Easthampton School Building Committee Preferred Schematic Report MSBA

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
(This Page Intentionally Left Blank)
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

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

7) Variations from Initial Space Summary Template .................................. 392
8) Proposed Structural Systems ................................................................... 397
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
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
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
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
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
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
1 of 1058
2 of 1058
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
3 of 1058
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
4 of 1058
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
5 of 1058
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
6 of 1058
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:

(Design Enrollment = 535 Students)
7 of 1058
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:
(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:
(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
8 of 1058
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:

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:

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.
9 of 1058
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.
10 of 1058
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
11 of 1058
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.
12 of 1058
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.
13 of 1058
14 of 1058
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
15 of 1058
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
16 of 1058
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
17 of 1058
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.
18 of 1058
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.
19 of 1058
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.
20 of 1058
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.
21 of 1058
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.
22 of 1058
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.
23 of 1058
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
24 of 1058
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.
25 of 1058
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.
26 of 1058
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)
27 of 1058
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:
28 of 1058
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).
29 of 1058
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
30 of 1058
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
31 of 1058
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
32 of 1058
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.
33 of 1058
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.
34 of 1058
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
35 of 1058
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
36 of 1058
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.
37 of 1058
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.
38 of 1058
39 of 1058
40 of 1058
41 of 1058
42 of 1058
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
43 of 1058
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
44 of 1058
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
45 of 1058
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
46 of 1058
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.
47 of 1058
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.
48 of 1058
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.
49 of 1058
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.
• 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:
50 of 1058
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
51 of 1058
52 of 1058
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
53 of 1058
54 of 1058
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
55 of 1058
56 of 1058
Proposed Space Summary- K - 8 Schools
PROPOSED
District-Wide PreK - Grade 8

MSBA Guidelines

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

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

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 - 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
57 of 1058
58 of 1058
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

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

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
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

Nurses' Office 100 1 100
59 of 1058
60 of 1058

Principal's Office w/ Conference Area 375 1 375 375 1 375
Assistant Principal's Office - AP1 130 1 130 130 1 130
Assistant Principal's Office - AP2 130 1 130 130 0 -
Records Room 140 1 140 140 1 140
General Waiting Room 100 2 200 100 1 100
Guidance Waiting Room 100 1 100 100 1 100
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

Storeroom 674 1 674 674 1 674
61 of 1058
62 of 1058
OTHER 0 0 0 0 0
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
2
Date: 02.16.18
63 of 1058
64 of 1058
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
65 of 1058
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.
66 of 1058
• 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.
67 of 1058
• 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:
Media Center:
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.
68 of 1058
• 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.
• 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.
69 of 1058
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.
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.
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
70 of 1058
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
71 of 1058
(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.
• 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.
• 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
72 of 1058
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.
73 of 1058
• 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.
74 of 1058
• 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
75 of 1058
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.
• 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.
• 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.
76 of 1058
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.
77 of 1058
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.
78 of 1058
EDUCATIONAL PROGRAM
MAPLE ELEMENTRARY SCHOOL
9/14/2017 Easthampton Public Schools
79 of 1058
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
80 of 1058
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
* Project Based Learning
* Collaborative Learning
81 of 1058
* 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.

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.
82 of 1058
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
83 of 1058
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
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.
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
84 of 1058
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 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
85 of 1058
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 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

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 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.
86 of 1058

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.
87 of 1058
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

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
88 of 1058
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 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
89 of 1058
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
90 of 1058
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.
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.
91 of 1058
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.

Following is an assessment of district alignment with the rubric provided in the MSBA’s Educational
Program Requirements document:
92 of 1058
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.
93 of 1058
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.
94 of 1058
 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

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
95 of 1058
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
96 of 1058
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 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.

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
97 of 1058
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.

Vision
resources, and a collaborative environment that includes students, families, and community. All
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.
98 of 1058
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.
99 of 1058
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:
100 of 1058
PROPOSED
MSBA Guidelines
Design Alternative 'A', Base Repair Existing Conditions Existing to Rem ain/Renovated New Total
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

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

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
101 of 1058
102 of 1058
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
103 of 1058
104 of 1058
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
105 of 1058
106 of 1058
OTHER 0 0 0 0 0
Other (specify)
Total Building Net Floor Area (NFA) 22,920 0 0 0 30,653
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
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
Date: December 20, 2016
107 of 1058
108 of 1058
109 of 1058
110 of 1058
111 of 1058
112 of 1058
113 of 1058
114 of 1058
115 of 1058
116 of 1058
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:

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
117 of 1058
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.
118 of 1058
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.
119 of 1058
120 of 1058
SITE BOUNDARY
121 of 1058
122 of 1058
PARKING AND PARENT DROP-OFF
123 of 1058
124 of 1058
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.
125 of 1058
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.
126 of 1058
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.
127 of 1058
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.
128 of 1058
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.

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.
129 of 1058
130 of 1058
EDUCATIONAL PROGRAM
CENTER
MAPLE
PEPIN
ELEMENTARY SCHOOLS
PRE-K TO GRADE 4 CONSOLIDATION
131 of 1058
TABLE OF CONTENTS
CLASS SIZE POLICIES
SCHOOL SCHEDULING
TEACHER PLANNING
PRE-KINDERGARTEN
KINDERGARTEN
LUNCH PROGRAMS
MEDIA-CENTER/LIBRARY
PHYSICAL EDUCATION
132 of 1058
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.
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.

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.
133 of 1058
* Learning Visible
*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

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
134 of 1058
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-
135 of 1058
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

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
136 of 1058
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
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
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.
CURRENT
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
137 of 1058
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 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.
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 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
138 of 1058
spaces distributed throughout the grade level clusters for small group work with students needing
targeted assistance.
SCIENCE
CURRENT
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
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
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

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

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
139 of 1058
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.

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

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 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
planning room does not currently exist at any of our elementary schools. Teacher planning areas are
140 of 1058
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
secluded space in a corner where staff can do discreet trials with students. Timeout space should be
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

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
141 of 1058
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
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.
142 of 1058
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 currently available in our K-4 classrooms:
MAPLE ELE MENTARY

CENTER ELEMENTARY
Smartboards 2 Smartboards installed in classrooms
Printers/copiers 1 copier and shared printers
143 of 1058
PEPIN ELEMENTA RY
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
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.
144 of 1058
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.
145 of 1058
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
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.
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.
146 of 1058
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.

school?
 There is only one space in each current building for academic intervention and no
spaces near classrooms to provide instruction.
3. Do all eligible students have access to school facilities including, but not limited to, those
areas necessary to implement the student’s IEP?
147 of 1058
 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?
closets.
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
 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
disabilities to locations apart from the general education program? (If yes, it’s a
violation)
 No
148 of 1058
 No
each program:

3 Integrated Pre-Kindergarten 33 special education and 19 peer partners
CENTER ELEMENTARY SCHOOL

PEPIN ELEMENTA RY SCHOOL

Deficiencies in the existing program that have been identified locally or through state review:

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
149 of 1058
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.
adequate structures with acoustic privacy for timeout spaces and set aside
sensory/calming spaces do not exist in their classrooms.
hallways for working with their students

 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
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
challenges
 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.)
150 of 1058
 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
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.

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.
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.
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
151 of 1058
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.
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.
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 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
152 of 1058
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.
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.
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.

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.
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.
153 of 1058

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
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.

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
154 of 1058
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
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.
155 of 1058
System of Support (MTSS) as 18. Increase community

a framework for partnerships to support
interventions and supports. students’ social, emotional,
and academic growth.
solving culture.
20. Research and implement
new approaches to secure
needs.
156 of 1058
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
157 of 1058
158 of 1058
159 of 1058
160 of 1058
161 of 1058
162 of 1058
163 of 1058
164 of 1058
165 of 1058
166 of 1058
PROPOSED
Design Alt D (PreK-Grade 4)

MSBA Guidelines

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

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

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
167 of 1058
168 of 1058
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
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
169 of 1058
170 of 1058
OTHER 0 0 0 0 0
Other (specify)
Total Building Net Floor Area (NFA) 0 0 67,760 67,760 54,672
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
2
Date: 10.20.2017
171 of 1058
172 of 1058
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
173 of 1058
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:
• 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
174 of 1058
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
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
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.
• 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.
175 of 1058
Proposed Structural Systems:

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:
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.
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
176 of 1058
northeast. There are Bordering Vegetated Wetlands and Riverfront Area associated with
these 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
Department of Public Works. See attached Figure 1 for a graphic depiction of the
proposed utility systems described below.
Drainage System
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.
177 of 1058
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.
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
178 of 1058
School by gravity with a new PVC SDR35 pipe, size to be determined by the project
plumbing engineer.
Water System
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.
179 of 1058
• 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
180 of 1058
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.
181 of 1058
• 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.
182 of 1058
• 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.
183 of 1058
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.
184 of 1058
• 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
• 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.
185 of 1058
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.
186 of 1058
• 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.
187 of 1058
• 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.
188 of 1058
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,

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:

189 of 1058
o One general purpose panelboard (Standby Equipment) shall be 208/120V,

o One general purpose panelboard (Equipment) shall be 480/277V, 3PH, 4W


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

o One general purpose panelboard (Kitchen Equipment/Receptacle) shall be

208/120V, 3PH, 4W 84-pole, 400 Amp main circuit breaker type.

• First Floor Remote Electrical Room (total of three serving the first floor):

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.

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


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.

190 of 1058
• Second Floor Remote Electrical Rooms (total of two serving the second floor)



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.

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
191 of 1058
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.
192 of 1058
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.
193 of 1058
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.
194 of 1058
• 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
195 of 1058
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.
196 of 1058
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
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
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.
197 of 1058
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,
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.
198 of 1058
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.
199 of 1058
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.
200 of 1058
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.
201 of 1058
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.
202 of 1058
Permitting Requirements:
The following pre-construction municipal, state, and federal permit applications/processes are
likely to be required for this project alternative.
203 of 1058
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
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
site design standards
Easthampton Stormwater Review Application submitted 3-6

Planning coincident with months
Department completion of Design
stormwater design standards
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
204 of 1058
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
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
205 of 1058
206 of 1058
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:

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
207 of 1058
Natural Resources
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.
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.

Faculty
Number of Buses 7
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.
however there is a conflict between parents dropping off students and walking across the
bus lane while it is occupied.
208 of 1058
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.

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.
209 of 1058
210 of 1058
SITE BOUNDARY
211 of 1058
212 of 1058
213 of 1058
214 of 1058
Playground
drain well. The field turf is in good condition as it is the only one of the fields with
irrigation.
Site Furnishings
Planting

Security/ Prospect
Wetlands/Streams
wetlands were located primarily to the west on the banks of White Brook north along
run north south at opposite ends of the parcel. To the west, White Brook, crosses under
215 of 1058
Floodplain
Soils

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.
216 of 1058
Zoning
Structures
Front Setback 50 FT
Side Setback 25 FT
Rear Setback 50 FT

10%
Lot
GAS
ELECTRICAL
WATER
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.
217 of 1058
Zone 1:

Zone II:
well.
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.
SEWER
sewer system.
STORM DRAINAGE
Based upon the available information building rooftop water is collected internally and
stream. One pipe is 24” CMO from the parking lot and a 12” HDPE on the entrance
drive.
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
218 of 1058
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
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:
219 of 1058

• (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.

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.
220 of 1058
EDUCATIONAL PROGRAM
CENTER, MAPLE, PEPIN ELEMENTARY SCHOOLS

AND
WHITE BROOK MIDDLE SCHOOL
221 of 1058
TABLE OF CONTENTS
CLASS SIZE POLICIES
SCHOOL SCHEDULING
TEACHER PLANNING
PRE-KINDERGARTEN
KINDERGARTEN
LUNCH PROGRAMS
PHYSICAL EDUCATION
222 of 1058
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.
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.
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.

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:
223 of 1058
* Learning Visible
* 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
GRADE AND SCHOOL C ONFIGURATION

224 of 1058
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
 Educational resources can be shared improving the quality of resources available for all grade
levels
needs of students
students can be facilitated
225 of 1058
 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
education
 All students would have access to classrooms with natural light and acoustics that support a
 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
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.
226 of 1058
CLASS SIZE POLICIES

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
227 of 1058
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
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,
228 of 1058
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
1 teacher Math
1 teacher Science
GRADE 7/8
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.
229 of 1058
CURRENT
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
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
230 of 1058
(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

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

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
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
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
231 of 1058
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

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
WOR LD LA N G UA G ES

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
232 of 1058
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.

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

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.
CURRENT
as places for teachers or support staff to work with students, or in hallways. In the current middle school,
233 of 1058
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
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.
234 of 1058
PROPOSED
secluded space in a corner where staff can do discreet trials with students. A timeout space should be
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

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
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.
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.
235 of 1058
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.

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.
236 of 1058
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
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.
MA PLE ELEMEN TA R Y
237 of 1058
C EN T ER ELEMENT A R Y
PEPI N ELEMEN T AR Y
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
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.
238 of 1058
Having easy access to modern technology will also facilitate data collection and analysis, which informs
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.
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
239 of 1058
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
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
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
of each art room. Each room would have 3-4 sinks and tables with stools for working on projects. Each
240 of 1058
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
241 of 1058
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.
242 of 1058
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
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.
243 of 1058
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.

school?
ELEMENTARY
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?
244 of 1058
ELEMENTARY
spaces to verbally discharge: These spaces are close to other classrooms and do not
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
closets.
MIDDLE SCHOOL
 Substantially separate programs are grouped together, but are comparable in size to
other classrooms
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
245 of 1058
 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
disabilities to locations apart from the general education program? (If yes, it’s a violation)
 No
 No
each program:
MAPLE ELEMENTARY SCHOOL

3 Integrated Pre-Kindergarten 33 students and 19 peer partners
246 of 1058

PEPIN ELEMENTARY SCHOOL


1 Reading Intervention Program 16 students
5 Resource Rooms 83 students
1 Intellectual Disabilities Program 4 students
1 Social/Emotional/Behavioral Program 6 students
1 Physical Therapy Program 1 student
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 :

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.
247 of 1058
adequate structures with acoustic privacy for timeout spaces and set aside discrete
 Special education teachers have only partitioned areas of classrooms or tables in the hallways
for working with their students

 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
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
challenges
248 of 1058
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
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.

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.
249 of 1058
would occur at least three times a week.
A C T I VIT I ES IN SI DE T HE C LA SSR OOM

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.
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.
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
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
250 of 1058
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 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.
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.
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
251 of 1058
used exclusively by them. Grades 1-5 and 6-8, likewise, require separate age appropriate outdoor play
spaces.
SECURITY AND VISUAL ACCESS REQUIREMEN TS

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.
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.
252 of 1058

Vision
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.

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
253 of 1058
Initiatives
Initiatives to be completed Year Initiatives to be completed Year Initiatives to be completed

1 1 Year 1
2. Integrate digital literacy into communication strategies to resources and allocate all
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.
curriculum to develop higher 7. Facilitate an integrated
order thinking skills. sustainable professional
8. Ensure student growth by development plan aligned
objectives and drawn from
254 of 1058

solving culture.
10. Research and implement new
approaches to secure
needs.
255 of 1058
a successful organization of spaces in response to the requirements of the Educational Program.
256 of 1058
257 of 1058
258 of 1058
259 of 1058
260 of 1058
261 of 1058
262 of 1058
263 of 1058
264 of 1058
265 of 1058
266 of 1058
267 of 1058
268 of 1058
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)

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

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

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
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
269 of 1058
270 of 1058
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 Office 100 2 200 0 100 2 200
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
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
271 of 1058
272 of 1058
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

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
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
273 of 1058
274 of 1058
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
2
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.
Date: 10.20.2017
275 of 1058
276 of 1058
Fulfillment of Educational Plan/ District Goals; Design Alternative E.1:
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
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.
277 of 1058
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:

of Design Alternative E.1 incorporates two Break-Out spaces sized similarly to a general
learning space in support of project-based and collaborative teaching strategies, they
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.
278 of 1058
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.
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.
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.
279 of 1058
Variations from Initial (Pre-K-Grade 8) Space Summary Template:
• 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
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
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.
280 of 1058
• 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
281 of 1058
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.
282 of 1058
• 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.
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.
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
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.
283 of 1058
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.
284 of 1058
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.
• 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.
285 of 1058
• 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.
• 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.
• 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
286 of 1058
District is aware of the negligible discrepancy and does not object to the program
allocation, as proposed.

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:
287 of 1058


northeast. There are Bordering Vegetated Wetlands and Riverfront Area associated with
these streams.
288 of 1058
Drainage System
in impervious area.
stormwater runoff.
overall elements:
289 of 1058

both;

of White Brook.

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
fire hydrants located generally at the four corners of the existing middle school.
The water service is not currently looped.
290 of 1058

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.

A, Sprinkler Zone B, and Sprinkler Zone C will each require one (1) wet alarm valve
291 of 1058
assembly. There will also be flow control assemblies with tamper & flow switches on
each floor level.
applicable areas.
• The building will have three (3) sanitary sewer sources. Exact exit shall be
determined at a future date.
maintenance staff.
292 of 1058

sink locations.
Water Room.
system.

293 of 1058
equal.
• Emergency gas solenoid valves shall be provided in the kitchen and all science labs.

294 of 1058
by the owner.
after-hours.
authorization.
Mechanical Room.
295 of 1058
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 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.
296 of 1058

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.
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
cooling coil (45 Tons). This unit will have a 15,500 cfm supply fan. Air Handlers
based on occupancy and CO2.
• 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.
297 of 1058
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.
• There will be five (5) DOAS units for this project and each unit will be mounted
 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

equal. Total units will be one (1) 2 ton unit (MDF) and five (5) 1 ton units (IDF).
unit.
298 of 1058

Requirements.
unit heaters with return air temperature sensors and control valves. All storage
unit heaters.
9. Motors:
Code Compliance

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.


299 of 1058
grooved joints.
offs.
systems.
the following;
cabling.
power.
300 of 1058
Distribution







301 of 1058

distribution.

switch.








• First Floor Remote Electrical Room (total of four serving the first floor:


spec) type.

302 of 1058




• Second Floor Remote Electrical



• Third Floor Remote Electrical Room



per classroom.
office.
303 of 1058


Areas of Refuge

services.
Fire Alarm System
304 of 1058
condition.

the FACP.
Lighting Systems
usage fixtures.

AFF.
• 2’ x 4’ recessed high efficiency architectural LED fixtures in office/work areas,

and other select locations.
305 of 1058
• 1’ x 4’ surface/pendant mounted industrial LED fixtures with wire guards in

utility spaces, mechanical, and electrical rooms.
rooms.




306 of 1058
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.
11. The Auditorium/Stage shall be provided with a theatrical lighting system as follows:
Control board with computer and software

circuits.

307 of 1058

Energy Conservation

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,
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
1. The building will contain one (1) primary telecom room (MDF) and four (5) satellite

308 of 1058

equipment.
powering of racks.

standards.
4. Five IDFs shall be located throughout the building (exact locations to be coordinated
with Architect). Each IDF shall contain the following:
powering of racks.

standards.
309 of 1058

a. Cabling for data, VOIP, wireless access points, and security system
components. All cabling shall be Cat. 6e UTP.
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
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.
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,
310 of 1058
punchdown blocks, connection nodes, and all other service equipment will be
provided by the utility company.

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.
2. Cat. 6e wiring will be provided to all wireless access devices. Location of devices will
representative.
outside vendor.

representative.

type.
type.

311 of 1058
Audiovisual Systems


representative.


inputs.

conduit.


the teaching wall.
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:
312 of 1058
c. CD player
e. AM/FM/XM tuner

racks, etc.)

within the MDF.
Access Control
313 of 1058
will be included.
Intrusion Detection


Video Surveillance
representative):
b. Each Cafeteria
d. Corridors.
314 of 1058
settings.

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.
likely to be required for all project alternatives.
315 of 1058

Dept Duration

Building Demolition Permit Notice to Proceed
Department Sign Permit Notice to Proceed
Occupancy Permit Substantial Completion
coincident with
Commission & completion of Feasibility
Confirmation of resource area types and
MA DEP Study
boundaries.

Planning Board coincident with months
site design standards

Planning coincident with months
Department completion of Design
stormwater design standards

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)
(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.
316 of 1058

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:

02.16.2018 Submit Project Notification Form to MA Historic Commission
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
08.31.2020 Phase 2 Final Completion
09.04.2020 Begin Phase 3
07.26.2021 Final Completion/ FF&E Delivery
317 of 1058
318 of 1058
Design Alternative E.2

Pre-kindergarten through Grade 8; Minor Renovation/ Major Addition(s):

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:

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
White Brook Site
319 of 1058
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
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/
School.

Faculty
Number of Buses 7
Curb Cuts
320 of 1058


Pedestrian Access
improvements.
321 of 1058
322 of 1058
SITE BOUNDARY
323 of 1058
324 of 1058
325 of 1058
326 of 1058
Playground
drain well. The field turf is in good condition granted as it the only one of the fields with
irrigation.
Site Furnishings
Planting

Security/ Prospect
No areas on the campus are fenced. The ¼ mile setback, thick tree line bordering the
Wetlands/Streams
327 of 1058
Floodplain
Soils

328 of 1058
Zoning
Structures
Front Setback 50 FT
Side Setback 25 FT
Rear Setback 50 FT
10%
Lot
GAS
ELECTRICAL
WATER
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.
329 of 1058
Zone 1:

Zone II:
well.
instances septic systems are allowed within Zone II, but will require stricter filtration
and additional treatment to offset any potential inputs into the water supply.
SEWER
sewer system.
STORM DRAINAGE
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.
connected catch basins that outlet via a 18” HDPE pipe towards the un-named stream at
the eastern edge of the property. Even though re-enforced with rip rap, there is
330 of 1058
Student Impact:
Design Alternative E.2 proposes significant demolition and minor 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 the construction project is
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 City’s three, current 100 year old, undersized elementary schools. The conceptual
layout of Design Alternative E.2 strives to minimize this impact through the scale of
clustered grade organizations. The benefit of natural site features inherent to the
proposed White Brook property, 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
Phase 1 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 reduce 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 designated portions of the existing
middle school are demolished to accommodate new construction of an elementary
school wing.
Design Alternative E.2 involves a grade reconfiguration which will also have an impact to
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 demolished. Temporary classrooms will need to be provided and ready
for occupancy prior to the start of Phase 3 work. 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
331 of 1058
construction project. A total of eight classroom spaces are recommended to

accommodate approximately 112 fifth grade students, as follows:

• (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 previous design alternatives, 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.

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 in response to PDP comments received by
MSBA. Updated portions are highlighted. 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.
332 of 1058
EDUATIONAL PROGRAM

AND
333 of 1058
TABLE OF CONTENTS
CLASS SIZE POLICIES
SCHOOL SCHEDULING
TEACHER PLANNING
PRE-KINDERGARTEN
KINDERGARTEN
LUNCH PROGRAMS
PHYSICAL EDUCATION
334 of 1058

CONSOLIDATION

335 of 1058
* Learning Visible


336 of 1058
impairments
levels
needs of students
337 of 1058
can be facilitated
education
high school
up to high school
community
 Opportunities for increased savings in number of personnel needed to provide services that
are currently duplicated across four buildings
service
schools.
338 of 1058
CLASS SIZE POLICIES

SCHOOL SCHEDULING
Physical
Name of Education
School Performing /
1 time per
2 times
week for
per week After
2-3 times 45 min for 1 time per
for 45 min School
Center per week 1 time per grades K- week for
each time Program 4 (shared
Elementary for 30 min week for 45 2; 2 times 45 min for
for grades (shared with Pepin
each time min for all per week all
K-4 K-2; 1 time with School)
in all classrooms for 45 min classroom
per week Pepin
classrooms each time s
for grades School)
for grades
3-4
3-4
5 sessions 5 sessions 5 sessions After

Maple 2-3 times 5 sessions
45minutes 45 min 45 min School
Elementary per week 45 min 5 sittings
Program
for 30 min 2 days per 2-3 days 3 days per
PK-4 2-3 days
each time week per week week 3:10-5:30
339 of 1058
in all per week M-F

classrooms
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
2-3 times 45 min for 1 time per After
Neil A. for 45 min
per week 1 time per grades K- week for School 4 (shared
Pepin each time
for 30 min week for 45 2; 2 times 45 min for Program with
for grades
Elementary each time min for all per week all Center
K-2; 1 time 3:10-6:00
in all classrooms for 45 min classroom School)
K-4 per week
classrooms each time s M-F
for grades
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
School week
M-TH each of 2
5-8 cafeterias
CURRENT
340 of 1058
GRADE 5
GRADE 6
1 teacher Math
1 teacher Science
GRADE 7
1 teacher Math
1 teacher Science
GRADE 7/8
1 teacher Math
1 teacher Science
PROPOSED
341 of 1058
CURRENT
to sign out.
PROPOSED CHANGES
342 of 1058
enrollment

MA T HEMA T IC S

SC I EN C E
CURRENT
343 of 1058
fields.
PROPOSED
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


344 of 1058


state testing.
CURRENT
345 of 1058
PROPOSED
TEACHER PLANNING
CURRENT
PROPOSED
PRE-KINDERGARTEN
CURRENT
346 of 1058
PROPOSED
KINDERGARTEN

LUNCH PROGRAMS
347 of 1058
a nutritious meal.
Current Enrollment,
Average Daily
New Building Plan Notes
Participation, Number
of Meal Periods
Ideally the dining area will have two
ADP 575 lunch rooms (with the kitchen in-
between and attached to both). Each
Elementary meal dining area would be designed to
periods: Multiple meal accommodate over 200 students
periods at the two sites. during a lunch period, for 3 lunch
Consolidation of grades Pepin has four meal periods. Faculty dining should be
Pre-K to 8 periods. Maple serves K adjacent to the kitchen and the
in lunch room by student dining areas.
themselves and grades
1-4 have back to back Each serving area should have two
lunches. serving lines with two cashier stations.
Kitchen and dining area should be on
Middle school meal first floor, for natural lighting,
periods: 3 periods in
348 of 1058
both of the two separate deliveries and over all positive

cafeterias, with about 30 environment.
minutes for lunch and
recess. The kitchen area should be designed
to handle meals for over 1000
Breakfast is served in all students, staff, faculty and visitors. It
schools. 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.
349 of 1058

350 of 1058
systems.
CURRENT
PROPOSED
351 of 1058
libraries
workshops
CURRENT
PROPOSED
352 of 1058
CURRENT
and events.
353 of 1058

PROPOSED
354 of 1058
it will also meet community needs and is very much desired by them. Accordingly, our original plan was
up or down.
PHYSICAL EDUCATION
CURRENT
355 of 1058
PROPOSED
The new school should have a gymnasium with four teaching stations sized to accommodate regulation
school?
ELEMENTARY
MIDDLE SCHOOL
grouped together
356 of 1058
ELEMENTARY
MIDDLE SCHOOL
ELEMENTARY
closets.
MIDDLE SCHOOL
other classrooms
 Yes
357 of 1058
 No
 No
 No
each program:

358 of 1058




s tate r ev i ew :

classroom.
359 of 1058

classrooms.
PEPIN SCHOOL
and Title I teacher

where, in this open classroom model layout, there are doors on the rooms.

project.

pr oj ec t:
challenges
360 of 1058
Kindergarten
interventionists
our schools.

a robotics program.
361 of 1058



PROPOSED CHANGES
362 of 1058

as well.
to grade level classrooms for fluid and timely transitions. Space for leveled libraries of reading materials
363 of 1058
spaces.

364 of 1058

Vision
Theory of Action

365 of 1058
Initiatives

1 1 Year 1
objectives and drawn from
366 of 1058

solving culture.
needs.
367 of 1058
368 of 1058
369 of 1058
370 of 1058
371 of 1058
372 of 1058
373 of 1058
374 of 1058
375 of 1058
376 of 1058
377 of 1058
378 of 1058
379 of 1058
380 of 1058
PROPOSED
MSBA Guidelines
Design Alt. E.2 (Pre-K-Grade 8) Existing Conditions Existing to Rem ain/Renovated New Total (refer to MSBA Educational Program & Space Standard
Guidelines)

NFA
1
RMS NFA
1
NFA
1
RMS NFA
1
RMS NFA
1
RMS
CORE ACADEMIC SPACES 0 0 59 54,955 59 54,955 50 46,890

Pre-Kindergarten w / Toilet 0 1,110 1 1,110 1,110 1 1,110 1,200 - 1,100 SF min - 1,300 SF max
Pre-Kindergarten w / Changing 0 1,115 2 2,230 1,115 2 2,230
Kindergarten w / Toilet 0 1,110 3 3,330 1,110 3 3,330 1,200 5 6,000 1,100 SF min - 1,300 SF max
Kindergarten w / Changing 0 1,115 3 3,345 1,115 3 3,345

General Classrooms - Grades 1-5 0 925 25 23,125 925 25 23,125 950 24 22,800 900 SF min - 1,000 SF max
Prep Room 0 80 3 240 80 3 240 80 3 240

Break-Out (ES) 0 925 2 1,850 925 2 1,850
Break-Out (MS) 0 925 2 1,850 925 2 1,850
Reading Teacher (Specialist) 0 100 4 400 100 4 400

Self-Contained SPED - Grades 1-5 0 925 2 1,850 925 2 1,850 950 5 4,750 8% of pop. in self-contained SPED
Self-Contained SPED - Grades 1-5 Toilet 0 60 2 120 60 2 120 60 5 300
Self-Contained SPED - Time Out 0 100 2 200 100 2 200
Self-Contained SPED - PreK w / Toilet 0 1,110 1 1,110 1,110 1 1,110

Self-Contained SPED - PreK - Time Out 0 100 1 100 100 1 100
Small Group Grades 1-5 0 100 15 1,500 100 15 1,500
Small Group Grades 6-8 0 100 10 1,000 100 10 1,000
SPED Therapeutic Grades 1-5 0 925 2 1,850 925 2 1,850
SPED Therapeutic Grades 6-8 0 800 1 800 800 1 800
OT/ PT/ Speech (1-5) 0 600 1 600 600 1 600
OT (6-8) 0 150 1 150 150 1 150
PT (6-8) 0 600 1 600 600 1 600
Student Support 1-5 0 400 2 800 400 2 800
Student Support 6-8 0 400 2 800 400 2 800
DLC 0 925 1 925 925 1 925
DLC - Toilet 0 57 1 57 57 1 57
DLC Time Out 0 100 1 100 100 1 100
381 of 1058
382 of 1058
SOAR 0 925 1 925 925 1 925

SOAR - Toilet 0 57 1 57 57 1 57
SOAR - Time Out 0 100 1 100 100 1 100
SPED Teachers Grades 1-5 0 300 4 1,200 300 4 1,200
SPED Teachers Grades 1-5 Office 0 100 2 200 100 2 200
SPED Coordinator 0 200 2 400 200 2 400
Psych. Meeting/ Waiting 0 250 1 250 250 1 250
ART & MUSIC 0 3,567 3,850 7,417 8,050

Art Classroom - Grades 1-5 0 1,000 1 1,000 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 0 150 2 300 150 2 300 150 3 450
Band / Chorus / Stage - 100 seats 2,017 1 2,017 0 2,017 1 2,017 1,500 1 1,500
Music Classroom / Large Group - 25-50 seats 1,200 1 1,200 1,200 1 1,200 1,200 2 2,400 1,200 2 2,400 assumed schedule 2 times / week / studen
Music Practice / Ensemble - Grades 1-5 75 2 150 75 2 150 75 4 300 75 4 300


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 11,637 0 11,637 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 492 1 492 0 492 1 492 150 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 3,991 2,950 6,941 5,539

Media Center/Reading Room Grades 1-5 0 1,600 1 1,600 1,600 1 1,600 5,539 1 5,539
Media Center/ Reading Room Grades 6-8 3,991 1 3,991 0 0 0 3,991 1 3,991
Literacy Library (ES) 0 400 1 400 400 1 400
Literacy Library (MS) 0 950 1 950 950 1 950
DINING & FOOD SERVICE 0 8,626 0 8,626 12,374

Cafeteria / Dining Grades 1-5 3,365 1 3,365 0 3,365 1 3,365 7,575 1 7,575 2 seatings - 15SF per seat
Cafeteria / Dining Grades 6-8 1,993 1 1,993 0 1,993 1 1,993

Kitchen 2,310 1 2,310 0 2,310 1 2,310 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
Stage (See Band/ Chorus) 0 0 0 0 0 1,600 1 1,600
MEDICAL 0 0 935 935 810

Waiting Room 0 275 1 275 275 1 275 250 1 250
Nurse's Office 0 100 1 100 100 1 100
383 of 1058
384 of 1058

Principal's Office 0 375 1 375 375 1 375 375 1 375
Conference Room 0 283 1 283 283 1 283 283 1 283
Records Room 0 140 1 140 140 1 140 140 1 140
General Waiting Room 99 1 99 100 1 100 199 2 199 100 1 100
Guidance Office 0 150 2 300 150 2 300 150 6 900
Guidance Storeroom 0 18 2 36 18 2 36 40 1 40
Guidence Waiting Room 0 107 1 107 107 1 107
Teachers' Work Room (ES) 0 250 2 500 225 2 500 655 1 655
CUSTODIAL &+A112:P126 MAINTENANCE 0 309 2,259 2,568 2,568

Storeroom 54 1 54 0 54 1 54 674 1 674
Storeroom 200 1 200 0 200 1 200
Storeroom 0 420 1 420 420 1 420
Netw ork / Telecom Room 0 200 1 200 200 1 200 200 1 200
385 of 1058
386 of 1058
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 30,933 88,994 119,927 103,628
Proposed Student Capacity / Enrollment 1,010 1010 Enter grade enrollments to the r
2
Total Building Gross Floor Area (GFA) GSF of existing 38,993 GSF new 138,753 177,746 155,443
Grossing factor (GFA/NFA) #DIV/0! (estimate 1.48 1.50
1
2
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.
Date: 10.20.2017
387 of 1058
388 of 1058
Fulfillment of Educational Plan/ District Goals; Design Alternative E.2:
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 over their kindergarten and first grade students interacting
with seventh and eighth graders. The proposed layout of Design Alternative E.2
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 - 1 2-3 4-5
Diagram 3.3.3.3
potential sixth, shared space to accommodate higher fluctuations in enrollment. The
early education cluster is the exception, with four Pre-kindergarten spaces and six
Kindergarten Classrooms. At the elementary school, these clusters are defined by
corridors, which can be graphically coded for identity and way-finding purposes. At a
three-story wing, housing the middle school, grades are clustered by floor.
389 of 1058
Arrangement of Kindergarten classrooms allows flexibility to accommodate enrollment

fluctuations by positioning rooms which can be accessed from either the kindergarten
corridor or the pre-kindergarten or first grade corridors. 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:

of Design Alternative E.2 incorporates two Break-Out spaces sized similarly to a general
learning space in support of project-based, and collaborative teaching strategies, they
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 to bordering classrooms 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.
During the visioning process, the District expressed a desire to incorporate a variety of
learning environments for students. Wide corridor zones are incorporated within
classroom clusters to allow informal small-group student work outside the formal
classroom. In addition, Small Group rooms are provided with a direct adjacency to
general classrooms, which are primarily intended to provide a proximate, low-stimulus
environment for special needs students who need a break from the classroom activity,
student interventions, or for one-on-one instruction. When not in use for these
functions, the rooms will be available to students to work on small-group projects or
special testing.
Access to outdoor space is available with each of the options explored, however Design
Alternative E.2 incorporates an enclosed courtyard which may be used as outdoor
classroom space.
Equity:
A new school building designed to serve pre-kindergarten through eighth grade

students, as proposed with Design Alternative E.2, ensures educational equity to all of
horizontal alignment of curriculum and sharing of resources, which is currently
impractical across the individual schools. The resulting collaboration anticipated among
390 of 1058
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.
Each of the design alternatives responding to the Pre-kindergarten through Grade 8

Educational Plan are significant in that they address 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. Design Alternative E.2 will provide a complete solution to all of the
District’s current educational challenges.
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.
The ecology of the surrounding parklands is rich with forests, streams, wetlands, and
vernal pools. Access to these features is provided by several existing trailheads
originating at the school’s north and east property lines. The current middle school
curriculum takes advantage of these resources through its science and physical
education programs and the District looks forward to expanding this opportunity to its
elementary school population.
between vehicular and pedestrian traffic within the site, by providing continuous
sidewalks between the road and each building entrance. All three public entrances (Pre-
kindergarten, Elementary and Middle School) will be normally secured, and monitored.
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.
building entrances. Additional monitoring will be provided at stairs, corridors, the
courtyard and other areas as requested by the District.
Within the building, shared spaces, such as the cafeteria, gymnasium and media center
are located in proximity to the middle school and elementary school entrances, 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.
391 of 1058
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 demolish a significant portion of the existing middle school
and construct a new elementary school wing in its place.
Design Alternative E.2 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.
Variations from Initial (Pre-K-Grade 8) Space Summary Template:
• Pre-Kindergarten w/ Toilet: Pre-Kindergarten classrooms are arranged so that a pair

of classrooms share a common Changing Room. The Space Summary Template has
been updated to reflect these combined spaces as either Pre-Kindergarten w/ Toilet
at 1,110 sf or Pre-Kindergarten w/ Changing at 1,115 sf. The updated Space
Summary Template reflects (1) Pre-Kindergarten w/ Toilet classroom at 1,110 sf.
• 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
Pre-Kindergarten w/ Toilet at 1,110 sf or Pre-Kindergarten w/ Changing at 1,115 sf.
The updated Space Summary Template reflects (2) Pre-Kindergarten w/ Changing
classroom at 1,115 sf.
• Kindergarten w/ Toilet: Kindergarten classrooms are arranged so that a pair of

classrooms share a common Toilet Room and Changing Room. The Space Summary
w/ Toilet at 1,110 sf or Kindergarten w/ Changing at 1,115 sf. The updated Space
Summary Template reflects (3) Kindergarten w/ Toilet classrooms at 1,110 sf.
• Kindergarten w/ Changing: Kindergarten classrooms are arranged so that a pair of

classroom share a common Toilet Room and Changing Room. The Space Summary
392 of 1058
w/ Toilet at 1,110 sf or Kindergarten w/ Toilet & Changing at 1,115 sf. The updated
Space Summary Template reflects (3) Kindergarten w/ Toilet & Changing classroom
at 1,115 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. The updated Space
Summary Template reflects (1) Self-Contained SPED Pre-Kindergarten w/ Toilet
classroom at 1,110 sf.
• 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 met the adjacency needs of the
educational program. In the conceptual layout of Design Alternative E.2, the
adjacency need is met with one fewer Small Group Grades 1-5 rooms than allocated
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 sufficient
spaces are provided to meet their adjacency needs.
• SPED Therapeutic Grades 1-5: Originally carried (2) Therapeutic Grades 1-5 rooms
at 800 sf each. Therapeutic rooms serve as a transitional program for autistic
students who are eventually expected to be integrated into the 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, and are therefore now sized equally to a general classroom
program. 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 Grades 1-5 classrooms are
provided at 925 sf each.
• OT/PT/SPEECH: Originally carried (2) spaces at 600 sf each. The District has verified
their need to retain a single program space of 600 sf to support its OT/PT/SPEECH
program at the elementary grade levels, but asked that OT and PT be listed as
393 of 1058
separate program spaces at the middle school wing. The updated Space Summary
Template reflects one OT/PT/Speech room at 600 sf.
• 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 at the
elementary-age. 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 Room at 700 sf with an 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.
• SOAR: Originally carried one SOAR Room at 700 sf with an 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 SOAR 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
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.
394 of 1058
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.
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
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: Design Alternative E.2 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 space with their Pre-
kindergarten through Grade 8 addition and renovation design options. To minimize
impact of this program, District plans to utilize the existing 2,233 sf stage to support
their Band/ Chorus/ Stage program as well as their 200 sf Practice Room program
need. 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.
• Gymnasium: A single three-station gymnasium space is provided at 8,962 sf, which

exceeds the 8,000 sf allotment established in the Initial Space Summary Template.
The intent of Design Alternative E.2 is to renovate MEP systems, finishes,
gymnasium equipment and seating within the existing 8,962 sf gym. While the
updated Initial Space Summary Template increases the Gym area to 12,000 sf, the
District feels, given the renovation approach of this Design Alternative, that the
395 of 1058
expense of adding to the existing gym or constructing a new space is not justified by
their desire to increase current elementary school physical education offerings to
two times per week..
• PE Storeroom: The existing 492 sf PE Storeroom is utilized in Design Alternative E.2.

The District is aware this program space exceeds the 150 sf need established in the
Initial Space Summary Template by 342 sf, and understands it is the result of a
renovation approach.
Media Center:
• Media Center/ Reading Room Grades 6-8: A single Media Center/ Reading Room for
Grades 6-8 is provided at 3,991 sf. This reflects a reduction of 9 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.
• Cafeteria / Dining Grades 6-8: A single 1,993 sf Cafeteria/ Dining Grades 6-8 space is
provided, which exceeds the need established in the Initial Space Summary Table by
308 sf. The District understands the increased area allotment is the result of a
renovation approach and does not object to the space as proposed.
• Chair/ Table/ Equipment Storage: A single 478 sf Chair/ Table/ Equipment Storage
room of 478 sf is provided with Design Alternative E.2. 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
middle school cafeteria, which exceeds its program needs.
• Staff Lunch Room: A single 480 sf Staff Lunch Room is provided which exceeds the
program need allotted in the Initial Space Summary Template by 127 sf. The District
understands that the increased program area is the result of a renovation approach
and does not object to the change.
396 of 1058
• Stage: Design Alternative E.2 does not include an allocation for the stage as the
existing stage is intended to share program function with the Band / Chorus space
during school hours. The space need is reflected in the Art & Music Category.
Medical:
• Nurses’ Office/ Waiting: A single 275 sf Waiting Room is provided, which exceeds
the 250 sf need established in the Initial Space Summary Template by 25 sf. The
excess area results from the District’s request to provide separate middle school and
elementary school entrances. The District is aware of the increased area and
supports the change.
• 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 and Guidance:
• Guidance Storeroom: The Updated Space Summary Template reflects (2) Guidance
Storerooms at 18 sf each, which is 4 sf. below the allotment established in the Initial
Space Summary Template. The District is aware of this reduction believes their
program need will still be met.
• Custodian’s Storage: A program need of 375 sf is established in the Initial Space

Summary Template. This program is distributed to four locations within the
building. The spaces are provided at 28 sf, 55 sf, 110 and 182 sf, which equals the
recommended 375 sf allotment per MSBA guidelines.
• 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 54 sf, 200 sf and 420 sf, which equals the recommended 674
sf allotment per MSBA guidelines.

Alternative E.2 includes substantial demolition of the existing building, renovation of the
portion of the building that is to remain, and one-story, two-story, and three-story
additions. The portion of the existing building that is to remain includes the auditorium,
gymnasium and supporting spaces, and natatorium which is to be renovated into the
kitchen and cafeteria. The existing pool area will need to be backfilled and a new
concrete slab-on-grade poured to convert the existing natatorium into a kitchen and
cafeteria.
Per IEBC Chapter 4, the work is classified as Level 3 Alternations since the work area
exceeds 50 percent of the aggregate area of the building. As indicated in JSE’s Existing
397 of 1058
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).
Due to the extent of building demolition, more than 30 percent of the total floor and
roof areas will be involved in structural alteration. Therefore, the existing lateral system
must comply with a reduced IBC seismic force per IEBC Section 807.4.2. In order to
comply with the reduced IBC seismic force, the existing lateral system will need to be
reinforced with either steel braced frames, steel moment frames, or reinforced CMU
shear walls supported by reinforced concrete footings with drilled mini-piles (see JSE’s
Structural Review & Code Review – White Brook Middle School report for additional
information).
The existing roof structure adjacent to the two-story and three-story additions 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:


398 of 1058
northeast. There are Bordering Vegetated Wetlands and Riverfront Area associated
with these streams.
Drainage System
399 of 1058
in impervious area.
stormwater runoff.
overall elements:

both;

of White Brook.
400 of 1058

the kitchen. This line will be separate from the main sewer service(s) for the
Water System
401 of 1058

OVERVIEW:
This project consists of minor interior renovations to the existing White Brook Middle
School auditorium, gymnasium and natatorium (repurposed for dining and food service
functions) with a new one and two-story elementary wing addition and a three-story
grades 6-8 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 minor alteration and major space additions. After project completion the
MEP/FP systems will be new and the building will be approximately 176,000 gross
square feet in size.

o A new fire protection system, in accordance with NFPA 13, shall be installed
o There will be one (1) new 8” fire protection service with double check backflow
o A flow test shall be provided by the water utility company. At this time it is
o Standpipes shall be installed in each of the stairwells and the stage. Standpipes shall
o Alarm valves shall be installed to properly zone the sprinkler system. Sprinkler Zone
assembly. There will also be flow control assemblies with tamper & flow switches
on each floor level.
o Sprinklers shall be concealed, fully recessed in finished areas with ceilings. Sidewall,
402 of 1058
applicable areas.
o Sprinkler piping shall be installed above ceilings and concealed within chases where
o Fittings shall be grooved mechanical fittings: ANSI A21.10 ductile iron; ASTM A47
o Kitchen hoods and kitchen exhaust ductwork shall be protected by dry chemical
o The building will have three (3) sanitary sewer sources. Exact exit shall be
determined at a future date.
o Storm, waste, and vent piping shall be hub-less cast iron with standard torque
maintenance staff.
o The building will require one 4” domestic water service, which shall originate from
403 of 1058
o The natural gas service shall originate from Park Street and enter the building near
o The hot water distribution system shall include 140°F piping for the kitchen
o Hot water recirculation pumps shall be installed to maintain the appropriate

sink locations.
o Domestic hot water shall be generated by two (2) 130 gallon, gas fired water
Water Room.
o In addition to the gas fired water heaters there shall be a SuperStor SSU-119SB. This
o Provide (12) 4x10 AET roof mounted solar flat plate collectors, (3) 40 gallon drain
system.
o All plumbing fixtures required to be accessible shall be in accordance with the

o Water closets and urinals shall be wall hung, vitreous china, low consumption (0.125
o Lavatories shall be under mount and stainless steel by Elkay, or approved equal, or
404 of 1058
o Wall hangers for water closets, urinals, and lavatories shall be heavy duty adjustable
o Drinking fountains shall be stainless steel, wall recessed, two-tier, with water cooler
equal.
o Mop basins shall be floor mounted, 24”x24”, molded stone, with wall mounted
o Classroom sinks shall be stainless steel, by Elkay or approved equal with gooseneck
o Cast iron floor drains shall be installed at all toilet rooms. Heavy-duty cast iron floor
o Emergency gas solenoid valves shall be provided in the kitchen and all science labs.
o Hose bibbs shall be installed in all toilet rooms, by Woodford or approved equal.
o Wall Hydrants shall be installed on exterior walls every 100 feet. Wall hydrants shall
o A concrete 2000-gallon grease interceptor shall be coordinated and then installed

by the owner.
405 of 1058
after-hours.
authorization.
o The cooling plant, for space cooling, will consist of (2) site mounted air cooled
o Chilled water piping shall be routed underground from Chiller Enclosure to Main
Mechanical Room.
o The primary chilled water pumping plant will generally consist of one pair of pumps.
boiler room.
406 of 1058
o 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.
o The pumps will be for the space cooling system, and will circulate chilled water

407 of 1058

determined.

5. Kitchen
408 of 1058
kitchen.
• There will be five (5) DOAS units for this project and each unit will be mounted
 DOA-2 = 17,500 CFM – North Classroom (Kindergarten) Wing
 DOA-3 – 20,000 CFM – South Classroom Wing
 DOA-4 – 16,000 CFM – Central Clssroom Wing

unit.

Requirements.
unit heaters with return air temperature sensors and control valves.All storage
409 of 1058
unit heaters.
9. Motors:
Code Compliance



grooved joints.
410 of 1058
offs.
systems.
the following;
cabling.
power.
411 of 1058
Distribution








distribution.

switch.

412 of 1058







• First Floor Remote Electrical Room (total of four serving the first floor):


spec) type.





413 of 1058
• Second Floor Remote Electrical



• Third Floor Remote Electrical Room

o Two general purpose panelboards (General Receptacle) shall be 208/120V,

o Two Transformers shall be 112.5 KVA dry-type 480/277V to 208/120V, 3-

ground from the transformer to the building steel as required by code
per classroom.
office.


414 of 1058
Areas of Refuge

services.
Fire Alarm System
condition.

the FACP.
415 of 1058
ductwork passes through smoke rated walls.
Lighting Systems
usage fixtures.

AFF.


rooms.

416 of 1058


b. Walkway lighting shall be accomplished using 3’ high bollards, 120V, LED on 15

foot centers. Fixtures will be fed from the site lighting relay panel and shall be
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.
417 of 1058
Dimmer rack with 80 dimmers for LED fixtures.
Control board with computer and software.

circuits.


Energy Conservation

418 of 1058
Code Compliance
1. All electrical systems will be designed in accordance with the State of Massachusetts
Building Code and high performance standards, the State of Massachusetts Fire
Safety Code, the 2015 International Energy Conservation Code, Stretch Energy Code,
Services

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


equipment.
419 of 1058
powering of racks.

standards.
powering of racks.

standards.
420 of 1058

a. Cabling for data, VOIP, wireless access points, and security system
components. All cabling shall be Cat. 6e UTP.
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
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.
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.

purpose room and gymnasium. These system shall operate independent of the
421 of 1058
representative.
outside vendor.

representative.

type.
type.

Audiovisual Systems


422 of 1058

representative.


inputs.

conduit.


the teaching wall.
designed by CES.
equipment:
c. CD player
e. AM/FM/XM tuner
423 of 1058

racks, etc.)

within the MDF.
Access Control
will be included.
424 of 1058
Intrusion Detection


Video Surveillance
representative):
b. Each Cafeteria.
d. Corridors.
425 of 1058
settings.

The estimated total project cost associated with Design Alternative E.2 is $112,737,317.00, and
is based on the Uniformat Cost Estimate included as Appendix E of this report.
426 of 1058

Dept Duration
coincident with
Commission & Confirmation of resource area types and completion of Feasibility
MA DEP boundaries. Study
Planning Board Local review for compliance with municipal coincident with months
site design standards completion of Design
Planning Local review for compliance with municipal coincident with months
Department stormwater design standards completion of Design
Conservation Local and state project review for coincident with months
Commission & compliance with the performance completion of Design
MA DEP standards of the MA Wetland Protection Development Documents
Act (WPA)
Submission required as part of the National (SWPPP) to be included
Pollutant Discharge Elimination System with WPA Notice of
(NPDES) for stormwater discharges from Intent. Final SWPPP
construction sites. adopted by Contractor
427 of 1058

04.26.2019 Finalize Construction Contracts/ Notice to Proceed/ Begin Phase 1 (MS Wing)
06.29.2020 Begin Phase 2 (Gym Renovations)
07.20.2020 Phase 1 Final Completion/ FF&E Delivery
08.31.2020 Phase 2 Final Completion
09.04.2020 Begin Phase 3
07.26.2021 Final Completion/ FF&E Delivery
428 of 1058
Design Alternative E.3 – Pre-kindergarten through Grade 8; New Construction:

The Easthampton School Building Committee voted, at their July 2017 meeting, to pursue Design
Alternative E.3 as the Preferred Solution. At their December 2017 meeting, the School Building
Committee asked that this option be investigated and further developed at the location of the
existing football field to eliminate conflict with the existing school, while improving organizational
efficiencies of both the building and site layouts. The resulting Design Alternative E.4, described
later in this report, was then voted as the Preferred Solution.
through Grade 8 Educational Plan. This option proposes a new comprehensive school building
solution at the existing White Brook Middle School site. The proposed location for the new
building is at the northwest corner of the site, to minimize disruption to students during the
construction period (it is expected that elementary school and middle school students will continue
in current classroom space without the need for temporary modulars). This Design Alternative will
require minor phasing to maintain infrastructure services, as the proposed building slightly
overlaps the existing at the mechanical and electrical service entrances.
The resulting 176,155 gsf building is organized into two primary wings with separate entrances
provided to the elementary and middle school sides of the building. A separate entrance is further
provided for pre-kindergarten students. Shared program spaces, such as the gymnasium, are
located between the two wings and serve as a buffer between student populations.
Site Analysis:
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
White Brook Site
429 of 1058
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
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/
School.

Faculty
Number of Buses 7
Curb Cuts
430 of 1058


Pedestrian Access
improvements.
Proposed Circulation:
The proposed layout maintains the existing pedestrian access route along the north side of
the entrance drive, allowing student to travel between Park Street and all three entrances
without the need to cross vehicular traffic paths.
At the main parking lot, private vehicles are separated from bus and emergency vehicle
traffic for student drop-off and pick-up. A curbside drop is provided in addition to the first
row of parking spaces, facing the building. Accessible spaces are located adjacent to each of
the two bus loop crosswalks to ensure a barrier free route for physically challenged
students. It is anticipated that parents of elementary-aged students will prefer to park and
see their children to and from the building as is currently experienced, while middle school
students are more likely to utilize the curb-side drop off. In response to feedback from the
MSBA’s Facilities Assessment Subcommittee, additional accessible parking spaces have been
added at the school-side of the bus loop to minimize physically challenged students’
exposure to inclement weather during vehicle transfer and ingress to the building.
Diagrams are provided depicting intended circulation patterns as well as the accessible
route to building entrances.
431 of 1058
432 of 1058
SITE BOUNDARY
433 of 1058
434 of 1058
435 of 1058
436 of 1058
437 of 1058
438 of 1058
439 of 1058
440 of 1058
Playground
drain well. The field turf is in good condition granted as it the only one of the fields with
irrigation.
Site Furnishings
Planting

Security/ Prospect
Wetlands/Streams
441 of 1058
Floodplain
Soils

442 of 1058
Zoning
Structures
Front Setback 50 FT
Side Setback 25 FT
Rear Setback 50 FT
10%
Lot
GAS
ELECTRICAL
WATER
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.
443 of 1058
Zone 1:

Zone II:
well.
instances septic systems are allowed within Zone II, but will require stricter filtration
and additional treatment to offset any potential inputs into the water supply.
SEWER
sewer system.
STORM DRAINAGE
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.
connected catch basins that outlet via a 18” HDPE pipe towards the un-named stream at
the eastern edge of the property. Even though re-enforced with rip rap, there is
444 of 1058
Student Impact:
Impact to the City’s elementary and middle school students is expected to be minimal.
Construction of a new school remotely sited from the three existing elementary
schools, and predominantly outside the footprint of the existing White Brook Middle
School 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. Elementary students will remain in
their existing schools until construction of the new school is complete.
With the proposed location of Design Alternative E.3 on the White Brook Middle School
Site, there will be minor impact to middle school students. The proposed location is
directly adjacent to the existing school building, and will require the construction site to
be well separated from the publicly utilized school grounds to ensure safety of middle
school students during the anticipated twenty four 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.
Additionally, there is a slight overlap in the footprints of the proposed and existing
buildings. It is anticipated that the existing White Brook Middle School natatorium will
be demolished as an early phase to accommodate construction staging and lay-down
needs. Additional phasing requirements will be necessary to maintain infrastructure
services such as power and HVAC as the overlap occurs at the existing White Brook
Middle School Boiler Room and Electrical Service Room.
The conceptual layout of Design Alternative E.3 strives to minimize the impact of a large
comprehensive school 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
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 interruption.
Design Alternative E.3 involves a grade reconfiguration which will impact the current
fifth grade students. Although grouped with the middle school population, fifth graders
currently follow the elementary-level curriculum. As part of this solution, fifth graders,
currently attending the White Brook Middle School, will be grouped with the
445 of 1058
elementary-age population, improving the District’s efficiency of resources

and improving the peer grouping of their students.
Updated Educational Program
The following educational program for Design Alternative E.3 has been prepared by the
Easthampton 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.
446 of 1058
EDUATIONAL PROGRAM

AND
447 of 1058
TABLE OF CONTENTS
CLASS SIZE POLICIES
SCHOOL SCHEDULING
TEACHER PLANNING
PRE-KINDERGARTEN
KINDERGARTEN
LUNCH PROGRAMS
PHYSICAL EDUCATION
448 of 1058

CONSOLIDATION

449 of 1058
* Learning Visible


450 of 1058
impairments
levels
will no longer have to travel and can spend additional time delivering services to students
needs of students
451 of 1058
can be facilitated
education
high school
up to high school
community
 Opportunities to eliminate staffing redundancies resulting from multiple school buildings with
distance between them will result in a decreased number of personnel needed to provide
services that are currently duplicated across four buildings.
service
schools.
452 of 1058
CLASS SIZE POLICIES

SCHOOL SCHEDULING
Name of Physical
School Performin Education/
Grades Science g and Adaptive Library Extended Lunch
Served Classes Visual Art Music PE Classes Day Care Seatings
1 time per
week for 2 times per
2-3 times
1 time per 45 min for week for 45 1 time per After
per week
Center week for grades K- min each week for School 4 (shared
for 30 min
Elementary 45 min for 2; 2 times time for 45 min for Program with
each time
all per week grades K-2; all (shared Pepin
K-4 in all
classroom for 45 min 1 time per classroom with Pepin School)
classroom
s each time week for s School)
s
for grades grades 3-4
3-4
After
2-3 times 5 sessions 5 sessions 5 sessions 5 sessions School
Maple 45 min
per week 45minutes 45 min 45 min Program
Elementary 5 sittings
for 30 min
2 days per 2-3 days 2-3 days 3 days per 3:10-5:30
PK-4 each time
week per week per week week
in all M-F
453 of 1058
classroom For grades

s 1-4
Grades
K-4 can
also travel
to Pepin
for before
and after
school
programs
1 time per
week for 2 times per
2-3 times
1 time per 45 min for week for 45 1 time per After
Neil A. per week
week for grades K- min each week for School 4 (shared
Pepin for 30 min
45 min for 2; 2 times time for 45 min for Program with
each time
Elementary all per week grades K-2; all Center
in all 3:10-6:00
classroom for 45 min 1 time per classroom School)
K-4 classroom
s each time week for s M-F
s
for grades grades 3-4
3-4
3 - 30
White 60 min After
60 min 36 60 min minute
Brook School
60 min 5 days lunches a
36 days a 72 days Program
Middle times per N/A day in
a year year a year
School week 2:45-5:00 each of 2
rotation rotation rotation cafeteria
5-8 M-TH
s
CURRENT
454 of 1058
GRADE 5
GRADE 6
1 teacher Math
1 teacher Science
GRADE 7
1 teacher Math
1 teacher Science
GRADE 7/8
1 teacher Math
1 teacher Science
PROPOSED
455 of 1058
CURRENT
to sign out.
PROPOSED CHANGES
enrollment
456 of 1058

MA T HEMA T IC S

SC I EN C E
CURRENT
457 of 1058
fields.
PROPOSED
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


458 of 1058


state testing.
459 of 1058
CURRENT
PROPOSED
TEACHER PLANNING
CURRENT
PROPOSED
PRE-KINDERGARTEN
CURRENT
460 of 1058
PROPOSED
KINDERGARTEN

LUNCH PROGRAMS
461 of 1058
a nutritious meal.

of Meal Periods
Ideally the dining area will have
two lunch rooms (with the
ADP 575
kitchen in-between and attached
to both). Each dining area would
Elementary meal periods:
be designed to accommodate
Consolidation of Multiple meal periods at the
over 200 students during a lunch
grades Pre-K to 8 two sites. Pepin has four meal
period, for 3 lunch periods.
periods. Maple serves K in
Faculty dining should be adjacent
lunch room by themselves
to the kitchen and the student
and grades 1-4 have back to
dining areas.
back lunches.
462 of 1058
Middle school meal periods: 3 Each serving area should have

periods in both of the two two serving lines with two cashier
separate cafeterias, with stations. Kitchen and dining area
about 30 minutes for lunch should be on first floor, for
and recess. natural lighting, deliveries and
over all positive environment.
Breakfast is served in all
schools. The kitchen area should be
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
cooking and serving food. A
cashier station with updated data
computers should also be
available.

be a dock area that would
463 of 1058

464 of 1058
systems.
CURRENT
PROPOSED
465 of 1058
libraries
workshops
CURRENT
466 of 1058
PROPOSED
CURRENT
and events.
467 of 1058

PROPOSED
468 of 1058
it will also meet community needs and is very much desired by them. Accordingly, the original plan was
up or down.
PHYSICAL EDUCATION
CURRENT
469 of 1058
PROPOSED

school?
ELEMENTARY
MIDDLE SCHOOL
grouped together
470 of 1058
ELEMENTARY
MIDDLE SCHOOL
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
other classrooms
471 of 1058
 Yes
 No
 No
 No
each program:

472 of 1058



473 of 1058

s tate r ev i ew :

classroom.

classrooms.
PEPIN SCHOOL
and Title I teacher

474 of 1058

project.

pr oj ec t:
challenges
Kindergarten
interventionists
our schools.
475 of 1058

a robotics program.



476 of 1058
PROPOSED CHANGES

as well.
to grade level classrooms for fluid and timely transitions. Space for literacy libraries of reading materials
477 of 1058
spaces.

478 of 1058

Vision
Theory of Action

479 of 1058
Initiatives

1 1 Year 1
10.Clearly define and articulate 11. Increase digital literacy 7. Develop a systemic plan for
11.Integrate digital literacy into communication strategies to resources and allocate all
12.Develop vertically aligned community partnerships. strategic objectives.
protocols and processes for 13.Teachers and administrators Initiatives to be completed
13.Build a continuum of Pre-K to strategic initiatives. sources.
14.Implement newly developed 15. Use the Massachusetts develop intervention
student strengths. internal resources and
expertise.
480 of 1058

19.Promote a positive problem
solving culture.
20.Research and implement new
needs.
481 of 1058
482 of 1058
483 of 1058
484 of 1058
485 of 1058
486 of 1058
487 of 1058
488 of 1058
489 of 1058
490 of 1058
491 of 1058
492 of 1058
PROPOSED
Design Alt E.3 PreK - Grade 8

MSBA Guidelines

NFA NFA NFA NFA NFA

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

Self-Contained SPED - Grades 1-5 925 2 1,850 925 2 1,850 950 5 4,750 8% of pop. in self-contained SPED
Self-Contained SPED - Grades 1-5 Toilet 56 2 112 56 2 112 60 5 300
Self-Contained 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
Small Group Grades 1-5 100 16 1,600 100 16 1,600
Small Group Grades 6-8 100 9 900 100 9 900
SPED Therapeutic Grades 1-5 925 2 1,850 925 2 1,850
SPED Therapeutic Grades 1-5 - Time Out 100 2 200 100 2 200
SPED Therapeutic Grades 6-8 800 1 800 800 1 800
SPED Therapeutic Grades 6-8 - Time Out 100 1 100 100 1 100
OT/ PT/ Speech (1-5) 600 1 600 600 1 600
OT (6-8) 150 1 150 150 1 150
PT (6-8) 200 1 200 200 1 200
Student Support 1-5 400 2 800 400 2 800
Student Suppor 1-5 - Time Out 100 2 200 100 2 200
Student Support 6-8 400 2 800 400 2 800
Student Support 6-8 - Time Out 100 2 200 100 2 200
493 of 1058
494 of 1058
DLC 925 1 925 925 1 925

DLC - toilet 56 1 56 56 1 56
DLC Time Out 100 1 100 100 1 100
SOAR 925 1 925 925 1 925
SOAR - toilet 56 1 56 56 1 56
SOAR - Time Out 100 1 100 100 1 100
SPED Teachers Grades 1-5 300 4 1,200 300 4 1,200
SPED Teachers Grades 1-5 Office 100 2 200 100 2 200
SPED Teachers Grades 6-8 300 3 900 300 3 900
Psychologist Office 100 3 300 100 3 300
SPED Coordinator 200 2 400 200 2 400
Psych Meeting/ Waiting 252 1 252 252 1 252
ART & MUSIC 0 0 7,000 7,000 8,050

Art Classroom - Grades 1-5 1,000 1 1,000 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 1,200 1 1,200 assumed use - 50% population 2 times / week
Band / Chorus - 100 seats (Stage) 1,600 1 1,600 1,600 1 1,600 1,500 1 1,500
Music Practice / Ensemble - Grades 1-5 75 4 300 75 4 300 75 4 300

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

Gym Storeroom 75 2 150 75 2 150 150 1 150
Locker Rooms - Boys / Girls w/ Toilets 1,000 2 2,000 1,000 2 2,000 1,000 2 2,000
MEDIA CENTER 0 0 6,889 6,889 5,539

Media Center/Reading Room Grades 1-5 1,600 1 1,600 1,600 1 1,600 5,539 1 5,539
Media Center/ Reading Room Grades 6-8 3,939 1 3,939 3,939 1 3,939
Leveled Library (1-5) 400 1 400 400 1 400
Leveled Library (6-8) 470 1 470 470 1 470
Leveled Library (6-8) 240 2 480 240 2 480

Cafeteria / Dining Grades K-5 3,365 1 3,365 3,365 1 3,365 7,575 1 7,575 2 seatings - 15SF per seat
Cafeteria / Dining Grades 6-8 2,528 1 2,528 2,528 1 2,528
Chair / Table / Equipment Storage 196 1 196 196 1 196 536 1 536 200 SF for first 300 + .333 SF/student Add'l
Staff Lunch Room 353 1 353 353 1 353 353 1 353 200 SF for first 400 + .25 SF/student Add'l
Stage (See Band/ Chorus) 200 1 200 200 1 200 1,600 1 1,600
MEDICAL 0 0 902 902 810

Nurses' Office 100 1 100 100 1 100
495 of 1058
496 of 1058

Assistant Principal's Office - AP1 130 1 130 130 1 130 130 1 130
Assistant Principal's Office - AP2 130 1 130 130 1 130 130 0 -
Conference room 283 1 283 283 1 283 283 1 283
Duplicating Room (ES) 84 1 84 84 1 84 167 1 167
Duplicating Room (MS) 83 1 83 83 1 83
Records Room 140 1 140 140 1 140 140 1 140
General Waiting Room 100 1 100 100 1 100 100 1 100
General Waiting Room 131 1 131 131 1 131
Guidance Office 150 2 300 150 2 300 150 6 900
Teachers' Work Room (ES) 250 2 500 250 2 500 655 1 655
Teachers' Work Room (MS) 275 1 275 275 1 275

Storeroom 37 1 37 37 1 37 674 1 674
Storeroom 46 1 46 46 1 46
Storeroom 55 1 55 55 1 55
Storeroom 62 1 62 62 1 62
Storeroom 67 1 67 67 1 67
Storeroom 97 1 97 97 1 97
Storeroom 310 1 310 310 1 310
497 of 1058
498 of 1058
OTHER 0 0 0 0 0
Proposed Student Capacity / Enrollment 1,010 1010 Enter grade enrollments to the right
2
Total Building Gross Floor Area (GFA) GSF of existing 0 GSF new 176,155 176,155 155,443
Grossing factor (GFA/NFA) #DIV/0! 1.47 (estimate) 1.47 1.50
1
2
Date: 10.20.2017
499 of 1058
500 of 1058
Fulfillment of Educational Plan/ District Goals; Design Alternative "E.3”

In pursuing a new building project, the District is focused on ensuring that the current 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 parent may have
over their kindergarten and first grade students interacting with seventh and eighth graders.
The proposed layout of Design Alternative E.3 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.
6-8
SHARED PROGRAM
PreK - 2 3-5
Diagram 3.3.3.4
potential sixth, shared space to accommodate higher fluctuations in enrollment. The early
education cluster is the exception, with four Pre-kindergarten spaces and six Kindergarten
Classrooms. At the elementary school, these clusters are defined by corridors, which can be
graphically coded for identity and way-finding purposes. At the middle school, a three-story
wing allows organization of grades by floor.
501 of 1058
With a total of ten classroom spaces in the Pre-Kindergarten/ Kindergarten cluster, the
District will be provided with flexibility to assign rooms between grade levels as fluctuating
enrollments demand. Organization of this cluster places Pre-Kindergarten classrooms to the
west to allow separate entry and direct access to an enclosed, outdoor playscape. Inside
the building, Pre-Kindergarten classrooms are located around a large, interior open ‘living
room’ space which will support a variety of activities, including indoor play, maker activities,
performances, snack time and storytelling. Kindergarten classrooms are located closer to
the elementary school commons, and are organized along an oversized corridor to aid
students in their transition to the axial organization of the higher grade-level clusters.
Organization of the overall building, through the creation of student communities, is

expected to strengthen relationships among immediate peer groups, ease transitions
through succeeding grade levels, and provide a platform for modeling good citizenship.
Through its proposed configuration, the architecture will form a backdrop for staff
initiatives, helping students realize how their role impacts the larger classroom group, which
then helps define its grade-level cluster. In turn each grade level cluster plays a role in the
larger elementary or middle school populations, which together will form the image of the
new school.
‘Small School Feel’ ‘Large School Pride’
Diagram 3.3.3.5
Community Progression
Following this pattern students will be able to experience the feel of a small school, while
identifying with the pride of a larger school community.
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 layout of Design Alternative
E.3 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.
502 of 1058
learning environments for students. Wide corridor zones are incorporated within classroom
clusters to allow informal small-group student work outside the formal classroom setting. In
addition, Small Group rooms are provided with a direct adjacency to general classrooms.
These rooms are primarily intended to provide a proximate, low-stimulus environment for
special needs students who need a break from the classroom activity, or for supplemental
one-on-one instruction. When not in use for these functions, the rooms will be available to
students for independent work, small group projects, or special testing.
At a larger scale, the elementary school grade-level clusters are organized off of a large,
open commons space which buffers the classroom wings from shared program spaces.
Beyond its pragmatic circulation function, the two-story atrium space of the commons is
intended to support multi-grade assemblies and vertical curriculum initiatives so that
student communities can be incrementally expanded to the larger school population. The
elementary school commons will also provide a reception zone where families can engage
with staff during drop-off and pick-up times. Natural lighting and outdoor views are planned
to enhance the quality of this space.
Equity:
A new school building, designed to serve pre-kindergarten through eighth grade students, as
proposed with the preferred Design Alternative E.3, ensures educational equity to all of
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.

Educational Plan are significant in that they address 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.
Fiscal Year 2017

Estimated Choice-Out Costs $1,070,763.00
Estimated Charter School Costs $941,209.00
Subtotal – Estimated District Costs $2,011,972.00
Estimated Choice-In Revenue $633,264.00
Total Estimated Choice/ Charter District Costs $1,378,708.00
Table 3.3.3.1
FY 2017 Choice/ Charter Costs
503 of 1058
Design Alternative E.3 will provide a complete solution to all of the District’s current
educational challenges. Following the opening of Easthampton High School, the District
realized an increase of Choice-In students. By pursuing a comprehensive solution to the
City’s educational challenges, it is believed that a significant drop in Choice-Out and Charter
School students will be realized, keeping valuable District resources within the school
system and available for increasing the educational impact to its students.
The Whitebrook 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. As
visitors approach the site, along the entrance drive, they are provided with views of Mt.
Tom as a backdrop to the school grounds. By locating the proposed building toward the
northwest corner of the property, Design Alternative E.3 complies with the District’s request
to preserve recent investments to the existing football field, while also essentially staying
outside the footprint of the existing middle school building. This location, combined with
the axial east-west orientation of classroom wings, is able to take advantage of passive solar
strategies and optimize daylighting while avoiding peak cooling loads from east and west
facing windows.
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. 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.
The ecology of the surrounding parklands is rich with forests, streams, wetlands, and vernal
pools. Access to these features is provided by several existing trailheads originating at the
school’s north and east property lines. The current middle school curriculum takes
advantage of these resources through its science and physical education programs and the
District looks forward to expanding this opportunity to its elementary school population.
Professional Development/ Support:
Easthampton teachers will be provided with 400 minutes of planning time every two weeks,
with a guaranteed duty-free period of at least 30 minutes. Design Alternative E.3 provides
dedicated Teachers’ Work Room space at each floor of the elementary school, and a single
Teachers’ Work Room space at the second floor of the smaller sized middle school wing.
The middle school Teacher’s work room is centrally located near the elevator and stairs for
convenient access for teachers working on the first and third floors.
Professional Learning Communities (PLC) will be able to schedule time for meetings in either
the middle school wing Conference Room, or Psychologist Meeting/ Waiting Room. Break
Out Classrooms may also be available for PLC meetings, when not scheduled to support
classroom curriculum.
504 of 1058

between vehicular and pedestrian traffic within the site, by providing continuous sidewalks
between the road and each building entrance. All three public entrances (Pre-kindergarten,
Elementary and Middle School) will be normally secured, and monitored. 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. Staff entry
will be provided by way of an electronic access system.
A closed circuit security camera system will monitor parking lots, play spaces and all building
entrances. Additional monitoring will be provided at stairs, corridors, the courtyard and
other areas as requested by the District.
Within the building, shared spaces, such as the cafeteria, gymnasium and media center are
located in proximity to the middle school and elementary school entrances, and can be
isolated from the building’s academic wings in the event of a lock-down, or to better
An existing secondary, gated vehicular access route from the south-abutting residential
neighborhood will be maintained for use by emergency personnel, and access for
emergency vehicles will be provided around the building.
Technology:
Integration of technology is recognized as a major component to the District’s curriculum.
Currently, the technology-based resources are extensively used by the Social Studies,
Science, and World Language programs, and are expected to be increasingly utilized by all
subjects in a new school. All classrooms will be equipped with smart projectors and
document cameras, with large wall-size whiteboards. Laptop computers will also be made
available to classroom clusters to support the District’s technological initiatives.
Design Alternative E.3 will include sub-metering of utilities, which can be shared, through
the school’s network, to support real-world learning opportunities. Students will be able to
access power and water consumption as well as monitor power generation from a photo-
voltaic field on the roof.
Maker space is essential to the District’s commitment to implement new science,
technology and engineering standards to its students. At the elementary school level,
general classrooms will have storage space for maker materials, which will be supplemented
by Break Out classrooms equipped to support project-based lessons. At the middle school
level, students will have access to a Technology Classroom, where projects will be
researched and developed. Each grade cluster will also have access to a Technology Lab
space where students can gain hands-on experience building their projects. While
Technology Lab spaces have a direct connection with the Technology Classroom, it is
District’s intent that these rooms be available for use by curriculum subjects.
505 of 1058
Phasing:
As this design alternative is predominantly located outside the footprint of the existing
Whitebrook Middle School, phasing efforts are not expected to require temporary
classroom space for middle school students. The overlap does occur at the existing middle
school mechanical room and electrical service entrance. To maintain occupancy of the
current middle school building early phasing discussions anticipate relocation of the existing
boilers to a temporary mechanical room (likely within the natatorium). A temporary 800
Amp Electrical Switch would also be required at this location. HVAC piping, from the
temporary boiler locations will need to back-feed into the existing heating loop at the gym
corridor, and new feeds from the temporary electrical switch will be required from the
temporary switch to all existing distribution panels. The impact of this overlap will be
further evaluated during the Schematic Design and Design Development phases. It is
expected that electrical service and heating can be maintained to the middle school
throughout the construction period as described, however if more detailed analysis reveals
challenges, the project can be phased to allow completion of the elementary school and
common areas of the new building, with construction of the middle school wing at a later
phase. This approach would provide ample classroom and support space to accommodate
the full population of fifth through eighth graders. Following a temporary move, the middle
school could be demolished in its entirety prior to beginning construction on the middle
school wing.
Variations from Initial (Pre-K – Grade 8) Space Summary Template:
It should be noted that following the District’s selection of a Pre-Kindergarten through Grade 8
solution as the preferred option, significant influences have resulted in a completely unique
design for Design Alternative E.3 than was presented in the PDP phase. Major influences
include a request to preserve the existing middle school building during construction, and a
direction by the Building Committee to the District, following their April 2017 meeting, to re-
evaluate program needs in an effort to better align with MSBA guidelines. This direction was
provided as a budget compliance exercise.
• Pre-Kindergarten w/ Toilet: Pre-Kindergarten classrooms are arranged so that a pair of

classrooms share a common 100 sf Changing Room. The Space Summary Template has
been updated to reflect these combined spaces as either Pre-Kindergarten w/ Toilet at
1,106 sf or Pre-Kindergarten w/ Toilet & Changing at 1,206 sf. The updated Space Summary
Template reflects (1) Pre-Kindergarten w/ Toilet classroom at 1,106 sf.
• Pre-Kindergarten w/ Toilet & 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 at 1,106 sf or Pre-Kindergarten w/ Toilet & Changing at 1,206 sf. The updated Space
Summary Template reflects (2) Pre-Kindergarten w/ Toilet & Changing classroom at 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
506 of 1058
changing program allocation to a single room. If averaged, the allocation falls within MSBA
guidelines.
• Kindergarten w/ Toilet: Pre-Kindergarten classrooms are arranged so that a pair of

classrooms share a common 100 sf Changing Room. The Space Summary Template has
been updated to reflect these combined spaces as either Kindergarten w/ Toilet at 1,106 sf
or Kindergarten w/ Toilet & Changing at 1,206 sf. The updated Space Summary Template
reflects (3) Kindergarten w/ Toilet classrooms at 1,106 sf.
• Kindergarten w/ Toilet & 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 Kindergarten w/
Toilet at 1,106 sf or Kindergarten w/ Toilet & Changing at 1,206 sf. The updated Space
Summary Template reflects (3) Pre-Kindergarten w/ Toilet & Changing classrooms at 1,206
sf. The District understands this 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.
• General Classrooms Grades 1-5: The District requires five homeroom classrooms per grade
cohort to support their elementary-level design enrollment of 673 students. Seeing a
current surge in their early-ed enrollment, the District feels it would benefit from a flexible
sixth homeroom space for each cluster. At the PDP phase, they planned to meet this need
through the addition of (2) additional classrooms (27 total). The District has since requested
that classroom-sized Break Out rooms at each cluster would provide the flexibility they need
to support a higher population bubble moving through the grade levels. This change in
approach was in response to direction of the Building Committee to revisit program needs
for improved alignment with MSBA guidelines. The updated Space Summary Template
reflects (25) General Classrooms Grades 1-5 at 925 sf each.
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 – Grades 1-5 Toilet: The two Self-Contained SPED – Grades 1-5 Toilet
rooms provided in the Preferred Option meet all barrier-free requirements, however at 56 sf
each, they are slightly smaller than the Initial Space Summary allotment of two, 60 sf toilet
rooms each.
• 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. The updated Space Summary Template reflects (1)
Self-Contained SPED Pre-Kindergarten w/ Toilet classroom at 1,106 sf.
• Small Group Grades 1-5: In order to satisfy the District’s Key Adjacency requirements for
this program space to have a direct connection to General Classrooms, one additional space
507 of 1058
was required in support of the classroom arrangement provided in the Design Alternative
E.3 layouts. With five general classrooms provided at each grade level, it is not always
possible to share a Small Group room between two classrooms. When possible this
disparity is overcome by sharing the small group program between a General Classroom and
a Break Out Room. The updated Space Summary Template reflects (16) Small Group Grades
1-5 rooms at 100 sf each. This is one fewer spaces than established in the Initial Space
Summary Template, but the District’s adjacency needs are satisfied in the Preferred Option
layout.
• SPED Therapeutic Grades 1-5: Originally carried (2) Therapeutic Grades 1-5 rooms at 800 sf
each. Therapeutic rooms serve as a transitional program for autistic students who are
eventually expected to be integrated into the 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, and are therefore now sized equally
to a general classroom program. 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 Grades 1-5 classrooms are provided at 925 sf
each.
• OT/PT/SPEECH: Originally carried (2) spaces at 600 sf each. The District has verified their
need to retain a single program space of 600 sf to support its OT/PT/SPEECH program at the
elementary grade levels, but asked that OT and PT be listed as separate program spaces at
the middle school wing. The updated Space Summary Template reflects one OT/PT/Speech
room at 600 sf.
• 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 at the elementary-age. 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 at the elementary-age. 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 Room at 700 sf with an 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.
508 of 1058
• 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.
• SOAR: Originally carried one SOAR Room at 700 sf with an 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 SOAR 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.
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 252 sf.
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.
• 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.
509 of 1058
Art & Music:
• PDP Comments noted that the proposed square footage for this category is below MSBA
guidelines for this category and asked the District to verify that the option, as proposed, is
sufficient to meet their programmatic needs.
At a proposed 7,000 sf, the program area for Art & Music is approximately 1050 sf below the
MSBA guidelines of 8,050 sf. The major contributing factor to the lower allocation is a
reduction from two allowed Art rooms at the kindergarten through 5th grade level to just
one.
The Educational Program for elementary-aged students requires one 45 minute session of
Art per week for all classrooms. Based on a 6.83 hour day and 45 minute class periods, a
single Art Classroom provides a weekly capacity of 45 sessions. The Preferred Option carries
31 classrooms, which require one session per week. This need can be satisfied with a single
room.
The District places a high value on providing a cross-curriculum teaching method to its
students, particularly with respect to the arts as a supporting role to academic curriculum.
This emphasis is demonstrated by the District’s request to integrate maker-type spaces into
elementary school classrooms to support project-based learning initiatives, including art-
based work.
• Band / Chorus – 100 Seats: In follow up to the Building Committee’s April 2017 directive for
the District to reevaluate the educational program and space needs, the District has decided
to have their Band/ Chorus room share dual function with the Stage program. This will
increase utilization during the school day without impact to the Stage program which is
typically utilized after school hours. The room will require an acoustically treated operable
partition to isolate the space from the adjacent gymnasium. To ensure full functionality
under either use, the Band/ Chorus space allocation has been increased to 1,600 sf. The
updated Space Summary Template reflects one Band/ Chorus – 100 Seats classroom at
1,600 sf.
• PDP Comments note that the overall proposed square footage for this category was below
the MSBA guidelines in Alternative E. The Preferred Option is 5 square feet below MSBA’s
guidelines for this category. The District is aware of this differential and believes the
program, as proposed in Design Alternative E.3 will meet their educational needs.
• PDP comments note that the proposed square footage for this category exceeded MSBA
guidelines, and asked that the District provide an explanation of how the proposed square
footage is required to meet their educational needs.
Following further evaluation of their needs, the District has concluded that four teaching
stations will best support their planned curriculum goals for the gymnasium space. A single
teaching station will support physical education classes for all middle school-aged students,
510 of 1058
following a72 day rotation per year. Currently, some elementary school students receive
physical education one time per week while others are provided class twice per week. With
consideration for the increased fifth grade population at the elementary wing, the District
has determined that physical education can be provided to all elementary school-aged
students with two dedicated elementary-level teaching stations. A fourth station is required
to support the School’s Adaptive PE program. This station requires some degree of noise
isolation, from the adjacent PE stations. To satisfy the District’s updated needs, the Space
Summary Template for Design Alternative E.3 now reflects one Gymnasium at 11,993 sf.
Media Center:
• PDP Comments indicated that the overall proposed square footage for this category
exceeded MSBA guidelines. Following the Building Committee’s April 2017 direction to re-
evaluate program space needs, the School District agreed to adjust the Media Center
program allotment to meet MSBA guidelines. The program area is split between a 1,600 sf
Elementary School Media Center and a 3,939 sf Middle School Media Center.
• Literacy Library (1-5): Previously labeled, Leveled Library (1-5), 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. The
updated Space Summary Template reflects one Literacy Library (ES) at 400 sf.
• Literacy Library (6-8): Previously labeled Leveled Library (6-8), the District feels Literacy
Library more accurately describes the program function. The updated Space Summary
Template reflects (2) Literacy Libraries at 240 sf each, and one Literacy Library (6-8) at 450
sf.
• Cafeteria/ Dining: PDP Comments indicated that the overall proposed square footage for
this category was below the MSBA guidelines and asked that the District verify it would
meet their needs as proposed. In their response, the District expressed their intent to
provide lunches over three sittings. Factoring three lunch sittings, an Elementary School
enrollment of 673 students and a factor of 15 sf per student, a total of 3,365 sf is required to
accommodate the District’s lunch needs. Following further consideration, the Preferred
Option now provides separate cafeterias for the kindergarten through grade 5 population
and the grades 6-8 population. The Cafeteria/ Dining Grades K-5 is allocated 3,365 sf using a
formula for three lunch sittings, however the space is open to the adjacent elementary wing
‘Commons’ space which will provide future flexibility to offer additional seating capacity if
needed due to enrollment or policy changes. The Cafeteria/ Dining (6-8) space does not
share adjacency with an open circulation zone, and therefore to provide future flexibility is
allocated 2,528 sf using a formula for two lunch sittings. The net result is a combined
Cafeteria/ Dining area allotment of 5,898, which is 1,682 sf below MSBA guidelines but
flexible enough to accommodate future increases in enrollment or changes to the District’s
511 of 1058
serving policies. The updated Space Summary Template reflects one Cafeteria/ Dining K-5
space at 3,365 sf and one Cafeteria/ Dining 6-8 space at 2,528 sf.
• Stage: In response to the Building Committee’s April 2017 direction to re-evaluate program
needs to support their budget goals, the District asked that the stage space be assigned a
dual program role, shared with their Band/ Chorus program. This will increase utilization of
the stage program which is generally underused during the school day. As a result, the
Band/ Chorus program is carried at 1,600 sf and the Stage program reflects 200 sf in the
Space Summary Templates. By retaining 200 sf for the stage program, space will be
provided at the gym-side of the proscenium opening, offering the school flexibility to
support speaking presentations without the need to open the operable partition to the full
stage depth. The combined Band/ Chorus – 100 Seats and Stage program need is reflected
at 1,800 sf, which is below the combined allotment of 3,100 sf provided in the MSBA
guidelines.
• Kitchen: One kitchen is provided at 2,310 sf, which aligns with MSBA guidelines. Serving
stations will be provided at opposite ends of the kitchen to serve the two grade level
cafeterias. Serving stations will require between 36 and 40 linear feet of adjacency between
the kitchen and each of the cafeterias.
Medical:
• PDP Comments indicated the overall proposed square footage of this category exceeded
MSBA’s guidelines, and asked that the District explain the need for additional space as part
of their PDP response.
At a proposed 902 sf, this category exceeds MSBA’s guidelines by 92 sf. As a single nurse’s
suite is planned to support the full school population, the District has requested the suite be
organized to allow separate access by the two distinct age populations. In their PDP
response, the District requested an additional 100 sf to accommodate a separate, lockable
Nurse’s office. The separation of this program element from the Waiting area represents
the excess square footage reflected in this category.
• Medical Suite Toilet: This space meets all barrier-free requirements, but at 56 sf is slightly
smaller than the Initial Space Summary Allotment of 60 sf.
• PDP Comments indicated that the overall square footage for this category exceeded MSBA
guidelines, and asked that the District explain the need for the additional space.
Following further review of the program in this category, the District has requested that
three spaces be relocated to the SPED category to more appropriately reflect their function.
The reassigned programs include (3) Psychologist Offices, (2) SPED Coordinators and a single
Psych Meeting/ Waiting space representing a net area program need of 952 sf. With this
reassignment, the program need for the Administration and Guidance Category is 3,404 sf.
At 379 sf below the MSBA guidelines for this category, the delta is explained by a lower
512 of 1058
guidance office need in the District, and an increased need for administrative waiting and
Teacher Work Room space.
The District Guidance Office need is reflected on the updated Space Summary Template as
(2) 150 sf spaces. This is 600 sf below the MSBA guidelines, but meets the District’s need.
The District has requested distributed administrative spaces. As a result, additional waiting
space is necessary at the Assistant Principal Offices. The District requires (2) Assistant
Principal Offices at 130 sf. each, which exceeds the MSBA guidelines by o130 sf. In addition,
each space is proved with a General Waiting Area. The updated Space Summary Template
reflects one General Waiting Room at 100 sf and one General Waiting Room at 131 sf, which
exceeds the MSBA guidelines by 131 sf.
The District has requested distributed Teacher Work Rooms, located and sized adequately
to encourage use by their staff. The updated Space Summary reflects (2) Teachers’ Work
Rooms (ES) at 250 sf each and one Teachers’ Work Room (MS) at 275 sf. The middle school
space is centrally located adjacent to a stair on the second floor. This represents a total
allotment of 775 sf, which exceeds MSBA Guidelines by 120 sf. The District is aware of this
increased allotment but believes it is necessary to support their adjacency and program
needs.
• General Office/ Waiting/ Toilet: The square footage of the General Office/ Waiting area and
General Office Toilet Room are carried separately on the Design Alternative E.3 Space
Summary Template. These spaces are recorded at 474 sf and 60 sf respectfully for a
combined program area of 534 sf. This allocation is 104 sf below the program area
allotment of 638 sf established in the Initial Space Summary Table. The District believes the
General Office/ Waiting/ Toilet area, as proposed will meet their needs for the Middle
School Office Suite.
• Duplicating: The Preferred Option splits this program and distributes it to the middle school
and elementary school wings. A single 84 sf Duplicating room is provided at the second
floor of the Elementary School, and a single 83 sf Duplicating room is provided at the second
floor of the Middle School. The combined area of these rooms equals the 167 sf program
allocation established in the Initial Space Summary Template.
• General Waiting: A single 131 sf General Waiting room is provided at the second floor of the
Middle School to serve the Assistant Principal’s office suite, and a single 100 sf General
Waiting Room is provided at the first floor of the Elementary School to serve the office suite
at the school entrance. The Initial Space Summary Template establishes a need for three,
100 sf General Waiting rooms to support the District’s request for distributed administrative
spaces. The combined area for the General Waiting program in the Preferred Option is 231
sf, which exceeds the 300 sf need established in the Initial Space Summary Template by 69
sf. In Design Alternative E.3, the Guidance suite is arranged so that a formal waiting area is
not required, allowing the General Waiting program need to be supported at the lower
allocation.
513 of 1058
• Teachers’ Work Room (MS): A single 275 sf Teachers’ Work Room (MS) is provided at the
second floor of the Middle School. This exceeds the 250 sf program allotment established
by the Initial Space Summary Template by 25 sf. The District feels that the centralized
location of this program space is critical to best serve all three stories of the Middle School,
and approves of the additional 25 sf of area.
• PDP Comments indicated that the overall proposed square footage for this category was
below the MSBA guidelines and asked the District to confirm the proposed design met their
program needs. In their response, the District indicated they would like to see
developments of the Preferred Option increase the space allocation of this category to meet
the MSBA’s guidelines. The updated Preferred Solution provides 2,568 sf of program area
for this category, which aligns with MSBA guidelines.
• Custodian’s Storage: The total allotment of program area for Custodian’s Storage equals the
375 sf need established in the Initial Space Summary Template, however it is distributed
throughout the school as follows: A single 25 sf space is provided at the first floor of the
Middle School, a single 104 sf space is provided at the first floor of the Middle School, a
single 25 sf space is provided at the second floor of the Middle School, a single 25 sf space is
provided at the third floor of the Middle School, a single 133 sf space is provided at the first
floor of the Elementary School and a single 63 sf space is provided at the second floor of the
Elementary School.
• Storeroom: The total allotment of program area for Storeroom equals the 674 sf need
established in the Initial Space Summary Template, however it is distributed throughout the
school as follows: A single 67 sf space is provided at the first floor of the Elementary School,
a single 310 sf space is provided at the second floor of the elementary school, a single 37 sf
space is provided at the first floor of the middle school, a single 62 sf space is provided at
the first floor of the middle school, a single 46 sf space is provided at the second floor of the
Middle School, and a single 55 sf space is provided at the second floor of the Middle School,
and a single 97 sf space is located at the second floor of the middle school.
Other:
• PDP Comments requested a narrative explaining the types of activities planned for
Elementary School Maker Spaces.
In their response, the District explained that Maker Spaces serve as specialized instructional
spaces that are designed and furnished to support project based learning, providing
students a space to create products they research, plan, and design across the curricular
spectrum. The spaces are envisioned as hands-on lab space that support opportunities for
critical thinking and creativity through engaged learning experiences. It is believed that
these spaces will inspire students to become participatory learners, and will help them to
uncover talents, needs and interests by making, producing, solving, creating, collaborating
and thinking. At the elementary level, Maker Spaces will be more like an art room with
students making things such as wind-powered vehicles and simple machines using Lego kits,
514 of 1058
or house designs using Play-Dough, recycled cardboard or old computer parts. At the
Middle School level, students will be encouraged to solve real-world problems using the
Design/ Thinking/ Engineering Design process and will be challenged to convert high-level,
abstract ideas into functional prototypes.
The updated Preferred Option no longer carries dedicated Maker Space classrooms at the
elementary school level, but integrates the curriculum with the General Classroom and
further supplements the need with Break Out classrooms which will be equipped with hand
tools, art supplies and other maker-type materials. At the middle school level, a centrally
located Technology Classroom and distributed Technology Shops will serve as maker-type
spaces to meet the District’s educational need.

Alternative E.3 includes a new building. The structural design of the new building
will comply with the IBC 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.
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.

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 geopiers and the site may need to be
preloaded to allow settlement to occur prior to the start of the building
construction.
The new building for Alternative E.3 will be located directly adjacent to a portion of
the existing building, which is to remain operational during construction. As a result,
it is likely that geopiers and/or drilled mini-piles will be required below the portion
of foundation of the new building directly adjacent to the existing building due to
non-engineered and/or debris fill around the perimeter of the existing building.
Consideration must also be made for the portion of the existing building located
515 of 1058
directly next to the new building during construction. Drilled mini-piles may be
required to support a portion of the existing structure adjacent to the new building
to mitigate potential settlement.
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.
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.
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
Department of Public Works. See attached Figure 1 for a graphic depiction of the proposed
utility systems described below.
516 of 1058
517 of 1058
518 of 1058
Drainage System
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
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.
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.
Practices (BMPs) that decentralize the stormwater management system components,
that promote infiltration, and that rely on natural systems to treat stormwater runoff.
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

519 of 1058
of White Brook.
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.
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
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.
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.
520 of 1058

OVERVIEW:
This project consists of a new PreK-8 School with three (3) stories. 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 new construction. After project completion the building will be approximately
176,688 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.
• A new fire protection system, in accordance with NFPA 13, shall be installed throughout
all areas of the building.
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
assembly. There will also be flow control assemblies with tamper & flow switches on
each floor level.
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.
521 of 1058
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.
• 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 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.
522 of 1058
• 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.

controlled by the building management system (BMS) to minimize energy consumption.
Hot water recirculation piping shall be provided to all lavatory and sink locations.
Water Room.
• 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.

• 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.
• 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.
523 of 1058
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.
• 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.
• 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.
selected electrical systems. BMS shall be by the Temperature Control vendor approved by
the owner.
• 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.
authorization.
524 of 1058
• 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.
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.
• 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.
Mechanical Room.
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 equal.
Pumps will be mounted on 4” thick concrete housekeeping pads in the boiler room.
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
525 of 1058
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.
o 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
vertical inline type. The pumps will be mounted on 4” thick concrete housekeeping
pads in the boiler room.
o The pumps will be for the circulation of water through the bore field and back

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.
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
526 of 1058
(HVLS) Fans, there will be four (4) fans each 10’ in diameter. Fans shall be
manufactured by Big Ass Fans or approved equal.
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.
• 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.
• 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.
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.
527 of 1058
• 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 – Southwest Classroom Wing
 DOA-2 = 17,500 CFM – South Classroom Wing
 DOA-3 – 20,000 CFM – Southeast Classroom (Kindergarten) Wing
 DOA-4 – 16,000 CFM – Middle School Wing (North)
 DOA-5 – 16,000 CFM – Middle School Wing (South)
 Each of the Classrooms, Offices and Conference Rooms shall be heated and
• 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.
• 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,
528 of 1058
• 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.

stopping requirements. System shall be capable of maintaining against flame and
gases. System shall be UL listed and comply with ASTM E814.

piping during expansion and contraction without springing. Swing joints, expansion
loops and expansion joints with proper anchors and guides shall be provided where
shown.
• 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.
• 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.
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;
transformer in schedule 40 PVC conduit. When crossing roadways, sidewalks, etc,
concrete encased conduit shall be provided.
• 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.
529 of 1058
• 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.
cabling.
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 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
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-
o One distribution panel (Mechanical Equipment) shall be 480/277V, 3PH, 4W, 42-
o One general purpose panelboard (Lighting) shall be 480/277V, 3PH, 4W 42-pole,

o One general purpose panelboard (Exterior Lighting) shall be 480/277V, 3PH, 4W

o One general purpose panelboard (General Receptacle) shall be 208/120V, 3PH,

530 of 1058
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 One distribution panel (Standby Load) shall be 480/277V, 3PH, 4W, 42-pole, 400

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.
o Main Mechanical Room shall contain:

o One general purpose panelboard (Standby Equipment) shall be 208/120V, 3PH,

o One general purpose panelboard (Equipment) shall be 480/277V, 3PH, 4W 42-


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.
o One general purpose panelboard shall be 480/277V, 3PH, 4W 30-pole, 250 Amp
main circuit breaker type.

o One Transformer shall be 112.5 KVA dry-type 480/277V to 208/120V, 3-phase,

• First Floor Remote Electrical Room (total of three serving the K-5 Wings):

531 of 1058
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.

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

wire step down transformer. Provide a #6 ground from the transformers to the
building steel as required by code.
• Second Floor Remote Electrical Rooms (total of three serving the K-5 Wings)


surge suppression.

wire step down transformer with harmonic filters. Provide a #6 ground from
• Second Floor Remote Electrical Room (Middle School Wing)

o Two general purpose panelboards (General Receptacle) shall be 208/120V, 3PH,

surge suppression.
o Two Transformers shall be 112.5 KVA dry-type 480/277V to 208/120V, 3-phase,

• Third Floor Remote Electrical Room (Middle School Wing)
532 of 1058

o Two general purpose panelboards (General Receptacle) shall be 208/120V, 3PH,

surge suppression.
o Two Transformers shall be 112.5 KVA dry-type 480/277V to 208/120V, 3-phase,

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.
• (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.
Areas of Refuge

location, and a dedicated outside telephone line to report to local emergency services.
533 of 1058
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:
• (2) Speaker/75 candela strobes in all spaces occupied by students that are 901 to
1600 square feet.
• (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.
ductwork passes through smoke rated walls.
Lighting Systems
1. Exit signs will be self-contained, universal mounted, LED illuminated, low energy usage
fixtures.
534 of 1058

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.
• 1’ x 4’ surface/pendant mounted industrial LED fixtures with wire guards in utility

spaces, mechanical, and electrical rooms.
rooms.
• 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.
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.
535 of 1058
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.
11. The Gymatorium/Stage shall be provided with a theatrical lighting system as follows:
• Wiring shall be THHN/THWN copper, installed in EMT conduit for general circuits.
536 of 1058
• Disconnect switches shall be fusible heavy-duty type. NEMA 1, 3R or 4X as required

for locations installed.
Lightning protection system

Energy Conservation

Code Compliance
Building Code and high performance standards, the State of Massachusetts Fire Safety
Code, the 2015 International Energy Conservation Code, Stretch Energy Code,
Americans with Disabilities Act and the National Electrical Code 2017 edition, 504 and
UFAS.
Services

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:
537 of 1058

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.
receptacles shall be mounted to the side rails of this ladder tray for the powering of
racks.

standards.
receptacles shall be mounted to the side rails of this ladder tray for the powering of
racks.
538 of 1058

standards.
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.
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.
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.
539 of 1058
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.
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.

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.
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.
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.
representative.
6. Speakers located in areas with exposed structure shall be self-amplified, pendant type.
540 of 1058
7. Speakers located in areas with gypsum ceiling shall be self-amplified, round lay-in type.

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:

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.
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:
541 of 1058
c. CD player
e. AM/FM/XM tuner
i. Any other equipment required by owner (wireless mics, mobile equipment racks,
etc.)
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.

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.
Access Control
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.
located in the administrative areas. Software licenses for this system shall be included
542 of 1058
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.
4. Door contacts, motion sensors, and glass-break detectors will be armed/disarmed via
keypads located at various entrances to the building.
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.
543 of 1058
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.
include an NVR, hard drive, and recording software. All video management hardware
will be housed in the MDF’s security rack.
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.3 is $109,815,354.00 and
is based on the Uniformat Cost Estimate included as Appendix E of this report.
544 of 1058

Dept Duration
coincident with
Act (WPA)
545 of 1058

06.30.2021 Substantial Completion
07.31.2021 FF&E Delivery
12.31.2021 Project Close-Out
546 of 1058
Design Alternative E.4 – Pre-Kindergarten through Grade 8; New Construction:

Development of Design Alternative E.3 demonstrates a potential solution which satisfies all existing
site constraints. These constraints include environmental influences, educational continuity and
political concerns. Environmentally, the site is bordered on the east and west by riverfront, or
Riparian Zones. Development within 200 feet of the river bank is heavily restricted, with replication
requirements for any resources disturbed by the project. As a result, proposed solutions are
keeping the building footprint outside of this buffer. There are also wetland buffers, which will
require additional permitting, but are ultimately not as restrictive for planning purposes.
In an effort to minimize disruption to current middle school students, the District has requested that
the existing White Brook Middle School remain occupied through the construction of a new school
on the property. This will allow students to remain in their classrooms until the new school is open,
resulting in only one move. It will also eliminate the need to bring in temporary classrooms.
Politically, the existing football field, located at the northeast corner of the site, received both
public money and private donations for a restoration project in 2014. At the time, the condition of
the field was deemed unsafe, and continuance of the football program became threatened.
Without community support through donations and a generous Community Preservation Act (CPA)
grant, the football program would have been suspended. For this reason, the district indicated form
the onset of the project, that filed would need to be preserved in order to protect the investments
of public money and private donations. Diagram 3.3.3.1 highlights the portion of the site available
for development within these restrictions
Diagram 3.3.3.6
Site Restrictions
Design Alternative E.4 was developed in response to anticipated challenges with the Design
Alternative E.3 option. The two primary challenges considered were the cost for temporary
conditions associated with the overlap of the proposed and existing building footprints, and where a
service entrance might be located if the kitchen and cafeterias moved toward the front of the
building to share lobby/ reception functions programmatically within the building.
547 of 1058
While the resulting overlap of the proposed E.3 solution with the existing middle school is limited to
approximately 925 sf, and well separated from student program functions, it does occur at the
location of the existing electrical service entrance and boiler room. In an effort to evaluate the
impact of this conflict, the following scope of work was developed by the Electrical and Mechanical
Engineers and priced by the Designer’s cost estimator:
• Temporary Heat: Create a temporary mechanical room in the existing natatorium, and
relocate the existing boilers; Back-feed the mechanical piping from the temp boiler location
into the loop at the Gym Corridor. The temporary mechanical room will be constructed as a
2 hour framed, gypsum board assembly with 90 minute fire rated doors.
• Temporary Power: Install new switchgear in the proposed building; Install a temporary
800A main distribution panel in the existing building at existing natatorium; Re-feed all of
the existing electrical panels in the White Brook Middle School. The Temporary electrical
room will be constructed as 2 hour framed, gypsum board assembly w/ 90 minute fire rated
doors and panic hardware.
The estimated cost to provide temporary conditions to the existing middle school, as
outlined above, are projected at $2,697,765.00 and break down as follows:
Temp MEP Services to Extg White Brook MS
Item Description Qty Unit Rate Ext Cost

001 Interior demo 135,000 GSF $ 0.56 $ 75,000
Temp Boiler equip & distribution,
002 no cooling 135,000 GSF $ 5.00 $ 675,000
003 Electrical for new/back-feed work 135,000 GSF $ 2.50 $ 337,500
Temp boiler room construction
004 (site & bldg), Size TBD 2,500 SF $ 300.00 $ 750,000
005 Site restoration 1 LS $ 25,000.00 $ 25,000
006 Subtotal $ 1,862,500
007 Escalation Contingency 9% $ 167,625
008 Design Contingency 20% $ 406,025
009 General Conditions & Fee, GC 10% $ 243,615
010 Total $ 2,679,765
Through a collaborative discussion with MSBA, it was confirmed that the full costs of these
temporary conditions will be considered ineligible for reimbursement under their grant and would
therefore be borne in-full by the City of Easthampton.
A second challenge recognized by the Building Committee, as the Design Alternative E.3 plans
continued to develop was the District’s desire to move cafeteria spaces closer to the building
entrances. In a forward location, these spaces are able to take on a multi-purpose function, serving
as entrance/ lobby space, catchment area for gymnasium-based events, and of course student
dining. The District has found this organization to be beneficial in their recently completed high
school building, and would like to incorporate similar adjacencies with the proposed Pre-
Kindergarten through Grade 8 building.
To maintain the required support adjacencies to cafeteria spaces, as well as separate school
entrances for the two distinct age populations, the kitchen became centralized toward the front of
548 of 1058
the building. Maintaining an overlap between the proposed and existing buildings, a service
entrance was proposed behind the middle school wing. This location would require transporting
kitchen products and waste a short distance through the school to outboard trash, recycling and
receiving areas. As the Building Committee preferred to not bring services and waste through the
school, alternate solutions were explored.
One solution investigated the impact of moving the middle school wing north, to avoid conflict with
the existing school building. This approach was explored in an effort to simplify phasing efforts and
eliminate costs associated with temporary conditions to the existing middle school. The northward
shift of this wing is limited, however, by the District’s request to preserve the existing football field.
The shift also impacts the location of a service entrance, as the distance between the building mass
and existing track is reduced to approximately 30 feet. Combined with a grade differential of
approximately 9 feet between finish floor at the building entrance and kitchen and the elevation of
the football field surface, it would not be possible to incorporate a service drive or emergency
access around the building without constructing a substantial retaining wall at the edge of the
track. As a result, the test diagram below shows the service entrance at the front of the school
between the two entrances. While not ideal, architectural strategies and landscaping treatments,
such as interior dumpsters and garden screen walls, would be incorporated to minimize the
presence of unsightly services.
Site Diagram 3.3.3.7

No Temporary Conditions Option
In addition to forward services, the above diagram highlights a constructability challenge with
pursuing building options located at the northwest corner of the site. The dashed black line
bordering a lightly shaded white region represents the proposed construction fence location. The
area within the dashed line represents the available staging and lay-down area for construction.
The dark blue zone to the west of the building represents the Riparian buffer. Any disturbance
caused by construction, within the riparian buffer, will require resource replication. The extent to
which the construction area may overlap the riparian buffer will be dependent on the Conservation
Commission’s review and approval of the Order of Conditions filed a the time of permitting, and
may be reduced from what is shown. As depicted above, the construction area is tight and may not
549 of 1058
be feasible if an overlap with the riparian buffer and/ or the existing football field to the east are not
permitted.
If the construction zone is approved as depicted, access to the existing football field will be limited,
and most likely gained by the southern entrance of the existing school’s emergency access/ service
road.
A final concern with the building location and organization as depicted in Diagram 3.3.3.2, is the
relationship between the existing football field and the proposed building mass. Through
discussions with the Building Committee, it was acknowledged that the Preferred Solution pursued
under this building opportunity is intended to serve the City for the next 50 years, at minimum.
Working within the environmental restraints of the riparian buffer, the physical restraints of the
existing school building and political constraints of the existing football field, the layout of the
proposed building and site are forced to become reactionary to influences which, for the most part,
will not be apparent at the completion of the work. Rather than live with a compromised solution
which might include a three-story building mass and retaining wall immediately adjacent to the
track and football field, or service zone adjacent to building entrances, it was suggested that the
football field restriction be lifted to allow a solution which is thoughtfully designed rather than
reactionary in nature.
Understanding the District’s financial and political justifications for the football field restrictions, the
Design Team engaged their cost estimator to provide order-of-magnitude pricing to reconstruct the
football field in an alternate location on the site. Assuming a synthetic turf surface, as an upgrade
to the existing, natural field, a replicated field is expected to cost approximately $2,100,648.00,
with breakdown as follows:
Reconstruciton of play field at White Brook MS
Item Description Qty Unit Rate Ext Cost

001 Site mobilization & demo 1 LS $ 125,000.00 $ 125,000
002 Sport field new drainage 1 LS $ 170,000.00 $ 170,000
003 Sports Field, synthetic 90,000 SF $ 9.00 $ 810,000
004 Sports Field, gravel base-prep 90,000 SF $ 1.00 $ 90,000
007 Remove excess soils 1 LS $ 75,000.00 $ 75,000
008 Concessions structures 1 NIC $ - $ -
009 Field lighting 1 NIC $ - $ -
010 Grandstand seating 1 NIC $ - $ -
011 Sports netting 1 NIC $ - $ -
012 Press Box 1 NIC $ - $ -
013 Soccer Nets 1 LS $ 10,000.00 $ 10,000
014 Goal Posts 1 LS $ 30,000.00 $ 30,000
Site improvements (walks,
015 plantings) 1 LS $ 150,000.00 $ 150,000
016 Subtotal $ 1,460,000
017 Escalation Contingency 9% $ 131,400
018 Design Contingency 20% $ 318,280
019 General Conditions & Fee, GC 10% $ 190,968
Total $ 2,100,648
550 of 1058
Evaluated against the cost of temporary conditions associated with Design Alternative E.3, the
District could benefit from an upgraded field in a more prominent location for an order-of-
magnitude savings of $500,000.00. Diagram 3.3.3.3 was shared to demonstrate potential
benefits of a reorganizing the site around a northeast building location.
Diagram 3.3.3.8
Alternate Site Organization w/ Field Relocation
Following an in-depth discussion at their December 5, 2017 meeting, the Building Committee
approved lifting the football field restraint and asked that solutions locating a building at the
current football field location be pursued. Contingent with this approval, the design team will
evaluate existing field amenities and strive to re-use all viable items at the recreated field. Follow
up meetings were also held with the community’s Friends of Football organization and
representatives from the Community Preservation Coalition, who supported the CPA grant offering
in 2014, to ensure their understanding of the Building Committee’s decision and their continued
support of the project following this significant change in site parameters.
At their February 13, 2018 meeting, the School Building Committee formally approved Design
Alternative E.4 as the Preferred Solution. The Educational Program, Preferred Solution Space
Summary Template with supporting narratives, Sustainability Documents, Building Plans, Site Plans
and Budget information are provided in Section 3.3.4 of this report.
Design Alternative E.4 is provided in response to the District’s consolidated Pre-Kindergarten

through Grade 8 Educational Plan. This option proposes a new comprehensive school building
solution at the existing White Brook Middle School site. The proposed location for the new building
is at the northeast corner of the site, to minimize disruption to students during the construction
period (it is expected that elementary school and middle school students will continue in current
classroom space without the need for temporary modulars). This Design Alternative will require
551 of 1058
minor phasing for the completion of the replicated football field and parking lots which overlap the
footprint of the existing White Brook Middle School building.
As a total project budget limit has been shared through public forums at $109,000,000, Design
Alternative E.4 has held to the total area to 176,155 gsf, matching Design Alternative E.3. The
building is organized into two primary wings with separate entrances provided to the elementary
and middle school sides of the building. Shared program spaces, such as the gymnasium, are
located between the two wings and serve as a buffer between student populations. Through
further discussions with the District, Pre-Kindergarten students will now share an entrance with
the elementary school population. The District believes this will improve security, as visitors
arriving through the primary middle school and elementary school entrances are directed through
the adjacent administration space before gaining access to the building.
• Estimated Construction $90,234,964.00
Cost: $109,308,415.0
• Total Project Cost: 0
Although pursuing a single consolidated solution for the full Pre-k-Kindergarten through Grade 8
population results in the highest project cost, the Building Committee feels strongly that it is the
most fiscally responsible approach long-term for the city. Given the educational challenges facing
students at the three existing elementary schools and middle school, and continually rising
construction costs, they did not see a justifiable benefit with delaying any portion of the needed
solution longer than has already been experienced in the District. Other than the initial cost, the
Committee has stated that the approach of their preferred solution will save the city money
based on the following efficiencies:
1. Avoids escalating construction costs.

2. Ends ever-increasing spending for emergency repairs to failing building systems.
3. A consolidated school solution will allow more efficient staffing.
4. Shared program will eliminate duplicated space and resources.
5. Single building will reduce need for duplicate equipment.
6. Maintenance costs expected to be lower for a single building location (i.e. plowing, etc.).
In reviewing the Preferred Solution against Design Alternative D (consolidated elementary school)
and Design Alternative F (theoretical grade 5-8 middle school), the efficiencies of a single building
solution are demonstrated in terms of gross building area. Through a consolidated approach, the
District is able to reduce its building area need by 22,215 gsf. Most significantly (approximately
55% of contributing program area), the duplication of administration space, medical program,
kitchen and custodial & maintenance areas, which are necessary to support a functioning building,
contribute to the premium realized through separate building projects. To a lesser extent, but still
a contributing factor, student areas, such as the allocation for gymnasium and break-out space is
reduced in a combined facility, as utilization can be better distributed across all ages in a shared
building.
552 of 1058
Site Analysis:
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
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 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.
553 of 1058
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.

Faculty
Number of Buses 7
Curb Cuts
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
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
554 of 1058
circle and into the school. The existing school was built prior to many of the current
improvements.
Proposed Circulation:
The proposed layout maintains the existing pedestrian access route along the north side of the
entrance drive, allowing student to travel between Park Street and all three entrances without
the need to cross vehicular traffic paths.
At the main parking lot, private vehicles are separated from bus and emergency vehicle traffic
for student drop-off and pick-up. The first row of parking spaces, facing the building is reserved
for student drop-off and pick-up. Accessible drop-off and pick-up spaces are located adjacent to
the elementary wing entrance to limit travel distance between vehicles and the building and to
eliminate the need for crossing the bus lane. This arrangement is intended to ensure a short,
barrier free route for physically challenged students. It is anticipated that parents of
elementary-aged students will prefer to park and see their children to and from the building as
is currently experienced. A parking lot to the south of the bus loop provides access to additional
elementary-wing spaces which can be used for this purpose.
The following diagrams are provided to identify the site boundary and depict intended
circulation patterns as well as the accessible route to building entrances.
555 of 1058
556 of 1058
SITE BOUNDARY
557 of 1058
558 of 1058
559 of 1058
560 of 1058
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. 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 granted as it 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.
As a result of the proposed building location, the football field will be reconstructed at the
southern border of the site, as part of the base scope of the project. Although the District does
not currently have a track and field program they are considering one in the future. Accordingly,
they have asked that a competitive track, to replace the existing gravel track, be included as a
bid alternate. They have also indicated a desire to add a tennis component to their Physical
Education curriculum, noting a requirement for five courts. These are tentatively shown at the
north boundary of the site, and will also be handled as bid alternate scope. As part of the
Athletic Bid Alternate package, the District would also like to include new grandstands, press
box and concession/ team equipment building.
Site Furnishings
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. New LED site lighting will be provided to support the new campus
layout.
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
561 of 1058
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 boundaries are recorded on the site survey
per their locations.
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.
562 of 1058
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.
Zoning
Structures
Front Setback 50 FT
Side Setback 25 FT
Rear Setback 50 FT
10%
Lot
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.
563 of 1058
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 Zone II, but will require stricter filtration and additional
treatment to offset any potential inputs into the water supply.
SEWER
The majority of homes within the City of Easthampton are served by the municipal sewer
system.
STORM DRAINAGE
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 a 18” HDPE pipe towards the un-named 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.
564 of 1058
Student Impact:
Impact to the City’s elementary and middle school students is expected to be minimal.
Construction of a new school remotely sited from the three existing elementary schools,
and completely outside the footprint of the existing White Brook Middle School 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. Elementary students will remain in
their existing schools until construction of the new school is complete.
Diagram 3.3.3.9
Proposed Construction Limits
With the proposed location of Design Alternative E.4 on the White Brook Middle
School Site, there will be minor impact to middle school students. The proposed
location, at the northeast corner of the site is adjacent and to the north of the existing
school building, and will require the construction site to be well separated from the
publicly utilized school grounds to ensure safety of middle school students during the
anticipated twenty four month construction period. Although the northeast location is
more easily isolated on the site and no longer adjacent to parking lots or pedestrian
traffic routes from Park Street, 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
565 of 1058
students to demonstrate expectations of appropriate behavior in the vicinity of an active

construction project.
With a separation of approximately 75 feet between the proposed building footprint

and existing middle school structure, it is suggested that a construction fence be
erected five feet off the shoulder of the current emergency access road surrounding the
building. This will allow ample space for staging the new construction. The contractor
will then have the option of expanding his fenced area to the south behind the existing
school or west, beyond the existing tennis courts. The construction limits are confined
by the riparian zone to the east, however this separation will allow the school continued
access to nature trails entering the Nonotuck parkland.
It is expected that current parking and circulation conditions will be minimally impacted
if at all. If necessary, policies will be written into the documents to eliminate
construction traffic during student drop-off and pick-up times.
The conceptual layout of Design Alternative E.4 strives to minimize the impact of a large
comprehensive school 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
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 interruption.
566 of 1058

Alternative E.4 includes a new building. The structural design of the new
building will comply with the IBC 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.
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 geopiers and the site
may need to be preloaded to allow settlement to occur prior to the start of
the building construction.
The new building for Alternative E.4 will be located adjacent to a portion of the
existing building, which is to remain operational during construction. Drilled
mini-piles may be required to support a portion of the existing structure and
mitigate potential settlement depending on its proximity to the new building.
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.
567 of 1058
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
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.
on‐site soils generally consist of poorly drained silt loam (Scitico, Boxford, and Belgrade
Drainage System
568 of 1058

Figure 1
Site Utility Diagram

569 of 1058
570 of 1058
in impervious area.
Practices (BMPs) that decentralize the stormwater managements system
stormwater runoff.
overall elements:

both;

of White Brook.
571 of 1058

the kitchen. This line will be separate from the main sewer service(s) for the
Water System
572 of 1058

OVERVIEW:
This project consists of a new PreK-8 School with three (3) stories. 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 176,688 gross square feet in size.

This narrative is intended to assist in the development of a preliminary cost estimate for
the purchase and installation of the MEP systems.
assembly. There will also be flow control assemblies with tamper & flow switches
on each floor level.
applicable areas.
573 of 1058
• The building will have two (2) sanitary sewer sources. Exact exit shall be determined
at a future date.
maintenance staff.
574 of 1058

sink locations.
Water Room.
system.

575 of 1058
equal.

by the owner.
after-hours.
576 of 1058
authorization.
Mechanical Room.
boiler room.
577 of 1058
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.
o The pumps will be for the space cooling system, and will circulate chilled water
o The pumps will be for the circulation of water through the bore field and back

determined.
578 of 1058

5. Kitchen
579 of 1058

kitchen.
• There will be three (5) DOAS units for this project and each unit will be mounted
 DOA-2 = 17,500 CFM – East Classroom Wing
 DOA-3 – 20,000 CFM – Southeast Classroom (Kindergarten) Wing
 DOA-4 – 16,000 CFM – Middle School Wing (Northwest)
 DOA-5 – 16,000 CFM – Middle School Wing (Southwest)

unit.

Requirements.
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.
580 of 1058
9. Motors:
Code Compliance



grooved joints.
581 of 1058
offs.
systems.
the following;
cabling.
power.
582 of 1058
Distribution








distribution.

switch.
o Main Mechanical Room shall contain:

583 of 1058







• First Floor Remote Electrical Room (total of three serving the K-5 Wings):


spec) type.





584 of 1058
• Second Floor Remote Electrical Rooms (total of three serving the K-5 Wings)



• Second Floor Remote Electrical Room (Middle School Wing)



• Third Floor Remote Electrical Room (Middle School Wing)



per classroom.
office.
585 of 1058


Areas of Refuge

services.
Fire Alarm System
586 of 1058
condition.

the FACP.
Lighting Systems
usage fixtures.

AFF.

587 of 1058

rooms.




588 of 1058

circuits.

589 of 1058
Lightning protection system

Energy Conservation

Code Compliance
Building Code and high performance standards, the State of Massachusetts Fire
Safety Code, the 2015 International Energy Conservation Code, Stretch Energy Code,
Americans with Disabilities Act and the National Electrical Code 2017 edition, 504
and UFAS.
Services
1. Four(4) 4” underground conduits shall be provided for telecommunication services.

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:
1. The building will contain one (1) primary telecom room (MDF) and five (5) satellite
2. The MDF is anticipated to be located on the first floor (exact location to be

590 of 1058

equipment.
powering of racks.

standards.
powering of racks.

standards.
591 of 1058

a. Cabling for data, VOIP, wireless access points, and security system components.
All cabling shall be Cat. 6e UTP.
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
routed from interface/emergency jack locations back to 110 punch-down blocks
located at the utility company demarcation point. All associated faceplates,
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.
592 of 1058

purpose room and gymnasium. This system shall operate independent of the
representative.
outside vendor.

representative.

type.
type.

593 of 1058
Audiovisual Systems


representative.


inputs.

conduit.


the teaching wall.
designed by CES.
equipment:
594 of 1058
c. CD player
e. AM/FM/XM tuner

racks, etc.)

within the MDF.
Access Control
595 of 1058
will be included.
Intrusion Detection


Video Surveillance
representative):
b. Each Cafeteria
d. Corridors.
596 of 1058
settings.

The estimated total project costs associated with Design Alternative E.4 is $109,308,415.00
and is based on the Uniformat Cost Estimate included as Appendix E of this report.
597 of 1058

Dept Duration
coincident with
Act (WPA)
598 of 1058
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.4 is summarized as follows:

06.30.2021 Substantial Completion, Building
07.31.2021 FF&E Delivery
10.17.2021 Substantial Completion, Site
12.31.2021 Project Close-Out
599 of 1058
600 of 1058
Design Alternative F – Comparative Grade 5 through Grade 8 Middle School:

Design Enrollment = 449 Students
As part of the evaluation process for considering Design Alternative D, The District evaluated the
projected costs of a comparative Grade 5-8 middle school building which would be needed at some
point should an elementary-only solution be pursued. The projected building program is based on
an understanding of the middle school curriculum presented in the Pre-K through Grade 8
Educational Program. An enrollment figure of 449 students was arrived at by dividing the 6-8
enrollment by 3 to establish a grade cohort population and then multiplying by the four grades
which would be supported by the building.
The resulting 100,720 gsf building is organized to accommodate the grade 5-8 middle school
program as an assumed stand-alone building on the White Brook property. The cost of this option
has been estimated as follows:

The following pages are included to represent an Initial Space Summary Template of a program
which aligns with District’s Educational plan, and is used to establish an overall building area for cost
estimating purposes.
601 of 1058
602 of 1058
Proposed Space Summary - Middle Schools
PROPOSED
MSBA Guidelines
Design Alt. F (Future 5-8 Middle School) Existing Conditions Existing to Rem ain/Renovated New Total
ROOM ROOM # OF ROOM ROOM ROOM # OF

# OF RMS area totals area totals # OF RMS area totals # OF RMS area totals area totals Com m ents
NFA
1
NFA
1
RMS NFA
1
NFA
1
NFA
1
RMS
ROOM TYPE
CORE ACADEMIC SPACES 0 0 0 27,920 20,820

Classroom - General 950 20 19,000 950 16 15,200 850 SF min - 950 SF max
Small Group Seminar (20-30 seats) / Resource 0 0 500 1 500
Science Classroom / Lab 1,200 4 4,800 1,200 4 4,800 1 period / day / student
Prep Room 80 4 320 80 4 320
Break-Out 950 4 3,800

Self-Contained SPED 0 0 950 3 2,850 assumed 8% of pop. in self-contained SPED
Self-Contained SPED Toilet 0 0 60 3 180
Resource Room 0 0 500 2 1,000 1/2 size Genl. Clrm.
Small Group Room / Reading 0 0 500 1 500 1/2 size Genl. Clrm.
Therapeutic Classroom 925 1 925
Therapeutic Time Out 100 1 100
DLC 925 1 925
DLC Toilet Room 56 1 56
DCL Time Out 100 1 100
Student Support 400 3 1,200
Small Group 100 24 2,400
Student Support Time Out 100 3 300
SPED Teachers 300 4 1,200
OT 200 1 200
PT 200 1 200
SPED Coordinator 200 2 400
Psych Offices 100 3 300
SPED Meeting/ Waiting 250 1 250
0
ART & MUSIC 0 0 0 3,050 3,050
Art Classroom 1,200 1 1,200 1,200 1 1,200 assumed use - 50% population 2 times / week
Art Workroom w / Storage & kiln 150 1 150 150 1 150
Band / Chorus - 100 seats 1,500 1 1,500 1,500 1 1,500 assumed use - 50% population 2 times / week
Music Practice / Ensemble 200 1 200 200 1 200
VOCATIONS & TECHNOLOGY 0 0 0 4,000 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) 700 4 2,800 2,000 1 2,000 Assumed use - 25% Population - 5 times/week

Gymnasium 8,000 1 8,000 6,000 1 6,000
Gym Storeroom 150 1 150 150 1 150
Health Instructor's Office w / Show er & Toilet 250 1 250 250 1 250
Locker Rooms - Boys / Girls w / Toilets 1,000 2 2,000 1,000 2 2,000
MEDIA CENTER 0 0 0 2,680 2,962

Media Center / Reading Room 2,680 1 2,680 2,962 1 2,962
603 of 1058
604 of 1058

Cafetorium / Dining 2,528 1 2,528 3,368 1 3,368 2 seatings - 15SF per seat
Stage 1,600 1 1,600 1,600 1 1,600
Staff Lunch Room 200 1 200 212 1 212 20 SF/Occupant
MEDICAL 0 0 0 510 510


Records Room 200 1 200 200 1 200
Principal's Office w / Conference Area 375 1 375 375 1 375
Assistant Principal's Office - AP1 150 1 150 150 1 150
Assistant Principal's Office - AP2 0 0 150 0 -
General Waiting 100 1 100
CUSTODIAL & MAINTENANCE 0 0 0 1,812 1,924

Storeroom 225 1 225 299 1 299
Netw ork / Telecom Room 200 1 200 200 1 200
605 of 1058
606 of 1058
OTHER 0 0 0 0 0
Other (specify) 0
2
1
2
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 Principal Architect: Curtis A, Edgin
Date: 2.16.2018
607 of 1058
608 of 1058
Summary of Preliminary Design Pricing:

Table 3.3.3.1 below provides a summary of costs for the following design alternatives:
• Design Alternative A (Code Upgrade Option): Includes repair of systems and/ or scope
required for purpose of stabilizing and bringing the existing building into code compliance
(includes Ninth Edition Carbon Monoxide Detection code requirements). This alternative
does not modify existing spaces or their functions.
• Design Alternative D (Consolidated Elementary School Option, PreK-4): Includes

construction of a new elementary school building for pre-kindergarten through fourth grade
students to conform to space guidelines and to meet the educational program requirements.
This alternative has a design enrollment of 535 students.
• Design Alternative E.1 (Minor Add-Reno Option, PreK-8): Includes major modifications to
the existing White Brook Middle School building and additional occupiable area in the form
of new construction for a small addition to conform to space guidelines and to meet the
educational program requirements. This alternative has a design enrollment of 1,010
students
• Design Alternative E.2 (Major Add-Reno Options, PreK-8): Includes significant demolition
and minor modifications to the existing White Brook Middle School building and additional
occupiable area in the form of new construction for large additions to conform to space
guidelines and to meet the educational program requirements. This alternative has a design
enrollment of 1,010 students.
• Design Alternative E.3 (New Construction, PreK-8): Includes construction of a new Pre-
kindergarten through Grade 8 school building to conform to space guidelines and to meet
the educational program requirements. This alternative has a design enrollment of 1,010
students.
• Design Alternative E.4 (New Construction, PreK-8): Identified as the District’s Preferred
Option. Includes construction of a new Pre-kindergarten through Grade 8 school building to
conform to space guidelines and to meet the educational program requirements. This
alternative has a design enrollment of 1,010 students.
• Design Alternative F (New Grade 5-8 Middle School): Represents a new Grade 5-8 middle
school on the White Brook property, as a comparative tool for evaluating an elementary
school-specific solution against the District’s eventual need to address challenges at the
current middle school. The Costs assume simultaneous construction of this option with
Design Alternative D. An escalation factor of 4 percent per year is recommended for every
year the mid-point of construction extends beyond December 2019 (assume a 12 month
construction period).
609 of 1058
Table 3.3.3.1
Summary of Preliminary Design Pricing
CONCEPTUAL COST SUMMARY - DESIGN ALTERNATIVES
Total Square Feeet Square Feet Site, Building, Estimated
Option
Area Renovated Space New Takedown, Haz Construction** Estimated Total
(Description)
(GSF) (cost*/sf) Construction Mat. Cost* (Cost*/sf) Project Cost
Alternative A. 37,233 sf 0 sf $15,348,379.00 $ 21,875,776.00
(Base Repair) $354.00 $/sf $/sf $ 412.23 /sf
37,233
$13,169,046.00 $0.00 $2,138,900.00
Alternative D. 0 sf 95423 sf $49,604,681.00 $ 60,529,401.00

PreK-4 ES $/sf $473.00 $/sf $ 515.51 /sf
96,225
(New) $0.00 $45,123,882.00 $4,480,799.00
Alternative E.1 115,577 sf 63,180 sf $87,189,375.00 $ 107,593,038.00

PreK-8 $397.00 $/sf $484.00 $/sf $ 487.75 /sf
178,757
(Minor Add- $45,891,528.00 $30,594,352.00 $10,703,495.00
Reno)
Alternative E.2 38,993 sf 138,753 sf $91,550,338.00 $ 112,737,317.00
PreK-8 $458.00 $/sf $456.00 $/sf $ 515.06 /sf
177,746
(Major Add- $17,863,697.00 $63,334,925.00 $10,351,716.00
Reno)
Alternative E.3 0 sf 176,155 sf $90,667,323.00 $ 109,815,354.00
PreK-8 $/sf $451.00 $/sf $ 514.70 /sf
176,155
(New) $0.00 $79,377,098.00 $11,290,225.00
Alternative 0 sf 176,155 sf $90,234,964.00 $ 109,308,415.00

E.4*** $/sf $446.00 $/sf $ 512.25 /sf
176,155
PreK-8 $78,618,680.00 $11,616,284.00
(New) 0
Alternative F. 0 sf 100,720 sf $51,003,519.00 $ 61,963,143.00
5-8 M.S. 100,720 $/sf $458.70 $/sf $ 506.39 /sf
(New) $46,199,810.00 $4,803,709.00
* Marked Up Construction Cost

** Does Not Include Construction Contingency
*** District’s Preferred Option (Shaded)
610 of 1058
Massachusetts School Easthampton Public
Schools
Building Authority Maple Elementary School Feasibility
3.3.4 Preferred Solution:

The Easthampton School Building Committee voted, at their December 2017 meeting to pursue
their preferred solution program at the location of the existing football field. For clarity, the
corresponding layouts were labeled Design Alternative E.4. Beginning at their December meeting,
developments to the building layout and organization of the site were reviewed regularly with
January meetings on the 9th and 23rd. Formal approval of Design Alternative E.4, as the Preferred
Option, took place at the February 13, 2018 meeting. This decision was based on several factors,
but summarized by committee members as being the best option for providing state of the art
educational facilities to all Easthampton students, and for doing so at the best long-term value
available.
The project is targeting ‘Certified’ status, at minimum, with the intent to exceed the level of
energy efficiency required by the current Massachusetts (base) Energy Code by 20% under a LEED
for Schools V.4 sustainability compliance path. There is an interest in pursuing silver or gold
status, should the budget allow.
Satisfaction of Educational Plan Requirements:
Design Alternative E.4 meets the updated Educational Program for Center, Maple, Pepin Elementary
Schools and White Brook Middle School Pre-K to Grade 8 Consolidation by incorporating the
following guiding principles, which were developed through the engagement of students, parents,
community members, city officials, District educators and the design team:
• Small School Feel, Large School Pride: Incorporation of grade-level learning clusters are
provided to create a sense of smaller community within the larger school body. Larger
common spaces, such as the gymnasium and cafeterias are centrally located between the
elementary school and middle school wings, and intended to support larger school
assemblies which help grade-level communities identify as important parts of the larger
school body.
M.S. ACADEMIC
COMMON
PROGRAM/ E.S.
PUBLIC ACADEMIC
ZONE
Diagram 3.3.4.1
Building Organization
611 of 1058
Schools
• Connections between School and the Larger Community: Common assembly spaces are
located with adjacency to the primary school entrances. Classroom wings all share
adjacency with the common zone, but are provided with controlled access measures to keep
the public out of academic wings during after-hour events or lock-down scenarios. This
organization promotes use of the building by the larger Easthampton community, without
compromising safety of the District’s students. Outside community use is envisioned to
include after-hour access to the gymnasium, cafeteria, and libraries. During school, the
gym’s assembly seating and stage may also be used to host guest speakers from the
community to supplement curricular topics with a real-world perspective.
Entrances are sized to accommodate parent/ student/ teacher socialization at pick-up and
drop-off times. Finishes and furnishings selected for these areas should be welcoming and
support informal socialization, without an institutional feel. This opportunity for community
engagement is presently available to families at the individual schools and will be supported
by the proposed layout of Design Alternative E.4.
OFFICE STUDENT
PLAY
E.S.
M.S. ENTRANCE
ENTRANCE
Figure 3.3.4.2 Figure 3.3.4.3

M.S. Entry/ Gathering Space E.S. Entry/ Gathering Space
Students exhibiting acts of kindness and good citizenship are currently acknowledged at the
Whitebrook Middle School lobby. Display space will be provided at the proposed school
lobbies so that these examples of ‘better living’ continue to be highlighted.
• Holistic and Joyful Learning: Easthampton desires learning to be visible. The preferred
option supports this initiative through break-out learning zones in the corridors of classroom
clusters. It is also intended that display space for student work, and other achievements be
provided in the lobby spaces.
612 of 1058
Schools
Figure 3.3.4.4
Corridor Learning
Project-based assignments are an integral part of the Easthampton curriculum to encourage

innovative, real-world learning. At the middle school level, Technology Lab space is
distributed to each grade-level cluster to support this initiative across all subjects. At the
elementary school Break Out Rooms (one per floor), Small Group Rooms and Learning Zones
in corridors are each provided to support project based learning at various levels.
Similarly, the proposed plan provides opportunities for authentic, real-world learning,
through access to a ‘Gymatorium’ space which can be used by outside speakers, and
through ‘building-as-teacher’ opportunities which can be infused in the final design. The
targeted sustainability goals include an Advanced Energy Metering Credit and Integrative
Process Credit which require sub-metering. The metered information can easily be shared,
through the school’s network, for curricular use, supporting real-world learning. In addition,
the building’s location adjacent to parkland and a variety of ecosystems further supports
opportunity for hands-on lessons in science-based topics and environmental stewardship.
Outdoor zones between the academic clusters of the elementary wing provide an ideal
outdoor classroom setting. Ample open space around the building will provide opportunities
to establish gardens for both the elementary and middle school programs.
At the middle school wing, Art, Music and Technology are located along a north-south
corridor, just off the entrance lobby. Adjacency with the lobby and gymnasium allow easy
access and ample display opportunities for student work, either as part of built-in displays
or as part of parent/ community exhibitions.
• Flexible and Adaptable Spaces: Design Alternative E.4 provides a wide variety of learning
space, including formal classrooms, one-to-one instructional spaces, and small group
collaborative learning zones.
Break-Out classrooms are distributed to both the elementary school and middle school
wings of the building to offer both flexible classroom space and flexibility to absorb higher-
613 of 1058
Schools
than anticipated swings in enrollment, as is currently being experienced at the pre-

kindergarten and kindergarten levels.
The latest technologies will be fully infused throughout the building to ensure teachers have
access to the most current learning content and that it is available, not only in the
classroom, but also throughout common areas of the building and the immediate site.
While the District is not pursuing a Net-Zero capable solution, there is an emphasis on
providing high efficiency mechanical and electrical systems. A current moratorium on new
gas services is in place, and includes connections in Easthampton, MA. Through early
discussions with the gas utility, it appears the project will not be impacted by this
moratorium, as the connection will be considered a relocation of the existing service.
The project has a goal of exceeding the State Energy Code requirements by 20 percent, and
will incorporate a solar array at the roof level. In addition, fixtures will be provided to
reduce aggregate water consumption by 20 percent from the baseline.
By integrating flexible design features and green building strategies into the building, the
preferred option is expected to meet the District’s changing needs in an ever-evolving
world.
Support of the educational plan by specific space is described in more detail below under the
heading, “Programmatic Spaces”.
In general, a new, Pre-kindergarten through Grade 8 school option will result in equitable access of
a 21st Century education to all of Easthampton’s students. While comparable results could be
achieved through a substantial addition and renovation approach, the District believes that Design
Alternative E.4, as a completely new building, will maximize opportunities for improvements, and
minimize disruption to current students while the project is developed and completed. Although the
costs of each design alternative vary, the estimated construction costs of a new-build option is
expected to save nearly $3.4 million over a major addition and renovation approach. More
significant savings, in the range of $5.1 million could be realized through a minor addition and
renovation approach, however the Building Committee believes the benefits of the preferred
option outweigh these savings, as the inherent footprint of the existing school limits organizational
strategies and results in several interior classrooms without an opportunity for natural views. A new
construction option is further supported by the Building Committee as it will eliminate disruption to
students during the construction period.
While fifth grade students are currently grouped with the middle school population in Easthampton,
the curriculum provided at grade 5 is aligned with the grade 1-4 curriculum. State assessment
results currently show a dip in the academic achievement from grade 4 to grade 5. The preferred
option incorporates a grade restructuring which moves grade 5 to the elementary wing’s grade 3-5
cluster (second floor). This will eliminate the transition and break in instructional continuum that
614 of 1058
Schools
now occurs between grade 4 and grade 5 with the transition to middle school. By moving grade 5 to
the elementary wing, the District anticipates improved academic success for grade 5 students.
Continuity and a reduction in necessary transitions have also been noted as a key goal for the
District. Design Alternative E.4, as a single-school option, will ensure all students have equal access
to a barrier-free environment. In addition, it will eliminate the need for pre-kindergarten students
to move to a different school when they reach kindergarten age. Even at higher elementary grade
levels, the district is currently forced to re-assign students to different schools from year to year,
based on balanced classroom sizes, limited availability of resources, varying degrees of accessible
features in each of the existing schools, and fluctuating needs. A single school option will allow
students to remain in the same school until they reach high school age. By establishing smaller
grade-level communities, the preferred option still allows a sense of advancement and clear
identity, as students progress through their academic careers.
A single, consolidated school building will also improve efficiency by bringing specialized services to
a single location. This will eliminate the current need for staff to travel between schools, which
equates to lost impact time with students. It will also facilitate horizontal and vertical curriculum
alignment, encourage growth of Professional Learning Communities among staff, and allow sharing
of resources across all grades.
In addition to the educational efficiencies cited in the paragraph above, a single, new school option
will maximize utility savings. Records show the total annual utility cost to operate the three existing
elementary schools and Whitebrook Middle School to be $347,882.00. Early projections for a
consolidated, pre-kindergarten through eighth grade school show an estimated utility cost of
$233,904.00, representing an annual savings of $123,978.00. These operational savings will be
reallocated within the School District’s budget to further supplement educational services.
The District recognizes a single, Pre-kindergarten through Grade 8 building solution will bring some
challenges. Among these are parent anxieties associated with their youngest children sharing a
facility with students potentially 10 – 12 years older. There may also be a perception of losing the
City’s neighborhood schools, and local anxieties over increased traffic at the Whitebrook Middle
School site. The District plans to develop a comprehensive community educational program to
address each of these concerns.
Key Educational Adjacencies:
The District has consistently requested that separate primary entrances be provided for the Pre-
kindergarten/ early education wing, the Elementary School and the Middle School populations.
Following more in-depth, recent conversations, the District has asked that the preferred solution
continue to support separate elementary and middle school-level entrances, but has withdrawn
their request for a separate Pre-Kindergarten Entrance. In Design Alternative E.4, parents of Pre-
Kindergarten students will drop off and pick up their students through the elementary-wing
entrance. While the District would like to maintain controlled access between the elementary
school and middle school populations, they recognize that the successful program must provide a
615 of 1058
Schools
clear separation between these age groups, except as controlled by staff, through mentoring
initiatives. To assist with monitoring of entrances, the District has also asked that administrative
space be located adjacent to the main entrances. The layout of Design Alternative E.4 provides
separate entrances as requested, and locates the Principal’s office and SRO adjacent to the Middle
School Entrance and a Vice Principal’s office at the Elementary School Entrance.
M.S.
ENTRANCE
E.S.
ENTRANCE
Figure 3.3.4.4
Entrances
In all Design Alternatives, shared program spaces, which can be accessed by the community, are to
be located adjacent to the building’s primary entrances and provided with the ability to be isolated
from academic spaces during after-school hours. At minimum, shared spaces are identified as the
Gymnasium and Cafeterias and Media Centers with supporting lobbies and toilet rooms. In
addition, the District asks that visual and performing arts spaces be located in areas zoned for after-
hour public access, and for ease of student access during the school day. If possible, cafeteria space
should be available to support vending opportunities for public functions. The District is also open
to sharing their library resources with the community. Access to library space, from public zones is
preferred. Design Alternative E.4 is organized around the central assembly spaces of the Cafeterias
and Gymnasiums. These spaces share adjacencies with the two building entrances and can be
accessed from either the Middle School or Elementary School side of the building. Both Cafeterias,
located at the north end of the first floor, can be open to public circulation zones. Elevators, for
each of the wings, are located within their public zones, in the preferred option, and provide access
to the Media Centers, which are both located at the second floor, overlooking the entrance lobby
space.
Grade-level learning clusters are organized off of the circulation zones serving shared program
areas, such as the gymnasium and media centers (see figure 3.3.4.1). These wings run essentially
616 of 1058
Schools
east and west, while circulation in the public zones run north and south. Lockable corridor doors are
provided at all classroom wings to control access to these spaces.
Easthampton follows a push-in model for their special education program. To the greatest extent
possible, the District strives to develop an integrated student body, keeping special needs students
with their pier group populations through their academic careers. To facilitate this, each general
classroom requires a direct adjacency to a small group room. This adjacency ensures that over-
stimulated students have immediate access to a quiet space without a need to travel through
common corridors, which may both increase the affected student’s sensory levels and distract
students working in flexible corridor learning zones. Where possible, these spaces are shared
between two classrooms to minimize impact to the project budget.
Figure 3.3.4.5
Shared Small Group
In Design Alternative E.4, one Small Group Room per grade cluster is sized at 200 sf, while typical
Small Group rooms are 100 sf. The larger rooms are located at the end of grade cluster corridors. In
addition to their shared classroom adjacency, these larger Small Group rooms may be accessed
from the corridor and will serve additional program functions, such as E.L.L., or Speech.
At middle school grade clusters, in Design Alternative E.4, corridors also widen in front of the
Technology Labs. The formal lab space and corridor zone will be joined by a large sliding or
overhead door to expand project space or a support student demonstrations.
The District’s preferred organization for grade-level clustering is K-2, 3-5 and 6-8. At the elementary
school wing of the building, Design Alternative E.4 provides three academic wings, which, at the first
floor, are intended to house kindergarten, first and second grades. Four pre-kindergarten
classrooms share space in the kindergarten wing, to comprise and early-education cluster, with
access to a dedicated outdoor play-scape. The second floor of the elementary school also provides
three academic wings, which are intended to house third, fourth and fifth grade students. At the
middle school wing, Design Alternative E.4 is organized to support one grade-level cluster per floor,
with shared program spaces, such as the Media Center, Guidance, and a Teachers’ Work room
centrally located at the second floor.
617 of 1058
Schools
As a single school, striving to maintain separation of elementary and middle school students, the
District has requested that the Nurse’s suite be centrally located and served by separate doors for
older and younger students. Design Alternative E.4 locates the Nurse’s suite along the
communicating corridor between the elementary and middle school wings of the building. This
program is located at the first floor and is accessed from either the elementary school commons or
the middle school lobby. Upon arrival to the Nurse’s suite, students will have separate elementary
and middle school aged waiting rooms and resting areas. A single private Exam Room will be shared
by all age groups, as will the single-occupant toilet room serving the suite. Through continued
discussions with the District’s nursing staff, a single Nurse’s station, sized to accommodate three
nurses will be open to the resting areas and will have a visual connection with the two adjacent
waiting areas. A dedicated storage room has also been added to the suite. The storage room is not
included in the Preferred Option Space Summary Template, and instead contributes to the building’s
grossing factor.
STOR.
EXAM
M.S. E.S.
RESTING RESTING
M.S. NURSE’S E.S.

WATING STATION WATING
FROM M.S. FROM E.S.
Figure 3.3.4.6
Nurse’s Suite Access
At the time of the District’s initial submission of the Preferred Schematic Report, there were on-
going discussions regarding the incorporation of distributed dining areas at the elementary school
level. During the visioning sessions, this was requested with the intent that it would strengthen
student communities and offer added flexible activity space for the District’s youngest students.
Drawbacks to the approach included duplication of kitchen equipment and food service staffing
resources as well as varied levels of food quality. This question was resolved at the October 2017
School Building Committee meeting where it was decided that a single cafeteria space, with direct
adjacency to the Kitchen, should be incorporated into the Preferred Option solution. Design
Alternative E.4 provides a single, 3,365 sf elementary school cafeteria space, located at the north
end of the first floor commons space. The proposed location will provide students with views to
the adjacent tree line bordering the property, while also serving as overflow or concession space to
the adjacent gymnasium during after-hour events. The middle school cafeteria is located adjacent
to the lobby, directly across from the main entrance, and is sized a5 2,528 sf. As with the
elementary-aged cafeteria, the space offers students with views to the bordering tree line and is
positioned to serve as overflow or concession space for after-hour gymnasium events. Through on-
going discussion with the District, both the elementary and middle school-aged cafeterias will
include a
618 of 1058
Schools
semi-protected, low-stimulus seating area with a capacity of approximately 12 seats to serve

students affected by excessive noise or distractions. If possible, the District would like cafeteria to
include a means of subdividing the space into two separate areas for flexible use by staff during
non-lunch hours.
Pre-kindergarten classrooms shall be located adjacent to a fenced, exterior playground.

Development of Design Alternative E.4’s site layout includes an enclosed pre-kindergarten
playground adjacent to the early education classroom wing. Additionally, the preferred option
proposes an elementary school playscape and middle school fitness circuit, as formal, outside play
areas on the site.
Easthampton’s educational program prioritizes authentic, hands-on, project-based learning

experiences, and as such, there is a desire to distribute maker-type spaces throughout the academic
wings. Maker-type spaces are envisioned as hands-on lab spaces that support opportunities for
critical thinking and creativity through engaged learning experiences. The District believes this type
of space will inspire students to become participatory learners and will help them to uncover
talents, needs and interests by collaborating, solving and creatively producing solutions to problem
statements. At the elementary school level, much of the classroom curriculum incorporates maker
activities and appropriate materials will be available within the room to support this initiative. For
feature projects, shared Break Out classrooms are provided at each floor level of the elementary
school which will be equipped with additional art supplies, to supplement general classroom
materials. At the middle school level, the program space allotment for the Technology Shop has
been equally distributed to each of the grade-level clusters. The intent is to provide a cross-
curricular resource, within each grade community, which is equipped to support project based
learning activities. Distribution of these spaces is intended to encourage regular use by all curricular
subjects. Although intended for use by all subjects, Technology Labs will be monitored by the
Science Teachers, no ensure the room is left in the condition it is found. At the second floor, the
District has requested an additional adjacency with the Media Center. This will help Library
professionals better support students with their project development needs.
At the District’s request, Reading Teacher spaces are centrally located at the first floor level of
the elementary school. These spaces are intended to support one-on-one instruction for first
grade students who need help catching up to their benchmark levels.
619 of 1058
Schools
Programmatic Spaces:
Summary: The updated Space Summary Template for the Preferred Option, Design Alternative
E.4, reflects a total program need of 118,688 sf. The gross square footage for Design Alternative
E.4 is 176,155, yielding a grossing factor of 1.48.
• Pre-Kindergarten Classrooms with Toilet and Changing Rooms: Pre-Kindergarten Classrooms

are provided to accommodate between 17 and 21 students each. Per State mandate, pre-
kindergarten space must be made available to all children ages 3-5 having Individualized
Educational Plans (IEP), with an equal enrollment of student peers. The District has
requested shared changing space in addition to direct toilet room access. To meet State
Plumbing Code fixture count requirements, each classroom will have access to two single-
occupant toilet rooms through a common changing room. Pre-Kindergarten Classrooms shall
be provided with counter surface and a minimum of one sink, for student use. Design
Alternative E.4 provides 1,050 sf of formal classroom space, and 56 sf of toilet room space.
The shared 100 sf changing room will be assigned to only one of the shared classroom
spaces. Program space is reflected as either 1,106 sf for Pre-Kindergarten w/Toilet
classrooms or 1,206 sf for Pre-Kindergarten w/ Toilet & Changing classrooms. The District
acknowledges that the formal pre-kindergarten classroom spaces are provided at the low
end of the MSBA recommended allotment, however they believe by reducing formal
classroom space, they gain the opportunity to incorporate a shared changing rooms and a
large, flexible, shared activity space within the classroom cluster. Windows in all pre-
kindergarten and kindergarten classrooms shall be located appropriately to maximize
outdoor views to the District’s youngest students.
• SPED Pre-Kindergarten Classroom w/ Toilet & Changing: One Pre-Kindergarten Classroom

with toilet room and shared changing space shall be provided to support students with
autism. This classroom shall have a semi-secluded corner where staff can do discreet trials
with the students. Counter space and a minimum of one sink for student use will be required
for this space. In addition, this classroom shall share a direct adjacency with a Quiet Room.
• Kindergarten Classrooms with Toilet and Changing Rooms: Kindergarten Classrooms are
provided to accommodate between 17 and 21 students each. Kindergarten students follow
the same curriculum delivery model as upper elementary grades, incorporating small group,
whole group and independent learning. The District has requested a shared changing space
in addition to direct toilet room access. To meet State Plumbing Code fixture count
requirements, each classroom will have access to two single-occupant toilet rooms through a
common changing room. Each Kindergarten Classroom shall be provided with a minimum of
one sink and counter surface for science investigations. Design Alternative E.4 provides
1,050 sf of formal classroom space, 56 sf of Toilet Room space. The shared 100 sf changing
room will be assigned to only one of the shared classroom spaces. Program space is
reflected as either 1,106 sf for Pre-Kindergarten w/ Toilet classrooms or 1,206 sf for Pre-
Kindergarten w/ Toilet & Changing classrooms. Windows in all pre-kindergarten and
620 of 1058
Schools
kindergarten classrooms shall be located appropriately to maximize outdoor views to the

District’s youngest students.
• General Classrooms: General Classrooms shall be sized appropriately to support formal

teaching of a full class, while maintaining flexibility to support independent work, small-
group learning and team activities. Counter surface and one sink shall be provided at all
elementary school classrooms to support science investigations. The District believes
strongly that learning should be a transparent and collaborative experience. In support of
this directive, the School Building Committee has agreed that classrooms should be sized at
925 sf, each to allow additional square footage in corridors which may serve as flexible
learning zones. These flexible corridor spaces will provide collaborative space for small
groups to work on team-based activities, in an open cross-curricular setting, which is
intended to showcase and engage a variety of thinking patterns in the exploration of
problem solutions (transparent learning).
• Science Classrooms: Science Classrooms with an adjacent Prep. Room are required at each
middle school grade-level cluster, to ensure students receive one 60 minute instructional
class period of science curriculum each day. Each Science Classroom shall be provided with
perimeter counter surface and 1-3 sinks. Design Alternative E.4 provides Science Classrooms
to the sixth, seventh and eighth grade classroom wings. Each Science Classroom will be
equipped with counter work surface, perimeter sinks and ample power receptacles. Storage
for science equipment and display space for projects will also be incorporated in Science
Classrooms as the spaces are further developed. Science Classrooms are provided at the
MSBA recommended space allotment of 1,200 sf each. Supplementary to the formal
classroom space, the District has requested an exterior garden space with shed for middle
school students.
• Reading Teacher: Dedicated Reading Teacher Rooms are required to provide small group
instruction of students requiring targeted assistance in literacy learning. Reading Specialist
teachers who work one on one with first grade students in the Reading Recovery ™ program
require a small, quiet private space to deliver their services to students. The space must be
large enough to seat a teacher and a student with space for teaching materials. Through
continued discussions with the District, it has been requested that these spaces be centrally
located at the first floor of the elementary school. Design Alternative E.4 provides four, 100
sf Reading Teacher Rooms at the first floor. Two Reading Teacher Rooms are accessed from
the first grade, central wing, and two are accessed directly from the elementary school
commons.
• Break Out: The District has requested two 925 sf Break Out classrooms at the elementary
school level, and two 925 sf Break Out classrooms at the middle school level. Break Out
classrooms are intended to serve a dual function. Primarily, the District plans to use these
spaces as specialized instructional areas. These rooms will provide space for tailoring
instructional activities to classrooms and subgroups and extend cooperative learning
opportunities between classrooms. Break Out rooms shall be equipped with project-based
materials and art supplies. Secondarily, these rooms are expected to provide flex-space to
621 of 1058
Schools
accommodate larger than average grade level enrollments. In support of this function,
and to encourage sharing of the spaces for their primary function, Design Alternative E.4
distributes the Break Out Classrooms to different stories of the building so that enrollment
bubbles are able to progressively move through the school as necessary. Lastly, Break-Out
Classrooms are expected to provide an additional option where professional learning
communities can meet.
• Self-Contained SPED: Discussions with the MSBA Facilities Assessment Subcommittee have
clarified that regardless of the District’s strong ‘push-in’ SEPD model, all self-contained
program spaces are required to be sized similarly to a general classroom space. Accordingly,
these classrooms, which are required at the elementary school, level shall be provided at
925 sf to support students with the most significant needs. The District’s goal is for these
rooms to serve as a home base as students are transitioned into the general classroom
populations. By middle school, it is expected that dedicated Self-Contained Classrooms will
not be required. Each Self-Contained SPED space shall share a direct adjacency with an
acoustically treated Quiet Room and Toilet Room.
• Small Group Rooms: Small Group Rooms are required in support of the District’s push-in
model which integrates special needs students with general classroom populations to the
greatest extent possible. These spaces are required in classrooms to provide students with
social, emotional or behavioral challenges, a sensory calming environment which is readily
accessible, without the need to travel through common corridor spaces. Design Alternative
E.4 provides a total of (24) Small Group Rooms, which are shared, when permitted by the
layout, between two general classrooms. While the layout and odd number of classrooms
per cluster do not always allow for shared use between two rooms, the current layout is able
to satisfy the programmatic need by providing three Small Group Rooms per academic wing,
supporting the District’s intent to distribute SPED spaces and core academic spaces
throughout the design without clustering or creating ‘special needs’ zones.
• Therapeutic: The District requires transitional classroom space for students with social,
emotional and behavioral needs who will eventually be integrated with general classroom
populations. At the youngest grade levels, this classroom space will need to function as a
self-contained program, and as such, Therapeutic Rooms in the elementary wing will be
sized at 925 sf. The District’s Educational Plan calls for three Therapeutic spaces to serve the
growing population of students with sometimes very significant social, emotional and
behavioral needs. A single Therapeutic space is required at the K-2 cluster, at the 3-5
cluster, and at the 6-8 cluster. Each Therapeutic room is expected to serve up to six
students and shall be supported by direct adjacency to an acoustically treated Quiet Room.
At the 6-8 Cluster, the Therapeutic Room no longer functions strictly as a self-contained
program. Design Alternative E.4 provides 925 sf Therapeutic space at the first and second
floors of the elementary school to serve the K-2 and 3-5 grade clusters respectfully. At the
middle school, a single 800 sf Therapeutic space is located at the first floor.
• OT/ PT/ Speech: The District has requested that separate dedicated OT and PT spaces be
provided and further indicated that Speech program will be delivered in the 200 sf Small
622 of 1058
Schools
Group Rooms located within each classroom wing. A 150 sf OT (1-5) room and 200 sf PT
(1-5) room have been requested to meet the District’s need. The PT space will need to
accommodate specialized equipment, however the OT space does not require specialized
equipment but should support a teacher and up to four students.
• OT (6-8): At the middle school, the District has requested separate OT and PT rooms. The
OT (6-8) room does not require kitchenette or laundry equipment, but should be sized at 150
sf to support a teacher and up to four students.
• PT (6-8): At the middle school level, the District reports a reduced physical therapy need,
but does require a small space with specialized equipment to meet their needs. A 200 sf
space is provided at the first floor in support of this program.
• Student Support: A total of four Student Support rooms, sized at 400 sf each, and supported
by directly adjacent, acoustically treated Quiet Room spaces are requested by the District.
Two spaces shall be provided at the elementary level and two spaces shall be provided at the
middle school level. The function of these spaces is to provide support to students with
social, emotional and/or behavioral needs who are in the inclusive setting. Design
Alternative E.4 distributes Student Support rooms to the first and second floors to ensure
access by K-2 cluster students as well as 3-5 cluster students. At the middle school, Student
Support rooms are provided at the second floor and third floor academic clusters. Proximity
to a stair tower is provided to improve adjacency with the second floor academic cluster
which does not have a dedicated Student Support space.
• SOAR: The District’s Educational Program requires dedicated space of 925 sf to support
elementary school students with autism and developmental disabilities. This space shall be
located on the first floor and requires immediate adjacency with a dedicated Toilet Room
and acoustically treated Quiet Room. The program is a self-contained program and is
expected to serve up to eight students. Design Alternative E.4 provides a single SOAR
classroom space at the second floor.
• Developmental Learning Center (DLC): A single DLC space is required by the District’s
Educational Program, and serves the same function as the SOAR program, but at the middle
school level. The DLC space is a self-contained program, which shall be located on the first
floor and close to the building entrance and office. As with the SOAR Classroom, the DLC
Room requires immediate adjacency with a dedicated Toilet Room and acoustically treated
Quiet Room. With a requirement of 925 sf, this space is also intended to support up to eight
students. Design Alternative E.4 provides a single 925 sf DLC space at the west end of the
third floor grade cluster.
• SPED Teachers: Dedicated space near classrooms is required for special education teachers
to work with individuals and small groups in support of efficient and fluid transitions from
classrooms to work with interventionists. The District has stated a need for (4) elementary
school SPED Teacher rooms at 300 sf, each and (3) middle school SPED Teacher rooms at
623 of 1058
Schools
300 sf each. Design Alternative E.4 distributes SPED Teacher rooms to the first and second
floors of the elementary school and at the middle school one room is provided at each floor.
• SPED Teacher Office: The District has requested two 100 sf offices for SPED Teacher use, at
the elementary school wing of the building. These spaces are intended to provide resources
and small, private meeting spaces which will be shared among the SPED teachers.
• Special Education (SPED) Coordinator: Previously labeled Psychologist Coordinator and

listed under Administration and Guidance, the District has clarified that this is a Special
Education program and needed to support their SPED Coordinators. The District confirms a
need for two, 200 sf SPED Coordinator Offices. The District currently employs two
individuals in this role. 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. Adequately sized, private working and
meeting space is essential to their work. These spaces shall support a small meeting
function for parents and their students to meet. The offices shall be acoustically treated for
conversational privacy, and should be located within a public zone of the middle school.
Design Alternative E.4 provides two, 200 sf SPED Offices, centrally located at the second
floor, between the Assistant Principal’s and Guidance office suites. The proposed location
can be accessed by parents and outside professionals without entering an academic cluster.
• Psychologist Meeting/ Waiting: Previously carried under Administration and Guidance, the
District has clarified that this is a Special Education Program. 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. Design
Alternative E.4 proposes an oversized multi-purpose space that will support the
Psychologist/ SPED Coordinator suite’s waiting needs as well as the District’s additional
conference/ meeting space needs associated with the SPED and School Psychologist
programs.
• Psychologist Office: Originally carried under Administration and Guidance, the District has
clarified that this is a Special Education Program. With the elimination of existing schools,
the District has a space need to accommodate their School Psychologists. The District
currently employs three individuals in this role. They conduct psycho-educational
evaluations to determine qualification for special education services and shape individual
education plans. When conducting this work, it is most often the psychologist and a single
student. 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. Adequately sized, private
working and meeting space is essential to their work.
624 of 1058
Schools
Three, 100 sf offices will meet the District’s need. Design Alternative E.4 provides three,
100 sf offices, centrally located at the second floor, and in proximity to the Guidance suite
and Special Education Coordinator offices.
• Art Classroom: Based on a design enrollment of 1,010 students, the preferred option layout
is providing a total of 40 general (homeroom) classrooms. During the PDP phase, the District
analyzed its program demand and determined that one 1,000 sf Art Room at the elementary
school level and one 1,200 sf Art Room at the middle school level would support their need
to provide one 45 minute Art class per week to each homeroom. Design Alternative E.4
provides a single 1,000 sf Art Classroom (1-5) with a 150 sf Kiln/ Work Room at the second
floor. The middle school Art Classroom is provided at 1,200 sf with a 150 sf Kiln/Work Room,
and is located adjacent to the Technology Classroom at near the first floor entrance lobby.
This location and adjacency with the Technology Classroom along the north/ south corridor,
is intended to provide public access to these spaces after normal school hours for exhibition
of student work.
• Band Chorus – 100 Seats: Following a vote at their October 2017 School Building Committee
meeting, the District is no longer pursuing an Auditorium space as part of their preferred
option. Following a tour of the Sherwood Middle School in Shrewsbury, MA, the Building
Committee was satisfied that their programmatic intent can be satisfied through a
‘Gymatorium’ approach. To reduce overall square footage of the building and in an effort to
maximize student utilization of program space through the day, the District has indicated the
1,600 sf stage allotment shall serve to support their Band/ Chorus curricular needs. At 1,600
sf, the stage is 100 sf larger than MSBA’s Band/ Chorus allocation, but drastically reduces the
need for dedicated performance space, which would primarily be used only for after-hour
events. During school hours, an operable partition will isolate the Band/ Chorus space from
the proscenium opening to the gym. A similar partition will be provided at the opposite wall
to conceal a smaller proscenium opening to the Adaptive PE space which may be used in
support of smaller venue events. A sink as well as instrument storage will be required in
support of this program space. Design Alternative E.4 shows the Bank/ Chorus (stage) space
with shared adjacency between the Gymnasium and Adaptive PE. This adjacency is intended
to maximize seating capacity during school performances while providing an appropriate
option for smaller scale performances.
• Music Classroom/ Large Group (25-50 seats): Two 1,200 sf Music Classrooms with practice
space are necessary to support the District’s Music curriculum. The District currently
supports three middle school bands and hopes to add an elementary school band through
the realization of a new building project. Design Alternative E.4 provides a single 1,200 sf
Music Classroom with two 75 sf practice rooms at the first floor of the elementary wing’s
north/ south circulation zone. This location, will allow it to open to the adjacent elementary
grade-level cafeteria as a smaller performance venue. At the middle school, a single 1,200 sf
Music Classroom with two 75 sf practice rooms is provided along the first floor Art and
Technology corridor, opposite the Band/ Chorus/ Stage space. Satisfying the District’s
adjacency requirements, this space is located within a part of the building zoned for public
625 of 1058
Schools
access during after-hour events. A 200 sf Practice Ensemble Room is provided adjacent
to the Band/ Chorus Room.
• Tech Classroom: The District has requested a computer lab space which will also support
other technology-based initiatives. The space shall serve as a support/ research platform for
developing hands-on, project-based assignments, and shall facilitate the design/ engineering
process where students will be challenged to convert high-level, abstract ideas into
functional prototypes. Design Alternative E.4 provides a single 1,200 sf space at the first
floor of the middle school wing, immediately adjacent to the entrance lobby. The space
shares a direct adjacency to the Art Classroom.
• Tech Shops: The District is dedicated to providing students with maker-type spaces which
will serve to support project-based learning by providing space for students to create
products they research, plan and design across the curricular spectrum. These spaces are
envisioned as hands-on lab space that create opportunities for critical thinking and creativity
through engaged learning experiences. Spaces shall be equipped with counter work space, 1
sink each, and ample power receptacles for students to utilize hand-held power tools. It is
intended that the dedicated technology spaces be utilized by all curricular subjects,
therefore, the District has requested that the program allocation for hands-on lab space be
distributed evenly among the middle school’s academic grade clusters. As an unassigned
room however, there is some concern that the space will become messy. To mitigate
against this, the District has requested that the Technology Labs be provided with a direct
adjacency to Science Classrooms, whose teachers will be able to monitor the condition of
the room following use. At the second floor, the District has further requested that the Tech
Shop share adjacency with the Media Center to help keep the library staff informed of
current projects which their resources can support. A wide corridor outside each Tech Shop
is intended to expand student workspace and support presentation of completed projects.
Design Alternative E.4 provides a total of three 665 sf Tech. Shops, one at each academic
grade cluster.
• Gymnasium: A single 9,000 sf Gymnasium is provided to support the District’s Pre-

Kindergarten through Grade 8 academic program, as well as the District’s performance and
community use goals. A student utilization analysis was performed during the PDP phase of
this study, which demonstrated capacity to grow elementary school physical education
offerings. By increasing to (2) elementary grade-level teaching stations, the District will be
able to equitably offer two physical education sessions to all kindergarten through fifth grade
students. With fifth grade students moving to the elementary grade schedule, the middle
school will see a reduced population from its current enrollment. A single teaching station
will support the middle school physical education need. Additionally, the District has
requested a single teaching station to support their adaptive physical education needs.
Design Alternative E.4 proposes a 3-station 9,000 sf gymnasium, with a separate 2,490 sf
Adaptive PE station to support the District’s need for four teaching stations. This will allow
simultaneous delivery of elementary grade level, middle school grade-level, and adaptive
626 of 1058
Schools
Physical Education curriculum. Operable dividers will be provided to keep age populations
separated during instructional periods.
In addition to Adaptive PE curriculum, the Adaptive PE space will benefit the District by
providing a smaller performance venue than the large gymnasium, and reception space
for elementary aged students to gather as they enter the building before school.
• Health Instructor’s Office: A single Health Instructor’s Office with Shower and Toilet are
provided in the preferred option and sized according to MSBA guidelines.
• Locker Rooms: Locker rooms are available to middle school students and sized, in the
preferred option, slightly below MSBA guidelines. The remaining program allotment is used
to provide a gender neutral changing space, outside the Boy’s and Girl’s Locker Rooms.
Private changing stalls and lockable cubbies for up to 26 students are planned for each
space. In addition, one shower per locker room are preliminarily planned to support
potential sustainability credits for alternative transportation.
• Media Center: Separate Media Center Spaces are required by the District, to serve the
elementary school and middle school populations. In addition to maintaining separation of
age groups, a provision to provide individual space is intended to ensure each is organized
and outfitted in a manner that is developmentally appropriate and supportive of instruction
at each level. The District has further requested that these spaces be centrally located and
designed to engage and support students and staff as active and effective users of
information found in a wide variety of formats. The Media Centers should support a variety
of functions, including individual, small group and whole group work. Each Media Center
shall be equipped with (24) laptop computers and shall be organized to include an
instructional space.
At the middle school, the Media Center shall include soft seating in a reading area. The
circulation desk should be centrally located and welcoming to students for use as an
information center. Clear site lines should be provided to all areas of the media center
while incorporating nooks for different activities. An enclosed small group classroom space
shall be incorporated in the layout of the middle school media center for teaching or
conference use. This room will also be used as the in school suspension space, with
adjacency to an Assistant Principal’s office. This adjacency is intentional by the district to
facilitate engagement of the library professionals with students who may need an
alternative approach to learning which the media center resources might support.
At the elementary school the media center should be visible from the corridor and arranged
to include a story time alcove. Both Media Centers will be available after hours, as a
community resource and therefore shall be located in the public zone of the building and
equipped with the technology needed for presentations.
Design Alternative E.4 provides a 1,600 sf elementary school media center located outside
the academic grade-level clusters on the second floor. Also located at the second floor, the
627 of 1058
Schools
middle school Media Center is located outside the academic wing and is provided at 3,939
sf.
• Literacy Libraries: Previously labeled as Leveled Libraries these spaces shall be provided with
shelving to hold books for guided reading instruction (5-8 books of a single title). The
materials are organized in boxes with letters to indicate which books are appropriate for a
reading group’s level of reading proficiency. These spaces shall be located to allow teachers
easy access for daily selection of instructional reading materials. In addition to providing
space for rotating resources, the Literacy Libraries provide specialized space for Reading and
Reading Recovery Teachers. At the second floor, the District has requested an adjacency
between Literacy Libraries and the Media Centers to help keep library professionals
informed of current lessons and topics. Design Alternative E.4 provides 200 sf of literacy
library space at both the first and second floors of the elementary wing. At the middle
school, a total of 950 sf is equally distributed across each of the three floors.
The District acknowledges MSBA’s interpretation of this space as storage and has removed
the program from the Space Summary Template. Although still provided in the layout to
meet the District’s stated needs, the Literacy Library program now contributes to the
grossing factor of the building.
The following photo is taken from Guided Reading 101’s website

(http://guidedreading101.weebly.com/literacy-library.html) and reflects a typical
Literacy Library.
Photo 3.3.4.1
Literacy Library
• Student Cafeteria/ Dining: At the time of the District’s initial submission of the Preferred
Schematic Report, the School Building Committee was still discussing the pros and cons of
pursuing distributed dining at the elementary grade levels. This discussion concluded at the
October 2017 Building Committee Meeting where it was decided that due to the up-front
and on-going expenses associated with distributed dining (i.e. redundant kitchen
628 of 1058
Schools
equipment, redundant staffing, and increased square footage), as well as reduced food
quality, a single cafeteria with direct adjacency to the Kitchen will be required as part of the
preferred solution. During non-lunch hours, the cafeteria space may be utilized as flexible
activity space for students. Operable partitions should be considered in support of this role.
During the PDP phase, the District did confirm their preference to provide three lunch
periods per day at both the middle school and elementary school levels. The result of this
decision is a lower space allocation for the program at the elementary school wing. Using a
factor of 15 sf per student over 3 periods, a total allocation of 3,365 sf is required to
support the elementary school enrollment of 673 students. Should enrollment numbers or
serving policies change in the future, seating may expand further into the ‘Commons’ area
without impact on other program needs.
Three sittings will also be provided at the middle school level, however the District has
opted to retain a program footprint based on two lunch sittings. Again, using a factor of 15
sf per student, but over just two periods, a total allocation of 2,528 sf has been established
in support of the middle school wing’s cafeteria program need to serve 337 students. This
increased allocation will allow the District future flexibility should their enrollment or
serving policies change.
Design Alternative E.4 provides a single elementary grade-level Cafeteria space of 3,365 sf
directly adjacent to the Kitchen. The middle school cafeteria abuts the opposite side of the
kitchen and is sized at 2,528 sf.
• Chair/ Table / Equipment Storage: Storage is provided for Tables and Chairs at the MSBA
recommended allotment of 536 sf. The program space is provided in a single location and
open to both cafeterias. The District intends to use integral, folding table chair units at the
elementary school and a variety of seating at the middle school.
• Staff Lunch Room: A single Staff Lunch Room is provided in proximity to the Kitchen. The
space is sized at 353 sf per MSBA recommended guidelines.
• Stage: The Stage area is reduced from 1,600 sf to 308 sf as the area allocation for the Band/
Chorus Room will also support the full stage program need. By retaining 308 sf, it is
intended that a portion of the stage area, at the proscenium opening, will be available to
support speaking presentations without the need to open the operable partition to the
Band/ Chorus Room. Although measured at 308 sf in the Preferred Option layout, the
allocation in the Space Summary Template is listed as 200 sf for consistency with the
previously submitted Initial Space Summary Template. The remaining 108 sf will contribute
to the building’s grossing factor.
By allowing shared use of the Band/ Chorus Room and Stage programs, the District is able to
increase its space utilization throughout the day while reducing its combined Band, Chorus
and Stage program area need by 1,200 sf.
629 of 1058
Schools
• Medical Suite Toilet. A dedicated, fully accessible, 56 sf Toilet room is provided within the
Nurse’s Suite.
• Nurse’s Office/ Waiting: The District has requested that the student waiting area be
separated to support their respective age groups. Two 85 sf waiting rooms are provided
with a visual connection to the Nurse’s station. At the elementary level, a small activity table
shall be provided for students. In an effort to increase efficiencies, the District has revisited
their request for two separate entrances, but ultimately has decided to retain the two
entrances as originally requested.
• Examination Room: A single, 92 sf private Exam Room has been incorporated into the
medical suite layout, following additional feedback from the District’s nursing professionals.
• Resting: Design Alternative E.4 provides a single 434 sf, resting area with two middle school
cots and two elementary school cots separated by privacy curtains. The elementary and
middle school cots are located on opposite sides of the space and separated by the nurse’s
station, toilet room and exam room.
• Nurse’s Station: The District has clarified that a nurse’s station, sized to accommodate three
work stations will best support their needs. The station should be open to the resting areas
with views to the student waiting areas. Lockable files and storage cabinets are necessary,
but a lockable door to the space is not required. Design Alternative E.4 provides a single 154
sf Nurse’s Station to meet the District’s needs.
• Nurse Storage: A dedicated, enclosed storage space is required to house large medical
equipment, such as crutches and wheelchairs. As a storage space, this program is not listed
in the Space Summary Template and accordingly contributes to building’s grossing factor.
• Principal’s Office with Conference Area: A Principal’s Office, sized to accommodate a

conference area, is provided at MSBA’s recommended allotment of 375 sf, and is located
adjacent to the Middle School Entrance.
• Principal Secretary/ Waiting: A Principal Secretary/ Waiting space is provided immediately

adjacent to the Principal’s Office, at the first floor of the middle school. This program is
allotted 125 sf, per MSBA’s recommended guidelines.
• Assistant Principal’s Office: The District requires two Assistant Principal’s Offices. One office
will serve the elementary school and the second will serve the middle school.
The elementary school’s Assistant Principal’s Office is located adjacent to the elementary
school entrance, to ensure proper monitoring of students and visitors throughout the day.
Subsequent to previous submissions, the District has reconsidered their position of
maintaining a single public entrance during school hours, due to challenges in maintaining
separation of student populations with late arrivals or early dismissals. By locating the
Assistant Principal’s office adjacent to the elementary entrance, visitors will need to access
the building through the office space, similarly to controls planned at the middle school
entrance. In addition to the Assistant Principal’s office, the admin space adjacent to the
630 of 1058
Schools
elementary entrance will include work space for two administrative professionals. This
work space is provided as part of the building’s grossing factor and not listed on the
Preferred Solution’s Space Summary Template.
At the middle school, the Assistant Principal’s Office is centrally located at the second
floor, with immediate adjacency to the Media Center’s enclosed classroom space.
The Assistant Principal’s Offices proposed for Design Alternative E.4 are both provided at
130 sf, as recommended by MSBA’s guidelines.
• General Office/ Waiting Room/ Toilet: The General Office/ Waiting Room is located
adjacent to the middle school entrance. Design Alternative E.4 allots a total of 542 sf to this
program need, inclusive of a single unisex Toilet Room serving the administrative suite. The
District acknowledges that this is 96 sf below MSBA’s guidelines, but believes it will support
their needs, both at the general office and for waiting areas at distributed administrative
spaces in other parts of the building
• Conference Room: A 283 sf Conference room is provided at the first floor of the middle
school, adjacent to the Principals’ Office. The program allotment for this space, in Design
Alternative E.4, meets MSBA’s recommended guidelines.
• Teacher’s Mail and Time Room: A single 100 sf Teacher’s Mail and Time Room is located
within the middle school general office suite. The program allotment for this space, in
Design Alternative E.4, meets MSBA’s recommended guidelines.
• Duplicating Room: To better serve the Districts duplicating needs, the space allotment for
this program has been distributed to two spaces. Design Alternative E.4 proposes a single
84 sf Duplicating Room at the first floor of the elementary school, with adjacency to the
Teachers’ Work Room, and a single 83 sf. Duplicating Room at the second floor of the middle
school. The middle school location is centrally located adjacent to and accessed from the
Teachers’ Workroom.
• Records Room: A single program space of 140 sf is provided within the general office suite
of the middle school. Located at the first floor, the program allotment for the Records
space, in Design Alternative E.4, meets MSBA’s recommended guidelines.
• Supervisory / Spare Office (SRO): The District has elected to use the Spare Office to house
the School Resource Officer. The space is located at the middle school, where the officer
dedicates most of their time, serving students at the most critical target age group. Design
Alternative E.3 locates a single 130 sf Supervisory/ Spare Office at an outside wall of the first
floor with a direct adjacency to the middle school entrance vestibule. A visual connection
will be provided to both the entrance plaza and to the vestibule space for improved
monitoring.
• General Waiting Room: Additional waiting space is necessary as a result of the District’s
request for distributed administrative spaces. Design Alternative E.4 proposes a 104 sf
631 of 1058
Schools
General Waiting Room to serve the Assistant Principal’s Office Suite at the
elementary school entrance.
• Guidance Office: The District has stated a need for two, 150 sf Guidance Offices with
adjacent Waiting Room and Storage space. This program is intended to serve the middle
school student population. Design Alternative E.4 provides two, 150 sf Guidance Offices
with a 100 sf Waiting Room and 40 sf Storage closet. The Guidance Suite is centrally located
outside the middle school’s second floor academic cluster.
• Teachers’ Workroom: The District has requested three Teachers’ Workrooms, distributed to
the elementary school and middle school wings of the building. Teachers’ Workrooms are
intended to provide collaborative meeting and lesson planning space for the staff. Two, 250
sf spaces are to be provided to the elementary school and a single 275 sf space is requested
for the middle school. Design Alternative E.4 distributes two Teachers’ Workrooms, each at
250 sf, to the first and second stories of the elementary wing. At the middle school a single,
centrally located, 275 sf Teachers’ Workroom is provided at the second floor, in proximity to
the elevator and east stair of the academic grade cluster.
• Custodian’s Office: A single 150 sf Custodial Office is provided at the first floor of the middle
school, in proximity to the main entrance lobby and supporting mechanical spaces. The
program allotment for this space, in Design Alternative E.4, meets MSBA’s recommended
guidelines.
• Custodian’s Workshop: A single 333 sf Custodian’s Workshop is provided at the first floor of
the middle school with a direct adjacency to the Custodian’s Office. The program allotment
for this space, in Design Alternative E.4, meets the MSBA’s recommended guidelines.
• Custodian’s Storage: The District has expressed a desire to maximize storage with the
potential of a school building project. Distribution of storage space is preferred over a single
location, to better serve custodial functions throughout the building. Design Alternative E.4
allocates a total of 375 sf of Custodial Storage Space distributed throughout the building. A
single 39 sf space and single 59 sf space is provided at the first floor of the middle school
wing, a single 103 sf space is provided at the first floor of the elementary school wing, a
single 26 sf space is provided at the second floor of the middle school wing, a single 98 sf
space is provided at the second floor of the elementary wing, and a single 50 sf space is
provided at the third floor of the middle school wing.
• Storeroom: The District has expressed a desire to maximize storage capacity with the
potential of a school building project. Distribution of Storeroom space is preferred over a
single location, to better serve the supply needs of the two school wings. Design Alternative
E.4 provides a single building 674 sf Storeroom, adjacent to the Receiving Room. This space
may be accessed from either the elementary or middle school wings of the building.
• Recycling Room/ Trash: A single 400 sf Recycling / Trash Room is provided at the first floor
of the middle school, in proximity to the kitchen and adjacent to the mechanical room. The
632 of 1058
Schools
program allotment for this space, in Design Alternative E.4, meets MSBA’s
recommended guidelines.
• Network/ Telecom Room: A single 200 sf space is provided at the first floor of the middle
school wing, adjacent to the mechanical room, and Custodial Workshop. The program
allotment for this space, in Design Alternative E.4, meets MSBA’s guidelines.
• Auditorium: The District is no longer pursuing an auditorium space as part of their preferred
option, which is a new construction project. Under the Add-Reno schemes, the existing
White Brook Middle School Auditorium is retained.
Educational Program:
Updated Educational Program
The following educational program for the Preferred Option has been prepared by the Easthampton
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.
633 of 1058
634 of 1058
Schools
EDUCATIONAL PROGRAM

AND
635 of 1058
Schools
TABLE OF CONTENTS
CLASS SIZE POLICIES
SCHOOL SCHEDULING
TEACHER PLANNING
PRE-KINDERGARTEN
KINDERGARTEN
LUNCH PROGRAMS
PHYSICAL EDUCATION
636 of 1058
Schools

CONSOLIDATION

637 of 1058
Schools
* Learning Visible
T HR EE OPTI ON S T O BE C ON SI DER ED FOR A B UI LDIN G PR OJEC T ARE:


638 of 1058
Schools
impairments
levels
will no longer have to travel and can spend additional time delivering services to students
needs of students
639 of 1058
Schools
can be facilitated
education
high school
up to high school
community
 Opportunities to eliminate staffing redundancies resulting from multiple school buildings with
distance between them will result in a decreased number of personnel needed to provide
services that are currently duplicated across four buildings.
service
640 of 1058
Schools
schools.
CLASS SIZE POLICIES

SCHOOL SCHEDULING
Physical
Name of Education
School Performing /
2 times
1 time per per week After
2-3 times week for for 45 min School
Center per week 1 time per 45 min for 1 time per
each time Program 4 (shared
Elementary for 30 min week for 45 grades K- week for 45
for grades (shared with Pepin
each time min for all 2; 2 times min for all
K-4 K-2; 1 time with School)
in all classrooms per week classrooms
per week Pepin
classrooms for 45 min for grades School)
each time 3-4
641 of 1058
Schools
for grades
3-4
After
School
Program
3:10-5:30
M-F
2-3 times For

5 sessions 5 sessions 5 sessions 5 sessions grades 1-
Maple per week
45minutes 45 min 45 min 45 min 4
Elementary for 30 min
5 sittings
each time 2 days per 2-3 days 2-3 days 3 days per Grades
PK-4 in all week per week per week week
classrooms K-4 can
also
travel to
Pepin for
before
and after
school
programs
1 time per
2 times
week for
per week
Neil A. for 45 min
per week 1 time per grades K- 1 time per School
Pepin each time 4 (shared
for 30 min week for 45 2; 2 times week for 45 Program
for grades with Center
Elementary each time min for all per week min for all
K-2; 1 time 3:10-6:00 School)
in all classrooms for 45 min classrooms
K-4 per week
classrooms each time M-F
for grades
for grades
3-4
3-4
White 60 min After 3 - 30

60 min 36 60 min
Brook School minute
60 min 5 days
36 days a 72 days Program lunches a
Middle times per N/A
a year year a year day in each
School week 2:45-5:00
of 2
5-8 M-TH cafeterias
642 of 1058
Schools
CURRENT
GRADE 5
GRADE 6
1 teacher Math
1 teacher Science
GRADE 7
1 teacher Math
1 teacher Science
GRADE 7/8
1 teacher Math
1 teacher Science
643 of 1058
Schools
PROPOSED
CURRENT
to sign out.
PROPOSED CHANGES
644 of 1058
Schools
enrollment.

MA T HEMA T IC S

645 of 1058
Schools
SC I EN C E
CURRENT
fields.
PROPOSED
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.
646 of 1058
Schools
SOC I A L ST UDI ES



647 of 1058
Schools
EN G LI SH LAN G UA G E LEAR N ER ( ELL) PR OG RA M

state testing.
CURRENT
PROPOSED
TEACHER PLANNING
CURRENT
648 of 1058
Schools
PROPOSED
PRE-KINDERGARTEN
CURRENT
PROPOSED
KINDERGARTEN

649 of 1058
Schools
LUNCH PROGRAMS
a nutritious meal.
650 of 1058
Schools

of Meal Periods
Ideally the dining area will have
two lunch rooms (with the
kitchen in-between and attached
to both). Each dining area would
be designed to accommodate
over 200 students during a lunch
period, for 3 lunch periods.
Faculty dining should be adjacent
K-8 Enrollment 1,051 to the kitchen and the student
dining areas.
ADP 575
Each serving area should have
Elementary meal periods: two serving lines with two cashier
Multiple meal periods at the stations. Kitchen and dining area
two sites. Pepin has four meal should be on first floor, for
periods. Maple serves K in natural lighting, deliveries and
lunch room by themselves over all positive environment.
Consolidation of and grades 1-4 have back to
grades Pre-K to 8 back lunches. The kitchen area should be
designed to handle meals for over
Middle school meal periods: 3 1000 students, staff, faculty and
periods in both of the two visitors. It should also have
separate cafeterias, with modern fire safety equipment;
about 30 minutes for lunch proper prep, cooking, serving,
and recess. and dining space and equipment;
up to date sinks, dishwasher, etc.
Breakfast is served in all to meet all health codes regarding
schools. food safety, as well as, new
cooking and serving food. A
cashier station with updated data
651 of 1058
Schools
computers should also be

available.

be a dock area that would

652 of 1058
Schools
systems.
653 of 1058
Schools
CURRENT
PROPOSED
libraries
654 of 1058
Schools
workshops
CURRENT
PROPOSED
CURRENT
655 of 1058
Schools
and events.

656 of 1058
Schools
PROPOSED
it will also meet community needs and is very much desired by them. Accordingly, the original plan was
657 of 1058
Schools
up or down.
PHYSICAL EDUCATION
CURRENT
PROPOSED
658 of 1058
Schools

school?
ELEMENTARY
MIDDLE SCHOOL
grouped together
ELEMENTARY
659 of 1058
Schools
MIDDLE SCHOOL
ELEMENTARY
closets.
MIDDLE SCHOOL
other classrooms
 Yes
660 of 1058
Schools
 No
 No
 No
each program:

661 of 1058
Schools




s tate r ev i ew :

662 of 1058
Schools
classroom.

classrooms.
PEPIN SCHOOL
and Title I teacher


project.
663 of 1058
Schools

pr oj ec t:
challenges
Kindergarten
 The gymnasium will need to be large enough to include a teaching station for adaptive PE
interventionists
our schools.

a robotics program.
664 of 1058
Schools



665 of 1058
Schools
PROPOSED CHANGES

as well.
to grade level classrooms for fluid and timely transitions. Space for literacy libraries of reading materials
666 of 1058
Schools
spaces.

667 of 1058
Schools

Vision
Theory of Action

668 of 1058
Schools
Initiatives

1 1 Year 1
student strengths.
669 of 1058
Schools
9. Use Massachusetts Tiered internal resources and

System of Support (MTSS) as expertise.
a framework for 8. Increase community
interventions and supports. partnerships to support
students’ social, emotional,
and academic growth.
solving culture.
needs.
670 of 1058
Schools
Summary of Key Educational Program Components:
Grade Configuration and Class Sizes:
A key component of the District’s Pre-K to Grade 8 Consolidation Educational Program, is

the reassignment of fifth grade students from middle school to elementary school.
Currently, fifth grade students follow the same curriculum model as grade 1-4 students, but
are grouped with students in grades 6-8 who follow a different model. This creates a break
in the educational continuum for fifth graders, which is reflected by poor scores in the
State’s assessment results.
The Preferred Option reflects the Educational Plan’s grade reassignment by providing an
elementary school wing that houses grades Pre-Kindergarten through Five, and a middle
school which houses grades Six through Eight. Formal classroom space, in combination with
Break-Out rooms and flexible learning zones in corridors, provide ample space to
accommodate the District’s class size policies as follows:
Class Size Policies:
• Kindergarten through First Grade: 17 – 21 Students

• Second Grade through Fourth Grade: 18 – 24 Students
• Fifth Grade through Eighth Grade: 22 – 24 Students
Primary Classroom Areas:
• Pre-Kindergarten/ Kindergarten: 1,156 sf

• General Classroom, Grades 1-8: 925 sf
• Break Out Classrooms 925 sf
• Science Classrooms: 1,200 sf
Curriculum Delivery and Methods:
Easthampton delivers its classroom instruction using a combination of whole group, small
group, partner configurations and independent study. A typical class period will begin with
a formal whole group lesson, followed by small group and independent instruction with the
teacher and students working independently at learning centers throughout the space.
Support services are provided by specialist teachers, who may require a small breakout
space and/ or a sensory-calming environment to better address individual or small student
group needs.
Design Alternative E.4 provides a wide variety of learning environments to support

Easthampton’s instructional model. At 925 sf each, general classrooms will support
traditional seating arrangements required for whole group lessons, with ancillary space for
smaller learning clusters. In addition, each classroom will have access to an enclosed small
group room for focused specialist instruction or time-out space for over-stimulated
students. Widened corridors, at the end of classroom wings, provide zones, outside the
formal classroom, where students can work independently or in small groups. Corridor
671 of 1058
Schools
learning zones are designed to increase teaching transparency and encourage stronger
cross-curricular connections.
At the elementary school level, all classrooms shall be provided with counter surface and a
minimum of one sink to support delivery of early science curriculum. More formal science
classroom space is provided at the middle school level, which shall include multiple sink
locations and perimeter counter surface. A separate Prep. Room is also provided adjacent
to each of the middle school Science Classrooms.
In pursuing a new building project, the District is focused on ensuring that the current 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 parent may have
over their kindergarten and first grade students interacting with seventh and eighth
graders. The proposed layout of Design Alternative E.4 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.
6-8
SHARED PROGRAM
PreK - 2 3-5
Figure 3.3.4.7
672 of 1058
Schools
potential sixth, shared space to accommodate higher fluctuations in enrollment. The early
education cluster is the exception, with four Pre-kindergarten spaces and six Kindergarten
Classrooms. At the elementary school, these clusters are defined by corridors, which can be
graphically coded for identity and way-finding purposes. At the middle school, a three-story
wing allows organization of grades by floor.
With a total of ten classroom spaces in the Pre-Kindergarten/ Kindergarten cluster, the
District will be provided with flexibility to assign rooms between grade levels as fluctuating
enrollments demand. Organization of this cluster places Pre-Kindergarten classrooms to
the east to allow separate entry and direct access to an enclosed, outdoor playscape. Inside
the building, Pre-Kindergarten classrooms are organized around a large, interior open ‘living
room’ space which will support a variety of activities, including indoor play, maker activities,
performances, snack time and storytelling. Kindergarten classrooms are located closer to
the elementary school commons, and are organized along a double loaded corridor to aid
students in their transition to the axial organization of the higher grade-level clusters.
Organization of the overall building, through the creation of student communities, is

expected to strengthen relationships among immediate peer groups, ease transitions
through succeeding grade levels, and provide a platform for modeling good citizenship.
Through its proposed configuration, the architecture will form a backdrop for staff
initiatives, helping students realize how their role impacts the larger classroom group, which
then helps define its grade-level cluster. In turn each grade level cluster plays a role in the
larger elementary or middle school populations, which together will form the image of the
new school.
‘Small School Feel’ ‘Large School Pride’
Figure 3.3.4.8
Community Progression
Following this pattern students will be able to experience the feel of a small school, while
identifying with the pride of a larger school community.
673 of 1058
Schools
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 preferred option layout of
Design Alternative E.4 incorporates two Break-Out spaces sized similarly to a general
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.
learning environments for students. Wide corridor zones are incorporated within classroom
clusters to allow informal small-group student work outside the formal classroom setting. In
addition, Small Group rooms are provided with a direct adjacency to general classrooms.
These rooms are primarily intended to provide a proximate, low-stimulus environment for
special needs students who need a break from the classroom activity, or for supplemental
one-on-one instruction. When not in use for these functions, the rooms will be available to
students for independent work, small group projects, or special testing.
At a larger scale, the elementary school grade-level clusters are organized off of a large,
open commons space which buffers the classroom wings from shared program spaces.
Beyond its pragmatic circulation function, the two-story atrium space of the commons is
intended to support multi-grade assemblies and vertical curriculum initiatives so that
student communities can be incrementally expanded to the larger school population. The
elementary school commons will also provide a reception zone where families can engage
with staff during drop-off and pick-up times. Natural lighting and outdoor views are planned
to enhance the quality of this space.
Equity:
A new school building, designed to serve pre-kindergarten through eighth grade students, as
proposed with the preferred Design Alternative E.4, ensures educational equity to all of
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.

Educational Plan are significant in that they address 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.
674 of 1058
Schools
Fiscal Year 2017

Estimated Choice-Out Costs $1,070,763.00
Estimated Charter School Costs $941,209.00
Subtotal – Estimated District Costs $2,011,972.00
Estimated Choice-In Revenue $633,264.00
Total Estimated Choice/ Charter District Costs $1,378,708.00
Table 3.3.4.1
FY 2017 Choice/ Charter Costs
Design Alternative E.4 will provide a complete solution to all of the District’s current
educational challenges. Following the opening of Easthampton High School, the District
realized an increase of Choice-In students. By pursuing a comprehensive solution to the
City’s educational challenges, it is believed that a significant drop in Choice-Out and Charter
School students will be realized, keeping valuable District resources within the school
system and available for increasing the educational impact to its students.
The Whitebrook 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. As
visitors approach the site, along the entrance drive, they are provided with views of Mt.
Tom as a backdrop to the school grounds. By locating the proposed building toward the
northwest corner of the property, Design Alternative E.4 complies with the District’s
request to preserve recent investments to the existing football field, while also essentially
staying outside the footprint of the existing middle school building. This location, combined
with the axial east-west orientation of classroom wings, is able to take advantage of passive
solar strategies and optimize daylighting while avoiding peak cooling loads from east and
west facing windows.
Figure 3.3.4.9
Proposed Site
675 of 1058
Schools
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. 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.
The ecology of the surrounding parklands is rich with forests, streams, wetlands, and vernal
pools. Access to these features is provided by several existing trailheads originating at the
school’s north and east property lines. The current middle school curriculum takes
advantage of these resources through its science and physical education programs and the
District looks forward to expanding this opportunity to its elementary school population.
Professional Development/ Support:
Easthampton teachers will be provided with 400 minutes of planning time every two
weeks, with a guaranteed duty-free period of at least 30 minutes. Design Alternative E.4
provides dedicated Teachers’ Work Room space at each floor of the elementary school, and
a single Teachers’ Work Room space at the second floor of the smaller sized middle school
wing. The middle school Teachers’ work room is centrally located near the elevator and
stairs for convenient access for teachers working on the first and third floors.
Professional Learning Communities (PLC) will be able to schedule time for meetings in either
the middle school wing Conference Room, or Psychologist Meeting/ Waiting Room. Break
Out Classrooms may also be available for PLC meetings, when not scheduled to support
classroom curriculum.
between vehicular and pedestrian traffic within the site, by providing continuous
sidewalks between the road and each building entrance. Both public entrances
(Elementary and Middle School) will be normally secured, and monitored. Other than
parent drop-off and pick-up times, interior vestibule doors will be locked forcing all visitors
to enter through their respective school’s administrative office suite. The service entrance
will be equipped with an intercom and access at this location will require staff assistance
from within the building. Staff entry will be provided by way of an electronic access
system.
676 of 1058
Schools
Figure 3.3.4.10 Figure 3.3.4.11

Middle School Entry Elementary School Entry
A closed circuit security camera system will monitor parking lots, play spaces and all building
entrances. Additional monitoring will be provided at stairs, corridors, the courtyard and
other areas as requested by the District.
Within the building, shared spaces, such as the cafeteria, gymnasium and media center are
located in proximity to the middle school and elementary school entrances, and can be
isolated from the building’s academic wings in the event of a lock-down, or to better
An existing secondary, gated vehicular access route from the south-abutting residential
neighborhood will be maintained for use by emergency personnel, and access for
emergency vehicles will be provided around the building.
Technology:
Integration of technology is recognized as a major component to the District’s curriculum.
Currently, the technology-based resources are extensively used by the Social Studies,
Science, and World Language programs, and are expected to be increasingly utilized by all
subjects in a new school. All classrooms will be equipped with interactive projectors and
document cameras, with large wall-size whiteboards. Laptop computers will also be made
available to classroom clusters to support the District’s technological initiatives.
Design Alternative E.4 will include sub-metering of utilities, which can be shared, through
the school’s network, to support real-world learning opportunities. Students will be able to
access power and water consumption as well as monitor power generation from a photo-
voltaic field on the roof.
Maker space is essential to the District’s commitment to implement new science,
technology and engineering standards to its students. At the elementary school level,
677 of 1058
Schools
general classrooms will have storage space for maker materials, which will be supplemented
by Break Out classrooms equipped to support project-based lessons. At the middle school
level, students will have access to a Technology Classroom, where projects will be
researched and developed. Each grade cluster will also have access to a Technology Lab
space where students can gain hands-on experience building their projects. While
Technology Lab spaces have a direct connection with the Technology Classroom, it is
District’s intent that these rooms be available for use by all curriculum subjects.
Phasing:
As this design alternative is completely located outside the footprint of the existing
Whitebrook Middle School, phasing efforts are not expected to require temporary
classroom space for middle school students or a cost burden associated with provisions
for temporary heat and power. Anticipated phasing for the project is limited to areas of
the parking lot and reconstruction of the football field, where these elements overlap the
existing school footprint in the proposed site layout.
Grade Reconfiguration:
Current Grade Configuration and Key Program Elements:
Easthampton provides educational programs for 1,574 students, inclusive of (51) pre-
kindergarten students. There are currently three elementary schools, a single middle school
and one high school available to support the following grade configuration.
School Grades Supported Student Enrollment

High School 9-12 471
Middle School 5-8 451
Maple Elementary School PreK-4 264
Center Elementary School K-4 196
Pepin Elementary School K-4 192
Table 3.3.4.2
Current School/ Grade Configuration
678 of 1058
Schools
Class schedules are currently structured around a 6.75 hour contractual day, and include the
following key program elements at the elementary school level:
Program Maple Elementary School Center Elementary School Pepin Elementary School
Science 2-3 sessions per week for 30 2-3 sessions per week for 30 2-3 sessions per week for 30
minutes, for all classrooms minutes, for all classrooms minutes, for all classrooms
Perf. / Visual Arts 5 sessions for 45 minutes 1 session per week for 45 1 session per week, for 45
each, 2 days per week minutes, for all classrooms minutes, for all classrooms
Music 5 sessions for 45 minutes 1 session per week for 45 1 session per week for 45
each, 2-3 days per week minutes for grades K-2; minutes for grades K-2;
2 sessions per week for 45 2 sessions per week for 45
minutes for grades 3-4 minutes for grades 3-4
PE/ Adaptive PE 5 sessions for 45 minutes 2 sessions per week for 45 2 sessions per week for 45
each, 2-3 days per week minutes for grade K-2; minutes for grades K-2;
1 session per week for45 1 session per week for 45
minutes for grades 3-4 minutes for grades 3-4
Library 5 sessions for 45 minutes 1 session per week for 45 1 session per week for 45
each, 3 days per week minutes for all classrooms minutes for all classrooms
Lunch 5 lunch sittings 4 lunch sittings (shared with 4 lunch sittings (shared with
Pepin Elementary School) Center Elementary School)
Table 3.3.4.3
Key Elementary School Program Elements
Class schedules are currently structured around a 6.75 hour day, and include the following
key program elements at the middle school level:
Program Whitebrook Middle School

Science 5 sessions per week for 60
minutes
Perf. / Visual Arts 36 sessions per year
rotation for 60 minutes
Music 36 sessions per year
PE/ Adaptive PE 58 sessions per year
Library N/A
Lunch 3, 30 minute lunch sittings
per day in each of the 2
cafeterias
Table 3.3.4.4
Key Middle School Program Elements
Proposed Grade Configuration and Key Program Elements:
The proposed grade configuration being considered in the proposed Educational Program is
a consolidation of all three elementary schools and the middle school with a Pre-K to 8
configuration.
679 of 1058
Schools
School Grades Supported Student Enrollment

High School 9-12 471
Consolidated PreK-8 School PreK-8 1,0101
1. Design Enrollment does not include pre-kindergarten enrollment figures. The 2016 –
2017 pre-kindergarten enrollment was 51
Table 3.3.4.5
Preferred Option School/ Grade Configuration
Currently, educational delivery of curriculum is structured around a 6.75 hour contractual

day. Contracts negotiated for the 2018 – 2019 academic year extend the contractual day by
5 minutes. This change will not impact impact the delivery of Key Program Elements as
described in Table 3.3.3.5, for the Preferred Option.
Program Elementary School Wing (K-5) Middle School Wing (6-8)

Science 2-3 sessions per week for 30 5 sessions per week for 60
minutes, for all classrooms minutes
Perf. / Visual Arts 1 session for 45 minutes, for all 36 sessions per year rotation for
classrooms 60 minutes
Music 1 session per week for 45 minutes 36 sessions per year rotation for
for grades K-3 60 minutes
2 sessions per week for 45
minutes for grades 4-5
PE/ Adaptive PE 2 session per week for 45 minutes, 58 sessions per year rotation for
for all classrooms 60 minutes
Library 1 session per week for 45 minutes 1 session per week for 60
for all classrooms minutes
Lunch 3 lunch sittings; 3, lunch sittings;
(K-1), (2-3), (4-5) One grade per seating (6,7,8)
Table 3.3.4.6
Preferred Option School/ Grade Configuration
Variances between Current and Proposed Grade Configurations:
The proposed grade configuration being considered in the preferred Educational Program is
a consolidation of all three elementary schools and the middle school with a Pre-K to 8
configuration. This grade configuration varies from the existing in that fifth grade students
will be removed from the middle school program, where class periods are 60 minutes long
and organized in teams, and placed in the elementary school program where class periods
are 45 minutes, and students remain with their primary teacher through the day, except for
delivery of specials (Art, Music, P.E., etc.). Class size policies, for fifth graders, will be
adjusted to align with the District’s upper-level elementary school guideline of 18-24
students per class.
Fifth grade curriculum will be adjusted to coordinate with key elementary school program
elements as follows:
680 of 1058
Schools
• Science: Currently, fifth grade students receive daily, 60 minute sessions of Science. As
part of the elementary school program, fifth graders will receive 2-3, 30 minute sessions
of Science per week.
• Performance and Visual Arts: Currently fifth grade students follow a rotation schedule
for their special curricular courses. As part of the middle school program, each student
receives 36, 60 minute sessions each year. Following the proposed grade
reconfiguration, fifth graders will receive one, 45 minute session per week as part of the
elementary school program. This equates to the same number of sessions in an
academic year, but for a shorter period each.
• Music: As part of the middle school program, following the Specials rotation, fifth
graders currently receive 36, 60 minute sessions of Music each year. As part of the
elementary school program, fifth graders will receive 2, 45 minute sessions of Music per
year. This variance expands fifth grade students’ exposure to music curriculum by
approximately 20.25 hours per year.
• PE/ Adaptive PE: Currently, fifth graders following the middle school Specials rotation,
receive two, 29 session rotations of PE instruction per year, for a total of 58 sessions.
The Preferred Option allows for a total of four Physical Education teaching stations
which will support simultaneous, separated instruction of elementary-level middle
school-level and adaptive PE.
• Library: The current middle school program does not include a regular component for
Library curriculum. Following the proposed grade reconfiguration, fifth grade students
will receive one, 45 minute session per week as part of the elementary school program.
• Lunch: Currently, fifth graders receive lunch at the 5-6 pod cafeteria over 3 sittings. The
proposed elementary school lunch program, under the Preferred Option, will include 3
lunch sittings, and fifth graders will share cafeteria space with the fourth grade during
their sitting.
Educational Benefits of Proposed Grade Reconfiguration:
Many changes begin emotionally, physiologically and intellectually for students at the fifth
grade age. While research varies widely on the most appropriate academic setting for
students of this age, it is commonly agreed that stresses associated with ‘fitting-in’ at a
middle school level are much higher than experienced in an elementary school setting. In
addition to these pressures, students transitioning to middle school need to adapt from a
self-contained teaching model to team teaching, which requires students to navigate
between classrooms in typically larger buildings than they’ve been accustomed to at the
elementary level. Middle school class periods are also longer in most districts, as is the case
in Easthampton. The culmination of these adjustments, combined with an increased capacity
for abstract thought at the adolescent age, presents students with an onslaught of challenges
which the Easthampton District believes can, at least in-part, be mitigated by delaying their
students’ transition to a middle school structure until sixth grade.
Easthampton’s fifth grade curriculum is currently aligned with their grade 1-4 model, but
adapted to longer class periods and a team teaching approach. At fifth grade, Reading,
681 of 1058
Schools
Writing and other academic streams follow the same program received by first through
fourth graders. By reconfiguring fifth graders to the elementary school level, the district will
be able to provide an increased continuity of curriculum to its students, while realizing an
increased efficiency of resources.
Evaluation of the Preferred Option:
Additional 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.
having to move to another school, easing the transition from Pre-Kindergarten to first
grade.
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.
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.
 Building a more cohesive community and easing transitions across grade levels and
vertically can be facilitated.
682 of 1058
Schools
 The school will be located in a place where it will be surrounded by natural green spaces
education.
 All students will 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.
 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.
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 site and facilities maintenance and food service.
Transition Plan for Grade Reconfiguration:
Community outreach began with the first community forum on February 28, 2017 followed
by additional forums on June 29, July 18, 2017, and January 16. 2018. All forums were taped
by Easthampton Media, the local cable access station for future viewing; PowerPoints were
put on the District website, in a drop down menu for School Building Project; and
information on each forum has been shared at School Committee meetings. The next public
information forum is scheduled for March 20, 2018. In addition to public forums, the
District Leadership held a presentation to teachers and staff of the current middle and
elementary schools to review the latest developments in the project and answer any
questions raised. An additional forum is scheduled for March 20 and a final forum may be
held just prior to the vote in May.
The Easthampton Public Schools School Committee Policy Review Sub-Committee voted on
February 21, 2017 to approve a new policy for a grade configuration change. Minutes are
included in Appendix F of this report.
Once the community has approved the project, initial projections for staffing needs will be
refined and communicated to the School Committee and District staff.
683 of 1058
Schools
Preferred Solution Space Summary:
The following Space Summary for Design Alternative E.4, represents the District’s Preferred
Option and is based on a total Design Enrollment of 1,010 students. The elementary school
enrollment is broken out as 673 students and the middle school enrollment is established as
337 students. Review of the Space Summary, shows a net program area of 118,990 sf and
a total gross building area of 176,155 sf to yield a grossing of 1.48. All spaces for this Design
Alternative will result from new construction.
Note: Red font on Space Summary Template represents changes between Design
Alternative E.4 and the previously submitted, preferred option of Design Alternative E.3.
All other aspects of the following Design Alternative E.4 Space Summary Template are
consistent with the previously reviewed preferred option program.
684 of 1058
PROPOSED
Design Alt E.4 PreK - Grade 8

MSBA Guidelines

NFA NFA NFA NFA NFA

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

Self-Contained SPED - Grades 1-5 925 2 1,850 925 2 1,850 950 5 4,750 8% of pop. in self-contained SPED
Self-Contained SPED - Grades 1-5 Toilet 56 1 56 56 1 56 60 5 300
Self-Contained SPED -Quiet Rm. 100 2 200 100 2 200
Self-Contained SPED - PreK w/ Toilet & Changing 1,206 1 1,206 1,206 1 1,206
Self-Contained SPED - PreK -Quiet Rm 100 1 100 100 1 100
Small Group Grades 1-5 100 11 1,100 100 11 1,100
SPED Therapeutic Grades 1-5 925 2 1,850 925 2 1,850
SPED Therapeutic Grades 1-5 -Quiet Rm 100 2 200 100 2 200
SPED Therapeutic Grades 6-8 800 1 800 800 1 800
SPED Therapeutic Grades 6-8 - Quiet Rm 100 1 100 100 1 100
OT (1-5) 150 1 150 150 1 150
PT (1-5) 200 1 200 200 1 200
OT (6-8) 150 1 150 150 1 150
PT (6-8) 200 1 200 200 1 200
Student Support 1-5 400 2 800 400 2 800
Student Suppor 1-5 - Quiet Rm 100 2 200 100 2 200
Student Support 6-8 400 2 800 400 2 800
Student Support 6-8 - Quiet Rm 100 2 200 100 2 200
685 of 1058
686 of 1058
DLC 925 1 925 925 1 925

DLC - toilet 56 1 56 56 1 56
DLC - Quiet Rm 100 1 100 100 1 100
SOAR 925 1 925 925 1 925
SOAR - toilet 56 1 56 56 1 56
SOAR -Quiet Rm 100 1 100 100 1 100
SPED Teachers Grades 1-5 300 4 1,200 300 4 1,200
SPED Teachers Grades 1-5 Office 100 2 200 100 2 200
SPED Teachers Grades 6-8 300 3 900 300 3 900
Psychologist Office 100 3 300 100 3 300
SPED Coordinator 200 2 400 200 2 400
Psych Meeting/ Waiting 250 1 250 250 1 250
ART & MUSIC 0 0 7,000 7,000 8,050

Art Classroom - Grades 1-5 1,000 1 1,000 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 1,200 1 1,200 assumed use - 50% population 2 times / week
Band / Chorus - 100 seats (Stage) 1,600 1 1,600 1,600 1 1,600 1,500 1 1,500

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

Adaptive P.E. 2,489 1 2,489 2,489 1 2,489
Gym Storeroom 150 1 150 150 1 150 150 1 150
Locker Rooms - Boys / Girls w/ Toilets 922 2 1,844 922 2 1,844 1,000 2 2,000
Gender-Neutral Changing Rm 117 1 117 117 1 117
MEDIA CENTER 0 0 5,539 5,539 5,539

Media Center/Reading Room Grades 1-5 1,500 1 1,500 1,500 1 1,500 5,539 1 5,539
Librarian's Office (1-5) 100 1 100 100 1 100
Media Center/ Reading Room Grades 6-8 3,405 1 3,405 3,405 1 3,405
Librarian's Office (6-8) 100 1 100 100 1 100
Media Center Classroom 434 1 434 434 1 434

Cafeteria / Dining Grades K-5 3,365 1 3,365 3,365 1 3,365 7,575 1 7,575 2 seatings - 15SF per seat
Cafeteria / Dining Grades 6-8 2,528 1 2,528 2,528 1 2,528
Chair / Table / Equipment Storage 536 1 536 536 1 536 536 1 536 200 SF for first 300 + .333 SF/student Add'l
Staff Lunch Room 353 1 353 353 1 353 353 1 353 200 SF for first 400 + .25 SF/student Add'l
Stage (See Band/ Chorus) 200 1 200 200 1 200 1,600 1 1,600
MEDICAL 0 0 905 905 810

Resting 434 1 434 434 1 434 100 5 500
Nurses' Office 153 1 153 153 1 153
Examination Room 92 1 92 92 1 92
687 of 1058
688 of 1058

Assistant Principal's Office - AP1 130 1 130 130 1 130 130 1 130
Assistant Principal's Office - AP2 130 1 130 130 1 130 130 0 -
Conference room 283 1 283 283 1 283 283 1 283
Duplicating Room (ES) 84 1 84 84 1 84 167 1 167
Duplicating Room (MS) 83 1 83 83 1 83
Records Room 140 1 140 140 1 140 140 1 140
General Waiting Room 108 1 108 108 1 108 100 1 100
Guidance Office 150 2 300 150 2 300 150 6 900
Teachers' Work Room (ES) 250 2 500 250 2 500 655 1 655
Teachers' Work Room (MS) 275 1 275 275 1 275

Storeroom 674 1 674 674 1 674 674 1 674
689 of 1058
690 of 1058
OTHER 0 0 0 0 0
2
Total Building Gross Floor Area (GFA) GSF of existing 0 GSF new 176,155 176,155 155,443
Grossing factor (GFA/NFA) #DIV/0! 1.48 (estimate) 1.48 1.50
1
2
Date: 02.16.18
691 of 1058
692 of 1058
Variations from Initial Space Summary and Acknowledgment of MSBA PDP Comments:
It should be noted that following the District’s selection of a Pre-Kindergarten through Grade 8
solution as the preferred option, significant influences have resulted in a completely unique
design for the Preferred Option than was presented in the PDP phase. Major influences include
a request to preserve the existing middle school building during construction, and a direction by
the Building Committee to the District, following their April 2017 meeting, to re-evaluate
program needs in an effort to better align with MSBA guidelines. This direction was provided as
a budget compliance exercise.
• Pre-Kindergarten w/ Toilet: The District acknowledges that (3) Pre-Kindergarten Classrooms

are provided in excess of MSBA Guidelines, and that this program has been approved by
MSBA, as submitted. Pre-Kindergarten classrooms are arranged so that a pair of classrooms
share a common 100 sf Changing Room. The Space Summary Template has been updated to
reflect these combined spaces as either Pre-Kindergarten w/ Toilet at 1,106 sf or Pre-
Kindergarten w/ Toilet & Changing at 1,206 sf. This is consistent with the Initial Space
Summary Template, however due to a revised organization of Pre-Kindergarten rooms, the
updated Space Summary Template reflects (1) Pre-Kindergarten w/ Toilet classroom at 1,106
sf, where the Initial Space Summary Template reflects (2) Pre-Kindergarten w/ Toilet
classrooms.
• Pre-Kindergarten w/ Toilet & Changing: The District acknowledges that (3) Pre-Kindergarten
Classrooms are provided in excess of MSBA Guidelines, and that this program has been
approved by MSBA, as submitted. 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 at 1,106 sf or Pre-Kindergarten w/ Toilet & Changing at 1,206 sf. This is consistent
with the Initial Space Summary Template, however due to a revised organization of Pre-
Kindergarten classrooms, the updated Space Summary Template reflects (2) Pre-
Kindergarten w/ Toilet & Changing classroom at 1,206 sf, where the Initial Space Summary
Template reflects just one Pre-Kindergarten w/ Toilet and Changing classroom. 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 w/ Toilet: The District acknowledges that (1) Kindergarten Classroom is

provided in excess of MSBA Guidelines, and that this program has been approved by MSBA,
as submitted. The Preferred Option reflects this change without deviation. Kindergarten
classrooms are arranged so that a pair of classrooms share a common 100 sf Changing
Room. The Space Summary Template has been updated to reflect these combined spaces
as either Kindergarten w/ Toilet at 1,106 sf or Kindergarten w/ Toilet & Changing at 1,206 sf.
The updated Space Summary Template reflects (3) Kindergarten w/ Toilet classrooms at
1,106 sf.
693 of 1058
• Kindergarten w/ Toilet & Changing: The District acknowledges that (1) Kindergarten
Classroom is provided in excess of MSBA Guidelines, and that this program has been
approved by MSBA, as submitted. The Preferred Option reflects this change without
deviation. 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 at 1,106 sf or
Kindergarten w/ Toilet & Changing at 1,206 sf. The updated Space Summary Template
reflects (3) Pre-Kindergarten w/ Toilet & Changing classrooms at 1,206 sf. The District
understands this 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.
• General Classrooms Grades 1-5: The District acknowledges that (1) 925 nsf General
Classroom is provided in excess of MSBA Guidelines, and that this program has been
deviation. The District requires five homeroom classrooms per grade cohort to support
their elementary-level design enrollment of 673 students. Seeing a current surge in their
early-ed enrollment, the District feels it would benefit from a flexible sixth homeroom space
for each cluster. At the PDP phase, they planned to meet this need through the addition of
(2) additional classrooms (27 total). The District has since requested that classroom-sized
Break Out rooms at each cluster would provide the flexibility they need to support a higher
population bubble moving through the grade levels. This change in approach was in
response to direction of the Building Committee to revisit program needs for improved
alignment with MSBA guidelines. The updated Space Summary Template reflects (25)
General Classrooms Grades 105 at 925 sf each.
• Break-Out (1-5): The District acknowledges that (2) 925 nsf Break-Out Classrooms are
provided for grades 1-5, in excess of MSBA Guidelines, and that this program has been
deviation. Break Out classrooms are intended to serve a dual function. Primarily, the
District plans to use these spaces as specialized instructional areas. These rooms will
provide space for tailoring instructional activities to classrooms and subgroups and extend
cooperative learning opportunities between classrooms. Break Out rooms shall be
equipped with project-based materials and art supplies. In addition, these rooms are
expected to provide flex-space to accommodate larger than average grade level
enrollments, and are also expected to provide optional space where professional learning
communities can meet.
• Break-Out (6-8): The District acknowledges that (2) 925 nsf Break-Out Classrooms are
deviation. Break Out classrooms for grades 6-8 shall support similar functions to the grade
1-5 spaces.
• Reading Teacher: The District acknowledges that (2) 925 nsf Break-Out Classrooms are
694 of 1058
deviation. The District has requested that all Reading Specialist Rooms be located at the
first floor of the Elementary Wing. There are three reading specialists at the elementary
level and one reading specialist at the middle school level. The three elementary
specialists are all certified as Reading Recovery teachers and deliver this early intervention
program to the lowest achieving first graders. Each specialist meets individually with four
children for forty minutes each in the morning. In the afternoon, each specialist provides
Title I services to a group of students qualifying for supplemental reading support in groups
of two to four students for forty-five minutes per group. Each of the three elementary
reading spaces will be utilized for instruction for the full school day every day other than
each teacher's contractual preparation and lunch periods.
There is one reading specialist at the middle school. Students qualify for services on the
basis of their Individual Education Plans. The teacher meets with groups of students
numbering from four to seven all day consistent with the middle school's long block
schedule.
Special Education:
• The District acknowledges that the Special Education program is subject to approval by the
Department of Elementary and Secondary Education (DESE). Discussions have begun
between the SPED Director, District Leadership and Design Team in preparation for the DESE
Submission, which is reflected to occur no later than July 11, 2018 on the revised Schedule.
• Self-Contained SPED – Grades 1-5 Toilet: The two Self-Contained SPED – Grades 1-5 Toilet
rooms provided in the Preferred Option meet all barrier-free requirements, however the
square footage of these spaces vary. The Initial Space Summary Templates allotment is
currently listed at 56 sf. In the Preferred Option, Design Alternative E.4, one Toilet Room is
provided at 56 sf and one Toilet Room is provided at 63 sf.
• Self-Contained SPED Pre-Kindergarten w/ Toilet & Changing: The Self-Contained SPED Pre-
Kindergarten classroom is arranged so that access to two shared toilet rooms is gained
through a common Changing Room. In the preferred option layout, this changing room is
assigned to the Self-Contained Pre-Kindergarten classroom. The updated Space Summary
Template reflects (1) Self-Contained SPED Pre-Kindergarten w/ Toilet & Changing classroom
at 1,206 sf.
• Small Group Grades 1-5: Through continued development of the Preferred Option layout,
the total quantity of Small Group Grades 1-5 rooms has been reduced from (17) to (15). In
Design Alternative E.4, classrooms are distributed so that adjacency requirements can be
met with (3) Small Group Grades 1-5 rooms per academic wing. In each wing, the corridor
widens slightly at its eastern end to provide small group project space, which faces a larger
(200 sf) Small Group Room. This room continues to have direct access to its adjacent
classrooms, but can also be opened to the widened corridor space to increase its flexibility.
The Preferred Option Space Summary Template reflects (11) Small Group Grades 1-5 spaces
at 100 sf, each and (4) Small Group Grades 1-5 spaces at 200 sf. This represents a reduction
of (2) program spaces, but a net increase of 200 sf in program allocation.
695 of 1058
• Small Group Grades 6-8: In the Preferred Option layout, the total quantity of Small Group
Grades 6-8 rooms has remained consistent with the Initial Space Summary Template, but
has evolved to mirror the organizational approach found at the elementary wing of the
building. In Design Alternative E.4, classrooms are distributed so that adjacency
requirements can be met with (3) Small Group Grades 6-8 rooms per academic wing. In
each wing, one end of the corridor widens slightly to provide small group project space,
which faces a larger (200 sf) Small Group Grades 6-8 Room. This room continues to have
direct access to its adjacent classrooms, but can also be opened to the widened corridor
space to increase its flexibility.
The Preferred Option Space Summary Template reflects (6) Small Group Grades 6-8 spaces
at 100 sf, each and (3) Small Group Grades 1-5 spaces at 200 sf. This represents a net
increase of 300 sf in program allocation.
• OT/PT/SPEECH (1-5): Originally carried a single 600 sf space in support of this program.
Through continued discussions, the District has indicated a need to subdivide this space at
the elementary grade levels, similar to its approach at the middle school. Design Alternative
E.4 reflects one OT (1-5) room at 150 sf and one PT (1-5) room at 200 sf. The Speech
program will be delivered in the 200 sf Small Group Rooms available within each academic
wing. Speech Pathologists will have desk space within the SPED Teacher Rooms. This
modification reduces the OT/PT/SPEECH (1-5) space need by 250 sf, and is consistent with
the changes described to the Initial Space Summary Template provided in Section 3.3.3 of
this report.
Art & Music:
• The District acknowledges that the program allocation for this category is 1,055 nsf below
MSBA Guidelines, consistent with previous submissions of the Preferred Schematic Report,
and that this program has been approved by MSBA, as submitted. The Preferred Option
reflects this change without deviation.
• PDP Comments noted that the proposed square footage for this category is below MSBA
guidelines for this category and asked the District to verify that the option, as proposed, is
sufficient to meet their programmatic needs.
At a proposed 7,000 sf, the program area for Art & Music is approximately 1050 sf below the
MSBA guidelines of 8,050 sf. The major contributing factor to the lower allocation is a
reduction from two allowed Art rooms at the kindergarten through 5th grade level to just
one.
The Educational Program for elementary-aged students requires one 45 minute session of
Art per week for all classrooms. Based on a 6.83 hour day and 45 minute class periods, a
single Art Classroom provides a weekly capacity of 45 sessions. The Preferred Option carries
31 classrooms, which require one session per week. This need can be satisfied with a single
room.
The District places a high value on providing a cross-curriculum teaching method to its
students, particularly with respect to the arts as a supporting role to academic curriculum.
696 of 1058
This emphasis is demonstrated by the District’s request to integrate maker-type spaces into
elementary school classrooms to support project-based learning initiatives, including art-
based work.
• Music Practice/ Ensemble Grades 1-5: The Preferred Option Design Alternative E.4 Space
Summary Template removes the “Grades 1-5” description from this program space label.
This supports better distribution of practice rooms so that (2) spaces may be provided at the
elementary-level music room and (2) spaces may be provided at the middle school-level
music room. The total quantity of rooms and square foot allotment is consistent with the
Initial Space Summary Template, but rooms are now better distributed to support the
District’s needs.
• PDP Comments note that the overall proposed square footage for this category was below
the MSBA guidelines in Alternative E. The Preferred Option is 5 square feet below MSBA’s
guidelines for this category. The District is aware of this differential and believes the
program, as proposed in Design Alternative E.4 will meet their educational needs.
• The District acknowledges that the program allocation for this category exceeds MSBA
Guidelines by 5,450 nsf as a result of increased gym space. The District further
acknowledges that while an increase in gymnasium allocation, up to 12,000 nsf, is permitted
following the November 9, 2016 MSBA Board Meeting, its eligibility for reimbursement is
subject to MSBA approval. Following receipt of MSBA’s December 14, 2017 PSR Review
comments, the District understands reimbursement for additional gymnasium space will be
limited to (1) additional 3,000 nsf teaching station for a total of 9,000 nsf in eligible
gymnasium space, and that all costs associated with the gross square footage of the
remaining Gymnasium (Adaptive PE) space will be excluded from the MSBA Grant.
• PDP comments note that the proposed square footage for this category exceeded MSBA
guidelines, and asked that the District provide an explanation of how the proposed square
footage is required to meet their educational needs.
Following further evaluation of their needs, the District has concluded that four teaching
stations will best support their planned curriculum goals for the gymnasium space. A single
teaching station will support physical education classes for all middle school-aged students,
following a72 day rotation per year. Currently, some elementary school students receive
physical education one time per week while others are provided class twice per week. With
consideration for the increased fifth grade population at the elementary wing, the District
has determined that physical education can be provided to all elementary school-aged
students with two dedicated elementary-level teaching stations. A fourth station is required
to support the School’s Adaptive PE program. This station requires some degree of noise
isolation, from the adjacent PE stations. To satisfy the District’s updated needs, the Space
Summary Template for Design Alternative E.4 now reflects one Gymnasium at 9,000 sf, and
one Adaptive P.E. gym space at 2,490 sf. This is substantially consistent with the changes
697 of 1058
described to the Initial Space Summary Template provided in Section 3.3.3 of this report,
however at 2,490 sf, the Adaptive P.E. space is 10 sf below the targeted size. The District
is aware of this discrepancy and feels the program will be supported at the proposed area.
Media Center:
• PDP Comments indicated that the overall proposed square footage for this category
exceeded MSBA guidelines. Following the Building Committee’s April 2017 direction to re-
evaluate program space needs, the School District agreed to adjust the Media Center
program allotment to meet MSBA guidelines. The program area is split between a 1,600 sf
Elementary School Media Center and a 3,939 sf Middle School Media Center. With this
change and removal of the Literacy Library program from the Space Summary Template, the
total area allotment of 5,539 sf for this category now aligns with the MSBA guidelines.
The Design Alternative E.4 Elementary School and Middle School Media Center program
remains consistent with the allocations noted above but is further broken down as follows:
• Media Center/ Reading Room Grades 1-5: One 1,500 sf space is provided to support this
function. The District requests adjacency with the Literacy Library (1-5) program and a visual
connection with the adjacent corridor.
• Librarian’s Office (1-5): A single 100 sf Librarian’s Office is provided in the Preferred Option
layout.
• Media Center/ Reading Room Grades 6-8: One 3,405 sf space is provided to support this
program function. The District requests adjacency with the Literacy Library (6-8), Media
Center Classroom, Technology Lab and Assistant Principal program spaces.
• Librarian’s Office (6-8): A single 100 sf Librarian’s Office is provided in the Preferred Option
layout.
• Media Center Classroom: A single 414 sf. enclosed classroom space is provided within the
Middle School Media Center. This space will be used for small group instruction, In School
Suspension, and Professional Learning Communities.
• Literacy Library (1-5): No longer reflected in the Initial or Preferred Option Space Summary
Template, the Literacy Library (1-5) program has been removed in response to PSR
comments received from MSBA on December 14, 2017.
• Literacy Library (6-8): No longer reflected in the Initial or Preferred Option Space Summary
Templates, the Literacy Library (6-8) program has been removed in response to PSR
comments received from MSBA on December 14, 2017.
• Cafeteria/ Dining: PDP Comments indicated that the overall proposed square footage for
this category was below the MSBA guidelines and asked that the District verify it would
meet their needs as proposed. In their response, the District expressed their intent to
provide lunches over three sittings. Factoring three lunch sittings, an Elementary School
698 of 1058
enrollment of 673 students and a factor of 15 sf per student, a total of 3,365 sf is required to
accommodate the District’s lunch needs. Consistent with the November 9, 2017
submission, the Preferred Option includes a single elementary wing and a separate, single
middle school wing cafeteria to support their student dining needs. Both cafeterias are
located immediately adjacent to the Kitchen. The Cafeteria/ Dining Grades K-5 is allocated
3,365 sf using a formula for three lunch sittings, however the space may be opened to the
adjacent elementary wing ‘Commons’ space which will provide future flexibility to offer
additional seating capacity if needed due to enrollment or policy changes. The Cafeteria/
Dining (6-8) is allocated 2,528 sf using a formula for two lunch sittings. The net result is a
combined Cafeteria/ Dining area allotment of 5,898, which is 1,682 sf below MSBA
guidelines but flexible enough to accommodate future increases in enrollment or changes to
the District’s serving policies. The updated Space Summary Template reflects one
Cafeteria/ Dining K-5 space at 3,365 sf and one Cafeteria/ Dining 6-8 space at 2,528 sf. This
is consistent with the Initial Space Summary Template reviewed in the November 9, 2017
submission.
• Cafeteria Scheduling: The District anticipates daily scheduling of the cafeteria spaces as
follows. At both the elementary and middle school level, the cafeteria spaces will be utilized
at the start of the school day for students who access the breakfast program. Additionally,
the district anticipates three lunch services daily at both levels. As the academic wings
serving the school’s students can be closed to the open circulation zone of the lobby and
commons areas, cafeteria noise is not anticipated to be a detrimental factor should the
cafeterias be left open to, or expanded into circulation zones. For elementary students, the
first sitting will serve grades PK-1, the second will serve grades 2-3, and the third will serve
grades 4-5. For middle school students, student sittings will be divided by grades 6, 7 and 8.
The three-sitting model is believed to both support student management due to students
being grouped developmentally and also eases academic scheduling. Setup and Breakdown
of the cafeteria is expected to take 45 minutes before and after the dining periods, leaving
the space available for scheduled, flexible use during the remainder of the school day.
• Stage: The District acknowledges that (1) 200 nsf Stage is provided, which is 1,400 sf below
MSBA Guidelines. In April 2017, the Building Committee recognized that the District-specific
program needs exceeded MSBA Guideline and as a result directed the School Department to
find improved efficiencies in the layout which would still support their educational needs.
The Stage was one program element where significant improvement to its utilization could
be realized. Following a visit to the Sherwood Middle School in Shrewsbury, MA, the District
approved the shared program use of the Band/ Chorus Room with the stage function. To
accommodate this shared use, an acoustically treated operable partition is proposed at the
proscenium opening(s). As part of this change, it was requested that a small stage area be
preserved at the Gym-side of the partition to support speaking presentations and school
assemblies without a need to open the operable partition for each event. Through the
resulting layout, the District is proposing a 1600 nsf Band Chorus Room that will also serve as
the school's performance stage space. When not supporting band, chorus, and drama
performances, it will be used daily as the band classroom. As such, it will be utilized all day,
every day for instrumental music instruction and classes consistent with the middle school's
699 of 1058
long block schedule other than during the teacher's contractual preparation and lunch
periods.
• In addition, a 200 nsf deep proscenium opening at the stage elevation will allow the school's
many non-performance assemblies to take place without disturbing or displacing the band
classroom whose classroom doubles as the larger performance stage. Events falling into this
category include lectures, meetings, presentations, talks, assemblies, etc. This space will be
used multiple times per week to support the instructional program, but not scheduled as a
space to regularly deliver any one component of the instructional program. Through
continued discussions with the District and development of the plans, the actual measured
area for the stage space is 308 nsf, however for consistency with previous submissions, the
program need on the Space Summary Template is held at 200 nsf. The delta is absorbed
within the building’s grossing factor.
Medical:
• The District acknowledges that the program allotment for this category exceeds MSBA
Guidelines by 95 nsf, and that all associated square footage in excess of 810 nsf will be
ineligible for reimbursement.
• PDP Comments indicated the overall proposed square footage of this category exceeded
MSBA’s guidelines, and asked that the District explain the need for additional space as part
of their PDP response.
At a proposed 905 sf, this category exceeds MSBA’s guidelines by 95 sf. Through further
discussions with the District, the following program spaces are provided in support of their
program needs:
• Medical Suite Toilet: This space meets all barrier-free requirements, but at 56 sf is slightly
smaller than the Initial Space Summary Allotment of 60 sf.
• Nurse’s Office/ Waiting: In an effort to increase efficiencies, the District has revisited their
need for two separate entrances, but ultimately has decided to retain the two entrances
and waiting spaces for their different age populations, as originally requested. Two 85 sf
waiting rooms are provided with a visual connection to the Nurse’s station.
• Resting: Design Alternative E.4 provides a single 434 sf, resting area with two middle school
cots and two elementary school cots separated by privacy curtains. The elementary and
middle school cots are located on opposite sides of the space and separated by the nurse’s
station, toilet room and exam room.
• Examination Room: This space is not reflected in the Initial Space Summary Template,
however the District has stated a need for a private exam space. To minimize the impact of
this program space, the District has reduced its Resting need from five stations to four. The
Preferred Option Space Summary Template includes one Examination Room at 92 sf.
• Nurse’s Station: The District has clarified that a nurse’s station, sized to accommodate three
work stations will best support their needs. At their request, the Station is open to the
700 of 1058
resting areas with views to the student waiting areas. Design Alternative E.4 provides
a single 154 sf Nurse’s Station to meet the District’s needs.
• Plan revisions to the Preferred Option Layout reflect a program allocation for this category
which is 242 nsf below MSBA Guidelines (this savings is reduced from 379 nsf as submitted
with the November 9 PSR submission). The change is primarily reflected by a slightly larger
program need at the General Office/ Waiting Room/ Toilet program (Middle School Office
Suite) and General Waiting at the Elementary Wing Office Suite.
• PDP Comments indicated that the overall square footage for this category exceeded MSBA
guidelines, and asked that the District explain the need for the additional space.
Following further review of the program in this category, the District has requested that
three spaces be relocated to the SPED category to more appropriately reflect their function.
The reassigned programs include (3) Psychologist Offices, (2) SPED Coordinators and a single
Psych Meeting/ Waiting space representing a net area program need of 952 sf. With this
reassignment, and through continued development of the plans, the program need for the
Administration and Guidance Category is 3,541 sf. At 242 sf below the MSBA guidelines for
this category, the delta is explained by a lower guidance office need in the District, and an
increased need for administrative waiting and Teacher Work Room space.
The District Guidance Office need is reflected on the updated Space Summary Template as
(2) 150 sf spaces. This is 600 sf below the MSBA guidelines, but meets the District’s need.
The District has requested distributed administrative spaces. As a result, additional waiting
space is needed to support a second administrative office adjacent to the elementary wing
entrance. The District requires (2) Assistant Principal Offices at 130 sf. each, which exceeds
the MSBA guidelines by 130 sf. The updated Space Summary Template reflects one
General Waiting Room at 108 sf and one Guidance Waiting Room at 100 sf, which exceeds
the MSBA guidelines by 131 sf.
The District has requested distributed Teacher Work Rooms, located and sized adequately
to encourage use by their staff. The updated Space Summary reflects (2) Teachers’ Work
Rooms (ES) at 250 sf each and one Teachers’ Work Room (MS) at 275 sf. The middle school
space is centrally located adjacent to a stair on the second floor. This represents a total
allotment of 775 sf, which exceeds MSBA Guidelines by 120 sf. The District is aware of this
increased allotment but believes it is necessary to support their adjacency and program
needs. This is consistent with the Initial Space Summary Template reviewed with the
November 9, 2017 submission.
• General Office/ Waiting/ Toilet: The combined square footage of the General Office/
Waiting area and General Office Toilet Room is carried on the Design Alternative E.4 Space
Summary Template as 572 sf. This allocation is 66 sf below the program area allotment of
638 sf established in the Initial Space Summary Table. The District believes the General
Office/ Waiting/ Toilet area, as proposed will meet their needs for the Middle School Office
Suite.
701 of 1058
• General Waiting: A single 108 sf General Waiting room is provided at the Assistant
Principal’s office suite, adjacent to the elementary wing entrance. The Initial Space
Summary Template establishes a need for two, 100 sf General Waiting rooms, however the
District believes the program need is met with the Preferred Option layout which reduces
the anticipated need by one space and 92 sf.
• While distribution of program spaces has been modified from previous submissions, the area
allocation for the Custodial & Maintenance category has not changed and continues to
match MSBA Guidelines, at a total of 2,568 nsf.
• PDP Comments indicated that the overall proposed square footage for this category was
below the MSBA guidelines and asked the District to confirm the proposed design met their
program needs. In their response, the District indicated they would like to see developments
of the Preferred Option increase the space allocation of this category to meet the MSBA’s
guidelines. The updated Preferred Solution provides 2,568 sf of program area for this
category, which aligns with MSBA guidelines.
• Custodian’s Storage: The total allotment of program area for Custodian’s Storage equals the
375 sf need established in the Initial Space Summary Template, however it is distributed
throughout the school, as follows: A single 39 sf space and single 59 sf space is provided at
the first floor of the middle school wing, a single 103 sf space is provided at the first floor of
the elementary school wing, a single 26 sf space is provided at the second floor of the
middle school wing, a single 98 sf space is provided at the second floor of the elementary
wing, and a single 50 sf space is provided at the third floor of the middle school wing.
Other:
• The District is not pursuing any program under the “Other” category which is consistent with
the Initial Space Summary Template reviewed as part of the November 9, 2017 submission.
Sustainability Documents:
The Design Team and District Stakeholders met in April, 2017 to review NE CHPS and LEED-S
compliance paths with a focus on determining appropriate credits to pursue under each.
Following this meeting, the District indicated their preference to follow the LEED-S program and
established a minimum goal of ‘Certified’ with successful completion of EA Credit 2 (targeting 11
of 16 points) to exceed the State’s Energy Code (ASHRAE 90.1-2013) requirements by 20
percent. A follow up meeting is planned for early in the Schematic Design Phase to ensure all
parties understand the project goals and their roles in meeting the District’s sustainability
needs.
In support of the District’s sustainability goals, the Preferred Option is sited with several critical
considerations:
• Wetland Preservation: The building is sited to respect designated wetlands and riparian
zone setbacks within the Site. While there is some work proposed within both wetland and
riparian buffers, it is minimal and at locations previously developed. Following the site
702 of 1058
organization proposed for the Preferred Option it is anticipated that significant portions
of previously developed land within the riparian zones and wetland buffers may benefit
from restoration to its natural state.
• Open Space Protection: The building is located on the existing athletic fields to protect as
many trees as possible. The design features an extremely compact footprint, with a 2-story
wing for Grades PreK-5 and the 3-story wing for Grades 6-8, to preserve as much open space
as possible.
• Passive Solar Orientation: The four classroom wings are designed so that the long sides,
with classroom windows, all face either north or south. South-facing windows will have
solar shading, to protect glazing from direct sun in the cooling season. This allows for ideal
daylighting and orientations, and avoids peak cooling loads from east and west windows.
• Working with the Natural Topography: The design works with existing slopes to minimize
site impact, and integrate stormwater management into the design.
• Connection to the Outdoors: Central circulation spines give access to indoor wings but also
outdoor play spaces and classrooms. The outdoor courtyards between each wing function as
outdoor classrooms, easily accessible for each grade level. Natural resources inherent to the
site, such as perennial streams, vernal pools, wetlands and a series of nature trails provide
abundant opportunities for staff to integrate real-world observations into their lesson plans.
• Joint Use of Site: The merger of the Town’s three Elementary schools and one middle
school result in a highly efficient, community oriented building. A single kitchen, and
gymnasium are planned for shared use by all students. The building will become a valuable
community asset. Administrative staff can work together more efficiently.
Other sustainable site design strategies include: Reduced site lighting and light pollution, and
native and drought-resistant plantings to reduce or eliminate irrigation.
Sustainability Scorecard:
The District is pursuing an additional 2% reimbursement from the MSBA High Efficiency
Green School Program. In accordance with the MSBA’s 2017 policy, as outlined in their
Project Advisory 41, the District has confirmed a minimum goal of ‘Certified’ with the
project exceeding the level of energy efficiency required in the current Massachusetts (base)
energy code by 20%, using the LEED-S EA “Optimize Energy Performance” credit submittal.
If the budget will allow, the District is interested in pursuing a goal of ‘Silver’.
Consistent with the District’s decision to pursue the LEED-S V4 compliance path, the
following Sustainability Scorecard, prepared by The Green Engineer, Inc., has been
developed collaboratively between the District and Design Team and is included to identify
the attempted credits which should be included in the final design.
703 of 1058
704 of 1058
705 of 1058
Signed Sustainability Letter from the Designer:
706 of 1058
Building Plans:
The organization for the Preferred Option is based on a development of the Whole School
Diagram, Option 2 Grade Clustering graphic, illustrated on page 56 of the PDP submission. In its
final form, academic wings are limited to one grade-level each with PreK-2 clusters on the first
floor of the elementary school and grades 3-5 clusters on the second floor of the elementary
school. The common use space serves as a buffer between the elementary and middle school
age groups and the academic clusters at the three story middle school are organized by floor.
The following concept plans are provided to illustrate the District’s preferred option and reflect
the program documented in updated Space Summary Templates.
707 of 1058
708 of 1058
709 of 1058
710 of 1058
711 of 1058
712 of 1058
713 of 1058
714 of 1058
715 of 1058
716 of 1058
Budget:
The Budget for the Preferred Solution, Design Alternative E.4, providing a New Pre-K to Grade 8
Option is defined in the two following sections.
The estimated construction costs are based on the VJ Associates cost estimate dated February
12, 2018, and included as Appendices D and E of this report. This cost estimate was prepared to
provide a more in depth review of the cost of the option in order to evaluate the comparative
costs of the different alternatives as depicted in the estimate.
The cost estimates will be continually refined throughout the design process, to maximize the
potential of a new Pre-K to Grade 8 project, including building systems, and site work.
During the Schematic Design phase, both Caolo & Bieniek Associates, Inc. and Colliers
International (formerly Strategic Building Solutions) will perform concurrent cost estimates to
maintain rigorous cost control.
Additionally, the project includes a cost estimate and value engineering period during the Design
Development Phase, a constructability review, cost estimating and budget validation period
during the Construction Document Phase, to ensure the project remains within the approved
budget.
Estimated Total Construction Cost
The Construction Budget for the New Pre-K to Grade 8 School Option, is $90,234,964.00
defined in the detailed construction estimate, dated February 12, 2018 as prepared by
VJ Associates. The estimate is included as Appendix D of this report.
Estimated Total Project Cost
The Project Budget for the New Pre-K to Grade 8 School Option is $109,308,415.00 defined
in a preliminary 3011 Project Budget Form prepared by Colliers International. The
Summary of Preliminary Design Pricing is appended to the end of this section and
represents the District’s current not to exceed Total Project Budget.
Estimated Funding Capacity
The City of Easthampton intends to issue General Obligation Bonds to satisfy the
municipality’s share of the total project cost for this project. The City has more than
adequate capacity for this project, as we are significantly below our debt limit as defined in
M.G.L
Other Municipal Projects
The following represent other municipal projects in the City of Easthampton:
717 of 1058
718 of 1058
This amount will be finalized as the local approval process draws near.
Local Process
The borrowing authorization for this school building project will require two successful
approvals. The first requirement was completed on February 14, 2018, with the successful
approval of the “Ballot Question” by the City Council. The second requirement will be a
successful “City Debt Exclusion Vote” for the Project. The debt exclusion ballot vote
requires a simple majority for approval and is tentatively scheduled for May 22, 2018.
Estimated Tax Impact
With the approximately $61 Million issuance of the City’s share of this project and a range of
the bond term between 20 to 30 years, at an estimated 4% interest rate, the impact to an
average Easthampton single family homeowner with an average home assessment value of
$228,400 (based on FY2016 valuations) would have an annual tax impact on that average
homeowner of $680 to $875 per year.
Budget Statement:
The following pages reflect the Budget Statement for the Preferred Option solution.
719 of 1058
720 of 1058
721 of 1058
722 of 1058
723 of 1058
724 of 1058
725 of 1058
726 of 1058
Project Schedule:
The project schedule anticipates authorization of the preferred schematic option by the MSBA Board
of Trustees at its April 10, 2018 meeting. As discussed with the MSBA Project Coordinator, this also
anticipates a presentation to the MSBA Facilities Assessment Subcommittee on March 14, 2018.
The Schematic Design Report is anticipated to be complete and submitted to MSBA by July 11, 2018
with anticipation of MSBA Board action to approve the Project Scope and Budget Agreement at its
meeting on August 29, 2018.
The District is planning a Special City Vote for debt exclusion on May 22, 2018.
With local authorization by June 1, 2018 and MSBA Board authorization on August 29, 2018, the
Design Development Phase of design will commence with its completion and submission to MSBA
planned for December 19, 2018. The Construction Documents phase and its required submissions
are planned to be completed by May 23, 2019.
The actual bidding by pre-filed subcontracts and by general contractors is scheduled for May 28,
2019 until August 1, 2019 (Prequalification of bidders will be taking place from February 11, 2019
until May 23, 2019, during the construction documents phase of design).
The construction phase of the new Pre-K to Grade 8, preferred option, is planned to start in August
16, 2019 with construction anticipated to take approximately 22 months extending to September 1,
2021. The closeout phase of the project will start in September 2021 and extend until approximately
December of 2021.
The following Work Plan summarizes key tasks from Schematic Design through Project Closeout,
and supports the more detailed project schedules immediately following:
727 of 1058
728 of 1058
729 of 1058
730 of 1058
731 of 1058
732 of 1058
733 of 1058
734 of 1058
3.3.5 Local Actions and Approvals:

LAA Certification and Minutes:
Following a presentation of this report, The Easthampton School Building Committee (SBC)
voted to approve the Preferred Schematic Report and its submission to MSBA at their February
13. 2018 meeting. An original, signed Local Action and Approval Certification on District
Letterhead is included in Appendix F of this report. Original, certified copies of the minutes of
all SBC meetings, following submission of the PDP (beginning January 2017), are on file with the
original PSR Submission. Original, certified copies of subsequent minutes (November 6, 2017
through February 13, 2018) are included in Appendix F of this report.
LAA Certification; Grade Reconfiguration:
An original, signed Local Action and Approval Certification on District Letterhead is on file and
included in Appendix F of the November 9, 2017 PSR Submission. Original Certified Minutes
supporting this Certification are on file with the original PSR Submission and include the
following:
• School Committee Policy Review Sub-Committee Meeting, February 21, 2017

• School Committee Meeting, February 28, 2017
• School Committee Meeting, March 21, 2017
SBC Meeting Dates and Agendas:
The following meeting agendas provide a brief description of materials presented/ discussed at
SBC meetings during the Preferred Schematic Report phase of the Feasibility Study.
735 of 1058
736 of 1058
737 of 1058
738 of 1058
739 of 1058
740 of 1058
741 of 1058
742 of 1058
743 of 1058
744 of 1058
745 of 1058
746 of 1058
747 of 1058
748 of 1058
749 of 1058
750 of 1058
751 of 1058
Public Forums:
A total of three public, informational forums were held to date. The presentations are available
on the District’s website, http://www.epsd.us/district/SchoolBuilding/Easthampton-Public-
Forum-6-29-17.pdf with questions and answers also posted at https://epsd-
my.sharepoint.com/personal/eps-
files_epsd_us/_layouts/15/WopiFrame.aspx?docid=03237a57c5b134c678f77e9388ba86ecc&au
thkey=AZT5ljFg_w0wcyEtIAy6iWg&action=view
Slides of the presentation are included on the following pages:
752 of 1058
February 28,2017 Forum Presentation
753 of 1058
754 of 1058
755 of 1058
756 of 1058
757 of 1058
758 of 1058
759 of 1058
760 of 1058
761 of 1058
End of February 28 Forum
762 of 1058
June 29, 2017 Forum Presentation:
763 of 1058
764 of 1058
765 of 1058
766 of 1058
767 of 1058
768 of 1058
769 of 1058
770 of 1058
771 of 1058
772 of 1058
End of June 29 Forum
773 of 1058
July 18, 2017 Forum Presentation
774 of 1058
775 of 1058
776 of 1058
777 of 1058
778 of 1058
779 of 1058
780 of 1058
781 of 1058
782 of 1058
783 of 1058
End of July 18 Forum
784 of 1058
785 of 1058
786 of 1058
787 of 1058
788 of 1058
789 of 1058
790 of 1058
791 of 1058
792 of 1058
793 of 1058
794 of 1058
795 of 1058
796 of 1058
797 of 1058
End of January 16, 2018 Forum
798 of 1058
APPENDIX A
MSBA Preliminary Design Program Review and District Response
799 of 1058
800 of 1058
CURTIS A. EDGIN, AIA, NCARB
JAMES M. HANIFAN, AIA, NCARB.
KENNETH R. JODRIE, AIA, LEED AP
BERTRAM W. GARDNER IV, AIA, NCARB
JOHN D. MACMILLAN, AIA, LEED AP
CAOLO & BIENIEK ASSOCIATES, INC.

ARCHITECTURE • PLANNING • INTERIOR DESIGN
February 14, 2017
Attn: Allan Minkus
67 Hunt Street, Suite 119
Agawam, MA 01001
Re: Easthampton Public Schools, Maple Elementary School

Response to MSBA PDP Comments
Dear Mr. Minkus,
I am writing to address comments provided from MSBA to the school District regarding the
Module 3 Preliminary Design Program submission. Comments were received on February 1,
2017, and require response, through your office no later than February 14, 2017.
As your office stated in our January conference call with MSBA, the District has selected the
PreK through Grade 8 Educational Plan as the approach that will best support their educational
goals moving forward. This action has removed the Maple Elementary School, Center
Elementary School and Pepin Elementary School from consideration for development in future
submissions.
3.1.1 – Introduction:
School References: Future submissions will be reviewed for consistency of school names,
where they are referenced.
Comment 2: The Preliminary Design Program (PDP) report indicates MSBA’s

approval for Easthampton to pursue a feasibility study for the Maple
Elementary School was granted at their May 30, 2014 board meeting,
however the report did not include a copy of the letter. A copy of this
letter, dated September 30, 2015, is attached to this response.
3.1.2 Educational Program:

The District has elected to pursue the PreK through Grade 8 Educational Plan as their
preferred approach to the project (Design Alternative E). This will be the only educational
plan submitted with the Preferred Schematic Report (PSR).
3.1.3 Initial Space Summary:

Comment 1:
Alternative ‘C’: Several classroom areas have been revised to closer align with the
MSBA Space Summary guidelines. Specific revisions are clouded on
the attached Alternative ‘C’ floor plans, and result in all classrooms
meeting, or exceeding the minimum MSBA guideline of 900 sf. All
general classrooms now range between 940 sf and 961 sf, and all
kindergarten classrooms, including toilet rooms, range between 1,210 sf
and 1,231 sf. An updated Space Summary Template is also attached
521 East Street • Chicopee, Massachusetts 01020-4176 • (413) 594-2800 • Fax (413) 594-2900 • info@cbaarchitects.net
801 of 1058
Response to MSBA Comments
Page 2 of 23
for Design Alternative ‘C’, to reflect these changes. Please note, this
option is no longer being pursued by the District.
Alternative ‘D’: Revisiting the space needs with the District, it is confirmed that a
minimum of five (5) kindergarten rooms are needed to satisfy the
kindergarten cohort of 107 projected students of the 535 student Design
Enrollment, with a need of six (6) kindergarten rooms to satisfy the
current kindergarten enrollment of 127. This need is based on the
target classroom populations identified in the educational plan as 17 –
21 students per kindergarten classroom, The District thanks the MSBA
for picking up on this discrepancy and, moving forward, requests that
two additional kindergarten classrooms be considered (for a total of six
rooms). This will result in a low-end targeted class size of 17 students
using the Design Enrollment numbers while maintaining a capacity to
serve the high-end target class size of 21, even in the currently larger
than projected enrollment of 129 kindergarten students. While the
District is no longer pursuing the PreK through Grade 4 Educational
Plan, revised Floor Plans and Space Summary Templates for Design
Alternative ‘D’ are provided which reflect the increased number of
requested Kindergarten classrooms.
This need applies to both Design Alternatives ‘D’ and ‘E’, to support the
District’s full kindergarten population. Organization of Pre-kindergarten,
Kindergarten and First Grade classrooms will take population
fluctuations into consideration as applicable options are developed. At
minimum, this will be accomplished by strategically locating rooms that
can accommodate access from both their assigned grade pod and the
one immediately above or below it.
Alternative ‘E’: Revisiting space needs with the District, it is confirmed that three
standard Pre-kindergarten classrooms and one Special Education Pre-
kindergarten classroom are required. As indicated above, the District is
requesting a sixth Kindergarten room to meet the needs of higher than
expected population bubbles. The attached Design Alternative ‘E’ Floor
Plans and Space Summary Template have been modified to re-assign
room 1210 from a Pre-kindergarten to a Kindergarten classroom. This
classroom would be served by doors in both the Kindergarten corridor
and Pre-kindergarten corridor, allowing the room to be flexible in its
assignment as higher fluctuations in student populations are
experienced, as in recent years. Similarly, Kindergarten Classroom
1199 would be served by doors in both the Kindergarten and First
Grade corridors to accommodate population swings as they move up
through the grade levels. This modification does not increase the
combined number of Pre-Kindergarten and Kindergarten rooms
provided in the initial report but only reallocates the space to better align
with the District’s needs. As submitted, the District believes the
modified Design Alternative ‘E’ is sufficient to meet their Pre-
kindergarten and Kindergarten needs.
The District appreciates MSBA’s consideration for (2) additional
classrooms, beyond what is provided by the Initial Space Summaries
submitted in the PDP (note the District is requesting a total of 27

A R C H I T E C T U R E • P L A N N I N G • I N T E R I O R D E S I G N
802 of 1058
Page 3 of 23
general classrooms for grades 1-5). These added rooms are not
currently being reflected in the Design Alternatives, however upon
confirmation of approval, future submissions will reflect the additional
Grade 1-5 classrooms. The decision to initially assign the requested
rooms to the elementary school results from the inclusion of Science
Classrooms at the 6-8 grade levels. The District believes the three
allocated Science rooms will serve as a sixth home room for each grade
level and accommodate higher than anticipated grade populations
moving through the middle school. The Design Team will make an
effort to maximize the flexibility of the two requested classrooms to best
serve transition years as PreK through Grade 8 options continue to be
explored.
Special Ed: The District understands that the proposed Special Education program
is subject to DESE approval and that approval is a prerequisite for
executing a Project Funding Agreement. A DESE submission package
will be prepared in conjunction with the preferred option.
Art & Music: Review of each Alternative shows the following (note: the District is
only pursuing development of Alternative ‘E’ at this time):
Alternative ‘A’: The existing 2,580 sf of Art & Music Program in this
Design Alternative exceeds the MSBA programming guideline of 2,425
sf. The District believes this program is sufficiently supported.
Alternative ‘B’: At a proposed 2,438 sf, the program area for Art & Music
is comparable to the MSBA program guideline of 2,425 sf. The District
believes this program is sufficiently supported.
Alternative ‘C’: At a proposed 2,425 sf, the program area for Art &
Music meets the MSBA guidelines of 2,425 sf. The District believes this
program is sufficiently supported.
Alternative ‘D’: At a proposed 3,796 sf, the program area for Art &
Music is comparable to the MSBA guidelines of 3,800 sf. The District
believes this program is sufficiently supported.
Alternative ‘E’: At a proposed 6,742 sf, the program area for Art &
Music is approximately 1,300 sf below the MSBA guidelines of 8,050 sf.
The major contributing factor to the lower allocation is a reduction from
two allowed Art rooms at the kindergarten through 5th grade level to just
one. The District places a high value on providing a cross-curriculum
teaching method to its students, particularly with respect to the arts as a
supporting role to academic curriculum. This emphasis is demonstrated
by the District’s request to incorporate Maker Spaces into each grade
cluster which will be equipped to support project-based learning
initiatives, including art-based work. Having these spaces available,
with art supplies in the room, the District is also afforded the flexibility to
use the rooms as overflow art instruction space should the curriculum
needs in this category grow.
Review of the PreK through Grade 8 Educational Plan shows that Art is
provided to each classroom for one 45 minute session each week. This

803 of 1058
Page 4 of 23
yields a total capacity of 35 art sessions per week to accommodate five

classrooms per grade (kindergarten through grade 5). Based on a 6.75
hour day, a single art classroom can be available for a total of 33.75
hours per week, which yields a capacity of 45 art sessions at 45
minutes each. Based on this analysis, combined with the availability of
Maker Spaces, the District believes the Art & Music Program is
sufficiently supported, even with the reduction of one art room and
associated support space.
Vo-Tech: In lieu of a centralized technology shop, the District has stated a

preference to locate smaller Maker Spaces in each grade-level
classroom pod. These spaces will serve as hands-on lab space where
students will be encouraged to solve real-world problems using the
Design Thinking/ Engineering Design process and will be challenged to
convert high-level, abstract ideas into functional prototypes. By
distributing the Maker Spaces throughout the classroom pods, they will
be more readily available to teachers across the curricular spectrum,
resulting in a higher student utilization rate than a centralized lab
location. Analysis of the Design Alternative ‘E’ Space Summary Table
shows that the category is approximately 500 sf below MSBA’s
recommended guidelines for the category and is the result of the three
proposed Maker Spaces being sized at 500 sf each (1/2 classroom).
In revisiting this category, the District would like to capture the full
square footage allowance of 2,000 sf for Technology Lab space, by
increasing the submitted 500 sf Maker Spaces to approximately 665 sf
each.
The Technology Classroom, is intended to serve as a computer lab

where, in addition to learning more traditional computer skills, students
can access 3D modeling software such as Sketch Up, or coding
programs such as Scratch, to create designs for new products and
processes.
Heath & PE: Review of Design Alternatives ‘C’, ‘D.’ and ‘E’ show the following (note:
the District is only pursuing Design Alternative ‘E’ at this time):
Alternative ‘C’: In reviewing the plan diagrams and Space Summary
Table for this Alternative, an error was discovered in the square
footages entered for this category. The Gymnasium measures 5,999 sf,
the Gym Storeroom measures 242 sf (previously entered as 162 sf) and
the Health Instructor’s Office w/ Shower & Toilet measures 150 sf,
yielding a total area allocation for this Category of 6,391 sf. At this
allocation, the program area is slightly above the MSBA’s guidelines
and is sufficient to support the District’s Health and Physical Education
needs.
Alternative ‘D’: At a proposed 6,300 sf, the program area for Health and
Physical Education meets the MSBA’s guidelines of 6,300 sf. The
District believes this program is sufficiently supported.
Alternative ‘E’: At a proposed 12,345 sf, the program area for Health
and Physical Education exceeds the MSBA’s recommended guidelines

804 of 1058
Page 5 of 23
of 8,333 by approximately 4,000 sf. This increased allocation is

attributable to the District’s request to maximize available gymnasium
space in order to have two teaching spaces, including a regulation size
basketball court. The Gym shall be provided with a divider to
accommodate a schedule that will require instruction for elementary and
middle school students at the same time.
Student utilization planned for the proposed gym is summarized as
follows:
Elementary - At grades K- 4 most students currently receive 45
minutes of physical education instruction one time per week.
Students in grades K and 1 at the Center and Pepin Elementary
Schools currently receive two 45-minutes classes of physical
education instruction per week. Typical class size ranges from 20-25
students. With a 6.5 hour Monday through Friday instructional week,
forty-five 45 minute classes are permitted for in the elementary
teaching station portion of the proposed two teaching station
gymnasium. Thirty-five sessions are required to accommodate the
projected enrollment for grades K-5 for one 45 minute class, allowing
consideration of expanding the frequency to fully utilize the 45
sessions available for the elementary portion of the gym in the new
facility. Additionally, the elementary teaching station in the
gymnasium will be utilized before school as a supervised gathering
and activity space for students and following lunch periods for indoor
recess during inclement weather. It will receive extensive use by the
community outside of school hours for recreational purposes.
Middle school - In the current block schedule, students in grades 5-8
receive physical education instruction for two rotations each school
year. A rotation is 29 consecutive classes of 60 minutes duration.
There are six rotations built into an academic year. Typical class
size ranges from 25-30 students. In a 6.5 hour instructional day, six
60-minute physical education classes are possible in the middle
school portion of the proposed two teaching station gymnasium. 150
students of the projected 335 enrollment in grades 6-8 could be
accommodated in physical education classes every day. The
projected grades 6-8 enrollment can be accommodated in three
rotations at class sizes not exceeding 25. Because there are six
rotations in an academic year, the possibility to expand physical
education offerings for middle school students in the new facility
exists. Allowing elementary students use of the middle school
teaching station when not needed for delivery of the middle school
curriculum creates the option to offer physical education instruction
twice per week to all elementary students, rather than just to some
as is the current practice. Additionally, the middle school teaching
station in the gymnasium will be utilized before school as a
supervised gathering and activity space for students and following
lunch periods for indoor recess during inclement weather. It will
receive extensive use by the community outside of school hours for
recreational purposes.

805 of 1058
Page 6 of 23
With selection of the PreK through Grade 8 Educational Plan, the

available full gym at Pepin Elementary School will be taken off-line, and
depending on the preferred option selected for Design Alternative ‘E’,
the existing full-size and auxiliary gyms at Whitebrook Middle School
may also be eliminated. By increasing the area allocation of the gym to
accommodate delivery of the combined middle and elementary school
curriculum the resulting project will also minimize negative impact to the
community which exhaustively utilizes the school gyms for various
purposes. This is in keeping with the MSBA’s November 2, 2016
memorandum permitting districts to increase gymnasium space, up to a
maximum of 12,000 nsf to support community use. The District fully
understands MSBA’s policy to cap their funding participation at 6,000
nsf, leaving the City responsible to cover the full cost of the additional
4,000 sf being pursued.
Media Center: Review of Design Alternatives ‘C’, ‘D’, and ‘E’ show the following (note,
Alternative ‘C’: At a proposed 2,066 sf, the Media Center program area
is slightly higher, but comparable to the MSBA’s recommended
guidelines of 2,020 sf.
Alternative ‘D’: At a proposed 3,058 sf, the Media Center program area
is slightly under, but comparable to the MSBA’s recommended
guidelines of 3,078 sf. The District believes this program is sufficiently
supported.
Alternative ‘E’: At a proposed 5,517 sf, the Media Center program area
is slightly under, but comparable to the MSBA’s recommended
guidelines of 5,539 sf. In this alternative, the District has opted to
provide separate media center spaces for the elementary school and
middle school levels. Each media center will need to be large enough
to accommodate a classroom space for instruction on how to use
technology as a tool to support learning. The main area of the media
center should be large enough to accommodate desktop computers for
research and work on classroom Moodle assignments. An additional
500 sf at the elementary school media center would better support the
District’s request for instructional space computer stations. The District
believes at a requested 6,017 sf this program will be sufficiently
supported at the Middle School level.
Student utilization of the proposed Media Centers is summarized as
follows:
Each classroom will have at least one period of instructional time in
the Media Center each week. Each Media Center will also be used
for classroom projects and will support important opportunities for
classroom and library media specialists to collaborate in supporting
students with projects that incorporate technology and content
material. Two Media Centers are required to support this schedule.
In addition, the Media Centers will be available to students
throughout the day and will be places where students who are
serving internal detentions can continue to work on assignments

806 of 1058
Page 7 of 23
under the supervision of the Library Media Specialist. The Media

Centers will be open before and after school and will serve parents
and community members during these times.
Dining & FS: Review of Design Alternatives ‘C’, ‘D’, and ‘E’ show the following (note,
Alternative ‘C’: In reviewing the plan diagrams and Space Summary
Table for this Alternative, an error was discovered in the square
footages entered for this category. The Cafeteria/ Dining measures
1,502 sf, the Stage measures 997, the Chair/ Table / Equipment
Storage measures 203 sf, the Kitchen measures 1,597 sf and the Staff
Lunch Room measures 202 sf. These corrected values yield a total
area allocation of 4,501 sf, which is slightly higher, but comparable to
the MSBA recommended guidelines of 4,463 sf.
Alternative ‘D’: At a proposed 7,473 sf, the program area for Dining and
Food Service is slightly higher, but comparable, to the MSBA’s
recommended guidelines of 7,460 sf.
Alternative ‘E’: At a proposed 12,196 sf, the program area for Dining
and Food Service is approximately 175 sf below MSBA’s recommended
guidelines of 12,374 sf. While initially thought to be sufficient, based on
the Design Enrollment, this comment has prompted additional detailed
analysis and conversations with the District and Food Service Provider.
First it is noted that the elementary / middle school allocations for the
combined allowable square footage of the cafeteria (7,575 sf) did not
follow the proportional split of students (673 K-5 and 337 6-8). In
addition, the strain of the higher than anticipated current, actual
enrollment further challenges delivery of lunches over two sittings as
assumed in the MSBA Template.
The current Grade K – 8 enrollment is 1,094 students, which is 84
students above the Design Enrollment of 1,010. This population is
broken down as 709 K-5 students and 385 6-8 students. To address
their need, the District is proposing that a three-sitting lunch schedule
be implemented and sized to accommodate the current enrollment
(applying a factor of 15 sf per student over three sittings yields a net
square footage requirement of 5,470 sf). The result will net an
approximately 2,000 sf savings in the Dining and Food Service
Category if approved.
Lunch servings will be broken down as follows:
Middle School:
• One grade per sitting (6,7,8)
Elementary School:
• K-1 serving
• 2-3 serving
• 4-5 serving

807 of 1058
Page 8 of 23
As additional options for the PreK through Grade 8 Educational Plan

are developed, the District is requesting that two cafeterias be provided.
The Middle School cafeteria is requested at 1,295 sf (385 students x 15
sf each / 3 sittings) and the Elementary School cafeteria is requested at
3,545 sf (709 students x 15 sf each / 3 sittings).
Medical: Review of Design Alternatives ‘C’, ‘D’, and ‘E’ shows the following (note,
Alternative ‘C’: At a proposed 410 sf, the Medical Program area meets
the MSBA’s recommended allocation of 410 sf. for this category.
Alternative ‘D’: At a proposed 610 sf, the Medical Program area meets
the MSBA’s recommended allocation of 610 sf for this category.
Alternative ‘E’: At a proposed 816 sf, the Medical Program area is
slightly higher, but comparable to MSBA’s recommended allocation of
810 sf for this category. As a single nurse’s suite is planned to support
the full school population, the District has requested the suite be located
in the elementary school (near the middle school connection) and that it
be served by two separate doors for use by the distinct age
populations. The District believes that except for occasional periods of
high-demand need, the proposed design should allow waiting space for
2-3 students at each side of the suite before they can be queued into
exams rooms as needed. The drawback of the PDP layout diagram for
the nurse’s suite is that it will not accommodate a lockable nurse’s
office, or multiple nurse’s desks at the office/ waiting area. The District
believes an additional 100 sf for the nurse’s suite would better serve
this program category.
Admin & Guid: Review of Design Alternatives ‘C’ through ‘E’ shows the following (note,
Alternative ‘C’: At a proposed 2,908 sf, the program area for
Administration and Guidance exceeds MSBA’s recommended
guidelines by approximately 900 sf. In response to this comment, the
plans for this alternative have been revised to reduce the Administration
and Guidance program allocation to 2,441 sf, which is approximately
425 sf over the MSBA recommendations. In an effort to meet the
project’s requirement to distribute administrative spaces throughout the
grade clusters and to support the District’s strong reliance on teaming
and collaboration, additional teacher prep space has been added and
located to support each grade cluster of the elementary school and
each floor level of the middle school. Similarly, additional waiting space
is provided to support the distributed Guidance and Assistant Principal’s
offices. This additional program space accounts for the overage.
Student utilization is not provided as the administrative spaces are not
primarily intended for student use. The distribution of these spaces is
however intended to support passive supervision of students.
Alternative ‘D’: At a proposed 3,009 sf, the program area for
Administration and Guidance exceeds the MSBA’s recommended
guidelines by approximately 600 sf. This overage is mostly attributed to

808 of 1058
Page 9 of 23
the District’s request to distribute administrative spaces throughout the

classroom spaces. The Assistant Principal’s office is located remotely
from the main office to provide a strong administrative presence at the
Pre-kindergarten entrance. Because it is removed from the main
entrance, this space is served by a dedicated waiting area, not provided
within the standard MSBA template. Similarly, Guidance is also located
outside the main office block and is provided with a dedicated waiting
space. Lastly, Teacher work rooms are distributed to position one
space within each of the three grade clusters (Pre-kindergarten –
Kindergarten, First – Second grade and Third – Fourth grade). These
spaces are sized at approximately 200 sf each, which results in an
additional 200 sf, over the MSBA template allowance for a single work
room space. Reducing the size of these spaces begins to impact their
functionality, so the District would prefer to retain them as they are
currently shown.
Student utilization data is not provided as the administrative spaces are
not primarily intended for student use. As with Alternative ‘C’, the
additional square footage requested is in support of the District’s
requirement for distributed administrative spaces to aid with passive
student supervision in the school.
Alternative ‘E’: At a proposed 4,888 sf, the program area for
Administrative and Guidance exceeds the MSBA recommended
guidelines by approximately 1,100 sf. A review of the Space Summary
table shows that most standard MSBA assigned spaces are provided at
or near the recommended area allocations, however the following
additional spaces, which are not provided in the standard MSBA
template, are provided in response to the District’s programming goals:
• One additional waiting area, “Waiting (ES Guidance)” at 149 sf.
The MSBA guidelines do not include waiting space for the
Guidance offices. Location of guidance services, outside of the
main office block is in response to the District’s request for
distributed administrative spaces and for an administrative
presence at all school entrances.
• Teacher’s Work Rooms are distributed to four locations (one per
floor for both middle school and elementary school sides of the
building). The total net square footage of the four spaces equals
1,026 sf, which exceeds the MSBA allotment by approximately
380 sf. The District places a high value on teaming and
collaboration. The additional allocation to Teacher’s Work
Rooms is necessary to support this culture, which is intended to
strengthen horizontal and vertical alignment of curriculum across
the school.
• The standard MSBA template provides for (6) guidance offices
at 150 sf each, or a total of 900 sf. The District provides (2)
Guidance Offices, with a waiting area, at the elementary school
level and at the middle school level the guidance suite is
replaced by (3) School Psychologist Offices at 100 sf each, (2)
Special Education Coordinator Offices at 200 sf each, and a
waiting area at 227 sf. The large waiting area is intended to

809 of 1058
Page 10 of 23
serve as group meeting space after normal school hours.

Student use of School Psychologist offices will consist of one-
on-one meetings, and the larger offices of the Special Ed
Coordinators are necessary to support IEP meetings of up to
eight participants. The net result is an increased area allocation
in the Guidance department of 476 sf.
• The School District requires a separate, dedicated Assistant
Principal for both the elementary school and middle school
portions of the building. A second office has been provided to
serve this need at the MSBA recommended 130 sf, however this
allocation is not tallied in the area totals of the MSBA Guidelines
column and as a result shows as an excess of 130 sf in the
proposed program. In addition, a small waiting area of 100 sf is
provided to serve this office.
The above added spaces represent approximately 980 sf of the 1,100 sf
overage in this category. The most significant contributors to the
remaining excess square footage in this category are the General Office
/ Waiting Room/ Toilet (at the middle school, which exceeds the MSBA
recommended allocation by 75 sf and the Teacher’s mail room which
exceeds the MSBA recommended allocation by 50 sf. Efforts will be
made to reduce the area of these spaces as options for this alternative
are further developed, however the District would like to retain the
allowed 40 sf of Guidance Storage provided under MSBA’s standard
Space Summary Table.
Student utilization data is not provided as the administrative spaces are
not primarily intended for student use. As with Alternatives ‘C’ and ‘D’,
the additional square footage requested is in support of the District’s
requirement for distributed administrative spaces to aid with passive
student supervision throughout the school.
Subsequent to the PDP submission, the District has indicated their
preference to pursue the PreK through Grade 8 educational plan. With
the inclusion of the middle school age group, recent discussions have
included program requirements for the School Resource Officer. As
various options are pursued, future submissions will reflect assignment
of the Spare/ Supervisory Office to serve this need and the space will
be allocated to the middle school side of the building, to best serve the
most critical target age groups.
Cust/ Maint: Review of each Alternative shows the following (note, the District is only
pursuing Design Alternative ‘E’ at this time):
Alternative ‘A’: The existing 3,661 sf of Custodial & Maintenance
Program provided in this Design Alternative exceeds the MSBA
programming guideline of 1,900 sf.
Alternative ‘B’: At a proposed 1,093 sf, the program area for Custodial
and Maintenance Program provided is approximately 800 sf below the
MSBA program guideline of 1,900 sf. The existing telephone entrance
will remain at the north wing of the basement (room 018) , and the
remainder of the north wing basement will no longer serve to support

810 of 1058
Page 11 of 23
educational program due to accessibility issues and exposed utilities

running below 7 feet in some areas of the ceiling. This entire floor plate
will become available for use by the maintenance department. The
District believes that the program needs of the Custodial and
Maintenance department will be sufficiently supported in this alternative.
Alternative ‘C’: At a proposed 1,965 sf, the Custodial and Maintenance
program area exceeds the MSBA guidelines of 1,700 sf. This design
alternative does not support the District’s selected educational plan for
grades PreK through Grade Eight, therefore efforts were not focused on
correcting the 265 sf overage in this category.
Alternative ‘D’: At a proposed 2,132 sf, the program area for Custodial
and Maintenance is comparable to the MSBA guidelines of 2,135 sf.
The District believes this program is sufficiently supported.
Alternative ‘E’: At a proposed 2,451 sf, the program area for Custodial
and Maintenance is comparable to the MSBA guidelines of 2,568 sf.
The shortfall in this category is found in program space for storage. As
options for this alternative are further developed, the District would like
to see the program captured to its full potential, by increasing storage to
its full allocation.
Other: Auditorium: An auditorium is preferred by the District, as they believe it

would best serve their educational needs, however they are cognizant
of costs and have asked the design team to incorporate alternates into
the project which would replace the proposed, full 675 seat auditorium
with a smaller auditorium or with a cafetorium. The District’s decision to
pursue an auditorium for this project is explained as follows:
White Brook Middle School has an auditorium, the only auditorium
that existed in the community before construction of the new high
school, and families are accustomed to attending performances in an
auditorium. During visioning sessions that took place in the fall,
many parents and staff members expressed concern about the
inadequacy of a cafetorium in comparison to the middle school
auditorium and how it is used. Concerns centered around
inadequate acoustics and seating that would be inferior to auditorium
seating for viewing performances or presentations. The White Brook
auditorium is currently used during the day for band and chorus
rehearsals and performances for students, and staff, and in the
evening for performances for families. The auditorium is also used
during the day (for students and staff) and in the evening for a
number of awards ceremonies including Grade 8 Awards Night and
Continuation Ceremony, a Veterans Day Assembly, parent meetings
to discuss school events such as the Washington D.C. trip, to put on
parent programs, class presentations, and all school assemblies.
An auditorium is preferred as it would provide better acoustics, and
therefore, a better rehearsal and performance space for the award
winning band programs for which the middle school has received
community and state recognition. In 2015-2016 more than 20 band
performances were held in the middle school auditorium. With the

811 of 1058
Page 12 of 23
construction of a Pre-K to 8 school, the instrumental program would

be extended to include elementary students. An auditorium would
also better support rehearsals and performances for school vocal
programs and drama productions. In this small community, the
strong music programs provide an important way for families to
become engaged in their children’s schools and an auditorium
performance space would be predicted to further increase
opportunities for student engagement in the performing arts and a
resulting increase in parent involvement in our elementary and
middle grades.
In a single PreK to Grade 8 school, scheduling all the activities that
currently occur in our middle school auditorium and in our elementary
schools in a cafetorium, where we would have to work around lunch
schedules for 1,010 students, is anticipated to be extremely
challenging.
Alternative ‘C’: With selection of the Pre-kindergarten through Grade 8

Educational Plan, the District is only pursuing Design Alternative ‘E’ at
this time. The intent for Maker Spaces, Break-Out rooms and Leveled
Libraries is described under Alternative ‘E’ below.
Alternative ‘D’: With selection of the Pre-kindergarten through Grade 8
Educational Plan, the District is only pursuing Design Alternative ‘E’ at
this time. The intent for Maker Spaces, Break-Out rooms and Leveled
Libraries is described under Alternative ‘E’ below.
Alternative ‘E’: The intent for Maker Spaces is described as follows:
• Maker Spaces will serve as specialized instructional spaces that
are designed and furnished to support project based learning,
providing students a space to create products they research,
plan, and design across the curricular spectrum. The spaces
are envisioned as hands-on lab space that support opportunities
for critical thinking and creativity through engaged learning
experiences. It is believed that these spaces will inspire
students to become participatory learners, and will help them to
uncover talents, needs and interests by making, producing,
solving, creating, collaborating and thinking. At the elementary
level, Maker Spaces will be more like an art room with students
making things such as wind-powered vehicles and simple
machines using Lego kits, or house designs using Play-Dough,
recycled cardboard or old computer parts. At the Middle School
level, students will be encouraged to solve real-world problems
using the Design Thinking/ Engineering Design process and will
be challenged to convert high-level, abstract ideas into
functional prototypes.
• Break-Out Classrooms will serve as specialized instructional
spaces that permit instruction and support with smaller or larger
groups than a single entire class. These rooms will provide
space for tailoring instructional activities to classroom subgroups
and extend cooperative learning opportunities between
classrooms.
812 of 1058
Page 13 of 23
A decision was made to incorporate Break-Out rooms into the

design of the recent High School project and these spaces have
been extensively used in a variety of flexible ways by both staff
and administrators to support growth and delivery of the
District’s curriculum goals.
• Leveled Libraries house shared resources for teachers, leveled
reading materials used to deliver reading instruction and located
where teachers can have easy access for daily selection of
instructional reading materials. This program space also
provides specialized instructional space for reading and Reading
Recovery teachers.
The spaces listed below have been re-categorized as noted:

• Leveled Library (MS) has been moved to the Media Center
category.
• Leveled Library (ES) has been moved to the Media Center
category
• Reading Resource Room has been moved to the Core
Academic category.
• Reading Teacher has been moved to the Core Academic
category.
• Break-Out Space has been moved to the Core Academic
category.
Grossing Factors: It is acknowledged that the grossing factors listed for each of the
design alternatives, submitted with the PDP, exceed 1.5 for new construction or areas of
substantial renovation and as the various PreK – Grade 8 options (Alternative E) continue
to develop and be refined, efficiencies will be improved to bring the grossing factor for
plans, submitted with the Preferred Schematic Report, into conformance with this
requirement.
It is noted that an error was discovered in the Alternative ‘E’ Space Summary, which
affected the grossing factor. This error has been corrected and reflects a grossing factor
of 1.46.
Comments 1.2: The City’s attorney is researching the property for a determination of the
Whitebrook site’s status under EOEA’s Article 97. If it is determined that
the site is considered protected open space, the following process will be
required:
• A vote will be sought from the Municipal Conservation Commission
stating that the affected land is surplus to its needs.
• A vote will be sought from the Municipal Park Commission, stating
that the affected land is surplus to its needs.
• A vote will be sought from the City Council to remove the land from
protected status.
• The Municipality shall file an Environmental Notification Form with
EOEA’s MEPA Unit.

813 of 1058
Page 14 of 23
• The disposition request must then pass, by a two-thirds vote of the

Massachusetts Legislature and be signed by the Governor.
Determination of the land’s status is expected, from the City’s attorney,

prior to submission of the Preferred Schematic Report, which will contain
an update on the status of this item. If necessary, the above action steps
will be implemented immediately upon receipt of the attorney’s
determination.
Comment 3: With selection of the PreK through Grade 8 Educational Plan, the site
selection has been narrowed to the Whitebrook Middle School property,
located at 200 Park Street. To Caolo & Bieniek’s knowledge, this site is
not located within any historic districts, nor is the current Whitebrook
Middle School listed in the Massachusetts State Register of Historic
Places. In accordance with 950 CMR 71.04 (1), a Project Notification
Form will be submitted to the Massachusetts Historical Commission (MHC)
at the conclusion of the Schematic Design Phase. This timing will ensure
sufficient development of the project to allow a purposeful review by the
Commission, while allowing time in the project schedule to respond to any
determinations the Commission may make.
The project team is not aware of any historic or archaeological properties
known to exist within the project’s area of potential impact, and therefore
anticipate confirmation from MHC that the project will not have any impact,
direct or indirect, on any property listed in the State Register of Historic
Places.
The following summary of the project schedule is updated to include
submission to MHC and notification of findings to MSBA:
12.21.2016 Submission of Preliminary Design Program

3.23.2017 Submission of Preferred Schematic Report
3.29.2017 Facilities Assessment Subcommittee Meeting and MSBA
5.10.2017 MSBA Board Approval of Preferred Schematic Report
05.17 – 11.17: Schematic Design
11.9.2017: Submission of Schematic Design (Including DESE Report) to MSBA
11.01.2017 PNF Submission to MHC
12.13.2017: Project Budget and Scope Approval
12.13.2017: MSBA Board Approval, Schematic Design
12.31.2017: MSBA Notification of MHC Determination
Jan. 2018 - Spring 2018: Funding the Project / Special City Vote
Spring 2018 – February 2019: Construction Documents
02.2019 – 03.2019: Bidding/ Contract Award
04.2019 – 06.2020: Construction
06.2020: Substantial Completion
07.2020: FF&E Delivery
Early August 2020: Final Completion
Comment 4: See the attached Whitebrook Middle School Site Plan for a demarcation of
the portion of land controlled by the School District (City) and the portion of
land which may be considered protected open space.

814 of 1058
Page 15 of 23
Comment 6: Following submission of the Preliminary Design Program, the District has
selected the PreK through Grade 8 Educational Plan. This action has
removed the Maple Elementary School, Center Elementary School and
Pepin Elementary School from consideration for development. A detailed
narrative of the Architectural Access Board rules and regulations as they
apply to the existing Whitebrook Middle School is provided on pages 293
through 298 of the Preliminary Design Program report. All identified non-
compliances will be corrected as part of any renovation options pursued by
the District.
Comment 9: The project team is aware of MSBA’s policies regarding participation in the
abatement and removal of hazardous materials, and understands that
work associated with the removal of fuel storage tanks and associated
contaminated soil is considered ineligible for reimbursement.
Comment 10: The project team is aware of MSBA’s policies regarding participation in the
abatement and removal of hazardous materials, and understands that
work associated with the removal of asbestos containing floor and ceiling
tiles are categorically ineligible for MSBA reimbursement.
3.1.5 Site Development Requirements:
Comment 2: With the District’s selection of the PreK through Grade 8 Educational Plan,
the existing Maple Elementary School, Center Elementary School and
Pepin Elementary School are no longer being considered for development.
The attached Whitebrook Middle School Circulation Diagram is provided to
show the following existing circulation patterns at the Whitebrook Middle
School site:
• Circulation diagrams that identify the existing bus and parent drop-
off / pick-up locations.
• Circulation diagrams that identify the existing vehicular and
pedestrian circulation
• Circulation diagrams that identify the existing emergency vehicle
access.
Barrier-Free Access Routes at Existing Buildings:

• Maple Elementary School: With the District’s decision to pursue
the PreK through Grade 8 Educational Plan, this building is no
longer being considered for a design option, however, physically
challenged individuals currently enter through the east entrance, to
a mid-level stair landing, which provides access to a four-stop
wheelchair lift. The east entrance, which is proximate to the
school’s only parking area (95 feet from the accessible parking
spaces), is accessed through the paved playground. Consisting of
two three-foot wide door leafs, this location has sufficiently served
as the building’s accessible entrance, however it does not fully
comply with the Access Board requirements to provide a level
landing at the exterior side of the door (level portion extends only
16 inches from threshold).

815 of 1058
Page 16 of 23
Once access is gained to the respective floor levels, doors

generally comply with the push and pull clearance requirements,
however not all locations are equipped with hardware which does
not require pinching or twisting of the wrist to operate. The north
wing of the basement (below the original building), is raised just
over two feet from the landing level of the wheelchair lift at the
basement’s south wing, and is not accessible to physically
challenged individuals.
See the attached Maple Elementary School Barrier-Free Access
Route diagram describing the existing barrier-free route to this
building.
• Center Elementary School: This building is not accessible to
physically challenged individuals, and has never been considered
for development under this study. No diagrams are provided for
this location.
• Pepin Elementary School: This building shares resources with the
Center Elementary School which is not accessible to physically
challenged individuals and has never been considered for
development under this study. The Pepin Elementary school does
however have an accessible entrance which brings visitors to an
elevator within the building.
With the District’s decision to pursue the PreK through Grade 8
Educational Plan, this building is no longer being considered for a
design option, however the attached Pepin Elementary School
Barrier-Free Access Route diagram is provided to clarify the
building’s accessible entrance and elevator locations.
• Whitebrook Middle School: Following selection of the PreK
through Grade 8 Educational Plan, the Whitebrook building
represents the only existing school, from the Preliminary Design
Program report, which continues to be a viable option for a
preferred solution. The attached Whitebrook 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 Whitebrook 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 ADA accessible
as there is a curb but no curb ramps (see image 1).

816 of 1058
Page 17 of 23
Image 1 Entrance drive, no curb
The main ADA drop off area is on the north parking lot. There are
5 accessible parking spots (see image 2 & 3) with an additional
van parking area/drop off (see image 4). 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 image 5).

817 of 1058
Page 18 of 23
Image 2 (5) Accessible parking spaces, no adequate curb
Image 3 No adequate curb

818 of 1058
Page 19 of 23
Image 4 Van parking spot /drop
Image 5 TV station entrance

819 of 1058
Page 20 of 23
The secondary ADA drop off area is on the south parking lot (see
image 6). There are 3 accessible parking spots with a separate
drop off (see image 7). 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).
Image 6 South parking

820 of 1058
Page 21 of 23
Image 8 Accessible route, 275
Image 9 Main entrance
First Responders: The local Fire Chief is a member of the School Building
Committee and aware of the project. As plans are developed for the
Preferred Schematic Report, first responding emergency representatives
will be consulted in the planning process to ensure the identified preferred
solution incorporates their associated requirements.

821 of 1058
Page 22 of 23
3.1.6 Preliminary Evaluation of Alternatives:
Comment 5: The Preferred Schematic Report will include options for a minor addition /
renovation project as well as a major addition / renovation project.
Comment 7: As part of the Preferred Schematic Report, the District plans to, at
minimum, evaluate the following developmental strategies for Design
Alternative ‘E’:
• Minor Addition and Renovation of the Whitebrook Middle School
• Major Addition and Renovation of the Whitebrook Middle School
• New consolidated PreK through Grade 8 school on the Whitebrook
property.
Design Alternatives ‘A’ through ‘D’ are no longer being pursued for the
following reasons:
• Design Alternative ‘A’, as a base repair option, stabilizes the Maple
Elementary School building, but does not provide improved
delivery of curriculum or result in a built environment capable of
supporting 21st Century teaching methods.
• Design Alternatives ‘B’ and ‘C’, are specific to the Maple
Elementary School population and do not further the District’s goal
of providing all elementary school students with equal resources
and learning opportunities. Additionally, these alternatives do not
support a grade reconfiguration that will bring 5th graders out of the
middle school and into the elementary school population, as
desired by the District.
• Design Alternative ‘D’ does not support a grade reconfiguration that
will bring 5th graders out of the middle school and into the
elementary school population, nor does it facilitate horizontal and
vertical alignment of curriculum and shared state of the art
resources for all grade levels. This option would also result in a
four year gap in available, modern educational facilities at the
middle school level, which already represents the highest
population of students using the Choice program to attend other
schools.
Comment 1: Complete copies of the School Building Committee meeting notes,

showing specific submittal approval vote language and voting results, and
a list of associated School Building Committee meeting dates, agenda,
attendees and description of presentation materials are attached to this
response.
Comment 2a: An original signed copy of the Local Actions and Approval Certification is
attached to this response.

822 of 1058
Page 23 of 23
Comment 3: The following items will be included in the Preferred Schematic Report:
• A description of the local process required to authorize a change to
the existing grade configuration or redistricting.
• A list of all associated public meeting dates, agenda, attendees and
description of presentation materials.
• Certified copies of the governing body (e.g. School Building
Committee) meeting notes showing specific grade reconfiguration
and/ or redistricting, vote language, and voting results if required
locally.
• A certification from the Superintendent stating the District’s intent to
implement a grade reconfiguration or consolidate schools as
applicable. The certification will be signed by the Chief Executive
Officer, Superintendent of Schools and Chair of the School
Committee.
Comment 1: The District’s letter of invitation into the Feasibility Study is attached in
response to Section 3.1.1, Comment 2.
Comment 2: Following approval of the preferred solution by the Board of Directors and
upon receipt from the MSBA, the District is prepared to execute a final
Design Enrollment Certification, based on the preferred solution.
End of Response

823 of 1058
824 of 1058
825 of 1058
826 of 1058
DESIGN ALTERNATIVE 'C'
PROGRAMMING SCHEME
NEW ELEMENTARY SCHOOL
CORE ACADEMIC DINING/ FOOD SERVICE 195 STUDENTS
THIRD FLOOR
SPECIAL EDUCATION MEDICAL
ART & MUSIC ADMINISTRATION Revisions

No. Date Description
HEALTH & P.E. MAINTENANCE
1 2.14.17 PDP COMMENT RESPONSE
MEDIA CENTER OTHER
Third Floor Room Schedule

Number Name Area
301 SELF CONTAINED 983 SF

302 T.R. 60 SF
303 GEN. CLRM 955 SF
305 MUSIC ROOM 1245 SF
306 TIME OUT 153 SF
307 MUSIC PRACTICE 140 SF
308 MAKER SPACE 515 SF
309 SPED TEACHERS 247 SF
311 BOY'S T.R. 216 SF
312 GIRL'S T.R. 212 SF
313 OT/PT SPEECH 751 SF
314 BREAK OUT 905 SF
316 SUDENT SUPPORT 460 SF
317 SMALL GROUP 166 SF
318 SPED TEACHERS 246 SF
302 1
301 307
MUSIC RM. AREA
REDUCED TO 1245 SF
306
305
318 309 311 312 314 316

317
303 304 308 310 313 315
CLASSROOM AREA ROOF

REDUCED TO 955 SF
1
N
0' 5' 15' 30' CAOLO & BIENIEK ASSOCIATES, INC.
ARCHITECTURE PLANNING INTERIOR DESIGN
521 East Street Chicopee, Massachusetts 01020-4161
(413) 594-2800 Fax (413) 594-2900 info@CBAarchitects.net
827 of 1058
828 of 1058
PROGRAMMING SCHEME DESIGN ALTERNATIVE 'C'
CORE ACADEMIC DINING/ FOOD SERVICE NEW ELEMENTARY SCHOOL
195 STUDENTS
SPECIAL EDUCATION MEDICAL SECOND FLOOR
ART & MUSIC ADMINISTRATION

Revisions
HEALTH & P.E. MAINTENANCE No. Date Description
MEDIA CENTER OTHER 1 2.14.17 PDP COMMENT RESPONSE
Second Floor Room Schedule

Number Name Area
201 BREAK OUT 984 SF

203 TIME OUT 160 SF
GYM 205 MAKERS SPACE 502 SF
206 ART CLRM 1215 SF
208 JANITOR 30 SF
209 BOY'S T.R. 216 SF
212 TEACHER WORK RM. 249 SF
213 DUPLICATING 190 SF
214 SPARE OFF 137 SF
216 SOAR 799 SF
217 TIME OUT 165 SF
218 ART WRK. RM. / KILN 151 SF
ROOF 1
201 TEACHER WORK RM AREA

REDUCED TO 249 SF
203
212
OPEN TO BELOW 205 209 210 215

217
208
1
DUPLICATING AREA
REDUCED TO 190 SF
207 213
216
202 204 206 211 1
214
218
SOAR AREA
CLASSROOM AREA INCREASED TO 799 SF
SPARE OFF. AREA
REDUCED TO 953 SF REDUCED TO 137 SF
1 CLASSROOM AREA ART ROOM AREA CLASSROOM AREA 1
INCREASED TO 955 SF REDUCED TO 1215 SF REDUCED TO 961 SF
1 1 N
0' 5' 15' 30' ARCHITECTURE PLANNING INTERIOR DESIGN
829 of 1058
830 of 1058
DESIGN ALTERNATIVE 'C'
PROGRAMMING SCHEME
NEW ELEMENTARY SCHOOL
CORE ACADEMIC DINING/ FOOD SERVICE 195 STUDENTS
FIRST FLOOR AND BASEMENT
SPECIAL EDUCATION MEDICAL
145
ART & MUSIC ADMINISTRATION Revisions
140 141 142
143 1 2.14.17 PDP COMMENT RESPONSE
144
MEDIA CENTER OTHER
139 First Floor Room Schedule

Number Name Area
101 SELF-CONTAINED 982 SF

102 T.R. 60 SF
103 MEDIA CENTER 2066 SF
104 T.R. 54 SF
105 KINDERGARTEN 1142 SF
106 T.R. 68 SF
137 004 107 SMALL GROUP 101 SF
136 108 TEACHER WORK RM 124 SF
109 GUIDANCE STOREROOM 53 SF
003 110 CONF. RM. 257 SF
138 002 111 GUIDANCE 178 SF
112 KINDERGARTEN 1177 SF
113 BOY'S T.R. 216 SF
1 001
114 SPED PRE-K 1115 SF
116 T.R. 61 SF
117 PRE-K 1114 SF
PRINC. SEC. AREA 118 T.R. 61 SF
119 PRE-K 1057 SF
REDUCED TO 132 SF BASEMENT PLAN 120 T.R. 69 SF
135 121 PRE-K 1114 SF
122 T.R. 69 SF
129 123 WAITING 83 SF
134 124 AST. PRINC. 121 SF
130 125 RECORDS 115 SF
MAIL RM. AREA 126 NURSE'S OFF./ WAITING 252 SF
131 132 REDUCED TO 118 SF 127 MEDICAL SUITE TOILET 61 SF
128 EXAMINATION ROOM 97 SF
133 129 PRINCIPALS OFFICE 379 SF
130 PRINC. SEC. 132 SF
102 1 131 GEN. OFF./ WAITING 303 SF
101 132 MAIL 118 SF
126
134 BOY'S T.R. 184 SF
DIMENSIONS REVISED TO 135 STAFF LUNCH 202 SF
ENSURE MIN. 1,100 S.F. EA. 136 GYM 5999 SF
127 128 137 CAFETORIUM 1502 SF
138 STAGE 997 SF
139 KITCHEN 1597 SF
103 140 HEALTH INSTR. OFF. 150 SF
141 GYM STOR. 242 SF
142 TABLE/ CHAIR STOR. 203 SF
143 NETWORK/ TELE 197 SF
122
113 115 117 121 144 CUSTODIAN'S OFFICE 121 SF
145 WORKSHOP 374 SF
120
Basement Room Schedule

Number Name Area
106 107 104 116 118 123 125
108
105 001 RECEIVING 201 SF
109 119 002 RECYCLING 465 SF
003 CUST. STOR. 350 SF
004 STORAGE 227 SF
110 111 112 114 124
FIRST FLOOR
N
831 of 1058
832 of 1058
PROPOSED
Design Alternative C, Maple E.S.

MSBA Guidelines

NFA NFA NFA NFA NFA

Pre-Kindergarten w/ toilet 1,118 1 1,118 1,118 1 1,118 1,200 - 1,100 SF min - 1,300 SF max
Pre-Kindergarten w/ toilet 1,183 2 2,366 1,183 2 2,366
Kindergarten w/ toilet 1,210 1 1,210 1,210 1 1,210 1,200 2 2,400 1,100 SF min - 1,300 SF max
Kindergarten w/ toilet 1,231 1 1,231 1,231 1 1,231
General Classrooms - Grade 1-4 940 1 940 940 1 940 950 6 5,700 900 SF min - 1,000 SF max
General Classrooms - Grade 1-4 953 1 953 953 1 953
General Classrooms - Grade 1-4 955 3 2,865 955 3 2,865
Break-Out Classroom 905 1 905 905 1 905
Break-Out Classroom 984 1 984 984 1 984

Self-Contained SPED 982 1 982 982 1 982 950 2 1,900 8% of pop. in self-contained SPED
Self-Contained SPED 983 1 983 983 1 983
Self-Contained SPED - toilet 60 2 120 60 2 120 60 2 120
Resource Room 0 0 0 0 500 1 500 1/2 size Genl. Clrm.
Small Group Room / Reading 0 0 0 0 500 1 500 1/2 size Genl. Clrm.
Self-Contained SPED PreK 1,115 1 1,115 1,115 1 1,115
Self-Contained SPED PreK - toilet 61 1 61 61 1 61
Therapeutic Classroom 0 0 0 0
Time-Out 153 1 153 153 1 153
Time-Out 160 1 160 160 1 160
Time-Out 165 1 165 165 1 165
Student Support 460 1 460 460 1 460
OT/PT/ Speech 751 1 751 751 1 751
Small Group 101 1 101 101 1 101
Small Group 146 1 146 146 1 146
Small Group 165 1 165 165 1 165
SPED Teachers 246 1 246 246 1 246
SPED Teachers 247 1 247 247 1 247
SOAR 799 1 799 799 1 799
ART & MUSIC 0 0 2,751 2,751 2,425

Art Workroom w/ Storage & kiln 151 1 151 151 1 151 150 1 150

Gym Storeroom 242 1 242 242 1 242 150 1 150
MEDIA CENTER 0 0 2,066 2,066 2,020

Version 833 of 1058
11.24.2010 Elementary School Space Summary
834 of 1058
PROPOSED

MSBA Guidelines

NFA NFA NFA NFA NFA
0 0 0 0

Stage 997 1 997 997 1 997 1,000 1 1,000
MEDICAL 0 0 410 410 410


Records Room 115 1 115 115 1 115 110 1 110
Waiting 83 1 83 83 1 83
Conference Room 257 1 257 257 1 257 250 1 250
Guidance Office 178 1 178 178 1 178 150 1 150
249 1 249 249 1 249 300 1 300
Version 835 of 1058

836 of 1058
PROPOSED

MSBA Guidelines

NFA NFA NFA NFA NFA

Jan. Clo. 30 1 30 30 1 30
Storage 227 1 227 227 1 227 200 1 200
OTHER 0 0 1,017 1,017 0

Other (specify)
Maker Space 502 1 502 502 1 502
Maker Space 515 1 515 515 1 515
2
1
2
I hereby certify that all of the information provided in this "Proposed Space Summary" is true, complete and accurate and, except as agreed to in writing by the Massachusetts School Building Authority, in accordance with the guidelines, rules, regulations and
policies of the Massachusetts School Building Authority to the best of my knowledge and belief. A true statement, made under the penalties of perjury.
Date: 12.20.2016 Revised: 2.14.2017
Version 837 of 1058

838 of 1058
PROGRAMMING SCHEME DESIGN ALTERNATIVE 'D'
CORE ACADEMIC DINING/ FOOD SERVICE PRE-K THROUGHT GRADE 4
SPECIAL EDUCATION MEDICAL 535 STUDNETS
SECOND FLOOR

Revisions
MEDIA CENTER OTHER No. Date Description
203
200
202 SEDCOND FLOOR ROOM SCHEDULE

206
Number Name Area
209
211 216 200 BREAK-OUT 800 SF

207
201A SPED TEACHERS 285 SF
214 201B SPED TEACHERS 285 SF
201A 215
201B 201C SPED TEACHERS 285 SF
201C 205 217 220 202 ART 1000 SF
204
203 KILN/ WRK. RM. 150 SF
208 212 222
204 LEVELED LIBRARY 800 SF
225
210 221 205 SM. GROUP 100 SF
228 206 CLASSROOM 900 SF
213 207 SM. GROUP 100 SF
219 227 208 CLASSROOM 900 SF
218
209 CLASSROOM 900 SF
224
ROOF 211 MAKER SPACE 676 SF
230
223 212 SM. GROUP 100 SF
229
DN
214 THERAPEUTIC 3-4 773 SF
T. 215 T.R. 60 SF
216 TIME OUT 137 SF
T. 217 TEACHER'S WRK. RM. 229 SF
218 SELF-CONTAINED 900 SF
232 233 219 T.R. 60 SF
221 SM. GROUP 100 SF
E 234 222 CLASSROOM 900 SF
GYMNASIUM 223 CLASSROOM 900 SF
224 SM. GROUP 100 SF
227 SM. GROUP 73 SF
228 OT/ PT 525 SF
ROOF 229 STUDENT SUPPORT 429 SF
230 T.R. 60 SF
231 TIME-OUT 75 SF
232 AP WAITING 167 SF
233 AST. PRINC. 130 SF
234 DUPLICATING 150 SF
N CAOLO & BIENIEK ASSOCIATES, INC.

ARCHITECTURE PLANNING INTERIOR DESIGN
0' 20' 40' 80' 521 East Street Chicopee, Massachusetts 01020-4161
839 of 1058
840 of 1058
PROGRAMMING SCHEME DESIGN ALTERNATIVE 'D'
FIRST FLOOR ROOM SCHEDULE FIRST FLOOR ROOM SCHEDULE CORE ACADEMIC DINING/ FOOD SERVICE PRE-K THROUGHT GRADE 4
SPECIAL EDUCATION MEDICAL 535 STUDNETS
Number Name Area Number Name Area FIRST FLOOR
100 VEST. 78 SF 147 KINDERGARTEN 1048 SF HEALTH & P.E. MAINTENANCE
101 GEN. OFF 415 SF 148 KINDERGARTEN 1048 SF Revisions
102 P. SEC. WAITING 130 SF 149 T.R. 55 SF MEDIA CENTER OTHER No. Date Description
103 MAIL 100 SF 150 SHARED CHANGING 92 SF
104 PRINCIPAL 375 SF 151 KINDERGARTEN 1048 SF 1 Date 1 Revision 1
105 CONF. RM. Not 152 T.R. 55 SF 156 1 2.14.2017 PDP COMMENT RESPONSE
Placed 153 SHARED CHANGING 80 SF 155
105 CONF. RM. 249 SF 154 KINDERGARTEN 1048 SF
157
106 MEDIA CTR. 3025 SF 155 BREAK-OUT 800 SF 160
107 GUID. WAITING 108 SF 156 KILN 150 SF
108 GUID. OFF. 150 SF 157 ART 1000 SF 165
109 GUID. OFF. 150 SF 158 TIME OUT 112 SF 166
170
110 G. STOR 37 SF 164
159 STUDENT SUPPORT 346 SF
111 MUSIC CLASSROOM 1200 SF 160 CLASSROOM 900 SF 151 171
169
112 PRACTICE 74 SF 161 T.R. 60 SF 162
161
113 PRACTICE 74 SF 162 SM. GROUP 100 SF 154 159 173 176
114 PRACTICE 74 SF 163 CLASSROOM 900 SF
158 168 178
115 PRACTICE 74 SF 164 SM. GROUP 100 SF 150 163
149 181 186
116 GYMNASIUM 6000 SF 165 CLASSROOM 900 SF BREAK 167 177
117 P.E. STOR. 150 SF 166 MAKER SPACE 675 SF OUT 187
152 185
118 P.E. OFFICE 150 SF 167 CLASSROOM 900 SF 153 172
119 CAFETERIA 4011 SF 168 SM. GROUP 100 SF 175 184
148 174 188
120 KITCHEN 1838 SF 169 T.R. 60 SF
180 189
121 CHAIR/ TABLE STOR 374 SF 170 TIME OUT 137 SF
122 STAGE 997 SF 147
171 THERATPEUTIC K-2 773 SF 1 179
123 STAFF LUNCH 253 SF 172 CLASSROOM 900 SF 141 182 190
124 PRE-K 1048 SF 173 TEACHERS' WORK 230 SF 140
UP
125 PRE-K 1048 SF ROOM 137 136
142 MECH.
126 T.R. 56 SF 174 SELF-CONTAINED 900 SF T.
146
138
135 RM
127 SHARED CHANGING 90 SF 175 T.R. 60 SF 139 191
128 PRE-K 1048 SF 176 Room 900 SF 144 T. COURT YARD 123
129 T.R. 56 SF 177 SM. GROUP 100 SF
130 SHARED CHANGING 91 SF 178 CLASSROOM 900 SF 145
131 OT/ PT/ SPEECH PRE-K 1048 SF 179 CLASSROOM 900 SF 143
192
132 RECORDS 116 SF 180 SM. GROUP 100 SF
E MACH.
133 SUP/ SPARE OFFICE 120 SF 181 CLASSROOM 900 SF
RM
134 TEACHERS' WORK 149 SF 182 CLASSROOM 900 SF 134
ROOM 183 MECH. RM. 1447 SF 132 193
133 116 119 120
135 EXAM 100 SF 184 SM. GROUP 73 SF
128
136 EXAM 100 SF 185 T.R. 58 SF
137 EXAM 100 SF 186 TIME OUT 108 SF 111 194
138 T.R. 59 SF 118
187 SOAR 343 SF
139 NURSE/ WAITING 249 SF 188 CUST. OFF. 153 SF 131
140 SPED. OFF. 100 SF 127 117
189 NETWORK/ TELE 194 SF
126
141 SPED OFF. 100 SF 190 STORAGE 357 SF
BREAK 110 114 112
142 SPED TEACHERS 280 SF 191 RECYCLING/ TRASH 400 SF OUT 109 115 113
143 KINDERGARTEN 1050 SF 192 COST. WORK SHOP 375 SF 129 122 121
130 107
144 T.R. 57 SF 193 CUST. STOR. 375 SF 101
145 SHARED CHANGING 120 SF 194 RECEIVING/ GEN. 278 SF 125 106 108
146 KINDERGARTEN 1048 SF SUPPLY
102
124 103
1
104
N
841 of 1058
842 of 1058
PROPOSED
Design Alternative 'D', Combined E.S.

MSBA Guidelines

NFA NFA NFA NFA NFA

Pre-Kindergarten w/ toilet 0 0 1,200 - 1,100 SF min - 1,300 SF max
Pre-Kindergarten 1,048 3 3,144 1,048 3 3,144
Pre-Kindergarten Toilet Room 56 2 112 56 2 112
Pre-Kindergarten Changing Room 90 1 90 90 1 90
Pre-Kindergarten Changing Room 91 1 91 91 1 91
Kindergarten w/ toilet 0 0 0 0 1,200 4 4,800 1,100 SF min - 1,300 SF max
Kindergarten 1,048 5 5,240 1,048 5 5,240
Kindergarten 1,050 1 1,050 1,050 1 1,050
Kindergarten Toilet Room 55 2 110 55 2 110
Kindergarten Toilet Room 57 1 57 57 1 57
Kindergarten Changing Room 80 1 80 80 1 80
General Classrooms - Grade 1-4 900 20 18,000 900 20 18,000 950 19 18,050 900 SF min - 1,000 SF max
Break-Out 800 2 1,600 800 2 1,600

Self-Contained SPED 900 2 1,800 900 2 1,800 950 4 3,800 8% of pop. in self-contained SPED
Self-Contained SPED - toilet 60 2 120 60 2 120 60 4 240
Therapeutic - SPED 773 2 1,546 773 2 1,546
Therapeutic SPED - toilet 60 2 120 60 2 120
Therapeutic SPED - Time-Out 137 2 274 137 2 274
Pre-K Self Contained SPED 1,048 1 1,048 1,048 1 1,048
Resource Room 0 0 0 0 0 500 3 1,500 1/2 size Genl. Clrm.
OT/PT - SPED 525 1 525 525 1 525
Student Support SPED 350 1 350 350 1 350
Student Support SPED 429 1 429 429 1 429
Student Support SPED Time-Out 112 1 112 112 1 112
Student Support SPED Time-Out 75 1 75 75 1 75
Student Support SPED - toilet 60 2 120 60 2 120
SOAR SPED 343 1 343 343 1 343
SOAR SPED Time-Out 58 1 58 58 1 58
SOAR SPED - toilet 108 1 108 108 1 108
Small Group Room / Reading 0 0 0 0 0 500 1 500 1/2 size Genl. Clrm.
Small Group 100 8 800 100 8 800
Small Group 73 2 146 73 2 146
SPED Teachers 280 1 280 280 1 280
SPED Office 100 2 200 100 2 200
SPED Teachers 285 3 855 285 3 855
ART & MUSIC 0 0 3,796 3,796 3,800

Art Workroom w/ Storage & kiln 150 2 300 150 2 300 150 2 300
Version 843 of 1058

844 of 1058
PROPOSED

MSBA Guidelines

NFA NFA NFA NFA NFA

Gym Storeroom 150 1 150 150 1 150 150 1 150
MEDIA CENTER 0 0 4,658 4,658 3,078

Maple
Leveled Library 800 2 1,600 800 2 1,600

Stage 997 1 997 997 1 997 1,000 1 1,000
0
MEDICAL 0 0 610 610 610

Records Room 116 1 116 116 1 116 110 1 110
Assistant Principal Waiting 167 1 167 167 1 167
Conference Room 253 1 253 253 1 253 250 1 250
Guidance Office 150 2 300 150 2 300 150 2 300
Guidance Waiting 108 1 108 108 1 108
Teachers' Work Room 149 1 149 149 1 149 418 1 418
Version 845 of 1058

846 of 1058
PROPOSED

MSBA Guidelines

NFA NFA NFA NFA NFA

Storeroom 357 1 357 357 1 357 357 1 357
OTHER 0 0 1,351 1,351 0

Other (specify) 0 0
Maker Space 675 1 675 675 1 675
Maker Space 676 1 676 676 1 676
2
Total Building Gross Floor Area (GFA) 102,968 96,430 81,632
1
2
Date: 12.20.2016 Revised: 2.14.2017
Version 847 of 1058

848 of 1058
Second Floor Room 1 PROGRAMMING SCHEME DESIGN ALTERNATIVE 'E'
Schedule CORE ACADEMIC DINING/ FOOD SERVICE PRE-K THROUGH GRADE 8
No. Name Area
SPECIAL EDUCATION MEDICAL 1,010 STUDNETS
Increased Maker SECOND FLOOR
2101 TEACHER WORKSPACE 288 SF Space square footage ART & MUSIC ADMINISTRATION
2102 LEVEL LIBRARY 984 SF 18
21 from 500 sf to 665 sf
2103 STUDENT SUPPORT 365 SF HEALTH & P.E. MAINTENANCE
16
2104 T.R. 60 SF 21 Revisions
19
21 MEDIA CENTER OTHER
21
2105 TIME-OUT 82 SF
14
17
2106 GENERAL CLASSROOM 6-8 900 SF 21
21
2107 GENERAL CLASSROOM 6-8 900 SF
ROOF GYMMNASIUM 1 Date 1 Revision 1
15
2109 SMALL GROUP 100 SF 13
21 11
2111 SCIENCE CLASSROOM 1200 SF
2112 PREP 80 SF 12
10 21
21
2114 DLC PROGRAM 711 SF 08
21
09
2115 T.R. 60 SF
06 E.
2116 TIME-OUT 137 SF 21 02
21
07
2118 TECH SHOP / MAKER SPACE 665 SF 21 T.
2119 GENERAL CLASSROOM 6-8 900 SF T.
21
01
2120 ART ROOM 952 SF
2121 KILN ROOM 147 SF
2122 MUSIC 1200 SF 03
21
2123 PRACTICE 74 SF 04
2124 PRACTICE 74 SF
21
05 ROOF 64 65
2125 3-5 THERAPEUTIC 759 SF 21 21 21
CLASSROOM
2126 TIME-OUT 142 SF
ROOF 61
2127 T.R. 60 SF ROOF 21 63
2128 GENERAL CLASSROOM 3 900 SF AUDITORIUM 21
2130 GENERAL CLASSROOM 3 900 SF
21
ROOF
2131 GENERAL CLASSROOM 3 900 SF 60
21 62
2132 SMALL GROUP 100 SF 56 21
21 57
59
215
21
21
214
54
52
0
214
2136 STUDENT SUPPORT 364 SF 21 -
9
21
AK
8
21
2137 TIME OUT 151 SF 46 E
20 21 BR OUT
21
215
2138 T.R. 60 SF
2139 OT / PT SPEECH LANGUAGE 600 SF E.
5
3
21 47
2141 GENERAL CLASSROOM 4 900 SF 21 51
21
41
2143 GENERAL CLASSROOM 4 900 SF 21 42
26 21 45
22 21 21
2145 GENERAL CLASSROOM 4 900 SF 21 T
2146 MAKER SPACE 620 SF
23 T 40
21 21 43
21
21
27
2148 SP.ED. TEACHER 320 SF
2149 SP.ED. TEACHER 320 SF 39
24 28 21
2150 SP.ED. TEACHER 320 SF 21 21
21
21
29
2152 TEACHER WORKROOM 245 SF
2153 SELF CONTAINED 5 720 SF
21
2154 T.R. 60 SF
30
21
32
2155 TIME-OUT 137 SF
34
38
35 21
37 ROOF
36
2164 3-5 LEVEL LIBRARY 407 SF
2165 READING TEACHER 100 SF
N CAOLO & BIENIEK ASSOCIATES, INC.

849 of 1058
850 of 1058
PROGRAMMING SCHEME DESIGN ALTERNATIVE 'E'
First Floor Room Schedule 1116
CORE ACADEMIC DINING/ FOOD SERVICE PRE-K THROUGH GRADE 8
1114
Increased Maker 1115
No. Name Area Space square footage
1117 SPECIAL EDUCATION MEDICAL 1,010 STUDNETS
from 500 sf to 665 sf
FIRST FLOOR
1101 GENERAL OFFICE 714 SF 34 ART & MUSIC ADMINISTRATION
11
1102 PRINCIPAL SECRETARY WAITING 126 SF 30 31
35 11 11 HEALTH & P.E. MAINTENANCE
1103 PRINCIPAL OFFICE 384 SF
1 11
1119 Revisions
11
1104 CONFERENCE ROOM 288 SF
33
1105 AUDITORIUM 5579 SF 29 MEDIA CENTER OTHER
11 No. Date Description
1106 STAGE 1610 SF 1113
1107 TEACHER MAIL / TIME ROOM 150 SF 1 Date 1 Revision 1
32 27
1108 DUPLICATING 169 SF 11 11 1118
1109 CHAIR / TABLE STORAGE 535 SF 26
11
1110 STAFF LUNCHROOM 353 SF
1111 CAFETERIA 6-8 3188 SF
28
1112 STAGE 1247 SF 11
11
23 MACH.
1113 GYMNASIUM 9996 SF 11
25
1114 GYM STORAGE 167 SF
66 22 E.
11 11 20
1107
1108
1115 HEALTH INSTRUCTOR'S OFFICE 183 SF 11
1116 LOCKER ROOM - BOYS 1000 SF 24 1109 111
11 T. 2
1110
11
1117 LOCKER ROOM - GIRLS 1000 SF
64
T.
11
1118 BAND / CHORUS 1495 SF
65 63
11
04
1119 PRACTICE 200 SF 11 1142 03
1120 BREAK-OUT 730 SF
11 11
1141 11
36 02
1121 MEDIA CENTER 3916 SF 11 11
11
60 1140
11
43
1122 GENERAL CLASSROOM 6-8 900 SF 62 49
01 1105 12 50
61
1148 38 11 12
11 49
21
11 11 48
68 12
11
39
1125 SMALL GROUP 100 SF 37 11 86
11
55 11 11
56
59 11 67
1126 SCIENCE CLASSROOM 6-8 1200 SF 11 47 11 45
11 83 12 46
1127 PREP 80 SF 58 44 12
11 11 11
11

57 51 84
54
11 11 42
1129 THERAPEUTIC 6-8 711 SF
46 11 12
ID
82
1130 TIME-OUT 137 SF 11 81
F
11 44
11
1106 47
85
1131 T.R. 60 SF 50 69 11 12 12
53
11
11 11 70 11 40
1132 GENERAL CLASSROOM 6-8 900 SF 45 80 12 41
11 11
71 12
52 11 43
1134 TECH SHOP / MAKER SPACE 665 SF 11 73 12
12
2
123
F
36
123
ID
74
1136 STORAGE 311 SF 79 12 K-
11
11
EA
4
75 11 11 30
1137 TEACHER WORKROOM 248 SF
11 72 12 BR OUT
1138 WAITING 227 SF 76 E.
11 78 3 123
7
1139 PSYCH COORDINATOR 200 SF 77 11 28 123
1140 PSYCH 100 SF 12 31
1141 PSYCH 100 SF 12
92 35
1142 PSYCH 100 SF 88 11 12
11 7 25
11
12 26
11
1143 PSYCH COORDINATOR 200 SF 8
11 12
93
11 95
89
1144 ART 6-8 1118 SF 29
94
91 12
11
First Floor Room Schedule First Floor Room Schedule First Floor Room Schedule 11 T
11
1145 KILN 6-8 150 SF
90
1146 BREAKOUT 581 SF T 24
12 27
1147 STUDENT SUPPORT 363 SF No. Name Area No. Name Area No. Name Area 22 12 1
12
1148 T.R. 60 SF 96
12
11
23
1149 TIME-0UT 96 SF 1178 EXAMINATION 100 SF 1207 WAITING 100 SF 1236 TEACHER WORKROOM 245 SF
11
21
12
97
1150 TECH. CLASSROOM 1203 SF 1179 MEDIA CENTER 1601 SF 1208 SPARE OFFICE 124 SF 1237 SELF CONTAINED 2 720 SF
1151 STOREROOM 248 SF 1180 CUSTODIAN WORKSHOP 331 SF 1209 ASSISTANT PRINCIPAL 131 SF 1238 T.R. 60 SF Changed from PreK
99
1152 OT / PT / SPEECH 600 SF 1181 MECHANICAL ROOM 987 SF 1210 KINDERGARTEN 1097 SF 1239 TIME-OUT 137 SF 11 to Kindergaten
1
1153 GENERAL CLASSROOM 6-8 900 SF 1182 NETWORK / TELEPHONE 202 SF 1211 T.R. 56 SF 1240 GENERAL CLASSROOM 2 900 SF 98
11
1154 SMALL GROUP 100 SF 1183 CUSTODIAN STORAGE 388 SF 1212 PRE-K 1050 SF 1241 SMALL GROUP 100 SF 19
12
12
1155 GENERAL CLASSROOM 6-8 900 SF 1184 RECEIVING / GENERAL SUPPLY 421 SF 1213 Room 56 SF 1242 GENERAL CLASSROOM 2 900 SF
00
1156 SMALL GROUP 100 SF 1185 CUSTODIAN OFFICE 144 SF 1214 SELF CONTAINED PRE-K 970 SF 1243 GENERAL CLASSROOM 2 900 SF 16
Increased Kindergarten 12 14
1157 SPED TEACHER 290 SF 1186 RECYCLING / TRASH 406 SF 1215 T.R. 56 SF 1244 SMALL GROUP 100 SF 02 12
1187 WAITING 149 SF 1216 TIME-OUT 80 SF 1245 GENERAL CLASSROOM 2 900 SF square footage from 12 20
1158 SPED TEACHER 290 SF 15 12
1188 ASST. PRINC. 130 SF 1217 PRE-K 1050 SF 1246 SMALL GROUP 100 SF
1,000 per room to 1,153 01 12
1159 SPED TEACHER 290 SF
per room 12 18
12
1160 GENERAL CLASSROOM 6-8 900 SF 1189 GUIDANCE 150 SF 1218 Room 56 SF 1247 GENERAL CLASSROOM 2 900 SF 12 17
03
1190 GUIDANCE 150 SF 1219 PRE-K 1050 SF 1248 SOAR PROGRAM 358 SF 11 12
1161 PREP 80 SF 10 12 13
12 12
1162 SCIENCE CLASSROOM 1200 SF 1191 RECORDS 171 SF 1220 Room 56 SF 1249 T.R. 60 SF 04
1163 GENERAL CLASSROOM 6-8 900 SF 1192 READING RESOURCE ROOM 661 SF 1221 STUDENT SUPPORT 411 SF 1250 TIME-OUT 86 SF 1206 12
1164 SMALL GROUP 100 SF 1193 READING TEACHER 100 SF 1222 T.R 58 SF 07
1165 TECH SHOP / MAKER SPACE 665 SF 1194 READING TEACHER 100 SF 1223 TIME-OUT 111 SF 1205 12
2
1195 READING TEACHER 100 SF 1224 SMALL GROUP 100 SF 08 121
12
12
09
1167 CAFETERIA K-5 4563 SF 1196 KINDERGARTEN 1153 SF 1225 GENERAL CLASSROOM 1 900 SF
1168 KITCHEN 2310 SF 1197 SMALL GROUP 100 SF 1226 SMALL GROUP 100 SF
1169 MUSIC 1182 SF 1198 KINDERGARTEN 1153 SF 1227 GENERAL CLASSROOM 1 900 SF
1170 PRACTICE 75 SF 1199 KINDERGARTEN 1153 SF 1228 GENERAL CLASSROOM 1 900 SF
1171 PRACTICE 75 SF 1200 SMALL GROUP 100 SF 1229 GENERAL CLASSROOM 1 900 SF
1172 NURSE 256 SF 1201 KINDERGARTEN 1153 SF 1230 MAKER SPACE 620 SF
1173 T.R. 60 SF 1202 KINDERGARTEN 1153 SF 1231 SMALL GROUP 100 SF
1174 EXAMINATION 100 SF 1203 SMALL GROUP 100 SF 1232 K-2 THERAPEUTIC CLASSROOM 759 SF CAOLO & BIENIEK ASSOCIATES, INC.
1175 EXAMINATION 100 SF 1204 SPED TEACHER 293 SF 1233 T.R. 60 SF
0' 32' 64' 128' N ARCHITECTURE PLANNING INTERIOR DESIGN
1176 EXAMINATION 100 SF 1205 SPED TEACHER OFF. 100 SF 1234 TIME-OUT 142 SF
1177 EXAMINATION 100 SF 1206 SPED TEACHER OFF. 100 SF 1235 GENERAL CLASSROOM 1 900 SF 521 East Street Chicopee, Massachusetts 01020-4161
851 of 1058
852 of 1058
PROPOSED
Design Alternative "E", New Prek-8

MSBA Guidelines

NFA NFA NFA NFA NFA

Pre-Kindergarten w/ toilet 0 1,106 3 3,318 1,106 3 3,318 1,200 - 1,100 SF min - 1,300 SF max
Kindergarten w/ toilet 0 1,153 6 6,918 1,153 6 6,918 1,200 5 6,000 1,100 SF min - 1,300 SF max
General Classrooms - Grades 1-5 0 900 25 22,500 900 25 22,500 950 24 22,800 900 SF min - 1,000 SF max
Prep room 0 80 3 240 80 3 240 80 3 240
Reading Resource Rm 0 661 1 661 661 1 661
Reading Teacher 0 100 4 400 100 4 400
Break-Out 0 581 1 581 581 1 581

Self-Contained SPED - Pre-K 0 970 1 970 970 1 970
Self-Contained SPED - Grades 6-8 0 0 0 0 0 0 950 3 2,850 8% of pop. in self-contained SPED
Self-Contained SPED - Grades 1-5 0 720 2 1,440 720 2 1,440 950 5 4,750 8% of pop. in self-contained SPED
Self-Contained SPED - Grades 1-5 toilet 0 60 2 120 60 2 120 60 5 300
Self-Contained SPED - Grades 6-8 toilet 0 0 0 0 0 0 0 60 3 180
Self-Contained SPED - Pre-K toilet 0 56 1 56 56 1 56
Self-Contained SPED - Pre-K Time Out 0 80 1 80 80 1 80
Self-Contained SPED - Grades 1-5 Time Out 0 137 2 274 137 2 274
Resource Room - Grades 6-8 0 0 0 0 0 0 0 500 2 1,000
SPED Teacher Office - Grades 1-5 0 100 2 200 100 2 200
SPED Teachers - Grades 1-5 0 293 1 293 293 1 293
SPED Teacher Office - Grades 6-8 0 100 2 200 100 2 200
Resource Room - Grades 1-5 0 0 0 0 0 0 0 500 3 1,500
SPED Therapeutic 1-5 0 759 2 1,518 759 2 1,518
SPED Therapeutic 1-5 - Time Out 0 142 2 284 142 2 284
SPED Therapeutic 1-5 - toilet 0 60 2 120 60 2 120
SPED Therapeutic 6-8 0 711 1 711 711 1 711
SPED Therapeutic 6-8 - Time Out 0 137 1 137 137 1 137
SPED Therapeutic 6-8 - toilet 0 60 1 60 60 1 60
OT/ PT/ Speech 0 600 2 1,200 600 2 1,200
Student Support 1-5 0 411 1 411 411 1 411
Student Support 1-5 0 364 1 364 364 1 364
Student Support 1-5 - toilet 0 58 1 58 58 1 58
Student Support 6-8 0 363 1 363 363 1 363
Student Support 6-8 0 365 1 365 365 1 365
DLC 0 711 1 711 711 1 711
Version 853 of 1058
11.24.2010 K-8 Space Summary
854 of 1058
PROPOSED

MSBA Guidelines

NFA NFA NFA NFA NFA
DLC - toilet 0 60 1 60 60 1 60
DLC - Time Out 0 137 1 137 137 1 137
SOAR 0 358 1 358 358 1 358
SOAR - toilet 0 60 1 60 60 1 60
SOAR - Time Out 0 86 1 86 86 1 86
Small Group Room / Reading 1-5 0 100 18 1,800 100 18 1,800 500 3 1,500 1/2 size Genl. Clrm.
Small Group Room / Reading 6-8 0 100 9 900 100 9 900
Version 855 of 1058

856 of 1058
PROPOSED

MSBA Guidelines

NFA NFA NFA NFA NFA
ART & MUSIC 0 0 6,742 6,742 8,050

Art Classroom - Grades 1-5 0 952 1 952 952 1 952 1,000 2 2,000 assumed schedule 2 times / week / student
Art Classroom - Grades 6-8 0 1,118 1 1,118 1,118 1 1,118 1,200 1 1,200 assumed use - 50% population 2 times / week
Art Workroom w/ Storage & kiln 1-5 0 147 1 147 147 1 147 150 3 450
Art Workroom w/ Storage & Kiln 6-8 0 150 1 150 150 1 150
Band / Chorus - 100 seats 0 1,495 1 1,495 1,495 1 1,495 1,500 1 1,500
Music Classroom / Large Group - 25-50 seats 0 1,182 1 1,182 1,182 1 1,182 1,200 2 2,400 assumed schedule 2 times / week / student
Music Classroom / Large Group - 25-50 seats 0 1,200 1 1,200 1,200 1 1,200
Music Practice / Ensemble - Grades 1-5 0 74 2 148 74 2 148

Tech Clrm. - (E.G. Drafting, Business) 0 1,203 1 1,203 1,203 1 1,203 1,200 1 1,200 Assumed use - 25% Population - 5 times/week
Tech Shop - (E.G. Consumer, Wood) 0 0 0 0 0 0 0 2,000 1 2,000 Assumed use - 25% Population - 5 times/week
Maker Space 6-8 0 665 3 1,995 665 3 1,995

Gymnasium 0 9,995 1 9,995 9,995 1 9,995 6,000 1 6,000 6000 SF Min. Size
Gym Storeroom 0 167 1 167 167 1 167 150 1 150
Health Instructor's Office w/ Shower & Toilet 0 183 1 183 183 1 183 183 1 183
Locker Rooms - Boys / Girls w/ Toilets 0 1,000 2 2,000 1,000 2 2,000 1,000 2 2,000
MEDIA CENTER 0 0 6,908 6,908 5,539

Media Center / Reading Room 6-8 0 3,916 1 3,916 3,916 1 3,916 5,539 1 5,539
Media Center / Reading Room 1-5 0 1,601 1 1,601 1,601 1 1,601
Leveled Library (MS) 0 984 1 984 984 1 984
Leveled Library (ES) 0 407 1 407 407 1 407

Cafeteria / Dining 1-5 0 4,563 1 4,563 4,563 1 4,563 7,575 1 7,575 2 seatings - 15SF per seat
Cafeteria / Dining 6-8 0 3,188 1 3,188 3,188 1 3,188
Kitchen 0 2,310 1 2,310 2,310 1 2,310 2,310 1 2,310 1600 SF for first 300 + 1 SF/student Add'l
Chair / Table / Equipment Storage 0 535 1 535 535 1 535 536 1 536 200 SF for first 300 + .333 SF/student Add'l
Stage 0 1,247 1 1,247 1,247 1 1,247 1,600 1 1,600
MEDICAL 0 0 816 816 810

Nurses' Office / Waiting Room 0 256 1 256 256 1 256 250 1 250
Version 857 of 1058

858 of 1058
PROPOSED

MSBA Guidelines

NFA NFA NFA NFA NFA

Principal's Office w/ Conference Area 0 384 1 384 384 1 384 375 1 375
Conference room 0 288 1 288 288 1 288 283 1 283
Records Room 0 171 1 171 171 1 171 140 1 140
Waiting (ES Asst. Princ) 0 100 1 100 100 1 100 100 1 100
Waiting (ES Guidance) 0 149 1 149 149 1 149
Guidance Office (ES) 0 150 2 300 150 2 300 150 6 900
Teachers' Work Room (MS) 0 248 1 248 248 1 248 655 1 655
Teacher's Work Room (ES) 0 245 2 490 245 2 490
Psych. Coordinator 0 200 2 400 200 2 400
Waiting (Psych) 0 227 1 227 227 1 227

Storeroom 0 248 1 248 248 1 248 674 1 674
Storage 0 311 1 311 311 1 311
Network / Telecom Room 0 202 1 202 202 1 202 200 1 200
OTHER 0 0 8,429 8,429 0

Other (specify) 0 0 0 0 0
Maker Space (ES) 0 620 2 1,240 620 2 1,240
Auditorium 0 5,579 1 5,579 5,579 1 5,579
Stage 0 1,610 1 1,610 1,610 1 1,610
Version 859 of 1058

860 of 1058
PROPOSED

MSBA Guidelines

NFA NFA NFA NFA NFA
2
Total Building Gross Floor Area (GFA) GSF of existing GSF new 182,944 182,944 155,443
1
2
Date: 12.20.2016 Revised: 2.14.2017
Version 861 of 1058

862 of 1058
Easthampton, Maple Elementary School Project
FEASIBILITY STUDY & SCHEMATIC DESIGN SCHEDULE
February 14, 2017 2016 2017 2018
Feb Mar April May June July Aug Sept Oct Nov Dec Jan Feb Mar April May June July August Sept Oct Nov Dec Jan Feb
Week of (Monday): 1 8 15 22 29 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 4 11 18 25 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 5 12 19 26 2 9 16 23 30 6 13 20 27 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 4 11 18 25 2 9 16 23 30
SBC Meetings (First Tuesday of Month) 23 3 7 12 13 15 20 11 7 7 4 2 6 4 1 5 3
Feasibility/SD Schedule FSA Duration (30 Months Max.) November 19, 2015 to March 31, 2018
MOD 2: Forming the Team

1 OPM Selection  OPM Review Panel Meeting: March 7
2 Design Team Selection             DSP meetings: Mar 8 & 22, Apr 5 & 19 , May 3 & 17 , June 7 & 21, July 12 &26, Aug 9 &23

a Establish Easthampton Designer Selection Sub-Committee
MOD 2: Team Selection

b Prepare Draft Request for Services (RFS) Mar 14 →23
c Designer Selection Sub Committee Reviews Draft RFS Mar 23 →Mar 24
d Submit RFS to MSBA for Review/Approval Mar 25 →Apr 8
e Submit Advertisemen/Re-Advertisement to Central Register & Local Newspaper Apr 13
f Central Register & Local Newspaper Advertisement Apr 13 → May 9
g Facility Tour & Proposal Briefing Meeting Apr 19
h Proposals Due May 9
i Colliers Distributes, Reviews Proposals & Checks References May 10 →May 18
j Colliers Submits References, etc. to MSBA Design Selection Panel (DSP) May 19
k Selection Sub-Committee Selects 3 Top Choices May 19 → June 3
l DSP Selection Panel Meeting to Select Shortlist of Firms for Interviews June 7
m DSP Selection Panel Meeting to Interview, Rank & Select Firms June 21
n Negotiate & Prepare Contract with Selected Firm & MSBA Approval June 23 & 24
o Award of Contract June 28
MOD 3: Feasibility Study

3 Existing Conditions Investigation 7 wks
MOD 3: Feasibility Study Phase

4 Preliminary Design Program Initiative 23 wks
a Educational Program TBD

b Initial Space Summary TBD
c Evaluation of Existing Conditions TBD
d Site Development Requirements TBD
6 Preliminary Design Program Submission (PDP) Dec 21
7 Preferred Solution Study 14 wks
8 Preferred Schematic Report Submission (PSR) March 23
9 MSBA Facilities Assessment Subcommittee (FAS) FAS Meeting: March 29, 2017
10 MSBA Board Approval of Preferred Solution May 10, 2017
Current MOD 4: Schematic Design

10 Schematic Design Status 4.5 months
2/14/17
MOD 4: Schematics
Massachusetts Historic Commission
11 SD Cost Estimates 3 wks September 28 to October 18
12 Establish Project Scope & Budget 2 wk October 19 to November 2
13 OPM Informational email to MSBA Nov. 2, 2017
14 Schematic Design Report Submission including DESE submittal Nov. 9, 2017
15 MSBA Board Approval Schematic Design Dec. 13, 2017
MOD 5: Funding the Project

16 Easthampton Funding Process in Committees
17 Financial Planning Committee
MOD: 5
18 Appropriation Committee
19 Board of Selectmen/School Committee
20 Special City Vote Early Spring 2018
MSBA Board Meeting Dates 3/30 5/25 7/20 9/28 11/9 2/15 5/10 6/28 8/23 10/25 12/13
Feb March April May June July August Sept Oct Nov Dec Jan Feb Mar April May June July Aug Sept Oct Nov Dec Jan Feb
MSBA BOARD MEETING DATE CHANGE IMPACT (was 1/25) (was 3/28) (was 5/24) (was 7/19) (was 9/27) (was 11/8)
863 of 1058
864 of 1058
Whitebrook Middle School
Site Plan
White Brook Middle School
Area of Parcel
Nonotuck Park
Area of Parcel
Project Parcel
865 of 1058
866 of 1058
Circulation Diagram
Pedestrian Circulation
Emergency Vehicle
Circulation
School Bus Circulation
Parent Circulation
Fire Lane/
Bus Drop Off
Parent Drop Off
867 of 1058
868 of 1058
Maple Elementary School
Barrier-Free Access Route
I
I
I
Accessible Route to
Accessible Entrance
Accessible Parking
(2)
2) To Spaces
I
I
\
I
\
I
\
I
I
I
I
\
I
I
\
I
I
\
I
I
Accessible Drop Off
I
I
;
;
;
;
;
;
;
;
;
;
---
I
I
I_
869 of 1058
8
870 of 1058
Pepin Elementary School
Barrier-Free Route
Accessible Route to
Accessible Entrance
Accessible Parking
(2) Total Spaces
Accessible Drop Off
Elecvator
871 of 1058
872 of 1058
Barrier-Free Access Route
Accessible Route to
Accessible Entrance
Accessible Parking
(8) Total Spaces
Accessible Drop Off
North Lot
Community TV
Entrance
Main Entrance
South Lot
873 of 1058
874 of 1058
875 of 1058
876 of 1058
877 of 1058
878 of 1058
879 of 1058
880 of 1058
APPENDIX B
Parkland Disposition; 1972
881 of 1058
882 of 1058
Exhibit A – March 25, 1972 Annual Town Meeting
883 of 1058
884 of 1058
885 of 1058
886 of 1058
Exhibit B; Article 62
887 of 1058
888 of 1058
Exhibit C; Acts, 1972 – Chapter 481
889 of 1058
890 of 1058
891 of 1058
892 of 1058
APPENDIX C
Geo-Technical Report
Prepared by O’Reilly Talbot & Okun Associates
293 Bridge Street #500, Springfield, MA 01103
893 of 1058
894 of 1058
O'Reilly, Talbot & Okun Associates, Inc. (OTO) is pleased to provide this letter report
summarizing our preliminary geotechnical findings and recommendations for the proposed
construction at the Whitebrook Middle School Site, located off of Park Street in
Easthampton, Massachusetts. A Site Locus is provided as Figure 1. A Site Plan is provided as
Figure 2.
This report provides our preliminary findings regarding subsurface conditions at the Site. This
report is intended to provide an opinion of the suitability of the Site for the proposed project,
and to provide preliminary geotechnical recommendations to allow conceptual plans and
cost estimates to be developed. Once a project design is chosen, additional explorations and
analyses will be required.
The presence of soft silt and clay is of significant geotechnical concern at the Site. These soils
are an unsuitable bearing layer for foundations since, without improvement, they would
compress under the imposed building loads causing the new school building to settle. As a
result, preliminary foundation recommendations to mitigate the settlement are provided.
These recommendations should be reviewed once a final building design and location are
chosen.
Our geotechnical findings and preliminary recommendations are based upon subsurface
conditions observed in three soil borings. Our services consisted of the full-time observation
of the borings, review of the logs and soil samples, engineering analyses, and preparation of
this report. This report is subject to the attached limitations.
PROPOSED PROJECT
We understand that the present plan is to combine the existing town Pre-K, elementary and
middle schools into a single building at the subject Site. This will require the construction a
multi-story structure (between one and three stories high). Three conceptual plans are
presently being considered. One alternative calls for the complete demolition of the existing
school building, followed by the construction of a new school. The remaining two alternatives
call for the partial demolition of the exiting school, followed by the construction of additions
on the north and east sides of the existing structure. The finished structure will be between
one and three stores high, with a finished footprint of about 130,000 square feet. The total
usable floor space for the finished school will be on the order of 200,000 square feet. We
anticipate the new structure will be a slab on grade building, with the bottom slab level near
the existing ground surface.
895 of 1058
We have assumed the building will be steel framed and will bear upon isolated column and
continuous strip spread footing foundations. Foundation loads are unknown at this time, but
it is assumed that column loads will be on the order of 100 kips and wall loads will be on the
order of 2 kips per linear foot.
SITE DESCRIPTION
The Site is located at 200 Park Street in Easthampton, Massachusetts. The existing
Whitebrook Middle School building is located within the southcentral portion of the Site and
consists of a one-story, steel framed structure with block walls. The structure is a slab on
grade building. Asphalt paved roadways and parking areas are around the perimeter of the
existing structure. At the time of our visit, no cracks or other indications of significant
building settlement were observed; however, we have not yet observed the interior of the
existing school building. We note that the existing pavements around the perimeter of the
building are in poor condition.
Grass covered fields are located to the northwest and east of the building. Wooded areas and
wetlands ultimately boarder the Site to the east, west and north, and the access roadway
crosses the low lying wetland area to the west of the school building. A residential
community is located to the south.
In general, topography slopes downward from the center of the Site (elevation 193) towards
the wetland areas to the east and west (elevation 176). Site topography immediately around
the school building is generally flat between an elevation of 189 and 191 feet. The parking
area and roadway gently slope downward from the school building to the west (elevation
180). The area immediately to the north and east of the school building slope downward
towards the athletic and grass covered fields to the east and northeast (elevation 182).
SUBSURFACE EXPLORATIONS
Subsurface explorations consisted of three soil borings (WP-1 through WP-3), which were
performed on February 24 and 25, 2017 by Seaboard Drilling of Chicopee, Massachusetts.
The borings were performed using a Diedrich D-50 track mounted rig, equipped with either
hollow stem augers or drive and wash drilling techniques. Borings WP-1 and WP-3 were
performed within the athletic and grass covered fields to the east and northwest of the
school building, respectively. Boring WP-2 was performed within the existing parking area to
the west of the school building. Borings WP-1 and WP-3 were extended to a maximum depth
of 62 feet. Boring WP-2 was extended to a depth of 27 feet. An O’Reilly, Talbot & Okun
Associates, Inc. (OTO) engineer observed and logged each boring. Boring locations are shown
on Figure 2. Boring logs are attached.
Continuous sampling was performed in boring WP-1 to a depth of 12 feet, at a depth of 15

feet, and at five foot intervals, thereafter. In borings WP-2 and WP-3, soil samples were
collected on a continuous basis from the ground surface to a depth of four feet, at a depth of
896 of 1058
five feet, and at five foot intervals, thereafter. Standard Penetration Tests (SPT) were
performed by driving a 2-inch outside diameter split-spoon sampler 24 inches into the soil
using a 140 pound automatic hammer free falling 30 inches (American Society for Testing and
Materials Test Method D1586-99 “Standard Test Method for Penetration Test and Split-
Barrel Sampling of Soils”). The number of blows required to advance the split-spoon each 6-
inch interval is recorded. The total blows required to drive the sampler the middle 12 inches
of the 24-inch drive is the standard penetration resistance or N value. After drilling, each
borehole was backfilled with soil cuttings. The depth to the groundwater table was
measured during drilling and is presented on the boring logs.
Field strength testing was performed on samples of the silt and clay using a pocket torvane
(E-285 Pocket Vane Shear Tester) and pocket penetrometer devices. These field
measurements are intended to provide a measure of the strength of the fine grained soils
present. The pocket penetrometer provides a measure of the unconfined compressive
strength of soil by failing the clay under normal conditions by “punching”. The torvane
device provides an estimate of the undrained shear strength of fine grained soils by failing
the silt and/or clay in a rotational shearing mode. Theoretically, the unconfined compressive
strength is twice the undrained shear strength. Pocket torvane and pocket penetrometer
results are presented on the boring logs.
SUBSURFACE CONDITIONS
Subsurface conditions were interpreted based upon the soil borings. In general, subsurface
conditions consisted of a surface topsoil layer, underlain by fine sand or silty fine sand,
followed by varved silt and clay.
Soil Conditions
Surface Conditions: In borings WP-1 and WP-3, between four to ten inches of topsoil was
present at the surface. Beneath the surficial topsoil layer, a layer of silty fine sand was
encountered to a depth of approximately five feet below the ground surface. The silty sand
generally consisted of loose to medium dense, fine sand, with little to some amounts of silt,
and trace amounts of clay and organic material near the bottom of the layer. In boring WP-2,
a four inch layer of asphalt was encountered at the surface, followed by approximately six
inches of sand and gravel base. The sub-grade consisted of loose, fine sand, with little
amounts of medium to coarse sand, little amounts of fine gravel, and trace amounts of silt.
Upper Native Granular Soils:

The sub-grade layer encountered in boring WP-2 was directly underlain by a native granular
layer that extended to a depth of approximately 25 feet. The native granular soils consisted
of loose to medium dense, fine sand, with trace amounts of silt. The native granular soils
were underlain by a silty sand layer that extended to the end of the exploration depth (27
feet).
897 of 1058
Varved Silt, Sand and Clay: A layer of varved fine sand, silt and clay was encountered in
borings WP-1 and WP-3 starting at a depth of approximately five feet (corresponding to
elevations of between 180 and 184 feet). The varved silt and clay deposit consists of fine-
grained, post-glacial lake deposits that were deposited within ancestral Lake Hitchcock
(which filled much of the Connecticut River Valley from the retreat of the last continental
glacier until approximately 15,000 years ago). These fine-grained soils are characterized by
alternating layers (or varves) of silt, sand, and clay. Published geologic maps1 indicate that
the silty clay deposit is between 0 and 50 feet thick in the Site vicinity. Subsurface
investigations performed for this study confirm this inferred soil profile.
We note that the varved silt and clay unit was not encountered in boring WP-2, which is
located in the southwest portion of the Site. This boring penetrated to a depth of 27 feet. The
variable thickness of varved silt and clay in the two deeper borings and the absence of silt
and clay in one boring indicate that the thickness and depth of the varved clay unit is highly
variable across the Site.
It is typical that the upper few feet of the varved silt and clay stratum is desiccated, resulting
in a very stiff to medium consistency. At this Site, a medium stiff to stiff upper layer was
observed in borings WP-1 and WP-3. The remainder of the varved clay profile was generally
soft to medium in consistency. The deep borings performed for this study (WP-1 and WP-3)
fully penetrated the clay layer at depths of between 40 and 50 feet below ground surface,
corresponding to approximate elevations of between 139 and 145 feet. Therefore, the
varved clay layer is on the order of 40 to 45 feet thick at the Site.
The varved clay unit is generally compressible under thick fills or under heavy building loads.
Preliminary settlement recommendations are provided below. We note that portions of the
varved silt and clay unit contained frequent sand and sandy silt lenses. These lenses would
decrease the compressibility of the silt and clay unit and increase horizontal drainage, which
would speed the rate consolidation (compression) of this layer under imposed loads.
Lower Granular Soils: Borings WP-1 and WP-3 fully penetrated the varved clay soils and
encountered a fine sand at depths of between 40 and 50 feet below ground surface that
extended through the end of the exploration depths (60 feet). These deep granular soils
generally consisted of a medium dense, fine sand, with trace to some amounts of silt. We
note that the 60 to 62 foot sample in boring WP-3 consisted of a very loose, silty fine sand.
Groundwater Conditions
During drilling, groundwater was observed at a depth of between 18 feet below ground
surface (corresponding to an elevation of 166 feet). This water level measured after the
borehole had been left open overnight. Since this level was approximately equal to the water
level initially observed during drilling, there does not appear to be significant artesian water
pressure at the Site.
898 of 1058
Based upon the measured water level, we do not anticipate that groundwater will impact the
building during the service life of the structure. However, we note that ponded water was
present at the ground surface throughout the Site at the time of our field work. We also note
that the pavements throughout the Site were in poor condition. Both these conditions
indicate that the near surface soils drain poorly. Therefore, perched groundwater may be
encountered during the removal of non-engineered fill, construction of foundations, and
installation of utilities. Special considerations may also be needed to accommodate drainage
beneath pavements and slabs.
1“Map Showing Distribution and Thickness of Principal Fine Grained Deposits, Connecticut
Valley Urban Area, Central New England”, Langer, USGS, 1979.
899 of 1058
PRELIMINARY DESIGN RECOMMENDATIONS
Overall Site Conditions/Geotechnical Issues
Based upon the conditions observed in the borings, subsurface conditions vary across the
Site; however, our preliminary study did not indicate that one portion of the Site was
preferable to another. No significant amounts of fill, organic soils or other deleterious soils
were observed in the borings.
The most significant geotechnical issues identified during our preliminary geotechnical study
involve the following.
• The Site is underlain by a soft, varved silt and clay layer, which is compressible under
moderate building loads. Therefore, potential building settlement due to the
compression of the soft varved silt and clay is a significant design issue.
• Differential settlement is of particular concern, specifically because the composition
and thickness of the varved clay is variable and because the proposed building may
contain sections that will vary in height (and weight) differential settlement may
occur between various portions of the building.
• 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, we recommend 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.
• Portions of the existing building may remain in place under some of the design
alternatives. Under these alternatives, weight of the new construction could
potentially cause settlement in the existing structure, due to the increase in soil
stress beneath the existing structure.
Based upon the above information, our preliminary findings and recommendations include
the following.
Demolition of Existing Building
We understand that the existing school may be fully or partially demolished to prepare the
Site for the new construction. Any foundation walls, slabs, basements, or utilities that are
located within the footprint of the new building should be removed in their entirety. These
excavations may extend below the planned slab and footing levels. Any excavations resulting
from the removal of existing foundations and/or slabs, should be backfilled with compacted
engineered fills. Furthermore, debris fill should be removed and replaced with engineered
fills. It is likely that non-engineered and/or debris fills will be encountered around the
perimeter of the existing building. Depending on final design loads and settlement tolerance,
ground improvement (such as aggregate piers) should be considered.
900 of 1058
Abandoned buried utilities containing asbestos (such as electrical conduit insulation or

transite pipe) are commonly found during construction excavations. Furthermore, former
structures (pipes, conduits, foundations walls) may include materials containing asbestos.
Such materials should be handled in accordance with MassDEP asbestos regulations (310
CMR 7.15). We recommend that suspect materials be managed appropriately and tested by a
DLS certified asbestos inspector prior to disturbances.
Foundations
Based upon the observed subsurface conditions, it appears likely that the new building can
be supported on normal spread footings bearing on the near surface sands. We note that
this sand layer is silty and is also loose in some areas. Given the presence of silty, fine sand at
footing level, it will likely be necessary to over excavate for footing subgrades to provide a
firm bearing surface. Since the near surface soils are loose, we recommend that the
structural engineer use a relatively low bearing pressure of 3,000 pounds per square foot for
preliminary foundation design. The footings should be embedded at least four feet for frost
protection, and other requirements of the Massachusetts State Building Code (MSBC) should
be followed.
For the alternatives that involve the reuse of portions of the existing structure, it may be
necessary to address settlement concerns associated additional load of the new building
additions adjacent to the existing structure. In addition, it may be necessary to reinforce the
existing structure to address seismic requirements under the Massachusetts State Building
Code (MSBC). The structural engineer should evaluate the need to reinforce the existing
structure. For preliminary design, we recommend that the designer assume that drilled mini-
piles will be needed to support portions of the existing structure adjacent to the new
additions to mitigate potential settlement. In addition, mini-piles may be needed in other
portions of the existing structure to remove lateral and vertical seismic loads from the
structure. For preliminary design and cost comparisons, we recommend that the estimator
assume that these piles will be on the order of 70 feet deep.
Seismic Considerations
Earthquake loadings must be considered under requirements in Section 1613 and 1806 of the
Massachusetts State Building Code (MSBC). Currently, the 8th Edition (February 2011)
version of the MSBC is in effect, however the 9th Edition of the MSBC is currently under final
review and scheduled to be published on July 1, 2017. We understand that projects starting
construction after January 1, 2018 will need to comply with the 9th edition. Expected
changes between the 8th and 9th edition of the code include revised Table 1604.11 values.
Therefore, a supplemental review and update to the preliminary recommendations provided
in this section may be necessary once the new code becomes effective.
901 of 1058
Section 1613 of the IBC covers lateral forces imposed on structures from earthquake shaking
and requires that every structure be designed and constructed to resist the effects of
earthquake motions in accordance with ASCE 7. Lateral forces are dependent on the type and
properties of soils present beneath the Site, along with the geographic location. Per Table
1604.11, the maximum considered earthquake spectral response acceleration at short
periods (Ss) and at 1-sec (S1) for Easthampton, Massachusetts were determined to be 0.23
and 0.066, respectively.
Soil properties are represented through Site Classification. Procedures for the Site-specific
determination of Site Classification are provided in Section 1613.5.4 of the IBC 2009. At this
Site, we evaluated Site Classification using one of the parameters allowed under the IBC
2009, Standard Penetration Resistance (N-value). At this Site, the significant thickness of the
varved silt and clay layer results in a Class E soil classification. Furthermore, the Site
coefficients Fa and Fv were determined according to Tables 1613.5.3(1) and 1613.5.3(2),
using both the Ss and S1 values and the Site Class. For this Site, Fa and Fv were determined to
be 2.5 and 3.5, respectively.
Section 1804.6 relates to the liquefaction potential of the underlying soils. The liquefaction
potential was evaluated for Site soils encountered below the water table, using Figure
1806.4b of the MSBC. Relatively low SPT blow counts were observed in the fine sand layer
between 20 and 25 feet in boring WS-2 and at 60 feet in boring WS-3. However, these data
may be an artifact of sampling disturbance. Additional borings during final design would be
needed to further evaluate this issue. We note that liquefaction below a depth of 60 feet
from final grade need not be considered for level ground per 1804.6 (3).
Groundwater Control
We note that groundwater was encountered at the time of drilling at approximately 18 feet
below ground surface in boring WS-2. Based upon these data we do not anticipate that
groundwater would impact the proposed structure. However, groundwater was present at
the ground surface throughout the Site at the time of drilling, and we observed that existing
pavements to be in poor conditions. Both these observations indicate that the near surface
soils are poorly draining. Therefore, special provisions will likely need to be incorporated into
the design to control water around the structure and below pavements and sidewalks.
Miscellaneous Observations
Based upon the data collected during the preliminary investigation, we provide the following
additional comments.
• The poor condition of the existing pavements indicates that a more robust pavement
system, consisting of relatively thick gravel base layers and underdrainage, will be
needed to provide for a good performing pavement system in the new design.
902 of 1058
• The near surface soils do not appear to be suitable for reuse as engineered fill.
Therefore, it is likely that the sand and gravel and/or granular fills for use below
footings, slabs and pavements will need to be imported.
• Typical design details below entrance ways, sidewalks, and slabs, and behind
retaining walls are presented on Sheet 1.
We appreciated the opportunity to be of service on this project. If you have any questions,
please call the undersigned.
Sincerely yours,
O'Reilly, Talbot & Okun Associates, Inc.
Ashley L. Sullivan, P.E. Sr. Project Manager Michael J. Talbot, P.E.

Principal
Attachments: Limitations, Site Locus, Site Plan, Sheet 1, Boring Logs
903 of 1058
LIMITATIONS
1. The observations presented in this report were made under the conditions described
herein. The conclusions presented in this report were based solely upon the services
described in the report and not on scientific tasks or procedures beyond the scope of
the project or the time and budgetary constraints imposed by the client. The work
described in this report was carried out in accordance with the Statement of Terms
and Conditions attached to our proposal.
2. The analysis and recommendations submitted in this report are based in part upon
the data obtained from widely spaced subsurface explorations. The nature and extent
of variations between these explorations may not become evident until construction.
If variations then appear evident, it may be necessary to reevaluate the
recommendations of this report.
3. The generalized soil profile described in the text is intended to convey trends in
subsurface conditions. The boundaries between strata are approximate and idealized
and have been developed by interpretations of widely spaced explorations and
samples; actual soil transitions are probably more erratic. For specific information,
refer to the boring logs.
4. In the event that any changes in the nature, design or location of the proposed
structures are planned, the conclusions and recommendations contained in this
report shall not be considered valid unless the changes are reviewed and conclusions
of this report modified or verified in writing by O'Reilly, Talbot & Okun Associates Inc.
It is recommended that we be retained to provide a general review of final plans and
specifications.
5. Our report was prepared for the exclusive benefit of our client. Reliance upon the
report and its conclusions is not made to third parties or future property owners.
904 of 1058
905 of 1058
906 of 1058
907 of 1058
908 of 1058
909 of 1058
910 of 1058
911 of 1058
912 of 1058
913 of 1058
914 of 1058
915 of 1058
916 of 1058
APPENDIX D
Preferred Option Cost Estimate
Prepared by VJ Associates of New England, Inc.
The following Cost Estimate reflects the probable construction costs associated with the
District's Preferred Option , Design Alternative E.4. The Estimate, prepared by V.J.
Associates, Inc. is updated to reflect the proposed school's revised location at the northeast
corner of the site and is dated February 12, 2018.
917 of 1058
918 of 1058
EASTHAMPTON PUBLIC SCHOOLS
EASTHAMPTON, MA
PRELIMINARY CONCEPT ESTIMATE
February 12, 2018
ALTERNATE E.4
Scope: PreK-8, New Construction 176,155 GSF
SECTION DESCRIPTION COST COST/SF
A SUBSTRUCTURE
A10 FOUNDATIONS
A1010 Standard Foundations $1,937,705 $11.00
A1020 Foundation support system $2,777,600 $15.77
A40 SLABS ON GRADE
A4010 Standard Slabs on Grade $1,233,085 $7.00
B SHELL
B10 SUPER STRUCTURE
B1010 Floor Construction $6,165,425 $35.00
B1020 Roof Construction $1,056,930 $6.00
B1080 Stairs $115,622 $0.66
B20 EXTERIOR VERTICAL ENCLOSURES
B2010 Exterior Walls $4,227,720 $24.00
B2020 Exterior Windows $2,818,480 $16.00
B2030 Exterior Doors & Grilles $88,078 $0.50
B30 EXTERIOR HORIZONTAL ENCLOSURES
B3010 Roofing $3,170,790 $18.00
C INTERIORS
C10 INTERIOR CONSTRUCTION
C1010 Partitions $3,435,023 $19.50
C1020 Interior Windows $704,620 $4.00
C1030 Interior Doors $1,056,930 $6.00
C1090 Interior Specialties $1,409,240 $8.00
C20 INTERIOR FINISHES
C2010 Wall Finishes $704,620 $4.00
C2030 Floor Finishes $1,673,473 $9.50
C2040 Stair Finishes $176,060 $1.00
C2050 Ceiling Finishes $880,775 $5.00
D SERVICES
D10 CONVEYING
D1010 Vertical Conveying Systems $350,000 $1.99
D20 PLUMBING
D2010 Domestic Water Distribution $2,994,635 $17.00
D30 HVAC
D3000 HVAC Systems, General $9,512,370 $54.00
D40 FIRE PROTECTION
D4010 Fire Suppression $968,853 $5.50
D50 ELECTRICAL
D5010 Electrical Power Generation $1,321,163 $7.50
D5020 Lighting & Branch Wiring $2,466,170 $14.00
D5030 Communications & Security $1,409,240 $8.00
D5090 Other Electrical Systems $420,443 $2.39
D5090 PV Array $2,500,000 $14.19
E EQUIPMENT & FURNISHINGS
E10 EQUIPMENT
E1020 Institutional Equipment $1,761,550 $10.00
E20 FURNISHINGS
E2010 Fixed Furnishings $863,160 $4.90
F SPECIAL CONSTRUCTION & DEMOLITION
F20 SELECTIVE BUILDING DEMOLITION
F2010 Building Elements Demolition $2,064,800 $11.72
F2020 Hazard Materials Abatement & Removals $2,000,000 $11.35
919 of 1058
Alt E.4 VJ Associates 1 OF 2
EASTHAMPTON, MA
February 12, 2018
ALTERNATE E.4
SUB-TOTAL BUILDING $62,264,557 $274.74
G BUILDING SITEWORK
G10 SITE PREPARATION
G1010 Site Clearing $376,972 $2.14
G1050 Site Remediation & Abatement $250,000 $1.50
G1070 Site Earthwork $880,775 $5.00
G20 SITE IMPROVEMENTS
G2010 Roadways $528,465 $3.00
G2020 Parking Lots $713,428 $4.05
G2030 Pedestrian Plazas & Walkways $500,280 $2.84
G2060 Site Development $1,056,930 $6.00
G2080 Landscaping $704,620 $4.00
G30 G3010
Water Utilities $352,310 $2.00
G3020 Sanitary Sewerage Utilities $387,541 $2.20
G3030 Storm Drainage Utilities $849,067 $4.82
G3050 Site Energy Distribution $246,476 $1.40
G3060 Site Fuel Distribution $0 $0.00
G40 ELECTRICAL SITE IMPROVEMENTS
G4050 Site Lighting $528,465 $3.00
G50 SITE COMMUNICATIONS
G5010 Site Communications Systems $176,155 $1.00
SUB-TOTAL SITE $7,551,484 $42.87
SUBTOTAL FOR SITE & BUILDING COSTS $69,816,041 $396.33
Markups
Escalation Contingency 9.00% $6,283,444
Design Contingency 12.50% $9,512,436
General Conditions & Fee, GC 5.40% $4,623,044
Building Permit $0
TOTAL CONSTRUCTION COST $90,234,964 $512.25
920 of 1058
APPENDIX E
Construction Cost Estimates
Prepared by VJ Associates of New England, Inc.
Estimates updated in response to MSBA PSR comments and Facilities Assessment

Subcommittee feedback. Updated Estimates, with the exception of the
Preferred Option, are dated November 1, 2017. The Preferred Option Estimate,
for Design Alternative E.4, is dated February 12, 2018.
921 of 1058
922 of 1058
EASTHAMPTON, MA
November 1, 2017
ALTERNATE A
Scope: Renovation of existing Maple
Total Total
Construction Cost Construction
GSF Bldg Cost Bldg Cost/SF Site Cost Cost/SF
Work Area of Existing to be
Renovated 37,233 $13,169,046 $354 $2,179,332 $15,348,379
Work Area of New Construction - $0 $0 $0 $0

37,233 $13,169,046 $2,179,332 $15,348,379 $412.23
OR
ALTERNATE D
Scope: PreK-4, New Construction
Total Total
Renovated - $0 $0 $0 $0
Work Area of New Construction 96,225 $43,656,799 $454 $5,947,882 $49,604,682

96,225 $43,656,799 $5,947,882 $49,604,682 $515.51
OR
ALTERNATE E.1
Scope: PreK-8, Major Renovation with Addition, Phases
Total Total
Renovated 115,577 $45,891,528 $397 $953,259 $46,844,787

178,757 $76,485,880 $9,532,593 $86,018,473 $481.20
OR
ALTERNATE E.2
Scope: PreK-8, Minor Renovation with Addition, Phases
Total Total
Renovated 38,993 $16,266,531 $417 $476,021 $16,742,553

177,746 $82,029,911 $9,520,426 $91,550,338 $515.06
OR
ALTERNATE E.3
Scope: PreK-8, New Construction
Total Total
Renovated - $0 $0 $0 $0

176,155 $81,328,696 $9,338,627 $90,667,323 $514.70
923 of 1058
Estimate Options Summary VJ Associates 1 OF 11
EASTHAMPTON, MA
November 1, 2017
ALTERNATE A
Scope: Renovation of existing Maple Elementary School 37,233 GSF
A SUBSTRUCTURE
A10 FOUNDATIONS
A1010 Standard Foundations $96,000 $2.58
A40 SLABS ON GRADE
A4010 Standard Slabs on Grade $75,000 $2.01
B SHELL
B10 SUPER STRUCTURE
B1010 Floor Construction $446,796 $12.00
B1020 Roof Construction $299,600 $8.05
B1080 Stairs $270,000 $7.25
B2010 Exterior Walls $675,000 $18.13
B3010 Roofing $425,000 $11.41
C INTERIORS
C1010 Partitions $270,000 $7.25
C1030 Interior Doors $100,000 $2.69
C1090 Interior Specialties $60,000 $1.61
C2010 Wall Finishes $186,200 $5.00
C2030 Floor Finishes $50,000 $1.34
D SERVICES
D10 CONVEYING
D20 PLUMBING
D2010 Domestic Water Distribution $225,000 $6.04
D30 HVAC
D40 FIRE PROTECTION
D50 ELECTRICAL
D5010 Electrical Power Generation $550,000 $14.77
D5020 Lighting & Branch Wiring $521,300 $14.00
D5030 Communications & Security $250,000 $6.71
D5090 PV Array $0 $0.00
E10 EQUIPMENT
E1020 Institutional Equipment $0 $0.00
E20 FURNISHINGS
F2010 Building Elements Demolition $297,900 $8.00
F2020 Hazard Materials Abatement & Removals $400,000 $10.74
924 of 1058
Alt A VJ Associates 2 OF 11
EASTHAMPTON, MA
November 1, 2017
ALTERNATE A
Scope: Renovation of existing Maple Elementary School 37,233 GSF
F2030 Temporary classrooms (Approx 20,000 GSF), inclusive of all $0 $0.00

site prep, foundations & MEP connections - By Others
G BUILDING SITEWORK
G1010 Site Clearing $50,000 $1.34
G2010 Roadways $0 $0.00
G2020 Parking Lots $0 $0.00
G2060 Site Development $350,000 $9.40
G2080 Landscaping $200,000 $5.37
G30 SITE UTILITIES
G3010 Water Utilities $75,000 $2.01
G3050 Site Energy Distribution $0 $0.00
G4050 Site Lighting $76,000 $2.04
G5010 Site Communications Systems $0 $0.00
SUB-TOTAL SITE $1,441,000 $38.70
Markups
Escalation Contingency 9.00% $913,367
Building Permit $0
925 of 1058
Alt A VJ Associates 3 OF 11
EASTHAMPTON, MA
November 1, 2017
ALTERNATE D
A SUBSTRUCTURE
A10 FOUNDATIONS
A40 SLABS ON GRADE
B SHELL
B10 SUPER STRUCTURE
B1080 Stairs $63,159 $0.66
B2010 Exterior Walls $2,213,175 $23.00
B3010 Roofing $817,913 $8.50
C INTERIORS
C1010 Partitions $1,732,050 $18.00
C1030 Interior Doors $577,350 $6.00
C2010 Wall Finishes $384,900 $4.00
C2030 Floor Finishes $769,800 $8.00
D SERVICES
D10 CONVEYING
D20 PLUMBING
D30 HVAC
D40 FIRE PROTECTION
D50 ELECTRICAL
D5010 Electrical Power Generation $769,800 $8.00
D5030 Communications & Security $769,800 $8.00
D5090 PV Array $1,500,000 $15.59
E10 EQUIPMENT
E20 FURNISHINGS
F2010 Building Elements Demolition $0 $0.00
F2020 Hazard Materials Abatement & Removals $0 $0.00
926 of 1058
Alt D VJ Associates 4 OF 11
EASTHAMPTON, MA
November 1, 2017
ALTERNATE D
G BUILDING SITEWORK
G1010 Site Clearing $250,185 $2.60
G2010 Roadways $560,000 $5.82
G2020 Parking Lots $356,033 $3.70
G2060 Site Development $851,591 $8.85
G2080 Landscaping $298,298 $3.10
G30 SITE UTILITIES
G4050 Site Lighting $211,695 $2.20
SUB-TOTAL SITE $4,480,799 $46.57
Markups
Building Permit $0
927 of 1058
Alt D VJ Associates 5 OF 11
EASTHAMPTON, MA
November 1, 2017
ALTERNATE E.1
Scope: PreK-8, Major Renovation with Addition, Phases 178,757 GSF
A SUBSTRUCTURE
A10 FOUNDATIONS
A1020 Foundation support system $990,000 $5.54
A40 SLABS ON GRADE
A4010 Standard Slabs on Grade $715,028 $4.00
B SHELL
B10 SUPER STRUCTURE
B1080 Stairs $117,330 $0.66
B2010 Exterior Walls $3,932,654 $22.00
B3010 Roofing $1,474,745 $8.25
C INTERIORS
C1010 Partitions $3,798,586 $21.25
C1030 Interior Doors $1,072,542 $6.00
C2010 Wall Finishes $715,028 $4.00
C2030 Floor Finishes $1,430,056 $8.00
D SERVICES
D10 CONVEYING
D20 PLUMBING
D30 HVAC
D40 FIRE PROTECTION
D4010 Fire Suppression $1,072,542 $6.00
D50 ELECTRICAL
D5090 PV Array $2,500,000 $13.99
E10 EQUIPMENT
E20 FURNISHINGS
928 of 1058
EASTHAMPTON, MA
November 1, 2017
ALTERNATE E.1
Scope: PreK-8, Major Renovation with Addition, Phases 178,757 GSF

G BUILDING SITEWORK
G1010 Site Clearing $357,514 $2.00
G2010 Roadways $560,000 $3.13
G2020 Parking Lots $715,028 $4.00
G2080 Landscaping $536,271 $3.00
G30 SITE UTILITIES
G4050 Site Lighting $446,893 $2.50
SUB-TOTAL SITE $7,316,495 $40.93
Markups
Building Permit $0
929 of 1058
EASTHAMPTON, MA
November 1, 2017
ALTERNATE E.2
Scope: PreK-8, Minor Renovation with Addition, Phases 177,746 GSF
A SUBSTRUCTURE
A10 FOUNDATIONS
A40 SLABS ON GRADE
B SHELL
B10 SUPER STRUCTURE
B1080 Stairs $116,666 $0.66
B2010 Exterior Walls $4,088,158 $23.00
B3010 Roofing $3,199,428 $18.00
C INTERIORS
C1010 Partitions $3,554,920 $20.00
C1030 Interior Doors $1,066,476 $6.00
C2010 Wall Finishes $710,984 $4.00
C2030 Floor Finishes $1,688,587 $9.50
D SERVICES
D10 CONVEYING
D20 PLUMBING
D30 HVAC
D40 FIRE PROTECTION
D4010 Fire Suppression $1,066,476 $6.00
D50 ELECTRICAL
D5090 PV Array $2,500,000 $14.07
E10 EQUIPMENT
E20 FURNISHINGS
930 of 1058
EASTHAMPTON, MA
November 1, 2017
ALTERNATE E.2
Scope: PreK-8, Minor Renovation with Addition, Phases 177,746 GSF

G BUILDING SITEWORK
G1010 Site Clearing $351,937 $1.98
G2010 Roadways $560,000 $3.15
G2020 Parking Lots $755,421 $4.25
G2080 Landscaping $533,238 $3.00
G30 SITE UTILITIES
G4050 Site Lighting $444,365 $2.50
SUB-TOTAL SITE $7,324,391 $41.21
Markups
Building Permit $0
931 of 1058
EASTHAMPTON, MA
November 1, 2017
ALTERNATE E.3
A SUBSTRUCTURE
A10 FOUNDATIONS
A40 SLABS ON GRADE
B SHELL
B10 SUPER STRUCTURE
B1080 Stairs $115,622 $0.66
B2010 Exterior Walls $4,227,720 $24.00
B3010 Roofing $3,170,790 $18.00
C INTERIORS
C1010 Partitions $3,435,023 $19.50
C1030 Interior Doors $1,056,930 $6.00
C2010 Wall Finishes $704,620 $4.00
C2030 Floor Finishes $1,673,473 $9.50
D SERVICES
D10 CONVEYING
D20 PLUMBING
D30 HVAC
D40 FIRE PROTECTION
D50 ELECTRICAL
D5090 PV Array $2,500,000 $14.19
E10 EQUIPMENT
E20 FURNISHINGS
932 of 1058
EASTHAMPTON, MA
November 1, 2017
ALTERNATE E.3
G BUILDING SITEWORK
G1010 Site Clearing $352,310 $2.00
G2010 Roadways $560,000 $3.18
G2020 Parking Lots $704,620 $4.00
G2080 Landscaping $528,465 $3.00
G30 G3010
G4050 Site Lighting $440,388 $2.50
SUB-TOTAL SITE $7,225,425 $41.02
Markups
Building Permit $0
933 of 1058
EASTHAMPTON, MA
February 12, 2018
ALTERNATE E.4
A SUBSTRUCTURE
A10 FOUNDATIONS
A40 SLABS ON GRADE
B SHELL
B10 SUPER STRUCTURE
B1080 Stairs $115,622 $0.66
B2010 Exterior Walls $4,227,720 $24.00
B3010 Roofing $3,170,790 $18.00
C INTERIORS
C1010 Partitions $3,435,023 $19.50
C1030 Interior Doors $1,056,930 $6.00
C2010 Wall Finishes $704,620 $4.00
C2030 Floor Finishes $1,673,473 $9.50
D SERVICES
D10 CONVEYING
D20 PLUMBING
D30 HVAC
D40 FIRE PROTECTION
D50 ELECTRICAL
D5090 PV Array $2,500,000 $14.19
E10 EQUIPMENT
E20 FURNISHINGS
934 of 1058
EASTHAMPTON, MA
February 12, 2018
ALTERNATE E.4
G BUILDING SITEWORK
G1010 Site Clearing $376,972 $2.14
G2010 Roadways $528,465 $3.00
G2020 Parking Lots $713,428 $4.05
G2080 Landscaping $704,620 $4.00
G30 G3010
G4050 Site Lighting $528,465 $3.00
SUB-TOTAL SITE $7,551,484 $42.87
Markups
Building Permit $0
935 of 1058
936 of 1058
APPENDIX F
Local Actions and Approval Certification and Minutes
937 of 1058
938 of 1058
Local Action and Approval:
The following Local Action and Approval Documents are provided as the signed, originals.
939 of 1058
940 of 1058
941 of 1058
942 of 1058
943 of 1058
944 of 1058
945 of 1058
946 of 1058
947 of 1058
948 of 1058
949 of 1058
950 of 1058
Original School Building Committee Minutes:
The following School Building Committee Minutes are included as scanned copies through
September 5, 2017. Original Certified copies of these minutes are on file with the
November 9, 2017 PSR Submission.
Original, Certified Minutes are provided in this Appendix for School Building Committee
Meetings held on November 6, 2017, December 5, 2017, January 9, 2018, January 23, 2018
and February 13, 2018.
951 of 1058
952 of 1058
953 of 1058
954 of 1058
955 of 1058
956 of 1058
957 of 1058
958 of 1058
959 of 1058
960 of 1058
961 of 1058
962 of 1058
963 of 1058
964 of 1058
965 of 1058
966 of 1058
967 of 1058
968 of 1058
969 of 1058
970 of 1058
971 of 1058
972 of 1058
973 of 1058
974 of 1058
975 of 1058
976 of 1058
Grade Reconfiguration Certification
The following Grade Reconfiguration Certification is provided is included as a scanned

copy. The original Grade Reconfiguration Certification Documents are on file with the
November 9, 2017 PSR Submission.
977 of 1058
978 of 1058
979 of 1058
980 of 1058
981 of 1058
982 of 1058
983 of 1058
984 of 1058
985 of 1058
986 of 1058
987 of 1058
988 of 1058
Original School Committee Minutes:
The following School Committee/ Sub-Committee Minutes are provided as the certified, originals.
989 of 1058
990 of 1058
991 of 1058
992 of 1058
993 of 1058
994 of 1058
995 of 1058
996 of 1058
997 of 1058
998 of 1058
APPENDIX G
Building Code Report
Prepared by R.W. Sullivan Engineering, Inc.
999 of 1058
1000 of 1058
White Brook Middle
School
Easthampton, Massachusetts
Building
Code Report
September 1, 2017
Prepared By: Don E. Contois, P.E.
1001 of 1058
Table of Contents
Introduction .............................................................................................. 1
New Building (Alternatives D, E.3 & E.4) .................................................. 1
1. Occupancy Classification:.......................................................... 1
2. Min. Construction Type: ............................................................. 2
3. Height and Area Limitations: ...................................................... 2
4. Fire Resistance Ratings:............................................................ 2
5. Stages ....................................................................................... 4
6. Exterior Wall Openings & Fire Resistance Rating: ..................... 4
7. Vertical Floor Openings ............................................................. 5
8. Finishes: .................................................................................... 5
9. Means of Egress:....................................................................... 6
10. Required Fire Protection Systems: ............................................ 7
11. Energy Code Provisions ............................................................ 7
12. Accessibility for Persons with Disabilities ................................... 7
Existing Building Renovation / Addition (Alternatives E.1 & E.2) .............. 8
1. Work Area and Classification of Work:....................................... 8
2. Occupancy Classification:.......................................................... 8
3. Construction Type: .................................................................... 9
4. Height and Area Limitations: ...................................................... 9
5. Vertical Openings: ..................................................................... 9
6. Interior Finishes: ........................................................................ 9
7. Means of Egress:..................................................................... 10
8. Required Fire Protection Systems: .......................................... 11
9. Energy Code Provisions for Existing Buildings ........................ 12
10. Accessibility for Persons with Disabilities ................................. 12
1002 of 1058
September 1, 2017
Page 1
Introduction
The existing middle school building located in Easthampton, MA currently
contains offices, classrooms, auditorium, gymnasium, and library. This code
summary is based on existing conditions observed during a site visit conducted
on August 25, 2017 and the conceptual renovation / addition and new building
architectural plans. Following is a list of applicable codes:
Applicable Code
Code Type
(Model Code Basis)
780 CMR: Massachusetts State Building Code, 9h Edition1
Building (2015 International Building Code)
(2015 International Existing Building Code)
Fire
527 CMR: Massachusetts Fire Prevention Regulations
Prevention
Accessibility 521 CMR: Massachusetts Architectural Access Board Regulations
527 CMR 12.00: Massachusetts Electrical Code
Electrical
(2017 National Electrical Code)
524 CMR: Massachusetts Elevator Code
Elevators
(2004 ASME A17.1)
Mechanical 2015 International Mechanical Code (IMC)
Plumbing 248 CMR: Massachusetts Plumbing Code
Energy
2015 International Energy Conservation Code
Conservation
1. The 9th edition of 780 CMR based on the 2015 International Codes is expected to be
mandatory January 1, 2018.
This report addresses the implications of the following 4 schemes:
• Design Alternative D: New Consolidated Elementary School for 525

students
• Design Alternative E.1: Major Renovation/ Minor Addition for a PreK-8

school serving 1,010 students
• Design Alternative E.2: Minor Renovation/ Major Additions for a PreK-8

school serving 1,010 students
• Design Alternatives E.3 & E.4: New PreK-8 school serving 1,010
students.
New Building (Alternatives D, E.3 & E.4)
The new building would need to comply with 780 CMR including the following
major requirements:
1. Occupancy Classification:
Non-Separated Mixed Uses:

• Use Group A-1 (Gymatorium)
• Use Group A-4 (Gymnasium with spectator seating)
• Use Group B (Offices)
1003 of 1058
September 1, 2017
Page 2
• Use Group E (Educational)
Note that the assembly spaces including the Gymatorium and

Gymnasium have not been considered part of the Use Group E
occupancy due to the assumption that they will be used by the general
public for outside events not directly associated with the school (780 CMR
303.1.3).
2. Min. Construction Type:
• Type IB Construction (noncombustible, 2-hr rated)
It is possible that this construction type could be reduced if separated uses

are utilized depending upon the size of the assembly spaces or firewalls are
provided to separate the building into multiple buildings.
3. Height and Area Limitations:
The following table summarizes the height and area limitations for Use Group
A-3 / A-4 based on Type IB construction:
Use Group A-3 / A-4

Code Reference
Height Area
780 CMR Tables 504.3, 504.4 & 506.2:
6 St. (180 ft) UL
Tabular Value
Allowed Height and Area 6 St. (180 ft) UL
Actual Height and Alternative D 2 St. ~70,000 ft2
Area Alternative E.3 3 St. ~97,000 ft2
4. Fire Resistance Ratings:
The following fire resistance ratings are required in accordance with 780
CMR Table 601 and various sections of the code.
Building Element Fire Resistance Rating (Hrs)

Primary Structural FrameA 2B,C
Exterior Bearing Walls 2
Interior Bearing Walls 2B,C
Exterior Non-Bearing Walls Based on FSD
Interior Non-Bearing Walls 0
Floor Construction 2C
Roof Construction 1D
A. Includes beams, trusses, floor members, etc. having a direct connection to the
columns (780 CMR 202).
B. Fire resistance ratings of structural frame and bearing walls are permitted to be
reduced by one hour but not less than 1 hour rated where supporting a roof only.
1004 of 1058
September 1, 2017
Page 3
C. Not less than the rating supported (780 CMR 707.5, 709.4. and 712.4).
D. Fire protection of structural members shall not be required, including protection of
roof framing and decking where every part of the roof construction is 20 feet or
more above any floor immediately below. Note that this exception does not apply
to the structural members that are considered part of the primary structural frame
as defined by 780 CMR 202.
Opening
Fire Resistance
Building Element Protectives
Rating (Hrs)
(Hrs)
Exit Access Corridors (780 CMR 1020.1) 0 0
Stair Shafts (780 CMR 1023.2) 2 1½
Other Shafts (780 CMR 713.4) 2 1½
Elevator Machine Room (780 CMR 3005.4) 2 1½
Emergency Electrical Room (527 CMR 12.00
2A 1½
700-10(D)(2))
Emergency Generator Room – Level 1
2 1½
Installation (NFPA 110 Section 7.2.1.1)
With Sprinklers 0
Electrical Closets
Without Sprinklers 2
Smoke resistant and provide
Furnace room where any piece of equipment
automatic fire-extinguishing
is over 400,000 Btu per hour input
systemB
Rooms with boilers where the largest piece of
equipment is over 15 psi and 10 horsepower
systemB
Paint shops, not classified as Group H, located 1 hour and provide automatic fire-
in occupancies other than Group F extinguishing system
Laboratories and vocational shops automatic fire-extinguishing
systemB
Waste and linen collection rooms over 100
square feet
systemB
Rooms containing fire pump, if needed (780 1 hour and provide automatic fire-
CMR 913.2.1) extinguishing systemC
A. No rating is required for the room when fully sprinklered, however a 2-hr rating is
still required for the emergency feeder-circuit wiring and rooms containing an
emergency generator (NFPA 110 Section 7.2.1.1).
B. Where smoke resistant construction and automatic fire-extinguishing system are
permitted, accessory occupancies shall be separated from the remainder of the
building by construction capable of resisting the passage of smoke and doors
shall be self- or automatic-closing upon detection of smoke.
C. Location and access to the fire pump room shall be pre-planned with the fire
department Must be directly accessed from the exterior or through a 1 hour fire
resistance rated passageway that connects to the exterior (NFPA 20 Section
5.12.1.1.3).
1005 of 1058
September 1, 2017
Page 4
Fire walls, fire barriers, fire partitions, smoke barriers, and smoke partitions,
or any other wall required to have protected openings or penetrations must
be identified with signs or stenciling within accessible concealed spaces (i.e.
floor-ceiling, attic spaces) at 30 ft. intervals (780 CMR 703.7).
5. Stages
The stage areas must comply with 780 CMR 410. It is assumed that the
stage height will be less than 50 feet. The following requirements must be
meet.
• Stages must be constructed of materials as required for floors for the

type of construction of the building unless the finished floor is
constructed of wood or approved non-combustible materials and
openings through stage floors shall be equipped with tight-fitting, solid
wood trap doors with approved safety locks (410.3.1).
• Galleries, gridirons, and catwalks shall be constructed of approved
materials consistent with the requirements of the type of construction
of the building (410.3.2).
• Combustible materials used for sets and scenery shall meet NFPA
701 fire propagation performance criteria (410.3.6).
• Emergency ventilation shall be provided for stages larger than 1,000
square feet and follow one of the below (410.3.7).
o Two or more heat activated roof vents with aggregate opening
of not less than 5% of stage area.
o Smoke control system that maintains a some layer interface
not less than 6 feet above the highest level of the assembly
seating.
• Stage shall be separated from other parts of the building including
dressing rooms and scene docks by 1 hour-rated construction
(410.5.1).
• Appurtenant rooms to the stage, such as dressing rooms, scene shop,
and storerooms, must be separated by 1 hour-rated construction for
each other (410.5.2).
• Exit access doors on each side of the stage must be provided
(410.6.1)
6. Exterior Wall Openings & Fire Resistance Rating:
The nonbearing exterior wall rating requirements and opening limitations are
based on the fire separation distance for each wall. The fire separation
distance is measured perpendicular to the exterior wall to the centerline of a
public street, an interior lot line, or an imaginary lot line between two buildings
on the same lot (780 CMR 702.0).
Since the fire separation distance will likely be more than 20 ft., the exterior
wall is not required to be rated and the allowable area of openings is not
limited (780 CMR Table 602 and Table 705.8).
1006 of 1058
September 1, 2017
Page 5
7. Vertical Floor Openings
Vertical openings are required to comply with 780 CMR 712. The proposed
buildings potentially will contain floor openings that connect the first and
second floors of the building, including the auditorium, Gym, and/or stairs.
These floor openings would likely be permitted per 712.1.9 and the stairs
could be used for egress in accordance with 780 CMR 712.1.12 and 1019.3
Exception 1.
8. Finishes:
Interior Finish
The interior finish of walls and ceilings in exits and corridors must comply with
the code for new construction as shown in the table below.
Walls & Ceilings (IBC Table 803.11)

Building Component Use Group A-1/A-4 Use Group B & E
Exit Enclosures and Passageways Class B Class B
Corridors Class B Class C
Rooms & Enclosed Spaces Class C Class C
Note that where exit stairs and exit access corridors serve all use groups, the
most restrictive interior finish is required.
New Floor Finishes

Since the building will be equipped with an automatic sprinkler system,
traditional floor coverings such as wood, vinyl, and other resilient floor
coverings as well as carpeting passing the DOC FF-1 pill test are allowed
throughout the building, including all exits, exit passageways and exit access
corridors (780 CMR Section 804.4.2).
Exterior Finish
Exterior wall finishes must fully comply with the requirements of 780 CMR 14.
Combustible materials are permitted to be used as an exterior wall finish for
this building in accordance with 780 CMR Section 1406.0; however, all
exterior wall finishes and architectural trim located greater than 40 feet above
grade plane must be constructed of approved noncombustible materials and
must be secured to the wall with metal or other approved noncombustible
brackets (780 CMR Section 1406.2.2). Additionally, combustible exterior wall
finish is limited to 10% of the exterior wall surface area where the fire
separation distance is 5 ft or less.
The use of foam plastic materials as part of the exterior wall assembly must
comply with 780 CMR 26. The wall assembly must be tested in accordance
with NFPA 285 (780 CMR 2603.5.5). Note that this test standard is a full
scale assembly test. We recommend confirming with the manufacturer that
the foam plastic insulation is part of an approved NFPA 285 assembly or
1007 of 1058
September 1, 2017
Page 6
complies with one of the alternative standards listed in 780 CMR Section
2604.1. The current MA amendments to the IBC include an exception stating
that buildings providing sprinkler protection in accordance with NFPA 13 do
not have to comply with NFPA 285 if a fire flow analysis is performed (without
sprinkler decrease allowance) and it shows adequate water is available.
9. Means of Egress:
The number of exits, and egress capacity must be sufficient for the calculated
occupant load of the building (780 CMR Table 1004.1.2, Table 1006.3.1, and
1005.3). Once more detailed design plans are developed, the means of
egress can be further evaluated.
General Egress Requirements:
• Maximum exit access travel distance must be less than 250 ft (300 ft
allowed from Use Group B spaces) (780 CMR Table 1017.2).
• Maximum dead-end corridor length must be less than 20 ft or 2.5 times

the least width of space (up to 50 ft is permitted in Use Group B & E
spaces) (780 CMR 1020.4).
• All rooms or spaces with an occupant load greater than 49 people or a

travel distance over 75 ft (100 ft in Use Group B areas) must be provided
with two egress doors swinging in the direction of egress and illuminated
exit signs at each exit (780 CMR Table 1006.2.1 & Sections 1010.1.2.1 &
1013.1). Boiler rooms require two means of egress if the room is greater
than 500 sqft. and includes individual fuel-fired equipment greater than
400,000 Btuh input capacity.
• Doors serving more than 49 people in group E and A occupancies must

swing in the direction of egress and be provided with panic hardware (780
CMR 1010.1.10).
• All means of egress lighting and exit signs throughout the building must
be provided with an emergency power supply to assure continued
illumination for not less than 1.5 hours in case of primary power loss (780
CMR 1008.2 & 1008.3.4).
• Remote means of egress must be separated by ⅓ of the diagonal

dimension of the room or space they serve (780 CMR 1007.1.1). The
distance between exits must be measured in a straight line between exit
doors / paths.
• Roofs and penthouses containing elevator equipment that must be

accessed for maintenance are required to be accessed by a stairway
(780 CMR 1011.12.1). Permanent means of access to any roof containing
mechanical equipment must be provided in accordance with the
Mechanical Code.
1008 of 1058
September 1, 2017
Page 7
• All exits must discharge to the exterior of the building except that a
maximum of 50% of the number and capacity of the exit enclosures are
allowed to exit through areas on the level of discharge if the exit
enclosures discharge to a free and unobstructed path of travel to an
exterior exit that is readily visible from the discharge of the exit enclosure;
the entire area of the level of exit discharge is separated from areas
below by construction consistent with the rating of the exit enclosure; and
the egress path and all areas open to the egress path on the level of exit
discharge must be fully sprinklered (780 CMR 1028.1).
• A two-way communication system is required at each elevator landing on

accessible floors that are one or more stories above or below the level of
exit discharge (780 CMR 1009.8).
• At least one passenger elevator must be sized to accommodate the

loading and transportation of an ambulance gurney or stretcher sized 24”
wide by 84” long with 5” radius corners (524 CMR 17.40(1)).
10. Required Fire Protection Systems:
• NFPA 13 sprinkler system (780 CMR Table 903.2 & M.G.L. c148 s26G)
• Fire alarm system with emergency voice/alarm communication
capabilities (780 CMR 907.2.3)
• Standpipe system depending upon building size and layout (780 CMR
905.3.1)
• Emergency responder radio coverage (780 CMR 916)
• Carbon monoxide detection in accordance with 780 CMR 915 and 527
CMR 1 chapter 13.
• Fire extinguishers (780 CMR 906.1)
11. Energy Code Provisions
The project is subject to the provisions of the 2015 International Energy

Conservation code with Massachusetts Amendments. Also, Easthampton has
adopted the Stretch Code and due to the size of this building (> 100,000 gsf)
it will likely be required to comply with the stretch code (AA 103.2).
12. Accessibility for Persons with Disabilities
Massachusetts Architectural Access Board Regulations

All areas open to the general public are required to comply with the
requirements of the Massachusetts Architectural Access Board (521 CMR).
This section includes the following major provisions:
• All public entrances must be accessible (521 CMR 25.1).
• All public and common use areas must be accessible and provided with
an accessible route thereto (521 CMR Section 12.2.2 and 20.1).
1009 of 1058
September 1, 2017
Page 8
• Accessible toilet rooms must be provided (521 CMR 30.1).
• Where tables, study carrels, computer workstations or fixed seating is

provided at least 5% with a minimum of one of each item must be
accessible (521 CMR Section 12.2.2).
Existing Building Renovation / Addition (Alternatives E.1 & E.2)

The 2009 International Existing Building Code with Massachusetts amendments
allows for 3 separate compliance methods, the Prescriptive Method (in general,
altered areas must comply with the code for new construction), Work Area
Method (level of compliance is based on the classification of work), and
Performance Compliance Method (numerical method that allows tradeoffs for
deficiencies). This report is based on the Work Area Method.
1. Work Area and Classification of Work:
The assumed work includes interior renovations that would be classified as a

Level 3 alteration. This level includes the reconfiguration of spaces, the
addition or elimination of doors and windows, the reconfiguration or extension
of systems, and/or the installation of additional equipment in less than 50% of
the aggregate area of the building. Therefore, the work must comply with
IEBC Chapters 7, 8, and 9. If the future work includes an addition, the project
would also be subject to IEBC Chapter 11.
In general, the work conducted in the existing building should comply with the
requirements for the new construction as noted in the previous section of this
report. The renovation should not make the building less safe than the
existing condition nor less stringent than the code requirements applicable at
the time of construction. Unless specifically required in the code, the non-
renovated portion of the building are not required to be upgraded to comply
with the new construction requirements.
2. Occupancy Classification:
Non-Separated Mixed Uses:

• Use Group A-1 (Auditorium)
• Use Group A-4 (Gymnasium with spectator seating)
• Use Group B (Offices)
• Use Group E (Educational)
Note that the assembly spaces including the Auditorium and Gymnasium
have not been considered part of the Use Group E occupancy due to the
assumption that they will be used by the general public for outside events not
directly associated with the school (780 CMR 303.1.3).
1010 of 1058
September 1, 2017
Page 9
3. Construction Type:
It is our understanding that the existing building includes a mix of concrete

and steel. Based on the unprotected steel within the building, the existing
construction type is Type IIB construction. If the building does not undergo
an addition, any new construction will need to maintain this construction type
(noncombustible).
If the building undergoes an addition, the existing building and addition must
comply with height and area limitations. Based on the size of the existing
building, any addition will likely need to be separated by a firewall unless the
structure of the existing building and addition are protected to meet a 2 hour
fire resistance rating (Type IB construction).
4. Height and Area Limitations:
The following table summarizes the height and area limitations for Use Group
A-3 / A-4 based on Type IB construction:
Use Group A-3 / A-4

Code Reference
Height Area
780 CMR Tables 504.3, 504.4 & 506.2:
6 St. (180 ft) UL
Tabular Value
Allowed Height and Area 6 St. (180 ft) UL
Actual Height and Alternative E.1 3 St. ~154,000 ft2
Area Alternative E.2 3 St. ~130,000 ft2
5. Vertical Openings:
New vertical openings are required to comply with 780 CMR 712. The
proposed buildings potentially could contain floor openings that connect two
floors of the building. These floor openings would likely be permitted per
712.1.9 and the stairs could be used for egress in accordance with 780 CMR
712.1.12 and 1019.3 Exception 1.
6. Interior Finishes:
The existing interior finish of walls and ceilings in the work area and in all
exits and corridors serving the work area must comply with the code
requirements for new construction (IEBC 803.4 & 903.3). All newly installed
wall and ceiling finishes, and interior trim materials must also comply with 780
CMR Table 803.9 (IEBC 702.1, 702.2, 702.3). The requirements are
summarized below:
1011 of 1058
September 1, 2017
Page 10
Walls & Ceilings (IBC Table 803.11)

Building Component Use Group A-1/A-4 Use Group B & E
Exit Enclosures and Passageways Class B Class B
Corridors Class B Class C
Rooms & Enclosed Spaces Class C Class C
Note that where exit stairs and exit access corridors serve all use groups, the
most restrictive interior finish is required.
New Floor Finishes

Since the building will be equipped with an automatic sprinkler system,
traditional floor coverings such as wood, vinyl, and other resilient floor
coverings as well as carpeting passing the DOC FF-1 pill test are allowed
throughout the building, including all exits, exit passageways and exit access
corridors (780 CMR Section 804.4.2).
Exterior Finish
Exterior wall finishes must fully comply with the requirements of 780 CMR 14.
Combustible materials are permitted to be used as an exterior wall finish for
this building in accordance with 780 CMR Section 1406.0; however, all
exterior wall finishes and architectural trim located greater than 40 feet above
grade plane must be constructed of approved noncombustible materials and
must be secured to the wall with metal or other approved noncombustible
brackets (780 CMR Section 1406.2.2). Additionally, combustible exterior wall
finish is limited to 10% of the exterior wall surface area where the fire
separation distance is 5 ft or less.
The use of foam plastic materials as part of the exterior wall assembly must
comply with 780 CMR 26. The wall assembly must be tested in accordance
with NFPA 285 (780 CMR 2603.5.5). Note that this test standard is a full
scale assembly test. We recommend confirming with the manufacturer that
the foam plastic insulation is part of an approved NFPA 285 assembly or
complies with one of the alternative standards listed in 780 CMR Section
2604.1. The current MA amendments to the IBC include an exception stating
that buildings providing sprinkler protection in accordance with NFPA 13 do
not have to comply with NFPA 285 if a fire flow analysis is performed (without
sprinkler decrease allowance) and it shows adequate water is available.
7. Means of Egress:
The means of egress including the number of exits and egress capacity must
be sufficient for the number of occupants on all floors (780 CMR 102.6.4).
Based on the numerous amount of exterior doors, the existing building is

compliant with these egress requirements. Once detailed floor plans for the
renovations / additions are further developed, an egress analysis can be
conducted.
1012 of 1058
September 1, 2017
Page 11
In addition, illuminated exit signs and means-of-egress lighting must be

provided in accordance with the code for new construction (780 CMR
102.6.4). All means of egress lighting and exit signs must be provided with
an emergency power supply to assure continued illumination for not less than
1.5 hours in case of primary power loss (780 CMR 1008.1 1008.3.4 &
1013.1).
The existing emergency lighting and illuminated exit signs are provided with
emergency power. In general, the common areas are provided with coverage
but will likely require upgrades to accommodate a future renovation.
8. Required Fire Protection Systems:
The following fire protection systems must be maintained / updated / provided

to accommodate any renovations and additions:
• NFPA 13 sprinkler system (780 CMR Table 903.2 & M.G.L. c148 s26G)
• Fire alarm system with emergency voice/alarm communication
capabilities (780 CMR 907.2.3)
• Standpipe system depending upon building size and layout (780 CMR
905.3.1)
• Emergency responder radio coverage (780 CMR 916)
• Carbon monoxide detection in accordance with 780 CMR 915 and 527
CMR 1 chapter 13.
• Fire extinguishers (780 CMR 906.1)
Based on our observations of the existing fire protection systems, they will
require upgrades throughout the building since the sprinkler system only
provides partial coverage.
M.G.L. Chapter 148 Section 26G

Since the building is over 7,500 gross square feet in area, it is subject to the
requirements of M.G.L. Chapter 148 Section 26G. These amendments
require the entire building to be provided with sprinkler protection if the
renovations are considered “major”.
Renovations are considered major depending on the type of work and the
scope / cost of work. The following are general guidelines established by the
board to be used to determine if the scope or the cost of the planned
alterations are major:
1. Major alterations are reasonably considered major in scope when such

work over a 5 year period affects 33% or more of the total gross
square footage of the building (measured from the outside walls,
regardless of firewalls).
2. Major alterations are reasonably considered major in scope or

expenditure, when the total cost of the work over a 5 year period,
excluding costs relating to sprinkler installation, is equal to or greater than
1013 of 1058
September 1, 2017
Page 12
33% of the assessed value of the building, as of the date of permit

application.
Major alterations would include work such as the demolition or reconstruction

of existing ceilings, sub flooring, walls, stairways, doors, or the removal or
relocation of a significant portion of the building’s HVAC, plumbing, or
electrical systems. Cosmetic work such as painting or installing / replacing
carpeting would be considered minor and would not trigger compliance with
this law.
Also if the scope includes an addition, the addition and the existing building
must be provided with an automatic sprinkler system throughout.
Since these are just general guidelines and not specific thresholds, it is up to
the head of the fire department to determine if the renovation work triggers
compliance with M.G.L. Chapter 148 Section 26G.
9. Energy Code Provisions for Existing Buildings
The building is subject to the 2015 International Energy Conservation Code

(IECC) or ANSI/ASHRAE/IESNA 90.1 with Massachusetts Amendments
(Massachusetts Energy Code) and including the amendments contained in
780 CMR Chapter 13. Level 3 alterations to existing buildings are permitted
without requiring the entire building to comply with the energy requirements of
the International Energy Conservation Code (IECC). The alterations (new
elements) shall conform to the energy requirements of the IECC as they
relate to new construction only (IEBC 908.1).
Note that the stretch code does not apply to alterations or additions to
existing buildings (780 CMR AA104).
10. Accessibility for Persons with Disabilities
Alterations to the building must comply with the requirements of the

Massachusetts Architectural Access Board Regulations (521 CMR). For
existing building alterations the requirements of 521 CMR are based on the
cost of the proposed work:
A. If the cost of the proposed work is less than $100,000, only the new work
must comply.
B. If the cost of the proposed work is greater than $100,000 then all new
work must comply and the existing building must include an accessible
public entrance, toilet room, telephone and drinking fountain (if public
phones and drinking fountains are provided) (521 CMR Section 3.3.1(b)).
Exempt work when calculating the cost of work includes roof repair or
replacement, window repair or replacement, and repointing and masonry
repair work unless the exempt work exceeds $500,000.
1014 of 1058
September 1, 2017
Page 13
C. If the cost of the proposed work is greater than 30% of the full and fair
cash value of the existing building, the entire building is required to
comply with 521 CMR (521 CMR Section 3.3.2). There is no exempt
work, i.e. the entire project costs apply to determining the 30% criteria.
The cost of all work performed on a building in any 36 month period must be
added together in determining the applicability of 521 CMR (521 CMR
Section 3.5). The full and fair cash value of the existing building is
determined by using the 100% equalized assessed value of the building on
record with the city assessor’s office. If no assessed value exists or if the
assessment is more than 3 years old, an appraised value may be substituted.
The certified appraised value must be submitted to the Massachusetts
Architectural Access Board for approval.
It is anticipated the cost of the project will exceed 30% of the full and fair cash
value of the building (Assessed Value = $11,098,700; 30% Threshold =
$3,329,610). Therefore, all portions of the building open to the general public
(students, visitors, etc) must be upgraded to comply in full with the current
requirements of 521 CMR. Any employee-only areas such as staff lounges,
staff bathrooms, and staff work areas are not required to comply with 521
CMR, as long as general public access is not permitted. It should be noted
that the Access Board expects to extend their jurisdiction to employee areas.
Based on our observations, the following major upgrades would be required
in order for the building to fully comply with the provisions of 521 CMR:
• All public entrances must be accessible (521 CMR 25.1)
In general, the main entry is accessible. However, the other building

entrances / exits and the site have deteriorated paving, slope, and / or
elevation change issues.
Existing Main Entry
1015 of 1058
September 1, 2017
Page 14
Rear Exit / Entry
• Accessible parking spaces must be provided based on the total number

of parking spaces (521 CMR 23.2.1). Additionally, one in every 8
accessible spaces, but not less than one, must be van accessible (521
CMR 23.2.2).
The existing parking spaces are not properly striped, not level, and the
paving is deteriorated.
Existing Parking Spaces
• Service counters (521 CMR 7.2.2)
1016 of 1058
September 1, 2017
Page 15
Many counters in spaces like the office and library are not accessible due
to the height.
Library Counter
• Accessible toilet and shower rooms (521 CMR 30 & 31)
Many of the toilet rooms and locker room showers are not accessible due
to lack of clear floor space, dimensional issues, threshold issues, etc.
Existing Locker Room Shower
1017 of 1058
September 1, 2017
Page 16
Locker Room Toilet
• Drinking Fountains (521 CMR 36)
The existing drinking fountains throughout the building are not accessible.
Existing Drinking Fountain
1018 of 1058
September 1, 2017
Page 17
• Door Hardware (521 CMR 26)
Many doors throughout the building do not have proper maneuvering

clearances and are provided with doorknobs.
Existing Home Arts Door
• Auditorium (521 CMR 14)
The existing auditorium does not contain accessible features such as

having an accessible route within the space to the stage, wheelchair
seating, sloped floor with no landings at the door, etc.
1019 of 1058
September 1, 2017
Page 18
Auditorium Doors
Auditorium Stage
• Signage (521 CMR 41)
The signage throughout the building does not have braille and is mounted
at the wrong locations.
K:\2017\170285-00\4_Files\Reports\Easthampton Schools Code Report.docx
1020 of 1058
APPENDIX H
MSBA Preferred Schematic Report Review & District Response
1021 of 1058
1022 of 1058
The following pages include MSBA’s formal review comments for the Preferred Schematic Report
submitted on September 14, 2017.
1023 of 1058
1024 of 1058

November 3, 2017
Attn: Alan Minkus
Agawam, MA 01001

Response to MSBA PSR Comments
Dear Mr. Minkus,
Module 3 Preferred Schematic Report submission. Comments were received on October 17,
2017, and require response, through your office no later than November 9, 2017.
Item 4: Summary of Final Evaluation of Alternatives:

Provide a narrative that describes the rationale for eliminating design
alternatives B and C from further consideration as part of the District’s
updated Preferred Schematic Report.
Response: Following the Building Committee’s review of Design Alternatives A through E,

as provided in the Preliminary Design Program submission, it was determined
that Maple Elementary School-specific options, such as Design Alternative B
(Additions and Renovations to the existing school), and Design Alternative C
(New Construction of a 195 student Elementary School at the Maple
Elementary School site), would not provide Easthampton with their best
solution. The Committee noted that design solutions focused solely on the
195 student population at the Maple Elementary School, will not result in
educational equity for all Easthampton Students, even at the elementary level.
Students attending the Center Elementary School and Pepin Elementary
School would still face challenges associated with the 100 year old buildings,
such as undersized classrooms and lack of infrastructure to support current
technologies. Additionally, students attending these schools would still be
required to travel between buildings in order to participate in programs such as
Art, Gym and Lunch which are only provided in one or the other location. This
travel time takes away from time that students could be learning in the
classroom. Similarly, staff must share time between all three of the
elementary school buildings. By pursuing separate elementary school building
projects, the District would not be able to take advantage of staffing
efficiencies.
A goal of the District has also been to pursue a change in their grade
configuration policy, which would bring the fifth grade back to the elementary
1025 of 1058
Page 2 of 18
school population. Fifth grade curriculum currently aligns with the PreK to
Grade 4 model, however fifth graders are currently located with the sixth
through eighth grade students at White Brook Middle School. A different
model is used beginning at Grade 6, leaving fifth graders disconnected from
their curricular peers. By pursuing Design Alternatives B or C, the District
would preclude any opportunities for a grade realignment.
Fiscally, the Building Committee noted that a Maple Elementary School-

specific project would leave the City in need of future construction projects at
the Center Elementary School, Pepin Elementary School and White Brook
Middle School. In their decision to eliminate the Design Alternatives B and C,
the Committee cited their economic responsibility to mitigate future design and
construction expenses at what in most likelihood would be inflated dollars.
Additionally, the District would have to continue budgeting for higher energy
use and end-of life maintenance costs associated with the older school
buildings.
By eliminating the single-focus solutions of the Design Alternatives B and C,

the Building Committee believes they are offering tax payers a more
affordable long-term solution that will provide full equity of program access
and educational resources to all students in the District.

Item 2: The information provided indicates further geotechnical investigations and
additional structural analysis will be performed as part of the Schematic
Design phase of the project, and the following will be performed in the Design
Development phase of the project:
• Flow test and hydraulic calculations to determine the 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;
and
• Limited subsurface investigation in areas of the air compressor and
tractors to determine if soil contaminations are present in these areas.
Provide a narrative that describes the potential impact of additional testing

during the Design Development phase on the preferred solution and the
District’s budget, as part of the District’s updated Preferred Schematic Report.
Response: Flow Test:

During the design development phase of the project, in conjunction with the
local water company, the Design Team will conduct a flow test of a fire hydrant
on the street and will perform hydraulic calculations to further determine the
need for a fire pump. If necessary, an electric fire pump would be proposed,
with a separate electrical service, backed up by the emergency generator, as
required by code. The pump will require a dedicated room, surrounded by fire

1026 of 1058
Page 3 of 18
rated assemblies. Should a fire pump be required, the impact on the total
project is estimated at $200,000.00.
Subsurface Pesticide Investigation:
Additional testing for pesticide contaminants will entail investigation of the top
12 inches of soil through sampling by a qualified scientist. Samples will be
collected in a grid pattern, by hand auger and then submitted to a state-
certified laboratory for analysis of lead, arsenic and organochlorine pesticides
and herbicides. Sample collection is anticipated to take three days, with lab
results available within an additional ten days.
Subsurface Soil Contamination Investigation:
Additional testing for soil contamination at two locations of observed oil

staining will entail investigation through sampling by a qualified scientist. Soil
samples will be collected from below existing concrete slabs through a series
of one inch cores, at each location, and forwarded to a state-certified
laboratory for analysis of petroleum hydrocarbons and polychlorinated
biphenyls (PCB). A floor drain is located within the area of heavy staining at
the garage slab, with an unknown discharge location (presumably on-site). A
qualified scientist will flush the drain system with a non-toxic fluorescent dye
tracer and water mixture to identify the discharge point and collect proximate
soil sample for analysis if on-site.
Budget and Time Impact of Soil Investigations:
Following collection and analysis of soil samples, a formal report will be

prepared, detailing the findings, complete with data summary tables and
figures depicting sample locations. It is anticipated that the complete process
can be completed within 60 days of initiation, for an estimated cost of
$20,000.00.
Potential Remediation Scope:

If lead or arsenic exceedances are detected in site soils, the worst-case
scenario will require affected soil to be excavated and removed from the
Property for off-Site disposal. Based on historic aerial photographs, the
maximum potentially-affected area is approximately 2,000 cubic yards which
equates to roughly 3,000 tons of soil. Laboratory analytical results would be
used to determine whether the soil would be categorized as hazardous or non-
hazardous waste. If soils are categorized as hazardous, the disposal costs
are significant at an estimated $1,500,000.0 ($500.00/ ton), with anticipated
T&D and excavation costs of $50,000.00 (it is fairly unlikely that soils will be
classified as hazardous). If the soils are categorized as non-hazardous, and
meet state acceptance levels they may be disposed of at an in-state landfill.
Using an estimated unit cost of $80-$100.00 per ton, the budgetary impact of
disposal is estimated at $300,000.00 plus excavation for a total burden of
$350,000.00. Due to the potential for significant budget impacts, the Design
Team is pursuing City approval to conduct the sampling and analysis as early

1027 of 1058
Page 4 of 18
as possible, and prior to winter conditions setting it, so that scope is clearly
defined prior to MSBA’s Module 5, Funding the Project.
In addition to direct costs, Licensed Site Professional (LSP) oversight may be

required; budgetary costs for the LSP oversight portion of this overall
remediation project are estimated at $50,000.

Item 2: Provide further detail that clearly describes and illustrates the separation,
safety provisions, and possible construction laydown areas that will be applied
during construction on the occupied site for the preferred solution, as part of
the District’s Schematic Design submission.
Response: A site plan will be included as part of the Schematic Design Submission,
indicating the separation safety provisions and suggested construction laydown
areas that will be applied during construction on the occupied site.
Item 7: The information provided indicates the proposed project has a goal of
exceeding the State Energy Code requirements by 20 percent, and will
incorporate a solar array at the roof level. A Uniformat 11 level 3 construction
cost estimate has been provided, however, it is unclear if solar arrays are
included in the preliminary pricing estimates. Please clarify as part of the
District’s updated Preferred Schematic Report.
Response: Attention is directed to the Preferred Option Cost Estimate, included as

Appendix D of the Preferred Schematic Report. The PV array is carried at a
value of $2,500,000.00 on page 10 of 11, under Section D, Services. Please
advise if additional information is required.
Item 10: The information provided includes a building code report that incorporates the
9th edition of 780 CMR based on the 2015 International Codes which is
expected to be mandatory January 1, 2018. However, some of the narratives
and cost estimates were based on the 2009 International Existing Building
Code. Please verify that all of the options in the preliminary pricing table were
based on the same family of Building codes, as part of the District’s updated
Preferred Schematic Report.
Response: The narrative and cost estimate the Base Repair Option, Design Alternative A,
were based on the Eighth Edition of the MA State Building Code. The Building
Code Report for Design Alternatives D, E.1, E.2 and E.3 are based on the
Ninth Edition of the MA State Building Code. In follow up to this comment, our
Code Consultant has indicated that the primary difference between the two
code families is the requirement for Carbon Monoxide Protection. At the
Maple Elementary School, under a Base Repair Option, Carbon Monoxide
detection devices would be required at the Mechanical Room and Kitchen.
Additional devices would be placed in the corridor outside these spaces and in
the spaces directly above (approximately six devices). The Estimate and
Preliminary Pricing Table provided in the updated PSR submission reflects a
slightly higher Estimated Construction Cost of $15,348,379.00.
1028 of 1058
Page 5 of 18

Item 1c: The submittal indicates that there are no District policies on class size but
rather guidelines according to schools and grades. As part of the District’s
updated Preferred Schematic Report, please provide additional information
associated with how the consolidation of four schools and a District-wide
grade reconfiguration may impact these guidelines.
Response: 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 close to their
neighborhood or at a different site than their siblings.
Item 2: Refer to ‘Attachment B’ for a detailed review of the submitted space summary
spreadsheet.
Response: Space Summary comments are addressed in response to Attachment B

comments.
Item 3: The information provided indicates the District intends to achieve the
additional 2% reimbursement through the MSBA’s Sustainable Building
Design Policy. As part of the District’s updated Preferred Schematic Report,
provide an updated NE-CHPS scorecard that meets the minimum requirements
outlined in MSBA’s updated Sustainable Design Policy; refer to the MSBA
Project Advisory #41 for additional information.
Response: Attention is directed to the ‘Sustainability Documents’ article in the PSR

Section 3.3.4 – Preferred Solution. The last paragraph on page 550 of 842
indicates the District’s decision to pursue sustainability compliance under the
LEED-S V4 path. The District is no longer considering the NE CHPS program.
In reviewing the MSBA Project Advisory 41, CBA is confirming that under the
2017 policy additional reimbursement is available for LEED ‘Certified’ projects
which exceed the level of energy efficiency required in the current
Massachusetts (base) energy code by 20% , using LEED-S EA “Optimize
Energy Performance” credit submittal.
This comment has been reviewed with the District, and they have agreed to
pursue a ‘Silver’ rating should the budget support it. An updated LEED-S V4
Scorecard is attached for review, which identifies 41 points as readily

1029 of 1058
Page 6 of 18
achievable and an additional 44 points are considered possible and will be
further evaluated for incorporation through the Schematic Design Phase.
Item 5a: Site Plan; Structures and Boundaries: Not specifically indicated. Please
provide as part of the District’s updated Preferred Schematic Report.
Response: A site plan, indicating Structures and Boundaries, is included in the updated
Preferred Schematic Report and is attached to this response for reference.
Item 5d: Site Plan; Zoning Setbacks and Limitations: Not specifically indicated. Please
provide as part of the District’s updated Preferred Schematic Report.
Response: A site plan, indicating Zoning Setbacks and Limitations is attached to this
response.
Item 5e: Site Plan; Easements and Environmental Buffers: Not specifically indicated.
Please provide as part of the District’s updated Preferred Schematic Report.
Response: A site plan, indicating Easements and Environmental Buffers is attached to

this response.
Item 5h: Site Plan; Utilities: Not specifically indicated. Please provide as part of the
District’s updated Preferred Schematic Report.
Response: A Concept Site Plan, indicating Utilities, is attached to this response.
Item 5f: The information provided indicates that the emergency access road lies within
the 100’ wetland buffer zone. A timeline for acquiring local approvals from the
Easthampton Conservation Commission and Massachusetts Department of
Environmental protection to develop that portion of the site has been provided
that indicates a three to six month duration for approvals. Please note that all
approvals must be obtained prior to construction bidding. Please acknowledge.
Response: The requirement to obtain approvals is acknowledged. The approval process

will follow the City’s Debt Exclusion Vote, on May 22, 2018, but no later than
August of 2018 to ensure sufficient time for this process, prior to issuing Bid
Documents in February, 2019.
Item 5g: Provide a diagram and a narrative that describes how a physically challenged
individual will access the three main entries in the preferred option as part of
the District’s updated Preferred Schematic Report.
Response: An accessible route is provided between all three entrances and drop-off
locations. As indicated in the original response, parking spaces facing the
building are intended to support student drop-off and pick-up activities, with
accessible spaces located adjacent to each of the two crosswalk locations. In
addition to these parking spaces, a curb-side drop-off has been incorporated
into the parking lot layout with a moderate capacity of 5 cars. Also added, in
response to feedback from the MSBA Facilities Assessment Subcommittee, is
1030 of 1058
Page 7 of 18
an accessible drop-off zone at the school side of the bus loop to minimize
weather exposure to physically challenged students during vehicle transfer and
ingress to the building. A narrative and circulation diagram is included in with
the description of Design Alternative E.3 within Section 3.3.3, ‘Final
Evaluation of Alternatives’, of the updated Preferred Schematic Report. The
Accessible route is also attached to this response for reference.
Item 6e: The information provided indicates the District’s not-to-exceed budget is
currently $109.9 million. As part of the District’s updated Preferred Schematic
Report, provide a narrative that describes how the design team intends to
control the not-to-exceed budget in subsequent phases of development.
Additionally, keep the MSBA informed of any changes to total project budget
and the not-to-exceed budget for the proposed project. Please acknowledge.
Response: The Design Team routinely evaluates decisions made throughout the
development of a project against the available budget. Strategies we find
successful begin and end with an on-going, open dialogue with the Client to
ensure their expectations align with the available funding.
Through the upcoming Schematic Design Phase, several meetings will be held
to further define the architecture of the Preferred Option concept plans and the
infrastructure necessary to support them. Awareness of current bidding trends
supplemented by input from our independent cost estimator ensure that options
presented to the Client remain consistent with the overall project budget. As
the Design Team facilitates discussions around various options, the District
will be made aware of the costs associated with each, and potential avenues for
savings.
Most recently, the District has reconsidered its decision to pursue an

auditorium as part of their required program. Other cost saving strategies
being pursued by the Design Team include a more detailed review of
alternatives to the anticipated construction phasing needs of the Preferred
Option, and alternatives to providing full cooling throughout the building as
initially requested by the District.
Cost estimates will be updated at project milestones, as the design develops, to

ensure the project remains on budget. Beginning in the Schematic Design
Phase, the Designer’s estimates will be supplemented by an independent,
OPM-engaged cost estimator, and any variations between the two estimates
will be reconciled. As part of the reconciliation process, the Designer will
work with the OPM to develop value engineering options which the District
may consider. As a final cost control tool, the Design Team may generate a list
of recommended bid alternates to incorporate into the Construction
Documents.

1031 of 1058
Page 8 of 18
Item 7a: The information provided indicates a Project Notification Form (‘PNF’) will
be submitted to the Massachusetts Historical Commission (“MHC”)
subsequent to the Schematic Design phase of the project. Please note that
obtaining MHC approval is required prior to construction bids. The District
should keep the MSBA informed of any decisions and/or proposed actions
resulting from the PNF, and should confirm that the proposed project is in
conformance with Massachusetts General Law 950, CMR 71.00. Please
acknowledge. Additionally, as part of the District’s updated Preferred
Schematic Report, indicate how the District intends to account for potential
project costs should an adverse impact determination be reached.
Response: The District acknowledges and will certainly keep the MSBA aware of any
decisions and/or proposed actions resulting from the Project Notification Form
to the Massachusetts Historical Commission. The District is also confident
that the proposed project will conform fully with Massachusetts General Law
950, CMR 71.00 in that the proposed site for the project will be the existing
White Brook Middle School site which is known not to impact anything, direct
or indirect, that the MA Historical Commission would be concerned about.
Per the proposed work plan, a Determination is anticipated from MA Historic

approximately 10 months in advance of the bidding phase. Should, for any
unknown reason, an adverse impact determination be reached, the District will
work with both the MA Historical Commission and the Design Team to explore
a revised the Schematic Design solution to eliminate minimize or mitigate the
adverse effects.

Item 2b: Signed Local Actions and Approvals Certification(s); Grade Reconfiguration
and/ or Redistricting Approval Certificate (if applicable): Not provided.
Please include as part of the District’s updated Preferred Schematic Report.
Response: A signed Local Actions and Approvals Certification for the proposed Grade
Reconfiguration is included with the updated Preferred Schematic Report, and
included as an attachment to this response for reference.
Item 3a: Signed Local Actions and Approvals Certification(s); A Description of the
Local Process Required to Authorize A Change to the Existing Grade
Configuration or Redistricting in the District: Not provided. Please include as
part of the District’s updated Preferred Schematic Report.
Response: The District’s policy for grade reconfiguration requires presentation of the
revised policy by the Superintendent of Schools to School Committee’s Policy
Review Subcommittee who shall review and make recommendation to the full
School Committee: For the policy change to take effect, it must be approved
by majority vote from a quorum of School Committee members.
Item 3d: Signed Local Actions and Approvals Certification(s); A Certification from the
Superintendent Stating the District’s Intent to Implement A Grade

1032 of 1058
Page 9 of 18
Configuration or Consolidate Schools, as Applicable: Not provided. Please
include as part of the District’s updated Preferred Schematic Report.
Response: A signed Local Actions and Approvals Certification for the proposed Grade
Reconfiguration is included with the updated Preferred Schematic Report, and
included as an attachment to this response for reference.
Additional Comments: The District understands that they will be required execute a final
Design Enrollment Certification based on the Preferred Solution,
and will do so upon receipt from MSBA.

1033 of 1058
Page 10 of 18
Response to MSBA PSR Review Comments;
Attachment B – Preferred Space Summary Review
The following is provided as a continuation of our response to MSBA’s review comments, to

the Module 3 Preferred Schematic Report submission. Comments were received by the
District on October 17, 2017, and require response, through your office no later than
November 9, 2017. The following items are specific to the Preferred Space Summary
program components.
Core Academic:
The District is proposing to provide a total of 54,874 net square feet (nsf) which exceeds the
MSBA guidelines by 7,984 nsf. The MSBA notes the following variations to guidelines:
o Please note that the MSBA’s minimum space requirement is 1,100 nsf for a Pre-
Kindergarten classroom including a toilet. The MSBA takes no exception to
including the Pre-Kindergarten classrooms.
Comment acknowledged.
o The proposed program appears to separate toilet rooms and changing rooms from
the Pre-Kindergarten and Kindergarten classrooms that when combined with one
of the associated rooms appears to meet the MSBA minimum guidelines.
See next bullet point for response.
o In subsequent submittals pair each toilet room or changing room and report as
one space indicating the total area.
Revised Space Summary Template is attached to this response, and combines

Pre-Kindergarten and Kindergarten classrooms with an associated toilet room or
an associated toilet and changing room to demonstrate combined program area
meets the MSBA minimum guideline.
 Pre-Kindergarten & Kindergarten w/ Toilet Rooms are provided at 1,106 nsf
 Pre-Kindergarten & Kindergarten w/ Toilet and Changing are provided at
1,206 nsf (note, the full area of the shared changing room is assigned to
only one of its two associated classroom spaces resulting in an area slightly
above MSBA guidelines; if the shared changing room area is averaged
between the two classroom spaces the net program area for classroom,
toilet and changing would be 1,156 nsf, which is consistent with MSBA
guidelines).
o (1) 1,050 nsf Kindergarten classroom in excess of the MSBA guidelines. The
MSBA takes no exception to including the additional Kindergarten classroom.
o Ensure all Pre-Kindergarten and Kindergarten classrooms with a toilet or changing

room meets or exceeds MSBA’s minimum classroom size of 1,100 nsf.

1034 of 1058
Page 11 of 18
All Pre-Kindergarten and Kindergarten classrooms with toilet or changing rooms
are confirmed to meet or exceed MSBA’s minimum classroom size of 1,100 nsf.
o (1) 925 nsf General Classroom for grades 1-5 in excess of the MSBA guidelines.
 As noted in MSBA’s Preliminary Design Program Review Comments:
“Based on review of the District’s year-to-year enrollment forecast, and
discussions with the District on December 9, 2016 regarding its concerns
that additional classrooms will be needed to maintain classroom sizes
within its goal of 21 students per classroom, the MSBA requests that the
District include two additional general classrooms beyond that proposed in
its initial space summary. The MSBA also requests that the District
consider locating these additional classrooms in the area intended for
students in grades 5-7 and consider arranging a number of “flex”
classrooms such that year to year fluctuations in elementary and middle
school enrollments could be accommodated through reassignment of
classrooms that can swing between the schools, while providing the district
with the opportunity to maintain grade level academic communities. The
MSBA believes that including the additional spaces referenced above and
incorporating a flexible organization of classrooms will position the District
to efficiently meet space capacity needs throughout future enrollment
variations.”
 The District’s preferred solution includes a smaller quantity of General
Classrooms than the number of General Classrooms the MSBA suggested
in its Preliminary Design Review Comments, as noted above. Please
provide a rationale that confirms the proposed number classrooms is
sufficient to deliver the District’s educational program.
At the PDP phase the core academic program for grades 1-5 included
(2) dedicated Maker Spaces at 620 sf each, and (2) common space
Break-Out areas at 581 sf each. This arrangement in conjunction with
an allotment of 24 general classrooms generated the District’s concern
over their ability to support bubbles in their enrollment. The increase
from 25 to 27 grade 1-5 general classrooms was intended to allow a
flexible sixth homeroom to accommodate higher than anticipated grade-
level enrollments (one room per floor would be strategically located
between grade clusters for flexibility of access).
In March, 2017, the Building Committee formed a finance subcommittee

to review total project costs and tax impact of a comprehensive Pre-
Kindergarten through Grade 8 solution. In April, this subcommittee
presented its conclusion that, despite a significant estimated tax burden,
the Pre-Kindergarten through Grade 8 solution was the most
advantageous, long-term option for the City. To minimize the tax impact,
the Building Committee directed the District to revisit the proposed
program to ensure their needs were being met in the most efficient
manner possible.
In this process, the District realized that by supporting their ‘maker’

program need within the general classrooms, the dedicated spaces
could be removed. As part of this program revision, it was determined

1035 of 1058
Page 12 of 18
that the common space Break-Out areas should be enclosed as and
incorporated as a neighborhood cluster Break-Out rooms. These
program spaces were increased to 925 sf each, to allow flexibility of use
as a general classroom. This change satisfies the District’s need for a
sixth flexible classroom space in their K-2 and 3-5 clusters. When not
needed as general classroom space, these Break-Out rooms will be
available for specialized instruction and cooperative learning
opportunities in support of the District’s curriculum goals.
Following the MSBA’s recommendation referenced above, the proposed

building would support (5) home rooms per grade (grades 1-5) with an
additional (2) flexible classrooms which could be used as homerooms by
high-enrollment grade levels. Under this approach, the resulting home
room capacity for grades 1-5 is (27) spaces. Following the Space
Summary proposed with the PSR submission, the building will support
(5) homerooms per grade (grades 1-5) with an additional two Break-Out
Rooms which could be used as homerooms by high-enrollment grade
levels. Under this approach, the resulting home room capacity for
grades 1-5 is (27) spaces.
In response to this comment, an option to retain (27) general classrooms

was presented which moved the Break-Out classrooms from the
academic wings and stacked them between the northern-most and
central classroom wings. These rooms would be accessed from the
common circulation space, and the Break-Out rooms, as shown in the
initial PSR submission would be reclassified as General Classrooms to
create (27) grade 1-5 General Classroom spaces plus two dedicated
Break-Out rooms. The proposed change increased the building’s area
by approximately 1,740 gsf. The District felt that this change was
counter to the Building Committee’s April 2017 directive and believe the
strategy developed for utilizing Break-Out rooms as flexible homeroom
space will satisfy their initial concern for accommodating higher than
anticipated enrollments.
o (2) 925 nsf Break-out spaces for grades 1-5 totaling 1,850 nsf in excess of the
MSBA guidelines. In order for the MSBA to consider this variation, please provide
additional information that supports the proposed square footage of these spaces
and clarification of how these spaces will be utilized.
Break-Out Spaces are primarily intended for use as flexible student-centered

learning spaces, with a focus on hands-on, project-based learning initiatives.
These spaces will support either a full classroom for specialized lessons, or
accommodate students from multiple classrooms working on special cross-
curricular or enrichment projects. Break Out classrooms at grades 1-5 are
intended to supplement general classrooms for larger scale maker activities and
will be equipped with storage for art supplies.
In addition, and as indicated in the above response, these spaces will further
provide the District with a flexible, sixth classroom space at the K-2 cluster (first

1036 of 1058
Page 13 of 18
floor) and at the 3-5 cluster (second floor), which may be utilized as a home
room space for grade levels with higher than anticipated enrollments.
Break-Out spaces may also be scheduled for use as meeting places for
teachers to work in Professional Learning Communities (PLCs), as available
space is currently limited in the District to support this needed function.
o (2) 925 nsf Break-out spaces for grades 6-8 totaling 1,850 nsf. In order for the
MSBA to consider this variation, please provide additional information that
supports the proposed square footage of these spaces and clarification of how
these spaces will be utilized.
Break-Out Spaces are primarily intended for use as flexible student-centered

learning spaces, with a focus on hands-on, project-based learning initiatives.
These spaces will support either a full classroom for specialized lessons, or
accommodate students from multiple classrooms working on special cross-
curricular or enrichment projects.
At the middle school wing, the Break Out rooms will provide flexibility of a sixth
non-science academic classroom to accommodate higher than anticipated
enrollments as they progress through the middle school years.
Break-Out spaces may also be scheduled for use as meeting places for
teachers to work in Professional Learning Communities (PLCs), as available
space is currently limited in the District to support this needed function.
o (4) 100 nsf Reading Teacher spaces totaling 400 nsf. In order for the MSBA to
consider this variation, please provide additional information that supports the
proposed square footage of these spaces and clarification of how these spaces
will be utilized.
Reading Teacher spaces are intended to support four reading specialist

teachers. 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. The District stresses this is a time-proven critical
component to their tiered system of support.
Special Education:
MSBA guidelines by 2,715 nsf. Please note that the Special Education program is subject to
approval by the Department of Elementary and Secondary Education (DESE). The District
should provide this information for this submittal with the Schematic Design Submittal. Formal
approval of the District’s proposed Special Education program by the DESE is a prerequisite
for executing a Project Funding Agreement with the MSBA.

1037 of 1058
Page 14 of 18
The District acknowledges that the Special Education program is subject to approval by the
between the SPED Director, District Leadership and Design Team in preparation for the
DESE Submission on February 21, 2018.
Note, see response to the Administration and Guidance Category comments which explain
the categorization of the SPED Coordinator, Psychologist Offices and Psych. Waiting/
Meeting to the Special Education Category.
Art and Music/ Voc-Tech:

The District is proposing to provide a combined total of 10,195 nsf which is 1,055 nsf below
the MSBA guidelines. The MSBA notes the following variations to guidelines:
o (1) 1,000 nsf Art Classroom for grades 1-5 below MSBA guidelines.
Comment Acknowledged.
o (1) 1,600 nsf Band/Chorus space in excess of MSBA guidelines by 100 nsf. As the
overall category is under guidelines the MSBA does not object to this variation to the
guidelines, however, should the stage be located in an auditorium this area would be
ineligible for reimbursement.
Comment Acknowledged. Under the Preferred Option, the District is no longer

pursuing and Auditorium program space. While the Band/ Chorus Space is
increased to 1,600 sf, the Stage program carried under the Dining and Food Service
Category is reduced to 200 nsf (proscenium space on gym-side of operable
partition). The intent is to minimize unused stage program space during the school
day by sharing its use with the Band/ Chorus program. To accommodate this
function, an acoustically treated operable partition will be provided to separate the
Band/ Chorus space from the Gymnasium. By retaining 200 sf at the gymnasium
side of the partition, the stage may be used for speaking presentations, without the
need to open the partition to the full stage depth, except as needed for band, chorus
or drama performances.

The District is proposing to provide a total of 10,333 nsf which exceeds the MSBA guidelines
by 2,000 nsf. The MSBA notes the following variations to guidelines:
o (1) 8,000 nsf Gymnasium which exceeds the MSBA guidelines by 2,000 nsf. In order
for the MSBA to consider this variation to the guidelines please provide additional
information that demonstrates more than two teaching stations are required to meet
the District’s health and physical education curriculum.
The new school should have a gymnasium with four teaching stations, separated by
dividers. The gymnasium shall be sized to accommodate at least one regulation
basketball court and multiple practice courts. 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. The gymnasium should be equipped with a sound system, capable of

1038 of 1058
Page 15 of 18
supporting athletic events and stage performances. 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.
 It should be noted that the District may choose to build a gymnasium and
related spaces in excess of MSBA guidelines, but in no event shall the
gymnasium itself exceed 12,000 nsf. The MSBA will participate in a
gymnasium up to no more than 6,000 nsf, unless adjusted by the MSBA to
increase teaching stations for enrollment and/or the education plan.
Media Center:
by 1,350 nsf. The MSBA notes the following variations to guidelines:
o (3) Leveled Library spaces totaling 1,350 nsf in excess of MSBA guidelines. In order
for the MSBA to consider this variation, please provide additional information that
supports the proposed square footage of these spaces, clarification of how these
spaces will be utilized, and what services can be supported in the larger area that
could not be provided within the guidelines.
Consideration of this comment has resulted in the District providing a more

descriptively accurate label for this space of ‘Literacy Library’. Space for a literacy
library, for sharing leveled books for guided reading instruction, should distributed
throughout the building. 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.

1039 of 1058
Page 16 of 18
Dining and Food Service:
The District is proposing to provide a total of 8,249 nsf which is 4,125 nsf below the MSBA
guidelines. The MSBA notes the following variations to guidelines:
o (3) Cafeteria/Dining spaces totaling 5,050 nsf which is 2,525 nsf below the MSBA
Guidelines. It should be noted the MSBA guidelines are based on two seatings for
elementary and middle school populations; therefore the MSBA encourages the
District to consider meeting the guidelines to ensure future flexibility in the building.
At the elementary school wing, the cafeteria space is open to the common
circulation zone, which will provide future flexibility to accommodate changes in
enrollment or lunch sitting policies. At the middle school wing, the District has
decided to increase the program allotment, as recommended by MSBA, to provide
future flexibility. The 6-8 Cafeteria will be carried at 2,528 nsf.
o (1) 1,600 nsf stage is included in the ‘Art and Music/Voc-Tech’ category above.
200 nsf is being carried as Stage program under this category. This portion of the
stage is at the proscenium opening on the gym-side of the operable partition,
separating the Band/ Chorus Room from the Gymnasium. Retaining this program
area will allow partial use of the stage without the need to open the operable
partition.
Medical:
The District is proposing to provide a total of 906 nsf which exceeds the MSBA guidelines by
96 nsf. The MSBA notes the following variations to guidelines:
o (1) 100 nsf Nurses Office in excess of the MSBA guidelines. The MSBA would
encourage the District to find efficiencies in the proposed layout to meet guidelines for
the overall category.
The District has reviewed this program space and continues to believe two separate
entrances are necessary to support the elementary and middle school age
populations. In addition, the District continues to require a lockable Nurse’s Office
within the suite for conversational privacy and records security.

by 746 nsf. In order for the MSBA to consider this variation, please provide additional
information that supports the proposed square footage of these spaces and clarification of
how these spaces will be utilized.
Following discussion with the OPM, District, and Design Team, it has been determined that
the School Psychologist and SPED Coordinators are more accurately categorized under
Special Education Category. These staff positions are necessary to provide the following
roles:
• School Psychologist - The District currently employs three individuals in this role, two at
the elementary schools and another shared between the middle and high schools.

1040 of 1058
Page 17 of 18
They conduct psycho-educational evaluations to determine qualification for special
education services and shape individual education plans. When conducting this work, it
is most often the psychologist and a single student. They deliver individual and small
group counseling services for a wide range of students targeting a range of
psychological, social, emotional, and behavioral issues. When conducting this work, it
can involve the psychologist and up to six students, sometimes with another adult. The
psychologist produces numerous reports and other documents concerning the students
with whom they work. They 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. Adequately
sized, private working and meeting space is essential to their work.
• Special Education Coordinators - The District currently employs two individuals in this
role, one at the elementary level and one for the middle and high school level. The
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. Coordinators very frequently interact with the members of their student's
IEP Team and facilitate mandated meetings concerning them. An IEP meeting might
involve up to 12-14 persons, depending on the complexity of the case. The coordinator
produces numerous reports and other documents concerning the students with whom
they work. They 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. Adequately sized, private working and
meeting space is essential to their work.
The School Psychologist Offices, SPED Coordinator Offices and Psych. Waiting / Meeting
Room account for a program allotment of 950 nsf.
Teachers’ Work Rooms are provided with a total program allotment of 775 nsf, which
exceeds MSBA guidelines by 120 nsf. At the District’s request, Teachers’ Work Rooms are
distributed and sized to encourage use by their professional staff. At the elementary wing,
one 250 nsf Teachers’ Work Room is provided at each floor where small groups may work
collaboratively on district initiatives. At the middle school wing, a single, slightly larger
space is provided at 275 nsf. This room is located at the second floor for convenient
access from each grade cluster.
General Waiting Rooms are provided with a total program allotment of 256 nsf, which
exceeds MSBA guidelines by 156 nsf. The additional space is required to support
distributed administrative spaces, specifically the Assistant Principal offices. In an effort to
offset this program need, the Preferred Option reduces the General Office/ Waiting area to
487 nsf, which is 160 nsf below MSBA guidelines.
The Guidance Office program allotment is provided at 300 nsf, which is 600 nsf below
MSBA guidelines. The District’s Educational Plan only requires two Guidance Offices,
which serve the middle school-aged students.

The District is proposing to provide a total of 2,568 nsf which meets the MSBA guidelines. No
further action required.

1041 of 1058
Page 18 of 18
Total Building Net Floor Area:

The District is proposing to provide a total of 118,738 nsf which exceeds the MSBA
guidelines by 15,110 nsf. Please address the comments provided in the categories above as
part of the District’s response to these comments in order for the MSBA to establish an
allowable net square footage.
Please see responses above.
Total Building Gross Floor Area:

The District is proposing to provide a total of 176,688 gsf which exceeds the MSBA
guidelines by 21,245 gsf. Please address the comments provided in the categories above as
part of the District’s response to these comments and resubmit in order for the MSBA to
establish an allowable gross square footage.
Please see responses above.
End of Response.

1042 of 1058
The following pages include MSBA’s formal review comments for the Preferred Schematic
Report submitted on November 9, 2017.
1043 of 1058

December 22, 2017
Attn: Alan Minkus
Agawam, MA 01001

Dear Mr. Minkus,
Module 3 Preferred Schematic Report submission. Comments were received on December 14,
2017, and require response, through your office no later than January 3, 2018.
The following responses are provided with an understanding that the PSR will be resubmitted
following a decision by the School Building Committee at their December meeting to allow the
proposed solution to encroach on the footprint of the existing football field. This decision was
made in an effort to improve organization of both the site and building layouts and to save the
cost of providing temporary utilities to the current White Brook Middle School during the
anticipated construction period. As a result of this decision, the Design Team is developing an
alternate solution which will strive to incorporate all comments, received to date, but perhaps
generate additional feedback from MSBA.

Attachment A – Updated Preferred Schematic Report Comments
No MSBA comments received.
3.3.2 – Evaluation of Existing Conditions:
Item 1: A narrative of any changes resulting from new information that informs the
conclusions of the evaluation of the existing conditions and its impact on the
final evaluation of alternatives:
In response to the MSBA’s previous Preferred Schematic Report review
comments, the District acknowledged an addition of $200,000 to the project
budget if a fire pump is required and a cost of up to $1,620,000 for all
components of soil testing and remediation associated with the previously
selected building location. In response to these review comments, please
provide a narrative that describes how these and other items will be impacted
by the District’s decision to evaluate an alternative building location on the
existing site. The District’s narrative should indicate required geotechnical
evaluation, testing and anticipated schedule associated with the alternative
building location, and should confirm that updated information will be
1044 of 1058
Page 2 of 11
prepared upon completion and submitted to the MSBA as part of an updated
Preferred Schematic Report.
Response: Reorientation and alternate siting of the building will not alter the need to
pursue additional environmental testing of the soils or pursue the collection of
flow test data for analysis through hydraulic calculations.
At their October meeting, the School Building Committee voted to approve the
additional soils testing, and Caolo & Bieniek Associates has engaged their
Phase I Environmental Consultant to begin their sampling and analysis efforts.
It is anticipated that the results of this investigation will be received in time to
be reported in the revised PSR however, should winter weather conditions
delay the results beyond February, 2018, the report will be received well in
advance of the Schematic Design Submission and establishment of the
Project Scope and Budget Agreement. If remediation efforts are required,
they will be recognized and incorporated into the Total Project Budget.
Flow tests and hydraulic calculations were originally scheduled for the Design
Development Phase, however in follow up to this comment, the Fire Protection
Engineer has agreed to move this effort into the Schematic Design Phase
(likely spring of 2018). This will provide better definition of scope prior to
establishing the Total Project Scope and Budget for the project. As previously
reported, should results of this analysis demonstrate a need for a fire pump,
the impact on the Total Project Budget is estimated at $200,000.00.
Geo-technical borings performed early in the PSR phase included three

locations to provide a representative profile of the soil conditions expected
throughout the White Brook property. Based on early findings, which were
consistent with historical data found on USDA Natural Resource Conservation
Service soil maps, it is anticipated that pre-loading or comparable site
preparations will be required as well as the incorporation of geo-piers to
stabilize soils below the building. The preliminary Geo-Technical Report also
defines more robust paving measures with underdrainage requirements at
parking lots, roadways and walks. During the Design Development phase,
additional borings will be taken to better define soil conditions at critical areas
and further inform refinements to the design.
Item 2: Evaluation of the potential impact that construction of each option will have on
students and measures recommended to mitigate impact:
Please provide further detail as part of the schematic design documents that
clearly describe and illustrate the separation, safety provisions, and possible
construction laydown areas that will be applied during construction on the
occupied site for the preferred solution.
Response: A general concept diagram is provided as Attachment A of this response. This

diagram is intended to demonstrate the separations, safety provisions, and
possible construction laydown areas that will be applied during construction on

1045 of 1058
Page 3 of 11
the occupied site. As an alternate solution is being pursued, and still being
refined, any necessary changes to the concept diagram submitted with this
response will be updated and reflected with the revised PSR submission.
Item 10: As part of the District’s response to these review comments, please provide
additional information that describes why the total gross square footage of one
PK-8 facility (“Option E.3”) is 20,790 gsf less two separate facilities combined
(“Option D” and “Option F”).
Response: The primary reason that a single Pre-K through Grade 8 facility is 20,790 gsf
less than two separate facilities (total gross area of combined “Option D” and
“Option F”), is the that the preferred option of a combined Pre-Kindergarten
through Grade 8 school reflects beneficial savings of shared program and
supporting MEP/ service space.
This has been confirmed through a line-by-line analysis of the Space

Summary Templates for the three options. The analysis shows that the
Preferred Option realizes a savings of 14,964 nsf in program area, which at an
averaged grossing factor of 1.49, increases the gross area reduction of the
building to 22,296 gsf. This is relatively close to the actual savings realized in
the preferred solution which reflects a more efficient grossing factor of 1.47.
Most significantly (approximately 55% of contributing program area), the

duplication of administration space, medical program, kitchen and custodial &
maintenance areas, which are necessary to support a functioning building,
contribute to the premium realized through separate building projects. To a
lesser extent, but still a contributing factor, student areas, such as the
allocation for gymnasium and break-out space is reduced in a combined
facility, as utilization can be better distributed across all ages in a shared
building.
Following a recent vote by the Building Committee, the Design Team has
been directed to investigate design solutions which encroach on the footprint
of the existing football field. As a result, both the site and architectural
responses are currently being updated, and while the overall building
organization will remain similar to previous submissions, the grossing factor
may vary slightly within its allowable limit. It is anticipated, however that the
ratio of gross area savings realized through a single facility, over two individual
buildings will remain similar. One discovery made during the Space Summary
Table Analysis is that the future, grade 5-8, middle school option (Design
Alternative F) did not include required program space for the SPED
Coordinator, or School Psychologists offices. The Design Alternative F,
Space Summary Template will be updated accordingly with the revised PSR
to follow.

1046 of 1058
Page 4 of 11
Item 2b: Please refer to ‘Attachment B’ for detailed review comments.
Response: See Below.
Item 7n: Provide an updated project schedule that includes the estimated substantial
completion date, as part of the District’s response to these comments.
Response: Revised parameters were provided by the School Building Committee at their
December 5, 2017 meeting, which impact the organization of the site and allow
opportunities to improve aspects of the building layout. In response, the
Milestone Work Plan has been updated to ensure proper investigation of the
new parameters and sufficient review of the revised plans by stakeholders.
Attachment B, of this response, provides a copy of the latest draft work plan,
which is scheduled for review and approval at the next scheduled School
Building Committee on January 9, 2018. The upcoming, revised Preferred
Schematic Report will include an updated and approved project schedule and
work plan for the preferred option.
No MSBA Comments.

1047 of 1058
Page 5 of 11
Attachment B – Preferred Space Summary Review
The following is provided as a continuation of our response to MSBA’s review comments, to

the Module 3 Preferred Schematic Report submission. Comments were received by the
District on December 14, 2017, and require response, through your office no later than
January 3, 2018. The following items are specific to the Preferred Space Summary program
components.
Core Academic:
MSBA guidelines by 8,404 nsf. The proposed area in this category increased by 420 nsf
since the original Preferred Schematic Report. The MSBA notes the following variations to
guidelines:
o (3) Pre-Kindergarten classrooms in excess of the guidelines. The MSBA accepts

this variation to the guidelines. No further action required.
Comment acknowledged. While changes to the layout of the building and site
are on-going in response to the Building Committee’s December 5 revised
position on the existing football field, the modified plans provided in the pending,
updated Preferred Schematic Report will not deviate from the approved
variations to the MSBA guidelines.
o (1) Kindergarten classroom in excess of the guidelines. The MSBA accepts this
variation to the guidelines. No further action required.
o (1) 925 nsf General Classroom for grades 1-5 in excess of the guidelines. Based
on the information provided in the District’s Response to MSBA’s Preferred
Schematic Report Review Comments, the MSBA accepts this variation to the
guidelines. No further action required.
Comment Acknowledged. While changes to the layout of the building and site
guidelines. Based on the information provided in the District’s Response to
MSBA’s Preferred Schematic Report Review Comments, the MSBA accepts this
variation to the guidelines. No further action required.
1048 of 1058
Page 6 of 11
guidelines. Based on the information provided in the District’s Response to
MSBA’s Preferred Schematic Report Review Comments, the MSBA accepts this
variation to the guidelines. No further action required
Comment Acknowledged. While changes to the layout of the building and site
o (4) 100 nsf Reading Teacher spaces totaling 400 nsf in excess of the guidelines.
In order for the MSBA to consider this variation, please provide additional
information that clarifies how these spaces will be scheduled on a daily basis.
There are three reading specialists at the elementary level and one reading
specialist at the middle school level. The three elementary specialists are all
certified as Reading Recovery teachers and deliver this early intervention
program to the lowest achieving first graders. Each specialist meets individually
with four children for forty minutes each in the morning. In the afternoon, each
specialist provides Title I services to a group of students qualifying for
supplemental reading support in groups of two to four students for forty-five
minutes per group. Each of the three elementary reading spaces will be utilized
for instruction for the full school day every day other than each teacher's
contractual preparation and lunch periods.
There is one reading specialist at the middle school. Students qualify for
services on the basis of their Individual Education Plans. The teacher meets
with groups of students numbering from four to seven all day consistent with the
middle school's long block schedule. The middle school reading space will be
utilized for the full school day every day other than the teacher's contractual
preparation and lunch periods.
Special Education:
MSBA guidelines by 5,102 nsf. The proposed area in this category has increased by 2,387
nsf since the original Preferred Schematic Report. Please note that the Special Education
program is subject to approval by the Department of Elementary and Secondary Education
(DESE). The District should provide this information for this submittal with the Schematic
Design Submittal. Formal approval of the District’s proposed Special Education program by
the DESE is a prerequisite for executing a Project Funding Agreement with the MSBA.
The District acknowledges that the Special Education program is subject to approval by the
between the SPED Director, District Leadership and Design Team in preparation for the
DESE Submission, which is reflected to occur no later than July 11, 2018 on the revised
Schedule.
1049 of 1058
Page 7 of 11
Note, the increase of 2,387 nsf, since the original Preferred Schematic Report is a result of
allocating the full typical classroom area allotment to the DLC, SOAR and elementary-level
Therapeutic program spaces.
Art and Music/ Voc-Tech:

The District is proposing to provide a combined total of 10,195 nsf which is 1,055 nsf below
the MSBA guidelines. The proposed area in this category has not changed since the original
Preferred Schematic Report. Based on the information provided in the District’s Response to
MSBA’s Review Comments, the MSBA accepts this variation to the guidelines. No further
action required.
Acknowledged. While changes to the layout of the building and site are on-going in
response to the Building Committee’s December 5 revised position on the existing football
field, the modified plans provided in the pending, updated Preferred Schematic Report will
not deviate from the approved variations to the MSBA guidelines.

by 5,993 nsf. The proposed area in this category increased by 3,993 nsf since the original
Preferred Schematic Report. The MSBA notes the following variation to guidelines:
o (1) 11,993 nsf Gymnasium in excess of the guidelines by 5,993 nsf. Based on the design
enrollment the MSBA considers (1) additional 3,000 nsf teaching station eligible for
reimbursement.
 Please note as of the November 9, 2016 Board of Directors meeting, the District may
choose to build a gymnasium and related spaces in excess of MSBA guidelines, but
in no event shall the gymnasium exceed 12,000 nsf. The MSBA will participate in a
gymnasium of up to 6,000 nsf unless adjusted by the MSBA to increase teaching
stations for enrollment and/or the educational plan. Please note the areas in excess of
the MSBA guidelines will be at the sole expense of the district; community support
must be demonstrated prior to MSBA approval of the District’s proposed project
scope and budget; and the MSBA will exclude from its grant the cost of the total gross
square foot (gsf) in excess of the guidelines for these areas.
The District acknowledges MSBA’s position to limit eligible reimbursement to (1)

additional teaching stations at 3,000 nsf. While changes to the layout of the
building and site are on-going in response to the Building Committee’s
December 5 revised position on the existing football field, the modified plans
provided in the pending, updated Preferred Schematic Report will continue to
reflect a gymnasium at the maximum 12,000 nsf allowed, with the understanding
that eligibility for reimbursement will be limited to no more than 9,000 nsf, and
that any area allocations beyond this will be at the sole expense of the district
and will require demonstration of community support prior to MSBA approval of
the District’s proposed Project Scope and Budget.

1050 of 1058
Page 8 of 11
Media Center:
by 1,350 nsf. The proposed area in this category has not changed since the original
Preferred Schematic Report. The MSBA notes the following variation to guidelines
o (3) Literacy Library spaces totaling 1,350 nsf in excess of the guidelines. Based on the
information provided these spaces are areas designated for book storage.
The MSBA requests that the overall square footage be adjusted to align with the MSBA
guidelines.
The District acknowledges MSBA’s position regarding the eligibility of the Literacy
Libraries, and further confirms MSBA’s interpretation as accurate. In response, the
Literacy Library program will be removed from the Space Summary Template provided in
the pending updated Preferred Schematic Report. This revision will reduce the net
program area by 1,350 nsf and subsequently reduce the allowable gross building area
accordingly. Plans provided in the updated Preferred Schematic Report will continue to
reflect rooms to meet this District need, however they will become part of the grossing
factor, based on the reduced program area supported by MSBA.
Dining and Food Service:
The District is proposing to provide a total of 9,292 nsf which is 3,082 nsf below the MSBA
guidelines. The proposed area in this category has increased by 1,043 nsf since the original
Preferred Schematic Report. The MSBA notes the following variation to guidelines:
o (2) Cafeteria/ Dinning spaces totaling 5,893 nsf which is 1,682 nsf below the MSBA
guidelines. As previously noted, the MSBA guidelines are based on two seatings for
elementary and middle school populations; therefore the MSBA encourages the District
to consider meeting the guidelines to ensure future flexibility in the building. The
information provided by the District in response to MSBA’s Preferred Schematic Report
Review Comments indicates that the elementary cafeteria is located adjacent to the
open commons circulation zone, and if more space is needed in the future, seating may
expand further into the commons area without impacting other programmatic needs, and
the middle school cafeteria is sized based on two seatings to allow flexibility. Please
confirm the space is sufficient and provide additional information that clarifies how these
spaces will be scheduled on a daily basis.
In response to the Building Committee’s December 5 revised position on the existing

football field changes to the layout of the building are on-going, particularly at the
common program spaces, located in the ‘public’ zone of the building. The revised
PSR submission will reflect the following:
The District anticipates daily scheduling of the cafeteria spaces as follows. At both
the elementary and middle school level, the cafeteria spaces will be utilized at the
start of the school day for students who access the breakfast program. Additionally,
the district anticipates three lunch services daily at both levels. Recognizing that the
adjacency of the elementary school dining area to the circulation zone of the
elementary commons will provide flexibility for increased seating capacity, the District
feels the proposed area of 3,365 nsf is sufficient to support both current and future
needs. As the academic wings serving the elementary school students can be closed
1051 of 1058
Page 9 of 11
to the open circulation zone of the commons area, cafeteria noise is not anticipated to
be a detrimental factor following this approach. For elementary students, the first
seating will serve grades PK-1, the second will serve grades 2-3, and the third will
serve grades 4-5. For middle school students, student seatings will be divided by
grades 7, 8 and 9. The three-seating model is believed to both support student
management due to students being grouped developmentally and also eases
academic scheduling.
o (1) 200 nsf Stage in addition to a 1,600 nsf stage included in the “Art & Music” category.
In order for the MSBA to consider this variation, please provide additional information
that supports the proposed square footage of these spaces and clarification of how
these spaces will be utilized and scheduled on a daily basis.
In an effort to achieve maximum utilization of the performance spaces, the District is

proposing a 1600 nsf Band Chorus Room that will also serve as the school's
performance space. When not supporting band, chorus, and drama performances, it
will be used daily as the band classroom. As such, it will be utilized all day, every day
for instrumental music instruction and classes consistent with the middle school's long
block schedule other than during the teacher's contractual preparation and lunch
periods.
In addition, a 200 nsf deep proscenium opening at the stage elevation will allow the
school's many non-performance assemblies to take place without disturbing or
displacing the band classroom whose classroom doubles as the larger performance
stage. Events falling into this category include lectures, meetings, presentations,
talks, assemblies, etc. This space will be used multiple times per week to support the
instructional program, but not scheduled as a space to regularly deliver any one
component of the instructional program.
Medical:
The District is proposing to provide a total of 902 nsf which exceeds the MSBA guidelines by
92 nsf. The proposed area in this category has decreased, by 4 nsf since the original
Preferred Schematic Report. The MSBA considers square footage in excess of the
guidelines ineligible for reimbursement.
To minimize disruption to the overall project schedule, following the District’s stance on
developing within the footprint of the existing football field, the Design Team has a series
of schematic design-level meetings. While a formal meeting has not yet been scheduled
with the District’s medical staff, comments have been received pertaining to this program.
As plans are updated for the pending, revised Preferred Schematic Report, they will
reflect the most recent information received, which suggests replacing the formal nurse’s
office space with a nursing station to accommodate two LPN’s. In addition, open exam
rooms with resting cots and privacy curtains will be incorporated into the preferred
solution instead of separate enclosed Examination/ Resting Rooms. While this may not
capture the full 92 nsf of excess allocation, it is anticipated that the change will improve
the efficiency of this program space while continuing to support the District’s needs.
The District acknowledges that any program area in excess of MSBA’s Guidelines (810
nsf) will not be considered ineligible for reimbursement, and that all costs associated with
the excess program space will be borne solely by the District.

1052 of 1058
Page 10 of 11
The District is proposing to provide a total of 3,404 nsf which is 379 nsf below the MSBA
guidelines. The proposed area in this category has decreased by 1,125 nsf since the original
Preferred Schematic Report. The MSBA accepts this variation to the guidelines. No further
action required.
Custodial and Maintenance:

The District is proposing to provide a total of 2,568 nsf which meets the MSBA guidelines.
The proposed area in this category has not changed since the original Preferred Schematic
Report. No further action required.
Other:
The proposed area in this category has decreased by 5,400 nsf since the original Preferred
Schematic Report, due to the elimination of the proposed auditorium. No further action
required.
Total Net Floor Area:

The District is proposing to provide a total of 120,052 nsf which exceeds the MSBA
guidelines by 12,424 nsf. The proposed area has increased by 1,314 nsf since the original
Preferred Schematic Report. Please address the comments provided in the categories above
as part of the District’s response to these comments in order for the MSBA to establish an
allowable net square footage.
Comments above will be incorporated into a revised Space Summary Template to establish
a revised allowable net square footage for the Preferred Solution. While changes to the
layout of the building and site are on-going in response to the Building Committee’s
December 5 revised position on the existing football field, the modified plans and Space
Summary Template provided in the pending, updated Preferred Schematic Report will align
with the approved variations to the MSBA guidelines as described above.
Total Building Gross Floor Area:

The District is proposing to provide a total of 176,155 gsf which exceeds the MSBA
guidelines by 20,712 gsf. The proposed area has decreased by 533 gsf since the original
Preferred Schematic Report. Please address the comments provided in the categories above
as part of the District’s response to these comments and resubmit in order for the MSBA to

1053 of 1058
Page 11 of 11
establish an allowable gross square footage. Please note that the MSBA limits new
construction to a grossing factor of 1.5.
Comments above will be incorporated into a revised Space Summary Template so that
MSBA may establish an allowable gross square footage for the Preferred Solution. While
changes to the layout of the building and site are on-going in response to the Building
Committee’s December 5 revised position on the existing football field, the modified plans
and Space Summary Template provided in the pending, updated Preferred Schematic
Report will align with the approved variations to the MSBA guidelines as described above,
and the proposed building layout will not exceed the allowable grossing factor of 1.5.
It is acknowledged that as part of subsequent phases, the Designer will be required to

provide, with each submission, a signed, updated Space Summary that reflects and
demonstrates that the design remains, except as agreed in writing by the MSBA, in
accordance with guidelines, rules, regulations and policies of the MSBA. Should the updated
Space Summary demonstrate changes to the previous Space Summary, it shall include a
narrative description of the change(s) and the reason for the proposed change to the project.
This concludes our response to the comments forwarded by MSBA, to the District, on
December 14, 2017. Should you have any questions or require additional clarification on any
item, please feel free to contact our office at your earliest convenience.
Respectfully Submitted,
Bertram W. Gardner IV, AIA, NCARB

Project Architect
Encl.: Attachment A, Proposed Constructability Diagram

Attachment B, Updated Project Schedule

1054 of 1058
1055 of 1058
Attachment B
Milestone Work Plan

A R C H I T E C T U R E  P L A N N I N G  I N T E R I O R D E S I G N
1056 of 1058
EASTHAMPTON
Maple Elementary School Project
SCHEDULE DETAIL - MILESTONE WORK PLAN
December 10, 2017
Schematic Design Submission (SD) April 6, 2018 thru June 28, 2018
1 SD Package to Estimators April 6, 2018
2 Estimates back from Estimators April 27, 2018
3 SD Estimate Reconciliation Meeting May 2, 2018
4 SBC Meeting to Approve Total Project Budget Amount May 8, 2018
5 Submit SD Package to MSBA May 9, 2018
6 Submit DESE May 9, 2018
7 Ballot question to City Clerk's Office March 1, 2018
8 City Coucil Meeting March 7, 2018
9 City Finance Subcommittee Review & Referral March 8th to March 20th, 2018
3 months
10 City Coucil Vote to put question on the ballot March 21, 2018
MSBA Board of Directors Meet to Approve & Finalize
11 June 27, 2018
Project Scope & Budget Agreement / PFA
12 DESE Approval -(assumed) June 27, 2018
13 City Debt Exclusion Vote on Project May 22, 2018
14 Last day to file for a recount June 1, 2018
15 Projected Execution of Project Funding Agreement June 28, 2018
Design Development Phase (DD) June 2, 2018 thru September 12, 2018
16 Prepare/refine building/site plans June 2, 2018
3.5 months
17 USGBC Project Registration June 13, 2018
18 Send DD set to Estimators August 17, 2018
19 DD Estimates due from Estimators August 31, 2018
20 DD estimate Reconciliation meeting September 5, 2018
21 Submit DD package to MSBA September 12, 2018
22 MSBA reviews DD package September 13 thru October 5, 2018
60% Construction Documents Phase (60% CD) September 13, 2018 thru November 16, 2018
23 Start 60% CD Phase September 13, 2018
2.25 months
24 Send 60% CD set to Estimators October 26, 2018

25 60% CD Estimates due from Estimators November 8, 2018
26 60% CD Reconciliation meeting November 13, 2018
27 Submit 60% CD package to MSBA November 16, 2018
28 MSBA reviews 60% CD package November 19 thru December 14, 2018
Final Construction Documents Phase (CD) November 19, 2018 thru February 22, 2019
29 Start Final CD Phase November 19, 2018
30 Send final 90% CD set to Estimators December 14, 2018
3.75 months
31 90% CD Estimates due from Estimators January 2, 2019

32 90% CD Reconciliation meeting January 7, 2019
33 Submit 90% CD package to MSBA January 10, 2019
34 MSBA reviews 90% CD package January 11 thru February 8, 2019
35 Final modifications to Bid Documents February 11 thru February 22, 2018
36 100% CD package to MSBA February 22, 2019
Bid Phase February 11, 2019 thru May 2, 2019
37 Distribute Bid Documents February 25, 2019
11 wks
38 Completion & Submission of USGBC Design Applicant. March 8, 2019

39 Bidding complete May 2, 2019
40 Finalize construction contracts May 6 thru May 17, 2019
Building Construction Phase May 17, 2019 November 12, 2021
24 mos.
41 Start Construction - Notice to Proceed May 17, 2019

42 Contractor substantial completion of building May 14, 2021
43 FF&E/Move-In Phased In During Construction
44 Occupy new building September, 2021
6 mos.
45 Finish Site work/Commission and Close out September 3, 2021

46 Project Close Out November 12, 2021
47 USGBC Construction Application Pending Final Commissioning Report
1057 of 1058
1058 of 1058

Easthampton School Building Committee Preferred Schematic Report MSBA

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Easthampton School Building Committee Preferred Schematic Report MSBA

Uploaded by

Copyright:

Available Formats

Easthampton Public Schools

Maple Elementary School

Massachusetts School Building Authority

CAOLO & BIENIEK

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

g. Design Alternative F – Comparative Grade 5 through

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

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

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

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

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

School Building Committee:

Owners Project Manager:

Studio G Architects, Early Education Design Consulting Architect

New Vista Design David Stephen, Educational Planner

The Berkshire Design Group, Landscape Architect of Record

ATC Group Services LLC, Environmental Engineer of Record

Johnson Engineering, Structural Engineer of Record

(This Page Intentionally Left Blank)

3.3 PREFERRED SCHEMATIC REPORT:

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

 Small School Feel, Large School Pride

 Holistic and Joyful Learning

 Flexible and Adaptable Spaces

Overview of Process Following PDP Submission:

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

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

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

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

Summary of Final Evaluation of Existing Conditions:

Summary of Final Evaluation of Alternatives:

Design Alternative A; Base Repair of Maple Elementary School:

Design Alternative D; Consolidated Elementary School:

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