WALTHAM PUBLIC SCHOOLS MASTER PLAN Space Utilization Study

Waltham, Massachusetts

December 12, 2014

Submitted by,

Symmes Maini & McKee Associates Cambridge, MA

SMMA No. 13093.00

WALTHAM PUBLIC SCHOOLS MASTER PLAN SPACE UTILIZATION STUDY

Table of Contents

1 | EXECUTIVE SUMMARY 1.1 Acknowledgements 1.2 Introduction 1.3 Background 1.4 Space Utilization: Educational Evaluation and Program

2 | SPACE UTILIZATION AND CAPACITY ANALYSIS 2.1 Class Sizes 2.2 Elementary Schools 2.3 Middle Schools 2.4 High School 2.5 Decommissioned Buildings 2.6 Capacity Analysis

3 | DESCRIPTION OF PROGRAMS 3.1 Pre-Kindergarten 3.2 Special Education (SPED) 3.3 English Language Learners (ELL) 3.4 Drama 3.5 Elementary Science 3.6 Chapter 74

4 | ENROLLMENT PROJECTIONS

5 | RECOMMENDATIONS AND OPTIONS 5.1 Elementary Schools 5.2 Middle Schools 5.3 High Schools 5.4 Focus Groups and Community Meetings 5.5 Recommendations to the School Committee 5.6 Next Steps

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6 | APPENDIX 6.1 New England School Development Council, NESDEC 6.2 Future Think 6.3 Meeting Minutes

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Section 1 EXECUTIVE SUMMARY

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EXECUTIVE SUMMARY

1.1 ACKNOWLEDGEMENTS

Symmes Maini & McKee Associates (SMMA) would like to acknowledge the participation and guidance provided by the school committee, district administration, principals, teachers and staff of the district.

School Committee Jeanette A. McCarthy, Mayor, Chairperson John B. Graceffa, Vice Chairperson Dr. Susan Nicholson, Superintendent and Clerk of the School Committee Marian K. Parrella, Administrative Assistant to the School Committee Margaret Donnelly Kathleen Dowcett John A. Frassica Stephen Rando Jr. Edmund Tarallo

School Principals Dr. Nadene Stein, Northeast Elementary Ross Mulkerin, Whittemore Elementary Jane Gately, MacArthur Elementary David Castelline, Fitzgerald Elementary Jennifer Hacker, Stanley Elementary Maureen Taddeo, Plympton Elementary Elizabeth S. Gavin, McDevitt Middle John Cawley, Kennedy Middle Gregory DeMeo, Waltham High School

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1.2 INTRODUCTION

This Space Utilization Study is intended to:

 Determine current space usage within each of the 6 elementary schools, 2 middle schools, and the high school

 Determine the program allocations and the implication of the demand for specialty programs including but not limited to Pre-K, Special Education, ELL, and Chapter 74 on each school.

 Review current enrollment data and projected enrollment for all grades PreK to grade 12

 Formulate space utilization options and recommendations for the district and individual schools as appropriate

 Facilitate focus groups and community meetings to determine feedback on options as they are developed

 Provide a facilities utilization plan that provides a set of alternative options to respond to rising enrollments

This report documents both the process and the resulting recommendations arrived at by SMMA with direction and feedback provided by the School Committee, focus groups, and community meetings.

Based on the educational delivery needs, enrollment and projected growth of the district, conceptual options were developed.

1.3 BACKGROUND

SMMA was tasked to review Waltham Public Schools’ buildings to determine the capacity of each school and for the overall district based on current use. The study involves analyzing the special programs at each school to determine the amount of space required in addition to typical classrooms.

The principals, and key staff were interviewed to better understand how the school currently function educationally and how they might change in the future to improve 21st Century teaching and learning methodologies.

1.4 SPACE UTILIZATION: EDUCATIONAL EVALUATION AND PROGRAM In February of 2014, SMMA met with the principals of each school to understand the needs of the school as related to teaching and learning and to evaluate how each space in the schools were being used, or had originally been programmed for use.

Over the years since some of the schools were built or renovated, changing demographics have altered some space usage, especially for ELL and SPED requirements.

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Space Types, Numbers and Sizes The numbers and types of teaching spaces identified by the principals in each school was entered into the MSBA’s “Summary of Spaces” spreadsheet along with the number and sizes of teaching spaces in the current building. The Summary of Spaces identifies all program spaces needed within the school for teaching, support functions, administration etc. (summary included at end of this section).

At the elementary and middle schools, spaces were evaluated for size and quantity and are for the most part in line with current state standards. This is reflective of their newness.

Waltham High School has a number of areas that do not meet current guidelines for size and quantity as recommended by the MSBA. Some of the areas do not meet guidelines because they are undersized, others lack upgrades in technology and modern amenities. The areas that are most out of compliance include:  Core Academic (general classrooms)  Core Academic (Science)  Special Education  Media Center  Music  Medical

Special Programs Special programs throughout some of the district’s schools were evaluated in order to understand current and future space needs. At the Northeast and Stanley Elementary Schools, the PreK program, its needs, growth, and space utilization were evaluated. At the High School, future growth of Chapter 74 programs were discussed and the space required to effectively serve the existing programs.

As a follow-up to these meetings, in March of 2014 SMMA met with the district’s Directors of Special Education and English Language Learners (ELL) to determine the existing space utilization and evaluate future growth needs within each of the programs.

21st Century Teaching and Learning Ideas Although many alternative delivery ideas were discussed with the principals as part of the interviews, implementation of many of them require modifications to curriculum, professional development for teachers, different types of furniture, and/or space including break-out space. Examples can include:

 Breakout rooms or areas for individual, pair or small group learning. This could be for: differentiated learning to accommodate certain learning styles; independent study; tutorial or remedial teaching. These types of spaces can be beneficial at all grade levels.

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 Maker Spaces: hands on space, often with age appropriate tools to create, prototype, and test ideas and projects, most often related to Project Based Learning. These types of spaces can be beneficial at all grade levels.

 Project Based Learning: This learning modality meets curriculum content goals by asking students to address deep, open-ended situations, such as solving problems or inventing things. It is naturally inclined to interdisciplinary learning and student collaboration, both highly valued 21st century learning values

 Flexible and ergonomic furniture - typically light weight, easy to move and more comfortable than the traditional hard plastic or wood furniture. It recognizes that individuals learn better when one is comfortable

 Active Learning (vs. passive learning): any situation where students are participatory and involved often by making, doing, role playing, discussing, debating etc, vs. just listening to the teacher

 Flipped Classrooms: a delivery process in which the curriculum content: lecture, video, reading or other is provided to the student to experience outside the classroom (homework) and class time is used for discussion with and between the students. A component of Active Learning.

 Teacher Planning Areas - where teachers from the same or different disciplines can plan curriculum delivery using the above or other methodologies.

1.5 ENROLLMENT PROJECTIONS

SMMA reviewed the 2013-2014 enrollment projections as provided in the Demographic Report (included at end of this section). NESDEC’s report indicates that the two largest contributing factors to enrollment growth are the number of births to Waltham residents and new in-migration to the district. They determined that the primary reason that Waltham Public Schools is seeing an overall enrollment increase is due to larger populations if Kindergarteners replacing smaller graduating classes.

In addition, SMMA engaged Future Think to verify the results found in the NESDEC projections report. Future Think also provided their own enrollment projections based on the cohort survival model which analyzed the following data: births, historical enrollment and survival ratios, community demographics, and housing information. The data from their projects was within 1% of the values found in the NESDEC report (full report included at end of this section).

CAPACITY ANALYSIS Based on the information that was gathered through meetings with principals, key staff, and program directors, available general education classrooms and classroom maximum capacities allowed SMMA to determine building capacities based on current use.

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Current Available Classrooms Current Capacity Capacity Avg Without Pre-K Capacity Classrooms With Pre-K Classrooms Capacity # of Gen Ed @ Current # of Classrooms Total 15/Class Capacity @ Capacity @ Kinderg (1-5) Classrms for Pre-K, 18 students Current 18 students 2014 - 2015 # of Pre- arten # of Gen Ed, plus (K + Current 18 per class K, Capacity @ per class K, Enrollments K Classr Art, Science and Grade Average students 23 Grades 18 students 23 Grades 1- (9/17/14) Classrms ms Voc (6-12) Level)* Capacity per class 1-12 per class 12 PreK 171 12 14 180

Northeast ES 368 8 4 16 20 18 360 440 504 624 Whittemore ES 435 0 5 21 26 17 468 573 468 573 MacArthur ES 372 0 4 16 20 19 360 440 360 440 Fitzgerald ES 513 0 5 23 28 18 504 619 504 619 Stanley ES 454 4 5 19 24 19 432 527 504 619 Plympton ES 439 0 5 19 24 18 432 527 432 527

ES total (K-5) 2581 12 28 114 142 18 2556 3126 2772 3402

McDevitt MS 556 0 0 34 520 665

Kennedy MS 540 0 0 39 597 762

Waltham HS 1453 0 0 92 1408 1799

*Classroom counts exclude dedicated ELL and SPED classrooms and specialized classrooms (Band, Chorus, Chapter 74 spaces) Middle School Note: 85% utilization factor applied. Does not consider team teaching High School note: 85% utilization factor applied. Chapter 74 Spaces not included

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Section 2 SPACE UTILIZATION AND CAPACITY ANALYSIS

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SPACE UTILIZATION

INTRODUCTION

The Waltham School District serves a large urban and suburban community. Facilities currently occupied and maintained by the Waltham School Department consists of nine schools, totaling 1,188,700 GSF and serving a total population of over 5,130 students.

Waltham Public School District is comprised of 6 elementary schools, 2 middle schools, and 1 high school. Currently, 3 elementary schools feed into each middle school, and all feed into the high school. In addition to the active school buildings, SMMA evaluated plans and visited the sites of the Fitch School and the Lawrence School which are both not being used by the districts as educational buildings currently.

Population Schools Address Grades (app date Acres GSF Building Date 10/1/14) Elementary Schools Northeast ES 70 Putney Lane PreK - 5 476 30.56 92,170 January 2004

1927, addition 1977, Whittemore ES 30 Parmenter Road K - 5 435 1.97 83,000 addition in 2008 MacArthur ES 494 Lincoln Street K - 5 372 21.45 78,239 January 2006

1945, addition 1947, Fitzgerald ES 140 Beal Road K - 5 513 2.48 77,040 addition in 2008 Stanley ES 250 South Street PreK - 5 518 4.98 94,200 January 2003

Plympton ES 20 Farnsworth Street K - 5 439 1.33 79,007 2005 Middle Schools McDevitt MS 75 Church Street 6 - 8 556 9.31 129,020 September 2003

Kennedy MS 655 Lexington Street 6 - 8 540 43.80 173,000 September 2006 High School 1969, Vo Tech outbuilding in Waltham HS 617 Lexington Street 9 - 12 1,453 30.69 383,000 1998, Fine Arts Center Renovation 2001

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The District faces many challenges regarding its facilities. The three most prominent issues are:

 Capacity/Overcrowding: Overcrowding is a current problem that will only be exacerbated by the anticipated future growth.  Lack of appropriate spaces: Each of the buildings lack spaces for 21st century education. Lack of smaller spaces for resource, private meetings, and one- on-one interactions with students puts additional pressure on larger classrooms.

 Small landlocked sites: Small lot size limits the potential for expanding existing buildings in order to address capacity needs.

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Other district-wide issues include:

Special Programs: As described in Section 2, the needs and space requirements for special programs in the district is also increasing proportionately to the overall population increase. Some of the examples of these programs and PreK, Special Education, ELL, and others. Limited Technology: The Waltham School Department is aggressively working towards a 21st century educational model that includes integrating technology in the classrooms. Assuring that each school has the capability of supporting 1:1 with wireless bandwidth will be a challenge, particularly in buildings with older infrastructure. Dedicated Program Spaces: The district is working very hard to maintain dedicated classrooms or teaching spaces for drama and science at the elementary schools.

2.1 CLASS SIZES

In accordance with the school department and school committee targets, and teacher contractual language: Class size targets are: maximum of  PreK: <18 students  Kindergarten and Grade 1: <18 students  Grades 2-5: 18 - 20 students  Grades 6-8: 18 students  Grades 9-12: 15-25 students

It must be noted that these target (ranges) are lower than the MSBA guidelines.

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2.2 ELEMENTARY SCHOOLS

Northeast Elementary School Facility Type Elementary School Year Built 2004 Grade Configuration PreK / 5 Student Enrollment 476 Gross Square Feet 92,170

Administrative Organization Principal Dr. Nadene Stein Assistant Principal Robert Marino

Discussion The school was constructed in 2004 as part of a master plan for updating Waltham’s elementary and middle schools. Northeast elementary is located in the northern part of Waltham, the school houses the districts Intensive Resource Room (IRR) Special Education program as well as being one of two schools to house the PreK program.

Northeast elementary has 6 PreK classrooms, 5 Kindergarten classrooms, 18 general education classrooms, and 4 classrooms dedicated to the IRR program (grades K-5). Northeast maintains dedicated rooms for science, drama, and ELL that are all full sized classrooms in addition to a dedicated computer lab.

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Northeast Elementary School – First Floor Program

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Northeast Elementary School – Second Floor Program

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Site Analysis This site diagram shows the layout of the existing external spaces including buildings, parking, green / recreational space, vehicular circulation, activity nodes, pedestrian entrances, and service entrances. Due to the fire lane, heavily wooded areas adjacent to the building, and site circulation, additions of modular classroom on site do not have the potential to be connected to the building.

Site Plan: Northeast Elementary School

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Whittemore Elementary School Facility Type Elementary School Year Built 1927, Add/Reno 2008 Grade Configuration K-5 Student Enrollment 435 Gross Square Feet 83,000

Administrative Organization Principal Ross Mulkerin Assistant Principal Stephen Duffy

Discussion The school was constructed in 1927 and renovated with additions in 2008 as part of a master plan for updating Waltham’s elementary and middle schools. Whittemore Elementary is located in the central part of Waltham, the school houses several SEI classrooms.

Whittemore elementary has, 4 Kindergarten classrooms, a Kindergarten ELL pull- out classroom, 15 general education classrooms, and 4 SEI classrooms (grades 1- 5). Whittemore also still has a dedicated computer lab in the building. Due to the ELL demands in this neighborhood district, the Language Based Resource Room Special Education program is in process or moving in its entirety to Fitzgerald Elementary which will allow for an additional classroom in the 2014-2015 school year.

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Whittemore Elementary School – First Floor Program

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Whittemore Elementary School – Second Floor Program

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Whittemore Elementary School – Third Floor Program

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MacArthur Elementary School Facility Type Elementary School Year Built 2006 Grade Configuration K-5 Student Enrollment 372 Gross Square Feet 78,239

Administrative Organization Principal Jane Gately Assistant Principal Seeley Okie

Discussion MacArthur was constructed in 2006 as part of a master plan for updating Waltham’s elementary and middle schools. MacArthur elementary is located in the northern part of Waltham, the school houses the districts Resource Room (RR) Special Education program.

MacArthur elementary has 4 Kindergarten classrooms, 15 general education classrooms, and 5 classrooms dedicated to the RR program (grades 1-5). MacArthur also still has a dedicated science classroom, math lab, drama room, ELL support, and an unused classroom that are all full sized classrooms in addition to a dedicated computer lab.

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MacArthur Elementary School – First Floor Program

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MacArthur Elementary School – Second Floor Program

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Site Analysis This diagram shows the layout of the existing external spaces including buildings, parking, green/recreational space, vehicular circulation, activity nodes, pedestrian entrances, and service entrances. To the west of the building, there are wetlands with setbacks that limit construction on that side of the building. Modulars could be placed to the south of the existing building attaching either to the building near the gymnasium, or the classroom wing to accommodate additional growth.

Site Plan: MacArthur Elementary School

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Fitzgerald Elementary School Facility Type Elementary School Year Built 2008 Grade Configuration K-5 Student Enrollment 513 Gross Square Feet 77,040

Administrative Organization Principal (FY 2013-2014) David Castellini Principal (current) Jennifer Santillo Assistant Principal Kevin Kmiec

Discussion The school was constructed in 2008 as part of a master plan for updating Waltham’s elementary and middle schools. Fitzgerald elementary is located in the eastern and central part of Waltham, the school and houses the districts Language-Based Resource Room (LBRR) Special Education program as well as being one of two schools to house the PreK program.

Fitzgerald elementary has 5 Kindergarten classrooms, 20 general education classrooms, 3 SEI Classrooms, and 2 classrooms dedicated to the LBRR program (grades 3-5). Fitzgerald also has a dedicated computer lab.

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Fitzgerald Elementary School – First Floor Program

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Fitzgerald Elementary School – Second Floor Program

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Fitzgerald Elementary School – Third Floor Program

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Site Analysis This diagram shows the layout of the existing external spaces including buildings, parking, green / recreational space, vehicular circulation, activity nodes, pedestrian entrances, and service entrances. The site is very constraining and provides little space for attachment. The only place that modulars could be added is to the south of the building adjacent to the existing loading dock. Steep grade changes would also make this attachment challenging.

Site Plan: Fitzgerald Elementary School

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Stanley Elementary School Facility Type Elementary School Year Built 2003 Grade Configuration PreK-5 Student Enrollment 518 Gross Square Feet 94,200

Administrative Organization Principal Jennifer Hacker Assistant Principal Stephen Kanode

Discussion The school was constructed in 2003 as part of a master plan for updating Waltham’s elementary and middle schools. Stanley Elementary is located in the southern part of Waltham, the school houses the districts Teaching Academic and Social Curriculum (TASC, formerly PDD) Special Education program as well as being one of two schools to house the PreK program.

Stanley Elementary has 4 PreK classrooms, 5 Kindergarten classrooms, 17 general education classrooms, and 7 classrooms dedicated to the TASC program (grades K-5). Stanley also has 2 dedicated classrooms for ELL, and one for SEI instruction that are all full sized classrooms in addition to a dedicated computer lab.

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Stanley Elementary School – First Floor Program

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Stanley Elementary School – Second Floor Program

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Stanley Elementary School – Third Floor Program

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Site Plan: Stanley Elementary School

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Plympton Elementary School Facility Type Elementary School Year Built 2003 Grade Configuration PreK-5 Student Enrollment 439 Gross Square Feet 79,007 Administrative Organization Principal Maureen Taddeo Assistant Principal Alexander Audette

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Plympton Elementary School – First Floor Program

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Plympton Elementary School – Second Floor Programming

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Plympton Elementary School – Third Floor Programming

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Site Plan: Plympton Elementary School

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2.3 MIDDLE SCHOOLS

Waltham is served by two independent middle schools that are roughly equal in size.

The traditional organization of middle schools are Team centric set up around the core subjects of English Language Arts, Social Studies, Math and Science. Four teachers, each with a dedicated classroom, would make up each team. In an ideal world, the classrooms would be clustered and adjacent to project areas and SPED classrooms/support.

McDevitt Middle School was originally designed to be Waltham’s high school before the new high school was built in 1969. McDevitt has a reasonable physical team organization plan thoughtfully renovating the existing historic building with new additions for gymnasium and cafeteria. Kennedy Middle School was designed as a junior high school that had a departmental organization rather than a team organization. The building addition in the early 2000's largely maintained the double loaded corridor/departmental organization due to the existing building configurations and site limitations.

To the extent possible, the Kennedy School has organized the classrooms by teams by grade, typically with science class/labs remote from the team. The team teaching model with dedicated core specific classrooms is a preferred pedagogical model but is somewhat less efficient in its classroom utilization metric, not uncommon in the modern middle school.

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McDevitt Middle School Facility Type Middle School Year Built 1902, Renovated 2003 Grade Configuration 6-8 Student Enrollment 556 Gross Square Feet 129,020

Administrative Organization Principal Elizabeth Gavin Assistant Principals William Hart Meghan Branco

McDevitt Middle School is organized with three teams for each grade level of grades 6, 7 and 8 = 9 teams. Each team consists of approximately 95 - 100 students, slightly larger than an ideal size of 72 students per team or the school committee target of 18 students per class.

Included in the school are the following:

 24 total General Education classrooms and 6 Science classrooms serve 6 teams (2 teams/grade).

 2 dedicated Computer labs  1 dedicated Drama classroom  SPED classrooms including those that serve Learning Center, TASC, LBRR, and Resource.

 2 Technology (Computers and Shop) Classrooms located at the garden level  According to the MSBA Summary of Spaces form, a population of 556 students would require 19 Classrooms that are 950 SF in a MSBA new construction project. (Also assumed 23 students per class.)

 Additional students would put demand and burden on the relatively small shared central spaces (gymnasium, cafeteria, kitchen, administration, and nurse) which limit the school’s potential for growth/additions.

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McDevitt Middle School – Garden Level Floor Program

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McDevitt Middle School – First Floor Program

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McDevitt Middle School – Second Floor Program

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McDevitt Middle School – Third Floor Programming

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Site Analysis This following diagram shows the layout of the existing external spaces including buildings, parking, green / recreational space, vehicular circulation, activity nodes, pedestrian entrances, and service entrances.

Site Plan: McDevitt Middle School

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Kennedy Middle School Facility Type Middle School Year Built 2006 Grade Configuration 6-8 Student Enrollment 540 Gross Square Feet 173,000 Net Educational Square Feet

Administrative Organization Principal John Cawley Assistant Principals Kevin Gildea Laura Smith

Kennedy Middle School is organized with two teams for each grade level of grades 6, 7 and 8 = 6 teams. Each team consists of approximately 95 - 100 students, slightly larger than an ideal size of 72 students per team at 18 students per class.

Included in the school are the following:

 28 total General Education classrooms and 6 Science Labs serve 6 teams (2 teams/grade).

 2 Dedicated Computer labs  1 Dedicated Drama classroom  3 Dedicated ELL Classrooms  According to the MSBA Summary of Spaces form, a population of 540 students would require 20 Classrooms that are 950 SF in a MSBA new construction project. (Also assumed 23 students per class.)

 Large shared central spaces (field house, cafeteria, and auditorium) provide potential for growth/additions.

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Kennedy Middle School – First Floor Program

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Kennedy Middle School – Second Floor Program

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Site Analysis This following diagram shows the layout of the existing external spaces including buildings, parking, green/recreational space, vehicular circulation, activity nodes, pedestrian entrances, and service entrances.

Site Plan: Kennedy Middle School

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2.4 HIGH SCHOOL

Waltham High School Facility Type High School Year Built 1969 Grade Configuration 9-12 Student Enrollment 1453 Gross Square Feet 383,000 Net Educational Square Feet

Administrative Organization Principal Gregory DeMeo

Discussion Both the quantity and quality of spaces will be addressed in a comprehensive feasibility study. For the most part it is the quantity of spaces that address the question of capacity. 1. The quantity of spaces that contribute to the determination of capacity- are there enough classrooms and other teaching spaces to serve the current population; also 5 years from now and 10 years from now? 2. Quality of spaces - most of the classrooms, SPED rooms, science lecture / labs and other teaching spaces across the school are undersized when compared to the MSBA space guidelines for new construction.

Determination of "capacity" in high schools involves a large number of variables. Those variables taken by themselves can result in differing capacities, therefore we are identifying a range of capacity.

General Education Classrooms: There are 61 current classrooms. Although many of these fall below the MSBA standards for classrooms for a new building, they are not significantly undersized. In addition, for a building serving the future population of 1853 students, a new building as part of an MSBA project would only include 63 classrooms.

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Science Lecture/Labs: There are currently 16 science classrooms that are significantly undersized and do not meet the goals for current educational delivery. The projected enrollment of 1852 students would support only 16 science labs in a new MSBA project. Although there are currently the correct amount of spaces, the quality and size is inadequate.

CTE/Chapter 74 Programs/Vocations: There are currently many Chapter 734 program offerings at Waltham High School however many of the spaces are in need of upgrades and larger spaces. Additionally, the School Committee has expressed an interest to expand CH 74 program offerings including culinary arts and cosmetology among others.

Core Spaces:

 Student Dining: The area designated for student dining is relatively large, and will easily support an increased population of 1853 students.

 Library/Media Center: The existing space is 50% under the MSBA guidelines for an increased population of 1853 students. Although this is an important space in support of teaching and learning, it does not contribute to the capacity discussion.

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Waltham High School – Basement Floor Program

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Waltham High School – First Floor Program

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Waltham High School – Second Floor Program

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Waltham High School – Third Floor Program

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Site Plan: Waltham High School

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2.5 DECOMMISSIONED BUILDINGS

As a part of the capacity study, SMMA visited 2 additional school properties in the district, the Lawrence School and the Fitch School.

Lawrence School  Approximate GSF = 13,000  Currently 7 classrooms approx. 650-750 NSF (total of 4,775 NSF)  Currently 6 small group/office spaces approx. 125-355 NSF (total of 1,525 NSF)  Challenges: o All classroom type spaces are small, as shown on the plan below - None of the rooms are the appropriate size for PreK (1,200 NSF typical) o Currently classroom size and quantity can only accommodate 72 of the current 193 Pre K students in District o None of the rooms contain toilets, this would need further discussion with educators. PreK rooms typically contain a privacy toilet room within the classroom. o Because of small classrooms sizes it would require additional teachers in the District o Any addition will require accommodation of the steep slope behind school (total site is 3.7 acres) o Central Administration currently uses 6,600 NSF, the building would require moderate renovations to meet the needs of the Central Office o Requires relocation of the Facilities Department who currently use the building for storage

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First Floor Plan

Second Floor Plan

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Third Floor Plan

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Fitch School  Approximately GSF 40,500  Currently 19 classrooms approx. 600-910 NSF (total of 15,024 NSF) – could accommodate up to 227 PreK students (currently 193 in District)  Miscellaneous Offices, Library, Gym, Cafeteria  Challenges: o Building has been sitting vacant for many years o None of the rooms are the appropriate size for PreK (1,200 NSF typical) o None of the rooms contain toilets, this would need further discussion with educators o Because of small classrooms sizes it would require additional teachers +5 o Limited parking (+/- 20 parking spaces) available on site.

First Floor Plan

Second Floor Plan

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2.6 CAPACITY ANALYSIS

Based on the information that SMMA attained as indicated above by school, capacities were able to be determined. In the chart shown below, the number of available classrooms for general education as currently used and varying quantities of students determines the capacities as shown.

Current Capacity with Average Capacity without PreK Current Available Classrooms Capacity PreK Classrooms Classrooms

12)

12 -

ity @ 18 18 @ ity

12 Classrooms

2015 Enrollments Enrollments 2015 # of Gen Ed, plus plus Ed, Gen of #

- , 18 students per class class per students , 18 PreK 5) 5)

- of Gen Ed Classrooms Classrooms Ed Gen of

2014 (9/17/14) # of Kindergarten # of Classrooms # (1 (6 Voc and Science Art, Classrooms Total Level)* Grade (K + Capacity Average Current for 15/Class @ Capacity PreK per students 18 @ Capacity 1 Grades 23 K, class Capac Current class per students 18 @ Capacity Current 23 K, class per students 1 Grades

PreK 171 12 14 180 Northeast ES 368 8 4 16 20 18 360 440 504 624 Whittemore ES 435 0 5 21 26 17 468 573 468 573 MacArthur ES 372 0 4 16 20 19 360 440 360 440 Fitzgerald ES 513 0 5 23 28 18 504 619 504 619 Stanley ES 454 4 5 19 24 19 432 527 504 619 Plympton ES 439 0 5 19 24 18 432 527 432 527 ES Total (K-5) 2581 12 28 114 142 18 2556 3126 2772 3402

McDevitt MD 556 0 0 34 520 665 Kennedy MD 540 0 0 39 597 762

MS Total 1096 0 0 73 1117 1427

Waltham HS 1453 0 0 92 1408 1799

Space Utilization Study WALTHAM PUBLIC SCHOOLS 2/53

Section 3 DESCRIPTION OF PROGRAMS

WALTHAM PUBLIC SCHOOLS MASTER PLAN Space Utilization Study 3 | DESCRIPTION

DESCRIPTION OF PROGRAMS

SPECIAL PROGRAMS

SMMA met with the directors of the district’s special programs to learn about their current space utilization, current space needs, and projected growth by individual schools and throughout the district.

3.1 PRE-KINDERGARTEN

Northeast and Stanley Elementary Schools house the district’s PreK program. The district program is designed to be an inclusive Special Education program. One portion of the program is the integrated classrooms which combines Special Education students with typically developing peers. For more information on space utilization, see Section 2 of this report.

3.2 SPECIAL EDUCATION (SPED)

Each Waltham elementary school (with the exception of Whittemore) houses one of the Special Education district-wide programs. A listing and description of all district- wide Special Education programs is included as Appendix XXX. Additionally, each school houses a Special Education Resource Room. Kennedy Middle School houses the self-management and CORE programs. McDevitt Middle School houses the LBRR and TASC programs. Both middle schools have learning centers and resource rooms. The ABLE program, CORE and resource rooms are at Waltham High School.

Elementary Schools Total SPED % SPED Schools Grades Special Education Programs Population Population Population − Intensive Resource Rooms (IRR) − Coaches Corner (Literacy and Math Coaches) − PK Speech, Reading Northeast ES PreK - 5 367 123 25.6% − Community walk-ins − Learning Center − Preschool (7 rooms), K Inclusion, Speech, OT, PT

− K Inclusion − Reading − Speech and Language Whittemore ES K - 5 438 55 10.6% − District Reading office − OT/PT − Math and Challenge Coach − Title 1

Space Utilization Study WALTHAM PUBLIC SCHOOLS 3 | 1 3 | DESCRIPTION

Elementary Schools Total SPED % SPED Schools Grades Special Education Programs Population Population Population − Resource Rooms (RR) for Special Education − Learning Center − Math Lab MacArthur ES K - 5 355 58 16.3% − Reading − OT/PT − Challenge − Speech − K Inclusion − Language Based Resource Rooms (LBRR) for Special Education − K Inclusion − Learning Center − Reading Fitzgerald ES K - 5 483 71 14.7% − Speech and language − OT/PT − Math Coach − Literature specialist − Challenge

− TASC (K-5, 5 rooms) − Preschool (4 rooms) − K Inclusion Stanley ES PreK - 5 428 119 27.8% − Learning Center − Reading − OT/PT − Speech − Successful Start (with Quiet Room) K-5 (3 rooms) − K Inclusion − Resource Room (RR) (4 grades, 2 Plympton ES K - 5 443 63 14.2% rooms) − Speech/Literacy − Reading − OT/PT * Excludes PreK

Enrollments as of 4/30/14

3.3 ENGLISH LANGUAGE LEARNERS (ELL)

Each Waltham school provides services for English Language Learners (ELL). When a student enters the district, they are tested in the Parent Information Center (PIC) located at the high school to determine their level of need and English competency. Depending on the results of the proficiency exam, students can be placed in Sheltered English Immersion (SEI) classrooms, or receive ELL pull-out services. ELL pull-out spaces typically must provide enough space for 8-10 students to be working together at the same time. Often, this service can be provided in a half- sized classroom. Included as an appendix are plans from each of the schools highlighting the current use for ELL dedicated spaces.

Space Utilization Study WALTHAM PUBLIC SCHOOLS 3 | 2 3 | DESCRIPTION

Number of Building ESL Program English Learners Northeast ES 48 (1) ELL pull-out classroom

Whittemore ES 202 (4) ELL Self-Contained Classrooms, (1) Small ELL pull-out area, (1)Kindergarten pull-out classroom, (1) ELL pull-out classroom

McArthur ES 43 (1) ELL pull-out classroom

Fitzgerald ES 70 (3) ELL Self-Contained Classrooms (one of which is a very small instructional area for 3rd graders), (1) ELL pull-out area in the back of the library (very small).

Stanley ES 105 (1) ELL Self-Contained Classroom, (2) ELL pull- out classrooms

Plympton ES 104 (2) ELL Self-Contained Classrooms, (1) ELL pull- out classroom (shared with other teachers)

McDevitt MS 4 No ELL program

Kennedy MS 67 (3) ELL Self-Contained Classrooms, (1) ELL pull- out classroom

Waltham HS 110 (6) ELL Self-Contained Classrooms (include ELL classes and sheltered, self-contained history, math and science classes) / Parent Information Center (PIC) is housed here.

3.4 DRAMA

In the elementary schools, Waltham has a commitment to offering drama education for all students K-12. At Northeast and MacArthur elementary schools, both middle schools, and the high school, dedicated classrooms are available for instruction. In schools that have had to reclaim these rooms, instruction occurs on the stage.

3.5 ELEMENTARY SCIENCE

Waltham offers science instruction in a dedicated classroom at Northeast and MacArthur elementary schools. Although this is not a typical elementary school dedicated space, it is supported greatly by the community. In the schools that have had to reclaim these rooms, science is provided from a cart that is wheeled into K-5 classrooms.

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3.6 CHAPTER 74

Waltham High School is home to a developed Career and Technical Education program (CTE). Many of the programs are Chapter 74 certificate programs.

Chapter 74 programs are not part of a typical MSBA standard high school project however they are very important in the development of a comprehensive high school program. The future of the CTE program may include additional programs that not currently exist at Waltham High School but offered at Minuteman Regional Vocational Technical School. Currently, 60 students attend MRVTS which is an expense and disruptive loss of resources for the district.

Current programs available:

 Automotive Technology - Chapter 74  Business (Non-74)  Carpentry & Cabinetmaking - Chapter 74  Career Exploratory - Chapter 74  Child Care - Chapter 74

 Collision Technology - Chapter 74  Culinary Arts (Non-74)  Electrical - Chapter 74  Electronics - Chapter 74  Family & Consumer Science (Non-74)  Graphic Arts (Non-74)  Graphic Communications - Chapter 74  Metal Fabrication - Chapter 74  Technical Education (Non-74)  TV Broadcasting - Chapter 74  Y.T.E. (Non-74)

Potential future programs:

 Culinary Arts – Chapter 74  Cosmetology  Plumbing  Daycare

Space Utilization Study WALTHAM PUBLIC SCHOOLS 3 | 4

Section 4 ENROLLMENT PROJECTIONS

WALTHAM PUBLIC SCHOOLS MASTER PLAN Space Utilization Study 4 | ENROLLMENT PROJECTIONS

ENROLLMENT PROJECTIONS

INTRODUCTION

SMMA reviewed the 2013-2014 enrollment projections which were provided in the Educational Consultant RFQ (Included as Appendix XXX). NESDEC found in their report that the two largest contributing factors to enrollment growth are the number of births to Waltham resident and the in-migration to the district. They determined that the primary reason that Waltham Public Schools is seeing an overall enrollment increase is due to larger populations if Kindergarteners replacing smaller graduating classes.

In addition, SMMA engaged Future Think to verify the results found in the NESDEC projections report. Future Think also provided their own enrollment projections based on the cohort survival model which analyzed the following data: births, historical enrollment and survival rations, community demographics, and housing information. The data from their projects was within 1% of the values found in the NESDEC report. Full report included as Appendix XXX).

A factor that must be reviewed in the enrollment discussion is the withdrawal figures. The district provided a chart to SMMA indicating that 215 students left the Waltham Public Schools choosing to attend other districts in state, out of state and to private parochial schools. What is important to note is that the enrollment is increasing despite these individuals leaving the district indicating that in-migration is still larger than out-migration in Waltham.

*Current 2018 - 2019 2023 - 2024 Delta from Current 10 Years % Schools Enrollment (5 years) (10 years) Enrollment to 2024 Change Northeast ES 367 Whittemore ES 441 MacArthur ES 367 Fitzgerald ES 483 Stanley ES 427 Plympton ES 451 Total ES 2536 2,831 2,825 311 +12%

McDevitt MS 531 Kennedy MS 551 Total MS 1,082/1,200 1,273 1,396 314 + 29% +/-120 +/-75 +314

+/-125 above 5 year NOTE: Total for Each M.S. Grade Level ~460 Students. Waltham HS 1,397 1,514 1,853 456 + 33% +117 +339

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Actual WPS Numbers Actual 4/30/14 Actual v's v's Actual Actual Actual Actual Actual Actual 9/12/14 2013- 2013- # 2014- 2014- # 2015 - # % 2014 2014 Delta % Delta 2015 2015 Delta % Delta 2016 Delta Delta 9/27/13 4/30/14 9/12/14 4/30/15 (2) (2) (2) (2)

Pre-K 153 193 40 20.73% 171 -22 -12.87%

Northeast ES 367 367 0 0.00% 370 3 0.81%

Whittemore ES 441 438 -3 -0.68% 433 -5 -1.15%

MacArthur ES 367 355 -12 -3.38% 371 16 4.31%

Fitzgerald ES 483 483 0 0.00% 516 33 6.40%

Stanley ES 427 428 1 0.23% 449 21 4.68%

Plympton ES 451 443 -8 -1.81% 439 -4 -0.91%

2536 2514 -22 -0.88% 2578 64 2.48% ? ?

McDevitt MS 535 531 -4 -0.75% 556 25 4.50%

Kennedy MS 546 551 5 0.91% 540 -11 -2.04%

1081 1082 1 0.09% 1096 14 1.28% ? ?

High School 1397 1397 0 0.00% 1453 56 3.85% ? ?

Total students 5167 5186 19 0.37% 5298 112 2.11% ? ?

Space Utilization Study WALTHAM PUBLIC SCHOOLS 4 | 2 4 | ENROLLMENT PROJECTIONS

Projected NESDEC numbers Versus WPS actual Projecte Proj. v's Proj. v's Proj V's Actual

d Actual Actual Projected Actual Actual Projected 2014-2015 2013- 2013- # % 2014- # % 2014 2014 Delta Delta 2014-2015 2015 Delta Delta 2015-2016 # Delta % Delta 10/01/13 9/27/13 10/01/14 9/12/14 10/01/15 (1) (2) (1)(3) (2) (1)(3) - 1.96 7.60 Pre-K 156 153 -3 % 158 171 13 % 160 -11 1.25%

- - Northeast 1.09 4.33 ES 371 367 -4 % 386 370 -16 % 395 25 2.18% - - Whittemore 0.37 6.37 ES 443 441 -2 % 461 433 -28 % 471 38 2.18% - MacArthur 2.24 0.63 ES 359 367 8 % 373 371 -2 % 382 11 2.18% - Fitzgerald 1.06 1.57 ES 488 483 -5 % 508 516 8 % 519 3 2.18% - - 1.28 0.22 Stanley ES 432 427 -5 % 450 449 -1 % 460 11 2.18% - Plympton 0.73 6.12 ES 448 451 3 % 466 439 -27 % 476 37 2.18% - - 0.20 2.56 2541 2536 -5 % 2644 2578 -66 % 2703 125 2.18%

McDevitt 1.20 3.16 MS 529 535 6 % 538 556 18 % 561 5 4.11% - Kennedy 0.47 3.44 MS 548 551 3 % 559 540 -19 % 583 43 4.11% - 0.83 0.09 1077 1086 9 % 1097 1096 -1 % 1144 48 4.11%

High 0.57 4.13 School 1389 1397 8 % 1393 1453 60 % 1424 -29 2.18%

Total 0.17 0.11 students 5163 5172 9 % 5292 5298 6 % 5431 133 2.56%

(1) Values based on Enrollment projections from NESDEC (2) Values provided by Waltham Public Schools (3) NESDEC Values extrapolated per school based upon current % of distribution

Space Utilization Study WALTHAM PUBLIC SCHOOLS 4 | 3 4 | ENROLLMENT PROJECTIONS

Withdrawal Figures as of 9/11/2014 (sorted by school/grade)

School Grade Moved In Moved Out of Private Home Dropped TOTALS State State/Country School School Out

HS 9-12+ 15 12 14 0 2 43 McDevitt MS 6-8' 7 3 6 16 Kennedy MS 6-8' 20 5 6 31 Fitzgerald ES K-5 14 8 1 23 MacArthur ES K-5 18 3 3 24 Northeast ES PK-5 8 6 2 16 Plympton ES K-5 15 7 1 23 Stanley ES PK-5 18 5 1 24 Whittemore ES K-5 9 5 1 15 TOTALS 124 54 33 2 2 215

Space Utilization Study WALTHAM PUBLIC SCHOOLS 4 | 4

Section 5 RECOMMENDATIONS AND OPTIONS

WALTHAM PUBLIC SCHOOLS MASTER PLAN Space Utilization Study 5 | OPTIONS AND RECOMMENDATIONS

OPTIONS AND RECOMMENDATIONS

INTRODUCTION

As a part of the capacity analysis development, SMMA acquired feedback from the community, focus groups, the school committee, and educators regarding the future of programs, approach to curriculum, and enrollment concerns.

5.1 ELEMENTARY SCHOOLS

The study found with the projected enrollment increase of 311 students, 15-17 additional classrooms would be required throughout the district. This quantity is large enough to indicate a new building, a large scale renovation of a decommissioned building, or reclaiming rooms from each of the 6 elementary schools. Some of the strategies that were targeted include:

 Move adults before you move students – Creating more effective shared teacher spaces  Implement inclusion strategies for special programs including SPED and ELL.  Explore switching program locations in most overcrowded schools  Creating break-out spaces in corridors for small group instruction, challenge, etc.  Subdividing classrooms from full size to half size to accommodate programs that have smaller populations. Creating appropriately sized small group rooms.

More precisely, SMMA indicated the following strategies could be implemented immediately in the elementary schools:  Increase class size by 3 students per class above the established goals. o Current average class size: 18.9 students o Add 3: 21.9 students o MSBA standard: 23 students  Move drama to the stage. This strategy could reclaim 2 classrooms in the schools that still have a dedicated classroom.  Move science to a cart. This strategy could reclaim 2 classrooms in the schools that still have a dedicated classroom.  Subdivide full size classrooms to serve small populations as indicated above.

Some of the challenges which were identified for any solution are listed below:  Redistricting will be a major component to all solutions.  Cost of renovations - with or without the MSBA.  Costs of a comprehensive renovation or replacement of the High School, with or without the MSBA.  Laptop carts will cost approximately $40,000 each (As an example to provide one in each Elementary School = $240,000)

Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 1 5 | OPTIONS AND RECOMMENDATIONS

 At the Middle Schools, creating a 5 subject cluster would affect scheduling and staffing.  SPED program shifts will impact students with certain needs significantly. Potential relocation of any SPED program will require close coordination with educators.

Reclaiming Rooms

One of the concepts discussed in an effort to provide for increased enrollments was reclaiming existing classrooms that currently exist within the district schools.

One option is to reclaim the drama and science rooms. At MacArthur and Northeast elementary schools, there are still dedicated classrooms for drama and science instruction. In the other four elementary schools, these rooms have already been reclaimed in order to provide for current enrollment capacity. Reclaiming these rooms would require redistricting to be implemented. On the other hand, should there be a desire for educational equity, the four elementary schools that do not have drama classrooms would need to reclaim these for dedicated use which puts additional burden on those four schools.

Additionally, MacArthur has an unused classroom that is currently being used as storage. This classrooms should be reclaimed as a general education classroom. Redistricting will be required should this strategy by employed.

In many of the schools, small group instructional spaces are required to meet the needs of 21st century education. Some of these small groups occupy full size classrooms because smaller spaces do not exist in the schools currently. By creating some half size classrooms for these small groups, full-size classrooms could be recaptured for general education classrooms. An example of this implementation is shown below.

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RECLAIMED CLASSROOM STRATEGIES

Northeast Elementary School – 2nd Floor Reclaimed Classroom Strategic Options

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Whittemore Elementary School – 1st Floor Reclaimed Classroom Strategic Options

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Whittemore Elementary School – 3rd Floor Reclaimed Classroom Strategic Options

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MacArthur Elementary School - 1st Floor Reclaimed Classroom Strategic Option

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MacArthur Elementary School – 2nd Floor Reclaimed Classroom Strategic Options

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Fitzgerald Elementary School – 1st Floor Reclaimed Classroom Strategic Option

Fitzgerald Elementary School – 2nd Floor Reclaimed Classroom Strategic Option

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Fitzgerald Elementary School – 3rd Floor Reclaimed Classroom Strategic Option

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Stanley Elementary School – 2nd Floor Reclaimed Classroom Strategic Option

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Plympton Elementary School – 2nd Floor Reclaimed Classroom Strategic Option

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Plympton Elementary School – 3rd Floor Reclaimed Classroom Strategic Option

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Existing Classroom Example

Proposed Classroom Sub-division

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Reclaimed Classroom Opportunities

Quantity Size of Classroom Location Classroom Reclaiming Classrooms

Drama 2 1.0 Northeast, MacArthur Science 2 1.0 Northeast, MacArthur Other 3 1.0 LBRR to Fitzgerald (Gain = 0), Empty Classroom at MacArthur, Math Lab at MacArthur, Large Corridor at MacArthur 2 .5 District Reading Office at Whittemore, Drama Office at Whittemore

Sub-Dividing Classrooms Northeast ES 1 .5 Whittemore ES 1 .5 MacArthur ES 2 1.0 2 .5 Fitzgerald ES 1 .5 Plympton ES 2 .5 1 1.0 Total Reclaimed Classrooms 10 Full Size Classrooms 9 Half Size Classrooms

Modular Classrooms

SMMA evaluated the addition of portable classroom buildings to the elementary schools and middle schools to provide the capacity for additional students. The chart included below provides some estimated costs for modular construction on the sites with available space. Also included below are plans showing locations of potential modulars at elementary schools.

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Modular Classrooms and Cost Impacts by School

# of Modulars Per site cost for 3 yr Per site cost for Possible lease Permanent Northeast ES 4 $661,440.00 $1,728,000.00 Stanley ES 6 $864,480.00 $2,376,000.00 MacArthur ES 8 $1,087,520.00 $3,024,000.00 McDevitt MS 6 $776,800.00 $2,160,000.00 Kennedy MS 6 $776,800.00 $2,160,000.00

*Costs include foundations and utilities

MacArthur Elementary School – 4 to 6 Portables Possible (Modulars)

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Fitzgerald Elementary School – 3 Portables Possible (Modulars)

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Stanley Elementary School – 4 to 5 Portables Possible in 2 Locations (Modulars)

SUMMARY

0-1 Year =

• Design / Acquire / Install Portable Classrooms as needed • Design and Bid interior renovations to: subdivide classrooms; reclaim certain rooms; create learning environments in corridors, etc.

• Explore location for Early Childhood Center – schedule will determine need / schedule for additional portables

• Determine best locations for SPED programs • Review needs for Drama, Challenge, etc.

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5.2 MIDDLE SCHOOL

SMMA developed a list of options and strategies that could be implemented in phases to address the additional student capacity at the middle schools.

Short-Term Strategies

 Acoustically “fix” McDevitt classroom(s) behind stage and move the music room back into this location – gains one or two rooms.

 Divide full sized SPED class rooms at Kennedy to accommodate additional growth (See Reclaimed Classrooms above for description).

 Increase class sizes to maximum 25 students per room: o Kennedy School: Currently: ±93 students - increase to 100 students at 25/CR; adds a total of 49 students

o McDevitt School: Currently: ±89 students - increase to 100 students

Midterm (5 Year) Strategies

Kennedy School:  Increase by 70 students equals 12 students per cluster  Use foreign language rooms/schedule to increase team size (22 students/CR).  Add one additional cluster.  Modular classrooms (Refer to images above) McDevitt School:  Modular classrooms (Refer to images above)

Long-Term (10 Year) Strategies

Kennedy School:  Add cluster/new science lab  1st floor north wing – permanent construction  Addition at courtyard corridor (see diagram below).  Increase by 25 students at 25/CR distributed between each cluster.  If foreign language or fifth subject is added to each cluster class size will be 21/CR. McDevitt School:  No Change These changes will result in a 60/40 split between populations at Kennedy than McDevitt

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MSBA Funded Projects

Waltham may opt to complete any selected work on their own without the help of the MSBA however it is of note that there are additional challenges with any project that works with the MSBA in renovations/additions to existing buildings. Some of the challenges particular to the middle schools are indicated below.

 No dedicated auditorium in middle school  No dedicated drama classroom in middle schools  ELL classrooms not a defined use per MSBA  23 students / class – Grades 1 – 12  Chapter 74 Program requirements requires DESE approval and definition not defined in MSBA standard space summary

 85% utilization rate for classrooms  Typically 8% student population standard for SPED space – will require significant DESE involvement to indicate that with a larger SPED population, more spaces are required. Options

 Review ELL “Team”/Cluster Options at Kennedy School o Create a floating team (or half team); loss of specialist space  Modular classroom “cluster” at McDevitt  Create a small “magnate or District Charter” School  Move 8th grade out of Middle School – to High School or other available site

o From Kennedy = 200 students o From Kennedy and McDevitt = 400 students  Modular Classrooms o SMMA evaluated the addition of portable classroom buildings to middle schools to provide the capacity for additional students.

o The chart included above provides some estimated costs for modular construction on the sites with available space.

o Also included below are plans showing locations of potential modulars at elementary schools.

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John F. Kennedy Middle School – 6 Portables Possible (Modulars)

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John F. Kennedy Middle School – 1st Floor Plan Option

John F. Kennedy Middle School – 2nd Floor Plan Option

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John W. McDevitt Middle School – 1st Floor Plan Option

John W. McDevitt Middle School – Garden Level Plan Option

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John W. McDevitt Middle School – 2nd Floor Plan Option

John W. McDevitt Middle School – 3rd Floor Plan Option

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John F. Kennedy Middle School – Long Term Option, Permanent Addition

SUMMARY

• 0-2 Years = Additional capacity required; ±120 students across both schools. Increase class size to 25 students per class. Design / Acquire / Install Portable Classrooms as needed

• 3 Years = McDevitt will be at maximum capacity, Need to start addition at Kennedy

• 5+ Years = 70 additional students; 0 capacity at McDevitt; 70 at Kennedy • 10 Years = 125 additional students total (TBD)

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5.3 HIGH SCHOOL

MSBA PROCESS

Waltham has submitted an SOI to the MSBA regarding a comprehensive project for Waltham High School. Although any feedback will not be available until January 2015, the process that will begin should Waltham be invited into the program are indicated below.

 Statement of interest submitted  Invitation to participate (October/November 2014) o City Prepares Application (6 months)  Acceptance into Feasibility Study (Schematic Design) o 10+12 months determining new or renovation  MSBA Approval o Local Approvals and Votes  Design Phase(s) (Design Development of Contract Documents) o Determine CM or Design/Bid/Build Process Permitting  Bidding  Contraction – 2½ to 4½ years

MSBA Challenges

In addition to the amount of time investment in the MSBA process, there are also challenges for any project between what a new MSBA project invests in compared to the existing building structure.

 GSF today: 383,386  Gross sf @ 1397 students: 238,887*  Gross sf @ 1514 students: 249,810*  Gross sf @ 1853 students: 294,627* Below are images that SMMA developed which indicate the portions of the High School that are 25% or more undersized (shown in red) those that are undersized (shown in orange) and those that are oversized (indicated in green). It is evident in these drawings that the classrooms spaces are the most significantly undersized while the central shared spaces in the building including the gym, cafeteria, and music spaces are larger than what would be typically permitted in a new MSBA funded project.

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MSBA Space Comparison Plans

In addition to spaces that vary in size, many of Waltham High School’s existing spaces are outside of what would be included in an MSBA project. Indicated in blue are district spaces including the district’s print shop, central administration, Parent information center, and many others. The green spaces show curriculum and offerings that are not part of the typical MSBA project including the technology and Chapter 74 programs. Shown in orange are spaces that also would not be included in a MSBA funded project including lecture halls, non-Chapter 74 programs, grade level house offices, and scope above what the MSBA accounts for based on population of students.

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Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 27 5 | OPTIONS AND RECOMMENDATIONS

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Program & Support outside MSBA Scope

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Renovation Challenges

The code also presents challenges when renovating an existing building. Shown below is a breakdown of how the code evaluates renovation projects based on assessed value of the building. The example shown illustrates how if the science labs alone were renovated up to current 21st century educational standards that the value of the renovation would trigger a full ADA and code upgrade to the building which includes all components of accessibility as well as seismic and energy upgrades which can become very costly.

Assessed value of Waltham High School: $20,417,900

 When 50% of the building area is renovated requires full seismic upgrades. (Level 3 Renovation Project)

 If LESS than 30% of the full and fair cash value of the building ($6,125,370) AND :

o The work costs LESS than $100,000 then only the work being done must comply.

o The work costs MORE than $100,000 then all work must comply and there must be an accessible main entrance, toilet room, and drinking fountain provided.

 If MORE than 30% of the full and fair cash value of the building ($6,125,370) THEN:

 Entire project required to comply with all State codes o For Example: . 12 Science Labs +/-18,480 nsf @ $300/sf = $5.5M . 16 science labs (MSBA value based on 2024 estimate of 1853 students) +/- 23040nsf @ $300/sf = $6.91M

MSBA Requirements for Science Labs

The science labs at Waltham High School have not been renovated since the building opened in 1969 and are in need of upgrades to provide current technology and teaching philosophies.

Typical Existing Labs at Waltham High School

 1,005 nsf  50(-) sf per student (20 st.)  Plus 125 sf prep room  One exit  16 Labs Note: -435 net sf Delta or 30% Undersized

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A new science lab to meet 21st Century educational standards meets the criteria indicated below.

 1,440 nsf  60 sf per student (24 st.)  Plus 200 sf shared prep room  Two exits  12 Labs (1,397 students)  13 Labs (1,514 students)  16 Labs (1,853 students)

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Significant renovation would be required to bring these existing labs up to the current teaching and learning standards. Shown below are examples of a typical MSBA standard science lab and prep area as well as the renovations that may be required should the science labs at Waltham High School be renovated in place. It is worth noting that SMMA is not recommending this approach and science labs location and adjacencies should be evaluated as part of a feasibility study.

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MSBA Model Labs

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Waltham High School – Second Floor Science Labs

Waltham High School – Third Floor Science Labs

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Waltham High School – Existing Science Labs (enlarged plans)

Waltham High School – Renovated Science Labs (enlarged plans)

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5.4 FOCUS GROUPS AND COMMUNITY MEETINGS

SMMA conducted meetings with focus groups and the community in order to determine their feedback regarding the direction of options being developed. The minutes from these meetings are included as Appendix XXX

Comments and Recommendations

 Enrollment becomes “critical” in 4 years

 8th Grade to HS Not Preferred

 Tours of State-of-Art New High Schools

o Newton North High School

o Quincy High School

o West Springfield/Tewksbury/Franklin (model schools)

o Wellesley High School

 Detailed Site analysis and Investigation

o Existing School Site

o Fernald Site

o Others?

 Visioning Workshop(s)

 Contact MSBA

o SOI Status

During the community groups, many concerns were brought to attention through question and answer portions of the presentations which were then shared with the focus groups. These include the following:

Q. Concerns for maintaining Science and Drama specialist classrooms was discussed. Will these be maintained? A. There is no assumption for a start date and no recommendations made by the focus groups as yet. The goal of the study is to provide a comprehensive and acceptable plan for the school committee’ consideration. Q. What are the concerns for Kindergarten students in a classroom without a restroom when all other kindergarten classrooms have a restroom? Q. Concerns for maintaining small class sizes. Mention was made of the Mayor’s commitment to smaller class sizes. Will these be maintained? A. No decisions have been determined yet in our investigation.

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Q. What work will be done in September of 2014? A. There is no assumption for a start date and no recommendations made by the focus groups as yet. SMMA mentioned that there will likely be short-term, midterm, and long-term goals. Q. Are the middle schools sized to accommodate the larger populations that are coming in the future? A. The middle schools are currently not feeling overburdened. The middle schools have a unique challenge in the cluster teaching and how larger populations will impact the clusters. Q. Regarding teaching throughout the day, as a teacher, there is a need for smaller group activities for all different types of students for pull-out and small group instruction. Q. What is the condition of the Fitch School or others that were decommissioned? Would the district consider re-opening a school to handle the growing population? A. The Fitch School has been decommissioned for years bringing it back to service would require a major renovation project.

The focus groups consisted of the following individuals:  Superintendent of Schools  Elementary School Principals  SPED Director  ELL Director  School Committee Members  Teachers

Options

Confirm area and individual program space requirements relative to MSBA and DOE Chapter 74 guidelines. Confirm existing building area net and gross square footages.

 Increase Utilization rate of classrooms (this would mean no dedicated teacher classroom).

 Relocate Central Administration Offices off site. o Confirm area and individual program space requirements relative to MSBA and DOE Chapter 74 guidelines.

 Do not recommend adding Chapter 74 Programs to the HS immediately  Resize Chapter 74 spaces for modern technologies and program uses.  Relocate Chapter 74 programs off site: o In the City o With Vocational/Technical cooperative model

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 Construction Project to accommodate population growth & program requirements (temporary or permanent?).

 Renovations  Addition/Renovation  Build new High School: o At current HS site o At alternative site in City

5.5 RECOMMENDATIONS TO THE SCHOOL COMMITTEE

Based on the feedback received in the community meetings and focus groups, SMMA developed a list of questions to be evaluated by the School Committee to provide a greater understanding of the district’s goals and gives direction for the options developed. This memorandum is included in the report as Appendix XXX. The questionnaire was also distributed to parents and teachers in the district. It was available on the website, sent home as a mailer, and translated into several languages to be sure to get a variety of responses.

The answers, as determined by the school committee, which factored in parent and teacher feedback, are indicated below.

1. Do you support redistricting at the elementary schools? Yes, in a limited capacity

2. Do you support increase in class sizes up to the MSBA values? 18 for Pre-K – No 23 for K-5 – No 23 for 6-8 – No 23 for 9-12 – No

3. Do you support the removal of dedicated PC labs at the elementary schools? Qualified Yes, determine bandwidth for laptop carts.

4. Do you support adding 4 dedicated science classrooms back to those Elementary School’s (Whittemore, Stanley, Fitzgerald, Plympton) that have needed to reclaim them for general education classrooms (Would create science equity throughout)? Yes

5. Do you support reclaiming 2 Elementary School classrooms that are dedicated Drama at MacArthur and Northeast (would create drama equity throughout)? No – they would like a dedicated drama room if there is space.

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6. Do you support the creation of a taskforce which would meet with educators to further understand the implications of relocating or adjusting SPED programs? The task force would be charged with determining the best inclusion strategies and locations for the Districts programs for the long-term, which would require them to be relocated only once to minimize any detrimental effects on their movement educationally. And to determine the quantity and locations for creation of half size classrooms and creation of differentiated learning spaces (for pull-out, challenge, etc.) throughout the ES? Yes

7. Do you support the relocation of Pre-K as a dedicated early childhood center to an alternative location? Yes If Yes – The District should convene a taskforce to determine the best location for this program

8. Do you support the addition of modular classrooms at locations that have been identified to accommodate them (Fitzgerald, MacArthur, and Stanley)? Fitzgerald – Yes MacArthur – Yes Stanley – Yes

9. Do you support beginning Middle School visioning workshops? Yes

10. Do you support adding a 5th core subject to the Middle School cluster to allow for clusters to absorb a large population (from est. 100 to est. 125 each)? Yes

11. Do you support beginning High School visioning workshops which may address the curriculum as a whole? Yes

12. Do you support attending tours with staff to comparable comprehensive and high achieving School's in the area? (could be scheduled Summer 2014) Yes

13. Do you support moving forward with a feasibility study/site analysis which would mirror the MSBA process for the High School in advance of any potential MSBA decision on your SOI in the fall? Yes

14. Do you support the relocation of central administration out of the High School to an alternative location? Yes

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15. Do you support conducting a comprehensive feasibility study which would determine the condition of the physical building and plant and propose options for re-use including professional cost estimates (Lawrence School and Fitch School)? Yes for both

16. Do you support the creation of an alternative high school? Yes

Based on the decisions that were determined by the school committee which factored in community and focus group input, SMMA has developed a list of options for the district.

As mentioned earlier, redistricting is critical in any and all opportunities in the district because of the overcrowded schools in the southern portion of Waltham and the available space in the schools in the northern part of town. The committee’s decision to redistrict in a limited capacity will allow for some relief in the schools that are seeing the most overcrowding.

5.6 NEXT STEPS

   Cost of renovations to the middle and elementary schools- with or without the MSBA

 Costs of a comprehensive renovation or replacement of the High School - with or without the MSBA.

 Laptop carts will cost approx. $40,000 each (As an example to provide 1 in each Elementary School = $240,000)

 At the Middle Schools, creating a 5 subject cluster would affect scheduling and staffing.

 SPED program shifts will impact students with certain needs significantly. Potential relocation of any SPED program will require close coordination with educators so that any shifts only occur once.

SUMMARY

Enrollment becomes “critical” in 4 years

0-1 Year =

 8th Grade to HS Not Preferred  Tours of State-of-Art New High Schools o Newton North High School

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o Quincy High School o West Springfield/Tewksbury/Franklin (model schools) o Wellesley High School  Detailed Site analysis and Investigation o Existing School Site o Fernald Site o Others?  Visioning Workshop(s) o Start Dialog Now  Contact MSBA o SOI Status  Feasibility Study o Start the process now

 1-2 Years = Design and Bid HS Project  3+ Years = Begin Construction project (Add/Reno or New)  6-7+ Years = Project Complete

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