HomeMy WebLinkAbout2014-04-28 Special Town Meeting MinutesSPECIAL TOWN MEETING
Reading Memorial High School
Preforming Arts Center
April 28, 2014
The meeting was called to order by the Moderator, Alan E Foulds, at 9:02 PM, there being a quorum
present.
The Warrant was partially read by the Town Clerk, Laura Gemme, when on motion by John Arena, Board
of Selectmen, it was voted to dispense with further reading of the Warrant.
ARTICLE 1: To hear and act on the reports of the Board of Selectmen, Town Accountant,
Treasurer - Collector, Board of Assessors, Director of Public Works, Town Clerk, Tree Warden, Board of
Health, School Committee, Contributory Retirement Board, Library Trustees, Municipal Light Board,
Finance Committee, Cemetery Trustees, Community Planning and Development Commission, Conservation
Commission, Town Manager and any other Board or Special Committee.
Finance Committee Report: No report
Bylaw Committee Report: No report
On motion made by John Halsey, Board of Selectmen Article 1 was tabled
ARTICLE 2: To choose all other necessary Town Officers and Special Committees and determine
what instructions shall be given Town Officers and Special Committees, and to see what sum the Town will
raise by borrowing or transfer from available funds, or otherwise, and appropriate for the purpose of
funding Town Officers and Special Committees to carry out the Instructions given to them, or take any
other action with respect thereto.
Finance Committee Report: No report
Bylaw Committee Report: No report
On motion made by Kevin Sexton, Board of Selectmen Article 2 was tabled
ARTICLE 3: Motion made by John Arena, Board of Selectmen that the Town vote to amend the FY
2014 -23 Capital Improvements Program as provided for in Section 7 -7 of the Reading Home Rule Charter
and as previously amended by adding:
Backaround: The following amendments are proposed to the FY2014 - FY2023 Capital
Improvements Program (CIP) as previously approved at Annual Town Meeting in April 2013 and amended
at both Subsequent Town Meeting in November 2013 and Special Town Meeting in February 2014. These
amendments need to be included in the CIP in order for Town Meeting to consider funding them under
Article 4 later at this Special Town Meeting. The blue pages showing these Capital Improvement Plans are
included in this Warrant Report.
I I P a g e
SPECIAL TOWN MEETING
Reading Memorial High School
Preforming Arts Center
General Fund
FY14, +$485.000
♦ $485,000 School schematic design (Early Childhood Center project)
FY15:
No changes made
FY16 to FY23:
No changes made
April 28, 2014
Finance Committee Report - Given by Barry Berman: The Finance Committee recommends all of
the proposed amendments to the FY 2014 - 2023 Capital Improvements Program by a vote of 6 -0 -0 at
their meeting on April 9, 2014. Placing items in the Capital Improvement Program is a prerequisite but In
itself does not authorize spending funds towards these Items.
Bylaw Committee Report: No report
Presentation given by:
. Bob LeLacheur- See Attached
Motion Carried
ARTICLE 4: Motion made by John Arena, Board of Selectmen that the Town raise by borrowing or
transfer from available funds, or otherwise, and appropriate the sum of $485,000 for the purpose of
School schematic design for an Early Education Center Building Project, including the costs of consulting
services, audits, plans, documents, cost estimates, bidding services and all related expenses incidental
thereto and necessary in connection therewith, said sum to be expended by and under the direction of the
School Committee and the Town Manager; and to see If the Town will authorize the School Committee,
Board of Selectmen, Town Manager, or any other agency of the Town, to apply for a grant or grants to be
used to defray the cost of all, or any part of, said improvements; and to authorize the School Committee
and /or the Town Manager to enter Into any and all contracts and agreements as may be necessary to
carry out the purposes of this Article.
Background: Over the last two and 1/2 years, the Reading Public Schools has been researching and
identifying potential space options to address the programmatic changes that have occurred at the Pre -
Kindergarten -5 level since 2005. The programmatic changes include an increase in the number of students
who participate in tuition -based full day kindergarten, an increase in the number of special education
programs in the district, and an increase in the RISE Preschool enrollment. These programmatic changes
have resulted in a deficit of classroom space at each elementary school.
In September, 2012, the Reading School Committee voted to support publicly funded full day kindergarten
for all students' once additional classroom space became available. The support for full day kindergarten is
based on solid research that students who participate in full day kindergarten programs show an increase
in mathematics and literacy skills, a decrease in social and emotional issues, and a decrease in
achievement gaps and special education referrals from their peers. In addition, there is growing support
for publicly funded full day kindergarten for all students, locally, at the state level, and at the national
level. Currently, 242 communities in Massachusetts support publicly funded full day kindergarten.
During the last two and half years, several different options have been reviewed by both the Reading
School Committee and a nineteen member Early Childhood Working Group, consisting of parents,
educators, town officials, and community members. These options have included, but are not limited to:
renting additional space, purchasing and renovating an existing building, building additions to the five
elementary schools, adding modular classrooms to the five elementary schools, adding space to the two
21 Page
SPECIAL TOWN MEETING
Reading Memorial High School
Preforming Arts Center
April 28, 2014
middle schools and moving Grade 5 to the middle schools, and building either one larger early childhood
center or two smaller early childhood centers. Several sites were examined by the working group as
possible locations for building an early childhood center including Parker, Coolidge, Killam, Woburn Street
(St. Agnes School), RMLD property (Ash Street), different recreational parks, two locations on Haverhill
Street, town owned property on Oakland Road, the old Water Treatment Plant site, and the Fine and
Performing Arts Center side parking lot at Reading Memorial High School. After a thorough analysis of
each of the options, the Early Childhood Working Group recommended two to the Reading School
Committee: building a pre-k and kindergarten early childhood center or building a pre-K and kindergarten
early childhood center with the Reading Public Schools Administration Offices. Both options were
recommended by the working group to be built on the Fine and Performing Arts parking lot at Reading
Memorial High School.
On March 24, the Reading School Committee voted to request $485,000 for a design study for an early
childhood center option for pre- kindergarten and kindergarten students on the Fine and Performing Arts
parking lot at Reading Memorial High School. On April 9, the Board of Selectmen voted to request a
Special Town Meeting on April 28th for the purpose of funding the design study through the issuance of
debt, rather than the use of cash reserves.
Need for Space
Since 2005, when the fifth elementary school was built, there have been several programmatic changes at
the preschool and elementary school level which have resulted in a classroom space deficit at each of our
schools. They are as follows:
1. Increased parent demand for full day kindergarten -Since the 2005 -06 school year the
percentage of students who are in tuition -based full day kindergarten has increased from 32% to
72% (currently projected for 2014 -15 school year). This change has resulted In an increase in the
use of classrooms for full day kindergarten from five In 2005 -06 to twelve for the 2014 -15 school
year.
2. Increased need for special education programs at the elementary level and the
corresponding need for additional special education space-Since the 2005 -06 school year,
the number of classrooms dedicated to special education programs at our elementary schools has
increased from one to six. Having strong special education programs in our schools is Important so
that our students who have learning disabilities can attend the Reading Public Schools with their
peers. In addition, this decreases the number of students who are in out of district placements
which affects the annual operating budget.
In addition to the increase in program need, we also are in need of additional special education
learning center space. Recently, the Reading Public Schools had its Coordinated Program Review by
the Department of Elementary and Secondary Education (DESE) and were cited for the lack of
space for special education students. Each school should have two classrooms dedicated for
learning centers and two classrooms dedicated to program space (K -2 and 3 -5). In our elementary
schools, on average, there are two spaces dedicated for learning centers and programs, instead of
four.
3. Increased demand for Preschool -The RISE Preschool is an integrated preschool experience for
general education and special education students who are three and four years old. School districts
are required by statute to provide special education services to any student who qualifies,
beginning at age 3. In addition, schools with integrated programs must maintain at least a
minimum of 51% general education students and 49% special education students in every
classroom. Ideally, it would be a benefit to both general education and special education students
to have a much higher percentage of general education students in every classroom so that all
students can benefit from a strong inclusionary experience.
31Page
SPECIAL TOWN MEETING
Reading Memorial High School
Preforming Arts Center
April 28, 2014
In 2005 -06, the RISE Preschool consisted of four classrooms with 82 students (46 general
education and 36 special education). Currently, RISE requires seven classrooms for its 112
students (66 general education and 46 special education). In 2011 -12, an additional classroom was
created by taking a therapy room and converting it into classroom space. In 2012 -13, an additional
two preschool classrooms were added using available space at Wood End. For the 2014 -15 school
year, we have a waiting list of 25 students because there Is not sufficient classroom space. This
has both an educational impact and a financial impact for the Reading Public Schools.
Educationally, it is ideal that students attend the RISE Program because they begin their public
schooling earlier with an aligned curriculum and dual certified teachers with Master's Degrees.
From a financial standpoint, since the students on the waiting list are general education students,
and would be paying tuition, the lost revenue due to the lack of preschool space is $144,000.
4. Decrease in the number of dedicated art and music classrooms- Because of the increased
need for classroom space for full day kindergarten, preschool and special education programs,
other educational programs have suffered. When the fifth elementary school was completed, there
was a commitment at the time to have one dedicated art classroom and one dedicated music
classroom at each elementary school. Unfortunately, there has been a decrease in art and music
classrooms at the elementary level from ten in 2005 -06 to seven currently.
5. No additional classroom space for enrollment "bubbles Because we have a deficit of
classroom space at our elementary schools, we do not have any additional classroom space to
accommodate short-term enrollment Increases. At times, there is an incoming grade that requires
more classroom space than is available. If classroom space is not available, the result is in an
increase in class size for that grade level.
Early Childhood Center
The conceptual proposal for the early childhood center includes the necessary educational space to provide
publicly funded full day kindergarten for every student (approximately 323 students) and an Integrated
RISE Preschool program for up to 150 students. The current conceptual drawings (see below) include 17
kindergarten classrooms, 10 preschool classrooms, 1 cafeteria, 1 library, 1 art room, 1 music room,
special education space, and a full size gymnasium, which will serve as community space during non -
school hours. During the schematic design phase, these plans will be further developed Into schematic
drawings to give the community a more detailed picture and more developed cost estimate of the project.
If the early childhood center is built, the classroom space that will become available at each elementary
school will be used for separate art and music classrooms, additional special education space to address
learning center and program needs, additional capacity to address enrollment "bubbles ", and future
programmatic needs that do not currently exist.
41 Page
SPECIAL TOWN MEETING
Reading Memorial High School April 28, 2014
Preforming Arts Center
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Spec_.""ry:Fady Childhood Learning Center-
The Fine and Performing Arts parking lot at RMHS (see below) was chosen over several other sites using a
matrix developed by the architect, AI3, and the Early Childhood Working Group. The matrix Included 26
different evaluation criteria Including:
• Education
• Adequate Program and Classroom Space
• Optimize educational resources (staffing and materials)
• Allows for Innovative 21'r Century Environment
• Outdoor Play Space and educational opportunities
• Increase educational opportunities for all Pre - Kindergarten- Kindergarten Age children
• Relieve program space at other levels (i.e. elementary and high school)
• Avoids disruption to current educational settings
• Can be executed in a timely fashion
• Parents
• Improvement to current or future learning environments
• More convenient
• Improves early childhood education
• Community
• Provides additional indoor recreational space
• Provides outdoor space
• Provides other community benefits
51 Page
SPECIAL TOWN MEETING
Reading Memorial High School April 28, 2014
Preforming Arts Center
• Represents sustainable design options
• Represents good community wide planning
• Site
• Convenient for parents, teachers, and students
• Capable of supporting adequate parking
• Located in an area where abutters will be supported
• Convenient for walkers
• Capable of adequate bus and car circulation
• Acceptable to local Town Departments
• Minimize traffic impacts
The option below, also known as "Option 2 ", had the highest score based on the categories above.
p
In the conceptual drawing above, additional parking has been added to offset the spaces lost due to the
new building's location as well as the number of spots that would likely be required for staff and parents.
This additional parking is created by adding to existing parking on site and the development of a new
parking lot off of Oakland Road. At the request of town officials, additional parking does not include the
use of the 96 available spaces on Oakland Road. These spaces will be used for overflow parking for
community events and temporary parking for drop off /pickup.
Dealan Study
The estimated total cost of developing option 2 is 26.2 million dollars. This includes the development of
additional parking sites and the renovation of the current RISE classroom space into classroom space for
61 Page
SPECIAL TOWN MEETING
Reading Memorial High School April 28, 2014
Preforming Arts Center
Reading Memorial High School. The amount of funding requested at Town Meeting will be $485,000 for the
schematic design phase that will result In design that is 15% complete. This $485,000 Is broken down In
the following manner:
Design Fee - Schematic Design $315,000*
OPM $50,000
OPM -(1) Independent Cost Estimate, if required $25,000
Geo- technical Investigations $30,000
Site Survey $30,000
Traffic Study $15,000
Environmental and Agency Approvals $20,000
In this proposal, schematic design documentation would provide a scope for the project with advancement
of conceptual floor plans and site plans. However, because it is only a 15% completion of plans, the
development of a project budget would require inclusion of design and construction contingencies to
produce a conservative estimate for Town Meeting 2014 that accounts for ever changing economic and bid
environments, as well as potential
Unknown factors associated with the project development approvals or site conditions. If the project were
to continue to move forward beyond the design study, this project would require a vote of Town Meeting
(likely. In November, 2014) to approve a debt exclusion override election that would likely occur in early
winter, 2015, with a potential Summer, 2015 bidding period, construction starting in the Fall, 2015, and
building occupancy for September, 2017.
In our conversations with the Massachusetts School Building Authority (MSBA) funding is not currently
available for the construction of early childhood centers. In addition, MSBA ranks construction projects
based upon need and because this project is caused primarily by programmatic changes and not
enrollment changes or deteriorating building conditions; it is not likely to meet the priority threshold when
compared to other projects in the Commonwealth.
Operational Costs of Early Childhood Center
One of the Incentives that Massachusetts provides to encourage school districts to offer publicly funded full
day kindergarten is the Chapter 70 funding formula. Currently, all of our students (except for a few
students who attend full day kindergarten because it is required as part of their individualized education
71 Page
SPECIAL TOWN MEETING
Reading Memorial High School
Preforming Arts Center
April 28, 2014
program) are counted as 1/3 day students in the Chapter 70 funding formula. If we are able to move to
publicly funded full day kindergarten, each student would be counted as a full day student. In Reading, if
we had 320 full day kindergarten students per year, the additional Chapter 70 funding per year would be
approximately 1.1 million dollars. This amount would significantly offset the staff costs associated with full
day kindergarten.
There will be additional operating costs associated with a new facility. Most staffing for RISE and full day
Kindergarten already exist, however, we will need some additional full day kindergarten teachers and
paraeducators, a school nurse, custodial services, food service employees, and some incremental
increases in specialists (art, music, Physical Education, OT, PT, speech and language services). Since a
Preschool Director position already exists, an additional administrator position will not be needed. Because
the proposed Early Childhood Center is geographically located near the center of Reading, increased
bussing costs will be at a minimum. Additional non - personnel costs would include utilities (natural gas,
electric, water and sewer). Because all Preschool and Kindergarten classes would be in the same location,
there would be an economy of scale with materials and supplies and some personnel costs, which will
result in savings.
Next Steps
If funding for the design study is approved at Town Meeting, a School Building Committee will be
developed for the sole purpose of overseeing design and construction of this project. The Reading School
Committee voted at their March 24, 2014 School Committee Meeting to develop a School Building
Committee with the following requirements:
A. Purpose
The ECECBC is charged with carrying out all phases of early childhood center building project
including the Design Phases, Construction Phases for renovations, additions and /or construction of
the new Early Childhood Education Center.
B. Powers and Duties of Committee
• Oversee and supervise the design and construction of the Early Childhood Education Center,
including the designer selection process for the solicitation, evaluation and recommendation of
a project designer, schematic design, design development, production of construction
documents, public construction bidding, contract award recommendation and construction
administration in compliance with the General Laws. All solicitations for designer services and
invitations for bids for construction shall be coordinated with the designated procurement
officer for the project to assure compliance with the applicable provisions of the General Laws.
The Superintendent of Schools shall award and execute all designer services contracts and
construction contracts.
• Review and report the financial requirements of all projects within Its jurisdiction, or for which it
may become responsible, and oversee the expenditure of funds in the course of execution of
such projects.
C. Membership
• Superintendent of Schools
• One School Committee member
• School administrator responsible for procurement (MCPPO certified)
• School administrator responsible for building maintenance
• School principal
• One (1) teacher Associated with Early Childhood Education
• Three (3) community members with architecture, engineering and /or construction experience
• One "at- large" community member
• Town manager or designee
• Local budget official or member of local finance committee
81 Page
SPECIAL TOWN MEETING
Reading Memorial High School
Preforming Arts Center
April 28, 2014
One (1) early childhood (Pre- kindergarten or Kindergarten) parent and One (1) RMHS Parent
D. Appointments
• School committee member to be appointed by the Chair of the School Committee
• School administrators, principal, teacher, and parents to be appointed by the Superintendent
• One community member appointed by the Board of Selectman
• One community member appointed by the School Committee
• One community member appointed by the Superintendent of Schools
• At large community member appointed by the School Committee
• Local budget official or member of local finance committee appointed by the Chair of the
Finance Committee
E. Lenoth of Term: Three (3) years
Once a School Building Committee is chosen, a procurement process will be put in place to hire an
Owner's Project Manager and Architect.
Conclusion
There are several reasons to continue to move forward with this project. If this project is supported by the
community it will do the following:
• Provide a comprehensive full day Kindergarten experience for all students
• Provide a solid educational foundation for all students in their early childhood years
• Provide the space necessary for a strong preschool program
• Create much needed instructional space at elementary schools and high school
• Continue to attract families to Reading
• Maintain strong property values for community
If approved at Town Meeting, the design funding will provide a set of schematic drawings and tighter cost
estimates to inform Town Meeting and the Reading Community in the fall. Without this next step, enough
information will not be available to make an Informed decision on the full project.
Finance Committee Report - given by Barry Berman: The Finance Committee recommends the
subject matter of Article 4 by a vote of 6 -0 -0 at their meeting on April 9, 2014. This debt financing will
preserve the ability to roll the $485,000 into a larger scope building project as a future exclusion or
override.
Bylaw Committee Report: No report
Presentation given by:
• Charles Robinson - See Attached
• John Doherty - See Attached
• Scott Dunlap, Ai3 Architect LLC - See Attached
• Kevin Buckley, KBA - See Attached
Motion was made by Bill Brown, Precinct 8 to adjourn
Motion to Adiourn does not carry
Motion was made by Anne Landry, Precinct 5 to adjourn after discussion
Motion to Adiourn does not carry
Motion was made by Bill Brown, Precinct 8 for a Roll Call Vote
91 Page
SPECIAL TOWN MEETING
Reading Memorial High School
Preforming Arts Center
Motion for Roll Call Vote was not voted
April 28, 2014
Motion was made by Peter Brown, Precinct 8 to table Article 4 until May 1, 2014 for further discussion
Motion made by Peter Brown, Precinct 8 to stand adjourned and to meet at 7:30 PM at the Reading
Memorial High School Preforming Arts Center, on Thursday, May 1, 2014.
Motion Carried
Meeting adjourned at 11:49 PM with 161 Town Meeting Members in attendance.
A true copy Attest:
Laura A Gemme
Town Clerk
101 Page
Full Day Kindergarten
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"Research demonstrates that high- quality pre-
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improve student achievement, reduce remedial
education costs, strengthen schools, and increase
district performance."
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students on Needs lmpr- mernwaming (Percent
20 states require districts to provide publicly funded full -
day kindergarten
MA is one of only 14 states that allow districts to charge
tuition for kindergarten
242 of ;Si Massachusetts communities offer publicly -
funded full -day kindergarten to all students
Only T districts charge tuition and Reading's is the third
highest in the state 44200)
Since 2000, the number of MA children in full -day,
kindergarten has increased from 29% to 87% currently.
With only 72% of our kindergarteners enrolled in FDK,
Reading is now behind the state average and will continue
to fall behind as other communities move in this direction
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242 of ;Si Massachusetts communities offer publicly -
funded full -day kindergarten to all students
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highest in the state 44200)
Since 2000, the number of MA children in full -day,
kindergarten has increased from 29% to 87% currently.
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Since 2005, we have increased from 4to7 RISE
classrooms due to
• Increased special education referrals
• State mandated student ratio at integrated schools
Increasing enrollment has led to inadequate space for
Music education
Student services and therapies
private meeting space for teachers, parents, and
1/u /2015
RISE Population
Improve the learning environment for all students
Reduce our risk of being out of compliance with
state regulations
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Increase revenue to support preschool program
Program
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Added z satellite RISE classrooms at Wood End
Next year we have a waking list of 25 preschool
students for RISE
a Reduced number of Art and Music Rooms at four
of five schools
Assigned students to schools outside of their
district
Created ad -hoc, inconsistent solutions
Integrated FDKJHDK classrooms at some schools
Reduced HDK class sizes at Barrows
1 /21 /2015 I
January, z4n1-
Discussions began on
elementary space needs W'1j and FDK d iscussions November, zou- Elementary Space Study D approved by Town Melling A June, aou- Elementary
Space Study Completed
(Locker Report)
5
Total Classrooms
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January, z4n1-
Discussions began on
elementary space needs W'1j and FDK d iscussions November, zou- Elementary Space Study D approved by Town Melling A June, aou- Elementary
Space Study Completed
(Locker Report)
5
Total Classrooms
Needed
Em Iv "dhood
Center
January, z4n1-
Discussions began on
elementary space needs W'1j and FDK d iscussions November, zou- Elementary Space Study D approved by Town Melling A June, aou- Elementary
Space Study Completed
(Locker Report)
5
• July, sou- November,
2012 -Space options
studied
October, zoos- School
Committee vote to
support implementation
of FDK
April, 2oD3 -LOl reached
With St. Agnes for Wobum
Street
ELhi
• to Community Members
• Early Childhood Parents
• Oticenswith interest in FDK and Project
• School Committee Member
• Finance Committee Member
• Superintendent of Schools
Assistant Superintendent for Finance and
Administration
Director of Student Services
Preschool Director
2 Early Childhood Teachers
3 Building Principal
24 School Committee Meetings
• Town Day 2013
• 2Town Meeting Updates
3 Financial Forums
JO Working Group Sessions
8 Community Informational Sessions
1/21/2015
April, 2013'A13 begins Feasibility
study on Woburn Street
M�[ing3wi�t�C ommunity and
Tovm vials on Woburn Street
Discus i j
te,- mancial Forum to
WoWmSo— Imiongeranopban
October, v.3-Worl ir, group
formed
October •o13. March hf tiou,
and mad. recommendations
o..
9a— Parent
'
smh
RMRSwrent
HIM
wMem
Prtschei(IirtM1 Moo District)
xsten
RobanS
PrtnM1nol(ENOn I.do)
• to Community Members
• Early Childhood Parents
• Oticenswith interest in FDK and Project
• School Committee Member
• Finance Committee Member
• Superintendent of Schools
Assistant Superintendent for Finance and
Administration
Director of Student Services
Preschool Director
2 Early Childhood Teachers
3 Building Principal
24 School Committee Meetings
• Town Day 2013
• 2Town Meeting Updates
3 Financial Forums
JO Working Group Sessions
8 Community Informational Sessions
1/21/2015
April, 2013'A13 begins Feasibility
study on Woburn Street
M�[ing3wi�t�C ommunity and
Tovm vials on Woburn Street
Discus i j
te,- mancial Forum to
WoWmSo— Imiongeranopban
October, v.3-Worl ir, group
formed
October •o13. March hf tiou,
and mad. recommendations
o..
9a— Parent
'
smh
RMRSwrent
HIM
wMem
Prtschei(IirtM1 Moo District)
xsten
RobanS
PrtnM1nol(ENOn I.do)
Wn
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RISE wram Wei End oiarkno
isual
Weaver
PrtmM1OPI(ii District)
His
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Abbott
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ImM1ua Eatm la R lE E Parker
amine
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PmMaal, loshua Eaton School
• Education
• Adequate Program and Classroom Space
• Optimize educational resources (staffing and materials)
• Allows for Innovative 2V Century Environment
• Outdoor Play Space and educational opportunities
• Increase educational opportunities for all Pre -K -K Age
children
Relieve program space at other levels (Le elementary and
high school)
Avoids disruption to current educational settings
Can be executed in a timely fashion
Community
Provides additional indoor recreational space
• Provides outdoor space
• Provides othercommunitybenefits
• Represents sustainable design options
Represents good community wide planning
• Parents
• Improvement to current orfotum leaming
environments
• More centrally located
Improves early childhood education
Site
• Convenient for parents, teachers, and students
• Capable of supporting adequate parking
• Located in an area where abutters will be supported
• Convenientfor walkers
• Capable of adequate bus and car circulation
Acceptable to local Town Departments
Minimize traffic impacts
Rentspace
• Purchasing and renovating existing space (i.e.
Woburn Street)
Adding on to each elementary school
Moving grade 5 to Middle Schools
Building two smaller Early Childhood Centers
Building a new full size Early Childhood Center
Just Kindergarten
Pre -K and Kindergarten
Pre-K and Kindergarten with Central Office
1/21/2015
® pp
m
LwuYpu.vwlOCy MV
Only a of the 5 elementary school sites (Birch, Eaton)
are rated as "good" candidates for expansion, one
school (Wood End) is rated fair, and the other two
(Killam, Barrows) are rated poor
Total cost for construction only (not other fees) would
be over ax million dollars
No available space for temporary re- location during
construction
Logistics and timeline for simultaneous construction
projects
Would not address preschool space issue
ounce: KBA Report, 2013)
1/21/2015
Only 3 of the 5 school sites are suitable for modular
installations
• Would need 3 to 4 modular classrooms per school (if
all five sites were suitable)
• If modular units were connected to any of the three
schools, schools would have to have full fire sprinkler
protection, adding s1.6 to $2.0 mil lion to the cost
- Parent and community survey indicates that over
6o% of respondents are opposed to modular
classrooms
Would not address other challenges such as high
school space or growth of preschool
Not a permanent solution
13 Bull0"ons Mali
mmuq�
•�qurl•
Y
rro•q�
Only 3 of the 5 school sites are suitable for modular
installations
• Would need 3 to 4 modular classrooms per school (if
all five sites were suitable)
• If modular units were connected to any of the three
schools, schools would have to have full fire sprinkler
protection, adding s1.6 to $2.0 mil lion to the cost
- Parent and community survey indicates that over
6o% of respondents are opposed to modular
classrooms
Would not address other challenges such as high
school space or growth of preschool
Not a permanent solution
• Disrupt current middle school structure and
philosophy
• Does not address preschool space issues
• Current core spaces (cafeteria, gym, library, art,
music) would not be able to accommodate an
additional grade of students
Parking and traffic flow issues at Parker
• Cost estimates significantly higher than originally
anticipated (15.1 million dollars)
• Parking and traffic during drop off and pick up
times
Tight site space with no alternative street access
Concern that students from only two school
districts (Barrows and Eaton) would attend
F M =KF E i "E=i E
P 'N
ECih
• Proximity to Birch Meadow
• Redistricting
• Operating costs increased
• More personnel needed for specialists
Only a teachers per grade
Less educator collaboration
Possible fluctuations in class size
Preschool distributed throughout all six schools
D2
Reese<retary
RISEStaff
FDK Staff foia Kindergarten populaven; HDK fwremaining 28%
Additional costs
staffing
5e•om.. :ro ^i.�x, a.nr.KS pponetaN,aM lnrrtmamal......
pm ynaffIdi yop vrspe nl
iu, re pimr",rcmalmte n•n a cMimkryzrRnn..ses ma Deity, repair and room an<e costs
Atlddionaltrar, eofooncosts
umiii beofiie ormc.tm�
Mort willbe offset by
deritio milliond rio Funding
Camand offs Daystudget=$82 million tldlars
Cpnem offsetrobudge[= f8ao,oao
Moving Superintendents /Administration Offic
Approximately s225,000 rent per year
Current amount spent thus far for design work
• spo,oao- Locker Report
• t#zo,000 -Wobum Street
• s30,000- Working Group
Funding the "Bridge year"
1 /21 /2015
• Separate art and music classrooms
• Additional special education program and
learning center space that is currently needed
• Address unanticipated class size issues and
"bubbles"
Space use for other innovative early childhood
interventions, such as extended kindergarten
additional year of kindergarten for students
quite ready for Grade z)
State yet to fund Early Childhood Center
MSBA grants are distributed based on need and urgency.
The priorities for funding include:
Health and safety ofschool children, where no alternative exists.
Elimination ufexisbng severe overcrowding.
Prevention&the Ii ofactrialog or.
Prevention of severe overcrowding exile ted to result from
increased enrollments.
Replacement ofor addi tion to obsolete buildings in order to
provide for a full range of programs consistent wRh 4Me and
approved local requirements.
Transition from court - ordered and approved racial balance school
distri ato evalk-to, so called, or the, school dimicts.
10
• Traffic
• Costand MSBA Funding
• Additional Operational Costs
• Location
Centralized Kindergarten and Preschool
Timeline for Process (3.5Years)
Equalize educational opportunities for all
students
• Provides a comprehensive Full Day Kindergarten
experience for every student
• Provides the space necessary for a growing
preschool program
Creates much needed instructional space at
elementary schools and high school
Remain a competitive district in MA
Maintain strong property values
1/21/2015
• Achievement gap Issues will continue
• Kf will continue to eatuition -bs
• FDKableo only students hose families can gram
available only to students whose families can afford F
• Some students will not have access to tuition based FDK
• Lee'tuiti inevenue
• Other programmatic demands (i.e. special education
Programs) will require us to use more classroom space
• Special education compliance issues will not get addressed
(Coordinated Program Review)
Students will continue to be assigned to schools outside
their home district
Class sizes will increase due to lack of classroom space
• Greater collaboration among Pre -K and K teachers
• Increased opportunities with High School students
• More effective use of resources (economy of scale)
• Anticipated reduced traffic and parking at five
elementary schools -
If Article is approved by Town Meeting
• School Building Committee will be formed
• OPM and Archftect Hired
• November-rown Meeting Presentation
DeMExclusion
September, 2017 Opening
11
12