To see what the easy talk of ecological, resilient design looks like detailed on the ground, get a copy of John Lepore’s Pioneering Stewardship Plan for the Pioneer Valley Regional School in Northfield, Mass. Lepore combines his intimate understanding of the site and of the school’s mission and mechanics (he was a science teacher there for 28 years) with his advanced degree in sustainable design, his unyielding work ethic, and his passion for place to create a document that has already gained widespread endorsements and assuredly with little delay will inspire actions toward its implementation. Its remarkable thoroughness from inventory through assessment to recommendations make it a worthy prototype for humane ecological design anywhere. Peter Monro, ASLA, principal of Monro Associates Landscape Architects
P ioneering S tewardship P lan Pioneer Valley Regional School Northfield, MA
When John completed his rigorous graduate program, he approached me with a proposal – that we develop a land management plan for Pioneer based on the principles of stewardship, sustainability and resilience with the goal of supporting Pioneer’s educational mission. Coincidentally, the school was in the process of reviewing and revising its mission statement into a statement of core values and learning expectations. In it stewardship and sustainability continued to be central. In fact, one of our learning expectations reads: “Build environmental stewardship as a means to a sustainable future.” It seemed like a natural fit that we would put these words into action. William Wehrli, Principal, Pioneer Valley Regional School
E ndorsed
by
John C. Lepore
Restoration Ecologist & Designer
S ummary E dition Adopted by the School Committee December 19, 2013
P ioneering S tewardship P lan Pioneer Valley Regional School Northfield, MA
An early 1700’s foundation on the south end of PVRS property reminds us of the landscape’s long, rich agricultural past.
DEDICATION To Pioneer Valley Regional School students of the past, present and future. May you continue to learn Nature’s Ways.
J ohn C. L epore
Restoration Ecologist & Design Professional
© 2013 John C Lepore, All Rights Reserved ISBN
Goals, Actions, & Design Inspirations Pioneer Stewardship Plan
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Well Designed Trails
Food Sec
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Confidence & Leadership
Observation Areas
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Address Climate Change
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Permaculture
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Re-establish Healthy Habitats
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High 5 Adventures
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Raise Runo Water Quality
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Localize Food Security
Incorporate Engaging Destinations
Engaging De s
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S c o t t H o wa rd D e s i g n s
Foster Thriving Biodiversity
In
Land Use Pr able act n i ice ta s u
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GOALS & ACTIONS
Student Gardens Native Plant Rain Gardens
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Pioneering Stewardship Plan
FUTURE LANDS - Ecological By Design
Green Roof Water Catchment
Goals, Actions, & Design Inspirations 3
Forward
W
hen I became principal of Pioneer Valley Regional School in 2007, John Lepore and I began a conversation about what sustainability means in a public secondary school. It is a word that has been part of the Pioneer mission for many years, but it has had varying degrees of impact on our actions. While we enjoyed our discussions, John is also a man of action. During my first year, John helped found a composting and recycling effort that has reduced our waste stream by 85%. He used this waste as a project in his classrooms by examining what we were sending to landfill. He also used the natural habitat around the school as his classroom by taking his students into the wetlands to conduct primary watershed research. John and I share some fundamental beliefs about learning and education. We agree that the most meaningful learning is constructed by the learner, rather than imparted by the “sage on the stage.” We also share a deep concern about the future of our environment and of our youth. Three years ago John retired from teaching and moved on to pursue a degree in ecological landscape design. During that time, we continued to talk about the central issues of sustainability, resilience, stewardship and the challenges of changing our relationship to the world around us. When he completed his rigorous graduate program, John approached me with a proposal – that we develop a land management plan for Pioneer based on the principles of stewardship, sustainability and resilience with the goal of supporting Pioneer’s educational mission. Coincidentally, the school was in the process of reviewing and revising its mission statement into a statement of core values and learning expectations. In it stewardship and sustainability
Executive Summary continued to be central. In fact, one of our learning expectations reads: “Build environmental stewardship as a means to a sustainable future.” It seemed like a natural fit that we would put these words into action. Over the last two years John has shepherded this idea through a rigorous process. He has read and researched deeply into the core concepts of this document: sustainability, resilience and stewardship. He has researched the history of the land and environment around the school site. He has engaged the stakeholders including students, families, staff, the school committee, the community, as well as numerous public and private agencies in the area that have an interest in this effort. His is a plan designed to meet the needs of the entire community, while at the same time rousing/spurring us to action to change our practices and habits so that we can preserve opportunities for future generations of Pioneer students. Through John’s expertise and hard work, we now have a blueprint for the future to preserve and maintain the land and facilities at Pioneer while enhancing student (and adult) learning. Whether one believes we are on the precipice of a new environmental age or just continuing down the same road we humans have traveled for millennia, it is time for us to rethink and reorganize our human/environmental interconnectedness. We need a language and a framework for living in a world of expanding need and limited resources. The core concepts of sustainability, resilience and stewardship can guide us in the right direction and give us hope for the future. This document is a practical application of this hope. It gives us concrete and meaningful steps we can take to move towards a more sustainable future. It is without reservation that I endorse the Pioneering Stewardship Plan. William Wehrli, Principal March 4, 2012
T
he major goal of the Pioneering Stewardship Plan (PSP) is to provide opportunities for students to become immersed in environmental stewardship while employing ecologically sustainable management of the school’s highly diverse landscape. The PSP must complement existing programs and offerings; outside funding and a sustainability coordinator would ensure successful implementation. To address community interests and to gather valuable input, several stakeholder meetings were held with students, teachers, and community members in order to achieve the following:
kkEstablish objectives and specific actions; and kkIdentify key ecological concerns and identify potential open-air destinations and features.
To better understand site conditions, a number of professionals and state agencies acted as resources, state-of-the-art scientific references provided up-to-date information, and extensive site analyses provided the key information listed below:
kkPioneer Valley Regional School has the largest public school land holding in Massachusetts;
kkPVRS borders highly-valued BioMap2 Core Habitats and Critical Natural Landscapes;
kkEcosystem services perform functions at little
expense but are threatened by a lack sustainable management;
kkExotic invasive plants have taken advantage of the
site’s landscape and threaten biodiversity as well as the future of ecosystem services;
kkThe school contains several “priority habitats” in need of protection and management to improve resilience during climate change;
kkMuch of the land is unprotected from sale and subdivision;
kkRefuge and a “sense of place” in Nature have
become less and less available in the recent past;
kkLand donated on the west side of property lacks clear boundaries for neighbors who continue to use it;
kkAccess and circulation around the school is safe and
efficient; several trails cut across contour lines and into ecologically sensitive areas, causing damaging erosion;
kkNine engaging destinations and features fit within the framework of sustainability and ecologic functionality;
kkSustainable land use practices would recapture
ecological health and become an educational model; and
kkThree designs offer a number of options in addressing the plans goals and actions.
The PSP details the rationale behind these important efforts throughout the core of the plan while the activities since the soil quickly drains surface water Appendix provides valuable management strategies. vertically into a regional aquifer; Meeting the program goals will involve commitment and involvement by concerned and informed Highly permeable soils allow the accumulation of citizens. By being prudent now, we can preserve the organic debris in certain forests while fire beauty and viability of our local environment and a suppression increases the risk of uncontrollable stewardship-centered educational setting. conditions; John Lepore Excessive runoff from impervious surfaces drains directly into important habitats; FUTURE LANDS - Ecological by Design ask@future-lands.com 413.512.0644
kkClean drinking water is dependent on land use kk kk
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Pioneering Stewardship Plan
FUTURE LANDS - Ecological By Design
Executive Summary 5
Goals
Context Pioneer Valley Regional School, located in Northfield, Massachusetts, is the largest public school land holder in the state, rests in the heart of the Connecticut River Watershed and is largely surrounded by exemplary natural community as recognized in the Massachusetts Department of Fish and Game and the Nature Conservancy’s BioMap2.
A
community-centered process was used to generate meaningful and action-oriented goals for the Pioneering Stewardship Plan. (Please see the PSP Full Edition for comprehensive details.) Two open community meetings, an assembly with juniors and seniors followed by a mentor activity plus a faculty meeting provided two focused goals:
kkIdentify open-air educational and recreational opportunities; and
N
kkDevelop sustainable land use practices. CT River Watershed
Northfield
To address these two goals, the Pioneering Stewardship Plan (PSP) recommends the following:
CT River
kkInvolve students in Pioneer’s landscape management
Northfield is located in a very rural area of Massachusetts, where open space continues to be a high priority. (CT River Watershed Source: USGS)
NORTHFIELD
BERNARDSTON
to instill environmental stewardship through a wide variety of activities including local food production education, engaging open space destinations, ongoing habitat assessment to identify the school’s biodiversity and a community service component including managing the landscape over a period of time; Create ways to mitigate excessive water runoff via rain gardens near drains, reduction in mowing in prescribed areas, rain ‘catchment’ from rooftops and redirecting trails more appropriately; and Increase natural biodiversity through a realistic plan that assesses exotic invasive plant management priorities, protection of priority habitats, and a forest management plan that considers the variety of needs for each habitat.
kk Legend Connecticut River
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Pioneer Valley Regional School (PVRS) is surrounded by BioMap2 Core Habitat and Critical Natural Landscape, open space, and wetlands making it home for many plants and animals critical to the resiliency under the uncertain effects of climate change.
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k k “Build environmental stewardship as a
means to a sustainable future identified by PVRS.”
L i f e l o n g L e a r n i n g & C a r e e r E x p e c tat i o n s
kk “Obtain and interpret available health
information and services to make health and safety decisions;” and
kk“Evaluate changing roles, job responsibilities and priorities in complex 21st century life and work environments.”
The PSP emphasizes the development of lifelong understanding for environmental stewardship through direct experiences with on-site management, interdisciplinary learning activities and recreational experiences. Such opportunities lend themselves to healthier lifestyles and informed decision-making related to the environment and the quality of students’ future lives. By having direct contact with their surroundings, students develop values for their natural community.
Specific actions identified in meeting these goals include the following:
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As a result of numerous meeting involving the community, teachers, and student meetings, two major goals emerged.
PVRS is about 65% forested and has a 200 foot elevation change between the high and low points.
The PSP supports three PVRS Core Values (PVRS website, 2012):
kkIncorporating educational destinations; kkRaising water runoff quality; kkFostering a thriving biodiversity; and kkLocalizing food security education.
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Core Values
Pioneering Stewardship Plan
FUTURE LANDS - Ecological By Design
Context 7
Site Analysis Overview Water resources, soils, surficial geology, topography/drainage, vegetation/cover, land use and access circulation were analyzed then developed into the two Site Analysis Summaries: Sustainable Land Use and Engaging Destinations and Functions that follow. (Please refer to the PSP Full Edition for details.)
W at e r Resources
Soils
“I f I
had influence with the good fairy who is supposed to preside
over the christening of all children
I
should ask that her gift
Surficial Geology
to each child in the world be a sense of wonder so indestructible that it would last throughout life , as an unfailing antidote against the boredom and disenchantments of later years , the sterile
Topography & Drainage
preoccupation with things artificial , the alienation from the sources of our strength .”
V e g e tat i o n & Cover
― R achel C arson , T he S ense
of
W onder Land Use
Access & C i r c u l at i o n
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FUTURE LANDS - Ecological By Design
Site Analysis Overview 9
Site Analysis Summary I:
Sustainable
Land Use
B
Concerns
Solutions
Rain gardens coupled with different mowing practices would significantly reduce this problem (Hawthorne, DFW, 2012).
Thin Till Bedrock on the high point allows accumulation of dry plant material, making it prone to forest fire and creating a safety threat to students and the community.
Routine prescribed burns would reduce fuel loads and improve the oak stand with a healthier forest edge and floor (Hawthorne, DFW, 2012).
The decrease in forest-field transition meadows from Heavy Invasive Plants diminishes important habitat and biodiversity as well as opportunities for aquifer recharge (Sauer 1998).
Prioritize forest-field transition meadows and Priority Habitat Areas for invasive plant management. See “Appendix: Invasive Plant Locations and Replacements.” in the Full Edition
The East Pasture Pine Forest offer safe, accessible, and inviting recreational and educational opportunities; the West Pasture Pine Forest has reached maturity.
The East Pasture Pine Forest would be an ideal location for a ropes course. Harvesting West Pasture Pine Forest would supply materials for outdoor classrooms and release an understory of oaks (Johnson, DCR, 2012; Paulson, 2012).
The Red Pine Planting Forest is old and being overtaken by exotic invasive plants.
The area should be cleared for an outdoor classroom constructed with harvested trees from this site (Johnson, DCR, 2012).
Only one Meadow remains and is a valuable nesting and feeding habitat for many native species.
Meadows should be reinstated in several locations because they offer valuable ecological resilience during climate change and slow water movement during violent storms, while improving infiltration (Walker, 2012).
The Flat Early Woodland extends over three acres away from priority habitat areas and has good southern exposure.
This hidden area would provide needed space for photovoltaics to power the school.
FUTURE LANDS - Ecological By Design
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Runoff from Impervious Surfaces flows into Critical Natural Landscape and eventually into Core Habitat (Savetherain.com, 2013).
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Re-route up and over the bank to reduces erosion; old trails should be remediated after consulting with the Northfield Conservation Commission(Hawthorne, DFW, 2012).
k
Four Unsustainable Trails cut too close to spring seeps cause bank erosion and threaten priority habitat. These trails also enable illegal and damaging use by ATV’s.
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Certification would secure permanent protection and increase the value of a conservation restriction (French, NHESP, 2012; Rasku, 2012).
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The Potential Vernal Pool is most likely the home of Natural Heritage Species.
Pioneering Stewardship Plan
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VRS has some of the most bio-diverse habitat areas in Massachusetts (Lattrell, 2012). Unfortunately many of these areas face a variety of threats including bank erosion near wetlands, increasing dominance by exotic, invasive species, and rapid, heated rain runoff. The absence of habitat management will eventually lead to reduction in biodiversity and decreasing resilience as climate change brings new and unpredictable challenges. The summary table below identifies specific concerns and solutions.
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Site Analysis Summary I:
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ThreaTening CondiTions PrioriTy habiTaT areas
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Spring Seeps
Most Threatening Invasive Plants
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Potential Vernal Pool
Unsustainable Trail
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BioMap2 Critical Landscape Thin Till Bedrock Meadow
Red Pine Planting Forest
oTher areas Pasture Pine Forest Early Woodland
Site Analysis Summary I: Sustainable Land Use 11
Engaging Destinations & Functions Site Analysis Summary II:
Site Analysis Summary II:
E
Outdoor Classroom Sites
Three locations; near south entry way, close to parking lot and off Route 142.
S t u d e n t G a rd e n s Give students an opportunity to raise food and create links to a healthy lifestyle.
R a i n G a rd e n A r e a s Reduce runoff and provide valuable pollinator habitat and visitor seating around the school building.
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Pioneering Stewardship Plan
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Biology Pond
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Located near the building for easy access to open courtyard near middle school and senior lobby for high school.
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Engage visitors by offering information and direction while providing visual accessibility (Monro, 2012).
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Sited close to building for easy accessibility for while offering functionality where runoff can be most dramatic.
Provides a safe, readily-accessible location for students in an area that requires little management and has Develops leadership, cooperation and team problem privacy for multiple stations (Paulson, 2012). solving in a noncompetitive setting. Generates enough electricity to fully power the school, save money, and reduce dependency on unsustainable resources.
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Confidence Ropes Course P h o to v o lta i c A rr ay
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Reduces mowing and helps management of invasive plants with native plant competition; re-establishes important habitat for students to investigate and value (Hawthorne, DFW, 2012).
Creates an engaging destination for interdisciplinary A raised viewing platform and walkway in a very rich activities and wildlife observation in a very unique location (Lattrelle, 2012). and diverse wetland.
Trail
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Very unique, one-of-a-kind site for cross-disciplinary curricula connects the role of agriculture to our daily lives.
W e t l a n d /W i l d l i f e V i e w i n g A r e a
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Provide water runoff mitigation and important forestfield transition habitat for many birds and other important wildlife.
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Offers a glimpse of our relevant agricultural heritage.
High Point offers shed of Connecticut Valley and school. Red Pine Planting provides site sourced materials in desperate need of management; School Side provides quick access (Hawthorne, DFW, 2012).
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Three locations: High Point, Red Pine Planting and School Side.
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ngaging destinations are places for students, teachers and community members to experience authentic educational environment and recreational opportunities. Some can be accessed near the building (rain gardens, for example), while others will need trails that are clearly marked with informational signs. Their use will be defined by their location and natural resources while considering minimal negative impact to each site’s ecology. A few destinations will require radical changes; the photovoltaic array location, for example, will require forest removal to create an uninterrupted southern exposure.
Engaging Destinations & Functions
Location is large enough to create full electrical support while being out of major viewing areas; highly accessible for management and near power lines for interconnection needs (Hawthorne, DFW, 2012).
FUTURE LANDS - Ecological By Design
1
Outdoor Classrooms
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Student Gardens
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18th Century Farm Foundation
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Rain Gardens
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Field-Forest Transitions
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Confidence Ropes Course
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“Wild View” Wetland Viewing
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Photovoltaic Array
5
Trail Head Kiosks
Site Analysis Summary II: Engaging Destinations & Functions 13
Designs: Preferred & Alternatives Overview
B
uilding environmental stewardship as a means to a sustainable future is an important Core Value.
One preferred and two alternative designs have been developed through a community process, professional consultation, and extensive “best practices” research from the most recent scientific resources.
Each design identifies a more resilient landscape through sustainable land use practices. Open-air education and recreation provide students with places to study and observe Nature.
D e s i g n O v e rv i e w
teacher who wants to use
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Alternative Design I
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Preferred Design
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Provides Engaging
D e s t i n at i o n s Raises Runoff Quality Localizes Food Security Fosters T hr i v i n g Biodiversity
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(T eacher S urvey , 2013)
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multiple challenges .”
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None
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Moderate
Moderate
Uses / manages entire site; well balanced
Emphasis close to building for quick access
Destinations for education and recreation away from building
Site Analysis Summary II: Engaging Destinations & Functions 15
Preferred Design: Resilience
erosion and siltation;
kkTrail Kiosks welcome visitors and provide clear
kkUniversal Access Trail encourages access to a wider range of visitors;
kkField-Forest Transition Zones reduce mowing, decrease water runoff, increase edge habitat, and further protects the WPZ;
kkRegenerative Forestry improves forest health and provides educational tree-to-lumber processing skills;
kkPhotovoltaic Array reduces the growing utility bill and carbon footprint;
kkNative Planting creates natural habitat which
encourages local species, creates aesthetic additions from hard building lines and eliminates exotic invasive plants;
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mowed to control black-legged ticks;
ad
unmanaged forest fires;
kkField-Forest Transition Zones need pathways
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kkPrescribed Burn would reduces the risk of
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access to the wetlands for research and creative activities;
resource areas require special permits;
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kkWetland Wild View encourages ecologically sound
kkConstruction of a Wetland Wild View within wetland
tB
structured places for lessons;
patterns, hindering the search for food, and reducing genetic diversity by restricting breeding; et nn
kkOutdoor Classrooms with green roofs create
Cons kkTrails can interfere with some animal migration
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direction;
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kkTime frame for exotic invasive plant control in Field- Forest Transition Zones is not in sync with the school calendar;
kkClearing for ground mounted Photovoltaic Array
would eliminate habitat and could interfere with athletic practice area;
Biology Pond
kkCommunity support will be required to maintain
Low Point
summer Student Gardens;
kkAddition of Native Planting requires careful planning for snow management; and
kkNewly cleared and disturbed areas create
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opportunities for exotic invasive plant colonization and require routine management.
Two other Alternative Designs are included in the PSP Full Edition.
F. Su m ne
Pros kkTrail re-routing away from steep slopes reduces
P r e f e rr e d D e s i g n : R e s i l i e n c e 2
This design addresses an important Core Value and Student Expectation to build environmental stewardship in a variety of practical ways. It clearly addresses climate change by improving water run off, renewable energy sources, biodiversity and local food security while providing engaging destinations for student use.
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kkLeadership Ropes Course develops student
Trails
Universal Access Trail
Leadership Ropes Course
kkStudent Gardens encourage healthier eating, could
Kiosks
Field-Forest Transition
Student Gardens
kkLiving Green Roof provides irrigation for gardens,
Outdoor Classrooms
Regenerative Forestry
Living Green Roof
Wetland Wild View
Photovoltaic Array
Rain Gardens
Prescribed Burn
Native Planting
confidence and cohesion;
involve community support, and extend conventional thinking about local food production; improves water quality and significantly reduces heating and cooling costs; and
kkRain Gardens reduce rapid drainage, improve aquifer recharge, and provide native plant pollinator vegetation.
16
Pioneering Stewardship Plan
FUTURE LANDS - Ecological By Design
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Preferred Design: Resilience 17
Getting Started
M
uch of the PSP can be implemented with little expense once the school has formally adopted the identified concepts and strategies into management practices and incorporated them into the curricula as a sustainable vision for the future. The District will need to seek funding from public and private agencies.
S t e p 1 - H i r e A C o o rd i n ato r
A key component to project adoption will be a full or parttime Sustainability Coordinator who oversees the plan’s forward movement. The job description should include, but not be limited to, grant writing, training management staff, working hand-in-hand with teachers on curricula, and scheduling community events.
Step 2 - Invest in Low Cost/ N o C o s t P r o j e c t s
kkRedirect and design trails to run parallel or diagonally to contour lines instead of perpendicular;
kkApply for Northfield’s Community Preservation Act monies (over $90,000) by November. One-third of the use of this money must be used for open space preservation;
kkCertify the Potential Vernal Pool on the west side
certified; see http://www.mass.gov/dfwele/dfw/nhesp/ vernal_pools/vernal_pool_cert.htm;
kk Implement the forest management plan developed in 2013;
kkReduce mowing to establish healthy field to forest
transitions and improve pollinator habitat areas with managed native plants. Manage woody invasive exotics by pulling and re-planting with eco-regional natives and/or cut and paint with herbicides after prioritizing and carefully reviewing the best practices associated with invasive plant management;
kkContact the Northfield Planning Board about the
steps necessary for becoming part of the town’s Solar Overlay District for the photovoltaic array;
kkBegin the process of acquiring a leased, full-
photovoltaic system or budgeting for direct ownership to reduce electrical costs. Savings will be between 40 to 60% (~ $60,000) per year;
18
Pioneering Stewardship Plan
Contents kkReduce siltation into drains by keeping plow piles away from drains;
kkReplace the use of road salt on sidewalks; kkRemove parking lot sweepings from winter sand
accumulations from drains and clean storm drains annually;
kkConsult a forest fire management professional for
details on reducing fire risk on Hitchcock Island Forest; and
kkCollaborate with a local land trust in obtaining
assistance from an AmeriCorp volunteer to assist the Coordinator.
S t e p 3 - A p p ly
for Grants Many of the items listed below are eligible for grants now that the school has the PSP.
kkEstablish raised - bed garden plots for the community with easy access to ample water; purchase the necessary gardening tools and provide a storage shed;
kkRemove managed burning bush shrubs from the
four areas on the school grounds and replace with native plants;
kkDesign water mitigating ‘rain gardens’ at strategic locations around the school;
kkEstablish habitat monitoring stations; kkProtect the vernal pool; kkMonitor and protect wetland; kkMonitor and protect pollinator habitats; and kkMonitor and protect turtle nesting areas. kkOffer teachers curriculum development stipends to integrate the PSP into existing curricula;
kkDesign outdoor classrooms and wildlife viewing
areas using site source materials and hiring students during the summer to work with a logger, forester, sawyer, and contractor; and
kkDevelop an entrepreneur program with middle
school students that utilizes site resources (e.g. cord wood harvesting, mushroom cultivation, and production gardens). FUTURE LANDS - Ecological By Design
of the
Full Edition
Forward 7 Executive Summary 9 Preface 11 Introduction 12 Inset: What Is BioMap? 13 Goals 14 Community Process 16 Context 18 History 21 Existing Conditions 28 Inset: Adopt-a-Habitat 29 Site Analysis Overview 31 Water Resources 32 Surficial Geology 34 Soils 36 Topography & Drainage 38 Vegetation & Cover 40 Inset: Invasive Species 42 Wildlife & Natural Heritage 44 Land Use 48 Existing Access & Circulation 50 Case Study: Art Unites Outdoor Uses 53 Summary I: Sustainable Land Use 54 Summary II: Engaging Destinations & Functions 56 Goals, Actions, & Design Inspirations
58
Designs: Preferred & Alternatives Overview Preferred Design: Resilience Alternative Design I: Stewardship Alternative Design II: Open-Air
61 62 64 66
Getting Started Resources, Grants & Partnerships
68 70
Appendices Community Input Historic Details Soil Test Results Invasive Plants - Guidelines for Managers Invasive Plants Management Details at PVRS Invasive Plant Locations/Replacements at PVRS NHESP Management at PVRS Forest Management Strategies Photovoltaics - Buy or Lease? Grants & Foundations Developing A Trail System Ecosystem Services Building Resilient Communities Climate Change Report 2011 Overlaps with Northfield’s Open Space Plan Endorsements Bibliography
73 75 79 81 82 86 88 100 103 105 108 116 118 120 121 123 128
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