stage (Existing - See Band/ Chorus) 0 1 0 0 0 1 0 1,600 1 1,600

MEDICAL 0 1,003 0 1,003 810


Medical Suite Toilet 60 1 60 0 60 1 60 60 1 60
Waiting Room 343 1 343 0 343 1 343 250 1 250
Examination Room / Resting 100 5 500 0 100 5 500 100 5 500
Nurse's Office 100 1 100 0 100 1 100

ADMINISTRATION & GUIDANCE 0 1,084 2,543 3,627 3,783


Principal's Office 0 375 1 375 375 1 375 375 1 375
Principal's Secretary / Waiting 0 125 1 125 125 1 125 125 1 125
Assistant Principal's Office - AP1 0 130 1 130 130 1 130 130 1 130
Assistant Principal's Office - AP2 0 130 1 130 130 1 130 130 0 -
General Office / Waiting Room / Toilet 0 638 1 638 638 1 638 638 1 638
Conference room 0 283 1 283 283 1 283 283 1 283
Teachers' Mail and Time Room 100 1 100 0 100 1 100 100 1 100
Duplicating Room 0 167 1 167 167 1 167 167 1 167
Records Room 0 140 1 140 140 1 140 140 1 140
Supervisory / Spare Office 0 130 1 130 130 1 130 130 1 130
General Waiting Room 0 100 2 200 100 2 200 100 1 100
Guidance Office 150 2 300 0 150 2 300 150 6 900
Guidance Storeroom 18 2 36 0 18 2 36 40 1 40
Guidence Waiting Room 141 1 141 0 141 1 141
Teachers' Work Room (ES) 288 1 288 0 288 1 288 655 1 655
Teachers' Work Room (ES) 219 1 219 0 219 1 219
Teachers' Work Room (MS) 0 225 1 225 225 1 225

CUSTODIAL & MAINTENANCE 0 308 2,257 2,565 2,568


Custodian's Office 0 150 1 150 150 1 150 150 1 150
Custodian's Workshop 0 333 1 333 333 1 333 333 1 333
Custodian's Storage 0 234 1 234 234 1 234 375 1 375
Custodian's Storage 0 110 1 110 110 1 110
Custodian's Storage 0 31 1 31 31 1 31
Storeroom 0 363 1 363 363 1 363 674 1 674
Storeroom 308 1 308 0 308 1 308
Recycling Room / Trash 0 400 1 400 400 1 400 400 1 400
Receiving and General Supply 0 436 1 436 436 1 436 436 1 436
Netw ork / Telecom Room 0 200 1 200 200 1 200 200 1 200

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OTHER 0 2,474 0 2,474 0


Auditorium 2,474 1 2,474 0 2,474 1 2,474

Total Building Net Floor Area (NFA) 0 84,018 35,876 119,894 103,628

Proposed Student Capacity / Enrollment 1,010 1010 Enter grade enrollments to the r

2
Total Building Gross Floor Area (GFA) GSF of existing 115,773 GSF new 62,984 178,757 155,443

Grossing factor (GFA/NFA) #DIV/0! (estimate) 1.49 1.50

1
Individual Room Net Floor Area (NFA) Includes the net square footage measured from the inside face of the perimeter w alls and includes all specific spaces assigned to a particular program area including such spaces as non-communal toilets and storage rooms.

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

Architect Certification
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 w riting by the Massachusetts School Building Authority, in accordance w ith the
guidelines, rules, regulations and policies of the Massachusetts School Building Authority to the best of my know ledge and belief. A true statement, made under the penalties of perjury.

Nam e of Architect Firm : Caolo & Bieniek Associates, Inc.

Nam e of Principal Architect: Curtis A. Edgin

Signature of Principal Architect:

Date: 10.20.2017

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Fulfillment of Educational Plan/ District Goals; Design Alternative E.1:

Student Communities:

In pursuing a new building project, the District is focused on ensuring that the sense of
community developed between students, staff and parents at the three existing
elementary schools is not lessened. With consideration of a single, larger school
building to serve all of Easthampton’s elementary school and middle school populations,
the District has stressed their desire for the new building to evoke a sense of ‘Big School
Pride’ while maintaining a ‘Small School Feel’. While hoping to pursue mentoring
opportunities between older and younger students, the District is also cognoscente of
concerns parents may have regarding interaction between their youngest children and a
middle school crowd. The architecture of Design Alternative E.1 attempts to resolve the
District’s desires and concerns through grade clustering and organization of the school
around centralized common program spaces. Following this organization with attention
to circulation patterns, including separation of entrances, the elementary and middle
school populations will be able to reach their respective program functions without a
need to interact. At the same time, connections will exist within the building to allow
controlled access in support of mentoring initiatives.

6 7 8

SHARED PROGRAM

PreK - K 1-2 3-5

Diagram 3.3.3.2
Proposed PreK – 8 Grade Clustering

Within each of the school populations, grade level communities are organized to
accommodate five classrooms each, and provided with adjacencies to allow access to a
potential sixth, shared space to accommodate higher fluctuations in enrollment. At the
elementary school, these clusters are defined by corridors, which can be graphically
coded for identity and way-finding purposes. The early education cluster is the
exception, and is organized as a pod, surrounding a centralized indoor play area. At the
three-story wing housing the middle school, grades are clustered by floor.

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At the early education pod, classroom spaces are organized within the existing 5-6
classroom wing at the east side of the White Brook Middle School building. In this
design alternative a small, new entrance addition is proposed to serve as a dedicated
drop-off and pick-up location for pre-kindergarten students. The elementary school
Vice Principal’s office is located adjacent to this entrance to ensure the location is
monitored and families are greeted as their students arrive and leave during the day.

Flexibility:

A current spike in student enrollments reinforces the District’s need to maintain


flexibility within the organization of classrooms. To meet this need, the proposed layout
of Design Alternative E.1 incorporates two Break-Out spaces sized similarly to a general
classroom. While these spaces are primarily intended to offer teachers with additional
learning space in support of project-based and collaborative teaching strategies, they
can also serve as additional classroom space should enrollments exceed anticipated
trends in a given year. Break-Out Classrooms are distributed to provide maximum
flexibility in support of population bubbles moving through the school. Where corridors
serving different grade clusters intersect, access will be provided from both to provide
flexibility of assigning the room to either grade, as the enrollment demand requires.
This potential sharing of space from one grade to the next is also possible between
Kindergarten and First Grade as three of the kindergarten classrooms front both the
early education pod and the first grade corridor.

Equity:

A new school building, designed to serve pre-kindergarten through eighth grade


students, as proposed with Design Alternative E.1, ensures educational equity to all of
Easthampton’s students. With the recent completion of a new high school in 2013, a
comprehensive building approach will provide the opportunity to bring modern teaching
resources to every student in the District. A single school will also support vertical and
horizontal alignment of curriculum and sharing of resources, which is currently
impractical across the individual schools. The resulting collaboration anticipated among
staff is expected to provide a more uniform experience for all students across the grade
spectrum which will ultimately result in a smoother transition for students as they
progress from their elementary to middle school years.

This Design Alternative is significant in that it addresses challenges at the existing middle
school, which is perceived by the community as the least desirable school facility for
their students. Most families who choice out of the district do so at the onset of the
middle school years.

Outdoor Opportunities:

The White Brook Middle School site is ideal for integrating outdoor stations for learning
and play. The site is set back approximately one-quarter mile from the road and is
bordered on two sides by forested parkland with several trailheads originating at the
school property. It is expected that the final design of a building project on this site will

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incorporate formal playgrounds, open play fields, multiple school gardens and nearly
limitless opportunities for informal outdoor classroom gathering. Two separate
playgrounds are planned for the pre-kindergarten and elementary school populations,
and an outdoor training circuit is proposed for middle school-aged students.

Safety and Security:

Organization of parking lots and entrance drives are intended to minimize interaction
between vehicular and pedestrian traffic within the site, with continuous sidewalks
provided between the road and each building entrance. All three public entrances (Pre-
kindergarten, Elementary and Middle School) will be normally secured, monitored and
located adjacent to administrative program spaces. Other than parent drop-off and
pick-up times, all visitors must gain access through the main middle school entrance as
the others will close. The service entrance will be equipped with an intercom and access
at this location will require staff assistance from within the building.

A closed circuit security camera system will monitor parking lots, play spaces and all
building entrances. Additional monitoring will be provided at stairs corridors and other
areas as requested by the District.

Within the building, shared spaces, such as the cafeteria, gymnasium and media center
are located adjacent to the primary entrance and can be isolated from the building’s
academic wings in the event of a lock-down, or to better facilitate after-hour community
use.

An existing secondary vehicular access route from the south-abutting residential


neighborhood will be maintained for use by emergency personnel.

Phasing:

As this design alternative includes major renovations to the existing academic program
spaces at the White Brook Middle School, construction phasing will be required.
Phasing details continue to be discussed with the District, however at this point it is
generally agreed that renovations to the natatorium and new construction of the three-
story middle school wing will be grouped as Phase 1. This will provide swing space for
students in grades 6 through 8 and will further provide necessary new kitchen and
cafeteria space, as the current facilities are taken off-line. A short summer phase will
incorporate renovations to the existing gymnasium and locker room space, and will be
followed by a third phase to repurpose the existing middle school to an elementary
school use.

Design Alternative E.1 includes a grade restructuring that transfers the fifth grade
population from the middle school to elementary school program. This will leave a
disparity of space at the completion of Phase I, as the newly constructed middle school
wing is only designed with capacity for grades 6 through 8. Temporary classrooms,
estimated at approximately 11,500 gsf, will be required to serve fifth graders through
the duration of Phase 3.

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Variations from Initial (Pre-K-Grade 8) Space Summary Template:

Core Academic Spaces:

• Pre-Kindergarten w/ Toilet: Pre-Kindergarten classrooms are arranged so that a pair


of classrooms share a common Toilet Room and Changing Room. The Space
Summary Template has been updated to reflect these combined spaces as either
Pre-Kindergarten w/ Toilet or Pre-Kindergarten w/ Changing. In this Alternative, the
Pre-Kindergarten program is provided within the existing footprint which offers
ample space to support both formal classroom space and a shared activity space
outside the classrooms. The updated Space Summary Template reflects (1) Pre-
Kindergarten w/ Toilet classroom at 1,164 sf. This program exceeds the Initial Space
Summary requirements by 58 sf, due to its location within an existing building wing.

• Pre-Kindergarten w/ Changing: Pre-Kindergarten classrooms are arranged so that a


pair of classrooms share a common Toilet Room and Changing Room. The Space
Summary Template has been updated to reflect these combined spaces as either
Pre-Kindergarten w/ Toilet or Pre-Kindergarten w/ Changing. In this Alternative, the
Pre-Kindergarten program is provided within the existing footprint which offers
ample space to support both formal classroom space and a shared activity space
outside the classrooms. The updated Space Summary Template reflects (2) Pre-
Kindergarten w/ Changing classroom at 1,173 sf. This program exceeds the Initial
Space Summary requirements by 58 sf, due to its location within an existing building
wing.

• Kindergarten w/ Toilet: Kindergarten classrooms are arranged so that a pair of


classrooms share a common Toilet Room and Changing Room. The Space Summary
Template has been updated to reflect these combined spaces as either Kindergarten
w/ Toilet or Kindergarten w/ Changing. In this Alternative, the Kindergarten
program is provided within the existing footprint which offers ample space to
support both formal classroom space and a shared activity space outside the
classrooms. The updated Space Summary Template reflects (3) Kindergarten w/
Toilet classrooms at 1,123 sf. This program exceeds the Initial Space Summary
requirements by 17 sf, due to its location within an existing building wing.

• Kindergarten w/ Changing: Kindergarten classrooms are arranged so that a pair of


classroom share a common Toilet Room and Changing Room. The Space Summary
Template has been updated to reflect these combined spaces as either Kindergarten
w/ Toilet or Kindergarten w/ Changing. In this Alternative, the Kindergarten
program is provided within the existing footprint which offers ample space to
support both formal classroom space and a shared activity space outside the
classrooms. The updated Space Summary Template reflects (3) Kindergarten w/
Changing classroom at 1,132 sf. This program exceeds the Initial Space Summary
requirements by 17 sf, due to its location within an existing building wing.

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• General Classrooms Grades 1-5: While efforts were made to provide equally spaced
classrooms of 925 sf each, limitations imposed by the existing building result in
general classrooms which are grouped to 5 varying sizes. The smallest rooms, at
905 sf, meet the minimum standard recommended by MSBA’s Space Template.
There are (3) 905 sf classrooms provided. Two classrooms are provided at 922 sf,
which is comparable to the 925 sf targeted. A total of (16) general classroom are
provided at the target size of 925 sf. Two classrooms are slightly larger at 930 sf,
but again comparable in size to the target, and the largest two classrooms are
provided at 933 sf each. The District is aware of the variation in general classroom
sizes supporting its first through fifth grade students and has stated the impact will
not impact delivery of the educational program.

• Break-Out (1-5): Similarly to the general classrooms, limitations of the existing


middle school floorplate have necessitated a smaller than targeted area for one of
the Break-Out (1-5) classroom spaces. At 905 sf, the room meets the minimum
classroom size recommended by the MSBA Template and has been confirmed by
the District to meet their educational needs. A second Break-Out (1-5) classroom is
reflected at the established area of 925 sf.

Special Education:

• Self-Contained SPED – Grades 1-5: Two Self-Contained SPED classrooms are


provided for grades 1-5 and have been increased to 925 sf each. This increase is in
response to feedback from MSBA’s Facilities Assessment Subcommittee, clarifying
that all self-contained program spaces must be provided at an equal area allotment
as general classroom space.

• Self-Contained SPED Pre-Kindergarten w/ Toilet: The Self-Contained SPED Pre-


Kindergarten classroom is arranged so it shares a common Toilet Room and
Changing Room with its adjacent Pre-Kindergarten classroom. In this Alternative,
the Self-Contained SPED Pre-Kindergarten w/ Toilet program is provided within the
existing footprint which offers ample space to support both formal classroom space
and a shared activity space outside the classrooms. The updated Space Summary
Template reflects (1) Self-Contained SPED Pre-Kindergarten w/ Toilet classroom at
1,164 sf. This program exceeds the Initial Space Summary requirements by 58 sf,
due to its location within an existing building wing.

• Small Group Grades 1-5: The intent is to have Small Group rooms available with an
immediate adjacency to all General Classrooms, so that low-stimulus space is
available to special needs students, without the need to travel. The District has
confirmed that sharing these rooms between two classrooms will support their
intended educational function. At five rooms, the odd number of classrooms
provided per cluster does not always allow optimal distribution of Small Group
Rooms to ensure every General Classroom space meets the adjacency needs of the
educational program. In the conceptual layout of Design Alternative E.1, the
adjacency need is met with one fewer Small Group Grades 1-5 rooms than allocated

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in the Initial Space Summary Template. The District is aware that this alternative
provides only (15) Small Group Grades 1-5 spaces and has confirmed it will meet
their needs.

• SPED Therapeutic Grades 1-5: Therapeutic rooms serve as a transitional program


for autistic students who are eventually expected to be integrated with mainstream
classrooms. At the elementary level, particularly kindergarten through second
grade, it is not uncommon for Therapeutic Rooms to serve exclusively as a self-
contained program. As a result, the program allotment for these spaces has been
increased to 925 sf each. This increase is in response to feedback from MSBA’s
Facilities Assessment Subcommittee, clarifying that all self-contained program
spaces must be provided at an equal area allotment as a general classroom space.
The updated Space Summary Template reflects (2) Therapeutic (1-5) classrooms at
925 sf, each.

• OT/ PT/ Speech: One 672 sf OT/ PT/ Speech (1-5) room is provided in Design
Alternative E.1. This space exceeds the Initial Space Summary Template allotment
of 600 sf by 72 sf. The discrepancy is result of working within an existing floorplate,
and the District has been made aware of the condition, with no objections.

• OT (6-8): One OT (6-8) space is provided at 150 sf. The Initial Space Summary
Template carried (2) OT/PT/Speech rooms at 600 sf each. The District has indicated
that the OT program need at the middle school level is significantly less than for
elementary-age students. At the District’s request, the OT and PT program is
separated at the middle school and the OT room is sized to accommodate four
students. The District has further indicated that neither kitchen appliances nor
laundry equipment are necessary in this space.

• PT (6-8): One PT space is provided at 200 sf. The Initial Space Summary Template
carried (2) OT/PT/Speech rooms at 600 sf each. The District has indicated that the
PT program need at the middle school level is significantly less than for elementary-
age students. At the District’s request, the OT and PT program is separated at the
middle school and the PT room is sized to accommodate specialized equipment for a
limited number of students.

• DLC: Originally carried one DLC Classroom at 400 sf, with adjacent Toilet Room and
100 sf Time Out Room. The DLC classroom will support a self-contained program
function for middle school-aged autistic students. In response to feedback from
MSBA’s Facilities Assessment Subcommittee, clarifying that all self-contained
program spaces must be provided at an equal area allotment as general classroom
space, the DLC space has been increased to 925 sf. The updated Space Summary
Template reflects one DLC room at 925 sf.

• DLC Toilet: This space meets all barrier-free requirements, but at 56 sf is slightly
smaller than the Initial Space Summary allotment of 60 sf.

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• SOAR: Originally carried one SOAR Classroom at 400 sf, with adjacent Toilet Room
and 100 sf Time Out Room. The SOAR classroom will support a self-contained
program function for elementary school-aged autistic students. In response to
feedback from MSBA’s Facilities Assessment Subcommittee, clarifying that all self-
contained program spaces must be provided at an equal area allotment as general
classroom space, the DLC space has been increased to 925 sf. The updated Space
Summary Template reflects one DLC room at 925 sf.

• Psychologist Office: This program was originally carried under the ‘Administration
and Guidance’ category on the Space Summary Template, however following
discussions with the OPM and District, the space is relocated to the SPED category,
as appropriate to the program function. The school Psychologists conduct psycho-
educational evaluations to determine qualification for special education services
and shape individual education plans. The School Psychologists also provide
consultation concerning the students with whom they work to a range of other
educators. They occasionally meet with the families of the students with whom
they work, with or without the student. Consistent with previous submissions, a
total of (3) 100 sf offices are carried in the updated Space Summary Template in
support of this program.

• Psychologist Meeting/ Waiting: This program was originally carried under the
‘Administration and Guidance’ category on the Space summary Template, however
following discussions with the OPM and District, the space is relocated to the SPED
category, as appropriate to the program function. The Psychologist and SPED
Coordinator Programs require waiting space for parents. The District also has a
need for meeting space to support the District’s Psychologist and SPED
professionals. The updated Space Summary Template reflects one Psychologist
Meeting/ Waiting space at 250 sf.

• Special Education (SPED) Coordinator: This program was originally carried under the
’Administration and Guidance’ category on the Space Summary Template, however
following discussions with the OPM and District, the space is relocated to the SPED
Category, as appropriate to the program function. The SPED Coordinators serve as
case managers for children with special needs, ensuring that all aspects of their
program are delivered well and coordinated between service components. SPED
Coordinators very frequently interact with the members of their student's IEP Team
and facilitate mandated meetings concerning them. The SPED Coordinators provide
consultation concerning the students with whom they work to a range of other
educators. They occasionally meet with the families of the students with whom
they work, with or without the student. Consistent with previous submissions, the
updated Space Summary Template carries (2) SPED Coordinator offices at 200 sf
each.

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Art & Music:

• Art Classroom 1-5: A single Art Classroom is provided at 1,003 sf. This represents
an excess of just 3 sf and is considered consistent with the need established by the
Initial Space Summary Template.

• Band / Chorus – 100 Seats: Design Alternative E.1 takes advantage of an existing
Auditorium and Stage. The District understands that renovations to the Auditorium
space are not considered eligible for reimbursement under the MSBA Grant
Program. Understanding this MSBA reimbursement policy, the District continues to
be interested in retaining the existing auditorium program with their Pre-
kindergarten through Grade 8 addition and renovation design options. To minimize
impact of this program, the District plans to utilize the existing 2,233 sf stage to
support their Band/ Chorus – 100 seats program as well as their 200 sf practice
room program. The resulting Band/ Chorus/ Stage program area is 2,019 sf which
exceeds the 1,600 sf allotment established by the Initial Space Summary Template
by 419 sf. The District is aware of the increased size and understands it is the result
of a renovated project approach. The updated Space Summary Template reflects (1)
Band/ Chorus – 100 Seats (Stage) space at 2,018 sf.

• Music Classroom/ Large Group – 25-50 Seats: One Music Classroom/ Large Group
space is provided at 1,234, which exceeds the Initial Space Summary Template
allotment by 34 sf, and one Music Classroom/ Large Group space is provided at a
compliant 1,200 sf. The District is aware of the slight increase to one of the
proposed Music Classroom/ Large group spaces and understands, without
objection, that it is the result of a renovation approach.

Health and Physical Education:

• Gymnasium: A single gymnasium space is provided at 8,962 sf, which is below the
12,000 sf allotment established in the Initial Space Summary Template. The intent
of Design Alternative E.1 is to renovate MEP systems, finishes, gymnasium
equipment and seating within the existing 8,962 sf gym. The District acknowledges
the reduced allocation, and understands all elementary-aged students will received
one physical education session per week (currently some grades receive one session
per week and some grades receive 2 sessions per week). This is not an
improvement over their current program, but acceptable to the District in lieu of
not constructing new gymnasium space under a renovation approach.

• Locker Rooms w/ Toilets: The Locker Rooms with Toilets, as proposed in Design
Alternative E.1 are 1,004 sf each, which exceeds the Initial Space Summary Template
by just 4 sf. The District is aware of this slight discrepancy and understand, without
objection, that the variance is due to alternation approach of the conceptual design.

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Media Center:

• Media Center/ Reading Room Grades 1-5: A single Media Center/ Reading Room
Grades 1-5 space is provided at 1,847 sf, which exceeds the stated need allotment
of 1,600 sf established by the Initial Space Summary Template by 247 sf. The
District has been made aware of the increased area with no stated objections.

• Media Center/ Reading Room Grades 6-8: A single Media Center/ Reading Room for
Grades 6-8 is provided at 3,992 sf. This reflects a reduction of 8 sf from the need
established in the Initial Space Summary Template. The District has been made
aware of this negligibly reduced area with no stated objections.

• Literacy Library (ES): Previously labeled, Leveled Library (ES), the District feels
Literacy Library more accurately describes the program function. A literacy library is
a room with shelving where books for guided reading instruction (multiple sets of 5-
8 books of one title) are put in boxes and leveled with letters to indicate which
books are appropriate for a reading group’s level of reading proficiency. Teachers
pull shared, appropriately leveled, materials from the literacy library for the student
reading groups in their classrooms.

• Literacy Library (MS): Previously labeled Leveled Library (MS), the District feels
Literacy Library more accurately describes the program function.

Dining & Food Service:

• Cafeteria/ Dining Grades 1-5: A single 3,368 sf Cafeteria/ Dining Grades 1-5 space is
provided, which exceeds the need established in the Initial Space Summary
Template by 3 sf. The District understands the increased area allotment is the result
of a renovation approach and does not object to the space as proposed.

• Cafeteria / Dining Grades 6-8: A single Cafeteria/ Dining Grades 6-8 space is
provided at 1,801 sf, which exceeds the need established in the Initial Space
Summary Table by 116 sf. The District understands the increased area allotment is
the result of a renovation approach and does not object to the space as proposed.

• Kitchen: A single Kitchen space is provided at 2,313 sf which exceeds the need
established in the Initial Space Summary Template by just 3 sf. The District is aware
of the negligible difference and understands the increase is a result of the
renovation approach. There are no stated objections to the space as proposed.

• Chair/ Table/ Equipment Storage: A single Chair/ Table/ Equipment Storage room of
478 sf is provided with Design Alternative E.1. This reflects a reduction of 58 sf from
the need allocation of 536 sf, established in the Initial Space Summary Table. The
District understands the shortage is the result a renovation approach and has not
asked that additional space be provided at this time. If pursued as the preferred
option, consideration should be given to adding a second space within the
cafeterias, which are both slightly over their program area allotments.

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• Staff Lunch Room: A single 495 sf Staff Lunch Room is provided which exceeds the
program need allotted in the Initial Space Summary Template by 142 sf. The District
understands that the increased program area is the result of a renovation approach
and does not object to the change.

• Stage: The area allotment of this program function is carried under the Band/ Chorus –
100 Seat description above, as a strategy to increase the utilization of the stage space
throughout the school day. The stage-specific intent of Design Alternative E.1 is to
renovate MEP systems, finishes, performance lighting, curtains and rigging within the
existing stage.

Medical:

• Nurses’ Office/ Waiting: A single343 sf Waiting Room is provided, which exceeds


the space need allotment of 250 sf established in the Initial Space Summary
Template by 93 sf. The District is aware of the increased size and understands it is
the result of a renovation approach, combined with the programming need to
provide separate entrance for elementary-aged and middle school-aged students.

• Nurse’s Office: The District has requested that separate entrances be provided for
elementary-aged and middle school-aged students, and that a Nurse’s Office,
separate from the Waiting Area be provided. The separate Nurse’s Office is
required for conversational privacy and records security.

Administration & Guidance:

• Guidance Waiting Room: A single Guidance Waiting Room is provided at 141 sf,
which exceeds the initial area allocation by 41 sf. The District is aware of the
increased area and understands it is the result of a renovation approach.

• Teachers’ Work Room (ES). Two Teachers’ Work Room (ES) spaces are provided to
support the District’s program needs. One Teachers’ Work Room (ES) is provided at
219 sf, which is comparable to the need of (2) spaces at 225 sf each, established in
the Space Summary Template. A second Teachers’ Work Room (ES) is provided at
288 sf, which is 38 sf larger than established in the Initial Space Summary Template.
The District understands the variances in this program space from the need
established in the Initial Space Summary Template are the result of a renovation
approach.

Custodial & Maintenance:

• Custodian’s Storage: A program need of 375 sf is established in the Initial Space


Summary Template. This program is distributed to three locations within the
building. The spaces are provided at 234 sf, 110 sf, and 31 sf.

• Storeroom: A program need of 674 sf is established in the Initial Space Summary


Template. This program is distributed to three locations within the building. The
spaces are provided at 363 sf, and 308 sf, which results in a deficiency of 3 sf. The

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District is aware of the negligible discrepancy and does not object to the program
allocation, as proposed.

Proposed Structural Systems:


Prepared by Johnson Structural Engineering, Inc.

Alternative E.1 includes renovating the existing building and adding multiple one-story
additions and a three-story addition. Per Chapter 4 of the International Existing Building
Code 2009 (IEBC), the work is classified as Level 3 Alterations since the work area
exceeds 50 percent of the aggregate area of the building. As indicated in JSE’s Existing
Conditions narrative, the existing roof structure complies with the IBC design snow load
(the drifted snow capacity in the snow drift zones adjacent to the existing high roofs will
need to be verified) (IEBC Section 606.2 and IEBC Section 807.3).

It is likely that less than 30 percent of the total floor and roof area will be involved in
structural alternation. Therefore, the existing lateral system must only comply with the
lateral load applicable at the time of the original construction or the most recent
renovation (IEBC Section 807.4.3). It is likely that many of the interior CMU walls will be
demolished as part of the renovations, and portions of the exterior CMU walls will be
demolished at the locations of the new additions and for new openings. The portions of
the existing lateral system of the building whose demand-capacity ratio is increased by
more than ten percent as a result of the CMU wall demolition will need to be reinforced
to comply with a reduced IBC seismic force (see JSE’s Structural Review & Code Review –
White Brook Middle School report for typical reinforcing) (IEBC Section 807.4.3).

The existing roof structure adjacent to the three-story addition will need to be
reinforced accordingly due to the drifted snow that will be imposed onto the existing
roof by the addition (IEBC Section 1003.4). Typical reinforcing will most likely include
additional beam and column lines supported by reinforced concrete footings and drilled
mini-piles to reduce the span of the roof joists. Similar reinforcing will also be required
where new mechanical units are installed on the existing roof.

Drilled mini-piles will be required to support the existing building structure adjacent to
the additions in order to mitigate potential settlement. Geo-piers and/or drilled mini-
piles will be required below the portion of foundation of the additions directly adjacent
to the existing building due to non-engineered and/or debris fill around the perimeter of
the existing building.

The additions will be kept structurally separate from the existing building and designed
to comply with the IBC requirements for new construction. The structural systems for
the additions will include the following:

• Roof structure will be comprised of metal deck supported by open-web steel joists
spaced at 5’-0” on center (o.c.) maximum, steel girder beams, and steel columns.

• The upper floor structures will be comprised of a concrete slab on metal deck
reinforced with welded wire fabric (5-1/2” total thickness) supported by steel beams
spaced at 5’-6” o.c. maximum, steel girder beams, and steel columns.

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• The first floor will be comprised of a 4” minimum concrete slab-on-grade reinforced


with welded wire fabric.

• The lateral system will be comprised of a combination of steel braced frames and
steel moment frames.

• The foundation will be comprised of reinforced concrete foundation walls with


continuous reinforced concrete footings and isolated reinforced concrete footings at
column locations. Depending on the final design loads and existing soil material, the
foundations may require geo-piers and the site may need to be preloaded to allow
settlement to occur prior to the start of the building construction.

Utility Requirements:
Prepared by Nitsch Engineering, Inc.

Site Characteristics

The subject site (Site) is located at the existing White Brook Middle School property at
200 Park Street in the City of Easthampton, and includes 41.226 acres per Easthampton
Assessor’s property records. The easterly portion of the Site is developed with the
existing 135,000 SF middle school building, paved parking and access areas, and
adjacent athletic fields. The developed portion of the Site is separated from the westerly
portion by a perennial stream named White Brook. The Site is accessed on its westerly
side by a boulevard connection to Park Street, and which crosses over White Brook.

Most of the developed portion of the Site consists of a broad and relatively flat plane. Its
topography generally split with shallow slopes (2-5%) extending to the east and west
from the existing building which is situated at a relative high point. Topographic
information is based on record plans on file with the City of Easthampton, and on
Easthampton GIS data.

The western portion of the developed area drains to White Brook and the eastern
portion drains to an unnamed stream. White Brook and the unnamed stream are both
tributary to Nashawannuck Pond which is located approximately 1,500ft+/- to the
northeast. There are Bordering Vegetated Wetlands and Riverfront Area associated with
these streams.

The developed portions of the Site are mostly cleared with lawn and other landscape
plantings and features. Mature natural tree growth and forested area is present at the
perimeter of the development and extends toward the wetland buffers of the streams.

USDA Natural Resources Conservation Services (NRCS) soil map data indicates that the
on-site soils generally consist of poorly drained silt loam (Scitico, Boxford, and Belgrade
NRCS Soil Map Units). These are hydrologic soil group C/D soils and represent potential
development constraints in terms of soil compressibility, high/perched groundwater
elevations, erosion potential, and stormwater management.

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Site Utility Assessment and Development Implications

The existing utility information included in the following sections is based on record
drawings of the White Brook Middle School site provided by the City of Easthampton
Department of Public Works. See attached Figure 1 for a graphic depiction of the
proposed utility systems described below.

Drainage System

Existing Drainage Conditions:

The Site includes a limited number of drainage inlet structures and pipes that collect
and convey runoff generated by the developed area. Several catch basins and other
structures/pipes collect a portion of the roof drainage and runoff from the existing
track, directing flow to the northeast toward the unnamed brook. A similar
drainage system of catch basins and structures/pipes collects the west portion of
the roof drainage and the school parking area, directing flow toward White Brook.
The existing drainage infrastructure does not include a form of water quality
treatment component, inconsistent with the current codes and accepted standards

Proposed Stormwater Management System:

The proposed stormwater management system required for each of the various
alternatives will vary in terms of the specific pipe/structure network configuration,
but will contain the same general elements. The stormwater system will be
designed to meet the Massachusetts Department of Environmental Protection’s
Stormwater Standards including water quality treatment, groundwater recharge
requirements, and mitigation of increased rate of runoff from the proposed increase
in impervious area.

A Low Impact Development (LID) stormwater approach will be pursued for all
alternatives where practical. An LID approach includes selecting Best Management
Practices (BMPs) that decentralize the stormwater management’s system
components, that promote infiltration, and that rely on natural systems to treat
stormwater runoff.

The existing soil conditions and seasonal high groundwater elevations will affect the
type of BMPs selected and will impact the overall design of the stormwater
management system. Additional investigation into the soils in future project phases
is required to evaluate the soil and groundwater conditions.

The stormwater management system for each alternative will include the same
overall elements:

• A standard closed pipe collection and routing system in parking and access
areas, and other areas proximate to pedestrian access areas;

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• A water quality treatment component that could consist of proprietary


treatment chambers or devices, open-air treatment BMPs, or a combination of
both;

• Subsurface detention systems for peak flow mitigation OR open-air BMPs that
will provide peak flow mitigation as well as water quality treatment; and

• A groundwater recharge system component (likely incorporated into one of the


above systems; and somewhat limited in scale due to the record soil and
groundwater conditions).

Note that these system elements will be required for the developed portion of the
Site, and will also likely be required for the entrance boulevard on the westerly side
of White Brook.

Sanitary Sewerage System

Existing Sanitary Sewer:

Sanitary sewage for the existing Middle School is conveyed by a 10-inch sanitary
service pipe that connects by gravity to an existing 24-inch sanitary sewer main that
runs along the western side of White Brook within the site limits. The material of
the sanitary sewer service is unknown. There does not appear to be an existing
external grease trap for sanitary sewage generated by the kitchen, and no other
sewerage components in addition to the main service connection are apparent.

Proposed Sanitary Sewer:

Exclusive of minor differences in system component locations and building


connection points, the sewer service connection for all alternatives is anticipated
to be similar. An exterior grease trap will be required to receive sewage generated
by the kitchen. This line will be separate from the main sewer service(s) for the
building per Massachusetts plumbing code requirements. If the new building
includes entrances that are accessed by vehicles, or interior areas that house
motorized equipment or fuel, the corresponding floor drains will be routed through
an exterior gas trap prior to joining the main service connection pipe. The new K-8
school will connect to the existing 10-inch sewer service for the existing White
Brook Middle School by gravity with a new PVC SDR35 pipe, size to be determined
by the project plumbing engineer.

Water System

Existing Water Service:

The middle school is serviced by an 8-inch water service main that is connected to
the 10-inch municipal water main in Park Street. In addition to providing domestic
water to the existing building, the 8-inch service main also provides water to four
fire hydrants located generally at the four corners of the existing middle school.
The water service is not currently looped.

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Proposed Water Service:

Each alternative will tie into the existing 8-inch water service on the east side of
White Brook Creek. A new 8-inch water main will be looped around the building,
with on-site connections for domestic water and fire protection services to the new
building, and for connections to new fire hydrants, located per Easthampton Fire
Department requirements. The water service main size will be confirmed by the
project fire protection engineer.

Building Systems Narrative:


Prepared by Consulting Engineering Services (CES), Inc.

OVERVIEW:

This project consists of major renovation to the existing, one-story White Brook Middle
School with a three-story addition to create a new PreK-8 School. The new building shall
be located on the White Brook site in Easthampton, Massachusetts. The following
describes the proposed mechanical, electrical, plumbing and fire protection systems,
which shall serve the proposed major alteration and minor space additions. After
project completion the MEP/FP systems will be new and the building will be
approximately 180,000 gross square feet in size.

Mechanical, Electrical, Plumbing, and Fire Protection systems shall be in accordance


with the most current Building Code of the Commonwealth of Massachusetts.

This narrative is intended to assist in the development of a schematic estimate for the
purchase and installation of the MEP systems.

DIVISION 21 - FIRE PROTECTION SPRINKLER SYSTEM

• A new fire protection system, in accordance with NFPA 13, shall be installed
throughout all areas of the building.

• There will be one (1) new 8” fire protection service with double check backflow
preventer assembly installed at the ground level, within the Water Room. The new
8” fire protection service shall be routed to the building from the main located
beneath Park Street.

• A flow test shall be provided by the water utility company. At this time it is
anticipated that a fire pump will be required for the fire service. The (1) fire pump is
estimated to be approximately 75-100 HP in size, with a flow rate of approximately
1,000 gpm. Sizes will be verified with hydraulic calculations during the final design.
The fire pump shall be located in a separate room located within the Water Room.

• Standpipes shall be installed in each of the stairwells and the stage. Standpipes shall
be 6” with 2-1/2” hose connection at each floor.

• Alarm valves shall be installed to properly zone the sprinkler system. Sprinkler Zone
A, Sprinkler Zone B, and Sprinkler Zone C will each require one (1) wet alarm valve

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assembly. There will also be flow control assemblies with tamper & flow switches on
each floor level.

• Sprinklers shall be concealed, fully recessed in finished areas with ceilings. Sidewall,
exposed, extended coverage sprinklers shall be installed where appropriate.
Upright sprinklers with protective baskets shall be installed within the gymnasiums,
storage and mechanical areas with no ceiling. Quick response sprinkler heads shall
be used in light hazard locations. Sprinklers, unless noted otherwise, shall have a ½”
orifice and a 165°F temperature rating. Intermediate temperature classification
sprinklers shall be installed within the mechanical rooms, skylights and other
applicable areas.

• Sprinkler piping shall be installed above ceilings and concealed within chases where
applicable. Piping for the sprinkler system shall be steel pipe, ASTM A 53; Schedule
40 seamless carbon steel. Schedule 10 pipe shall be allowed for pipe sizes larger
than 2” diameter when roll grooved mechanical couplings are used.

• Fittings shall be grooved mechanical fittings: ANSI A21.10 ductile iron; ASTM A47
grade malleable iron. Couplings shall be ASTM A 536 ductile iron or malleable iron
housing, EPDM gasket with nuts, bolts, locking pin, locking toggle or lugs to secure
roll grooved pipe and fittings.

• Kitchen hoods and kitchen exhaust ductwork shall be protected by dry chemical
type systems and shall be connected to the fire alarm system.

DIVISION 22 - PLUMBING SYSTEMS:

22 10 00 Plumbing and Piping Systems

• The building will have three (3) sanitary sewer sources. Exact exit shall be
determined at a future date.

• Storm, waste, and vent piping shall be hub-less cast iron with standard torque
clamps, conforming to CISPI 301 for above ground piping. Storm, waste, and vent
piping shall be concealed within chases and walls. Storm and waste services shall
exit the building below slab at multiple locations to be coordinated with the civil
engineer. The secondary storm system shall exit the building separate from the
primary system; discharge shall be above grade, at locations visible to the building
maintenance staff.

• The building will require one 4” domestic water service, which shall originate from
Park Street. The service will enter the building below slab, and rise up to a service
assembly located in the Water Room. The service assembly located within the
Water Room shall consist of shut-off valves, backflow preventers, and a meter. A
flow test shall be provided by the water utility company to confirm or deny
sufficient pressure is available. Based on how the existing building operates, the
necessity for a water booster pump is not foreseen. Domestic cold water, domestic
hot water, and domestic hot water recirculation piping shall be Type L copper

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conforming to ASTM B 88. Domestic water piping shall be insulated with rigid
molded, noncombustible glass fiber insulation conforming to ASTM C335. Domestic
water piping throughout the building shall be installed above ceilings and concealed
within walls. Jacketing shall be provided on piping exposed in occupied areas (when
exposed pipe is located below 10’).

• The natural gas service shall originate from Park Street and enter the building near
the main mechanical room after connecting to the meter assembly. The meter
assembly shall consist of shut-off valves, pressure regulator and meter. Gas piping
shall be ASTM A53 schedule 40 black steel. Gas piping will be used to serve the
building domestic hot water heaters, boilers, kitchen appliances, science
classrooms, and any additional mechanical or amenity space equipment.

22 11 00 Hot Water Systems

• The hot water distribution system shall include 140°F piping for the kitchen
(boosted to 180°F at the dishwashing area) and 120°F piping to serve the remainder
of the building. Water will be reduced with mixing valves to 110°F at each fixture.
The water in the storage tanks will be stored at 140°F. An automatic High/Low
tempering valve, by Leonard or approved equal, will reduce the water temperature
for the building distribution. For controllability reasons a second High/Low
tempering valve will be installed on the kitchen 140°F water system.

• Hot water recirculation pumps shall be installed to maintain the appropriate


temperatures in the domestic hot water distribution system. The pump shall be
controlled by the building management system (BMS) to minimize energy
consumption. Hot water recirculation piping shall be provided to all lavatory and
sink locations.

22 00 00 Hot Water Plant

• Domestic hot water shall be generated by two (2) 130 gallon, gas fired water
heater/storage tank, 600 MBH each, PVI Conquest or approved equal, located in the
Water Room.

• In addition to the gas fired water heaters there shall be a SuperStor SSU-119SB. This
indirect tank shall be nominal 119 gallon capacity with solar hot water coil.

• Provide (12) 4x10 AET roof mounted solar flat plate collectors, (3) 40 gallon drain
back tanks, piping, accessories, controls and insulation for a complete solar thermal
system.

22 40 00 Plumbing Fixtures and Specialties

• All plumbing fixtures required to be accessible shall be in accordance with the


Americans with Disabilities Act (ADA), 504 and UFAS standards.

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• Water closets and urinals shall be wall hung, vitreous china, low consumption (0.125
gallon per flush urinals and high efficiency 1.28 gallon per flush water closets), by
American Standard or approved equal. Flush valves shall be manually operated, by
Sloan or approved equal.

• Lavatories shall be under mount and stainless steel by Elkay, or approved equal, or
wall hung and vitreous china by American Standard, or approved equal. Faucets
shall be low consumption manually operated by selected manufacturer.

• Wall hangers for water closets, urinals, and lavatories shall be heavy duty adjustable
height type by J.R. Smith or approved equal. Hangers shall be installed within chase
spaces provided behind fixtures.

• Drinking fountains shall be stainless steel, wall recessed, two-tier, with water cooler
and bottle filler, ADA style, vandal resistant manufactured by Elkay or approved
equal.

• Mop basins shall be floor mounted, 24”x24”, molded stone, with wall mounted
faucet & trim, by Fiat or approved equal.

• Classroom sinks shall be stainless steel, by Elkay or approved equal with gooseneck
faucets, by Symmons or approved equal.

• Cast iron floor drains shall be installed at all toilet rooms. Heavy-duty cast iron floor
drains & floor sinks shall be installed in the Water Room. Floor drains shall be by
J.R. Smith or approved equal. Trap primers shall be provided for floor drains. In the
kitchen area trap primers shall be Pressure Drop Activated by PPP or approved
equal. In bathrooms and mechanical room areas trap primers shall be waterless by
ProSet Trap Guard or approved equal.

• Emergency gas solenoid valves shall be provided in the kitchen and all science labs.

• Hose bibbs shall be installed in all toilet rooms, by Woodford or approved equal.

• Wall Hydrants shall be installed on exterior walls every 100 feet. Wall hydrants shall
be non-freeze type by Woodford or approved equal.

• A concrete 2000-gallon grease interceptor shall be coordinated and then installed


below grade at the exterior of the kitchen. The waste connection exiting the grease
interceptor shall connect to the sanitary system serving the building. The
interceptor shall prevent grease from entering and clogging the sanitary system.

DIVISION 23 - MECHANICAL SYSTEMS

• The mechanical systems are based on heating and cooling the building while
meeting the objective for energy efficiency. Heating design shall be 70 degrees and
cooling design shall be 75 degrees.

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23 09 23 HVAC Controls

A Building Management System (BMS) shall be installed to control the mechanical and
selected electrical systems. BMS shall be by the Temperature Control vendor approved
by the owner.

• The system shall include a personal computer with graphics based display and
capabilities for alarming off-site.

• The BMS shall provide temperature control for all HVAC systems and control select
lighting in the building.

• The system shall be programmed for occupied/unoccupied cycles for the air
handling equipment, with an override feature for spaces that would be utilized
after-hours.

• The system shall monitor occupancy sensing devices to control the amount of
outside air being brought in to each classroom to assist in energy conservation.

• The BMS shall be accessible from any Web browser and mobile device with proper
authorization.

23 52 00 Heating Plant – Base System

• The heating plant, for space heating, will consist of (3) natural gas fired boilers,
Aerco Benchmark Model BMK 2.0, 2,000,000 BTU/hr input each. The boilers will be
mounted on 6” thick reinforced concrete housekeeping pads.

• The primary heating hot water pumping plant will generally consist of one pair of
pumps. Each of the pumps will be sized for 100% capacity, for complete
redundancy. The pumping will be a variable primary arrangement for the boilers
and will send 180ºF water to the building for space heating systems and terminal
heating units (baseboard fin tube, chilled beams, air handling units, cabinet units
heaters, etc.) throughout the facility. The space heating hot water supply piping
temperature will be reset inversely with outside air temperature, to minimize
energy consumption. Heating hot water pumps shall be vertical inline type, 30 HP
by Armstrong or approved equal, Pumps will be mounted on 4” thick concrete
housekeeping pads in the Main Mechanical Room.

23 52 00 Cooling Plant – Base System

• The cooling plant, for space cooling, will consist of (2) site mounted air cooled
chillers rated at 300 Tons each. Chiller shall be model RTAF as manufactured by
Trane or approved equal. The chiller will be mounted on an exterior concrete pad.
Chiller shall have a full sound enclosure surrounding it on all sides and top.

• Chilled water piping shall be routed underground from Chiller Enclosure to Main
Mechanical Room.

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• The primary chilled water pumping plant will generally consist of one pair of pumps.
Each pump will be sized for 100% capacity, for complete redundancy. The pumping
will be a variable primary arrangement with the chillers in a series configuration and
will circulate 42-45ºF chilled water to the space cooling system and terminal cooling
units (air handling units, DOA's, HRV’s, FCU's, chilled beams, etc.) throughout the
facility. Chilled water pumps shall be vertical inline type, 25 HP by Armstrong or
approved. Pumps will be mounted on 4” thick concrete housekeeping pads in the
boiler room.

23 52 00 Heating and Cooling Plant – Alternate Geothermal System

• The cooling and heating plant will consist of (25) 20 ton water-to-water heat pumps
Multistack MS20C4_W or approved equal. The water to water heat pump will
provide both heating hot water and chilled water for space cooling and heating.
Multistack heat pumps will be located in the main mechanical room.

• The heating hot water pumping plant will generally consist of one pair of pumps.
The pair of pumps will be sized for 100% capacity, for complete redundancy. The
pumps will be the vertical inline type. These pumps will be mounted on 4” thick
concrete housekeeping pads in the boiler room.

• The pumps will be for the space heating systems, and will circulate hot water to the
terminal heating units (baseboard fin tube, chilled beams, air handling units, ERV’s,
HRV’s, cabinet units heaters, etc.) throughout the facility. The space heating hot
water supply piping temperature will be reset inversely with outside air
temperature, to minimize energy consumption. Heating hot water pumps shall be
30 HP by Armstrong or approved equal, controlled by VFD’s.

• The chilled water pumping plant will generally consist of one pair of pumps. Each
pump will be sized for 100% capacity, for complete redundancy. The pumps will be
the vertical inline type. The pumps will be mounted on 4” thick concrete
housekeeping pads in the boiler room.

• The pumps will be for the space cooling system, and will circulate chilled water to
the terminal cooling units (air handling units, ERV’s, HRV’s, FCU’s, chilled beams,
etc.) throughout the facility. Chilled water pumps shall be 25 HP by Armstrong or
approved equal.

• The ground loop water pumping plants will generally consist of one pair of pumps.
Each pump will be sized for 100% capacity, for complete redundancy. The pumps
will be vertical inline type. The pumps will be mounted on 4” thick concrete
housekeeping pads in the boiler room.

• The pumps will be for the circulation of water through the bore field and back
through the source side of the water to water heat pumps. Ground loop water
pumps shall be 50 HP by Armstrong or approved equal.

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• Geothermal Bore Field located on site (location to be determined): 170-200 Vertical


closed loop u-tube bores that are each 500ft deep, 5 ¼” diameter, bentonite filled, 1
¼” HDPE supply and return tubing, including spacer clips, and the bores to be
separated from each other by not less than 20 ft; piped to a header vault located
outside the building. All buried HDPE piping will include tracer wire for easy future
locating needs. 10” HDPE buried piping shall be installed from the single header
vault to the mechanical room. If the owner elects to pursue geothermal heating and
cooling, a test bore will be installed and a thermal conductivity test performed to
determine the grounds thermal characteristics. Once these characteristics are
determined, the quantity of bores required to support the building can be
determined.

23 34 00 Heating, Ventilating and Air Conditioning

Systems for Specific Areas

1. Gymnasium (AHU-1)

• The Gymnasium will be served by a single zone variable air volume indoor air
handling unit, with integral heating Hot Water coil (400 MBH) and Chilled Water
cooling coil (35 Tons). This unit will have a 12,500 cfm supply fan. Air Handler
shall be by Trane or approved equal. This unit will also incorporate demand
control ventilation which will modulate the amount of outside air to the space
based on occupancy and CO2. The Gymnasium will also incorporate High
Volume Low Speed (HVLS) Fans, there will be four (4) fans each 10’ in diameter.
Fans shall be manufactured by Big Ass Fans or approved equal.

2. Auditorium (AHU-2)

• The Auditorium will be served by a single zone variable air volume indoor air
handling unit, with integral heating Hot Water coil (500 MBH) and Chilled Water
cooling coil (45 Tons). This unit will have a 15,500 cfm supply fan. Air Handlers
shall be by Trane or approved equal. This unit will also incorporate demand
control ventilation which will modulate the amount of outside air to the space
based on occupancy and CO2.

3. Cafeteria/Kitchen (AHU-3)

• The middle school Cafeteria/Kitchen areas will be served by a single zone


variable air volume indoor air handler with integral heating Hot Water coil (100
MBH) and Chilled Water cooling coil (17.5 Tons). This unit will have a 6,500 cfm
supply fan. The Air handler shall be by Trane or approved equal. The unit will
also incorporate demand control ventilation which will modulate the amount of
outside air to the space based on occupancy and CO2. This space will also have
baseboard radiation on the glass outside wall. The baseboard will run wall to
wall and will pedestal mount by Rittling or approved equal.

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4. Toilet Room/Locker Room (HRV-1)

• The Locker Rooms, Toilet Rooms and hallways on the North Side of the
Gymnasium will be served by a 4,000 CFM roof mounted single zone heat
recovery unit with integral Heating Hot Water (200 MBH) and Cooling Chilled
Water coil (12.5 Tons). Heat recovery unit shall be by Xetex or approved equal.

5. Kitchen

• Kitchen exhaust hoods (Dishwasher & Grease) shall be designed and specified
by the Kitchen Equipment Consultant. Grease exhaust hoods as required shall
be installed per NFPA 96 with carbon steel ductwork and up-blast exhaust fans
with ventilated curbs. Fan serving grease hood shall 4,500 CFM by Loren Cook
or approved equal. Dishwasher exhaust fan shall be 1,250 CFM by Loren Cook
or approved equal. Make-up air will be provided by adjacent cafeteria unit
(AHU-3) deleting the need to provide a dedicated make-up air unit for the
kitchen.

6. Academic Areas, Administration Areas, Offices

These spaces will all be served by dedicated outdoor air systems (DOAS).
Preconditioned outside ventilation air will be distributed through ductwork to each
spaces active chilled beams. 100% outdoor air energy recovery ventilators will
provide the outside air through variable air volume (VAV) boxes through the
ductwork system via the corridors and shafts. These DOAS units will be comprised
of a heating hot water coil, a chilled water coil, a wraparound refrigerant heat pipe
coil, a supply fan, an exhaust fan and an energy recovery wheel.

• There will be five (5) DOAS units for this project and each unit will be mounted
on the roof. The breakdown of the unit is as follows.

 DOA-1 = 20,000 CFM – Northeast Classroom Wing

 DOA-2 = 18,500 CFM – North Classroom (Kindergarten) Wing

 DOA-3 – 30,000 CFM – South Classroom Wing

 DOA-4 – 16,000 CFM – Central Classroom Wing

 DOA-5 – 12,000 CFM – Admin Area

• Each of the Classrooms, Offices and Conference Rooms shall be heated and
cooled by use of active chilled beams.

7. Tel/Data and Security Equipment Rooms

• Data closets will be served by ductless split units, by Mitsubishi or approved


equal. Total units will be one (1) 2 ton unit (MDF) and five (5) 1 ton units (IDF).
Each unit consists of indoor wall mount air handler and roof mount condensing
unit.

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8. Corridors/Miscellaneous areas

• All restrooms, mechanical/electrical rooms and storage areas shall be provided


with exhaust that will be connected to the DOAS units throughout the building.
The exhaust rate to these rooms will be provided based on ASHRAE 62.1
Requirements.

• The stairwells, entrances and vestibules shall be served by hot water cabinet
unit heaters with return air temperature sensors and control valves. All storage
areas, mechanical rooms and electrical rooms shall be provided with hot water
unit heaters.

9. Motors:

• All motors (fan and pump) 3 HP and larger shall be high efficiency and provided
with VFD. VFDs shall be by ABB or approved equal.

Code Compliance

• All systems will be designed to code compliance for percentage of outside (fresh) air
and will meet the requirements in ASHRAE 90.1, International Mechanical Code,
International Energy Code as well as ASHRAE 62.1.

Materials and Methods

1. Include the following basic materials and methods of construction:

• All ductwork and accessories shall meet SMACNA standards.

• Provide all HVAC equipment with extra set of filters.

• Seismic restraints shall be designed and installed as required per the


Massachusetts State Building Code and Fire Safety Code which requires the seal
of a licensed professional engineer. Above mentioned professional engineer
will be required to verify installation is correct and complete per seismic code.
This includes piping, ductwork, equipment, and equipment bases.

• Provide glass fiber insulation for all hydronic piping and ductwork. Insulation
shall be installed to meet the Energy Conservation Code.

• Provide firestopping around mechanical penetrations in accordance with fire


stopping requirements. System shall be capable of maintaining against flame
and gases. System shall be UL listed and comply with ASTM E814.

• Provide mechanical identification for mechanical systems. Identification shall


comply with ANSI A13.1.

• All pipe connections shall be installed to allow for freedom of movement of the
piping during expansion and contraction without springing. Swing joints,

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expansion loops and expansion joints with proper anchors and guides shall be
provided where shown.

• Provide vibration isolation for hydronic piping, ductwork, and equipment.

• Hydronic piping 2 1/2”φ and under shall be Type L copper. Piping 3”and over
shall be ASTM A 53; Schedule 10 black steel pipe with welded, flanged or
grooved joints.

• Hydronic piping below grade shall be Schedule 40 steel with welded fittings and
polyethylene jacketing.

• All equipment served by hydronic piping shall have isolation valves on the
supply and return lines. Isolation valves shall also be provided at branch take-
offs.

• Provide 30% propylene glycol solution in the chiller and hot water heating
systems.

DIVISION 26 - ELECTRICAL SYSTEMS

Main Service and Distribution

1. The building shall be provided with a 3000A, 480/277V, 3-phase, 4-wire, main
electrical service with circuit breaker distribution and integral TVSS and ground
fault. The main switchboard shall be located in the Main Electrical Room. Include
the following;

• Electrical service shall be provided underground from the Utility pad mount
transformer in schedule 40 PVC conduit. When crossing roadways, sidewalks,
etc, concrete encased conduit shall be provided.

• All conductors shall be copper.

• Run 1#4/0 copper in 1 ¼-inch conduit each from the main switch to the water
main, gas main, sprinkler main, building steel and foundation rebar.

• Run 1#4/0 copper from the main switch enclosure to (3) ¾”x10’ ground rods
driven at the exterior of the building and 1#4/0 copper from the main switch to
the concrete footing rebar.

• Provide (4) 4”C from the utility company point of connection to the equipment
backboard for the Telephone, Cable Television services and Network interface
cabling.

• Shunt trip device for first responder (Fire Department) to disconnect building
power.

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2. Electrical service for electric driven fire pump shall be provided underground from
utility pad-mount transformer to an 800 Amp service entrance switch and CT
cabinet. Raceway to be concrete encased rigid steel conduit.

3. The building shall be provided with 300Kw emergency / standby diesel generator,
60Hz, 1800RPM, 3phase 480Y/277Volt, with weatherproof sound attenuated
enclosure and tank capable of providing 72 hours of run time. Provide three circuit
breakers, one 100 Amp 3pole for ATS #1- Life safety/ Emergency lighting
requirements, one 400 Amp 3pole for ATS #2 - standby load requirements and one
200 Amp 3pole for electric driven fire pump.

Distribution

1. The building shall be provided with panelboards and feeders as follows:

• Main Electrical Room shall contain:

o 3000A, 480/277V main switchboard. Metering will be provided separately


for lighting loads, receptacle loads, kitchen loads, and HVAC loads.
Switchboard shall include TVSS device and ground fault.

o One distribution panel (Lighting) shall be 480/277V, 3PH, 4W, 42-pole, 800
Amp main circuit breaker type.

o One distribution panel (General Receptacle) shall be 208/120V, 3PH, 4W,


42-pole, 1200 Amp main circuit breaker type.

o One distribution panel (Mechanical Equipment) shall be 480/277V, 3PH, 4W,


42-pole, 1200 Amp main circuit breaker type.

o One general purpose panelboard (Lighting) shall be 480/277V, 3PH, 4W 42-


pole, 200 Amp main circuit breaker type.

o One general purpose panelboard (Exterior Lighting) shall be 480/277V, 3PH,


4W 42-pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 84-pole, 400 Amp main circuit breaker type.

o One Transformer shall be 112.5 KVA dry-type 480/277V to 208/120V, 3-


phase, 4-wire step down transformer with harmonic filters. Provide a #6
ground from the transformer to the building steel as required by code.

o ATS #2 400 Amp, 480Y/277Volt, 3phase- Standby Power load distribution.

o One distribution panel (Standby Load) shall be 480/277V, 3PH, 4W, 42-pole,
400 Amp main circuit breaker type.

• Emergency Electrical Room shall contain:

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o ATS #1 100 Amp, 480Y/277Volt, 3phase- Life Safety / Emergency Lighting


distribution.

o One Life Safety distribution panel (Emergency Lighting) shall be 480/277V,


3PH, 4W, 42-pole, Bussman Quik-spec fusible type with 100 Amp main
switch.

• Main Mechanical Room shall contain:

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 30-pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (Standby Equipment) shall be 208/120V,


3PH, 4W 30-pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (Equipment) shall be 480/277V, 3PH, 4W


42-pole, 400 Amp main circuit breaker type.

o One general purpose panelboard (Standby Equipment) shall be 480/277V,


3PH, 4W 42-pole, 200 Amp main circuit breaker type.

o Two Transformers shall be 30 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer. Provide a #6 ground from the transformers
to the building steel as required by code.

• Kitchen / Cafeteria shall contain:

o One general purpose panelboard shall be 480/277V, 3PH, 4W 30-pole, 250


Amp main circuit breaker type.

o One general purpose panelboard (Kitchen Equipment/Receptacle) shall be


208/120V, 3PH, 4W 84-pole, 400 Amp main circuit breaker type.

o One Transformer shall be 112.5 KVA dry-type 480/277V to 208/120V, 3-


phase, 4-wire step down transformer with harmonic filters. Provide a #6
ground from the transformer to the building steel as required by code.

• First Floor Remote Electrical Room (total of four serving the first floor:

o One general purpose panelboard (Lighting) shall be 480/277V, 3PH, 4W 42-


pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (Emergency Lighting) shall be 480/277V,


3PH, 4W 24-pole, Fusible Branch with 40 Amp main switch (Bussman Quik-
spec) type.

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 84-pole, 225 Amp main circuit breaker type with integral transient
voltage surge suppression.

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o One general purpose panelboard (Standby Equipment/Receptacle) shall be


208/120V, 3PH, 4W 30-pole, 50 Amp main circuit breaker type.

o One general purpose panelboard (Standby Equipment) shall be 480/277V,


3PH, 4W 42-pole, 50 Amp main circuit breaker type.

o One Transformer shall be 75 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer with harmonic filters. Provide a #6 ground
from the transformer to the building steel as required by code.

o One Transformer shall be 30 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer. Provide a #6 ground from the transformers
to the building steel as required by code.

• Second Floor Remote Electrical

o One general purpose panelboard (Lighting) shall be 480/277V, 3PH, 4W 42-


pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 84-pole, 225 Amp main circuit breaker type with integral transient
voltage surge suppression.

o One Transformer shall be 75 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer with harmonic filters. Provide a #6 ground
from the transformer to the building steel as required by code.

• Third Floor Remote Electrical Room

o One general purpose panelboard (Lighting) shall be 480/277V, 3PH, 4W 42-


pole, 100 Amp main circuit breaker type.

o One general purpose panelboard (General Receptacle) shall be 208/120V,


3PH, 4W 84-pole, 225 Amp main circuit breaker type with integral transient
voltage surge suppression.

o One Transformer shall be 75 KVA dry-type 480/277V to 208/120V, 3-phase,


4-wire step down transformer with harmonic filters. Provide a #6 ground
from the transformer to the building steel as required by code.

2. Branch circuits shall be installed in EMT conduit. Type MC cable shall be limited to
concealed spaces above finished ceilings in classrooms or drywall type partitions
after first device. EMT conduit shall be used to the first device in a branch circuit
and shall be used in all masonry or CMU partitions.

• (8) Duplex receptacles and (5) quadruplex receptacles per classroom, (4) circuits
per classroom.

• (3) Duplex receptacles and (1) quadruplex receptacle per office, (1) circuit per
office.

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• (24) Floor boxes with power, (3) circuits and data in the Media Center.

• (1) Duplex receptacle (GFCI type) mounted above sink in each toilet room.

• (4) Duplex receptacles, (8) quadruplex receptacles, (6) L5-20R twist-lock


receptacles per MDF room, (9) circuits per MDF.

• (4) Duplex receptacles, (5) quadruplex receptacles, (4) L5-20R twist-lock


receptacles per IDF rooms, (4) circuits per IDF rooms.

• Circuits for all HVAC equipment as required. 120V Wiring to control panels,
control transformers, etc shall be provided by the electrician while low voltage
control wire shall be included in division 23.

• Circuits for all plumbing equipment.

• Circuits for the Fire Alarm Equipment and Sound Equipment as required.

• Circuits for office equipment as required.

• Circuits for security system and devices as required.

Areas of Refuge

1. Master annunciator with two-way voice communication located in a constantly


attended location, two-way voice communication station at each area of refuge
location, and a dedicated outside telephone line to report to local emergency
services.

Fire Alarm System

1. The building will be provided with an addressable fire alarm system in compliance
with code requirements and ADA regulations. Voice evacuation shall be provided
throughout the building. The system shall be provided with a fire alarm control
panel with a wireless master box to contact the local fire department. Manual pull
stations shall be installed in locations designated by the fire marshal’s office.
Audible and visual signaling devices shall be installed in classrooms, corridors,
toilets, cafeteria, gymnasium, etc. Visual-only signaling devices shall be installed in
all conference rooms, work rooms, small staff toilets, etc. The system shall include
the following equipment:

• Remote annunciator mounted at main entry doors and secondary entry doors.

• (1) Speaker/75 candela strobe in all classrooms.

• (2) Speaker/75 candela strobes in all spaces occupied by students that are 901
to 1600 square feet.

• Speaker/75/15candela strobes within the corridors, 40-50 feet on center.

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• Speaker/ 110 candela strobe units with voice evacuation equipment shall be
provided in the Gymnasium/Cafeteria/Auditorium.

• Monitoring modules for sprinkler tamper and flow switches.

• (2) Duct smoke detectors for each air-handling unit, (1) in the supply, and (1) in
the return duct. Test switches shall be located in accessible locations.

• Signal to BMS system for fan shut-down, and damper actuation on alarm
condition.

• Magnetic door hold-open devices at all required corridor doors, connected to


the FACP.

• Smoke detector within five feet of both sides of the corridor doors with
magnetic hold-opens, where required by building fire separation.

• Monitor module for Food Service Hood fire extinguishing system (Ansul System).

• All fire alarm system wiring shall be plenum rated fire alarm MC cable where
concealed and EMT conduit with type THHN wire where exposed.

• Smoke damper (smoke detector) connection to the fire alarm system where
ductwork passes through smoke rated walls

• Carbon monoxide sensors will be provided in the Mechanical rooms where fossil
fuel burning equipment is located.

Lighting Systems

1. Exit signs will be self-contained, universal mounted, LED illuminated, low energy
usage fixtures.

2. Typical illumination levels include:

a. 15fc - Corridors, toilet rooms, storage rooms, stairways.

b. 35 - 45fc – Offices, Conference rooms and utility rooms.

c. 45 – 50fc – Classrooms, music suite, art suite, science rooms, food service, etc.

d. 50fc – Gymnasium/Cafeteria.

3. The following fixtures will be provided:

• 10” wide by 8’ long architectural pendant direct/indirect LED fixtures (80%


down/20% up) in each classroom and other select locations. Typical classroom
will have 3 rows of fixtures parallel to the teaching surface, and suspended 96”
AFF.

• 2’ x 4’ recessed high efficiency architectural LED fixtures in office/work areas,


and other select locations.

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• 2’ x 2’ recessed high efficiency architectural LED in corridors.

• 1’ x 4’ surface/pendant mounted industrial LED fixtures with wire guards in


utility spaces, mechanical, and electrical rooms.

• 4’ surface mounted wraparound LED fixtures in storage spaces, MDF, and IDF
rooms.

• Pendant direct LED fixtures in Gymnasium/Assembly Room.

• 10” wide by 8’ long architectural pendant direct/indirect LED fixtures (80%/20%)


in a pattern in each Cafeteria.

• 2’ x 2’ recessed high efficiency architectural LED fixtures and 6” wide recessed


LED perimeter light fixture at the mirror in toilet rooms.

• Accent and feature lighting shall be provided as selected by the Architect, in


areas such as corridors, main lobby etc.

4. Daylight sensors and dimming control shall be provided in all classrooms and other
select rooms containing exterior window walls. The light fixture row closest to the
window wall will be dimmed via a daylight sensor. The remaining rows of lights will
able to be manually dimmed by the occupants via a multi-button switch. There will
be one master on/off toggle switch for all the lighting in the room. This will allow
turning off the lights and overriding the sensors. Lighting control wiring to be low
voltage. Lighting control system by Crestron GLPAC or GLPP series or equivalent.

5. Occupancy sensors shall be provided in all lit areas except in utility rooms and other
rooms exempted by code.

6. Occupancy sensor switches with wall override shall be provided in all small offices,
single occupancy toilet rooms, storage rooms and janitors closets.

7. Corridor and stairwell lighting shall remain on during occupied hours, but will be
controlled by occupancy sensors during unoccupied times. This will require
communication with the building management system.

8. Site lighting will be as follows:

a. Parking lot lighting shall be accomplished using pole mounted, 277V, LED
fixtures on 60 foot centers. Fixtures to match existing complex LED fixtures and
will be fed from a site lighting relay panel and shall be controlled by the building
management system and photocell arrangement.

b. Walkway lighting shall be accomplished using 3’ high bollards, 120V, LED on


15foot centers. Fixtures will be fed from the site lighting relay panel and shall be
controlled by the building management system.

c. All egress doors leading directly to the exterior of the building shall have 2-LED
array, 2-LED driver fixtures mounted above.

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d. The existing football field is presently a lighted field. These fixtures shall remain
and be refed from the new electrical service in the building.

9. Gymnasium and Cafeteria lighting shall be controlled via a lighting control system by
Crestron GLPAC or GLPP series or equivalent.

10. Illuminated low level exit signs and handicap accessible exit signs shall be provided
where required by code.

11. The Auditorium/Stage shall be provided with a theatrical lighting system as follows:

Dimmer control system capable of controlling (80) LED lighting circuits

Dimmer rack with 80 dimmers for LED fixtures

Control board with computer and software

Stage lighting consisting of:

Border lights – (21) 5’ LED fixtures

Fresnal Lights – (18) LED fixtures

Spot Lights – (located above audience) – (18) LED fixtures

Spot lights (located on side walls ) – (12) LED fixtures

System shall consist of low voltage wallstations, and control interfaces.

Materials and Methods

1. Include the following basic materials and methods of construction:

• Wiring shall be THHN/THWN copper, installed in EMT conduit for general


circuits.

• Type MC cable shall be used as prescribed in sections above.

• Devices shall be specification grade, NEMA 5-20R etc.

• Disconnect switches shall be fusible heavy-duty type. NEMA 1, 3R or 4X as


required for locations installed.

• Circuit breakers shall be fixed element, thermal magnetic type.

• Panelboards shall have copper bussing, with hinged, lockable, door-in-door trim.

• Branch circuit breakers shall be bolt-on type.

• All conduits, circuits and devices shall be labeled.

• Conduits below slabs shall be schedule 40 PVC, with rigid steel conduit sweeps.

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2. Include the following miscellaneous items:

• In all single occupant toilet rooms: emergency call light/bell mounted above the
doors and associated call switches shall be provided.

Lightning Protection System

1. Lightning Protection shall be provided by a UL Master Listed Lightning Protection


System. System shall meet NFPA 780 requirements.

Energy Conservation

1. Through the use of the building management system (BMS), occupied/unoccupied


cycles shall be established to avoid unnecessary energy consumption.

Code Compliance

1. All electrical systems will be designed in accordance with the Massachusetts State
Building Code and high performance standards, the Massachusetts Fire Safety Code,
the 2015 International Energy Conservation Code, Stretch Energy Code,
Massachusetts Architectural Access Board, Americans with Disabilities Act and the
National Electrical Code 2017 edition, 504 and UFAS.

DIVISION 27–TELECOMMUNICATION SYSTEMS

Services

1. Four (4) 4” underground conduits shall be provided for telecommunication services.


These conduits shall run from either a utility pole on the street, or the nearest
connection point determined by the telecom provider. Exact routing of conduit shall
be coordinated with, and dictated by the owner’s IT representative. Conduits shall
include the following:

a. (1) 4” conduit for telephone (copper pairs)

b. (1) 4” conduit for fiber

c. (1) 4” conduit for cable TV

d. (1) spare 4” conduit

2. Service cabling shall be provided by the appropriate utility company.

Telecommunication Rooms & Pathways

1. The building will contain one (1) primary telecom room (MDF) and four (5) satellite
telecom rooms (IDFs).

2. The MDF is anticipated to be located on the second floor (exact location to be


coordinated with Architect).

3. The MDF will contain the following:

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a. Space on the wall for utility company demarcation equipment.

b. (2) 2-post, free standing equipment racks for LAN distribution. One of these
racks will be used to house owner-provided networking equipment (firewalls,
routers, etc.) and a fiber optic distribution patch panel.

c. (1) 4-post, free standing equipment cabinet for the housing of building security
and other communication system head-ends.

d. (2) 4-post, free standing equipment cabinets for owner-provided server


equipment.

e. Cable management and power distribution for each rack.

f. Patch panels and other passive equipment for the routing of horizontal cabling.

g. Overhead ladder type cable tray around room and over racks. Dedicated
receptacles shall be mounted to the side rails of this ladder tray for the
powering of racks.

h. Class A fire rated plywood on all walls around room to 8’-0” AFF.

i. Minimum of (2) quad receptacles on each wall of room with dedicated 20A/1P
circuits. Power will be provided to rack UPS’s as required.

j. Telecommunications main ground bar and grounding backbone per EIA/TIA-607


standards.

4. Five IDFs shall be located throughout the building (exact locations to be coordinated
with Architect). Each IDF shall contain the following:

a. (2) 2-post, free standing equipment racks for LAN distribution.

b. Cable management and power distribution for each rack.

c. Patch panels and other passive equipment for the routing of horizontal cabling.

d. Overhead ladder type cable tray around room and over racks. Dedicated
receptacles shall be mounted to the side rails of this ladder tray for the
powering of racks.

e. Class A fire rated plywood on all walls around room to 8’-0” AFF.

f. Minimum of (2) quad receptacles on each wall of room with 20A/1P dedicated
circuits. Power will be provided to rack UPS’s as required.

g. Telecommunications ground bar and grounding backbone per EIA/TIA-607


standards.

5. The following items located in the MDF/IDFs will NOT be included in the project and
shall be provided by owner or outside vendor.

a. Network switches, routers, firewalls, servers, other active electronic equipment.

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b. Uninterruptible Power Supplies for the racks.

c. Head end equipment for the VOIP system.

6. A fiber optic backbone shall be provided between the MDF and each IDF. This shall
include the following:

a. 12 strand OM4 Multimode fiber optic cable routed via innerduct.

b. 12 strand OS2 Single mode fiber optic cable routed via innerduct.

c. Fiber optic patch panels and splicing cassettes in each telecom room.

d. Fiber optic innerducts shall be run above ceiling in corridors. When rising up to
the second floor, all necessary conduit sleeves and firestopping will be provided.
Innerduct shall be 1-1/2” in diameter.

7. Horizontal cabling from the MDF/IDFs to outlets/work stations shall be included in


the project. This structured cabling system shall include the following:

a. Cabling for data, VOIP, wireless access points, and security system
components. All cabling shall be Cat. 6e UTP.

b. J-Hooks shall be located above ceiling in the corridors for the routing of all
telecommunications cabling.

c. Data and VOIP station outlets. These shall include backboxes, connectors,
faceplates, and all required accessories. Horizontal cabling shall be routed to
station outlets from corridor cable trays via above-ceiling J-hooks supporting
the cables every 6 feet. Cabling shall be routed within wall cavity down to
station outlets via 1” EMT conduits. Cables shall be terminated within the local
IDF/MDF room at punch-down blocks. Locations of all outlets will be
coordinated with the owner’s representative.

d. A copper pair telephone system. This system shall be used for fire alarm,
security system, elevator, BMS, and fax machine interfacing, along with any
dedicated emergency lines requested by the owner. Copper pairs shall be
routed from interface/emergency jack locations back to 110 punch-down
blocks located at the utility company demarcation point. All associated
faceplates, connectors, etc. shall be included in the project.

e. A cable television system. CATV outlet locations shall be coordinated with the
owner’s representative. Cabling shall be routed from the outlet back to the
cable company demarcation point via RG6 cables. All associated faceplates,
connectors, etc. shall be included in the project.

f. The utility company demarcation point shall be located in the MDF. All
required conduits for fiber optic, copper pair, and CATV backbone cables will
be included in the project and designed by CES. Sizes and quantities will be
coordinated with the appropriate utility company. Backbone cabling,

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punchdown blocks, connection nodes, and all other service equipment will be
provided by the utility company.

g. Conduit sleeves through fire-rated floors and walls. These shall be sized to
accommodate all horizontal cabling with contingency for future use.

8. A self-contained sound system, including equipment rack, DVD/CD player, tuner,


amplifier, speakers, microphones, etc. shall be provided in the cafeteria, multi-
purpose room and gymnasium. These system shall operate independent of the
school-wide PA/Intercom system. Each of these systems shall include the code
required assisted listening microphones and headsets to meet ADA requirements.

9. Computers, VOIP telephones, and other user-end equipment will NOT be included in
the project and shall be provided by owner or outside vendor.

Wireless Networking System

1. Full wireless network coverage shall be provided throughout the building.

2. Cat. 6e wiring will be provided to all wireless access devices. Location of devices will
be coordinated with heat mapping diagrams provided by the owner’s
representative.

3. Devices will NOT be included in the project and shall be provided by owner or
outside vendor.

Paging and Wireless Clock

1. A wireless clock system will be provided in classrooms and common rooms


throughout the building. The system will consist of transmitters and clocks. Clocks
will be plugged into recessed simplex receptacles.

2. The building shall be provided with a Public Address system throughout the
corridors, classrooms, kitchen, administrative areas, and common rooms.

3. Paging and clock head-end equipment shall be located in the MDF.

4. Interconnection between the public address and VOIP systems shall be provided to
allow paging via desk phones. Paging zones will be coordinated with the owner’s
representative.

5. Speakers located in areas with grid ceilings shall be self-amplified, 2x2 lay-in type.

6. Speakers located in areas with exposed structure shall be self-amplified, pendant


type.

7. Speakers located in areas with gypsum ceiling shall be self-amplified, round lay-in
type.

8. Speakers shall also be wall-mounted on the building’s exterior. Locations of these


speakers shall be coordinated with the owner’s representative.

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Audiovisual Systems

1. An interactive teaching/display device by means of a combination short-throw


projector / interactive whiteboard/display system is anticipated to be provided in
each classroom, and in other locations decided by the owner’s representative.
Interactive teaching/display devices (projectors and/or interactive whiteboards) will
NOT be included in the project and shall be provided by owner or outside vendor.
CES will provide all necessary infrastructure for the system as listed below:

a. A wallplate-style HDBASE-T transmitter will be provided for each


projector/whiteboard/display system. This station will have HDMI, VGA, USB,
and audio inputs. Locations to be coordinated with architect and owner’s
representative.

b. An HDBASE-T receiver will be provided at each projector or display. Patch


cabling will be provided from the receiver to the projector or display.

c. If applicable, a wall mounted keypad controller will be provided for each


projector. This will allow the user to turn the system on/off and switch between
inputs.

d. In-wall audiovisual cabling will be provided for the interconnection of the


system transmitters, controllers, and receivers. Cabling will be provided in
conduit.

e. A sound reinforcement system will be provided in each classroom. This will


consist of the following:

i. Two (2) ceiling-mounted recessed loudspeakers per room.

ii. Flushed wall-mounted amplifier with integral volume controls located on


the teaching wall.

iii. Two (2) IR wireless microphones with charging station and batteries.

iv. Audio connection to the projector or display system.

v. Assisted listening equipment required by code.

2. In areas of assembly where ceiling mounted projectors are required, the projector,
mounting equipment, and all AV infrastructure will be included in the project and
designed by CES.

3. A specialized sound system will be provided in the auditorium, each cafeteria and
the gymnasium, to include design by CES. The system will contain the following
equipment:

a. Digital and Analog head-end controls (mixer, DSP, touchscreen control pad, etc.)

b. Amplifiers sized to accommodate the number of speakers being used.

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c. CD player

d. iPod docking station

e. AM/FM/XM tuner

f. Fire alarm / paging override relays

g. Any ADA required equipment

h. Remote microphone wall jacks, in locations determined by owner

i. Any other equipment required by owner (wireless mics, mobile equipment


racks, etc.)

4. Loudspeakers will be provided in each room equipped with a local sound system.
Mounting and finish of speakers will be coordinated with ceiling type. These
speakers will be used for both local sound and paging- controlled via relay.

5. A digital signage system will be provided throughout the building. This system will
utilize a head-end HDMI-over-Cat.6 extender located in the main admin area, and
monitors located per the owner’s direction.

6. A video conferencing system is anticipated to be provided in one conference room


within the project. This system will consist of an all-in-one control unit, combination
microphone/camera, LCD screen, audiovisual transmitter/scaler (for displaying
computer data on the same screen), amplifier and overhead speakers. All system
components will be housed in a rack within the conference room. Any associated
server or VOIP communication equipment will be furnished by owner and located
within the MDF.

DIVISION 28 – ELECTRONIC SAFETY AND SECURITY

Access Control

1. A complete digital Access Control system will be provided, which includes card
readers/fobs, entry stations, and associated materials as necessary throughout the
building for appropriate coverage (locations to be coordinated with owner’s
representative during design). Anticipated tentative locations include:

a. Entrances to the building.

b. The MDF and IDF rooms.

2. Card readers shall be wired back to an access control system head-end. The head-
end panel shall have a network connection, allowing control of the system over the
building’s LAN. All head-end equipment will be located in the MDF. All wiring and
other system accessories will be included in the project and designed by CES.

3. Interfacing with the access control system shall be accomplished using computers
located in the administrative areas. Software licenses for this system shall be

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included in the project and specified by CES. Computers will NOT be included and
must be provided by owner or outside vendor.

4. All required power supplies for card readers and local controllers will be included in
the project and designed by CES.

5. Electric latches and power supplies for latches will NOT be included in the CES scope
of work. These must be provided by division 8 (door hardware). Wiring to the latch
will be included.

6. Door intercom stations equipped with buzzer, camera and microphone will be
provided at the main entrances to the building. These stations will communicate
directly with master stations located in the main office, where the control of the
door will be accomplished. At the master station, the operator will be able to see
and talk to the person at the door.

Intrusion Detection

1. A complete intrusion detection / burglar alarm system shall be provided throughout


the building, equipped with door contacts and motion sensors.

2. Door contacts shall be located at each access-controlled door, and at other locations
determined by the owner’s representative.

3. Ceiling mounted motion sensors shall be located in the corridor on the main floor.

4. Door contacts, motion sensors, and glass-break detectors will be armed/disarmed


via keypads located at various entrances to the building.

5. All intrusion detection head-end equipment shall be located in the MDF. System
expansion modules will be located in the IDFs.

Video Surveillance

1. A complete Closed Circuit Television system will be provided and laid out to allow
video surveillance of the building interior and exterior. Tentative locations of
cameras include the following (exact locations will be coordinated with the owner’s
representative):

a. Each egress door.

b. Each Cafeteria

c. The MDF and IDFs.

d. Corridors.

e. Additional areas as per owner’s discretion.

2. Two (2) types of cameras will be provided: fixed position and pan-tilt-zoom.
Cameras will be both ceiling and wall mounted, depending on the location.

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3. All cameras will be power-over-Ethernet, and operated via the building’s LAN. Cat.6
UTP cables will be provided to each camera location. All Cat.6 cables will be routed
back to dedicated patch panels in the MDF’s security rack.

4. A video management system will be designed and specified by CES. This system will
include an NVR, hard drive, and recording software. All video management
hardware will be housed in the MDF’s security rack.

5. The CCTV system will be standalone, and NOT integrated with the access control/
intrusion detection system. This system will be controlled via a separate user-
interface on any computer in the building with software installed.

6. Two (2) 48” screens and computer workstation will be included to display views
from specific cameras throughout the building. The workstation will have the
capability of handling multiple displays via hardware with additional software
settings.

Total Project Budget:


The estimated total project cost associated with Design Alternative E.1 is $107,593,038.00 and is
based on the Uniformat Cost Estimate included as Appendix E of this report.
Permitting Requirements:
The following pre-construction municipal, state, and federal permit applications/processes are
likely to be required for all project alternatives.

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Agency / Permit / Description Project Stage Typical


Dept Duration

Easthampton Building Permit Notice to Proceed


Building Demolition Permit Notice to Proceed
Department Sign Permit Notice to Proceed
Occupancy Permit Substantial Completion
Board of Sewer Connection Application submitted
Health coincident with
completion of Design
Development Documents
DPW Drainage Permit Notice to Proceed
Review of Traffic Design Development
Water Permit Notice to Proceed
Sewer Permit Notice to Proceed
Tree Warden Removal of Shade Trees Application submitted
coincident with
completion of Design
Development Documents
Easthampton Abbreviated Notice of Resource Area Application submitted 2 months
Conservation Delineation coincident with
Commission & completion of Feasibility
Confirmation of resource area types and
MA DEP Study
boundaries.

Easthampton Site Plan Review Application submitted 3-6


Planning Board coincident with months
Local review for compliance with municipal
completion of Design
site design standards
Development Documents

Easthampton Stormwater Review Application submitted 3-6


Planning coincident with months
Local review for compliance with municipal
Department completion of Design
stormwater design standards
Development Documents

Easthampton Notice of Intent Application submitted 3-6


Conservation coincident with months
Local and state project review for
Commission & completion of Design
compliance with the performance
MA DEP Development Documents
standards of the MA Wetland Protection
Act (WPA)

EPA Notice of Intent for Site Construction Draft Stormwater <1 month
Activities Pollution Prevention Plan
(SWPPP) to be included
Submission required as part of the National
with WPA Notice of
Pollutant Discharge Elimination System
Intent. Final SWPPP
(NPDES) for stormwater discharges from
adopted by Contractor
construction sites.
and EPA NOI filed at least
10 days prior to initiation
of construction activities

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Once all other permits are provided and the project begins construction, the project will be subject
to: EPA NOI SWPPP (NPDES permit). The contractor, prior to starting site construction will need to
submit an EPA NOI. This general permit is required because the site development impact is greater
than one acre. The permit application will utilize the Stormwater Pollution Prevention Plan
prepared as part of the construction documents for the project.

Proposed Project Design and Construction Schedule:


Consolidation of the three current elementary schools and middle school to a single school
building will result in staff adjustments which limit move-in options to the start of the year. The
anticipated timeline for implementing Design Alternative E.1 is summarized as follows:

11.09.2017 Preferred Schematic Report Submission to MSBA


02.16.2018 Submit Project Notification Form to MA Historic Commission
02.21.2018 Schematic Design Package Submission to MSBA
02.21.2018 DESE Submission
04.10.2018 MSBA Board of Directors Meet to Approve Project Scope and Budget Agreement
04.17.2018 MSBA Notification of MHC Determination
05.22.2018 City Debt Exclusion Vote on Project
09.12.2018 Design Development to MSBA
11.16.2018 60 Percent Construction Document Submission to MSBA
01.10.2019 90 Percent Construction Document Submission to MSBA
02.22.2019 100 Percent Construction Document Submission to MSBA
04.12.2019 Receive General Bids
04.26.2019 Finalize Construction Contracts/ Notice to Proceed/ Begin Phase 1 (MS Wing)
06.29.2020 Begin Phase 2 (Gym Renovations)
06.29.2020 Phase 1 Substantial Completion
07.20.2020 Phase 1 Final Completion/ FF&E Delivery
08.17.2020 Phase 2 Substantial Completion
08.31.2020 Phase 2 Final Completion
09.04.2020 Begin Phase 3
06.28.2021 Phase 3 Substantial Completion
07.26.2021 Final Completion/ FF&E Delivery
09.03.2021 Targeted Move-In Date

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Design Alternative E.2


Pre-kindergarten through Grade 8; Minor Renovation/ Major Addition(s):
Design Enrollment = 1,010 Students

Design Alternative E.2, is provided in response to the District’s consolidated Pre-Kindergarten


through Grade 8 Educational Plan. This option proposes minor renovations to the existing
White Brook Middle School with two large additions, to provide an inclusive Pre-kindergarten
through Grade 8 building. The renovated program areas will include the existing natatorium,
which is repurposed to cafeteria and kitchen space, and modernization of the existing
gymnasium and auditorium spaces. The District understands the auditorium scope is not
eligible for reimbursement under the MSBA grant program, nor is the gymnasium scope in
excess of 6,000 sf.

The resulting 177,746 gsf building is organized to accommodate the elementary school program
within a one and two-story addition to the south of the auditorium, and middle school program
within a new three-story addition west of the existing natatorium. The cost of this option has
been estimated as follows:

• Estimated Construction Cost: $91,550,338.00


• Total Project Cost: $112,737,317.00

Site Analysis:

In 1972, two tracts of land were conveyed to the City to create the school grounds which are
made up of 41.226 acres and bordered to the north by the Williston Northampton School, to
the west by residences and open fields along Park Street, to the south by the Tree House
Community Housing Development and to the east by Nonotuck Park.

White Brook Site

The site itself, contains the Existing White Brook Middle School with a ¼ mile long entrance
drive to the west with curb cut along Park Street. As visitors approach the developed site,
they are greeted with views of Mt. Tom in the distance. Existing amenities include a soccer
field, tennis courts, football field and running track to the north with a forested edge further

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north. Two parking lots and a circular drop off area are located directly to the west of the
school building and a baseball field directly east of the school. To the south, an existing curb
cut to the Tree House community is provided for emergency vehicle access. The site overall
is quite open in character with few trees, open, gently rolling terrain surrounded by forested
edges.

Natural Resources

A review of natural resource data as provided by Mass GIS’s OLIVER online viewer and
onsite wetland survey. There are wetlands to the north, west and south east of the existing
developed area on the site. There are also two vernal pools on the south east wetland area,
one abutting the Tree House development and the other about 150 ft behind the baseball
field backstop. There is no Natural Heritage Priority Habitats of Rare Species. Two perennial
streams run north south at opposite ends of the parcel. To the west, White Brook, crosses
under the entrance drive just before it reaches the school. To the east an un-named stream
flows in Nonotuck Park land. The site itself is mostly open gently sloping terrain, with
wooded areas bordering to the north, south, east and west.

Parking, Access, and Vehicular Circulation

The school building is set back ¼ mile from Park Street. Access is on a two lane drive with a
sidewalk and turf median. The drive ends at an oval drop off and turnaround. There are
two parking areas at either side of the turnaround, one north and one south. The north lot
is a visitor/staff parking lot with a 22’ wide access drive that directly serves the athletic
fields. And a second lot to the east of the school also with 22’wide access is used by faculty/
teachers. The two parking lots are connected with a service/emergency access road that is
located behind the building, thereby providing access all the way around the building.
Estimated existing combined parking counts total 184 spaces for the existing White Brook
School.

Existing Parking Spaces 184


Number of Staff/ 57 Full Time / 5 Shared
Faculty
Number of Students 4501
Number of Buses 7
Bus Queuing Spaces 8
Number of Existing 1
Curb Cuts

It appears that the current parking counts are sufficient for the facility for normal day-to-day
activities. As with any school, there are periods during special events when parking is not
adequate. The two lots have vehicle/pedestrian conflicts. For example, within both lots, no
striped pedestrian route or sidewalk is provided through the parking lot. The site provides
enough space for more faculty/staff parking for a future elementary school.

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The layout of the parking and bus drop off on site meets the constraints of the site well,
however there is a conflict between parents dropping off students and walking across the
bus lane while it is occupied.

If this site is updated it would be an opportunity to eliminate conflicts between pedestrians


and vehicles in the bus drop off area, bring the site parking and paths up to ADA and MAAB
compliance, and to update site lighting to conserve electricity and minimize light pollution.

Turning radii in and out of the site seem manageable. There are two existing curb cuts for
the school. One from Park Street divided into two lanes by a turf median. In addition, an
asphalt gated access drive connects the southern lot and entrance drive to The Treehouse
Housing development. Two wide asphalt loading docks, one to the north and one to the
south of the building are for delivery vehicle access to the school building.

Pavement in general is worn, cracked, and in need of replacement. Bituminous curbing


appears to be cracking due to snow removal.

Pedestrian Access

Pedestrian access to the site starts at Park Street which has a sidewalk on the school side of
the street going north all the way to the center of Easthampton and south up to Strong
Street. There is a single sidewalk along the ¼ mile entrance drive. This sidewalk leads to the
drop off circle and into the school. The existing school was built prior to many of current
accessibility requirements and would need to be brought up to code with any new proposed
improvements.

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SITE BOUNDARY

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PARKING AND PARENT DROP-OFF

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