NRHS Building Committee Preliminary Design Program by NashobaRegional

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A PRELIMINARY DESIGN PROGRAM

JUNE 27, 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

ACKNOWLEDGMENTS Kaestle Boos Associates, Inc. and Skanska USA would like to extend our appreciation to the following individuals and organizations who provided contributions and/or assistance in the preparation of this Preliminary Design Program Report.

MASSACHUSETTS SCHOOL BUILDING AUTHORITY (MSBA) Christina Forde, Project Manager Brittany Gomes, Senior Project Coordinator

NASHOBA REGIONAL SCHOOL DISTRICT TOWNS OF BOLTON, LANCASTER, AND STOW SCHOOL COMMITTEE

Leah Vivirito, Chairperson, Stow Michael Horesh, Vice Chairperson, Stow Amy Cohen, Bolton Brett Collins, Lancaster Karen Devine, Stow Rich Eckel, Stow Joseph Gleason, Lancaster Sharon Poch, Lancaster Stephan Rubinstein, Stow Amy Vessels, Bolton Shawn Windsor, Lancaster

SCHOOL BUILDING COMMITTEE

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Joseph Gleason, School Committee Member - Lancaster, Chairperson Leah Vivirito, School Committee Member - Stow, Vice Chairperson Amy Cohen, School Committee Member - Bolton, Vice Chairperson Kirk Downing, Superintendent of Schools Maura Bailey, Educator/Resident - Lancaster Christopher Buck, Finance Committee – Stow Bob Czekanski, Town of Bolton Selectmen Stacey Dupuis, Resident - Bolton Kim Earley, Educator/Resident - Lancaster Ken Frommer, Resident - Lancaster Scott Gibson, Resident - Bolton David Hartnagle, Resident – Stow Kristen Kendall, Resident – Stow Tania Rich, Athletic Director/Resident – Lancaster Steve Rubenstein, Resident - Stow Advisory Members - NON-VOTING AUTHORITY Kathleen Boynton, High School Principal Robert Frieswick, Director of Facilities Todd Maguire, Assistant Superintendent of Schools Pat Marone, Director of Business and Operations Don Lowe, Town Administrator – Bolton Joseph McCarthy, Educator

OWNER'S PROJECT MANAGER SKANSKA USA BUILDING CONSULTING Dale Caldwell, Vice-President Mary Ann Williams, Program Executive Sy Nguyen, Senior Program Manager

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NASHOBA REGIONAL HIGH SCHOOL

DESIGN TEAM ARCHITECTURE | LANDSCAPE | INTERIOR DESIGN Kaestle Boos Associates, Inc.

SPECIFICATIONS Architx, LLC

EDUCATIONAL PROGRAMMING Frank Locker Educational Planning

CODE & ACCESSIBILITY Jensen Hughes

SUSTAINABILITY The Green Engineer, Inc.

CIVIL ENGINEERING ENVIRONMENTAL PERMITTING SITE SURVEYING TRAFFIC Nitsch Engineering, Inc

GEOTECHNICAL ENGINEERING Lahlaf Geotechnical Engineering, Inc

GEOENVIRONMENTAL ENGINEERING FS Engineers, Inc.

HAZARDOUS MATERIALS Universal Environmental Consultants

FIRE PROTECTION ENGINEERING PLUMBING ENGINEERING AKAL Engineering, Inc.

MECHANICAL ENGINEERING ELECTRICAL ENGINEERING Consulting Engineering Services, LLC

TECHNOLOGY AUDIO VISUAL D’Agostino Associates

ACOUSTICS Acentech Inc.

THEATRICAL

Martin Vinik Planning for the Arts, LLC

FOOD SERVICE Schiavone Designs, LLC

SECURITY

Good Harbor Techmark, LLC

COST ESTIMATING PM&C, LLC

WATER WELL ENGINEERING Weston & Sampson Engineers, Inc.

STRUCTURAL ENGINEERING Odeh Engineers

iii

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.1 INTRODUCTION PROJECT SUMMARY CAPITAL BUDGET STATEMENT PROJECT DIRECTORY PROJECT SCHEDULE

3.1.2 EDUCATIONAL PROGRAM EDUCATIONAL VISIONING SUMMARY EDUCATIONAL PROGRAM DEVELOPMENT EDUCATIONAL PROGRAM

3.1.3 INITIAL SPACE SUMMARY INITIAL SPACE SUMMARY

3.1.4 EVALUATION OF EXISTING CONDITIONS RECORD OF TITLE TO PROPERTY HISTORICAL ANALYSIS EXISTING FLOOR PLANS BUILDING CODE & ACCESSIBILITY ANALYSIS ARCHITECTURAL ASSESSMENT STRUCTURAL ASSESSMENT FIRE PROTECTION ASSESSMENT PLUMBING ASSESSMENT MECHANICAL ASSESSMENT ELECTRICAL ASSESSMENT TECHNOLOGY ASSESSMENT SAFETY & SECURITY ASSESSMENT FOOD SERVICE ASSESSMENT PRELIMINARY GEOTECHNICAL ANALYSIS PHASE I ESA REPORT SUMMARY HAZARDOUS MATERIALS ASSESSMENT TRAFFIC IMPACT STUDY

3.1.5 SITE DEVELOPMENT REQUIREMENTS REVIEW OF POTENTIAL SITES EXISTING SCHOOL SITE

1 5 7 11

15 131 155

195

201 207 211 215 233 265 293 295 303 307 313 317 321 333 349 351 391

435 439

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NASHOBA REGIONAL HIGH SCHOOL

3.1.6 PRELIMINARY EVALUATION OF ALTERNATIVES TUITION AGREEMENTS DISTRICT STUDENT SCHOOL ASSIGNMENT PRACTICES AVAILABLE SPACE IN OTHER SCHOOLS RENTAL/ACQUISITIONS OF EXISTING BUILDINGS SUMMARY OF OPTIONS CONSIDERED EVALUATION OF OPTIONS COMPARATIVE COST ANALYSIS FINAL BUILDING COMMITTEE EVALUATION RECOMMENDATIONS FOR FURTHER INVESTIGATORY WORK

3.1.7 LOCAL ACTIONS & APPROVALS SCHOOL BUILDING COMMITTEE VOTE CERTIFICATION SCHOOL BUILDING COMMITTEE MEMBERSHIP LETTER SCHOOL COMMITTEE MEMBERSHIP LETTER SCHOOL BUILDING COMMITTEE MEETING MINUTES COMMUNITY OUTREACH

APPENDIX A

STATEMENT OF INTEREST

APPENDIX B

MSBA BOARD ACTIONS

APPENDIX C

DESIGN ENROLLMENT CERTIFICATION LETTER

APPENDIX D

PHASE I ESA REPORT

473 485 487 489 491 495 507 511 513

515 535 537 539 613

661

689

729

733

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NASHOBA REGIONAL HIGH SCHOOL

PROJECT SUMMARY

NASHOBA REGIONAL SCHOOL DISTRICT Educating all students to their fullest potential.

VISION Nashoba Regional School District engages educators, students, families and community members to foster and sustain educational services that support, enrich and extend our curriculum for all students; use indicators of student growth that show achievement and potential for instructional planning; maintain and improve the necessary space, materials and technology necessary for a quality education; and, communicate and demonstrate our progress toward our goals.

The Nashoba Regional School District is a high performing district serving three communities: the Towns of Bolton, Lancaster, and Stow, that place a high value on standards that are rigorous; they expect course options and opportunities for students to capitalize on, to attain a rich and well-rounded learning experience. It is a high school widely respected for high educational standards and levels of student achievement, which is hindered by the current facility and a distraction to 21st Century learning. The existing Nashoba Regional High School was built on a 47-acre site. The high school is just west of Route 495 at the intersection of Main Street and Green Road (Route 117) in Bolton, Massachusetts and located 25 miles west-northwest of downtown Boston. All Nashoba District schools are located along Route 117. The Nashoba Regional High School is centrally located in Bolton, MA.

MISSION To educate all students to their fullest potential in a safe, caring environment to become critical, creative, reflective thinkers and positive contributors to the global community.

3.1.1 INTRODUCTION

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

STATEMENT OF INTEREST SUMMARY

The facility’s deficiencies are detailed in the Statement of Interest (SOI) included in the Appendix but can be briefly described as follows: The approximately 200,372 sf core structure was built in 1961 and currently provides education to students in grades 9-12. There was an academic wing built in 1970 that added a gymnasium and library area. In 2002, gymnasium space was reconfigured, and an auditorium was added as well as administrative offices and a new facade. Some of the building infrastructure was updated including boilers, a hot water system, and some air handling equipment.

SITE

There are approximately 500 parking spots available, fewer than the existing need. There is a wastewater treatment plant onsite that serves Nashoba Regional High School. The DEP required the relocation of the leaching field, which was necessary because of recently implemented state regulations. The required leaching project was completed in 2019. A new turf track and field was added in 2013. A public well is located inside of the building, near an inground heating fuel storage tank. Additionally, a high-pressure Tennessee gas line runs underground across the entire athletic field and cannot be relocated.

BUILDING ENVELOPE

The building is steel and concrete block construction with a brick facade. Window systems are insulated glass in classrooms and plate glass single pane in hallways and common areas. The roof systems are both PVC (Sarnafil) and rubber roofing with stone ballast. Current overarching building issues include roof leaks in the ballast roof areas, lack of insulation in outside walls, heat loss in single pane windows, and settlement in the northwest corner of the building. Roof leaks have led to damage and potential mold issues and a comprehensive review of the entire roof system is necessary.

3.1.1 INTRODUCTION

MECHANICAL & ELECTRICAL SYSTEMS

In general, the mechanical systems are working, however not efficiently and tend to be unreliable. Many components require daily attention to ensure regular functioning and temperature consistency. During the school year (2018-2019) the school suffered a loss of use of the 12,000gallon heating fuel tank. It supplies heating fuel to the boiler plant, which heats the entire building. This has been an incredible challenge to navigate, and currently have a 5,000-gallon temporary tank which we are using in the interim to supply the fuel to the building. This is not a sustainable practice. For optimal learning and teaching to occur, we must have a consistent level of temperature throughout the seasons, particularly during the winter months. The ventilation issues in the locker rooms must also be addressed, which continues to be a possible health related concern. Issues continue with domestic hot water circulation and frozen pipes. The building automation system is almost 6 generations old and needs to be updated, which will involve replacement of the main controller and all sub-controllers in the building. Two oil fired boilers were installed in the year 2,000. Pumps that supply the heating fuel from the storage tanks are failing and costly to maintain or replace. This will be an imminent need for us. There are circulator booster pumps on the north-west side of the building that help circulate hot water from the boiler. They need major repairs. One has completely failed. There are two 300-gallon PVI hot water heaters - one has been taken out of service and is being replaced, the other must be checked on daily to ensure that it is firing properly to maintain hot water to the school. Back-ups regarding either sewer issues in some of the storage areas or grease issues in the kitchen area are unacceptable. They have continued to try various fixes; however, the issues are much greater than the fixes they have added.

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NASHOBA REGIONAL HIGH SCHOOL

The building is served by a drinking water well located in the boiler room of the building, surrounded by a 400-foot interim wellhead protection area. It will be important for any design analysis to consider the existence and location of this well.

Enrollment Certification dated March 9, 2021. The district further agrees that the design of the proposed project at the Nashoba Regional High School shall be based on a design enrollment of no more than 925 students in grades 9-12 (see Appendix C Design Enrollment Certification).

OTHER ISSUES

CAPITAL BUDGET STATEMENT

A properly sized cafeteria, with appropriate acoustics, where food is prepared and served because of new and fully functioning appliances would allow us to return to a more effective approach to course scheduling, adding additional learning time for students. Best practice would have us create a master schedule that optimizes time on learning and learning experiences. Currently, scheduling lunch is a driver for the creation of student schedule. School safety is paramount, and we believe that more can be done in this area regarding the facility component. A comprehensive plan with a focus on school safety is integral. Staff and administration consistently aim to do work arounds because of building limitations. On March 29, 2019, the Owner submitted a Statement of Interest (SOI), (see Appendix A (SOI) to the MSBA for Nashoba Regional High School. At the April 14, 2021, Board of Directors meeting, the MSBA Board voted to issue an invitation to the Owner to conduct a feasibility study to explore a broader range of options that included renovations, renovation /addition and or new construction option to address the facility’s deficiencies (see Appendix B for MSBA Board Action Letter).

DESIGN ENROLLMENT

It was advertised in the Request for Owner’s Project Management Services that the estimated total project costs of an approved potential Project may range from $90 million to $130 million depending on upon inflation and supply chain uncertainties, along with the solution that is agreed upon by the Owner and the MSBA and that is ultimately approved by a vote of the MSBA Board of Directors. A brief narrative summary of the Capital Budget Statement for the Nashoba Regional School District is included in this study.

PROJECT DIRECTORY

A project directory with contact information for representatives of all District stakeholders (e.g., Superintendent, School Building Committee, School Committee, Local officials, and others involved in the project), Designer (point of contact and key support staff and subconsultants) and OPM (and key support staff) is included in this study.

PROJECT SCHEDULE

A detailed project schedule is included in the Introduction section of this report and includes the following key dates: Projected MSBA Board of Directors Meeting for approval to proceed into

The Nashoba Regional School District acknowledges the agreed-upon Design

3.1.1 INTRODUCTION

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Schematic Design Target Dates PSR Submission to the MSBA October 27, 2022 Anticipated Facility Assessment Subcommittee Presentation November 9 or November 22, 2022 MSBA Board of Directors Meeting December 21, 2022 Projected MSBA Board of Directors Meeting for approval of Project Scope and Budget Agreement Target Dates Schematic Design Submission to the MSBA June 28, 2023 MSBA Project Scope & Budget Conference w/ District between July 10 -20, 2023 MSBA Board of Directors Meeting (MSBA 2023 Meeting dates TBD) August 30, 2023 Projected Town/City Vote for Project Scope and Budget Agreement Early Vote Option - Town Approval/District Vote Ballot Question June 2023 120 Day Period after MSBA BOD Approval between August 31 through December 28, 2023 Certify Vote to the MSBA Execute Amendments to Contracts with OPM and Designer and commence with Module 6 This report is organized in accordance with MSBA Module 3 – Feasibility Study Guidelines (dated January 2015). The Preliminary design program process took a course that, in general, included determination of the Owner’s needs, assessment of existing conditions, analysis/ evaluation of alternatives, and recommendation of at least three (3) distinct alternatives for further study as required. As part of the Feasibility Study scope of work, the Owner also requested that Kaestle Boos Associates study and evaluate, in addition to the existing facility to review potential New Construction options for other sites in addition to existing for the 925student enrollment; this work is presented in 3.1.6 Preliminary Evaluation of Alternatives. The feasibility study provides an analysis of the repair option for the High School, addressing deficiencies as previously identified in various accreditation reports and review the problems 4

3.1.1 INTRODUCTION

identified in the Statement of Interest. In addition to the problems posed by the physical condition of the building, reviews identified significant programmatic deficiencies. Some of the physical plant issues affecting the educational program are inadequate lighting, poor ventilation and cooling, and some acoustic issues. Others are the size and arrangement of certain spaces or are simply a lack of the correct type of space. Current classroom sizes are not in compliance with MSBA standards for new construction. In addition, the current high school is not in compliance with sprinkler, seismic, energy, and ADA codes/requirements.

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NASHOBA REGIONAL HIGH SCHOOL

CAPITAL BUDGET STATEMENT Based on early budgeting for the project, total project costs could be in the range of $215 million (new construction) and $250 million (addition/renovation). These costs do not include potential MSBA reimbursement. Financing for this project will be based upon a successful debt exclusion override by all member towns. The District is not currently engaged in any other projects at this time.

3.1.1 INTRODUCTION

NASHOBA REGIONAL HIGH SCHOOL

3.1.1 INTRODUCTION

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NASHOBA REGIONAL HIGH SCHOOL

PROJECT DIRECTORY OWNER'S PROJECT MANAGER Skanska USA Building 101 Seaport Boulevard, Suite 200 Boston, MA 02210 P: (617) 574-1400 Dale Caldwell Vice-President Dale.Caldwell@skanska.com Mary Ann Williams Program Executive MaryAnn.Williams@skanska.com Sy Nguyen Senior Program Manager Sy.Nguyen@skanska.com

DESIGN TEAM ARCHITECTURE | LANDSCAPE | INTERIOR DESIGN Kaestle Boos Associates, Inc. 16 Chestnut Street, Suite 301 Foxborough, MA 02035 P: (508) 549-9906

Brian Solywoda, AIA, MCPPO Principal-in-Charge Principal bsolywoda@kba-architects.com Paul Dominov, AIA Principal-in-Charge Principal pdominov@kba-architects.com Craig Olsen, AIA, ALEP, LEED AP BD+C, CPTED, MCPPO Project Manager Associate Principal colsen@kba-architects.com Joe Milani, RA, LEED AP, MCPPO Project Architect Associate Principal jmilani@kba-architects.com Seunghwan Lee, AIA, LEED AP Project Designer Director of Design slee@kba-architects.com Luke McCoy, PLA, LEED AP Landscape Architecture Principal lmccoy@kba-architects.com Janet Wheeler, CIDQ, LEED AP Interior Designer Senior Interior Designer jwheeler@kba-architects.com Katherine Jessup, AIA, ALEP, LEED AP Project Architect / Educational Planner

Educational Planner kjessup@kba-architects.com

3.1.1 INTRODUCTION

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

SPECIFICATIONS

Architx, LLC 5 Topsy Drive Stafford Springs, CT 06076 P: (860) 872-9627 Traci Hillebrecht, RA Principal traci@architx.net

EDUCATIONAL PROGRAMMING

Frank Locker Educational Planning 306 Dover Point Road Dover, NH 03820 P: (603) 866-0974 Dr. Frank Locker, AIA, ALEP Principal fl@franklocker.com

CODE & ACCESSIBILITY Jensen Hughes 1661 Worcester Road, Suite 501 Framingham, MA 01701 P: (508) 620-8900 Shane Grogan, PE, CFPS sgrogan@jensenhughes.com Nick Kozlowski, PE nkozlowski@jensenhughes.com

SUSTAINABILITY The Green Engineer, Inc. 23 Bradford Street Concord, MA 01742 P: (978) 369-8978

ENVIRONMENTAL PERMITTING SITE SURVEYING TRAFFIC Nitsch Engineering, Inc 2 Center Plaza, Suite 430 Boston, MA 02108 P: (617) 338-5912

Civil & Environmental Permitting Will Schreefer, PE Project Manager wschreefer@nitscheng.com Site Surveying Denis Seguin, PLS Director of Land Surveying dseguin@nitscheng.com Traffic Bryan Zimolka, PE Project Manager bzimolka@nitscheng.com

GEOTECHNICAL ENGINEERING

Lahlaf Geotechnical Engineering, Inc 23 McGinness Way Billerica, MA 01821 P: (978) 330-5912 Abdelmadjid M. Lahlaf, PhD, PE Principal Madjid.Lahlaf@lgcinc.net

GEOENVIRONMENTAL ENGINEERING

Chris Schaffner, PE, LEED Fellow Principal chris@greenengineer.com

FS Engineers, Inc. 2 Clock Tower Place, Suite 630 Maynard, MA 01754 P: (978) 298-5956

CIVIL ENGINEERING

Farooq Siddique, PE, LSP Principal fsiddique@fsengrs.com

HAZARDOUS MATERIALS Universal Environmental Consultants

3.1.1 INTRODUCTION

MODULE 3A - PRELIMINARY DESIGN PROGRAM

12 Brewster Road Framingham, MA 01702 P: (508) 628-5486 Ammar Dieb President adieb@uec-env.com

WATER WELL ENGINEERING Weston & Sampson Engineers, Inc. 55 Walkers Brook Drive, Suite 100 Reading, MA 01867 P: (978) 532-1900 Blake Martin Vice President martinb@wseinc.com Kevin MacKinnon, PG, CG. PH-GW Associate mackinnk@wseinc.com Frank Getchell, PG Senior Technical Leader Getchell.Frank@wseinc.com

STRUCTURAL ENGINEERING Odeh Engineers 1223 Mineral Spring Ave. North Providence, RI 02904 P: (401) 724-1771

NASHOBA REGIONAL HIGH SCHOOL

PLUMBING ENGINEERING AKAL Engineering, Inc. 44 Central Street, Suite 4 Berlin MA 01503 P: (508) 869-0403

Anup S. Khatra, PE, LEED AP President khatra@akalengineering.com

MECHANICAL ENGINEERING ELECTRICAL ENGINEERING Consulting Engineering Services, LLC 128 Carnegie Row, Suite 204 Norwood, MA 02062 P: (617) 261-7161 Michael Walsh, PE, LEED AP President/Principal mwalsh@ceseng.com HVAC Engineering John Rabuck, PE Senior Mechanical Engineer jrabuck@ceseng.com Electrical & Lighting Kevin King, PE Senior Electrical Engineer kking@ceseng.com

M. David Odeh, PE President/Principal mdodeh@odehengineers.com

Data/Communications Bradley Park Team Leader bpark@ceseng.com

David J. Odeh Vice President/Principal dodeh@odehengineers.com

TECHNOLOGY

FIRE PROTECTION ENGINEERING

3.1.1 INTRODUCTION

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

AUDIO VISUAL

D’Agostino Associates 477 Main Street, Suite 210B Monroe, CT 06468 P: (203) 497-3064 Marc D'Agostino CEO marcd@da-technology.com Nick D'Agostino, RCDD, PSP, PMP Senior Manager System Design nickd@da-technology.com

ACOUSTICS

Acentech Inc. 33 Moulton Street Cambridge, MA 02138 P: (617) 499-8000 Ioana Pieleanu Principal ipieleanu@acentech.com

THEATRICAL

Martin Vinik Planning for the Arts, LLC 1026 Ulster Landing Road Saugerties, NY 12477 P: (845) 336-6069 Martin Vinik Principal mv@martinvinik.com

FOOD SERVICE

Schiavone Designs, LLC 112 Saddle Rock Road Holbrook, NY 11741 P: (631) 403-4268 Joanne Schiavone, FCSI Principal jms@schiavonedesigns.com

SECURITY

Good Harbor Techmark, LLC

3.1.1 INTRODUCTION

17 Accord Park Drive – Suite 201 Norwell, MA 02061 P: (718) 871-6555 Matthew Allain, AIA, CSL Director of Security Design & Engineering matt.allain@ghtechmark.com

COST ESTIMATING PM&C, LLC 20 Downer Avenue – Suite 5 Hingham, MA 02043 P: (781) 740-8007 Peter Bradley, LEED AP Principal peterbradley@pmc-ma.com

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NASHOBA REGIONAL HIGH SCHOOL

PROJECT SCHEDULE The Project Schedule on the following pages indicates the time frame for the various preliminary phases through Module 5: Funding the Project. The schedule anticipates the MSBA Board of Directors’ approval of the Preferred Schematic Report and authorization to proceed into Schematic Design at the December 21, 2022 MSBA Board Meeting and the MSBA Board of Directors’ approval of the Project Scope and Budget at the August 30, 2023 MSBA Board Meeting. The ballot vote for all member communities is anticipated to be in the Summer of 2023. Collaboratively the Project Team and District have been coordinating to allow sufficient time to evaluate all the options and related information to ensure the right decisions are made. The Project Team will notify the MSBA should additional time be needed for any phase. The Project Schedule will be updated as required.

KEY DELIVERY DATES ARE AS FOLLOWS: Module 3A - PDP Submission

June 27, 2022 Module 3B - PSR Submission October 27, 2022 Module 4- Schematic Design Submission June 28, 2023

3.1.1 INTRODUCTION

12 Task Name 1

Module 1 - Eligibility Period Activity

Invite to Eligibility Period (December 19, 2019)

Invite to Feasibility Study (MSBA Vote)

Start

Finish

Wed 4/14/21

January March May J M M

July J

September November January March May S N J M M

July J

September November January March May S N J M M

July J

September November January March May S N J M M

July J

September November JanuaryMarch May S N J M M

July J

September November January March May S N J M M

Module 2 - Forming the Project Team

Owners Project Manager Selection

RFS Ad Appears

Wed 6/2/21

Informational Meeting and Site Visit for OPM

Mon 6/7/21

Last Day for Questions from Respondents

Thu 6/10/21

OPM Responses Due

Wed 6/16/21

Respondents Shortlisted

Thu 7/22/21

Interview Short-listed Respondents

Tue 7/27/21

OPM Selection Submitted to the MSBA for Review/Approval

Wed 8/18/21

Anticipated MSBA OPM Review Panel Meeting

Mon 9/13/21

Anticipate Execute OPM Contract (Actual date 9/23/2021)

Thu 9/23/21

16 17

Designer Selection

Develop Designer RFS

Mon 9/13/21

Mon 9/20/21

Designer RFS - Review w/Legal Counsel and SBC

Tue 9/21/21

Tue 9/28/21

Submit Redline Draft to MSBA for Review - Allow up to 10 Days

Wed 9/22/21

Tue 10/5/21

RFS Advertisement to Central Register, Newspaper, etc.

Thu 9/30/21

RFS Ad Appears (Allow at least 2 weeks before Applications due)

Wed 10/6/21

Informational Meeting and Site Visit for Designers

Tue 10/19/21

Last Day for Questions from Respondents

Wed 10/20/21 Wed 10/20/21

Designer Application Response Due

Fri 10/29/21

Applications to MSBA - Allow up to 4 Weeks for MSBA Review

Wed 11/10/21 Wed 11/10/21

Designer Selection Panel DSP Meeting - Review Applications

Tue 11/30/21

Designer Selection Panel DSP Meeting - Interviews

Tue 12/14/21

Approval of Designer Fee Proposal and Contract

Wed 12/15/21 Tue 1/4/22

Approve and Execute Designer Contract

Tue 1/4/22

Wed 1/5/22

Designer Contract to MSBA

Thu 1/6/22

OPM submit Designer workplan within 21 Days Designer Contract

Thu 1/6/22

Wed 1/12/22

Fri 10/29/21

33 34

Module 3: Feasibility Study

Module 3.1: Preliminary Design Program (Overall 31 Weeks)

Tue 1/4/22

Tue 8/9/22

Kick-off Meeting (District/Project Team and MSBA)

Thu 1/6/22

Wed 1/26/22

Educational Planner: Visioning Sessions

Thu 2/17/22

Mon 2/28/22

Visioning Report to Nashoba School District - AS SOON AS POSSIBLE

Mon 2/21/22

Mon 3/7/22

Project: Nashoba Regional High Sc Date: Mon 6/20/22 Today

September November January March May S N J M M

July J

September November January March May S N J M M

July

MODULE 3A - PRELIMINARY DESIGN PROGRAM

July J

NASHOBA REGIONAL HIGH SCHOOL

3.1.1 INTRODUCTION

NASHOBA REGIONAL HIGH SCHOOL PRELIMINARY DESIGN PROGRAM (PDP) SUBMISSION ID

Task

Milestone

Project Summary

External Milestone

Inactive Milestone

Split

Summary

External Tasks

Inactive Task

Inactive Summary Page 1

Manual Task

Manual Summary Rollup

Start-only

Deadline

Duration-only

Manual Summary

Finish-only

Progress

NASHOBA REGIONAL HIGH SCHOOL PRELIMINARY DESIGN PROGRAM (PDP) SUBMISSION ID

Task Name

Start

Finish

PDP Submittal Development (Allow 3.5 months after visioning)

Mon 3/7/22

Mon 6/20/22

Update Educational Plan and Submit for MSBA/DESE Review

Mon 3/7/22

Fri 6/24/22

Approval of PDP - SBC Recommendation/SC Approval

Tue 6/21/22

Wed 6/22/22

PDP Submittal to MSBA

Mon 6/27/22

MSBA Review of PDP

Tue 6/28/22

Tue 7/26/22

Address PDP Comments (14 Days to Respond)

Wed 7/27/22

Tue 8/9/22

Module 3.2: Preferred Schematic Report (Overall 19 Weeks)

Tue 8/9/22

Wed 12/21/22

PSR Submittal Development (11 weeks to submission)

Tue 8/9/22

Thu 10/27/22

Approval of Project Schematic Report

Mon 10/24/22 Tue 10/25/22

PSR Submittal Date to MSBA (No sooner than 8 Weeks after PDP)

Thu 10/27/22

MSBA Review of PSR

Thu 10/27/22

Wed 11/30/22

Facility Assessment Subcommittee Presentation 11/9 or 11/22

Wed 11/9/22

Tue 11/22/22

Address MSBA PSR Comments (14 Days to Respond)

Thu 12/1/22

Wed 12/14/22

MSBA Board Meeting - PSR Approval

Wed 12/21/22 Wed 12/21/22

January March May J M M

July J

September November January March May S N J M M

July J

September November January March May S N J M M

July J

September November January March May S N J M M

July J

September November JanuaryMarch May S N J M M

July J

September November January March May S N J M M

July J

September November January March May S N J M M

July J

September November January March May S N J M M

July

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Module 4: Schematic Design

SD Submittal Development (Overall 36 Weeks)

Wed 12/21/22 Wed 8/30/23

Schematic Design (SD) (27 weeks to submission)

Wed 12/21/22 Wed 6/28/23

SD Documents for Cost Estimate/Reconciliation/VE if Required

Mon 5/1/23

Fri 6/2/23

Designer Proposal - Develop, Review and Finalize with District

Mon 5/15/23

Fri 6/2/23

OPM Proposal - Develop, Review and Finalize with District

Mon 5/15/23

Fri 6/2/23

OPM SD Notification Email to MSBA 10 Days Prior to SD Submission

Fri 6/16/23

Approval of Schematic Design & Budget

Mon 6/12/23

Wed 6/14/23

SD Submittal Date to MSBA

Wed 6/28/23

MSBA SD Review

Wed 6/28/23

Mon 7/31/23

MSBA Project Scope & Budget Conference w/District - Date TBD

Mon 7/10/23

Thu 7/20/23

Facility Assessment Subcommittee Presentation (if requested)

Wed 7/19/23

Address MSBA SD Review Comments

Tue 8/1/23

Mon 8/14/23

MSBA Board Meeting - Project Scope & Budget (PS&B) Approval

Wed 8/30/23

MSBA to send PS&B Agreement

Thu 8/24/23

Wed 9/13/23

PS&B Agreement Executed

Fri 8/25/23

Thu 9/14/23

3.1.1 INTRODUCTION

DESE Review

MSBA Review of DESE Submittal

Tue 6/27/23

Fri 7/14/23

DESE Review and Approval

Mon 7/17/23

Fri 10/13/23

75 76

CM at Risk Application to Office of Inspector General

Project: Nashoba Regional High Sc Date: Mon 6/20/22 Today

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CM at Risk Presentation to Working Group

Tue 8/16/22

CM at Risk Presentation to SBC

Tue 8/16/22

SBC Votes to proceed with CM at Risk

Tue 8/16/22

Establish Prequal Committee for CM

Tue 2/14/23 Mon 7/10/23

SBC Authorize CMr Submission To Inspector General

Tue 10/11/22

Submission of CMr Application to IG Office (up to 60 days)

Wed 10/19/22 Tue 12/20/22

Inspector General's Authorization to proceed with CM at Risk

Fri 12/23/22

January March May J M M

July J

September November January March May S N J M M

July J

September November January March May S N J M M

July J

September November January March May S N J M M

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September November JanuaryMarch May S N J M M

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September November January March May S N J M M

Wed 10/12/22

Module 5: Funding the Project (District Driven Schedule)

Early Vote Option - Town Approval/District Vote Ballot Quest.

Thu 6/1/23

Wed 6/28/23

Town Approval/District Vote Ballot Quest.120 Days if Required

Wed 8/30/23

Fri 12/29/23

Certificate of Vote Sent to the MSBA

Project Funding Agreement Sent

Project Funding Agreement Executed

Module 6: Design Development/Construction Documents/Bidding

Module 7: CONSTRUCTION (Options 3 - 7+ Years) - EARLY BIDS START

Option 1A Base Repair (5 Years)

Mon 1/6/25

Option 2 Renovation (7+ Yrs) NOTE: SBC VOTE REJECTED OPTION DUE TO INTERUPTION OF EXISTING EDUCATIONAL PROGRAM OPERATIONS, SCHEDULE AND COST UNCERTAINTY)

Mon 1/6/25

Option 3 Addition/ Renovation (5.75 Years - 6 Years)

Mon 6/24/24

Option 4A New (3 Years)

Mon 6/24/24

Module 8: CLOSEOUT (Includes 10 Month Review for Cx)

Project: Nashoba Regional High Sc Date: Mon 6/20/22 Today

September November January March May S N J M M

July J

September November January March May S N J M M

July

MODULE 3A - PRELIMINARY DESIGN PROGRAM

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NASHOBA REGIONAL HIGH SCHOOL

3.1.1 INTRODUCTION

NASHOBA REGIONAL HIGH SCHOOL PRELIMINARY DESIGN PROGRAM (PDP) SUBMISSION ID

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Inactive Summary Page 3

Manual Task

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NASHOBA REGIONAL HIGH SCHOOL

EDUCATIONAL VISIONING SUMMARY

Educational Visioning Nashoba Regional High School Nashoba Regional School District Bolton, MA February 2022 Frank Locker Educational Planning Educational Visioning is a process which results in a comprehensive longterm planning tool for a school or a district. It is the cornerstone of all educational planning. It directs deep, probing work which establishes clear statements about the most appropriate and effective educational practices, school organizational structure, and concepts for the school facilities needed to support them. An effective Educational Vision is developed by a diverse group of teachers, administrators, students, parents, and community leaders in a facilitated process that is visible to the whole community. The Visioning process is a catalyst for generating ideas and provides the opportunity to re-imagine how the educational environment might best be designed to engage, empower, inspire and develop the unique of each learner. It is a process of discovery and challenges educators to think beyond their current practices and facility shortcomings. It is about understanding the District currently 3.1.2 EDUCATIONAL PROGRAM

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

by analyzing its current mission, goals, and objectives; then introducing them to multiple 21st Century learning patterns, modalities, and pedagogy. It empowers the District to consider how such patterns can influence the educational environment and a building design to support it. Strong Educational Visioning is solidly based on the best we know from research on learning and emerging best practices in teaching. While it acknowledges effectiveness of current practices, it embraces the wisdom from national trends and worldwide sources. It creates a school-based and community-based plan for change to improve teaching and learning, communication, and relationships in school as well as between the school and its community. Educational Visioning reviews how educational programs and environments can be structured to deliver a positive educational, social, and emotional outcomes; it is the “roadmap” for transforming schools and community relationships. Educational Visioning is inherently a future oriented tool. While it seeks to establish the best learning environment for the successors of all the stakeholders who create it, the process also creates and guides the path to that future. Visioning can also set the framework for pilot projects of innovative ideas, create measures of success, and set agendas for staff professional development. The time to build is the time for visioning. There is no better time for Visioning than at the outset of a comprehensive building project. School buildings are expected to be effective for 40 to 50 years with no major structural changes. A comprehensive Visioning Discovery process can develop concepts of new, rebuilt, or refitted school facilities which foster and anticipate educational change, and are flexible enough to “facilitate” it. Visioning is appropriate for a single school, for several related schools, or for an entire school district. Educational Visioning for Nashoba Regional High School was facilitated by Kaestle Boos Associates, Inc. and Dr. Frank Locker of Frank Locker Educational Planning. Frank was honored as Planner of the Year by the Association for Learning Environments for his comprehensive planning approach, consensus building process, and state-of-the-art school design. A former full time college educator, certified facilitator, registered architect, and interior designer, Frank bases his approach on research in effective learning and successful strategies for implementation.

3.1.2 EDUCATIONAL PROGRAM

Ch 1 Contents + Acknowledgements

CONTENTS

Ch 1 Contents + Acknowledgements Ch 2 Executive Summary   

Introduction Educational Vision Facility Concepts

Ch 3 Educational Vision

Contents + Acknowledgements

Introduction Vision Components Guiding Principles Key Words for Education Portrait of a Graduate Most Important Educational Concepts for the Future Learning Modalities School Organization Diversity Equity + Inclusion Social/Emotional Learning

Ch 4 Facility Concepts

Introduction Facilities Overview Key Words for Facilities Most Important Facility Concepts for the Future Places for Learning Spaces Future Furniture Overall Facility Relationship Organization Diagram

Ch 5 Appendices      

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

5.1 Workshop Notes Day 1 5.2 Workshop Notes Day 2 5.3 Workshop Notes Day 3 5.4 21st Century Schools Presentation 5.5 Future Furniture Presentation 5.6 Schools Snapshot

1 February 2022

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3.1.2 EDUCATIONAL PROGRAM

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

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18 3.1.2 EDUCATIONAL PROGRAM

ACKNOWLEDGEMENTS Visioning Team

Student Student Student Student Student Freshman/Student Rep Senior/Student Rep Student Student Freshman Student Student Student Student

PARENTS  Laurie Burnett Parent  Kaitlyn Drew Parent/School Council Rep  Stacey Dupuis Parent/School Council Bolton  Dan Nicholson Parent Council  Courtney Philbin Parent, FSS School Council, ………………………………….K-6 STEAM Coach  Susan Wilkinson Parent NASHOBA REGIONAL HIGH SCHOOL EDUCATORS  Stavros Andropolous Business Teacher  Maura Bailey English Teacher  Kate Boynton Principal  Pete Connery Health/PE Teacher  Nuria Diaz-Canales Teacher  Kim Earley Humanities Lead Teacher  Tracy Landry Librarian  Mary Marotta Digital Learning Educator  Jess Martel Guidance Counselor  Joe McCarthy Band Director  Kyle Owens Teacher Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Patrick Perkins Jessica Thistlewaite Jaana Thorarensen Mike Tollefson

Assistant Principal Visual Arts Teacher ELL Teacher Teacher

NRSD BUILDING LEADERS + STAFF  Joel Bates FSS Principal  Kevin Keaveney Hale SS Teacher  Jackie Macharia LBMS Math Teacher  Ross Mulkerin Center School Principal NRSD DISTRICT LEADERS + STAFF  Joel Bates Administration  Karen Boisvert K-12 Math Curriculum Lead  Joan DeAngelis Director of PPS  Kirk Downing Superintendent  Todd Maguire Assistant Superintendent  Su Qi Technology Manager  Tania Rich Athletic Director NRSD SCHOOL COMMITTEE  Sharon Poch

School Committee, Parent

REPRESENTATIVES FROM THE TOWNS  Don Lowe Bolton Town Administrator  Chief Everett Moody L.E.  Chris Morrison Youth Services Librarian Randall, Stow  Chief Mike Sallese Town Official

Owner’s Project Manager SKANSKA  Sy Nguyen  Mary Ann Williams

Project Manager Project Manager

Architects

KAESTLE BOOS ACCOCIATES  Paul Dominov

Principal-in-Charge 2 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

STUDENTS  Marc Gesualdi  Hadassah Kamau  Olivia Liang  Jack Light  Philip (Ralph) Lyle  Maryam Mulyono  Sonia Nicholson  Ailin Oberlies  Fedora Ogodo  Maddie Oxnard  Theona Tully  Ava Wyman  Winston Zhao

   

NASHOBA REGIONAL HIGH SCHOOL

Ch 1 Contents + Acknowledgements

Ch 1 Contents + Acknowledgements   

Kate Jessup Joe Milani Craig Olsen

Educational Planner Project Architect Project Manager

Educational Planner

FRANK LOCKER EDUCATIONAL PLANNING 306c Dover Point Rd Dover NH 03820 617.412.7444 www.franklocker.com  Dr Frank Locker Facilitator MODULE 3A - PRELIMINARY DESIGN PROGRAM

3 February 2022

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3.1.2 EDUCATIONAL PROGRAM Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

20 3.1.2 EDUCATIONAL PROGRAM

INTRODUCTION

This Educational Vision reflects the work of a Visioning Team, approximately 50 teachers, school and district administrators, students, parents, school committee members, and community members, with the architect and owner’s project managers as observers. Created in three days of intense facilitated workshops, it is intended to guide the longterm development of both education and facilities for Nashoba Regional High School (NRHS).

Key Words

Executive Summary

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Visioning Team members articulated these words as expressive of desired educational deliveries in the long term for NRHS. EDUCATION  Student-centered, Student choice, Student creativity, Studentdriven  Engaged, Engaging, Engaging  Adaptable, Adaptability  Collaboration, Collaborative Innovation  PBL, Project-based  Communication

Guiding Principles

1 February 2022

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EDUCATIONAL VISION

NASHOBA REGIONAL HIGH SCHOOL

Ch 2 Executive Summary

Most Important Concepts

Visioning Team members identified the most important issues for education at NRHS.

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Learning Modalities

The Visioning Team members identified these as the most effective ways for students to learn: MODALITIES  Project-based learning, PBL  Small group work/student collaboration  Making things to learn, prototyping, STEM, STEAM  Integrated arts learning  Social/emotional learning  Direct teaching  Internships  Interdisciplinary learning  Blended learning/flipped classroom

Innovative Educational Deliveries

Table Teams explored innovative educational practices and assessed their viability for adoption at NRHS. The following were supported, and should become critical components of future deliveries:  Integrated/ interdisciplinary learning, including integration of academic with academic and academic with “special” curriculum areas  Project based learning:  Making things to learn:

School Organization

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

SCHOOL CULTURE Nashoba Regional High School has already established remarkable sensitivity to progressive humanitarian values. Continue to grow this sensitivity.  Continue the school’s vigorous social/emotional learning (SEL) initiative, including sanctioning educational deliveries that inherently promote SEL for both students and educators  Continue to develop school and district cultural sensitivity to Diversity, Equity, and Inclusion, (DEI) through multiple initiatives, some of which are outlined in this report

The results are outlined here, in order of importance: EDUCATION  Social/Emotional Learning  Diversity, Equity + Inclusion  Student Engagement  Relationships: Group Sizes  Relationships: Core Teacher Teaming

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Among the Guiding Principles are: OVERARCHING PRINCIPLES  Create a common understanding of this Educational Vision among administrators, faculty, parents, and students to continue shifting the educational model from one still fairly traditional to one that is more transformed, more “21st century”  This future-oriented Educational Vision articulates of innovative best and next educational practices, some of which are already in operation in some classrooms in the school  Prepare students for success in the 21st century, an emerging world of global competition, uncertain employment prospects simultaneous with unheralded workplace opportunities, infinite access to information, and rapid change in technology  Teach 21st century skills at the same time as traditional content  Build relationships with students, families, and communities through school structure and programs  Aspire beyond the Common Core and beyond the Massachusetts Department of Elementary and Secondary Education (DESE) guidelines to do what is best for student learning, and to instill a life-long sense of wonder and purpose. Create independent, life-long learners  Establish a program of staff Professional Development to support the educational deliveries outlined here

22 3.1.2 EDUCATIONAL PROGRAM

Synchronous teacher teams, share some students, dedicated counselor/learning specialists o Relationships - open campus. Physical layout supports interdisciplinary collaboration o Bring disciplines and groups together. Availability of change between groups o Departmental model with grouped classes that relate to each other: math + science, ELA + history, etc Multiple thematic SLCs constituting the whole school Thematic SLCs such as Arts or Sustainable Living within either a Departmental of Small Learning Communities model o

 

FACILITY CONCEPTS Key Words

Most Important Concepts

Visioning Team members identified the most important issues for facilities at NRHS. The results are outlined here, in order of importance: FACILITIES  Inclusion  Flexible Platform for Change Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Safety + Security in 21st Century Schools 21st Century School Planning School Organization Can School Organization Improve Learning? Flexible, Varied, Brain Based Furniture

Places for Learning

Working in Table Teams, Visioning Team members identified characteristics for core learning spaces for the future teaching and learning the future NRHS. These are essential characteristics:  Learning spaces arranged as Small Learning Communities  Classrooms are components of “suites of spaces,” supported by other spaces immediately adjacent  Supporting spaces immediately adjacent to classrooms  Circulation used for learning  Classrooms are to be flexible, interconnected, and supported by auxiliary spaces including Extended Learning Area/Collaboration/Breakout/Commons Spaces  Interdisciplinary possibilities  Open, shared presentation areas  Variety of furnishings, offering students and teachers more choices in supporting learning  Possibility of student groups working in multiple places under the guidance of the teacher  Teacher collaboration supported by the facilities, through double sized Classrooms, connections between Classrooms and strategic placement of related functions  Teacher Planning Centers to support teacher collaboration and sense of community  Shared learning spaces, with students and teachers rotating through them to use highly supportive equipment that could not be provided in every classroom for each teacher

Future Furniture

Student Visioning Team participants reviewed and rated furniture options for the future. Representative of their selections are these two: 3 February 2022

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While there is no single future model yet agreed-upon, there is considerable enthusiasm for more effective school organization(s). More development is needed.

    

NASHOBA REGIONAL HIGH SCHOOL

Ch 2 Executive Summary

Ch 2 Executive Summary NODE CHAIRS

Workshop participants guided Frank Locker in drawing an overall school relationship diagram. Major functions were drawn as circles, in relative size, and in relative positioning. Their key concepts were: WHOLE SCHOOL CONCEPT Central to the future school will be a Town Square, incorporating or giving immediate access to the elements deemed most essential at each center. This is a central hub for all students and teachers, strategically located to serve as a Public Zone with access to the most common community uses:

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

EXTERIOR FUNCTIONS  Outdoor learning spaces adjacent to Classrooms  Outdoor learning acres, beyond Classrooms, offering students a variety of natural experiences  Playfields  Parking o Visitors/ Community o Faculty and staff  Several Drop off/Pick up zones o Buses o Cars o Bus drop off/pick up separate from parent drop off/pick up 4 February 2022

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3.1.2 EDUCATIONAL PROGRAM

Overall School Organization Relationship Diagram

MODULE 3A - PRELIMINARY DESIGN PROGRAM

INSTRUCTIONAL MODULES

These include:  Living atrium  Greenhouse  Arboretum  Gallery  Café  Library Boutique  Gym  Black Box  Auditorium  Applied Arts nearby

24 3.1.2 EDUCATIONAL PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Ch 2 Executive Summary

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

5 February 2022

Ch 3 Educational Vision

INTRODUCTION

VISION COMPONENTS

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

1 February 2022

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3.1.2 EDUCATIONAL PROGRAM

Educational Vision

The Educational Vision for NRHS is described here through several components:  Key Words identified by the Visioning Team to characterize education in the future at NRHS  Portrait of a Graduate establishes the competencies desired for all NRHS graduates  Guiding Principles establish broad parameters for educational delivery, school structure, and facilities  Most Important Concepts for the Future identifies the best and next practices most important for future teaching and learning  Innovations in Education explores shifts in teaching and learning and sanctions the most effective approaches  Diversity, Equity and Inclusion ,DEI identifies strategies for improving DEI across the school  Social/Emotional Learning, SEL identifies daily practices that could improve SEL for both students and teachers  Learning Modalities identifies the most effective and appropriate ways for teachers to reach students with curriculum delivery  School Organization defines preferred approaches to the overall relationships of people and programs

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Much of the work was conducted by Table Teams, small groupings of six participants each. They brainstormed, debated, and attempted to reach consensus on most of the defining issues. Each Table Team had educators, students, and community members evenly distributed to the greatest extent possible.

26 3.1.2 EDUCATIONAL PROGRAM

KEY WORDS

The Guiding Principles are:

Overarching Principles 

See Appendix Ch 5.3 for the complete list and Ch 4 Facility Concepts for Key Words related to facilities. 

PORTRAIT OF A GRADUATE

NRHS stakeholders had developed a list of ten competencies they believed were most appropriate to describe a future NRHS graduate. These are critical concepts because this qualitative goal for education will direct teaching and learning practices. The Visioning Team reviewed the choices and narrowed them down to six through a process of small group discussions followed by individual voting. The six determined to be the most appropriate for future NRHS students are:  Culturally Competent Global Citizen (35 votes)  Communication (31 votes)  Empathy (26)  Learner’s Mindset (20)  Creativity (15)  Persistence (15) The 10 contenders are in Appendix Ch 5.1.

GUIDING PRINCIPLES



  



Create a common understanding of this Educational Vision among administrators, faculty, parents, and students to continue shifting the educational model from one still fairly traditional to one that is more transformed, more “21st century” This future-oriented Educational Vision articulates of innovative best and next educational practices, some of which are already in operation in some classrooms in the school Prepare students for success in the 21st century, an emerging world of global competition, uncertain employment prospects simultaneous with unheralded workplace opportunities, infinite access to information, and rapid change in technology Teach 21st century skills at the same time as traditional content Build relationships with students, families, and communities through school structure and programs Aspire beyond the Common Core and beyond the Massachusetts Department of Elementary and Secondary Education (DESE) guidelines to do what is best for student learning, and to instill a life-long sense of wonder and purpose. Create independent, life-long learners Establish a program of staff Professional Development to support the educational deliveries outlined here

School Culture

Nashoba Regional High School has already established remarkable sensitivity to progressive humanitarian values. Continue to grow this sensitivity.

The Guiding Principles presented here were created to express the values, beliefs, and concepts developed by the educator and community Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

2 February 2022

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Visioning Team members, working independently, articulated these words as expressive of desired educational deliveries in the long term for NRHS. Most cited were: EDUCATION  Student-centered, Student choice, Student creativity, Studentdriven (cited 5 times)  Engaged, Engaging, Engaging (4)  Adaptable, Adaptability (3)  Collaboration, Collaborative Innovation (3)  PBL, Project-based (3)  Communication (2)

Visioning Teams which examined educational trends, best practices, and issues affecting the delivery of 21st century education. These Guiding Principles present the essence of that inquiry. They are not policy but they address the overarching themes identified by participants. They are intended to serve as a foundation for future educational deliveries and facility plans. Staff professional development is crucial to the successful implementation of the educational concepts outlined here.

NASHOBA REGIONAL HIGH SCHOOL

Ch 3 Educational Vision

Ch 3 Educational Vision  

Continue the school’s vigorous social/emotional learning (SEL) initiative, including sanctioning educational deliveries that inherently promote SEL for both students and educators Continue to develop school and district cultural sensitivity to Diversity, Equity, and Inclusion, (DEI) through multiple initiatives, some of which are outlined in this report

Educational Delivery

Technology must not be viewed as a curriculum add-on, but, rather as an effective tool to be utilized in meaningful instruction that is relevant and rigorous.

Educational Structure

Educational Structure establishes the organizational patterns necessary to group students and teachers in the most effective ways. ORGANIZATION  Position educators to better know their students through the size and strategic placement of learning spaces. In most cases this means creation of Small Learning Communities RELATIONSHIPS  Organize school as Small Learning Communities to support formation of relationships within and between curricular areas  Foster student collaboration to build social and communication skills, and the ability to work with others  Create opportunities for students to grow socially and emotionally while working with others in classroom assignments CURRICULUM  Build 21st century skills while meeting traditional curriculum goals  Create regular opportunities for students to improve their oral communication skills 3 February 2022

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

TECHNOLOGY INTEGRATION Our world is dependent on technology implementation in all aspects of life. Students must be provided with the technological skills and knowledge which will enable them to function successfully in a global context. Technology should include:  Use technology to transform education, not just improve it  Create places and learning goals for students to learn using new technology, including documentation of oral presentations, and the production of videos, story boards, and apps

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.2 EDUCATIONAL PROGRAM

Educational Delivery addresses overarching themes required to provide a 21st century high-performing academic experience for all students at Nashoba Regional High School. INSTRUCTIONAL MODELS  Increase student engagement by shifting the teaching model to more active, student-centered learning, with opportunities for student voice in their learning.  Position students to learn 21st century skills, especially the “four C’s”, collaboration, communication, creativity, and critical thinking, while simultaneously meeting standard curriculum goals  Increase reliance on project-based learning  Recognize innovation skills as important for all students; integrate them into curriculum deliveries  Shift from one-subject curriculum delivery to integrated, interdisciplinary curriculum delivery  Create school and community cultures that value flexibility for change  Pilot innovative deliveries such as making things to learn in academic courses for planned future large-scale implementation  Create a culture district-wide and at individual schools that is cognizant of what research tells us about future life, and conceive and integrate daily practices to assure students learn about it, and learn the critical skills to be successful in their futures  Group students in small learning teams to differentiate instruction and foster communication, collaboration, and improved social skills, and foster differentiated instruction  Support classroom teachers working in a variety of ways calculated to increase knowing of students by teachers. Among these are Thematic Small Learning Communities, in which all students would continue to learn the core curriculum, but they



would learn it through focused Small Learning Communities, each with different modalities related to their individual interests Support synchronous teacher teaming, sharing a larger cohort of students in real time

28 3.1.2 EDUCATIONAL PROGRAM



Integrate the curriculum in several ways: o Integrate arts with core, such a visual arts and English Language Arts o Interdisciplinary core programs, such as history and ELA or math and science

SCHEDULING  Create common planning time for all teachers  Increase the length of the standard class period to allow more time for students to become deeply engaged in their learning, such as through project-based learning and making things to learn

MOST IMPORTANT CONCEPTS FOR THE FUTURE

Visioning Team members, working in Table Teams, explored innovations in educational deliveries by developing detailed concepts of how those innovations might look in the classroom, and then deciding whether to endorse the innovation. Their assessments of the innovations are: INTEGRATED/ INTERDISCIPLINARY LEARNING Including integration of academic with academic and academic with “special” curriculum areas  Positively endorsed by all Table Teams responding PROJECT BASED LEARNING  Positively endorsed by all Table Teams responding MAKING THINGS TO LEARN  Positively endorsed by the Table Team responding See Appendix Ch 5.2 for all considerations on innovations.

Visioning Team members, working in Table Teams, identified the most important issues for education at NRHS. The results are outlined here, in order of importance based on frequency of citation in Table Team discussions: EDUCATION  #1 Social/Emotional Learning (cited 7 times)  #2 Diversity, Equity + Inclusion (6 times)  #4 Student Engagement (5 times)  #13 Relationships: Group Sizes (2 times)  #14 Relationships: Core Teacher Teaming (2 times) Note that these concepts, collectively, call for a major shift in both educational deliveries and the facilities that support them. Curriculum requirements and standards will remain, but the nature of teacher roles and student activities will change. See Appendix Ch 5.1 for all Table Team responses. See Ch 4 Facility Concepts for related facility concepts. Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

DIVERSITY, EQUITY + INCLUSION, DEI

Table Teams assessed the current DEI shortcomings at NRHS, and then identified strategies for improvements. Among these were: SHORTCOMINGS  Lack of depth in our discussions  We need to be more aware of our bias/assumptions  Current facilities, programming  CRT Culturally Responsive Teaching – across district o Not a priority yet  Tendency to disregard one demographics in attempt to elaborate another  Mispronouncing names daily in classrooms by teachers and misidentifying gender  Gender neural restrooms non-existent

4 February 2022

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See Appendix Ch 5.2 for elaboration. See Ch 3, Facility Concepts for related facility concepts.

INNOVATIONS IN EDUCATION

NASHOBA REGIONAL HIGH SCHOOL

Ch 3 Educational Vision

Ch 3 Educational Vision IMPROVEMENTS  Current events integration/space to discuss issues – global responsible citizen  Start younger!  Recruitment  Need to create space where constructive communication can happen  Create a community where healing can happen  Celebrating achievements of culture in all subjects  Diversity literature  Incorporate underrepresented topics into curriculum in already existing classes

SOCIAL/EMOTIONAL LEARNING, SEL

Students were separated from the adults for this challenge. All Table Teams identified daily learning modalities that could improve SEL for both students and teachers. Most cited were: STUDENT SEL  Internships (real experience)  PBL (making things)  Small group learning (communication)  Peer tutoring  SEL (communication/relationship skills)

See Appendix Ch 5.2 for their complete thoughts, and for nuances in the student selections compared to the adult selections.

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

The most cited most effective modalities, in order of importance are for all grades were: MODALITIES  Project-based learning, PBL  Small group work/student collaboration  Making things to learn, prototyping, STEM, STEAM  Integrated arts learning  Social/emotional learning  Direct teaching  Internships  Interdisciplinary learning  Blended learning/flipped classroom Articulating these Modalities is important, not only as a guide to educational deliveries, but as a guide to designing facilities, as learning spaces should be designed to support these most effective/ preferred practices. See Appendix Ch 5.1 for all responses.

SCHOOL ORGANIZATION

The Table Teams reflected on model school organizations, and determined these to be the most appropriate: ORGANIZATION High School  Inventive concepts developed by the Table Teams o POD structure, collaborative spaces, PPS in each POD, Signature Programs in middle and at periphery o Synchronous teacher teams, share some students, dedicated counselor/learning specialists o Relationships - open campus. Physical layout supports interdisciplinary collaboration o Bring disciplines and groups together. Availability of change between groups 5 February 2022

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TEACHER SEL  Teacher teaming/synchronous collaboration  Interdisciplinary  Direct teaching (builds student-teacher relationship)  Seminars  Thematic learning  SEL (empathy!)

Visioning Team members each individually considered 21 learning modalities, ranging from traditional lecturing and direct teaching to independent study, and ranked them in order of appropriateness.

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For the complete record see Appendix Ch 5.2.

LEARNING MODALITIES

30 3.1.2 EDUCATIONAL PROGRAM

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Ch 3 Educational Vision Departmental model with grouped classes that relate to each other: math + science, ELA + history, etc Multiple thematic SLCs constituting the whole school Thematic SLCs such as Arts or Sustainable Living within either a Departmental of Small Learning Communities model o

 

These preferences indicate that, while there is no single future model yet agreed-upon, there is considerable enthusiasm for more effective school organization(s). More development is needed. See Appendix Ch 5.2 for the full record.

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

6 February 2022

Ch 4 Facility Concepts

INTRODUCTION

FACILITY IMPLICATIONS

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

1 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

Facility Concepts

Chapter 3 Educational Vision outlined the essential Guiding Principles for teaching and learning in the future. These are correlated by the following implications for future facilities:  Support safety and security in new facilities as an integral planning component, not as an “add on” as it has been in the past  Create building plans that offer security and safety despite constant visitors, many of whom will be active participants in student learning  Develop facility planning concepts as platforms for continued change, giving future generations of educators and students the power to easily change the educational model  Design facilities to be flexible, able to support multiple learning modalities, teaching styles, and program change over time  Develop Small Learning Communities, learning spaces arranged in clusters  Support STEM, STEAM, and making things to learn through sufficient and appropriate Lab spaces  Select furniture that supports collaboration, different learning modalities, and is substantiated by brain research

MODULE 3A - PRELIMINARY DESIGN PROGRAM

The Visioning Team developed concepts for Nashoba Regional High School’s (NRHS) future facilities.. The concepts are defined through:  Key Words identified by the Visioning Team to characterize facilities in the future at NRHS  Facility Implications identifies physical planning concepts that correlate with the Educational Guiding Principles  Most Important Concepts for the Future identifies the desired future of facilities  Places for Learning, detailed descriptions of the core learning environments  Future Furniture showing favored furniture selections  Overall School Organizational Relationship Diagram, capturing essential relationship concepts for an ideal school planning concept

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KEY WORDS

Visioning Team members articulated these words as expressive of desired facilities for NRHS. FACILITIES  Student-centered, Student choice, Student creativity, Studentdriven (cited 5 times)  Engaged, Engaging, Engaging (4)  Adaptable, Adaptability (3)  Collaboration, Collaborative Innovation (3)  PBL, Project-based (3)  Communication (2) See Appendix Ch 5.3 for the full Key Words response. See Ch 3 Educational Vision for Key Words related to education.

MOST IMPORTANT CONCEPTS FOR THE FUTURE

Visioning Team members, working in Table Teams, identified the most important issues for facilities at NRHS. The results are outlined here, in order of importance based on frequency of citation in Table Team discussions: FACILITIES  #1 Inclusion (Cited 7 times)  #8 Flexible Platform for Change (4 times)  #5 Safety + Security in 21st Century Schools (3 times)  #2 21st Century School Planning (2 times)  #7 School Organization (2 times)  #9 Can School Organization Improve Learning? (2 times)  #11 Flexible, Varied, Brain Based Furniture (2 times)

PLACES FOR LEARNING

The Visioning Team reviewed 16 exemplar schools from the USA, the United Kingdom, and Australia. Working in Table Teams they ranked the schools for appropriateness for the future teaching and learning at the future school. The results were: MOST APPROPRIATE, in order of number of citations:  L Milan HS for Innovative Studies (Cited by 6 of 8 teams)  D Slate Magazine 5th Grade Exploratory Classroom (3 times)  G Cristo Rey High School (3 times)  J New Albany Grade 1-8 School (3 times)  F Waverly HS (2 times)  H Concord Elementary Schools (2 times)

Most Appropriate Planning Concepts

Essential characteristics of desired core learning space concepts are:  Learning spaces arranged as Small Learning Communities

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

2 February 2022

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Create Teacher Planning Centers to foster collaboration, interdisciplinary teaching, and greater knowing of students by teachers Create presentation spaces to honor and encourage frequent student and expert visitor presentations Minimize circulation spaces that do not also offer opportunities for learning, such as Extended Learning Areas, Breakout/ Collaboration small group spaces Maintain the Media Center/Learning Commons as a central function, easily assessable by from all learning spaces, with a Library/Boutique near the Cafeteria Conceive the Cafeteria as a community space as well as a student space, able to be used for extended hours by the public while still maintaining safety for educators and students Create a school Community Space at the center of the building, one that supports congregation but also offers respite and emotional recharging

NASHOBA REGIONAL HIGH SCHOOL

Ch 4 Facility Concepts

Ch 4 Facility Concepts        

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Unique characteristics are outlined below. Here are representative photos, descriptions, and Table Team comments for the most cited exemplar schools:

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

3 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

MILAN HIGH SCHOOL FOR INNOVATIVE STUDIES Cited by 6 of 8 Table Teams Featuring:  Designed as a center for project-based learning  Students work in teams. Teachers work in teams  Based on shared learning spaces, with students and teachers rotating through them to use highly supportive equipment that could not be provided in every classroom for each teacher  Spaces include: o Design Studio o Maker Space o Classrooms o Extended Learning Areas o Teacher Planning Center o Collaboration booths

Table Team comments included:  “End of the classroom as we know it”  Center for Innovative Studies o Studio space, project-based – also flexible  Enhances PBL  Collaborative  Innovative  Collaborative spaces  PBL  Innovative studies – end of classroom as we know it  Design thinking  Workspace  PBL  Collaboration  Positive for project-based learning

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Classrooms are components of “suites of spaces,” supported by other spaces immediately adjacent Supporting spaces immediately adjacent to classrooms Circulation used for learning Classrooms are to be flexible, interconnected, and supported by auxiliary spaces including Extended Learning Area/Collaboration/Breakout/Commons Spaces Interdisciplinary possibilities Open, shared presentation areas Variety of furnishings, offering students and teachers more choices in supporting learning Possibility of student groups working in multiple places under the guidance of the teacher Teacher collaboration supported by the facilities, through double sized Classrooms, connections between Classrooms and strategic placement of related functions Teacher Planning Centers to support teacher collaboration and sense of community

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Cited for:  Includes outdoors  Greenhouses  PBL/Sustainability  Keeping Massachusetts in mind  21st Century  Design for cold climate  Outdoor learning space  Sustainability  Space for movement  Community connections  21st century learning space (we liked the outdoor) CRISTO REY HIGH SCHOOL Cited by 3 of 8 Table Teams Featuring:  Thematic Small Learning Communities, each for 125 students Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Flowing Circulation/ Collaboration/ Breakout Zone with a variety of furniture Garage doors at each classroom

Table Team comments include o Garage doors o Flexible learning structure o Academics o Again, the flexibility of all the spaces is the most appealing See Appendix Ch 5.3 for full details of all Table Team responses.

FUTURE FURNITURE

Seven students and one teacher reviewed and ranked Classroom and Extended Learning Areas/Breakout/Commons furniture options for the future. Their most preferred selections of the students are shown here.

4 February 2022

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SLATE MAGAZINE 5th GRADE EXPLORATORY CLASSROOM Cited by 3 of 8 Table Teams Featuring:  Classrooms with active learning zone at the center and student teams at the edges o Work counters, sinks, large student tables on wheels in the center o Groups of smaller student desks at the perimeter  Shared Commons/Breakout space between classrooms  Folding glass wall between the classrooms and the Commons/Breakout space  Able to be linked to serve more than two Classrooms  Outdoor learning space that mirrors the Classroom

NASHOBA REGIONAL HIGH SCHOOL

Ch 4 Facility Concepts

Ch 4 Facility Concepts CLASSROOM Step 1

For the teacher selections and all possibilities, see Appendices Ch 5.3 and 5.5.

OVERALL SCHOOL ORGANIZATION RELATIONSHIP DIAGRAM

Workshop participants guided Frank Locker in drawing an overall school relationship diagram. Major functions were drawn as circles, in relative size, and in relative positioning.

Their concepts relative to these important planning issues see Appendix Ch 5.3. Essential planning concepts were:

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

5 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

As a prelude, each Table Team identified two types of spaces they thought were important to include: They were:  Spaces at the center of the building  Spaces that might be forgotten/overlooked  Spaces that supported Social/Emotional Learning, SEL  Spaces that supported Diversity, Equity + Inclusion, DEI

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NODE CHAIRS

INSTRUCTIONAL MODULES

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WHOLE SCHOOL CONCEPT Central to the future school will be a Town Square, incorporating or giving immediate access to the elements deemed most essential at each center. This is a central hub for all students and teachers, strategically located to serve as a Public Zone with access to the most common community uses:

SMALL LEARNING COMMUNITIES The Visioning Team desires the building to be reorganized in Small Learning Communities (SLCs). Ideally SLCs would be defined as follows:  Extended Learning Area (ELA)/ Common zone at the heart of each  Teacher Planning Center  Small Group Rooms  Special Education breakout/pull out spaces  Core curriculum spaces in each  Labs and Classrooms  Storage of supplies  Toilets for both students and teachers EXTERIOR FUNCTIONS  Outdoor learning spaces adjacent to Classrooms  Outdoor learning acres, beyond Classrooms, offering students a variety of natural experiences  Playfields  Parking o Visitors/ Community o Faculty and staff  Several Drop off/Pick up zones o Buses o Cars o Bus drop off/pick up separate from parent drop off/pick up

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Service Gym Black Box Auditorium Applied Arts nearby

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

The whole group guided Frank in developing the generic concept shown on the next page.

6 February 2022

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These include:  Living atrium  Greenhouse  Arboretum  Gallery  Café  Library Boutique

NASHOBA REGIONAL HIGH SCHOOL

Ch 4 Facility Concepts

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7 February 2022

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3.1.2 EDUCATIONAL PROGRAM Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

38 3.1.2 EDUCATIONAL PROGRAM

AGENDA

The first Visioning Workshop was held on 10th February 2022. Notes of all activities follow:  Pre-workshop Videos  21st Century Schools  21st Century Schools Most Important Issues  Portrait of a Graduate  Program Review  Learning Modalities

Workshop participants had watched several videos and read one article before coming together, in the spirit of blended learning. The videos included:  Equity through PBL  Ken Robinson, How Schools Kill Creativity  Susie Wein, How Exclusion Feels

Notes Workshop Day 1

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Their thoughts:  We do kill creativity  We do have implicit bias  Belonging  Creativity o School focus is on math, science, history, ELA  Arts at bottom  But we all move, so why not performing arts?  Belonging o High school solidifies the need to belong – it can be toxic  Belonging o Dance stage o Shed armor – take risk  Kids  Adults  Children lose creativity as older, as they are not allowed to make mistakes, particularly in school  Gillian Lynn o Wrong with her? 1 February 2022

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PRE-WORKSHOP VIDEOS

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Ch 5.1 Notes Workshop Day 1

Ch 5.1 Notes Workshop Day 1     

o We need to find potential of all students Intelligence comes in different forms o We don’t measure many of them Appreciate individuality Implicit bias affects decision making more than action Implicit bias o Everywhere, everywhere NRHS valedictorian said o Most of HS was a waste of time o Compliance was the biggest lesson

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The group performed a choreographed presentation of teaching and learning in Nashoba Regional School District. Their PowerPoint is included in full in Appendix Ch 5.4.

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21st CENTURY SCHOOLS PRESENTATION

Frank Locker presented on the changing values, goals, and deliveries that characterize the most progressive thinking about schools in the United States, and worldwide, today. Key points included:  20th vs 21st century schools: o The 20th century was a century of creating efficient schools; the 21st century has been a century of looking for effectiveness in schools

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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2 February 2022

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SNAPSHOT OF OUR SCHOOLS

A large group of educators outlined key characteristics of learning and teaching at Nashoba Regional School District. They were:  Dr Todd Maguire  Kirk Downing  Dr Kate  GHdf  Jsdg  Ksrg  Odfg  Osdfg  Tfgh

20th century was the century of the teacher; 21st century is the century of the learner o The teacher used to hold all the information; now the teacher is the guide Research in learning informs us of many effective educational practices o Some are gaining popularity o Others are not yet in general practice Learning is more effective when students apply their learning immediately 21st Century Skills Framework offers a clear concept of skills students need for success in our rapidly changing global economy. It establishes: o Core, subject-based learning is not sufficient any more o Learning relevant 21st century survival skills is just as important, perhaps more important. These include: ✓ Learning and innovation skills ✓ Life and career skills ✓ Information, media, and technology skills Learning should be interdisciplinary, bridging the gaps between subject areas Learning should be infused with 21st century themes. These include: o Global awareness o Financial, economic, business and entrepreneurial literacy o Civic literacy o Health literacy Learning is a social activity. Students learn better when they are in strong relationships with teachers and peers Teachers’ work is supported through strong relationships with other professionals Schools are looking for more community connections to improve student learning Flexible furniture is needed to bring the student the support to learn in a variety of modalities Diversity, equity, and inclusion (DEI) pervades all aspects of school Proactive social/emotional learning (SEI), a component of safety and security, is now recognized as one of the foundations of learning o

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The responses ranked: 21st Century Schools PART 1 RANKING OF RESPONSES

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1 Social/ Emotional Learning 4 Student Engagement 2 Diversity, Equity + Inclusion 20 Project Based Learning: Café Paresien 21 Design Thinking, Making Things to Learn 5 The Future 8 Creating Innovators 13 Relationships: Group Sizes 10 Learning Pyramid 9 Student Talk at Dinner

6 20 vs 21 Century Learning 17 Integration: Arts + Academics 14 Relationships: Core Teacher Teaming 12 School Organization: Thematic Learning 16 Integration: Core Learning 11 Class Periods 3 History Work + School 7 NRHS Educational Program Plan Highlights 19 Mastery Transcript Consortium

25 20 19 24 22 24 11 16 20

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

4 8 4 9 13 12 12 13 11 15 15 16 15 22 21 16 17 11 26 16 11

Scary to Me

Maybe

Don't Know

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Very Important

18 21 Century Skills 15 Integration: STEM/STEAM

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18 21 Century Skills 19 Mastery Transcript Consortium 20 Project Based Learning: Café Paresien 21 Design Thinking, Making Things to Learn

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6 20 vs 21 Century Learning 7 NRHS Educational Program Plan Highlights 8 Creating Innovators 9 Student Talk at Dinner 10 Learning Pyramid 11 Class Periods 12 School Organization: Thematic Learning 13 Relationships: Group Sizes 14 Relationships: Core Teacher Teaming 15 Integration: STEM/STEAM 16 Integration: Core Learning 17 Integration: Arts + Academics

Important

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36 1 Inclusion 6 st 2 21 Century School Planning 32 9 26 12 3 Small Learning Communities 21 16 4 Extended Learning Areas st 5 Safety + Security in 21 Century Schools 37 2 21 15 7 School Organization 22 15 8 Flexible Platform for Change 9 Can School Organization Improve Learning?North Ridgevil 22 13 29 10 10 Teacher Planning Centers 26 10 11 Flexible, Varied, Brain Based Furniture 9 12 End of the Library as We Know It Today 9 16 10 13 End of the Cafeteria as We Know It Today 22 10 14 End of Isolated Teaching: Forest Ave 15 End of the Classroom as We Know it Today: Wooranna Park + Milan Center for Innovative Studies 24 10

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41 41 11 38 31 25 16 32 24 27 24 24 29 19 23 22 20 25 20 32 31

21st Century Schools PART 2 Responses to issues as presented

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1 Social/ Emotional Learning 2 Diversity, Equity + Inclusion 3 History Work + School 4 Student Engagement 5 The Future

Don't Know

21st Century Schools PART 1 Responses to issues as presented

Important

Visioning Team members scored the importance of the different issues outlined while Frank was presenting. The next page shows a compilation of their scores. Individual comments follow:

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3.1.2 EDUCATIONAL PROGRAM

Individual Responses

Very Important

Ch 5.1 Notes Workshop Day 1

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Individual Comments

Comments from individual Visioning Team members in response to the presentation issues are as follows:

Part 1 ISSUE

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2 Diversity, Equity + Inclusion  Tied to SEL  This is at the core – foundational to…well everything  We must lift everyone  Social/emotional learning and student engagement are intrinsically linked

4 February 2022

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1 Social/Emotional Learning  SEL is foundational to learning – learning is impacted when students do not feel safe  This is at the core – foundational to…well everything  We must start by recognizing that brains are built to learn – we just need to provide the space (safe, belonging, culture) and the tools (how to access) and allow them to take off  Since high school prepares us for adulthood, this is important  Empathy  A lot of teachers will listen to their student, but since people don’t. One teacher listened to us with everything, one teacher didn’t  A lot of teachers will listen to their student, but some people don’t. one teacher listened to us with everything, one teacher didn’t care. So important Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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It’s important because people are so socially awkward and I think school should be a place to improve that Can’t learn when distracted with other items Empathy lasts forever Utilized every moment EQ vs IQ Because it is a huge determinant of success Emotional intelligence is lacking It is extremely important to be able to understand others’ emotions SEL is critical for students to become their best learners Students learn better when emotionally engaged and with others who share their opinions Critical to function in society Also needs to be done outside of school Work at the front of the brain With remote, S/E learning has been stunted Mental health isn’t big at Nashoba Tend to focus on academic pushing Kids learn better when not pressured or stressed constantly Learning about yourself especially how to work in situations Each year more students present with concerns Just walk the halls at NRHS and you will se its importance o Without it the rest of this may not matter How can they learn without it? Comfortable, adjusted student ready to learn Emotional intelligence improves MG and empathy Empathy facilities DEI at all levels Kids can’t succeed if they are not confident, empathetic people We cannot teach students who are not in a safe place EQ>IQ, more successful Post Covid People can’t learn if their SEL needs aren’t met Emotional wellbeing is VIP for success

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36 6 st 37 2 5 Safety + Security in 21 Century Schools st 32 9 2 21 Century School Planning 3 Small Learning Communities 26 12 10 Teacher Planning Centers 29 10 11 Flexible, Varied, Brain Based Furniture 26 10 8 Flexible Platform for Change 22 15 4 Extended Learning Areas 21 16 7 School Organization 21 15 14 End of Isolated Teaching: Forest Ave 22 10 9 Can School Organization Improve Learning?North Ridgevil 22 13 14 End of the Classroom as We Know it Today: Wooranna Park + Milan Center for Innovative Studies 24 10 13 End of the Cafeteria as We Know It Today 16 10 9 12 End of the Library as We Know It Today 9

Don't Know

Important

21st Century Schools PART 2 RANKING OF RESPONSES

Very Important

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42 3.1.2 EDUCATIONAL PROGRAM

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3 History Work + School  How we got here is important to help us shape where we are going  Understanding how and why the current system was built helps us understand why it no longer works  To evolve, to show progress, to get better  I feel it is very important  It’s important to know history so we don’t repeat it  The history helps guide decisions of future  Hard to change, but we can  History is important – repeating history

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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History is important to understand where we came from, but we can’t live in the past Showcases what we need to improve Build in flexibility Building has to last 50 years Nothing has changed I don’t feel that there is anything wrong with the classrooms as they are Not sure what this means Need to focus on the present and future (not the past) Because we don’t live in a factory society anymore We get bells every 45 minutes – feels like prison Some might find important/is important if on certain aspects of mastery Forget history – doomed to forget it Know in order to grow It’s important to understand the way our school system and purpose have changed Schools must change to reflect the uncertain future And more “know to not repeat” Why it was then vs. now If (big IF) history is NOT scrubbed We don’t want this We still look a lot like this Important to learn about cultural history too, ex: Native Americans Know to not repeat it Learn from the past, don’t repeat

4 Student Engagement  Drill and kill ruins/destroys enthusiasm for school  Schools should be a place students want to be  Social/emotional learning and student engagement are intrinsically linked  For students to be engaged, they must be listened to. Most students want to learn relevant information  Gr 5 80%, Grade 5-12 32%  Important to consider why choosing to be engaged  Students are required to be there  Need interest in learning 5 February 2022

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Should be very important It’s important to make everyone feel welcomed in a group setting, and more people with different backgrounds Not a lot of diversity at NRHS, although people can’t be moved into a certain district The how in DEI Can’t learn without belonging Our district isn’t very diverse – very important to promote Changing population / need awareness of others The people affected by it should decide what it looks like Schools need to be physically and emotionally safe for all I believe this is important, but I wonder if it is based more on demographics Belonging Critical belonging Every person should feel a part of community Very important to young kids Working with all humans Students need a sense of belonging Society/world is constantly changing – we must respond For these teachers and staff – belonging makes safety All students need to feel belonging Belonging – at all levels All kids all the time to learn Everyone feels comfortable Current units Actively work against systemic racism Kids can’t learn if they don’t feel safe

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Ch 5.1 Notes Workshop Day 1

Ch 5.1 Notes Workshop Day 1       

5 The Future  Landscape shifts are happening at a rapid pace  Important to plan ahead, make things better  Most kids have to wait till college to find what they want to do, but it’s important to open them to everything  Prepare students of a variety of skills (job market)  We can’t predict it so how does it matter?  Need flexible skill set for unknown  Diversifying skills to anticipate for future growth  Teach students to adapt to future

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Problem solving, critical thinking Need to help prepare Evolving worlds require change in education If we don’t fix engagement now the future will be much harder for graduates and kids P.D. with students Need to teach core skills Need to try and prepare kids to adapt It’s the only way we can go Schools need to change the format it’s using to prepare students for the future How do we prepare students Always evolving so tough to capture in High School How do we prepare them? Allows for innovation Projections are helpful with planning “the economy” should not dictate what schools do Better technology, collaboration Focus on kids over job prep More value on student than economy Don’t know what to expect, jobs are disappearing, changing How do we flip?

6 20th vs 21st Century Learning  I SO want to get here!  Teachers as facilitators supporting the learners – the learners are in the drivers seat  Compare and contrast different learning styles  I just don’t understand this  This is great  Not all or nothing  Students will become engaged  Education needs to be adaptable  Projects are better than papers  I’m not sure if anything needs to be changed – this seems to be happening today  Needs some definitions of terms  Need more student voice  People should be able to study what they want more  We have come a long way  Students need guiding – but also need to be heard 6 February 2022

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Self-awareness and preoccupation with failure Need to be engaged to learn How to get students engaged – learning what they want to learn Utmost importance Loss of curiosity School can deprive you of creativity since it is one right answer only Active learning can’t happen if students only work toward compliance Engagement leads to better opportunities in life Students and teachers learning together Whole system much change A result of 1 & 2 Burnout and mental health Engaged with what? Most important thing for all students to be interested Can’t get anything done if no one is interested All students must be engaged Important to have engagement Not engaged= not learning = not important to them If students are not engaged, what is the point? Kids need choice and relevance re: the work they do in schools We are teaching students to be Encourage individuality Give individual growth as a goal in school – expression in school Must empower youth as they discover themselves Works for some students, terrible for others Must be engaged to learn Must happen in order to learn

44 3.1.2 EDUCATIONAL PROGRAM

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Putting students in control (empowers students) Kids thrive where they have choice More project based is needed Hands on personal involvement This transition is critical Learning is evolving

8 Creating Innovators  We want our kids to be out of the box thinkers – or maybe not even know the box exists  Better to do  I feel like hands on activities are important, but it might be more important to others  Allow students to grow  Have different styles – need to account for this and developmental stages  How to implement?  Not all are innovators  Basic skills?  Identifying strengths in students to grow and enable them to innovate – succeed – self-growth and discovery Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Can’t predict future, students can adapt Is it students and educators? Knowledge is not final in knowing Working on meaningful learning Passion should be considered more important because it leads to a new shape of the future Push students to make their own path and be selfsufficient/passionate Creating innovators is very important Innovation and creativity need to be focused on in future schools We must stop siffling creativity Create thinker sand doers Otherwise, we are falling further behind “Doing > than knowing” This would move us beyond facts, content Need more of what you do! Need out of box thinking Passion because all the info is on the web Need kids to do not just to know Jobs are constantly evolving

9 Student Talk at Dinner  Why do we still measure success using test scores and grades?  Could help improve school experience  More engagement  If the environment is great enough to stay there than yes!  Required to be there – like a job  Fostering skills to express themselves and have more parent involvement to prompt the conversation  Engagement  Engagement with learning – want them to be excited  Need to gather data  Offers school engagement  It is mostly eating because not much usually happens  They share what interests them the most but they aren’t engaged today – build a school they don’t want to leave  Student talk = V.I., Dinner = V.I.  What do students want to talk about after school  Is how student reacts to school  All the extras we do need to become not extra – but focus 7 February 2022

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7 NRHS Educational Program Plan Highlights  Let’s take this to the next level  This defines who we are  Students want to know what’s happening in schools and where the student fits  They are not so different  How to get there/outside influence for best practice  Covers other things we’re doing in other places  Don’t know much about this  Student voice is very important  A good guide but inconclusive  I’m new to this  Helps students be more flexible for learning  No idea  Know who we are – evolve  Although important, a plan must be fluid  Very interested in knowing the ongoing outcomes  Growing and flexible plan  Needed to better improve education on greater levels

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NASHOBA REGIONAL HIGH SCHOOL

Ch 5.1 Notes Workshop Day 1

Ch 5.1 Notes Workshop Day 1         

Schools should be existing place of learning, belong, exploring Student interest should be center of their education Family dynamics are out of schools control to an extent Impactful/engaging experience that they want to talk about Helps to measure engagement This makes me so sad (Jack’s comment) Inspiring and engagement Create an engaging school experience Passion is vital

8 February 2022

NASHOBA REGIONAL HIGH SCHOOL

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

12 School Organization: Thematic Learning ▪ I love this ▪ Create a new way to engage learners ▪ Interdisciplinary ▪ My mother’s school has a meeting where everyone can talk about what’s going right and wrong with classes ▪ How to survive despite being an artist ▪ What about grade level teams? Or houses?

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3.1.2 EDUCATIONAL PROGRAM

10 Learning Pyramid  Need to flip the model  We need to provide learning experiences that engage minds and hearts to promote learning  UDL – Essential for some, beneficial everyone  All of my classes are just lectures, and everyone in school just memorizes for testing  This is great  Debunked in research  Need more focus on teaching others and practice what they’re learning  Shows student comprehension/engagement  Only to show the bottom part  It’s how you manage it! You need to do to learn  Teaching methods are discouraged from successful methods  It shows how students can learn  Relates back to engagement – we force kids to memorize things they’ll never use again  Rate of retention  Get rid of lectures  Cam create more inclusive learning environments  Kids need to learn and not just be taught  Need to do – not split out facts  Hands-on learning experiences are critical  Teaching to a test still?  Retaining knowledge – teach others – do  This is eye-opening - highlights the disconnect  Hands on  Kids learn in different ways

11 Class Periods ▪ I want this to change but I’m fearful of pushback from teachers ▪ …but I have no idea how that works practically ▪ Important ▪ I feel like if school periods were just a little longer and more entertaining then kids would like this ▪ Very dull and rushed ▪ Schedule affects how schools run ▪ Restructuring is necessary ▪ Physics, lecture ▪ Depends on breaks, movement, style of teaching – project based ▪ Worth investigating ▪ How to address a change? ▪ If times are longer it would be ▪ The rigid structure propagates the system ▪ This is hard to think about because most of my classes I can’t wait for them to end: less variety too ▪ For projects ▪ Be mindful about it – whole schedule must change ▪ Limitations ▪ Possible burnout? Or more time for labs ▪ Will we accept the change? ▪ We need to move away from the tradition of 45 minute lecture style lessons ▪ You can make the most of your time regardless of the preset time ▪ Need to overhaul the whole system ▪ Change our schedule please ▪ Students need variety too ▪ Find a way to maximize learning reasonably with time ▪ Our current schedule limits creativity

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13 Relationships: Group Sizes  The magic of 150 is really interesting  Small groups foster relationship building, but groups must be crafted carefully  It’s important to socialize  I have lots of friends, but I never see them. I’ve lost contact with since we have no classes with them  The smaller, the better  What about grade level teams? Or houses?  Need to develop relationships  Hard to define relationships  It can be beneficial to work in larger groups  Group size is relative to effective practice  Give more social time to students  All these things are super challenging o Overload of periods/subjects with large groups  Small groups are more comfortable with most people  Makes in school learning better/more interesting Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Building relationships is more important Collaboration Relationships/relationships/relationships! Personalized Connectedness fosters cohesion and improved productivity How big – classes? # of students Many schools are just too big to form a “community” How to foster/develop relationships People (school) build off relationships

14 Relationships: Core Teacher Teaming  Teams share info to understand learners better  Time and space for teachers to collaborate  Very interesting – would like to learn more  Teacher who work together can then apply the classes in their classes  How can we teach collaboration when all teachers are teaching alone  How can we teach collaboration if teachers are all working alone  Budget? Relationships!  Modeling for students  Figure out best format  Combining curriculums could be beneficial  Open concepts don’t work if traditional teaching persists  Gives students exposure to opposing opinions  All these things are super challenging o Overload of periods/subjects with large groups  We collaborate with other students  Find better ways to teach content and more discussion on curriculum  Collaboration  Test? Is that what we do – teach to test?  Sends a message of collaboration for teachers to students  Teachers – teachers, then students-students 15 Integration: STEM/STEAM  Integrate the arts  This is very popular right now and there are many great qualities to it – there is great value to it, but it needs room to evolve… 9 February 2022

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Holistic approach to learning Engagement Need creative approaches Structure is very important This caters to the students an how they learn best All these things are super challenging o Overload of periods/subjects with large groups Reorganize system – thematic small teaming committee o Delivery timed to the theme Self-determination/interest Have grade teacher meeting Better organization makes flow of day better Bringing multiple departments together – build trust How schools are organized drives many decisions Some things sound good but are never implemented Meet the student where their interests are We need to find what works – old ways are not enough Teachers are not stuck in “silos” with this model Department org/student interest Overlap to create more sharing and understanding Delivery of education changes per period Huge shift, how do we get there?

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.1 Notes Workshop Day 1

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This is where the world is going and it’s where we should be Considering how kids fit together instead of silos Provides connection Naturally fits together Integrating arts is very important Something we’re already doing Has to be really developed Integrated learning is essential for powerful learning Creates inventors for the future Go to the webs Don’t forget the HUMANITIES This is the future for kids and allows creativity Collaboration In schools being pushed heavily already Again, emphasizes project-based learning Need to build our arts program I don’t think “art” belongs in STEM. Arts (and humanities are their own important things! Adding art as an afterthought diminishes it) Need to involve arts!

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Where doe levels fit Increases cooperation Working in teams? Yes! What determines CORE? Interdisciplinary learning is critical Good teachers make a difference regardless of the teams structure levels No levels!! Sharing “strength” and in areas of growth Elevating all subjects of study will help to get rid of the current dichotomy Are teacher plus English – yes Interests and extracurricular are a part of curriculum Support and comfort gets to connect Involve all the subjects Students care about teachers

17 Integration: Arts + Academics  Incentivize students to be at school  As a person who likes to do art, using creativity to apply this is really nice  Teachers work together to make students learn better is valuable  Considering how kids fit together instead of silos  Provides connection  Depends on student  Allows creativity and creative thinking  Goes beyond just art – but yes  Flexibility is good  Evolve ways to convey understanding  It would be confusing to some  Combination that relates to the real world – very creative  Applied arts, humanities, STEM  Allows kids to really express how they interpreted it  Agree  Equality for all disciplines  Example: a strength (art) can compensate for an area (ELA) that may not be as strong  As important as many other things  Students feel smart and meaningful with product of their learning  Emphasizes collaboration 10 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

16 Integration: Core Learning  Inclusion is very important between subsets  Need core courses changed  Early intervention – sharing students = meaningful knowing of students’ needs  Considering how kids fit together instead of silos  Provides connection  Builds relationships, collaboration  Important to build  MS set up? Houses?  Flexibility needs to be integrated  Connections with teachers is very important  Core learning is not always beneficial because some kids thrive doing other subjects  No variety – too much on one day however, teachers would be able to help students by discussing their needs BUT, no challenge, no levels  4 teachers and 100 students (projects sequential).  Great idea, touch to implement  No more leveling/tracking!

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Yes, but not in the way presented Thinking in another media I could see this going great or horribly wrong Asset-based approach takes student skills/passions to enhance learning

19 Mastery Transcript Coalition  Yes!  New way of testing is good (inclusive)  Assessments sometimes are the best thing to measure knowledge  Gets the full student and what makes them do what they can  Always want to sort people  Show me how well it measures those things  Standardized tests creates biased and create stigma amongst peers – holds kids back  Measures “skill” in multiple dimensions  College – how can we make this change before college?  Sounds interesting Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Change the way in which students are measured Replaces SATs How? Alternative to SATs Allows for schools to see where students are Portfolios This is promising! Not sure about this yet WHOLE child/student Will facilitate movements of other forms of intelligence Who decides what to measure? Assessing the whole student Measures skills beyond academics Love the idea of measuring persistence

20 Project Based Learning: Café Paresian  Learning models should meet learning styles  Projects are awesome for some – maybe many – but won’t work for all  Love the idea of it being multi-disciplinary  Seems fun  Uses your classes to find other skills that can be used in the business, geography, foods, etc  Makes students excited  Enhanced language  Thinking about all the time these learning styles take to carry out – what does that look like for scheduling? For kids?  How to apply to other subjects  Real life application – learn by doing  Develops innovation  It’s a great educational practice!  Integrate learning with hands on work  It is interactive  Worked on the same thing all year – little variety and only relevant for students interested in business  Multidisciplinary PBL (4H)  Gets kids more interested and more hands-on allows for better understanding  Real world applications  This type of learning is what our new school needs!  Motivating, engaging, applicable, relevant 11 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

18 21st Century Skills  This is foundational as well  Skills needed in life is very important. People need to learn how to run their lives and apply them  How to improve schools  4 C’s  Bartell for kids  Means well buzz word – how to do well  Skills everybody needs  Bartell for kids  More student led? Student voice?  Any idea that engages and prepares students is valid  Are skills applicable to next generation  Sets students up for the real world, projects vs. tests  The 4C’s  Prepares kids for work and thinking critically  Creativity, collaboration, critical thinking, communication  Needs to be re-vamped  Is the corporate tail wagging the educational dog?  Important skills, but still could change  I wonder if we need to go beyond this

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NASHOBA REGIONAL HIGH SCHOOL

Ch 5.1 Notes Workshop Day 1

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Important for creativity and developing a new set of skills Emphasizes the power of project-based learning School needs real connections to the real world or it is just a pretend experience that is easily marginalized Love full immersion Immersive and wholistic Interactive, real-world learning This is a memorable experience Assumes equal access to technology (Wifi) and other supports outside of school Beautiful!

1 Inclusion  Psychological safety is conducive to learning. (Belong) vs. fitting in  Feeling a sense of belonging. Include diverse thigs to represent students  Restrooms are important!!  This is foundational to everything we do  Everyone feels welcomed – sense of belonging  It is very important for everyone to feel included  Why wouldn’t we want to include everyone (like café)? People who don’t feel a part of the group end up going off the deep end  Everyone needs to belong  Includes everyone  Everyone should feel safe  Some specialized programs are in separate wings of the school  Inclusion of everyone creates a healthy environment  This is a great way of providing room for student expression and give students the safety to explore themselves  Kids want to go to school when included  Increasingly important  Could raise concerns with parents  Concerns with Lancaster parents’ pushback (that I don’t agree with)  Feel a part of the community and therefore comfortable to participate  Meeting kids where they are  Everybody needs to feel safe  Belonging – how to incorporate?  Design needs to address needs as soon as possible  Meets needs of diverse population of students  This should be a core value  “Safety” issues!! Feel a part of the community  Variety of spaces – lunch/study hall  Being more considerate of all people  Make spaces flexible  So many reasons  Psychological safety and belonging  So many of my peers express the need for inclusive spaces 12 February 2022

NASHOBA REGIONAL HIGH SCHOOL

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

ISSUE

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.2 EDUCATIONAL PROGRAM

21 Design Thinking, Making Things to Learn  Learning models should meet learning styles  Projects are awesome for some – maybe many – but won’t work for all  Love the idea of it being multi-disciplinary  Very inclusive  Mindset: apply to problems to solve  Allow students to get hands on knowledge, ideas and use the crafts they have  Great for producing product – what about more abstract thinking  Engagement  Need to make more opportunities for students  Very beneficial especially through the process of trial and error – hard to get one right answer  Universal design = example: wheelchair user disk thing  Makes school interesting and allows kids to express themselves  Hands-on learning is by far the most important  Fantastic opportunity to learn in an innovative setting!  Highly engaging, relevant, individualized  Follow passion - had to drop out of school to do it  Fosters expression and innovations and individualism  Accomplishment, feels different  Beautiful!

Part 2

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Involves everyone / no one feels alone When students needs are met and they feel safe, they learn better

3 small Learning Communities  Empowering students to be masters of their education  Love the middle space. Corners to help students collaborate  Big schools don’t meet all needs  This encourages student/teacher agency and autonomy  This is foundational to relationship building  Good idea but challenging curriculum wise Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Could be beneficial It’s pretty good idea, the school might get bigger, but we’ll see what happens Ability to collaborate between curriculars Seems creative and effective More unique spaces for learning Seeing this in practice, it was a perfect space to learn I love the design, but my concern is that the same group of students is constantly together Move commons Fosters community Relationships matter Creative design

4 Extended Learning Areas  Accommodates various needs in an organic manner  “Learning is a social activity” – help students collaborate and have fun  If well designed  Provides for small group work and for individual work for those that want/need to work independently  Sounds great on paper but maybe difficult to accomplish  Fits student needs  Could be fun – I like it  More space for students to go  Spillover areas are helpful  Easier to focus when comfy and not in a crowded space  Gives students comfort and freedom  Personalized learning spaces  Comfort is essential  Media center  Allows flexibility  Flexibility, interdisciplinary  Interesting idea  Student centered – student choice 5 Safety + Security in 21st Century Schools  Psychological safety  Bigger main exit  Protection from far beyond shooters  Protect victims of bullying 13 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

2 21st Century School Planning  We need healthy spaces for learning  More space and different arrangements of classes – no more similar classrooms for different subjects  Architecture affects behavior  Allows us to create/facilitate the learning we want  Smaller communities where people belong  It would be good to see teachers talking and working together  More relevant to real world  Needs have changed  Feels more free and unique  Space is VIP to help coordinate between departments  More space equals less stress and a more comfy feeling  Collaboration between subjects and varies the knowledge of students dynamically but is designed as many different schools  Sets opportunities for different learning spaces  I like the idea of communal learning  Holistic approach to learning  Increases engagement  Flexibility! Room to work  Flexible design  Provide a facility that allows for flexibility and options  Flexible workspaces – opportunity  Our needs have changed  Opportunity of teaming spaces  Small communities  Relationships withstanding  Creates a sense of belonging  Relationship based learning

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NASHOBA REGIONAL HIGH SCHOOL

Ch 5.1 Notes Workshop Day 1

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8 Flexible Platform for Change  Gets rid of the traditional rigidity  Innovation requires nimbleness  Integrate core learning with other more creative programs  This encourages student/teacher agency and autonomy

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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We cannot anticipate what learning will look like in X years – but we can create a space that can be used in different ways as needs change Interdisciplinary small teaming communities (2 SLC’s) The session shown would be cool This is an okay idea. It promotes creativity; just make sure that the teachers have stationary classrooms Gives teachers more resources by showing them to more Flexible for the future Flexibility for both students and faculty opens creativity and encourages people to try new things It would be great for the arts to be integrated even further Ralph approves Integrate learning communities I keep repeating flexibility!!! Building will need to last 30+ years Department flex Education constantly changing

9 Can school organization improve learning?  Absolutely  Increases learning: shown on tests  Design the space that supports the learning  In order to work it’d require a complete mindset change for all stakeholders  It could  As a student, I have no real opinion on this. It just doesn’t seem practical for kids to sit there all day  Needs to have all teachers and programs be equal – one is not more important than the other – equality!  Great place for planning  More open spaces feel better  An organized school creates less stress  I love the project area because it gives students a space to explore but again, students are in the same group all year round  Teacher learners are important  Teacher autonomy  Incredible results  Teacher collaboration and autonomy  Our goal is always to improve learning  Autonomy 14 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

7 School Organization  This facilitates psychological safety  Space  This just doesn’t seem to have relevance to us  Needs to have buy-in from everyone in order to work  Students can be more comfortable  Allows for more teacher co-op  I would love our school to combine all of these models somehow so students could have variety  Changes program of studies – branches out into academ.  Is it applicable to our community  How do you avoid silos and still foster whole Nashoba community?  Build relationships and teacher collaboration  Of course!

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Bullying, drug use, etc Bathrooms, what about students with epilepsy, slot is a safety measure? Handicap stalls Broaden perspective of safety and security – children feel safe in this space Designed to leave the building quickly, protect from bullying and assault This is super important. I like how there are exits. The gatekeeper is pretty good If students feel safe, they will feel better learning Gives kids a sense of security without noticing Student safety while in school is very important Safety always comes first Spaces for students Important but statistically low risk o Need to see halls – prevent bullying It has to be integrated Kids are a priority

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Changed thew way they looked at student learning – assessment practices more progressive?

11 Flexible, Varied, Brain Based Furniture  Accommodating furniture  Exercise students – help to stretch  Teachers could just allow students to move around room  Furniture should be comfortable and conducive to learning – comfort is different for different people  Absolutely  Could move more  A lot of kids hate the chairs with the desks attached. Honestly more kids just want chairs they can fit in  More comfortable  Let’s kids fidget more without bringing knees  Flexible seating makes it more comfortable to do work  Keeps creativity flowing Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Need that creativity I love Mr. Foley’s room Comfortability Flexibility and comfort Makes sense Needs to match other #’s

12 End of the Library as We Know it Today  Not sure how applicable this is – may not be as practical – especially people with academic accommodations  Library and cafeteria together  Noise canceling material should be used  Library is a place to study; loudness happens any way in a cafeteria  I an not sold on this – agree with concept theoretically, but am not sure how it works in practice  Not sure about sharing cafeteria and library  Cafeteria and learning shouldn’t be near each other  I hate this idea! First of all, books with food? 2nd the library is a quiet space to go. What the heck, I mean a small area for kids to eat is good. Just not so many kids and in a little area  Slides should be added  Big library to study in with windows would be great  Need to be careful of over stimulation for some students  Library is a calm, quiet space and cafeteria is a place to socialize  I don’t like the idea of these combined  Make library more accessible, but keep it quiet  Need more info  Scary to me  I don’t like sharing library and dining  Technicality  How to integrate with the rest of the school  It’s up to constituents  The space may be too big  Students raised valid concerns. Requires thinking out of the box  Umm…feels dysfunctional  Quiet is special  Do we need a big space?  Students connected 15 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

10 Teacher Planning Centers  Improves innovation. However, concerns for privacy need to be addressed  Really nice – help teachers brainstorm  Collaboration is essential  Will give them more ideas  Teacher planning is really important because they can bounce ideas off each other  None of this works without teachers being able to talk  Better space for teachers to plan  Mix departments for teacher planning  Teachers being able to collaborate and communicated – can improve the level of readiness for teaching  Teachers need a place to socialize too  Teachers need to breathe like students  Teacher planning is very important  Invest in our education  Collaboration  CPT needed/coordination  Extremely limited  Needed for moving teacher with no set classroom  Critically important to have buy in if classrooms are shared  Visited many schools where these were not utilized

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NASHOBA REGIONAL HIGH SCHOOL

Ch 5.1 Notes Workshop Day 1

Ch 5.1 Notes Workshop Day 1  

Noise level? Free flow comfort

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

15 End of the Classroom as We Know it Today: Wooranna Park + Milan Center for Innovative Studies  Well and good but implementation needs to be practical  I really like  the models!  Feng Shui  Flexible spaces that can be used as needed  Seems good but at the same time feels weird  Honestly it’s not the best when teachers are sharing. They don’t get to customize, and you can’t find them when you need to. I like how all classrooms can be connected  Still need more specific spaces that are large enough for their purpose ex: music rooms fitting large ensembles/TV studios/recording studios/performance space  Better maker spaces  It just feels so open  More freedom and space – couldn’t be better innovation!  Looks super inviting to go and study  100% necessary  Collaboration and engagement  Collaboration/flexibility Additional notes  We need to create an environment where all children thrive – not just the students that are strong academic learners or athletes  Leveling – creates divisions but there must be space for students who learn differently – challenges that are “just right” not too hard  Free students and teachers to take risks  Benefit – students/staff 16 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

14 End of isolated Teaching: Forest Ave  What mechanisms are built in to help teachers transition to all of these new ways of doing education  There could be noise coming from another room which could disrupt the other room. But it can also help students and teachers to collaborate  Equals teacher community  Collaboration  Can allow for working closely with other teachers. Would it work well at the high school level??  Being isolated can help cause texting can form relationships easier  No comment  Nice area for students/teachers to collaborate  Sounds confusing and unorganized

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These big open spaces feel stifling while a smaller room is comforting More communication is good Not equitable class sizes Love interconnected rooms for collaboration Collaboration and engagement Collaboration/flexibility Heavy lift to drive change with teachers Great design – college connection

MODULE 3A - PRELIMINARY DESIGN PROGRAM

13 End of the Cafeteria as we Know it Today  Not sure how applicable this is – may not be as practical – especially people with academic accommodations  Library and cafeteria together  Noise canceling material should be used  Some other things can be combined, but this is a big jump. Cleanliness issues, damage to property  Not sure about sharing cafeteria and library  Café and library need to be separate  I got nothing for ya same as the top  Make cafeteria nicer for the studies  The cafeteria needs improvement but not the way that’s being shown/talked about  Because each have different atmospheres  Bring multiple purposes  Add more round tables  Scary to me  Technicality  How to use all day, not just lunch  Feel free to get creative  If “library lite” spaces exist in each pod

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

21ST CENTURY LEARNING MOST IMPORTANT ISSUES

Workshop participants, working as Table Teams, were asked to reach consensus on the three most important (effective) ideas for future schools, and identify why they believed as they did. Their thoughts:

Part 1

EDUCATION TABLE TEAM 1 Three Most Important  #2 Diversity, Equity + Inclusion o DEI and belonging o A cultural competence to enter and exist social environment successfully  #13 Relationships: Group Sizes + #14 Relationships: Core Teacher Teaming o Increases and improves safety and value of the person o You do better!!  #8 Creating Innovators + #20 Project Based Learning: Café Paresien o Creating innovators through project-based learning o You can develop new experiences from this o Creates experiences that you remember o Becomes meaningful for learning TABLE TEAM 2 Three Most important  # 1 Social/Emotional Learning o Feeling good = performing learning good!  #5 The Future o The future always exists! No limits!  #13 Relationships: Group Sizes + #14 Relationships: Core Teacher Teaming * o Relationships ▪ Domino effect o Student – Student o Teacher – Teacher o Student - Teacher 17 February 2022

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Bring students together Belonging 3 most important o SEL/Empathy o PBL/DT 50% self-direction grade 12 studies teach Nu Vu Studio Cambridge (added by 2 participants) Mastery transcript consortium Presentation to judges. French ramped up because she had a complete immersion Measuring “the whole student” Measure the 4C’s (21st century skills). Many universities have signed already First attempt in learning 10 different jobs by age 38 (every 2 years!) – Career readiness/resumes 2019 – One in 6 adults + ACEs (Adverse Childhood Experiences) Inclusion: o Gender neutral bathrooms o Nursing rooms for moms o Cafeteria with a lot of space o Victims of trauma Safety – o Have a room to chill for students and teachers. Students often have to take a walk o Move guidance counselors around school and concentrate teachers in the guidance suite so they can collaborate Create a space that is pleasing aesthetically – you are comfortable and want to be there o Seating, lighting, acoustics, etc o Space that supports the emotional needs of all TV’s/ collaboration

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Ch 5.1 Notes Workshop Day 1

TABLE TEAM 5 Three Most Important  #1 Social/Emotional Learning o Baseline o Diversity, equity and inclusion ▪ Sense of belonging o Relationships  #18 21st Century Skills o Self-directed learning o Project based learning

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

TABLE TEAM 6 Three Most Important  #1 Social/Emotional Learning o Self and group identities o Physical and emotional safety o Connections belonging  #2 Diversity, Equity + Inclusion o Representation o All decisions should be made through a lens of equity  #4 Student Engagement o Authentic engagement vs. compliance o Student agency o Connections build confidence TABLE TEAM 7 Three Most Important  #2 Diversity, Equity + Inclusion o Benefits students/staff o Feeling of belonging  #1 Social/Emotional Learning o Learning can’t take place without this  #4 Student Engagement + #9 Student Talk at Dinner o Meet kids where they are o Being excited about what you do o Expanded education outside of school (real-world application) TABLE TEAM 8 Three Most Important  #1 Social/Emotional Learning o Foundation 18 February 2022

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TABLE TEAM 4 Three Most important  #1 Social/Emotional Learning + #2 Diversity, Equity + Inclusion o Students’ well-being is paramount to the learning process, as is the acknowledgement of implicit bias that exists in all of us  #4 Student Engagement  #2 Diversity, Equity + Inclusion

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o Design thinking o 4 C’s o Learning on students’ schedules #11 Class Periods + #12 Relationships o Social/emotional learning o Being yourself and comfortable with teacher o EQ

MODULE 3A - PRELIMINARY DESIGN PROGRAM

TABLE TEAM 3 Three Most important ▪ #1 Social/Emotional Learning o Creates safety, wellbeing and belonging – foundational to learning o Grounded in empathy and communal care brings connection and community o Relationships ▪ #20 Project Based Learning: Café Parisian + #4 Student Engagement o Connects to student engagement – increases o Innovation and creativity embedded o Should measure student learning by how well students apply knowledge to real world issues ▪ #2 Diversity, Equity + Inclusion o Belonging – the invitation to join a community and foster inclusivity o Global citizenship o Sustainable planet o Remove barriers

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Emotional intelligence – empathy – makes D.E.I. possible #6 Diversity, Equity + Inclusion o Sense of belonging o Reflect changes: world changing #2 Student Engagement o Students have up to 16 hours of screen time ▪ Drastically increased since school resumed o Having subjects that keep students interested ▪ More hands on o

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FACILITIES TABLE TEAM 1 Three Most Important  #1 Inclusion o Belonging – services and facilities for EVERY student  #5 Safety & Security in 21st Century Schools o Kids are the priority ▪ Emotional safety too!  #9 Can School Organization Improve Learning? o Flexible environment o Enhanced learning o Incorporate spaces, furniture that will help students and teachers o Accommodates EVERYONE o Goes back to #1 TABLE TEAM 2 Three Most important  #1 Inclusion o Equitable space/access o Belonging o community  #10 Teacher Planning Centers o Educator investment/motivation/collaboration  #15 End of the Classroom as We Know It Today: Wooranna Park + Milan Center for Innovative Studies o Flexibility o Collaboration o furniture Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

TABLE TEAM 4 Three Most important  #1 Inclusion o Providing space for ALL students’ needs is essential for their confidence and engagement (mental/physical health)  #8 Flexible Platform for Change o We want our space to be adaptable for current and future needs/potential  #11 Flexible, Varied, Brain Based Furniture o Promoting student and teacher comfort is essential to all for different learning styles TABLE TEAM 5 Three Most Important  #5 Safety + Security in 21st Century Schools o Sense of belonging o ALL students need respected implicitly  #1 Inclusion o All students and teachers validated in their identity #7 School Organization o Physical building reflects learning objectives

19 February 2022

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Part 2

TABLE TEAM 3 Three Most important  #8 Flexible Platform for Change o Allows us to be nimble and adaptable – not locked in  #3 Small Learning Communities + # 14 End of Isolated Teaching: Forest Ave o More collaboration o Like a college o Layout/vibe  #11 Flexible, Varied, Brain Based Furniture  Increases productivity o Inspires creativity o Mobility o Comfort o Collaboration  #1 Inclusion is the foundation

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Ch 5.1 Notes Workshop Day 1

TABLE TEAM 7 Three Most Important  #8 Flexible Platform for Change o Consistently meet changing needs o Support inclusion o Support variety of safe spaces  #1 Inclusion o Everyone needs a safe space of belonging  #7 School Organization o None of this works without placement of spaces

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Several issues were cited as Most Important by more than one Table Team. They were: PART 1, EDUCATION:  #1 Social/Emotional Learning (cited 7 times)  #2 Diversity, Equity + Inclusion (6 times)  #4 Student Engagement (5 times)  #13 Relationships: Group Sizes (2 times)  #14 Relationships: Core Teacher Teaming (2 times) PART 2, FACILITIES:  #1 Inclusion (Cited 7 times)  #8 Flexible Platform for Change (4 times)  #5 Safety + Security in 21st Century Schools (3 times)  #2 21st Century School Planning (2 times)  #7 School Organization (2 times)  #9 Can School Organization Improve Learning? (2 times)  #11 Flexible, Varied, Brain Based Furniture (2 times)

PORTRAIT OF A GRADUATE This was the challenge:

ARTICULATE NRHS’ PORTRAIT OF A GRADUATE NRHS stakeholders have been working to define the essential competencies that all our graduates should hold. The Portrait of a Graduate is an important educational tool because it can guide the curricular and social experiences our students should have to develop those competencies. There are currently 10 competencies on the draft list:  Adaptability  Collaboration  Communication  Creativity  Critical Thinking  Culturally Competent Global Citizen 20 February 2022

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TABLE TEAM 8 Three Most Important  #5 Safety + Security in 21st Century Schools o The way the current school is set up, it wasn’t designed for safety purposes, so making sure students and staff are able to escape in an event is important, and safer entry ways and exits for building and for bullying  #1 Inclusion o Inclusion o Psychological o Safety and belonging are important  #2 21st Century School Planning o More space o More personalized classes

Summary

MODULE 3A - PRELIMINARY DESIGN PROGRAM

TABLE TEAM 6 Three Most Important  #1 Inclusion o Design for belonging o Psychological safety and belonging o Includes universal design  #2 School Planning o Umbrella category for shifts in school organization, learning community structures, physical organization of shared, multi-purpose learning spaces  #8 Flexible Platform for Change o “Modular”, multi-purpose design allows schools go grow, shift, and experiment based on new research in best practice or shifts in the priorities/needs of the community over time

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 Empathy  Learner’s Mindset  Perseverance  Problem Solving Our goal in this workshop is to reduce the list to the six most essential competencies. 1. Discuss all 10 with your Table Team 2. Take your 4 colored dots and vote your personal 3. The dots on the wall will establish the Visioning Team’s hierarchy of competencies 4. We will review your dots all together See other side for descriptions of the competencies. ADAPTABILITY • Work effectively in a climate of ambiguity and changing priorities. • Demonstrate agility in thoughts and actions. • Respond productively to feedback, praise, setbacks, and criticism. • Understand, negotiate, and balance diverse views and beliefs to reach workable solutions. • Demonstrate flexibility when acclimating to various roles and situations. COLLABORATION • Honor and leverage strengths to build collective commitment and action. • Enrich the learning of both self and others. • Seek, contribute, and respond to feedback to achieve collective outcomes. • Elicit diverse perspectives and contributions.

CREATIVITY • Demonstrate originality, imagination, and new ways of thinking about things. • Transcend traditional ideas, rules, patterns, and relationships to create new or meaningful ideas, methods, or interpretations. CRITICAL THINKING • Understand the “bigger picture” and propose solutions that are mindful to the impact they may have on other parts of a system. • Consistently improve the quality of one’s own thinking by skillfully analyzing, assessing, and reconstructing. Applies disciplined thinking that is clear, rational, open-minded, and informed by evidence CULTURALLY COMPETENT GLOBAL CITIZEN • Values and embraces diverse cultures and unique perspectives through mutual respect and open dialogue. • Demonstrates personal, civic, social, local, and global responsibility through ethical and empathetic behaviors. • Contributes and takes action to make the world a better place. EMPATHY Our students… • Demonstrate awareness, sensitivity, concern, and respect to connect with others’ feelings, opinions, experiences, and culture. • Imagine what others are thinking, feeling, or experiencing. LEARNER’S MINDSET • Embrace curiosity to experience new ideas.

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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most essential from all competencies on the wall

COMMUNICATION • Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts. • Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions. • Use communication for a range of purposes and audiences (e.g. to inform, instruct, motivate, and persuade).

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Ch 5.1 Notes Workshop Day 1

Ch 5.1 Notes Workshop Day 1 • Possess the desire to learn, unlearn, and relearn. • Find and maximize opportunities to actively listen and elicit diverse perspectives from others. • Develop positive attitudes and beliefs about learning. PERSEVERANCE • Exhibit steadfastness in achieving success despite difficulty, opposition, and/or failure. • Embrace the idea that failure is a part of success and quickly pivot to keep moving forward.

3. World languages 4. Advanced Placement, AP 5. Dual Enrollments/Early College 6. Wellness programs (PE, Health) 7. Students who we fear will drop out of school 8. Students who are bored/disengaged with school 9. Multiple intelligences in core courses: musical learners, bodily/kinesthetic learners, and/or visual learners 10. Social emotional learning, individual classes + as a school-wide practice 11. Critical thinking/problem solving skills in core courses 12. Interdisciplinary teaching/learning among core classes (including ES) 13. Core academics in applied/exploratory classes

PROGRAM REVIEW

14. Active/applied/exploratory learning in academic

Here is a starter list of programs. This list is not complete. Brainstorm with your Table Team to add others that are worth exploring.

15. Other

This was the challenge:

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

classes

22 February 2022

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Participants discussed these choices as Table Teams, and then “voted” their preferences with dots. The results were: TOP SIX  Culturally Competent Global Citizen (35 votes)  Communication (31 votes)  Empathy (26)  Learner’s Mindset (20)  Creativity (15)  Persistence (15) OTHERS  Critical Thinking (12 votes)  Adaptability (10 )  Collaboration (10)  Problem Solving (8)

2. Students with special needs: Talented + Gifted

MODULE 3A - PRELIMINARY DESIGN PROGRAM

PROBLEM SOLVING • Identify, evaluate, and prioritize solutions to difficult or complex situations. • Implement and reflect critically on a solution.

PICK THE MOST CHALLENGING ONE (and a second choice) TOPICS: LEARNERS, MODALITIES, + RELATIONSHIPS 1. Students with special needs: Special Education

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Each Table Team chose one topic for analysis. Their thoughts were: TABLE TEAM 1 1. Topic + number  #9 Multiple Intelligences in core courses: musical learners, bodily/kinesthetic learners, and/or visual learners 2. Is this topic something we do right now at our school?  Yes  We do some (quadratic formula song, gallery walks, dual coding) 3. If so, how/ where/ in what way do we currently do this?  We do some (quadratic formula song, gallery walks, dual coding) 4. Is this topic important? How much?  Engagement! Helps with retention and behavior  Invested in your learning  Unlocking your potential as a learner  Teachers must teach in many different styles Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

5. How well do we do this?  We could do a better job  Pockets of 20th century learning still exist  More “hands-on” assignments  “Circle up” – cool room setups – engagement 6. Should we improve our programs/ service/ organization focused on this topic? Yes or No?  Yes 7. If “Yes”, how do we do that? If “No”, why not?  Increasing engagement through:  Room setup  Flexible seating  Teacher and student led classes  PD  More feedback from students  Outdoor learning space  Student garden/greenhouse  Outdoor amphitheater TABLE TEAM 3 1. Topic + number  #11 Critical thinking/problem solving skills in core courses  Self-directed/independent learning experiences (coop/work study/internships/passion projects) 2. Is this topic something we do right now at our school?  We do not currently offer this  Schedule is a barrier 3. If so, how/ where/ in what way do we currently do this?  No response 4. Is this topic important? How much?  This could be beneficial/valuable for all students no matter their post high school plans

23 February 2022

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Each table will pick two of these topics, for equitable assignment to assure coverage and interest. DIRECTIONS ON OTHER SIDE DIRECTIONS: On your flipchart(s), record your Table Team’s responses to the following questions: 1. Identify the number + the topic 2. Is this topic something we do right now at our schools? 3. If so, how/ where/ in what way do we currently do this? 4. Is this topic important? How much? 5. How well do we do this? 6. Should we improve our programs/ service/ organization focused on this topic? Yes or No? 7. If “Yes”, how do we do that? If “No”, why not?

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.1 Notes Workshop Day 1

Ch 5.1 Notes Workshop Day 1 5. How well do we do this?  We do not currently offer this 6. Should we improve our programs/ service/ organization focused on this topic? Yes or No?  Yes 7.

2. If so, how/ where/ in what way do we currently do this? a. No response 3. Is this topic important? How much? a. No response

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

If “Yes”, how do we do that? If “No”, why not? a. No response

TABLE TEAM 5 1. Topic + number  #16 English Language Learning – ELL 2. Is this topic something we do right now at our school?  Yes 3. If so, how/ where/ in what way do we currently do this?  D.E.S.E. guidelines  Pilot in process now 4. Is this topic important? How much?  Yes - very 5. How well do we do this?  Not enough  Staff  Time 6. Should we improve our programs/ service/ organization focused on this topic? Yes or No?  ELL population is growing (Afghanistan, etc) 7.

If “Yes”, how do we do that? If “No”, why not?  Scheduling improvements  Use resources more effectively  Professional development  Turn “problem into ASSET  Redefine disability  “Seal of biliteracy” 24 February 2022

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TABLE TEAM 4 1. Topic + number  Schedule 1. Is this topic something we do right now at our school?  Our current schedule is limiting in certain ways  Cannot access internships/opportunities outside of building  Depending on the order of classes, some days feel really long  Lecture kills the vibe  Classes are fun when group projects happen/we can talk to other kids  Sometimes it’s hard to ask questions in a class where peers understand materials and you don’t  Limiting/isolating for teachers  Transition time cuts into class time  Does not allow collaboration between departments

5. Should we improve our programs/ service/ organization focused on this topic? Yes or No? a. No response

MODULE 3A - PRELIMINARY DESIGN PROGRAM

If “Yes”, how do we do that? If “No”, why not? a. Junior into senior year – could incorporate this – elective pathways i. Increase engagement, agency, authentic learning, pursuing a passion, preparation for life after high school b. Exploratory experience grades 9/10 c. Teacher as mentor/guide in independent learning

4. How well do we do this?  What is the bar?

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 “Start early” TABLE TEAM 6 1. Topic + number  #1 Students with Special Needs: Special Education 2. Is this topic something we do right now at our school?  Yes

4. Is this topic important? How much?  Yes  Very, very important at school level, structural level; to all teachers; to certain students and families  May not be on radar of some non-IEP student 5. How well do we do this?  No response 6. Should we improve our programs/ service/ organization focused on this topic? Yes or No?  No response 7.

If “Yes”, how do we do that? If “No”, why not?  No response

TABLE TEAM 7 1. Topic + number  #1 Students Who Are Bored/Disengaged with School 2. Is this topic something we do right now at our school?  Yes  Different levels Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

3. If so, how/ where/ in what way do we currently do this?  Lecturing style/stuck with online learning  Routine/repetitive/lack of variety  Lack of student involvement in learning/curriculum  Lack of OR too much of challenging work/understanding of ideas 4. Is this topic important? How much?  Yes - critical 5. How well do we do this?  There are programs in place for the extreme ends 6. Should we improve our programs/ service/ organization focused on this topic? Yes or No?  Yes 7.

If “Yes”, how do we do that? If “No”, why not?  Beter balance of workload/schoolwork/homework  Time/schedules  Encourage passion from students and teachers  Encourage curiosity and creativity  Student/teacher collaboration (PD’s/think tanks)  Taking chances/learn from failure  Re-evaluate what is important with curriculum  Schedule change  More hands-on/real world applications  Projects  Labs  Student led lessons  Grasping “I don’t know what I don’t know”  More relatable  Understanding the WHY behind what we do

TABLE TEAM 8 1. Topic + number  #4 Advanced Placement/AP 25 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3. If so, how/ where/ in what way do we currently do this?  Pre-K to post Grade 12  Inclusion, special programs, other services  Co-teaching and facilitated classes  Annual reviews; 3-year evaluations  STAT – Intervention o Eligibility o Not eligible/other accommodations  Modifications and accommodations  Team meetings

 Bored/disengaged but “do well in school”  Avoid learning process/class/school  Pandemic impact

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Ch 5.1 Notes Workshop Day 1

Ch 5.1 Notes Workshop Day 1 2. Is this topic something we do right now at our school?  Yes, it is 3. If so, how/ where/ in what way do we currently do this?  You can generally start taking an AP course in Nashoba in your Sophomore year. The system works in a way where you end up taking certain classes in a particular grade. For instance, you generally take AP Calculus or AP English in your senior year

5. How well do we do this?  There’s a limited amount of AP courses offered at Nashoba. If you take the “last” offer in a particular subject area, you end up stuck since there are not enough options 6. Should we improve our programs/ service/ organization focused on this topic? Yes or No?  Yes 7.

If “Yes”, how do we do that? If “No”, why not?  We can do this by making more AP courses available so as to avoid any limitations in the future

This was the challenge:

LEARNING MODALITIES Here is a list of learning modalities. Which are most appropriate for core learning? Which ones should we be using most at our future schools? Which ones the least?

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Then ready your submission:  No need to pay attention to your table mates  But change your ranking if you want with cross-outs Then share your choices in a guided all group. 4 2 Most Least A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Q.

Direct teaching Lecture (sustained direct teaching) Seminar instruction Teacher team/synchronous collaboration Independent study Small group work/student collaboration Peer tutoring/teaching Internships Service learning Project-based learning PBL Making things, prototyping, STEM, STEAM Interdisciplinary learning Thematic/integrated learning Integrated arts learning Social/emotional learning Student presentations Computer-based: games, learning programs

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

26 February 2022

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LEARNING MODALITIES

Group consensus discussion:  Then debate with your Table Team members. Persuade them if you can

MODULE 3A - PRELIMINARY DESIGN PROGRAM

4. Is this topic important? How much?  Yes, it is really important because of you are a student who wants to take an AP course before a particular grade, you won’t be able to do it because it’s not available to you yet

Personal reflection:  Personally rank them in order of appropriateness for learning  Focus on the 4 most and the 2 least appropriate (and extensive application)  Place (4) Xs in the “Most” column, and (2) Xs in the “Least” column

J. Project-based learning PBL F. Small group work/ student collaboration K. Making Things, prototyping, STEM, STEAM N. Integrated arts learning O. Social/emotional learning A. Direct teaching H. Internships L. Interdisciplinary learning R. Blended learning/flipped classroom D. Teacher team/synchronous collaboration U. Technologyy with any mobile device E. Independent study C. Seminar instruction I. Service learning M. Thematic/integrated learning G. Peer tutoring/teaching Q. Computer-based: games, learning programs P. Student presentations T. Skype/GoogleMeets conversations around world V. Technology with desktop devices W. Book Work B. Lecture (sustained direct teaching) S. Virtual learning

3 3 2 2 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 -1 -1 -2 -3

1 1 3 3 5 5 5 5 5 10 10 10 10 10 10 10 10 10 10 20 20 22 23

27 February 2022

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

RANK

This chart shows the Visioning Team responses for various grade groupings, all ranked in order of Most Important to Least Important:

Learning Modalities Responses RANKED

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3.1.2 EDUCATIONAL PROGRAM

R. Blended learning/flipped classroom _____ _____ S. Virtual learning _____ _____ T. GoogleMeets/Zoom conversations learning around the world _____ _____ U. Technology with any mobile device _____ _____ V. Technology with desktop devices _____ _____ W. Other _____ _____

SCORE

Ch 5.1 Notes Workshop Day 1

Ch 5.2 Notes Workshop Day 2

AGENDA

The second Visioning Workshop was held on 11th February 2022. Notes of all activities follow:  What Works? What Could be Better?  Diversity, Equity + Inclusion  Collaboration  Interdisciplinary Curriculum  Project-Based Learning  Making Things to Learn  Social/Emotional Learning  School Organizational Structure: Internal

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Hands-on courses Committed faculty Partnership with families Students have clear sense of what works/not Educators love these discussions Teachers need to be trained in desired new practices Admin team that sticks around more than 2 years Lots great sports The staff and it’s continuous care and effort to push our students but yet support them when needed. There are some really good teachers in the school who want to help students achieve Student involvement during and after school Respectful environment created by both students and teachers Most students are serious about academics We have very dedicated teachers who work hard to support our students Friendly staff NRHS offers opportunities for students to explore and to follow their interests Our school has many programs. Our school is very open with the arts, which is great, but they make you choose a class 1 February 2022

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3.1.2 EDUCATIONAL PROGRAM

Notes Workshop Day 2

Works         

MODULE 3A - PRELIMINARY DESIGN PROGRAM

WHAT WORKS? WHAT COULD BE BETTER?

Table Teams reflected on their school and the overall district as homework. Here are their thoughts:

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Strong, committed teachers! Level of expertise and care from the faculty is evident Our dedicated, highly committed staff. The project based learning that IS occurring. The amount of attention the staff gives to SEL, and the general well being of our students. Our staff and students strive towards mastering empathy, perseverance and collaboration. We have an amazing team! We have a strong academic program Students graduate prepared for college, students build strong friendships Individual programing throughout the school is excellent. Extra curricular activities. Challenging students. Some programs evolve. Opportunities for student growth and competition Students seem to be the center piece of the spirit of the school; students have confidence The staff – they care and are incredible teachers. The students and staff make the most of what we have Something things that I think work at our school is the rotation schedule and the guidance department I don’t have much experience with the high school itself, but one thing that works in our district is the fostering of relationships with and between students, a shared desire to do right by students in preparing them for the future The faculty and the staff who give 100% of themselves on a daily basis to make a positive impact on students The connections between students and teachers, and teachers to teacher/staff The community who, in general, is supportive of teachers and involved in students’ education The variety of extracurricular activities that are offered to students We have a caring community that wants to do what is best for the students The school is trying really hard to address the mental health need of students in crisis There are isolated pockets of teachers who are innovating and working to validate students’ real learning styles, needs, and interests We have a very strong athletics program

2 February 2022

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because of the number of credits, but there is a good amount of variety High level teaching academic rigor is phenomenal. In addition to that, I have found so much fulfillment in our best buddies program Communication with community stakeholders My boys are at Florence Sawyer, as such I can only speak to my experience with FS. The small classes at FS help to facilitate deep relationship building between the teachers and students. The accessibility to the leadership team goes a long way. The support from the teachers regarding extracurricular activities fosters a safe environment for engagement Our teachers are the single biggest reason our school performs so well. Our community is great as well. Great families produce great kids and I think we have that Accessibility, great online education (computer labs and teachers) and other things NRHS Parents are involved and support the school district. There is a sense of true pride among students, parents, faculty and admissions that resonated with me today. We are strong communicators Nashoba has a decent amount of interesting extra-curriculars. However, they are not embedded into the school day and require outside time In most classes, teachers allow us to do small group activities I feel that I have a good relationship with most of my teachers. A good relationship improves my engagement Nashoba allows students to form bonds with their peers Our willingness to help our students and our ability to challenge them appropriately The district currently has good communication internally and with the communities We have strong supports for students (guidance/counseling, special education, freshmen study skills, bridge program starting). Our course offerings (while not perfect and can use some tweaking) are still strong. Our sports and extracurricular offerings are the pulse of NRHS. We have dedicated staff and students as well as involved parents - the human capital and potential we can tap into could be transformative for Nashoba. The bones are good!

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Ch 5.2 Notes Workshop Day 2       

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Sports and clubs are really flourishing at Nashoba and it’s a really valuable experience if a student chooses to get involved with that. As a student, it’s been really inspiring experiencing the English department working towards the goals we addressed Thursday (diverse voices, deep thinking and meaningful communication, freedom for creativity, empathy…). In many places - but not all- we are encouraged to push our thinking and learning. If a student has their OWN drive to connect their learning to many aspects of their life they sometimes can Our district has a high rating in Massachusetts as a great school district. We offer a variety of sports and clubs to support student connection. We have great students Students, staff, administrators who care about creating a community of engaged citizens and lifelong learners and who are asking questions about how to do better I'm not sure I have enough information to answer this, except to say that the school community is asking hard questions and reaching out to a cross section of students, families, and other stakeholders to move the school in a positive direction There is a healthy partnership between students, teachers and parents Each grade level team services five groups of students allowing class sizes to remain manageable and provides an opportunity for staff to better understand each student's needs and strengths Students with special needs are supported by a special education teacher at each grade level. The Middle Connections program is effective and growing Our interscholastic athletic teams and several enrichment activities allow students with opportunities to become more engaged Student management is handled in a fair and consistent manner Teachers have grown a great deal in their ability to leverage the technology in their efforts to improve instruction Study periods Independent classes Peer tutoring Hands on courses (EMT, metal working classes, wood working classes) Electives

3 February 2022

NASHOBA REGIONAL HIGH SCHOOL

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Our unified sports and Best Buddies program encourage inclusion Our school works well for students who are successful at traditional schooling Small pockets of teachers are engaging students in important conversations about race, gender, identity, etc Our EMT program offers students a chance to experience Our library is a warm, welcoming place filled with books students love to read Our students are pretty amazing! I believe our school has a good outlet for student expression. While some classes are either required or unavailable, electives for the arts and other academic subjects are provided so students can explore what interests them the most. Many teachers use methods of Project Based Learning where students are allowed to choose how to present the information they have learned, giving them a chance to be creative (this occurs mainly in the Humanities). Unfortunately, other teachers outline every step of the process so students are only able to get one correct answer (this occurs mainly in the STEM classes). Many clubs run after school and if a club which fills a student's interests doesn't yet exist, they can start a new one. As a student, I feel in the majority - but certainly not in all - of my classes that I have a voice and am allowed to use it. Clubs like EMT, Student council, our GSA, our Unified athletics teams and Best Buddies work really well. There are definitely teachers in the building who innovate - or try to innovate their curriculum. Our broadcast program has tremendous potential, but really needs the space and a video teacher who can take the program to the next level. Our students are awesome - they want to learn and connect with adults they trust - and for the most part, they are good to one another as well. We also have an amazing new group of administrators who like kids, who are smart and savvy and want to make Nashoba better, which is a HUGE change from the past several years. I really like the design of the cafeteria. I would agree that it should be bigger if the school is renovated or we get a new building altogether. I would also say that Nashoba is pretty good in terms of creating a welcoming environment. I don't know if I would liken that to the idea of belonging but a new student would definitely feel welcomed at the school.

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Excellent teaching staff that focuses on student centered learning People with a progressive vision

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Student agency and belonging The atmosphere of the school is very cold. I feel like it might be a mixture of the schools lighting, and just the way some classrooms are set up. Most classrooms are set up with desks and you can’t see the people in the classroom. I have found that places with tables are more comfortable. Sometimes the teachers don’t hear what the students are saying. Some teachers listen to the students when they are overly stressed try to make them more comfortable, as well as sharing their emotions which make them more able to relate to Student teacher relationships, and student engagement are among the topmost pressing issues After listening today I would say looking into changes in the day to day class schedule could be improved to benefit both faculty and students The scheduling, I am so glad this item was raised by both the students and the teachers. I find that students have to trade off their passions for another – all because of scheduling Communication. Teachers need to do a better job asking for feedback from students and acting on that feedback. Admin should seek feedback and listen to teachers and student voice as well. Our district has been a place where people do not feel comfortable speaking up for many years More PD with students involved teachers matter too so it's important that both teachers and students have transparency between each other along with students having transparency with each other and know what someone is strong with and weak with I would like to see NRHS join the schools in MA who have implemented the Seal of Biliteracy. I'm hopeful that NRHS can pilot the program in the beginning of April after a few logistical pieces have been taken care of by Central Office. All bilingual/multilingual students who qualify for the Seal of Biliteracy will be able to show universities/employers that they are fluent in two or more languages. Graduating with the Seal will make our students more competitive in the global market We need to listen to our students and think about ways to better engage them fully in their educational experience. The high school schedule requires alterations to ensure we can allow students differentiated learning experiences based on students interests 4 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Could Be Better  Need more  Long waits for some courses  Levels (tracking)  Bell schedule  Teacher collaboration  PBL technology access  Technology  Technology skills  Demonstrate competencies to waive course requirement  More discussions re: race, gender, identity  Partnership with families – work in progress  Engineering the future worked well but was cut (not MCAS)  Faculty and staff diverse and reflective of student and mass and more action  Cannot wait for new building  Conflicts/split time  More arts and elective options so that all students can feel successful. Not everyone feels confident with their academic abilities but could truly shine in other areas. However, these opportunities are becoming less and less available over the years. Success breeds success so more opportunities for students to feel successful will only promote a more well rounded, healthy student  Teaching methods can be diversified to serve all types of learners  More hands-on things and project-based learning  Student-student, teacher-teacher, student-teacher bonding  Combining subjects with applied interdisciplinary learning  Strengthening diversity, inclusion, and emotional/social support to everyone in the building in order to make a welcoming space  Anything to make school more engaging, memorable and make kids excited to get out of bed every morning  Historically, communication on the part of the Administration has been a problem. It seems to me that things are improving in that area  Study hall

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NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Ch 5.2 Notes Workshop Day 2 

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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The value placed (perceived or real) on the core subjects and AP classes is high (teaching to the test - the currency analogy Kirk mentioned). While meeting the student where they are at honoring their interests and goals are perceived as less. Communication between staff and students (as was demonstrated today.) Culturally competent global citizens - staff and students would benefit from education around this topic. Learners mindset and critical thinking - especially since the pandemic. Many students just want to give the teacher the answers and those answers the students want from the textbook or lecture We need to better understand our students-- the whole child. We need to understand their strengths, their challenges, their interests. We need to learn how to by more aware of what is happening for them and what they need to thrive. We need to create a school culture where everyone not only belongs, but is actively drawn in Extracurricular volunteer activities are limited, more trust in students and more agency for students, diversity in our staff, centering the goal of providing a curriculum that is culturally rich and representative of an accurate American history, there is a narrow ideal of what a "good" student is Communication between everyone. Department to department, teachers to students, students to teachers. Facility spaces are hindering curriculum and group projects. Lack of spaces to branch out and really fulfil classroom initiatives (for example, lack of a tv and recording studio) Lack of cross curricular spaces. Lack of community outreach / bringing community into the schools. Take advantage of the farming / orchard / BOSE companies throughout our district There seems to be many differing opinions amongst staff about “how to do things” More hands-on learning opportunities. The schedule. Opportunities for internships/passion projects/work study A lot of things could be improved such as the building and the curriculum Structures and practices could be shifted to better align to the desired competencies we want to develop in our graduates - The need to acknowledge the importance of being proficient in another language other than English and recognize its value 5 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

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The school could improve in many ways o Incorporate more hands-on projects during class and minimize lectures. Direct teaching is necessary to get basic ideas across however, it is not meant to be utilized for the majority of teaching. (improve engagement) o Incorporate SEL and DEL o Improve classroom construction to allow more creativity and collaboration There is always room for improvement but most importantly we need to find ways to reach all students all of the time with engaging lessons that let students explore and learn Lack of funding for technology upgrade and replacement We have a lack of systems that have resulted in inconsistency in practices across the building. There is a deep need for a shared vision and trust. We need to take a deep dive into practices such as our course levels, the schedule, homework, grading practices, rigor, etc. We need to do a root cause examination of why we have so many study halls. We see a more traditional style of teaching throughout the building and should learn more about and implement things like PBL. In terms of student performance, grades and assessment we need to shift to more of a growth mindset and mastery approach that allows for mistakes. Feedback from students is there is a need to increase student voice and choice. We have music and choir credit bearing classes that meet after school instead of during the school day. We should examine our AP class offerings as well as how students are recommended for these classes. There is a need to improve the grade 8-9 transition and how we welcome new students. I want to explicitly name that trust is an issue in the adult community (which filters to the student experience) and leadership turnover has been a contributing factor to this. The relationship between the school and families/the community has been strained recently but would be a great asset if a strong school community partnership was repaired The schedule needs to change in order to accommodate 21st Century teaching and learning The schedule. The physical spaces within the school. (for instance, 'room for students to collaborate, move around and create.)

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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waste a year of my science education on one specific branch when I would much rather be studying something else such as environmental science or biology? Providing students with more choices on what part of an extremely general subject they would like to focus would increase the amount of student engagement as kids would be following their passion rather than choosing from only what is available to them. I recognize that this brings up the argument that there aren't enough teachers for several different science classes, but what is wrong with integrating students of different grades? We order our courses into levels anyways, and I already share some classes with upper classmen, so why not expand upon that idea? Instead of having a few classes for each grade, have many differently-leveled courses available to students of all ages so that they can follow what they truly enjoy and learn from others around them. In the real world, adults work with and learn from other adults of all different ages, and yet schools are still separated by age. Breaking that barrier would encourage both student engagement and age integration/mentoring I loved the conversations we had today about the need for a new schedule, and with that, we need to innovate our program of studies (I know Kate spent a lot of time on that, which is a great start). In order to make these big changes, though, we need to work on the climate in our building by having these difficult conversations as a full faculty. There are many people who don't know how to have those conversations or who aren't really interested in having them, which is both understanding (trauma response to the last 5 years or so) and frustrating. There are teachers who tend to make a lot of excuses for why certain changes cannot or should not happen, but we need louder voices who are willing to take a stand and demand what we know is better for kids. We need more time as a faculty to work together to talk through some of this trauma that we've never had the opportunity to process together, and we need to also re-establish and redefine what we value as a school community (new mission statement, maybe?) in order to start with a clean slate. We need more people who are willing to say "we don't have answers but we want to figure them out together" rather than teachers who just refuse to change because it is more challenging. I really appreciate being part of

6 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

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and potential for the future of our students. The implementation of the Seal of Biliteracy will benefit both students who are English native speakers as well as English language learners who speak another language at home The schedule (just barely 4 minutes in between periods, extremely short lunches, no proper break -as a high schooler back in Europe, I had a 30-minute recess every day) Teachers' workload, stress level and sometimes lack of appreciation and proper respect. This is not an issue specific to Nashoba but a general one towards educators The huge pressure that students face with grades and the general belief that everyone must attend college to be successful Making sure that all students are engaged and invested in their education as they prepare to be successful graduates Students will benefit from more innovative programming Longer blocks of learning time will support deeper, hands-on, student-centered learning Teachers could support all students better by designing their learning for all students and thinking about how to help students overcome the barriers they face Teaching practice, particularly at the higher levels, is often in lecture style because it is so focused on covering so much content instead of deeper learning The faculty morale is still incredibly negative, which is impeding an opportunity for growth We could offer tracks to validate paths that are not geared towards a four-year college We could offer ALL students grade-level work if we build teachers' competencies in Tier 1 We could extend support to students if a co-teacher could provide additional support in a block before or after the class (not just a place time to do homework) Today we spoke a lot about the concept of passion in relation to student engagement and that resonated a lot with me. Electives are already available for some subjects in the high school but what if they were available for all subjects? As a freshman this year, I am required to take an all-year physics course and often find myself disengaged with the subject because I do not enjoy it or show an interest in what is being taught - I know that I am not going to become a physicist, so why should I be forced to

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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7 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

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coursework and experience in a specific high-demand industry, such as information technology, engineering, healthcare, life sciences and advanced manufacturing, business and technology. Pathways are designed to create strong partnerships with employers in order to expose students to career options and help them develop knowledge and skills related to their chosen field of study before they graduate high school. Connect this with career planning position Provide staff with opportunities to learn more about PBL with PD from PBLworks in partnership with other schools. Provide more design thinking options not only to “make things” but as a mindset to problem solve PD for content area and time to work with colleagues. More innovative practices in the use of technology The schedule. Short periods in multiple, un-integrated subjects inhibit meaningful learning, disrupt flow and replicate an already powerful culture of distraction and fragmentation, undermining our core values. Also: class sizes & huge study halls Based solely on yesterday's discussion some areas to focus on include ensuring equal access and inclusion for all students, improving student engagement post COVID, providing opportunities for team teaching and more project-based learning, taking a hard look at AP testing (and testing in general?), providing opportunities for real-world learning, and tackling the schedule to facilitate some of these other changes We can improve our co-teaching model Securing substitute teachers when staff are absent continues to be an issue Students could benefit from PBL experiences Although we have pockets of good SEL practices this can be improved Factory style periods Double block lectures “Core classes” Focus on creative enrichment classes Student mental health and well being Opportunities for student not going to college, opportunities for increased student engagement Implementation of that vision

MODULE 3A - PRELIMINARY DESIGN PROGRAM

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this process. My brain was on fire when I left there today, and I am looking forward to the next two days. Thank you I would suggest that lunch time increases. It's currently 23 mins and I think it should be increased. I'm not saying it should be the length of a full period but maybe we can add 5-7 more minutes. Also, some people say that 1st lunch is more packed than the other lunches and they don't like that. I don't know how or why this happens but maybe something can be done to equalize the number of people at each lunch period. While Nashoba is open to their students forming different clubs, they are not as quick when it comes to financing those clubs. Take the international club, for example, we are planning something for the whole school for Valentine's Day but the supervising teachers have to pay out of their own pocket for some materials for the event. The football team is also more financially supported than any other extracurricular activity in Nashoba. Other clubs like Robotics don't even have enough room to make their robot even though they have been very successful over the years DEI,SEL, Variety in learning style (Project Based learning), the schedules, subject overlap, and accessibility all need enhancements. The way study’s are run right now has been brought up among students as unproductive environments. There should be improvement in the relationship to the environment including sustainability and respect and this stretches to respect to people and community too. Coming back from Covid times there has been a lot of struggling with connections and community and also feelings of health safety. The structure and content of the classes should be shifted as well to better cater to the students’ leaning needs. Communication between the teachers, admin, and staff and the students should also be improved A budget that supports the vision, allowing for class options, staffing, co-teaching, materials and equipment. Even with a declining enrollment we need to provide students with options not to leave. Visit other schools that are leading in innovation and bring more into our district. A more flexible schedule allowing students access to leave for internships or other learning opportunities. Crowded classrooms and limited space in the building Provide more options for students. One option is to implement Innovation Pathways, described by DESE to give students

72 3.1.2 EDUCATIONAL PROGRAM

DIVERSITY, EQUITY + INCLUSION This was the challenge:

TABLE TEAM DISCUSSIONS FOLLOWED BY REPORTING OUT:

2. At NRHS how well how do we: a. Honor Diversity? b. Achieve Equity? c. Achieve Inclusion? 3. For each, identify  Kudos  Chronic shortcomings/violations  Strategies to correct current situations Think:  Programs + services  Facilities

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

report out. DEI Table Team 1  Share your definition of Diversity, Equity + Inclusion o Diversity – an unconditional acceptance of differences to build on appreciation o Equity – providing sufficient need of each individual based on what they already have  This forms/creates empowerment o Belong – including each other by valuing the diversity of people by treating/embracing all  At NRHS how well how do we: o Honor Diversity?  We do but in pockets –> English department – but, not well/good enough! o Achieve Equity?  Needs improvement o Achieve Inclusion?  Needs improvement  For each, identify o Kudos  English department – space/equity  International club just started  Best Buddies program o Chronic shortcomings/violations  Lack of depth in our discussions  Calendaring/acknowledgement of holidays  We need to be more aware of our bias/assumptions  The High School experience for someone with disabilities o Strategies to correct current situations  Current events integration/space to discuss issues – global responsible citizen  Start younger!  Increase historical perspectives o Think: 8 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

1. Share your definition of Diversity, Equity + Inclusion

Record your thoughts on flipcharts. Then get ready to

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Ch 5.2 Notes Workshop Day 2 

No response

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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DEI 9 February 2022

NASHOBA REGIONAL HIGH SCHOOL

DEI Table Team 3  Share your definition of Diversity, Equity + Inclusion o All are welcome, valued and respected o Barriers are recognized and removed o Open invitation for immersion and participation o Safety and belong are emphasized so that self-esteem and self-actualization for all individuals is realized  At NRHS how well how do we: o Honor Diversity?

We do this well English Department – Kudos! Could look at curriculum through an equity/diversity lens  Could improve support for LGBTQ+  Hire diverse staff  Calendar o Achieve Equity?  +  Student Driven! o Students for social justice o Green team o Best buddies o Active minds o Stucco o International club   Providing choice and voice – connection to passion projects  Use an empowerment lens  Bias – students formerly disciplined o Achieve Inclusion?  +  Mr Biggs (Dean) – trusting relationships with students who feel valued – kudos!  Trusting/trusted adults   Expand facing history For each, identify o Kudos  See above for Kudos o Chronic shortcomings/violations  No response o Strategies to correct current situations  No response o Think:  No response   

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.2 EDUCATIONAL PROGRAM

DEI Table Team 2  Share your definition of Diversity, Equity + Inclusion o All invited, all contribute and all participate  At NRHS how well how do we: o Honor Diversity?  Groups/memberships  GSA  DEARJ  Use of ponouns o Achieve Equity?  Integrated classrooms  Graduated o Achieve Inclusion?  Best buddies  Special Olympics  Unified programming  For each, identify o Kudos  Established programming o Chronic shortcomings/violations  Current facilities, programming o Strategies to correct current situations  Recruitment  Pathways o Think:  Need for training in DEI to provide resources/skills for teachers…students

74 3.1.2 EDUCATIONAL PROGRAM

DEI Table Team 5  Share your definition of Diversity, Equity + Inclusion o Diversity: Recognizing and celebrating individuals o Equity: Providing resources based on need o Inclusion: Applied equity – elevating individuality and taking into account to incorporate and support identity  At NRHS how well how do we: o Honor Diversity?  International club  PD – DEI – March 18  SSJ  DEARJ Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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 GSA  World languages culture education o Achieve Equity?  No response o Achieve Inclusion?  No response For each, identify o Kudos  No response o Chronic shortcomings/violations  Pushback  Tendency to disregard one demographics in attempt to elaborate another o Strategies to correct current situations  Imagery and culture exposure  Celebrating achievements of culture in all subjects  Diversity literature  Appealing to human empathy instead of guilt or placing responsibility  Include language practices  Incorporate underrepresented topics into curriculum in already existing classes o Think:  Quiet spaces  Bathroom design – gender neutral bathrooms  Spaces for teachers to interact with students  Spaces that minimize discomfort

DEI Table Team 6  Share your definition of Diversity, Equity + Inclusion o Diversity:  The differences (race, gender, learning profiles, income, ethnicity, religion, culture, etc) that exist in the student population o Equity:  The purposeful lens in which we approach all decision making in education (structures, instruction, curriculum, support, community

10 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Table Team 4  Share your definition of Diversity, Equity + Inclusion o A community where all feel welcome and are empowered to thrive in their full humanity  At NRHS how well how do we: o We say we do it well; some clubs and groups address these issues/problems but often they are limited to after school activities or certain classes and departments. o These ideals are not yet imbedded in our culture o Honor Diversity?  No direct response o Achieve Equity?  No direct response o Achieve Inclusion?  No direct response  For each, identify o Need to create space where constructive communication can happen o Create a community where healing can happen o Kudos  No direct response o Chronic shortcomings/violations  No direct response o Strategies to correct current situations  No direct response o Think:  No direct response

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

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o o

DEI Table Team 7  Share your definition of Diversity, Equity + Inclusion o Safe space where everybody can express and celebrate who they are and everybody benefits from the shared experience within the community  At NRHS how well how do we: o Honor Diversity?  OK job in certain pockets but room for improvement o Achieve Equity?  Great job o Achieve Inclusion?  Strong  For each, identify o Kudos  Unified program  Creating opportunities to have multiple meaningful experiences in extra curriculars o Chronic shortcomings/violations  Combing the amazing programs we have to incorporate differences (ex: robotics club with robotics class) o Strategies to correct current situations  No response o Think:  Facilities  Thoughtful placement of programs

11 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Mispronouncing names daily in classrooms by teachers and misidentifying gender  Gender neural restrooms non-existent  Nurse’s office  Diverse work force Strategies to correct current situations  No response Think:  No response 

MODULE 3A - PRELIMINARY DESIGN PROGRAM

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building) to achieve/work toward equal outcomes for all students; equal access  A student’s race, learning disability, economic status, gender, ID and orientation, culture, family make-up, religions SHOULD NOT be indicators of their educational outcomes o Inclusion  All learners are experiencing and self-reporting a sense of belonging within their school community (they feel included academically, socially, and emotionally, and physically in the learning environment) At NRHS how well how do we: o Honor Diversity?  Only evidence of an effort to honor gender identity o Achieve Equity?  Lots of growth, education, and discussion needs to happen o Achieve Inclusion?  Another area of growth  Within student body, mostly within leaders, but work to be done with teachers For each, identify o Kudos  Generations of students seems to be accepting and understanding of gender diversity and mental health  Some effort to be inclusive in history curriculum  GSA  This ear more EL personnel o Chronic shortcomings/violations  CRT Culturally Responsive Teaching – across district  Not a priority yet  Only a select few teachers seem to be willing to engage in Courageous Conversations re: equity, inclusion, diversity issues  No affinity groups  Say names and pronouns

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Musical/plays can utilize music/woods/graphics/art/danc etc Thoughtful inclusion of spaces o

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Chronic shortcomings/violations  Low staffing and all after school activities are after school Strategies to correct current situations  More funding  Integrating programs to during the day  Academic accommodations Think:  No response

INTERDISCIPLINARY CURRICULUM This was the challenge:

INTEGRATED/INTERDISCIPLINARY CURRICULUM DELIVERY An interdisciplinary/ integrated curriculum has interdisciplinary/cross-curricular teaching and learning. Here are some examples: 1. Parallel instruction: 19th century lit in English, simultaneously civil war in history 2. Paired classes: two separate courses with corollary curriculums scheduled back-to-back 3. Integrated core academics: ELA, social studies, math, and/or science taught together: a. STEM/STEAM (Science, Technology,(Arts), Engineering, Math) b. Humanities: ELA and history 4. Integrated “specials”: a. Arts with core: Art with ELA, music with math b. Wellness program integrating PE, Science, and Health 5. Thematic Small Learning Communities: Arts, STEM, Sustainability 6. Internships with the curriculum wrapped around 7. Capstone/Senior/Gateway/Terminal Project 12 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

DEI Table Team 8  Share your definition of Diversity, Equity + Inclusion o Diversity  Culture of sense of belonging  Psychological safety for all groups of people regardless of limitations o Equity  Supplying people with the tools they need to succeed and get to the spot they need to be n  Same results, different tools o Inclusion  Psychologically safe spot for people where everyone feels a sense of belonging  At NRHS how well how do we: o Honor Diversity?  Honor diversity with international club and unified programs, as well as the GSA club  The SSJ club also promotes equity and inclusion, as well as the Best Buddies club after school and American Sign Language o Achieve Equity?  Honor diversity with international club and unified programs, as well as the GSA club  The SSJ club also promotes equity and inclusion, as well as the Best Buddies club after school and American Sign Language o Achieve Inclusion?  Honor diversity with international club and unified programs, as well as the GSA club  The SSJ club also promotes equity and inclusion, as well as the Best Buddies club after school and American Sign Language  For each, identify o Kudos  Unified and after school programs

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Ch 5.2 Notes Workshop Day 2 8. Others?

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

TABLE TEAM 6 Interdisciplinary Curriculum 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO  No response 13 February 2022

NASHOBA REGIONAL HIGH SCHOOL

Four Table Teams responded to this challenge. Their thoughts were: TABLE TEAM 4 Interdisciplinary Curriculum 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO  No response 2 Why? o No response

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.2 EDUCATIONAL PROGRAM

Questions: 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO 2 Why? 3 Pick the most appropriate/ challenging from above or invent another. For each develop a scenario: o A Characterize teaching and learning: how is integration achieved? o B How many teachers are involved? What are they doing? o C How many students are involved? What modalities are they using? o D How do students express their learning? o E What are the overall school organizational concepts? o F Scheduling concepts? Who controls the schedule? o G What does this mean for facilities? 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? 5 Do you think NVHS should support integrating the curriculum on a regular basis? YES or NO.

3 Pick one or more from above or invent another. For each develop a scenario: o Humanities and World History Literature A Characterize teaching and learning: How is integration achieved? o Integration: read a novel and match history BUT  Need time to collaborate  schedule B How many teachers are involved? What are they doing?  2 teachers C How many students are involved? What modalities are they using?  Could be 1-4 different sections  Modalities: D, F, J, L, M, O, P, R and expression of learning D How do students express their learning?  No response E What are the overall school organizational concepts?  This was a co-taught class but now these are taught in isolation F Scheduling concepts? Who controls the schedule? o No response G What does this mean for facilities? o No response 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? o No response 5 Do you think NRHS should support integrating the curriculum on a regular basis? YES or NO.  No response

78 3.1.2 EDUCATIONAL PROGRAM

TABLE TEAM 7 Interdisciplinary Curriculum 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO  Yes 2 Why?  Allows students to work with and learn from others o Understand the connections between content Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Teachers are learning from each other and from students 3 Pick one or more from above or invent another. For each develop a scenario: Science with Music A Characterize teaching and learning: How is integration achieved? o Combining physics with sound (music performance) o Combining the how with doing B How many teachers are involved? What are they doing? o 2 – co-teaching C How many students are involved? What modalities are they using? o Varied (at I class) visual, hands on, kin, auditioning, reading/write o Having an end product of instrument able to play a scale D How do students express their learning? o Varied (at I class) visual, hands on, kin, auditioning, reading/write o Having an end product of instrument able to play a scale E What are the overall school organizational concepts? o Not much at all F Scheduling concepts? Who controls the schedule? o Both teachers would need same planning and instruction period G What does this mean for facilities? o Location of classrooms 4 On a scale of 1 to 10 (with 10 = most), how engaging is this?  8-10 engagement 5 Do you think NRHS should support integrating the curriculum on a regular basis? YES or NO.  Yes they should but currently, not happening  Why not? o

14 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

2 Why?  No response 3 Pick one or more from above or invent another. For each develop a scenario: A Characterize teaching and learning: How is integration achieved? o Math, business, arts o Pixar vs. Dreamworks B How many teachers are involved? What are they doing? o No response C How many students are involved? What modalities are they using? o No response D How do students express their learning? o No response E What are the overall school organizational concepts? o No response F Scheduling concepts? Who controls the schedule? o No response G What does this mean for facilities? o No response 4 On a scale of 1 to 10 (with 10 = most), how engaging is this?  No response 5 Do you think NRHS should support integrating the curriculum on a regular basis? YES or NO.  No response

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Ch 5.2 Notes Workshop Day 2 o o o o

Schedule Admin philosophy Varied (at I class) visual, hands on, kin, auditioning, reading/write Having an end product of instrument able to play a scale

This was the challenge:

Table Team discussion and report out. Develop a project to serve as the vehicle for learning 1 Describe the content/subject areas. Bonus for interdisciplinary! 2 Identify the learning/curriculum goals 3 Conceive the project. The project should be sufficiently complex to have no single solution. xEXAMPLE: Design a marketing strategy to promote independent student summer businesses 4 Create the Driving Question For example: Design a Café for Paris; Does your Country have a Sustainable Economy? 5 How long does it last? When? How prominent is the project within the context of the year/curriculum? 6 Does it involve community responsibility/service? How? 7 Is it enhanced through community experts? 8 When could this get started?

15 February 2022

NASHOBA REGIONAL HIGH SCHOOL

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

PROJECT-BASED LEARNING

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.2 EDUCATIONAL PROGRAM

TABLE TEAM 8 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO  No response 2 Why?  No response 3 Pick one or more from above or invent another. For each develop a scenario: Senior Project – “Capstone” A Characterize teaching and learning: How is integration achieved? o Student choice – “any project”  Student identifies teachers/disciplines involved in project – experts in the field B How many teachers are involved? What are they doing? o No response C How many students are involved? What modalities are they using? o No response D How do students express their learning? o Proposal written  Conducts “research” – not necessarily within school day o Student drives the schedule – needs flexiblity E What are the overall school organizational concepts? o No response F Scheduling concepts? Who controls the schedule? o Student drives the schedule – needs flexibility G What does this mean for facilities? o Access to workshops

 Kitchen  Wood shop  Library  Classroom – media tools (i.e. camera) 4 On a scale of 1 to 10 (with 10 = most), how engaging is this?  10 5 Do you think NRHS should support integrating the curriculum on a regular basis? YES or NO.  Yes!!

80 3.1.2 EDUCATIONAL PROGRAM

9 On a scale of 1 to 10 (with 10 = most), how engaging is this? 10 What does this mean for facilities? 11 Do you think we should support P-BL as a regular educational delivery? xxxxYES or NO. Explain. 12 Identify the most effective places in our curriculum to increase use of P-BL as a regular delivery method?

TABLE TEAM 1 Project-Based Learning 1 Identify the learning/curriculum goals o Creating the responsible global citizen o #Adulting  Personal finances (resume)  Time management  Foods  Sustainability  Home repair  Life skills (sewing, ironing)  SEL (Relationships, communication, parenting)  Rotate every 2 weeks 2 Describe the content/subject areas. Bonus for interdisciplinary! o #Adulting  Personal finances (resume)  Time management  Foods  Sustainability  Home repair  Life skills (sewing, ironing)  SEL (Relationships, communication, parenting)  Rotate every 2 weeks

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

16 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Four Table Teams addressed this issue. Responses were:

3 Conceive the project. The project should be sufficiently complex to have no single solution o #Adulting  Personal finances (resume)  Time management  Foods  Sustainability  Home repair  Life skills (sewing, ironing)  SEL (Relationships, communication, parenting)  Rotate every 2 weeks 4 Create the Driving Question For example: Design a Café for Paris; Does your Country have a Sustainable Economy? o How can I be a culturally competent global citizen? 5 How long does it last? When? How prominent is the project within the context of the year/curriculum? o At least 1 semester 6 Does it involve community responsibility/service? How? o Yes, involve with Lanc. Flats, Citizen Bank, etc 7 Is it enhanced through community experts? o Yes, skills professional 8 When could this get started? o Now! 9 On a scale of 1 to 10 (with 10 = most), how engaging is this? o 9+ 10 What does this mean for facilities? o Need space for garden, workshop, kitchen 11 Do you think we should support P-BL as a regular educational delivery? YES or NO. Explain. o Obviously!  Belonging  Hands-on  Experiences  Self-confidence  success 12 Identify the most effective places in our curriculum to increase use of P-BL as a regular delivery method?

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Ch 5.2 Notes Workshop Day 2 o

No response

17 February 2022

NASHOBA REGIONAL HIGH SCHOOL

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

TABLE TEAM 3 Project-Based Learning 1 Identify the learning/curriculum goals o Design a new Nashoba Regional High School 2 Describe the content/subject areas. Bonus for interdisciplinary! o Multi-disciplinary o Interdependent student projects 3 Conceive the project. The project should be sufficiently complex to have no single solution o Design a new Nashoba Regional High School 4 Create the Driving Question For example: Design a Café for Paris; o How do we plan an inclusive (innovative?) regional high school built for today and designed to meet the challenges of tomorrow? 5 How long does it last? When? How prominent is the project within the context of the year/curriculum? o No response 6 Does it involve community responsibility/service? How? o No response 7 Is it enhanced through community experts? o No response 8 When could this get started? o No response 9 On a scale of 1 to 10 (with 10 = most), how engaging is this? o No response 10 What does this mean for facilities? o No response 11 Do you think we should support P-BL as a regular educational delivery? YES or NO. Explain. o No response 12 Identify the most effective places in our curriculum to increase use of P-BL as a regular delivery method? o No response

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.2 EDUCATIONAL PROGRAM

TABLE TEAM 2 Project-Based Learning 1 Identify the learning/curriculum goals o Capstone student led project o Choice 2 Describe the content/subject areas. Bonus for interdisciplinary! o No response 3 Conceive the project. The project should be sufficiently complex to have no single solution o Person, Place, Issue, Object  3D, tangible representation that explains why it is important  Time period  How is it important?  Impact on society 4 Create the Driving Question For example: Design a Café for Paris; o What had the most impact on your studies? 5 How long does it last? When? How prominent is the project within the context of the year/curriculum? o No response 6 Does it involve community responsibility/service? How? o Students identify WHO to work with (peers, teachers, community members 7 Is it enhanced through community experts? o No response 8 When could this get started? o No response 9 On a scale of 1 to 10 (with 10 = most), how engaging is this? o No response 10 What does this mean for facilities? o No response 11 Do you think we should support P-BL as a regular educational delivery? YES or NO. Explain. o No response

12 Identify the most effective places in our curriculum to increase use of P-BL as a regular delivery method? o No response

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

11 Do you think we should support P-BL as a regular educational delivery? YES or NO. Explain. o Yes o This is an example f a large project, but smaller examples of this can be done – more real world applications 12 Identify the most effective places in our curriculum to increase use of P-BL as a regular delivery method? o Every department is doing this now, but very few cross-curricular opportunities:  Time  PD  Apply  Plan  Teacher comfort zone being moved

MAKING THINGS TO LEARN Design Thinking Agency by Design

The challenge was:

MAKING THINGS TO LEARN Design Thinking Agency by Design Table Team discussion and report out. 1 Do you believe that making things can contribute to a student’s cognitive growth? A How and why? B Does this apply to our highest achieving students? 2 Do you believe that “making things” can contribute to a student’s sense of self-worth? A How and why? B Does this apply to our highest achieving students? 18 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

TABLE TEAM 7 Project-Based Learning 1 Identify the learning/curriculum goals o Music, shop (woods), art, dance, tech theatre (science/engineering), graphics, marketing, business management, English, history, world language 2 Describe the content/subject areas. Bonus for interdisciplinary! o Acting, directing, building, history of setting (teach revolution) o Building of sets, lighting design, costuming, posters for marketing, ticket design, reading the novel 3 Conceive the project. The project should be sufficiently complex to have no single solution o Different responsibilities for each department o Adapt Les Mis to modern life (adapt to current events), rewrite o 10 a project leader 4 Create the Driving Question For example: Design a Café for Paris; o Why does revolution happen? 5 How long does it last? When? How prominent is the project within the context of the year/curriculum? o 1/4 of the year (beginning of year) o Large aspect of the school education 6 Does it involve community responsibility/service? How? o Yes bringing in experts to help guide student exploration 7 Is it enhanced through community experts? o Yes bringing in experts to help guide student exploration 8 When could this get started? o Could do a sealed down version next year 9 On a scale of 1 to 10 (with 10 = most), how engaging is this? o 10 10 What does this mean for facilities? o Need open space, work space o Teachers would need to go to kids o Would need to have this work within the schedule and have teachers on board to try

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

TABLE TEAM 8 Making Things 1 Do you believe that making things can contribute to a student’s cognitive growth? o Yes A How and why? o Because it can help students find their niche, and restore value in their lives B Does this apply to our highest achieving students? o It can apply to anyone 2 Do you believe that “making things” can contribute to a student’s sense of self-worth? o Yes A How and why? o The sense of satisfaction and accomplishment after you make something, as well as your 19 February 2022

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3.1.2 EDUCATIONAL PROGRAM

Two Table Teams addressed this challenge. Their thoughts were: TABLE TEAM 5 Making Things 1 Do you believe that making things can contribute to a student’s cognitive growth? o Yes A How and why? o It is a benefit of cognitive growth B Does this apply to our highest achieving students? o No response 2 Do you believe that “making things” can contribute to a student’s sense of self-worth? o Yes A How and why? o Students feel a sense of accomplishment o Students are learning by doing it o Real world application B Does this apply to our highest achieving students? o It applies to the high achieving students o A lot of students memorize but don’t apply 3 Develop a scenario for making things to learn

A Who? o Biology B What? o Visualizing o Make a play about how meiois and each character is a part of the cell o How the virus enters a cell? C When? o No response D Where? o No response E How? o Presenting to elementary students o Presenting to nursing homes o Interactive lesson 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? o No response 5 Do you think we should support “making things to learn” on a regular basis in core classes? o No response 6 What might this mean for facilities? o No response

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3 Develop a scenario for making things to learn A Who? B What? C When? D Where? E How? 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? 5 Do you think we should support “making things to learn” on a regular basis in core classes? YES? NO? o A If not all, which ones? o B If not regularly, when? 6 What might this mean for facilities?

84 3.1.2 EDUCATIONAL PROGRAM

SOCIAL/EMOTIONAL LEARNING This was the challenge:

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Table Team discussion. Report out 1. Which modalities offer the greatest opportunities for student SEL? o Pick your top 5 o Rank them 2. Which modalities offer the greatest opportunities for teacher SEL? o Pick your top 5 o Rank them 3. Identify spaces/places/furnishings indoors or out that (could) support SEL

20 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

sense of community and belonging in a closeknit class B Does this apply to our highest achieving students? o It can apply to anyone 3 Develop a scenario for making things to learn A Who? o At risk students B What? o Shop related projects C When? o Story D Where? o Story E How? o Story 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? o 10 5 Do you think we should support “making things to learn” on a regular basis in core classes? o Yes 6 What might this mean for facilities? o Places where you make things i.e. kitchen, shop, music studio, art studio, etc need to exist in this school where it is visible, which can then motivate others

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Ch 5.2 Notes Workshop Day 2 LEARNING MODALITIES FROM DAY 1: Direct teaching Lecture (sustained direct teaching) Seminar instruction Teacher team/synchronous collaboration Independent study Small group work/student collaboration Peer tutoring/teaching Internships Service learning Project-based learning PBL Making things, prototyping, STEM, STEAM Interdisciplinary learning Thematic/integrated learning Integrated arts learning Social/emotional learning Student presentations Computer-based: games, learning programs Blended learning/flipped classroom Virtual learning GoogleMeets/Zoom conversations learning around the world

U. Technology with any mobile device V. Technology with desktop devices W. Other

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

TABLE TEAM 2 Social/Emotional Learning o Students  F Small group  M Thematic  I Service learning  C Seminar  G Peer tutoring/teaching o Teachers  P Student voice  D Teacher collaboration  M Thematic  C Seminar  J PBL o Location/Space  Collaborative spaces  Learning spaces  Integrated classroom  Flex furniture  Larger space (mult. classes) TABLE TEAM 3 Social/Emotional Learning o Opportunities for student SEL  SEL/trauma informed practices  Small group work/student collaboration  PBL/Design thinking  Service learning  Thematic learning/integrated o Opportunities for teacher SEL  Rich teacher driven PD  Team teaching/collaboration  SEL/Trauma informed practices 21 February 2022

NASHOBA REGIONAL HIGH SCHOOL

3.1.2 EDUCATIONAL PROGRAM

Table Team responses were: TABLE TEAM 1 Social/Emotional Learning o Took SEL out o Opportunities for Students SEL?  F Small Group work/Student Collaboration  M Thematic Integrated Learning  J, K PBL, Making Things  P Student presentation  To encourage stepping out of comfort zone o Opportunities for teacher SEL?  D Teacher Teams/Synchronous collaboration  M Thematic Integrated Learning

MODULE 3A - PRELIMINARY DESIGN PROGRAM

A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. P. Q. R. S. T.

 R Blended Learning  G Peer Tutoring  J/K PBL, Making things Spaces  Open spaces in and out  Comfortable seating/desks  Quiet space

86 3.1.2 EDUCATIONAL PROGRAM

 Thematic integrated learning  PLC’s/Critical friends groups  PBL/Design thinking Locations  Natural light/color  216  Library  Bridge program  Ms Foley-Proko’s class  Flexible seating  Courtyards

STUDENT TABLE TEAM 1 Social/Emotional Learning o Opportunities for student SEL  Thumb’s up  Internships  Small group work/student collaboration  Peer tutoring/teaching  PBL  Making things, prototyping, STEM, STEAM  Thumb’s down  Virtual learning  Lecture o Opportunities for teacher SEL  Interdisciplinary learning Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Locations  Media center right now is a hub for social connection and collaboration  More community spaces like the courtyard and outdoor space  Nurturing connection to nature  Student support center  (216) – emotionally oriented not just school work  Higher ceilings, light, open spaces, moveable furniture  Garden, study rooms, combined spaces  D synchronous  L interdisciplinary  M thematic teaching  C seminar  W mentor/information locators  Guiding students towards information

STUDENT TABLE TEAM 2 Social/Emotional Learning o Opportunities for student SEL  Internships (real experience)  PBL (making things)  Small group learning (communication)  Peer tutoring  SEL (communication/relationship skills) o Opportunities for teacher SEL  Teacher team  Interdisciplinary  Direct teaching (builds student-teacher relationship)  Seminars  SEL (empathy!) o Locations  Media center  Student support center  Courtyard  Annex  Meeting rooms  Classroom corners  Computer lab  Brain-friendly furniture

22 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

TABLE TEAM 5 Social/Emotional Learning o Seminar  Restorative justice o Direct teaching  Advisory  Zones of regulation  Elementary  Middle  High o Small group o Peer tutoring/teaching  Lecture  Virtual

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

SCHOOL ORGANIZATIONAL STRUCTURE: INTERNAL

Table Team discussion and report out.

o o

DEVELOP A DETAILED ORGANIZATIONAL CONCEPT CREATE THE MOST APPROPRIATE CONCEPT FOR THE FUTURE FROM AN EDUCATIONAL POINT OF VIEW 1. Rank the following, from (1=) most appropriate to least appropriate 2. Analyze your most appropriate one: a. Elaborate on the structure to give it more definition b. Combine possibilities if desired c. Identify the Pros and Cons d. What would you do to mitigate the Cons?

This was the challenge:

 Rank the following, from (1=) most appropriate to least appropriate o o

Elaborate on the structure to give it more definition o POD – structure o Collaborative spaces o Pupil services included in each POD o Signature programs in the middle and academics in the periphery  Identify the Pros and Cons o Pros  Fostering meaningful relationships between  Students and teachers  Teachers/teachers  Students/students  Teachers/admin  Students/admin o Cons  If you are limited to a POD, there is a restriction in relationships that were formed previously  Limited to the teacher integrations  What would you do to mitigate the Cons? o Intermingling between PODS o Activities planned between PODS o Debates, Socratic seminars o Community garden o Field day o Emphasizing signature/elite programs 

A. _5_ Departmental Model B. _4_ Interdisciplinary Small Learning Communities

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

23 February 2022

NASHOBA REGIONAL HIGH SCHOOL

Table Team responses were: TABLE TEAM 1 School Organization

Analyze your most appropriate one:

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.2 EDUCATIONAL PROGRAM

HIGH SCHOOL ORGANIZATIONAL MODELS A. Departmental model B. Interdisciplinary Small Learning Communities C. Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. Multiple Thematic SLCs constituting the whole school E. Any of the above with intentional teacher looping F. Any of the above with synchronous teacher teaming, sharing students in real time G. Other

C. _3_ Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. 2_Multiple Thematic SLCs constituting the whole school E._6_ Any of the above with intentional teacher looping F. _1_ Any of the above with synchronous teacher teaming, sharing students in real time G. _n/a__Other

88 3.1.2 EDUCATIONAL PROGRAM

TABLE TEAM 2 School Organization  Rank the following, from (1=) most appropriate to least appropriate o o o o

 Rank the following, from (1=) most appropriate to least appropriate

A. _7_ Departmental Model B. _7_ Interdisciplinary Small Learning Communities C. _7_ Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. 7_Multiple Thematic SLCs constituting the whole school E._7_ Any of the above with intentional teacher looping F. _7_ Any of the above with synchronous teacher teaming, sharing students in real time G. _1__Other – Add learning specialist/counselor

Analyze your most appropriate one: Elaborate on the structure to give it more definition o Comprehensive learning experiences  Synchronous teacher team, share some students  With dedicated counselor/learning specialist  Identify the Pros and Cons o Pros  Personalizes teacher collaboration  1 unit (family)  Identify “at risk” students o Cons  Less department collaboration  Teacher buy-in  Finding space  Finding a cohesive team  What would you do to mitigate the Cons? o Pilot o Who’s willing? o Visit models – send naysayers 

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

o o o o o o o

A. _4_ Departmental Model B. _3_ Interdisciplinary Small Learning Communities C. _2_ Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. 1_Multiple Thematic SLCs constituting the whole school E._6_ Any of the above with intentional teacher looping F. _5_ Any of the above with synchronous teacher teaming, sharing students in real time G. _n/a__Other

Analyze your most appropriate one: Elaborate on the structure to give it more definition o Comprehensive learning experiences  Creation of collaborative interdisciplinary clusters, hubs, pods  Humanities  STEAM  Wellness  Identify the Pros and Cons o Pros  Collaboration hubs  PLC’s  Interdisciplinary  Relationships  Fosters organic conversations, growth  Supports student learning o Cons  Time needed to develop and get buy-in  Sense of loss (tradition)  Space?  What would you do to mitigate the Cons? o Time for staff to meet/prepare o PD 

24 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

o o

TABLE TEAM 3 School Organization

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

Ch 5.2 Notes Workshop Day 2 TABLE TEAM 4 School Organization  Rank the following, from (1=) most appropriate to least appropriate o o o o

Analyze your most appropriate one:

3.1.2 EDUCATIONAL PROGRAM 89

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

o o o o o o o

A. _7_ Departmental Model B. _n/a_ Interdisciplinary Small Learning Communities C. _3_ Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. 2_Multiple Thematic SLCs constituting the whole school E._n/a_ Any of the above with intentional teacher looping F. _1_ Any of the above with synchronous teacher teaming, sharing students in real time G. _n/a__Other

Analyze your most appropriate one:  Elaborate on the structure to give it more definition  Identify the Pros and Cons o Pros  Allows for interdisciplinary teaching  Collaborative spaces  Each team would have signature teachers, teacher teams  Fosters communication o Cons  Teaching in silos  Lack of communication  Lack of collaboration  What would you do to mitigate the Cons? o Only 150 kids in the structure o We want this available to all kids o Allows for smaller learning communities centered around a theme o Teacher collaboration

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NASHOBA REGIONAL HIGH SCHOOL

Elaborate on the structure to give it more definition o Comprehensive learning experiences  Struggling with this because it’s hard to know what will work without being super familiar/clear on the differences between each model  The differences seem nuanced and we feel like there should be a really clear reason to choose this format (design)  Identify the Pros and Cons o Pros  Interact with different age groups  Potentially build relationships and connections between teachers and students  Chance to share interests with others o Cons  Time management  What would you do to mitigate the Cons? o No response 

 Rank the following, from (1=) most appropriate to least appropriate

MODULE 3A - PRELIMINARY DESIGN PROGRAM

o o

A. _7_ Departmental Model B. _3_ Interdisciplinary Small Learning Communities C. _1/2_ Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. _1/2_Multiple Thematic SLCs constituting the whole school E._6_ Any of the above with intentional teacher looping F. _4/5_ Any of the above with synchronous teacher teaming, sharing students in real time G. _n/a_Other

TABLE TEAM 5 School Organization

90 3.1.2 EDUCATIONAL PROGRAM

TABLE TEAM 6 School Organization

o o o

 Rank the following, from (1=) most appropriate to least appropriate o o o o

Analyze your most appropriate one: Elaborate on the structure to give it more definition o Relationships – open campus o Physical layout supports interdisciplinary collaboration  Identify the Pros and Cons o Pros  See above  Choice and engagement o Cons  Equity among SLC’s?  How to manage course catalog  NCAA clearinghouse?  Equity across all SLC’s  What would you do to mitigate the Cons? o Department based SLC o Student feedback and data o Responsive scheduling 

TABLE TEAM 7 School Organization  Rank the following, from (1=) most appropriate to least appropriate Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

o o o

Analyze your most appropriate one: Elaborate on the structure to give it more definition o Bring disciplines and groups together o Availability of change between groups  Identify the Pros and Cons o Pros  Personalized learning  Keeping communities small o Cons  Big change from current  What would you do to mitigate the Cons? o No response 

TABLE TEAM 8 School Organization  Rank the following, from (1=) most appropriate to least appropriate o o o o o o o

A. _2_ Departmental Model B. _6_ Interdisciplinary Small Learning Communities C. _3_ Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. _4_Multiple Thematic SLCs constituting the whole school E._5_ Any of the above with intentional teacher looping F. _1 (a)_ Any of the above with synchronous teacher teaming, sharing students in real time G. _7__Other 26 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

o o

A. _6_ Departmental Model B. _2_ Interdisciplinary Small Learning Communities C. _1_ Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. 3_Multiple Thematic SLCs constituting the whole school E._5_ Any of the above with intentional teacher looping F. _4_ Any of the above with synchronous teacher teaming, sharing students in real time G. _n/a__Other

A. _7_ Departmental Model B. _4_ Interdisciplinary Small Learning Communities C. _3_ Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. _1_Multiple Thematic SLCs constituting the whole school E._5_ Any of the above with intentional teacher looping F. _2_ Any of the above with synchronous teacher teaming, sharing students in real time G. _6__Other

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.2 Notes Workshop Day 2

A. Departmental model B. Interdisciplinary Small Learning Communities C. Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above D. Multiple Thematic SLCs constituting the whole school E. Any of the above with intentional teacher looping F. Any of the above with synchronous teacher teaming, sharing students in real time G. Other

0 0 0 0 0 0 0

SCHOOL ORGANIZATION: INTERNAL 8 Table Teams

HIGH SCHOOL ORGANIZATIONAL MODELS (low score = preferred, high score = not) G. Other D. Multiple Thematic SLCs constituting the whole school C. Thematic Small Learning Communities such as Arts or Sustainable Living within A or B above F. Any of the above with synchronous teacher teaming, sharing students in real time B. Interdisciplinary Small Learning Communities E. Any of the above with intentional teacher looping A. Departmental model Concepts championed by Table Teams:

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6 1

7 4

14 22

1 2

1.5

4.5

4 6 5

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3 6 4

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2 5 6

4 5 7

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29 40 45

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POD structure, ciollaborative spaces, PPS in TT1 each POD, Signature Programs in middle and at periphery Synchronous teacher teams, share some TT2 students, dedicated counselor/learning specialist Collaborative interdisciplinary clusters, hubs, TT3 PODs (Multiple) thematic Small Learning TT4 Communities Synchronous teacher teams, sharing students TT5 in real time Relationships - open campus. Physical layout TT6 supports interdiscipliary collaboration Bring disciplins and groups together. TT7 Availability of change between groups Departmental model with grouped classes TT8 that re;late to each other: math + science, ELA + history, etc

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

RANK

SCORE

27 February 2022

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The results ranked:

8 Table Teams

HIGH SCHOOL ORGANIZATIONAL MODELS (low score = preferred, high score = not)

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Elaborate on the structure to give it more definition o Comprehensive learning experiences  A with F  Department model with math and science, ELA with history  Grouping classes that have some type of relation to each other, there would be a large space (open) but they are still departmentalized but we will double up the departments so that the related subjects will be together  Identify the Pros and Cons o Pros  You know where everything is because they are separated by department  Get different POV’s from different teachers  Have a deeper understanding because will be getting more ifo from different aspects of the subject we are learning  Teaching together is optional o Cons  It will take up more space  More noise, due to more people, because of less separation  There would have to be more teacher common planning time  What would you do to mitigate the Cons? o Noise cancelling materials to build walls o Utilize space as much as possible o Designated time for teachers to meet up and plan, rather than taking time out of their schedule 

SCHOOL ORGANIZATION: INTERNAL

RANK

Analyze your most appropriate one:

SCORE

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AGENDA

SCHOOL IN 2042

Visioning Team participants had looked into the long-term future as homework. This was the challenge:

Notes Workshop Day 3

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

DEFINE SCHOOL IN 20 YEARS Answer as many of these questions as needed to create your concept of future school. 1. What will students at our school be doing in 20 years? a. What is “a day in the life of a student?” b. If they can learn content through the internet, why come to school? 2. What will faculty/staff at our school be doing in 20 years? a. What is “a day in the life of a teacher?” b. What is the teacher role? 3. Community? a. How will the community be involved in our school? How will community use our school?

1 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

The third Visioning Workshop was held on 18th February 2022. Notes of all activities follow:  School in 2042  Who is in Charge Here?  Defining Spaces  Future Furniture  Larry Rosenstock on High Tech High  Places for Learning  Overall School Organizational Relationship Diagram  Key Words  Next Steps

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.3 Notes Workshop Day 3

Ch 5.3 Notes Workshop Day 3 b. How will our school be involved in the community? Will learning happen there? How? 4. Facilities: What does this imply for facilities?

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Here is a record of their individual thoughts: 1. WHAT WILL STUDENTS AT OUR SCHOOL BE DOING IN 20 YEARS? A. WHAT IS “A DAY IN THE LIFE OF A STUDENT?” o Diversified, filled with multiple modes of communication, collaboration, self directed learning and exploration o Come to school, excited and welcomed o Go to classes, each classroom is unique o Students feel comfortable physically, mentally, and socially while learning

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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2 February 2022

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

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Visioning Team members shared their thoughts about school in 20 years in a whole group discussion. 2042 Group Discussion  More flexible scheduling  Love to see focus on students outdoors  Classrooms will look more like offices o Open o Breakout rooms  Physical space fosters choice o Variety of structures o Internships o Check ins  Option for virtual learning o Some thrive  F: Minerva University, Minerva Baccalaureate, Minerva Project  Evolved to be PK-12 mindset o Students have detailed digital portfolio o Personal learning plan o Coop mindset o HS will be about electives  Follow passions of students o Trust in empowerment of students  Agents of goal setting

Project-based learning, collaborations, interdisciplinary learning, social interactions that are so engaging students that voluntarily put their phones away Eat lunch in an open environment After school, there are nice spaces for students to participate in activities or study" In 20 years, students will be engaged in learning by doing. They will work together on solving problems and researching topics of choice and interest that have reallife applications. In 20 years, there will be no more MCAS tests to measure student progress. Instead, students' progress will be measured by other forms of assessments, such as presentations and project displays, as well as students presenting their content knowledge by teaching their peers. Technology will be at the center of learning. A lot more technology with be woven into the school day. Everything technology Students will be developing personalized learning goals that are customized to their interests and allowing them to have voice and choice. Curricula will be redesigned to address content and thinking about the global economy and the technology. Learning will have real life application. Wake up, get ready, go to school, sit down and learn, go home. I envision "a day in the life of a student" to be interactive, collaborative and the student feeling challenged yet not burn out. "I think their day will consist of many more long-term, PBL-style projects. There will be much more room for creative space and each student will have a laptop/device that makes our Chromebooks look like child's play I think students will have much more say in what and how they learn than they currently do now." Students will be far more aware of their dwindling resources, the quality of the air they breathe, their energy sources, their carbon footprint, their food and

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Arriving at school to begin / continue work on a project that has real life impacts. Something that will be presented to the community, involve the community, something to improve the everyday life of either students, the school, the community etc. Students will have set blocks of time for large gatherings (band rehearsals, play rehearsals, etc) Students will have deadlines for projects and have some flexibility on to when they are working on certain projects. This allows teachers to be more available throughout the day to all students. Throughout the week, students will also have time allotted to passion projects. A less structured lunch block where the cafe is available throughout the day for students to eat when they are hungry. It will likely be a combination of in-person and remote or off-line learning hopefully in a hands on project-based environment. It starts when the student feels excited about their day, eager to get to a *safe* and *accepting* environment where they feel a sense of community and belonging. Once they arrive, they will have longer classes in order to have more in depth learning, preferably with outdoor spaces to learn as well. Once they leave Nashoba, they will be excited to share their day with their families at home. Student has a seamless access to a number of teachers that are subject matter experts and coaches. The student may only focus on a few main tasks during the school day that may cross traditional disciplinary boundaries. The student may only need to "change gears" only a couple times per day. How could we possibly imagine?! In 20 years, students will be using their internet as a tool to solve problems. The academic subjects will still be taught and applied in project-based learning. "Students come to school with purpose. They have "work" to do -- perhaps more traditional "academic" work, but also meaningful "projects" (not necessarily "project based learning") -- they are invested in an activity that has a purpose -- learning the language to interact with another student in another culture, 3 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

water sources, etc. They will have no choice. It won’t be just the “environmentalists”. "Currently a day in the life of a student today, involves students following a schedule and moving from class to class every 45 minutes, with the content areas not connected, ELA, Math, Science, Language, etc followed by homework and after schools clubs, activities or sports. For the most part, schools have not changed or evolved. I do think on of the silver - linings of pandemic highlighted we are capable of change and a sense of urgency to meet students where they are today. Schools will need to rethink the classroom learning environment to better suit students’ needs. The environment should be conducive to innovative and creative learning experiences to prepare them for the uncertainty of the future. What will students be doing in 20 years? The jobs students will be doing, most do not exist today. " The day has structured goals/objectives with classes not on a bell system. There is a workshop model that mirrors the elementary literacy workshop model. Students have choice and voice over how they demonstrate skills and understanding. The day is engagement focused and not compliance focused. There is ample opportunity for students to show other's their learning, to "teach" other students, and to be taught by other students. In addition, and this is likely a keystone, we need to shift the schedule and calendar for adults. We need to be serious about supporting the change for teachers. If the support for them is not there, it will be a shift back to the default. Social, emotional, mental, and physical stimulation presented in what is hoped to be a safe and controlled environment with the hope of preparing the youth of America for the challenges of life. I suspect that students in the future will be learning much differently. Students may be working in small groups or centers and much of what they are studying is interest driven. Students will have the opportunity to work with not only others in the school or community but with people across the globe.

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.3 Notes Workshop Day 3

4 February 2022

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

whole system judges them by is unfair and unobtainable for many. A time when they are educated in school and in life skills. Students will have even more access to technology which will allow for better integration of technology into the classroom by including items such as 3d printers to help students express themselves in an artistic way even if they don't like conventional art. Wake up go to school do your work go home homework sleep next day. A Ralph day is very different wake smell the roses go to school happy and excited see my teachers and my friends give them hugs enjoy the day, then go to work after school then go home take a shower sleep. In 20 years time, high school students should be working through individualized learning plans accessing content from a menu of electives, curating their work in a K-12 digital portfolio to demonstrate their competencies. In 20 years, school teaching and learning will be more connected to the real world. Students will have more interactions with others, not only with their teachers and peers, but also with people outside of school. Students will work on projects and solve problems that are more real life related. The learning will be more project oriented, and different subjects will be taught together instead of separately as in now days. "Each student appreciates and naturally interacts with a wide range of students over the course of the daystudents who have different abilities, ambitions, skills, ages, and identities. Students have the opportunity to learn through many modalities in their classes and are supported at their developmental stage. Students learn through participation in community and internship style opportunities and are using real time data to inform their classes. Faculty will be representative of the US population and students will be partners in the planning and leadership of the school. Students will also be involved in preparing their environment for learning and

MODULE 3A - PRELIMINARY DESIGN PROGRAM

engineering the sets for a show, working with a multidisciplinary team to solve a community problem -- that can be implemented, not just a theoretical solution. They use the tools of learning to construct meaningful knowledge rather than ""knowing stuff"" just for the sake of knowing it (i.e. -- is is really important to memorize the math formula, or is it more valuable to know which formula you need to solve the problem and how to use it. You can always look up the formula, but a memorized formula does nothing for you if you don't know how to apply it) Everyone has a home in this school -- they belong there, and is accepted for who they are. Teachers engage with their students as individuals, know strengths and challenges that each student brings, and use strengths to overcome challenges. Behavior is understood as a message, and teachers and students actively seek to understand the message. Teachers and students seek to solve problems together , finding solutions that support the student needs rather than depending on "discipline" or "punishment" as deterrents. The culture of the school is carefully crafted to support each and every student, believing in their potential. The structure of the school is built upon belief in our children, and the certainty that if we give them the time, space, tools, and support that they need, they will rise to the challenge and exceed our wildest expectations." if we stay on the same track, a day in the life of a student can be an array of opportunity mixed with chaos. There are times where students are so inundated with assignments and expectations that it makes my head spin. Sometimes this work is creative and thought provoking, sometimes it is not. We must find a balance of achievement and emotional well being, something that can be lost at times for many of our students. To have a grading system that pushes for straight A's, or as I like to call it a system of perfection, is an unfair expectation to ask students to try to achieve. A's signify "nearly perfect" and to ask students to reach that in our own grading system in which the

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research regarding adolescent development. A student has a morning check-in with an advisory group and the group's advisor, in which they connect socially and go over their independent plans for the day. Some students are going to internships. Some are going to a more conventional schedule of a 2-3 classes, and other students have long-term projects that they are engaged in. They also have an end of the day advisory where they check back in before leaving for the day. They debrief their days in their advisory groups and share glows, grows, etc. These advisories are the structure that SEL takes place and connections are made with peers and adult mentors. I'm not sure yet if they span multiple grades or if they are just by grade-level. Students are engaged in problem-based learning and are constantly faced with individual choice making about when to be working collaboratively and when to be taking advantage of private study areas to work independently. High schoolers in 20 years are given lots of choice in their day and are empowered to take charge over their learning. They are engaged in projects of interest and are connecting with the adults that will help guide them in this project-based learning format. They have limitless access to technology to connect with each other, experts in areas of interest, to retrieve information, and to build and showcase their learning. There is also an emphasis on personal health and nutrition. Students learn the data and research on sleep, food, exercise, mental health, drugs, relationships, developing values or personal goals or mantras. Students are working with their hands and making real, usable tools and structures. Students see and feel meaning in what they are working on and have an elevator speech for why learning in their high school is so captivating. Students build portfolios and have to come before a committee to demonstrate and show evidence of their abilities and level of mastery of standards. Students are physically moving around to work or standing. They are NOT stagnant at their desks for lectures. They are participating in whole and small

5 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

cleaning up at the end of the day. Grades will not look like what they do today - concepts from Grading for Equity https://gradingforequity.org/ will have been implemented. All students who want to be able to participate in a sport will be able to and all students will have ""specials"" integrated into their day. Schedules will have flexibility and students will be able to spend time focusing on a specific subjects or projects for longer periods of time. Students will have the opportunity to learn about real world jobs. Students will be tutoring each other as needed. Students will have adults they can connect with and trust. Students will be encouraged to try out new things- things they may not be good at. There will be no one model of success. Students will have knowledge of our full American History and of the history of the land and the people whose ancestors have lived on this land for 1000's of years. There will be teachers who think about science in the ways Robin Wall Kimmerer of Braiding Sweet Grass teaches it. Students will be free to come and go from the school as needed and their will be spaces for students to talk in small groups around the building. The halls will have comfortable seating as well the classrooms." "In twenty years, I see the day in the life of a student looks very different from the current experience at NRHS. Students will follow a more flexible schedule that allows for deeper learning. Students will be much more engaged in the learning process, as they participate in inquiry-based learning based on their interests. Students will work in spaces that are set up for their learning and needs and the teachers will rotate into those spaces. Students will be working with multiple teachers from various content areas in one space. Students collaborate with peers. Students will no longer earn grades; instead, they receive immediate classroom feedback that guides their next steps of the learning progression. A student will arrive to school anytime between 9-10, as there will be a soft start. High school students should not be at school as early as they are currently based on

NASHOBA REGIONAL HIGH SCHOOL

Ch 5.3 Notes Workshop Day 3

6 February 2022

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

within the school community. As Frank hoped, students will be extremely excited to come to school every morning and won’t want to leave. Students will have a balance of autonomy and structure in their day, with many choices. Students are welcomed into the learning community, where they are given time to dig into concepts and develop skills. Students might spend the whole morning engaging in learning activities for one course, with a midday health/wellness/connection to nature break. In the afternoon, students work on skills-based topics in shorter blocks, some opting to use adaptive technology to practice skills based on individual needs, while others work in collaborative groups with teacher facilitators to coach and model. (Math, music, foreign language, etc.) Students move from class to class making connections in the hallways between classes and at lunch. I hope that they are engaged in their learning but that is not always the case. "This is a really hard question to answer, and maybe we should also discuss ""What is a day in the life of a teacher feel like in 20 years?"" In both situations (students' days and teachers' days) I believe a key component would be to promote more close communication and collaboration among students themselves, teachers themselves and students and teachers. In addition, another key component of a day would be to schedule a proper lunch break (at least 45 minutes), and free/play time similar to recess in elementary school, as well as brain breaks throughout the day. I can only speak for myself but a normal day in the life of a student involves going to classes, possibly taking a quiz or test, hanging out with friends, eating lunch, and possibly having a club after school. In 20 years, I expect this to change. During the workshop last week, we talked a lot about finding a way to incorporate afterschool activities into school hours. This means that students might not have to stay late after school in the future because they have their clubs and other activities during school hours.

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.2 EDUCATIONAL PROGRAM

group discussions while actively pointing to the information or work they are referencing. A day in the life of a student in 20 years, school would be all open ended, students would be able to decide what they want to do, what classes they want to take, and what path in life they want to go down. As a student, classes would be more open ended, and have more space for creativity, but still have a sense of structure. This is a hard question to answer from a viewpoint of reality because there are so many changing variables to consider, so I will answer instead with what I hope to see in the life of a student 20 years from now. The school day would start later, at around 8:45, and the first period would be a community exploration session where students could meet with their peers to start the day and explore any areas of interest with no requirements. I envision that the schedule style will be the same because variety is good and exciting for kids and fills the requirements set by colleges, but students will be given more access to a larger program of studies. There will be no course requirements, so students are able to follow an educational plan that fits their needs and does not force them to take classes that take time from the mastery they could be achieving on the subjects they find most interesting. Lunch will be short not by design but by intention because students will be excited to get back to their classes. I envision the same amount of extracurricular activity taking place after school, but more activities taking place within the hours of the school day so students are more supported in their exploration of themselves. I think there will be more free periods which students can use to engage in whatever subject they are most interested, try out new ideas, or take a mental break in a quiet, safe space. Overall, there will be more advocation and understanding in regards to the students’ needs. I would like to hope that issues of race, gender, orientation, mental health, and I.E.P.s are openly discusses in classrooms and that students experiencing these issues firsthand are advocated for and included

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Learning online can be hard for some students. Some students do better when in the classroom than learning from a computer. There is still value in in person learning. School is more than academics. Socialization happens in school; sense of community, support, accountability among other values. I think students will come to school because teachers are needed to guide their learning. Why do they come to school now? Everything they need is available online right now but just because it's available, that doesn't mean people are able to take in material on their own. School will be filled with experiences that cannot be done on a screen in a bedroom. It will be up to us to design what they are. As we learned through the pandemic the amount of screen time took it's toll on both students and staff. The social emotional experience was difficult for society in general. Students need a sense of belonging and to develop social skills, especially in the K-8 grades. Maybe we need the ability to think outside the box and are the different options or schedules that allow for better balance and well-being. If students could learn through the internet. I am not certain the motivation or desire could sustain that level of learning. Hopefully, we can find a balance moving forward. Connection and relationships. Students, and adults, need practice on "how to be in the world." Students need opportunities to work and learn with adults and other students. Our students need to advantage of being able to debate, not argue, important topics with other and to re-establish social disagreement norms for their own generation's benefit. The school experience should be something they can touch and not something they can watch. The experience gained through interaction and personal communication creates an opportunity for innovation not otherwise achieved. Although it's likely that the internet will continue to play a significant role in educating our youth, schools will be the places where students learn foundational studies 7 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

B. IF THEY CAN LEARN CONTENT THROUGH THE INTERNET, WHY COME TO SCHOOL? o Personalized social interaction - collaboration and real world skills! o Internet does not have the welcoming social aspect or engaging project-based learning that can be accessed through school. o In-person social interactions make getting out of bed more worth it then waking up to learn from the internet o You don't actually ""learn"" anything from the internet. it just holds facts, you only know how to know. you don't know how to do o Internet does not encourage innovation or creativity as much as school can " o Students still need to attend school in the future although content can be accessed through the internet. Schools and teachers prepare students for a life outside of school, not just by teaching them content, but also by teaching them life-long "soft" skills and strategies. Students need to learn how to be critical thinkers, problem solvers, and team players. Additional skills students learn by attending school are time management, social skills, and how to be considerate, resilient, and empathetic human beings. Attending school and the work place is crucial in the future so that we prepare our students to be patient, understanding, caring and inclusive citizens in a global society. o Working on a team/working with others, communications, problem solving skills - these are all reasons to come to school. o To see their friends o School can provide authentic learning experiences that are facilitated with at teacher. It is important for students to have an opportunity to problem-solve, have high level discourse and work with others in a group setting. We should be doing more than teaching content. Students should learn by doing, having experiences. and creating opportunities, for future careers

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Ch 5.3 Notes Workshop Day 3

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8 February 2022

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perspectives, being part of the group, etc., etc. is not realized. Content, in and of itself, lacks meaning. Understanding concepts and building meaning is the foundation, content is the finish work -- the ""icing on the cake"" of the foundation. I apologize profusely to all that I offend with that statement, but I truly do believe that if you build the foundation -- draw learners in, foster belonging, develop relationships, and create safe spaces; focus on understanding the concepts and knowing how to use the ""tools"" of learning; give students safety to take risks, to ask questions, to make mistakes, etc. -- then the result will be students that not only know how to learn, but have great knowledge (content). I think that is the hardest sell to our teachers who have learned to teach content. It is the hardest sell to our communities, and, frankly, to all of our educational systems and structures. They are all built on the idea that content is king. The art of learning is often forgotten in our race to get the content to our students, but it is honing the art of learning that inspires lifelong learners To try collaborate, to problem solve, to use the human skills that could never be achieved through the internet. Learning is so much more than what facts you can retain and restate on a test. In my opinion. a successful student is one who leaves high school prepared for the world, regardless of grades. Rather than a student with high grades ready to prove their knowledge or worth through a computer or a test. The internet can't teach many of the lessons needed for life; determination, collaboration, feeling, empathy, and understanding. The biggest lessons are ones that involve the human experience and the internet will never achieve that. School is not entirely the education of students in knowledge. So many life skills are learned within school walls. Students learn how to communicate and work collaboratively with other students. To interact with others

MODULE 3A - PRELIMINARY DESIGN PROGRAM

and critical social skills. Having face to face opportunities is necessary for this social development. Rather than focusing on fact recall, students will be using the school as a source to answer questions of How and Why, and be doing, rather than just learning the what. School will offer a variety of hands - on experiences that they might not get at home. To me, social and emotional well-being is greatly improved by direct interaction with other students and teachers. I believe we learned during the pandemic that 100% remote learning has a significant negative impact on students on an emotional level as well as a learning level A student needs social interaction to grow just as much as they need a class. They are learning life skills by being in a community and amongst peers. It is not enough to Google facts. It requires some "blood, sweat and tears", that it active engagement to go from working memory to long term memory. Teachers act as "coaches" to help students on their journey to understanding. Do not forget there is a social aspect to learning. Learning but doing, making mistakes and trying better. A teacher can guide a student through this. Human interaction, social emotional support. We will still need each other! "As evidence, during the pandemic, has taught us that students need to come to school. Adults struggled (and are struggling) by spending a lot of time alone, how much more students who do not have a developed frontal lobe!! I think that students need school for learning both academics and social skills. The purpose of learning academics is to equip the students with tools to be successful in solving problems. The social skills helps students learn to collaborate and hear and learn the thinking processes of others. " Learning through the internet is like looking at a black and white picture rather than a full color, HD Imax film. The content may be there, but the richness and depth that comes with interacting with others, gaining multiple

3.1.2 EDUCATIONAL PROGRAM

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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others, because if you go through life being anti social than you can't really go anywhere, plus no one really wants be have no friends, so people come to school to forge those bonds. Even though they can learn through the internet, students will be excited to come to school because of the community of peers it provides and because of the hands-on work they can do. Students will be able to form a direct connection with their studies and with how their classes relate to the world around them. They will want to learn because they will feel supported in their interests and will be excited to try out new ideas and make new connections with others. That feeling already exists in our district, it just needs to be expanded and focused on further. Collaboration, social interaction, opportunities for growth, guidance, and enrichment that the internet cannot replicate. The internet is too superficial and it does not give context. Students need to learn how to get context out of the information. Students need to learn to be critical of the material that they find and to do that, they need to be taught. Information is complex and to our K-9 concrete learners, they don't understand what the material means so it is easy for them to develop strong, long-lasting misunderstandings of information without that support. First of all, I really hope that students will not learn all the content through the Internet as it has been proven that remote learning is not a good fit for all from many points of view (educational, social, skill based, etc.) Second, if Internet is the primary learning model to be implemented, then I would imagine students attending school for practicing interacting with other students and demonstrating in real world situations what they had learned through technology. I would envision this model more at the university level where students are more independent and have better self-management and organizational skills. Third, I would also envision school as having small learning hubs, as mentioned in this article by the World Economic Forum 9 February 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

In 20 years time and even in the next 5 years I think schools need to shift towards teaching students real life skills that they will need for their professions along with also teaching them about morals better and ethics. Because the real thing will always be better and I think there should be a choice but online learning has to be better for it to be relayed on Learning needs to be interactive and collaborative with peers, scaffolded with growth producing feedback from content experts. In person learning involves interaction with others and the surroundings, which can never be replaced by online/virtual learning. Honestly, I think for some students a hybrid model can be a helpful transitional model. Coming to school provides an opportunity to build friendships, collaborate on projects, explore ideas, and be exposed to opportunities and activities that a student may not come across online. Coming to school allows for participation on team or group activities. Coming to school provides opportunity for more serendipitous connections with new friends and ideas. Coming to school creates belonging to a community. I know we can learn content through the Internet, but most students need to connect with this peers and their teachers in person. Building relationships is at the heart of teaching in a school. These relationships push us to practice essential skills of communication, developing empathy, thinking globally, etc. The importance of human connection and social interaction in-person is critical to learning. We saw evidence of the impact of learning exclusively on screens during the pandemic. While there are some students who would self-report liking this method, over time I predict we would see a decline in their mental health and ability to connect with others. The energy that is created when humans are physically interacting creates a learning dynamic that cannot be replicated online through screens. Somethings can't be learned through the internet, and students come to school to build connections with

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(https://www.weforum.org/agenda/2021/01/future-ofeducation-4-scenarios/), or as small learning communities as we discussed last week. Students learn in different ways so this means that some students won't be able to understand certain lessons through a screen. Some students might even require extra help after class and that cannot work over the internet. Some students require in-person interaction and there's a saying that students learn better from their classmates than their teachers. The point is that school is still necessary even if the option to learn online is open

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2. WHAT WILL FACULTY/STAFF AT OUR SCHOOL BE DOING IN 20 YEARS? A. WHAT IS “A DAY IN THE LIFE OF A TEACHER?” o Similar to a student - collaboration, exploration, but also to coach o Guide students through projects, and advise students when they have questions o Instead of merely lecturing, encourage students to talk with each other too to bring about creative energy o Assign engaging work o Walk around the room to help with student-based discussions o Expose students to material or content that can spark their minds and interests o Stay after school to have a friendly chat with students and help with any questions" o The life of a teacher in 20 years will be to be a mentor or a facilitator of learning. The teacher will provide students with choices of topics to research. The teacher will be there to guide the students in their learning process. The teacher will provide short lessons on various topics of the curriculum, but there will be no lecture style classes. o Working with a variety of different students working towards different goals. Some going off college, some going into a career. Facilitating discussions

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more than lecturing. Connecting with their students, making each student feel heard and safe. Technology Teachers should be the mentors and facilitators of learning allowing students to innovate, create and work on real world problems. Wake up, get ready, get to school, teach, grade work, go home, prepare for next lesson, sleep. I envision "a day in the life of teacher" to be one of collaboration, nurturing, having expectations for their student yet not feeling burnt out. I think teachers will be doing a lot less grading of tests, worksheets, etc and a lot more planning. I think teachers will be using planning time to try and find ways to guide students ahead in their "next step" in the learning process. Teachers will need to make connections with other adults in the real world. Otherwise school will continue to feel like a waste of time. Hopefully, we will have moved away from and industrial form or teaching and transform what learning will look like for students. A high level of interaction with other educators in order to support the shift. They have time to work on common goals/objectives for their content and the team's goals. They need overarching support for the learning model that is used. We need to onboard staff strategically and thoughtfully to keep the shift moving forward. Finding new and creative ways to connect, with the students on an individual basis, providing growth and perspective. Teachers will be busy each day serving as an important resource for students, especially at the middle and high school levels. They will communicate regularly not only with other teachers in their buildings but across the district, country, and the world. Being project manager for your classes. Taking part in students projects, taking part in other classes. Being able to learn from both students, and other

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sharpening skills, obtaining knowledge, pushing the student achievement, however, also one with empathy and understanding that sometimes their emotional well-being is far more important than the quadratic equation. A time where they will prepare humans for the world outside the school. Teachers will come to the classroom and prepare lesson plans as usual but instead of teaching the lesson teachers will allowing the students to explore the topic themselves and guide them with thought provoking questions and discussions to help them in achieving the learning goal. Depends on the teacher some love going to work and some don't I think they enjoy the job though! Teachers should become adept at facilitation of learning and fluid in the delivery of mini lessons to drive learning forward. Teachers will collaborate more not only within their own department, but with teachers from other subject areas. Teachers will have opportunities to know a student from all angles and tailor the learning plan accordingly. Teachers will have time to brainstorm with each other over the course of a day as well as to observe each other while teaching. Teachers will have the opportunity to work with students in small groups and one on one as well as in the classroom setting. Teacher's will serve as advisors to students and be mentors for a cohort of students over their time at the high school. Teachers will have time to reflect on their work and be supported through their adult stages of development and life changes as well and will be encouraged and supported to pursue their hobbies on campus. Teachers will have easy access to a breadth of instructional and curricular materials that they can use to adapt lesson plans and learning modalities as needed during the school day. When teachers recognize a student is struggling they will be able to connect with other staff immediately to get a sense of the larger 11 February 2022

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teachers. Having dedicated time to plan out the curriculum, work with other teachers, and offer in school help to guide students. More hands-on than today and perhaps needing to reach multiple subjects rather than just one. This is hard to answer! I think it's very similarfostering a community where someone feels excited to come to work, to grow and learn from coworkers, where they feel valued and invested in- which will all translate back to our students benefiting from passionate teaching. Teachers works with groups of students to achieve learning goals that potential span multiple disciplines. Some direct instruct will occur to help set the table for the activities that will occur. Teachers build a safe culture where it is okay to "be wrong" during the learning process. It is expected. Students need to feel safe. In elementary and middle school, the teacher will still have the work of preparing students to think. At the high school, the teacher will be meeting with students and helping them find information that will help them solve the problems. Teachers come to school energized, eager to see their students and start their day. Teachers have time to engage with students and with one another, and engage in meaningful and supportive dialog. Everyone learns from one another. Teachers have time to create spaces that foster learning and to create dynamic learning experiences. They are fully engaged in each learning experience. Teachers leave their work day with little or no work to take home. They have their outside of work time for their personal lives and to recharge and be ready to engage the next day. I hope it is one where we foster innovation, determination, problem solving, and hands on experiences. High school is the safest place where students can fail but learn from those failures. From those failures, a true learning experience can then begin. We need to find a balance between

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use their knowledge in project based learning based on real world scenarios. Teachers will be able to support the interests of their students while also having their own needs supported. A teacher is responsible for only 1-2 courses at a time. While direct instruction may occur as appropriate in short bursts or mini-lessons, the majority of the student-facing time involves facilitating learning, moving the learning forward, asking good questions, connecting students to each other as resources, helping students to consolidate their understanding or evaluate work. The teacher has few administrative demands such as attendance-taking, as technological tools take care of most of the minutiae. The teacher moves between different spaces and colleagues, conferences with students regularly, and has dedicated time for collaboration, planning, and providing feedback to students. Many days include work with PLCs either onsite or virtually with networks of educators from other districts. Work, work, work... It involves quite a bit of preparation, consideration of new means of implementation, meeting with colleagues, answering emails, grading, interacting with students, delivering lessons, guiding students and staff, supervising of students during non-academic times, addressing minor and major disciplinary situations, making many executive decisions, and tending to their own lives. I answered in the other question when talking about a day in the life of a student. I am not a teacher but I guess a day in the life of a teacher involves making lessons and activities, teaching, grading tests or classwork, eating lunch, and interacting with their students and other teachers. In 20 years I don't think that this will change much unless school becomes remote.

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picture. The process teachers (and school staff) use for identifying root cause incorporates reflection on how our internal biases might be informing our interpretation and understanding of the needs. Students and families participate in the process of designing a "program" of study as well as a "program" of support. The school has little "coffee" & "tea" shops in the building and teachers can get a snack as needed that they will enjoy. Teachers are also seen as living and growing humans and the work space reflects this. A day in the life of a teacher looks very similar to a day in the life of a student as they are spending most of their day working together. However, several times throughout the week, there will be opportunity to collaborate with other teachers in different content areas. 30% collaborating with colleagues to plan PBL, 20% planning/innovating independently, 40% facilitating learning with students. 10% meetings/PL/administrative obligations/personal down time A teacher in 20 years wouldn't have too much to worry about, there would be more resources open to them, and they wouldn't have to worry about disinterested students, because the students would want to be in their classes. The creativity would flow as well as conversations about different topics. Teachers really like it when students talk about different topics and share their opinion. Teachers need support just as much as students do, so I see teachers having a collaborative space in which they can meet every day to share ideas and advice with their fellow teachers as well as a quiet space which they can go to in order to recuperate. Teachers will have the freedom to discuss serious, real world issues in their classes and engage their students in deep discussion that will prepare them for leading roles in their communities across the world. Teachers will also give students the freedom to explore new ideas and

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To help develop a student to their full potential in whatever the accepted learning environment of the time is. A guide, a facilitator, a mentor, a safe space. Coach - to help lead students on their path along their educational journey I wonder if the role of the teacher will be that of a facilitator, not a keeper and disseminator of information. A teacher will be more a facilitator and guide rather than the source of knowledge. This is especially in high school. Teachers are facilitators of learning. They create the space and provide the materials or platform for engaging students in learning. The focus of the teacher is not on teaching content or evaluating the knowledge of content, but on engaging students in learning experiences. Students are in the active role here as the learners. Teachers take a back seat as facilitators. Teachers support the students as they construct their knowledge. Teachers are engaged and energized. The time that teachers need to construct the learning experiences is recognized and valued, and teachers have adequate time during their work days for this. Teachers collaborate to bring meaning to content and also to better understand the needs of each of their students. Relationships with one another and with students are at the heart of this school, and each person in the building is responsible for building one another up.

3. COMMUNITY? a. HOW WILL THE COMMUNITY BE INVOLVED IN OUR SCHOOLS? o The schools will work more closely with the community to assess needs, discuss values, develop vision and invest in the future 25 years down the road o We want to build something that allows for community input, involvement and participation. o Community can attend school events, like fundraisers 13 February 2022

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B. WHAT IS THE TEACHER ROLE? o Teacher as coach o Not only to teach kids and guide them. o Be there as a friend for the kids. make sure they are doing well not only academically, but socially, mentally, also physically" o The teacher will be a facilitator of learning. o To facilitate and challenge students to look outside the box. o Supervise o Teachers should serve as mentors and facilitators. o The teacher’s role is to teach the student. o Servant leader. o To motivate and engage students and help them grasp the learner's mindset. o Facilitate projects, discussions, and critical thinking. challenge assumptions, set examples, network with the real world. Teachers will need to be genuinely engaged with bringing out the best in all students. o Some indicted the future role of a teacher/educators will be more of a "facilitator who can enrich learners" with their own experiences during the process of imparting knowledge. Where technology takes us in the future will allow for better content accessibility. However, I am not future how this model will impact teacher / student well-being. o Be the facilitator of learning. They still need to know their content deeply but the need to know how learning works. They need to roll up their sleeves and get in the mess with the students. o To adapt and become what students need to best achieve the goals of Society. o I visualize teachers as playing much more of a facilitator’s role than what happens currently. o They will still need to be highly organized, knowledgeable, and have the ability to cultivate healthy working relationships o To help guide students. Being the "expert" in a particular curriculum.

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have greater success we must do what has never been done. The community still must have direct involvement with schools for the main purpose of annual budgeting. We should bring in the community into our classrooms. Work with local businesses to help students with skills, invite them to be apart of viewing our students learning. Very much as today. The parents and local government, as possible, should be very involved in supporting student's efforts and providing a safe environment. One of the things I love about our district is how invested the communities are in the schools. I think if we had more opportunity to inform and include the community in the daily happenings or projects in our schools, maybe there would be less of a sense of "all my taxes go to the schools" and more of a integral part of the community no matter my age/ family status. Community can help provide real world experiences for all students, either through collaboration of project done in class, or internship opportunities. I would imagine that there would be a symbiotic relationship between the school and the community. "Experts" in the community coming in to share knowledge and guide students in their learning journey. The community members will utilize certain areas of the school (the store, the auditorium, etc..)" The community will come up with more opportunities for service learning. They will be more engaged with the school activities for the purpose of equipping students to be prepared after high school. There is ongoing dialog between the schools -teachers, building level, district level -- and the community. Community members have a voice in creating the big picture -- where are we going. The district and individual schools actively teach parents/community members what the goals are, how they are accomplishing them, and the why behind it all. The community understands and supports the vision and work of the schools. There is an ongoing partnership based on trust and respect for all,

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People in the community can visit the school as a guest appearance if they want to educate the kids on anything they think is relevant (ex: environmental advocates)" I see that the school will invite experts from the community to the school to share their expertise with students. Students will have an opportunity to learn from these experts and build life-long relationships with them. Supportive of our students and teachers and the goals they are working towards. The community will support learning by offering internships, real world work experiences or service learning to support growth of our students. The community can provide resources or services for the school that might be needed or are missing. The relationship is synergetic in nature- community has a lot to give to our schools; parenting roles, leaders, guidance, collaborators with the entire school community. The school is a community within a community. I think the community will more involved in our learning process than it is now if we design the building in a way that invites them in a little better. The greater community will need to not be so overwhelmed by their own employment that they have no energy left to join the school community. We must achieve universal health care and a slower pace for this to happen. Community can consist of parents, organizations and businesses in our towns. It is up to the school to reach out to make members of the community feel their voice matters and want to actively engaged in working with the district. We need to establish better connections with industries that can give our students the actual hands on, not just tell them about it. We need partnerships where companies/professionals are parts of units and goals/objectives. As a community we need to expand our vision of what the school community can provide. We need to breakdown the stereotypical school environment. To

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b. HOW WILL OUR SCHOOLS BE INVOLVED IN THE COMMUNITY? o Students, programs – project based learning will be more present o We want our communities to live the Nashoba pride and allow it to be a part of the fabric of each of our towns as well as the collective community. o Everyone has a part, and works hard to help each other, help facilities, etc. o Kids can be encouraged to be involved in activities in which they can interact with the community, like community service o Classes can have projects where community is involved o The school will be very involved in the community. Students will have opportunities to do internships or work-study programs at various organizations in the community. o I would love to see more community involvement from students - internships, community service, etc o Our school will be the hub of innovation and creation and work on solutions to community issues. o Our school can help uplift the community and benefit them too. Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Please see above, except this time around, the school community's relationship is a symbiotic one. Sports and extracurriculars are the obvious ways the school gets involved in the community but maybe we could start an internship program or build in more opportunities for community members to get involved in our day to day curriculum as well. As much as we can provide them the time for. Our schools could be involved in the community through service project, internships and job opportunities. We also need to give back to our community. We need to prioritize the role of youth in our community. Students also need to step up and take on responsibilities that will show the community their strengths and talents beyond arts and athletics. Listening to the community, communication about challenges and sharing the vision for solutions presents opportunities found no other way. Schools will need to develop engaging partnerships with business and colleges/universities in their own and surrounding communities. The school should be available to teach night classes, to include the community and student learning throughout the day. Learning doesn't have to take place only in classrooms, but if we are teaching a skill, take the learning to a local business or place that uses that skill. Hopefully, it will be part of a two-way street with a strong partnership reflective of what's needed 20 years from now. I hope our school gives back more to the community in the form of community service projects. The schools will partner with the community for the betterment the community as a whole. Our students will produce good and services for the greater good of the community. Internships, apprenticeships, and other learning opportunities. Our school will be involved in community-related projects. Repeat first paragraph above, and... 15 February 2022

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embracing the understanding that it takes a village to raise a child. Parents are welcome in the buildings, and are active partners in their children's education Parent volunteers are an integral part of the program Students have opportunities to participate in community activities, either by participating in programs brought into the school by community members or by going out into the community There are active mentoring programs, putting people together based on interests and strengths There are multi-age programs (i.e. HS students mentoring in MS or ES, Symphonic band) where students work alongside other students or adults in partnership The community is a resource for our schools and our schools are a resource for the community

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I think it implies that our facilities must be inclusive for student, teachers, and community interests in the short and long term Yes— there should not be any disconnect between school and community spaces. Yes, the school should not be a stand alone building open 7-4 for students but a community multipurpose center that allows for members of the community to actively engage in visiting and using the facility. The facility should offer opportunities for community to feel welcomed and part of the facility/campus. This should be an opportunity to discuss what the community would benefit from (Adult-Ed options, daycare, senior citizens connections with students) etc. Yes- We need flexible facilities that can accommodate shifts in learning but will make it impossible for shifting back to lecture style learning and traditional departmentalization. Everyone has different personal preferences, creating a building diverse enough to engage the individual brings forth a positive connection that can extend beyond learning and into every aspect of the educational experience. Facilities need to be places that have options or flexibility built into the design allowing building to change in response to an ever-changing society and world. Needs to have some flexibility of classroom spaces. But, also needs to have some more traditional dedicated spaces, for example wood shop, metal shop, graphics lab, drafting lab, art spaces, music spaces, performance spaces (auditorium etc), It feels as though there may need to be a more open style of design so as to support multiple types of learning activities. I would love to have the facilities available to community members after hours. Also, I would really love to have local artists / community members contribute to the new building somehow (portraits, artist renderings, etc of our towns?)

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4. FACILITIES: WHAT DOES THIS IMPLY FOR FACILITIES? o It does--we want to build community spaces as well think outside the box beyond bi spaces and also think about smaller spaces, business ventures to involve our student in real world scenarios o More open facilities that can serve a wide variety of students and teachers o Windows, windows, windows! also, everyone loves comfortable seating, big tables, and a place to organize their belongings o Indoor track? swimming pool? more facilities for extracurriculars? o More color? o Yes. Our future school/s need to be adaptable so that changes can be made. As we're preparing our facilities for the future, we need to think ahead and ensure that the technology band-width and use can be modified within the new school/building. This also applies to the various classroom and open spaces we have in the building. These spaces need to be flexible so that they can be changed and modified with minimum efforts. o Yes, we need work spaces that support new learning o This means that there may have to be more investment, time and energy o Not sure I understand this question......

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The school is a resource for families The school supports community initiatives The school collaborates with the towns, recognizing that we are strongest when we work together and support one another -- this should be in the upper section as well :) The school building is a community building, and is used after hours, on weekends, and potentially during the summer for community activities The school creates a culture of belonging that becomes a way of being for our students and their families."

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WHO IS IN CHARGE HERE?

WHOLE GROUP DISCUSSION BASED ON THE FOLLOWING PROMPTS: Consider these higher authorities/standards:  Massachusetts Dept Elementary + Secondary Education (DESE) guidelines/standards Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Annual MCAS state testing Common Core guidelines/organization Parents School Committee Culture/climate (across the District/within NRHS) Understandings/assumptions about university acceptance Towns taxpayers support Association + contract language Other

1. Do the any of these explicitly stop us from delivering education the way we said was most appropriate? 2. Do any implicitly stop us? 3. Which, if any, has the most influence over what we do? 4. Do they present roadblocks, making it difficult or impossible to do so? 5. If “yes,” what are they? 6. What is our action plan? TABLE TEAM 1 Explicitly  MCAS – you must take the test in a controlled environment (this includes ALL high stakes tests)  School committee – high stakes on the budget and policies (curriculum/materials) Implicitly  DESE – the framework and curriculum seems to dictate a traditional “subject” based learning (common core)  Parents – may affect SEL of their children  Are the traditions we have at NRHS stopping us?  Survey students every year TABLE TEAM 2 Explicitly  University acceptance 17 February 2022

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Facilities need to be flexible, as we can fully see the future. Facilities need to allow for collaboration across traditional disciplines. Facilities need to allow students multiple ways to explore their learning. Spaces for creating goods, spaces for 'creating' services, spaces for group work, collaborative work, spaces for 'making and doing" Our schools and facilities will be used both by the school and by the communities for a variety of activities. It is impossible to know what "education" will look like in even 10 years. Our facilities need to be purposefully designed with potential -- not only what we will do with it now, but how it can grow and be reimagined for future learners. I see this as a facility designed around people and relationships -- fostering a culture of learning, of belonging -- and designed to support all learners. It has spaces for the majority -- extroverts thriving on social interaction, "typical learners", etc., but more importantly has spaces for those who march to their own beat -introverts that need a quieter space, children with sensory challenges or learning challenges, etc. There should be a place here for everyone -- no matter who you are, you belong here. This facility needs to celebrate not just academics and sports, but also be a creative platform for the arts -- drama, music, etc., and a space for the activities that students, teachers, and the community have interest in at any given time. The facility should scream this is us, and everyone belongs here.

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Parents behind the scene influence/social media focus on student grades Culture/climate o Beliefs, values, practices o Trust State standards with flexibility School ratings University o Program of studies o UMass system o College is a big focus

TABLE TEAM 4 Explicitly  DESE and MCAS  Culture and climate (across district and within NRHS)  Understandings and assumptions at university acceptance  Teacher’s union/contractual obligations  Schedule  Graduation/requirements Implicitly  Common Core  Parents  School committee  Traditional idea of what education is TABLE TEAM 5 Explicitly  MCAS o Interrupts schedule o Graduation requirement  AP o Dictates how teachers teach and material taught o Have to teach certain skills that students will demonstrate o College board is in charge  Parents  SSJ flyer on TAL Implicitly  State standards 18 February 2022

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TABLE TEAM 3 Explicitly  Association/contract language  PD time  Master schedule  DESE o Grad requirements o Time on learning o MCAS prep (English, Math, etc)  Taxpayer support  State standards with flexibility  School committee (policies) o Budget o Calendar o Grad requirements  University o Program of studies o UMass system o College is a big focus Implicitly

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o Class descriptions o Class titles o What are they looking for?  MCAS o Limiting to specific demographics o Controls curriculum  Competencies – change definition of student success Implicitly  University acceptance o Class descriptions o Class titles o What are they looking for?  Culture climate o Teachers, admin, students, parents o Maintaining grades o Power school o Taxpayer support  Competencies – change definition of student success

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Definition of core classes State tells us what we have to teach but not how School and community culture and climate Expectations of students Leveled classes Class structure and schedule

TABLE TEAM 7 Explicitly  Graduation requirements – MCAS  DESE  Culture/climate  $$ o Tax payers o Budget o School committee  Parents Implicitly  Standards/guidelines Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

DESE Parents

TABLE TEAM 8 Explicitly  Parents  School committee  Culture/climate  Towns taxpayers support  Assumptions about university acceptance Implicitly  The DESE  There are standards but there is still room for creativity  Annual MCAS state testing  There are standards/requirements to be met but there’s flexibility to how they are met, as opposed to AP exams  Common core guidelines/organization  Parents  School committee  Culture/climate  Towns taxpayers support  Assumptions about university acceptance

DEFINING SPACES This was the challenge:

DEFINING SPACES Table Team discussion and report out DEVELOP CONCEPTS FOR SPACES TO SUPPORT ONE OF THE FOLLOWING. PICK A FIRST CHOICE AND A SECOND CHOICE: A. 21st century Library/Media Center/Learning Commons B. 21st century Dining/Food Service 19 February 2022

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TABLE TEAM 6 Explicitly  Graduation requirements  Time on learning  M.G.L.  Sch. Com. Policies  Grading practices  Schedule  Family expectations  Community Implicitly  MCAS  Common core/Mass frameworks  Give students a voice  We never follow up with our graduates on their college experience  Need continuity of emails  Family expectations  Community

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Walls Transparent walls “Privacy” walls

Open space “Office” space  DECA  Clubs o High tech/low tech o Digital papers o Indoor/outdoor Multi-level? Library/media in multiple places in building? Indoor/outdoor entrances?

B 21st CENTURY DINING/FOOD SERVICE Table Team  Not selected C ALL FORMS OF ASSEMBLY/PRESENTATION: STUDENTS PRESENTING THEIR WORK, SMALL GROUP PRESENTATIONS, BIGGER GROUP PRESENTATIONS, WHOLE BUILDING ASSEMBLY Table Team 3 C Presentation Spaces  Auditorium o Modern space o Lighting/sound/pit area o Large stage o Audio/video to be broadcast out to school o Flexible/movable seating and walls? o Projectors o Load bearing ceiling o Outside accessibility o Central location to school o Music, wood shop, theater classes o Able to be used by community o Large doors o Utilize the tall space for a “cat walk” of classroom spaces overlook the auditorium o Entryways 20 February 2022

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Their responses were: A 21st CENTURY LIBRARY/MEDIA CENTER/LEARNING COMMONS Table Team 7 Library/Media  Students, staff, community  Serve flexible needs o Change with education needs of students/school  Open community areas (anybody)  “quiet” rooms/spaces  Group work areas  Presentation space  Café/gathering  Mobile o Technology  Connectivity  Wifi  Blue tooth  Modular o Furniture

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C. All forms of presentation: students presenting their work, small group presentations, bigger group presentations, whole building assembly, and community meetings D. Supporting applied/active learning, such as project-based learning, STEM, STEAM, Making Things to Learn, etc E. Student collaboration F. Student life before, during and after school G. Teacher support including collaboration H. Community in building; Family + Community support I. Outdoor learning J. Other Use drawings, bullets, narratives, or poems, as appropriate

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D SUPPORTING APPLIED/ACTIVE LEARNING, SUCH AS PROJECT-BASED LEARNING, STEM, STEAM, MAKING THINGS TO LEARN, ETC Table Team  Not selected E STUDENT COLLABORATION Table Team  Not selected F STUDENT LIFE BEFORE, DURING AND AFTER SCHOOL Table Team  Not selected G TEACHER SUPPORT INCLUDING COLLABORATION Table Team  Not selected H COMMUNITY IN BUILDING; FAMILY + COMMUNITY SUPPORT Table Team 6 Community in Building; Family Support  Doggie daycare  Preschool  Photo/TV/recording studio Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

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Café Restaurant Fitness center/yoga studio Satellite library Tutoring program Adult ed courses Theater Function hall Banking Domed atrium/courtyard Maker innovation space Workbar Co-working spaces Art gallery Hire a wolf AAA branch

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 Open, welcoming  Tickets/concessions  Students work displays Small theater/black box o 100 seat space o Light/sound/audio video broadcast ability o Open areas for stage for multi-purpose Spaces around building to display student work – digital and tangible Huddle spaces within classrooms Presentation spaces within learning areas o Screens/projectors/audio/tv o Walls to close off when needed o Adaptable to tech change o Space that fosters discourse o Break out/collaboration space off classrooms

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I. OUTDOOR LEARNING Table Team 2 Outdoor amphitheater  Community use  Zen garden  How to create outdoor space year round -+ h+ s  Fish tank o Koi pond o Wold sculpture o Lots of space o Sand sculpture  Moveable chairs  Plants, natural light  Outdoor science  Outdoor furniture  Therapy animals  Yoga  Firepit  Recreation center Table Team 5 Green House(s) (+ Gardens)  Plants throughout school – air quality  Year round classroom! 21 February 2022

Ch 5.3 Notes Workshop Day 3 Basic plant life cycles Botany Water conservation Hydroponics Aquaponics Food supply issues Sustainable energy Community agricultural connections and real applications Composting Food service at school Other community food needs (CSA, food pantry, etc) Connections to Flats Mentor Farm Green roofing and solar parking

Table Team 8 Design/Simulation Labs  General shop o Robotics, plastics, 3-D printers, milling machines, etc  Studios o Paints, music, fashion design, etc  Culinary arts o Simulation restaurants, chef’s kitchen  Breakout rooms  “Gallery” for finished products – for all to see

Table Team 6 Outdoor Learning Community  Self-sustaining garden/farm  Green houses with chickens  Outdoor tables – chess, art, for learning/dining  Theater  Domed stadium/rink/swimming pool  Multiple turf fields  Rotating outdoor art installations along the walking path

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INTERDISCIPLINARY CURRICULUM DELIVERY This was the challenge:

An interdisciplinary curriculum has integrated/cross-curricular teaching and learning. Here are some examples: 1. Parallel instruction: 19th century lit in English, simultaneously civil war in history 2. Paired classes: two separate courses with corollary curriculums scheduled back-to-back 3. Integrated core academics: ELA, social studies, math, and/or science taught together: a. STEM/STEAM (Science, Technology,(Arts), Engineering, Math) 22 February 2022

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J. OTHER – Wellness/physical ed/athletics Table Team 4 Wellness/Phys Ed/Athletics  Fitness center  Classroom – PE/health  Locker rooms  Indoor track  Wrestling room/yoga/dance  Gyms o Climbing walls  Training room  Ropes course  Ice rink  Pool  Entrances – welcoming!

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b. Humanities: ELA and history 4. Integrated “specials”: a. Arts with core: Art with ELA, music with math b. Wellness program integrating PE, Science, and Health 5. Thematic Small Learning Communities: Arts, STEM, Sustainability 6. Internships with the curriculum wrapped around 7. Capstone/Senior/Gateway/Terminal Project 8. Others?

Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

TABLE TEAM 4 Interdisciplinary Curriculum Delivery 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO  Yes 2 Why? o No response 3 Pick one or more from above or invent another. For each develop a scenario: o Humanities and World History Lit A Characterize teaching and learning: How is integration achieved? o Integration: Read a novel and match history BUT  Need time to collaborate  Schedule B How many teachers are involved? What are they doing? o 2 teachers C How many students are involved? What modalities are they using? o Could be 1-4 different sections o Modalities: D, F, J, L, M, O, P, R and expression of learning D How do students express their learning? o No response E What are the overall school organizational concepts? o This was a co-taught class but now these are taught in isolation F Scheduling concepts? Who controls the schedule? o No response G What does this mean for facilities? o No response

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Questions: 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO 2 Why? 3 Pick the most appropriate/ challenging from above or invent another. For each develop a scenario: o A Characterize teaching and learning: how is integration achieved? o B How many teachers are involved? What are they doing? o C How many students are involved? What modalities are they using? o D How do students express their learning? o E What are the overall school organizational concepts? o F Scheduling concepts? Who controls the schedule? o G What does this mean for facilities? 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? 5 Do you think we should support integrating the curriculum on a regular basis? YES or NO.

Four Table Teams addressed this challenge. Their responses were:

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Ch 5.3 Notes Workshop Day 3 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? o No response 5 Do you think we should support integrating the curriculum on a regular basis? YES or NO. No response

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TABLE TEAM 7 Interdisciplinary Curriculum Delivery 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO  Yes 2 Why? o Allows students to work with and learn from others o Understand the connections between content o Teachers are learning from each other and from students 3 Pick one or more from above or invent another. For each develop a scenario: o Science with music A Characterize teaching and learning: How is integration achieved? o Combining physics with sound (music performance)  Combining the how with the doing B How many teachers are involved? What are they doing? o 2 Co-teaching C How many students are involved? What modalities are they using? o Varied (at least 1 class) o Visual, hands on, kinesthetic, auditory, reading/write D How do students express their learning? o Haven an end product of instrument able to play a scale E What are the overall school organizational concepts? o Not much at all F Scheduling concepts? Who controls the schedule?

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TABLE TEAM 6 Interdisciplinary Curriculum Delivery 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO  Yes 2 Why? o No response 3 Pick one or more from above or invent another. For each develop a scenario: o Pixar vs. Dreamworks A Characterize teaching and learning: How is integration achieved? o Math o Business o Arts B How many teachers are involved? What are they doing? o No response C How many students are involved? What modalities are they using? o No response D How do students express their learning? o No response E What are the overall school organizational concepts? o No response F Scheduling concepts? Who controls the schedule? o No response G What does this mean for facilities? o No response 4 On a scale of 1 to 10 (with 10 = most), how engaging is this?

o No response 5 Do you think we should support integrating the curriculum on a regular basis? YES or NO. No response

3.1.2 EDUCATIONAL PROGRAM

TABLE TEAM 8 Interdisciplinary Curriculum Delivery 1 Is interdisciplinary/cross-curricular teaching and learning important for the future? YES NO  No response 2 Why? o No response 3 Pick one or more from above or invent another. For each develop a scenario: o Senior project – “Capstone” A Characterize teaching and learning: How is integration achieved? o Student choice – “any project” o Proposal written  Conducts “research” – not necessarily within school day B How many teachers are involved? What are they doing? o Student identifies teachers/disciplines involved in project – experts in the field C How many students are involved? What modalities are they using? o Verbal communication and arts, problem solving, manipulatives D How do students express their learning? Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Proposal written  Conducts “research” – not necessarily within school day E What are the overall school organizational concepts? o No response F Scheduling concepts? Who controls the schedule? o Student drives the schedule – needs flexibility G What does this mean for facilities? o Access to workshops: kitchen, woodshop, library o Classroom – media –tools (i.e. camera) 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? o 10 5 Do you think we should support integrating the curriculum on a regular basis? YES or NO. Yes!! o

PLACES FOR LEARNING

The workshop participants analyzed places for learning and established preferences for future schools. Options were reviewed, ranked, and evaluated by Table Teams. Workshop participants were asked to:  Rank the choices  Identify the three most appropriate for their future school(s)  Identify the one least appropriate  Explain why The physical places shown in the challenge were proxy for educational deliveries. While reviewing these physical places, participants were actually projecting the future of teaching and learning, and how to best support it. Each of the exemplars reviewed by the workshop participants supports a range of learning modalities and can best support different teaching 25 February 2022

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Both teachers would need same planning and instruction period G What does this mean for facilities? o Location of classrooms 4 On a scale of 1 to 10 (with 10 = most), how engaging is this? o 8-10 engagement 5 Do you think we should support integrating the curriculum on a regular basis? YES or NO.  Yes they should but currently not happening  Why not? o Schedule o Admin philosophy o

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deliveries and student activities. No single exemplar supports every possible delivery and activity. The contenders were: A Southampton High School B Grand Rapids Middle Schools C Ideal Math Classroom D Slate Magazine 5th Grade Exploratory Classroom E Ipswich Middle /High School F Waverly HS G Cristo Rey High School H Concord Elementary Schools I New Tech High J New Albany Grade 1-8 School K School of One L Milan HS Center for Innovative Studies M Australian Science + Mathematics School Images for these contenders are shown starting here and continuing on the following pages:

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The responses were: PLACES FOR LEARNING TABLE TEAM 1 Three Most Appropriate  F Waverly High School o Community for students/staff o Security o Collaboration o Flexible - interchangeable  L Milan HS Center for Innovative Studies o Enhances PBL o Collaborative o Innovative  D Slate Magazine 5th Grade Exploratory Classroom o Includes outdoors o Greenhouses o PBL/Sustainability o Keeping Massachusetts in mind o 21st Century Least Appropriate  A Southampton High School (7/8) o Most traditional o Isolating

3.1.2 EDUCATIONAL PROGRAM

TABLE TEAM 3 Three Most Appropriate  J New Albany Grade 1-8 School o Flexible teacher /student space o PBL o Small learning community o Flexibility – student and teacher o Variety of spaces (equity)  L Milan HS Center for Innovative Studies o Innovative studies – end of classroom as we know it o Design thinking o Work space o PBL o Collaboration  D Slate Magazine 5th Grade Exploratory Classroom o Design for cold climate o Outdoor learning space o Sustainability o Space for movement o Community connections Least Appropriate  A Southampton High School o Isolation Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

o o

What we have now Not adapting for future

TABLE TEAM 4 Three Most Appropriate  H Concord Elementary Schools o With the room design of “J” o These layouts are appealing because of the ability to use classrooms and the “spillover” space in the hallways  G Cristo Rey High School o Again, the flexibility of all the spaces is the most appealing  E Ipswich Middle/High School Least Appropriate  A Southampton High School TABLE TEAM 5 Three Most Appropriate  J New Albany Grade 1-8 School o Space for opportunity o Space easy to modify o Flexible spaces o Classrooms are individualized  G Cristo Rey High School o Opportunity for collaboration and interaction o Team teaching o Thematic teaching  L Milan HS Center for Innovative Studies o Collaboration o Lab spaces o But booth has flexible furniture Least Appropriate  Southampton High School o Current model o Proven flaws TABLE TEAM 6 Three Most Appropriate  D Slate Magazine 5th Grade Exploratory Classroom 29 February 2022

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TABLE TEAM 2 Three Most Appropriate  I New Tech High o Removable walls o Interdisciplinary o Spill out space o Outdoor space  L Milan HS Center for Innovative Studies (6/8) o Collaborative spaces o PBL  G Cristo Rey High School o Garage doors o Flexible learning structure o academics Least Appropriate  A Southampton High School o Current building structure

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TABLE TEAM 8 Three Most Appropriate  H Concord Elementary Schools o Because the library is in the center and this provides resources for all  L Milan HS Center for Innovative Studies o Positive for project-based learning  F Waverly HS o Because it has storage, lounge furniture, $ teacher resource (allows for teacher collaboration)

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MOST COMMONLY CITED Most Appropriate  L Milan HS for Innovative Studies (Cited by 6 of 8 teams)  D Slate Magazine 5th Grade Exploratory Classroom (3 times)  G Cristo Rey High School (3 times)  J New Albany Grade 1-8 School (3 times)  F Waverly HS (2 times)  H Concord Elementary Schools (2 times) Least Appropriate  A Southampton High School (Cited by 6 of 8 Table Teams)  E Ipswich Middle/High School (2 times)

LARRY ROSENSTOCK ON HIGH TECH HIGH

Larry Rosenstock, Chief Executive Officer of High Tech High (HTH), San Diego, shared concepts and images in a video of this highly successful 21st century school, one of the schools cited in the Deeper Learning research by the Hewlett Foundation, and now the site of the annual Deeper learning conferences.

Workshop participants were asked “What from this video applies to our future schools?” Their responses were:  Loved the glass – not restrictive  Definition of rigor o Passionate adult  Good teacher o Sophistication of work  Kids decide  Building designed for curation  Didn’t look like a school  Cannot fake having passion  How long teachers stay 30 February 2022

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TABLE TEAM 7 Three Most Appropriate  F Waverly HS (3/8) o Ability to adapt to different needs o Smaller communities in larger space o Can still close off spaces if needed  J New Albany Grade 1-8 School o Flexible – can be used as traditional o Can move between spaces if needed  M Australian Science and Mathematics School o Space o Open Least Appropriate  A Southampton High School o Too close to current system  Same ole building, same ole habits

Least Appropriate  A Southampton High School o Too traditional

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o 21st century learning space (we liked the outdoor)  J New Albany Grade 1-8 School o Flexible teachers and student controlled spaces  Because flexible – transcend time, sustainable, base on changing need, choice  L Milan HS Center for Innovative Studies o “End of the classroom as we know it” o Center for Innovative Studies  Studio space, project-based – also flexible Least Appropriate  E Ipswich Middle/High School o Isolated art wing o Everything was still kinda segregated

3.1.2 EDUCATIONAL PROGRAM

FUTURE FURNITURE



A breakout group of eight students and one teacher reviewed 21 slides showing both 20th century and 21st century furniture choices for Classrooms, Breakout Spaces, and Maker Spaces. They scored each Option for its appropriateness for our future high school. The scoring sheet is shown here and on the following page:

17 Breakout Spaces: Sprawl _____ _____ _____ _____ _____

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18 Breakout Spaces: Student _____ _____ _____ _____ _____

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19 Breakout Spaces: Electronic _____ _____ _____ _____ _____

FUTURE FURNITURE

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Appro- Mostly Don’t Maybe Not priate Know Appropriate

_____ _____ _____ _____ _____ 

21 Breakout Spaces: Group _____ _____ _____ _____ _____

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22 Breakout Spaces: D School _____ _____ _____ _____ _____

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Classrooms

_____ _____ _____ _____ _____

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Classrooms Step 1 _____ _____ _____ _____ _____

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Classrooms Step 2 _____ _____ _____ _____ _____

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Classrooms Step 3 _____ _____ _____ _____ _____

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Classrooms Step 4 _____ _____ _____ _____ _____

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Classrooms Step 5 _____ _____ _____ _____ _____

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Classrooms: Wheels _____ _____ _____ _____ _____

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Classrooms: Modular _____ _____ _____ _____ _____

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10 Classrooms: Variety _____ _____ _____ _____ _____

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11 Classrooms: Rounds_____ _____ _____ _____ _____

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12 Classrooms: Stand Up_____ _____ _____ _____ _____

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13 Classrooms: Node

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14 Classrooms: Bean Bag_____ _____ _____ _____ _____

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15 Breakout Spaces: Booths

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23 Breakout Spaces: D School _____ _____ _____ _____ _____

Their ranking of the Options:

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____ 

16 Breakout Spaces: Modules _____ _____ _____ _____ _____

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Record your quick responses to the furniture Options in the five columns below:

20 Breakout Spaces: Informal

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1 2 3 4 4 6 7 8 9 9 11 11 13 13 13 16 17 17 19 20 20 22

2 14 10 3 4 6 7 17 12 5 11 16 13 8 23 9 19 20 21 15 18 22

Classrooms FKa Classrooms: Bean Bags FKa Classrooms: Variety Classrooms Step 1 Classrooms Step 2 FKa Classrooms Step 4 FKa Classrooms Step 5 Breakout Spaces: Sprawl FKa Classrooms: Stand Up Classrooms Step 3 FKa Classrooms: Rounds Breakout Spaces: Modules FKa Classrooms: Node FKa Classrooms: Wheels Breakout Spaces: D School FKa Classrooms: Modular Breakout Spaces: Electronic Breakout Spaces: Informal Breakout Spaces: Group Breakout Spaces: Booths Breakout Spaces: Student Breakout Spaces: D School

RANK

30 27 21 20 20 18 18 17 16 16 14 14 13 13 13 12 11 11 10 9 9 7

5 5 5 4 4 3 3 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1

1 1 1 4 4 6 6 8 8 8 8 12 12 12 12 12 12 12 12 12 12 12

The Future Furniture Options are in Appendix Ch 5.5.

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Classrooms Step 1 Classrooms Breakout Spaces: Modules FKa Classrooms: Node Breakout Spaces: Sprawl Classrooms Step 2 FKa Classrooms: Bean Bags FKa Classrooms: Stand Up Classrooms Step 3 FKa Classrooms: Rounds FKa Classrooms: Wheels Breakout Spaces: D School FKa Classrooms: Modular FKa Classrooms: Variety Breakout Spaces: Electronic Breakout Spaces: Informal FKa Classrooms Step 4 Breakout Spaces: Group Breakout Spaces: Booths FKa Classrooms Step 5 Breakout Spaces: Student Breakout Spaces: D School

TEACHER RANKING

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3 2 16 13 17 4 14 12 5 11 8 23 9 10 19 20 6 21 15 7 18 22

FUTURE FURNITURE RESPONSES

SCORE

STUDENT RANKING

RANK

FUTURE FURNITURE RESPONSES

SCORE

Ch 5.3 Notes Workshop Day 3

3.1.2 EDUCATIONAL PROGRAM

OVERALL SCHOOL ORGANIZATION RELATIONSHIP DIAGRAM

The Visioning Team developed a concept for the future Nashoba Regional High School. Workshop participants guided Frank Locker in drawing an overall school relationship diagram. Major functions were drawn as circles, in relative size, and in relative positioning.

Their concepts follow.

Allocation of Spaces

TABLE TEAM 2 Center Spaces  We interpreted this as the entrance  Student common area  Welcoming, inviting, tone setting (happy)  Collaborative spaces  Food  Outdoor spaces  Garage doors to the outdoors Oops, don’t forget!  Can’t forget electives if shifting to academies/houses  Guidance counseling and admin sprinkled throughout the school  Teacher collaborative space!!  Flexibility/adaptability  Community involvement/usage  Don’t use phrase “open concept”  Wider hallways

DEI

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Inclusive bathrooms Accessibility Incorporating different cultures in our communities

TABLE TEAM 3 Center Spaces  Courtyard – outdoor learning spaces o Next to learning commons/café? o Next to gallery of student work/achievements etc o Learning stairwell Oops, don’t forget!  Courtyard – outdoor learning spaces  Maintenance of the outdoor spaces  Integrating signature programs within building seamlessly  Space for specialists/SLP’s, etc  Electric charging spaces  Black box SEL       DEI

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Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Zen dens Colors – calming, happy, inviting De-stimulation space(s) Sound absorbing (café, gym) Councilors sprinkled throughout the school Therapy animal areas Bridge program

Calming colors Noise quieting flooring Light/windows Proximity of counselors, social workers, nurse, etc Quiet spaces – sensory BRYT program space Gender neutral bathrooms (individual/maybe universal for everyone) Cultural gallery space and exhibit responsive 33 February 2022

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SEL       

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Ch 5.3 Notes Workshop Day 3 TABLE TEAM 4 Center Spaces  Open, high, inviting  Tables  Outdoor space adjacent  Café for kids  Gallery  Greenhouse o Arboretum o Butterflies o Living atrium  Open house flex space

Oops, don’t forget!  Art gallery  Toddler/preschool program  Multifunctional space o Religious practice

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 SEL         DEI      

Quiet spaces/quiet lunch spaces Inclusive bathrooms Conferencing spaces Small collaboration spaces Informal seating areas Outdoor spaces Guidance/social work/nursing spread throughout building Admin spread through building What is on the walls? Representation Accessibility features to gym (equipment, etc) Spaces that suit all o Learning styles o Ages Redefining “Hallway” (easy access) with green spaces o Natural light in courtyards, passageways, cafeteria o Option for privacy Dedicated o Art gallery space o Language lab o Audio/podcast o Virtual reality space

TABLE TEAM 6 Center Spaces  Main entrance  See kids in action right away  Not square  Flex seating 34 February 2022

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TABLE TEAM 5 Center Spaces  Open space  Community space  Greenhouse

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Storage Nursing space (nursing moms)language lab Small sections of lockers Safe space for students with allergies Outdoor eating spaces o Sun/shade canopies Parking!! o Electric charging stations o Solar panels cover parking Intentional use of colors

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Oops, don’t forget!  Solar panels  Charging spaces  Black box with robotics arena  School store  Broadcast/recording studio  Zen den – sensory room  EMT space/medical emergency response  Elevate arts to level of sports  Indoor track  Confidential DEI  Care closet – repurposed items  Universal bathrooms  Gallery – history Nashoba art  Flag display heritage – 24 languages

    

3.1.2 EDUCATIONAL PROGRAM

TABLE TEAM 7 Center Spaces  Courtyard  Outside space  Gathering space  Passing space  Major intersection  Student work visible Oops, don’t forget!  TV/recording studio  Also need private spaces  Secial ED spaces  Nurse  Guidance, speech, OT, etc  Changing needs/ability to adapt SEL Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

DEI

      

Welcoming Flexible Colors! Light (natural) Major/minor entrances Student work visible School safety o Ex. ID badges that open doors for all

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Welcoming Representing/multicultural (flags rep. diverse backgrounds of our families) Student work visible

 TT8

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Library Care closet Circle of trust o Café o SEL o Gathering o Light o Screens o Furniture Accessible by all Bean bags Don’t forget o Storage??? o Teacher lounge

Essential Planning Concepts Essential planning concepts were:

MODULE 3A - PRELIMINARY DESIGN PROGRAM

 Atrium  Café Oops, don’t forget!  Gas kiln  Outdoor  Toddler preschool  Culinary – café  Bank  Parking  Music SEL  Care closet – repurposed items  Counselors/admin distributed  Bryte Bridge program  Colors, sound  Nursing mom room with sink, bathroom, refrigerator, changing table  Advisory check in/meet (then share)  Accessible mental health care throughout  Sacred space for advisory  Check in/check out space DEI  All throughout  Forefront of all decision making

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Ch 5.3 Notes Workshop Day 3           

Living atrium Greenhouse Arboretum Gallery Café Library lounge Service Gym Black Box Auditorium Applied Arts nearby

The whole group guided Frank in developing this diagram:

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KEY WORDS

As closure to the three days of workshops, participants were asked to identify one word or a two-word phrase that best represented their individual thoughts about the Educational Deliveries and Facilities Concepts for their future school. These words could be the basis of the “elevator speech” describing them. Their key words are: Education: Student-centered, Student choice, Student creativity, Student-driven (cited 5 times) Nashoba Regional High School Educational Visioning Frank Locker Educational Planning

Engaged, Engaging, Engaging (4) Adaptable, Adaptability (3) Collaboration, Collaborative Innovation (3) PBL, Project-based (3) Communication (2) Belonging Celebratory Creativity Curiosity Cultural Humility Dynamic Empowering Enabled Leaders Encompassing Equip for success Future-minded Happy Inclusive Immersive Independent inspiration Innovative Inspire growth Interconnectedness Life-changing Meaningful Relational STEM Visionary

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Key elements of the diagram:  Glass  Open vistas  Learning spaces  Big library  Learn space  Outdoor o Living atrium o Greenhouse o Arboretum  Open, high, inviting  Open house  Applied arts  Art  Black box  Music  Stage  Auditorium  Photographs  Flex open house  Gallery  Café  Library lounge  Service  Gym with Track  Control

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Facilities Flexible, Flexibility, Integrated Flexible, Flexible classrooms (cited 13 times) Innovative, Durably innovative (5) Welcoming (5) Inclusive, inclusiveness (3) Sustainable, Sustainability (3) Adaptable (2) Collaboration (2) Available 37 February 2022

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Belonging Bright & Welcoming Classroom placement Comfortability (Welcoming) Creative Dynamic space For everyone Futuristic Impactful Inviting Maker Space Open-concept Service State of the Art Well-integrated

NEXT STEPS

Superintendent Kirk Downing and architect Craig Olson outlined next steps for the process and for Visioning Team members: Kirk Downing  We need to scale up this experience with Dr. Foster  We submit to MSBA June 27, 2022 o Have to figure out, are we doing Reno? Rebuild? Now?  June 2023 o We will run a conference on the future of education

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Craig Olson  MSBA process o Now in the middle of Feasibility Study Phase, lasting until to 27 June 2022  In this we develop design options  Next is Module 3B, going to 27 October 2022  We expect MSBA approval by end of this year o Module 4 follows  This will focus on a single design  It will run January-June 2023  Funding vote by citizens of the district Aug 2023

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EDUCATIONAL PROGRAM DEVELOPMENT The Education Program included in this document is considered to be a working document as the Educational Program will further develop during the Preferred Schematic Phase of the Study. Occurring parallel to the development of the Educational Program, the District was also developing a New Strategic Plan for 2022-2027 and Nashoba's "Portrait of a Graduate" core competencies. These items have not formally been adopted as of this report but are anticipated to be adopted prior to submission of the Preferred Schematic Report. Adoption of these documents will have an impact and require modifications to the Educational Program document.

EDUCATIONAL LEADERSHIP MEETINGS

Subsequent to the Educational Visioning an Educational Leadership group met bi-weekly with members of the project team to further discussions that developed during Visioning. These meetings were facilitated by Kaestle Boos Educational Planners Craig Olsen and Katherine Jessup. Below is a schedule of these meetings including topics discussed. Copies of these meeting minutes have been included in the following pages. May 2, 2022 Whole School Diagram and Approach May 9, 2022 Small Learning Communities (Classrooms, EL, Teacher Planning, Student Support Spaces, Small Group Rooms, etc.) May 16, 2022 Applied Arts Integration + STEAM May 23, 2022 Health and Wellness (Guidance, Pupil Services, Special Education, Social Emotional Health Supports, Social Workers and Psychologists) June 6, 2022 Special Education Programs

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Attendees - Virtual

• • • • • • • • • • • • •

Kate Boynton, Principal Jeanine Bo-lay Joe McCarthy Andrew Zercie Jamie Tucker Katie Kuykendall Mike Calederon Stavros Andreopoulos Craig Olsen, KBA (Virtual) Kate Jessup, KBA Joe Milani, KBA Sy Nguyen, Skanska Mary Ann Williams, Skanska (Virtual)

Future Schedule for Educational Leadership Group Meetings

Topics for each meeting will focus on general approach, design, and programmatic spaces included in the summary of spaces to support the overall concept. All meetings to occur 2:00-3:30 PM in-person at the high school • • • •

May 2, 2022: Whole School Diagram and Approach May 9, 2022: Small Learning Communities (Classrooms, EL, Teacher Planning, Student Support spaces, small group rooms, etc.) May 16, 2022: Applied Arts Integration + STEAM May 23, 2022: Health and Wellness (Guidance, Pupil Services, Special Education, Social Emotional Health Supports, Social Workers and Psychologists)

Documents will be provided to estimators May 24.

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Whole Building Diagram The diagram below had been developed loosely based on the information collected during the visioning process. The group was asked to comment and provide feedback in an effort to further develop the bubbles and relationships desired during the meeting.

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The diagram below includes the feedback provided by the Educational Leadership Group. A few points that were highlighted are included below.

• • • • • • •

Media Center could be free flowing and permeate into the small learning communities (SLC) Applied arts and media center both buffer the public spaces from the SLCs Incorporation of a small performance space for various activities including spoken word, dance, ensembles, yoga etc. Public to private space separation is important Incorporation of multisensory spaces for all students is important Student choice is important Operable partitions connecting classrooms to science would be a great benefit for programs like robotics

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Therapeutic Learning Program should be in the center of the building. Each SLC should include at least one learning center ALT PE space can include Adaptive PE or OTPT needs

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Attendees

• • • • • • • • • • • •

Kate Boynton, Principal Andrew Zercie Stavros Andreopoulos Joe McCarthy Jessica Martel Jeanine Boulay Kristen Hera Danielle MacDowell Mike Tollefron Kate Jessup, KBA Sy Nguyen, Skanska Mary Ann Williams, Skanska (Virtual)

Future Schedule for Educational Leadership Group Meetings

Documents will be provided to estimators May 24. Small Learning Communities (SLCs) The group discussed the value of small learning communities that were determined to be valuable in the visioning sessions for those who were not present at the in-person visioning. The idea of having groups of students who are primarily working with a group of teachers in groups of 150-300. The group wanted to ensure that the SLCs were not isolating and students would not be limited by this design. The concept of providing interdisciplinary instruction was also seen as a benefit for the SLC model. NEW BRITAIN, CT

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The group discussed 4 small learning communities as being ideal for flexibility. School could be organized in several ways:

• • • •

Grade Level Thematic: Freshman Academy, Fine and Performing Arts, STEAM/Tech, Business, etc. Small groups of students grades 9-12 Houses: Green, Gold, Black, White

Each SLC should incorporate the following:

• • • • •

• • • • • • •

• • • •

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Landing space for students within the heart of the SLC Student Centric space for casual collaboration and socializing Casual Presentation areas Project/Capstone Rooms Teacher Planning o Storage area for books o Shared private office for personal calls and/or private discussion o Conference room o Shared storage for items like books Classrooms (general, shared) Science Rooms Small Group Instruction – Huddle Rooms Sensory Space Learning Center MLL/ELL Classroom (could be half size) Distributed Student Support Area o Assistant Principal o Guidance o SW/Psych? Custodial Closet Building storage Electrical/IDF Rooms Student and Adult toilet rooms

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Other Programs for Consideration Early Childhood Education

• •

Could be paired with PreK to serve families in the community Would allow students to pursue certification

Performing Arts Recording and Production

• • •

Could be located adjacent to auditoriuum and small performance area Students could serve as technical theater staff for community events Prodcasting, recording

Special Education

• • •

Currently, PACE and TLC program but would like to bring others back to the community. Would like to incorporate ASD program called Connections (Currently available to students K-8) Will consider ideal location for Transitions program (Students aged 18-22) – If located in school, would require separate entrance. May remain off site. Opportunities for work in school café or theater

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Attendees

Stavros Andreopoulos Danielle MacDowell Andrew LeBlanc Joe McCarthy Dan Berube Andrew Zercie Kristen Hera Kate Boynton Sara Egan Michael Calderon Jeanine Boulay Future Schedule for Educational Leadership Group Meetings

Documents will be provided to estimators May 24.

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Whole Building Diagram

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Small Learning Communities

Applied Arts and Specialized Programming Existing programs:

• • • • • • • • •

TV/AV Production Design Studio and Fabrication Lab Robotics Computer Science CAD Design, Engineering Drawing Graphic Design, 3D Animation Game Design, Video Game Development Construction Wood Technology Metal Tech

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Specialized Programming

• • • • • •

Capstone Projects School Store Business DECA Mock Competition Clinton Savings Bank

Other Programs for Consideration from 5/9 Early Childhood Education

• •

Could be paired with PreK to serve families in the community Would allow students to pursue certification

Special Education

• •

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Would like to incorporate ASD program called Connections (Currently available to students K-8) Will consider ideal location for Transitions program (Students aged 18-22) – If located in school, would require separate entrance. May remain off site. Opportunities for work in school café or theater

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Current Program Offerings Wood and Metal Shop

• • • • • •

Offers basic home repair skills Would ideally be located close to theater to allow for theater tech classes within the wood shop and students can help create sets Work on projects like product development Teaches iteration Could work with sustainability curriculum Instrument Repair tied to Music program

Robotics Programs

• • • • •

Adjacency to science classrooms Require area for computers Connection to metals shop Require 12’x12’ clear floor area Could be adjacent to computer programming space

Multimedia Spaces

• • •

Cadd/Engineering Lab adjacent to computer science Gaming space with programming area and lab space including 3d visualization Graphic Design classroom with computers and direct instruction area

Space for Project Work

• •

Includes tools like vinyl cutter, laster engraver, printing press Could work within marker space or fabrication lab

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Tech Interest Areas

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Integrated arts o Performing Arts and Drama o Visual Arts (2D and 3D) o Photography (Digital and Dark Room) o Technical Theater o Metal and Wood Shops Communication and Entrepreneurship o TV and Video Production o Graphic Design o Journalism / Film o Film o Business and Marketing o Personal Finance o DECA Health and Human Services o EMT o Healthcare o Early Childhood o Wellness o Sustainability o Farm to Table STEM (Comp Science / Robotics) o Robotics o Computer Science o Engineering/Cadd o Industrial Design o Gaming

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E D U C A T I O N A L L E A D E R S H I P M E E T I N G M I N U T E S PROJECT: NASHOBA REGIONAL HIGH SCHOOL 12 Green Road Bolton, MA May 23, 2022

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Attendees

Katie Giannetti Michael Calderon Michael Tollefson Jamie Tucker Stavros Andreopoulos Kristin Hera Kate Boynton Joe Milani (KBA) Kate Jessup (KBA) Future Schedule for Educational Leadership Group Meetings

Documents will be provided to estimators May 24.

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Whole Building Diagram

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Small Learning Communities

Social Emotional Health at Nashoba

• • • • • • • •

Goal is to establish one on one relationships Include greeting spaces at the entry to all classrooms Provide shared spaces throughout the building where students can be relaxed. Would include soft and comfortable seating and space for friendly conversations Utilize outdoor space for gathering which would allow students access to fresh air. Often students are more comfortable sharing with staff outdoors. Create balance of privacy and connection Include special education programs near all students and teachers, not isolated. Nooks and crannys throughout the building Be intentional to provide spaces near large assembly areas which may be triggering to some students

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Student Support Services and Space Requirements

• • • • • • • •

1x Social Worker dedicated to Therapeutic Learning Program 2x Social Worker as part of main administration for the school 1x Pyschologist as an outside provider who needs space to operate when at the school 1x Psychologist dedicated to serve students 6x Guidance Counselors 1x Registrar to serve students 1x Long-term storage for files which requires fireproof vault space Guidance counselors should be grouped together and be located close to students but may want access to secondary entrance within the school for parents

Special Education

• • • •

Most students served within an inclusive setting Specialized Programs: Transitions (served off campus), Pace, Therapeutic Learning Center (TLC), BRYT, Life Skills, Connections (autism program needed in new facility) Academic Support Spaces needed in SLCs: Serve as a drop in tutoring center for Tier 1 and 2 Intervention Pace, TLC, and BRYT near first floor access

BRYT Program:

• • • • • • •

New Program added recently Serves Students who have been out of the school environment and are transitioning back to the school Need space for Social Worker and Psychologist Provides academic supports and social emotional support Needs its own Entrance Typically will include several rooms 88 Programs in U.S.

Therapeutic Learning Center Program:

•

Requires its own space

*Special Education Team Requires separate meeting to understand specific needs

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E D U C A T I O N A L L E A D E R S H I P M E E T I N G M I N U T E S PROJECT: NASHOBA REGIONAL HIGH SCHOOL 12 Green Road Bolton, MA June 6, 2022

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Educational Leadership Group Meetings

Topics for each meeting will focus on general approach, design, and programmatic spaces included in the summary of spaces to support the overall concept. All meetings to occur 2:30-4:00 PM in the high school library. • • • • • •

Special Education Program Discussion All students in special education programs and identified with IEPs receive instruction in an inclusive model in the classroom setting amongst their peers. Specialized program “home bases” as part of major programs listed below. Discussions also included support spaces and learning centers as a continuation of discussions regarding the small learning communities. Major programs for discussion:

• • • • •

Connections Personalized Academics and Career Exploration (PACE) Bridge (Bryt) Therapeutic Learning Center (TLC) Transitions (housed off-site, will not be included in new facility)

Connections Program for students with autism spectrum disorder. Currently, the program ends at the middle school and there is a desire to continue services to the high school as students matriculate.

• •

Space should be centralized Program has dedicated counselor which requires office

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Program requires a sensory space (could be half size classroom with a portion as a quiet room) One academic classroom

PACE Program for students with cognitive or behavioral issues. Currently the program serves 11 students with cognitive challenges and 5 students with behavioral issues

• •

• • • •

Space design should have central zone with administrators for easy visibility into classrooms (4) classrooms o (2) classrooms for traditional academics o (1) life skills model apartment  Kitchen  Washer/dryer and residential style appliances  Bedroom/living room zones o (1) sensory classroom Conference room/small group area 2-3 dedicated single user handicap accessible toilet rooms Ideally located directly adjacent to the family and consumer science classroom Connection to outdoor classroom, garden area

TLC Program for students with social emotional challenges. Students work 1 on 1 or in small groups.

• • • • • • •

Office for clinician Teacher area Small Classroom (half size) Small area for individual work Proximity to Nurse (alternative: a remote nursing station) Direct access to the exterior – private entry Ideal location is on the outskirts of the core

Bridge Program for students who are acclimating to the school environment. Typically, students would be enrolled in this program for 12 weeks before matriculating into the school population. Currently serving 40 students however targeted/ideal population is 8-10 students.

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E D U C A T I O N A L L E A D E R S H I P M E E T I N G M I N U T E S PROJECT: NASHOBA REGIONAL HIGH SCHOOL 12 Green Road Bolton, MA June 6, 2022 • • • • • • • •

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Central and comfortable Direct access to the exterior – private entry Quiet academic nooks 1 on 1 instruction Dedicated Social Worker office Dedicated counselor office Shared office for 2 staff members for family outreach Space for students to eat lunch (kitchenette)

Learning Centers Academic support areas for students needing tutoring or additional support. Support small group academics

• •

Small group room connected to classroom Located within small learning communities

Speech Services

• • • • •

2 Offices for Speech Pathologists 1 shared breakout area for small groups of students receiving services Could be located anywhere within the school Serves entire school population Dedicated storage area

Social Workers/Psychologists

• • •

Located adjacent to or within counseling area 1 Psychologist 2 Social Workers (+ those serving dedicated programs indicated above)

High School OT/PT

•

o o o

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Can be located adjacent to gymnasium spaces to serve adaptive PE activities as well Requires swing Would like to have zone for yoga or dance with mats on the floor

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Should be in proximity to classroom spaces Learn fine motor skills

Pre-Kindergarten Early Childhood Education Academic space paired with Prekindergarten classrooms to create authentic learning environment. Assumes program can serve students with IEPs

• • • • • • • • •

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(2) Prekindergarten Classroom Early Childhood Education Classroom Dedicated drop-off and pick-up area for parents Fine Motor area (OT) Gross Motor Space (PT) Outdoor play area Administrator office Speech Pathologist office Student and adult toilets

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EDUCATIONAL PROGRAM INTRODUCTION Nashoba Regional School District (NRSD) serves the approx. 21,190 (per the 2021 United States Census) residents of the rural towns of Bolton, Lancaster and Stow. The mission of the Nashoba Regional School District is to inspire and challenge all learners to realize their unique potential and become active contributors to their community. The school district includes two elementary schools (PK-5) and middle schools (6-8), one PK-8 school and one high school (9-12). Nashoba Regional High School (NRHS) located in Bolton, MA provides educational programs to students in grades nine through twelve. The District has an appreciation for the unusual opening provided to rethink the design of their high school and recognizes this unique opportunity. The Nashoba Regional School District recognized this several years ago and set out to engage NRHS faculty to consider innovations across the education program. Additionally, during the month of February 2022 three days of thoughtful Educational Visioning workshops made up of students, teachers, administrators, parents, community members, community leaders were conducted to further explore and guide the long-term development of both educational and school facility design for NRHS. The results of this work are as follows:

KEY WORDS

Visioning Team members articulated these words as expressive of desired educational deliveries in the long term for NRHS. • Student-centered, Student choice, Student creativity, Student-driven • Engaged, Engage, Engaging • Adaptable, Adaptability • Collaboration, Collaborative Innovation • Project-based learning • Communication

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GUIDING PRINCIPLES

The Guiding Principles presented here were created to express the values, beliefs, and concepts developed by the educator and community Visioning Teams which examined educational trends, best practices, and issues affecting the delivery of 21st century education. These Guiding Principles present the essence of that inquiry. They are not policy, but they address the overarching themes identified by participants. They are intended to serve as a foundation for future educational deliveries and facility plans. Staff professional development is crucial to the successful implementation of the educational concepts outlined here. • Create a common understanding of this Educational Vision among administrators, faculty, parents, and students to continue shifting the educational model from one still somewhat traditional to one that is more transformed, more “21st century” • This future-oriented Educational Vision articulates of innovative best and next educational practices, some of which are already in operation in some classrooms in the school • Prepare students for success in the 21st century, an emerging world of global competition, uncertain employment prospects simultaneous with unheralded workplace opportunities, infinite access to information, and rapid change in technology • Teach 21st century skills at the same time as traditional content • Build relationships with students, families, and communities through school structure and programs • Aspire beyond the Common Core and beyond the Massachusetts Department of Elementary and Secondary Education (DESE) guidelines to do what is best for student learning, and to instill a life-long sense of wonder and purpose. • Create independent, life-long learners • Establish a program of staff Professional Development to support the educational deliveries outlined here

PRIORITY GOALS TO SHAPE THE FUTURE OF NRHS

Currently, NRHS has had a relatively traditional program, with pockets of innovation. Through several years of discussion and exploration the NRHS faculty have identified four priority goals that will drive program innovation across the school over the next 5 years.

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This document articulates the faculty commitment to a more dynamic and coherent program in preparation for moving into new learning spaces. NRHS recognizes the need for an updated, strategic approach to support 21st century learning, and the unique opportunity provided through the redesign of the high school. While driving innovation across the curriculum, the four priority goals ultimately enhance implementation of the district’s core values and beliefs about 21st century learning. We at Nashoba believe INTEGRITY is our foundation. We strive to make it a visible part of everything we do when we: • COMMUNICATE: with honesty and respect, clarity and effective purpose, guided by acceptance and open-mindedness • ACHIEVE: through consistent hard work and motivation, striving to realize high standards, to persevere over adversity by fostering the ability to innovate and adapt to change • RELATE: as a local and global citizen, practicing empathy and compassion, growing as an individual by finding common ground and appreciating differences • ENGAGE: by taking initiative, participating with passion and enthusiasm, collaborating to create something bigger than each of us The questions listed in below, reflect faculty discussions and planning that have been undertaken to identify innovation strategies and develop the plan for the future of education at Nashoba Regional High School.

NRHS will meet the district mission to “educate all students to their fullest potential in a safe, caring environment to become critical, creative, reflective thinkers and positive contributors to the global community” through innovation based on the four priority goals. NRHS emphasizes course options and opportunities for students to attain a rich and well-rounded learning experience. The school prides itself for high educational standards and levels of student achievement. Planned innovation strategies are aimed at ensuring equitable opportunities for all students, active and authentic student engagement throughout, a supportive culture for all, and relevant pathways to student post-secondary goals.

PATHWAYS FOR THE FUTURE

We envision a future-focused school that supports all our people (students, staff, our community, and beyond) to be good stewards of the planet and thoughtful, kind citizens in our community. Every student deserves an engaging environment where they gain real-life experiences to be prepared for a successful career. Pathways for the future will reflect: • Community aspirations • Desired habits of mind and dispositions 3.1.2 EDUCATIONAL PROGRAM

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•

Student voice and choice across the NRHS program • Opportunities to explore and pursue various and flexible learning pathways This priority goal will help move NRHS toward integrating opportunities such as: • A schedule that allows for academics and a passion like chorus, band, or engineering • Regular career exploration • Student independence within the schedule • Mentors for students and teachers • Strong community partnerships focused on real world connections • Development of practical skills needed to function in society • Internships, service learning, and/or work study • A dynamic schedule that allows for deep dives and personal exploration • Regular visits from experts and professionals both in and out of school

AUTHENTIC AND ENGAGED LEARNING

Authentic and engaged learning should be exhibited and experienced across NRHS. This can include students and faculty embracing productive struggle and the power of making mistakes in the learning process; students owning their learning because they see the relevance and interests; faculty supporting student problem solving; or expressions and feelings of joy about learning together. We want to cultivate a relevant learning environment where students are excited to learn, feel encouraged to collaborate, and engaged in student-centered inquiry with faculty support. Such learning should be the norm for both our students and our faculty. Authentic and engaged learning should be reflected across our: • curriculum, • instruction, • feedback and assessment, and • opportunities for real-world connections. This priority goal will help move NRHS toward 158

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integrating opportunities such as: • Interdisciplinary courses and crossdisciplinary collaboration • Curriculum reflective of student interests • Student-directed learning opportunities • Varied, dynamic instruction utilizing a mix of student- and teacher-centered strategies • Regular emphasis on practical application of skills and knowledge • Actionable and authentic feedback, and revision, for mastery • Regular reflection on learning by students and faculty •

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Assessments reflective of important learning goals and authentic opportunities to demonstrate what students know and are able to do Student instructional leaders Application of learning in the community Inclusiveness team collaboration internally and with the community

EQUITY AND INCLUSION

NRHS should be an open, warm, and welcoming place all students; a place where students want to spend time and hang out and see themselves represented and included. We recognize the need to reduce tracking of certain student populations and eliminate barriers to better provide equal access to all learning opportunities for every student. This means we must become comfortable engaging in courageous conversations about equity, inclusion, and diversity. We want our students to be globally aware and accepting, something that faculty and students should be able to model and enact every day. Equity and inclusion at NRHS include attention to: • Social and civic engagement of all members of the school community, • removing barriers and creating access to all program elements and services, • developing a culture and process for courageous conversations, and • diverse curriculum that is both

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accessible by and reflective of our entire student population. This priority goal will help move NRHS toward integrating opportunities such as: • Curriculum that reflects and embraces equity and diversity • Regular and structured courageous conversations to address inequity and honor diversity • Flexible means for students to achieve learning goals • Assistive and accessible technology integrated across the building • Meaningful and individualized instruction that meets a variety of student needs •

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teachers voice in decision making Use of trauma-informed practices Support of risk-taking Regular and varied group gatherings for a variety of purposes Community development activities

Social activities and spaces to promote inclusive and empathetic relationships

SCHOOL CULTURE AND WELLNESS

School culture and wellness is made possible through a welcoming, inclusive, and safe community where students can be themselves and build relationships and community. We want to foster whole child development and school-work-life balance for all. We respect everyone’s role and contribution to the community, working toward acceptance and involvement of all. Respect and trust (for and from) students and faculty is key to our future identity. Everyone should feel cared for and valued. School culture and wellness requires attention to: • Personal wellness of all community members, • Promotion and celebration of joy and belonging, • Collaboration among all community members, and • Development of communal care. This priority goal will help move NRHS toward integrating opportunities such as: • Peer to peer accountability • Restorative justice practices • Soliciting and honoring student and 3.1.2 EDUCATIONAL PROGRAM

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THE NEED FOR INNOVATION ACROSS NRHS AN EVER-CHANGING WORLD

The world into which our students matriculate is rapidly changing. NRHS has had a track record of success based on traditional metrics, such as college admission. That remains an important element of student success after high school, but advances in technology, emergence of different work structures, quickly changing career options, and social and cultural movements requires us to prepare students for an everchanging world in a different way. We want our graduates to have the skills, dispositions, and habits of mind to be successful in the wider world beyond academics and to have a positive impact in such a dynamic and complex world. Our student population is a reflection of changes happening in the world and our community. Like most communities across Massachusetts, our student population is becoming more diverse over time. We have to ensure access for all students to all program options, including for our growing English language learner population and for students with an IEP or 504 plan. The global environment and community are also changing quickly, highlighting the importance of sustainability and our influence on the earth. We need to help students understand and develop strategies to reduce our impact on the earth and on interconnected communities. Even relatively simple acts such as the implementation of a recycling program in our school would be a step forward. A redesigned building is an opportunity to model sustainable practices and in design and construction as well as in curriculum and programming.

STUDENT VOICE AND ENGAGEMENT

There is general recognition that student voice and engagement has been limited at NRHS. Input from students during two days of student interviews (see Appendix B) highlighted this need, and the value of their input for identifying possible innovations in programming. With recent state curriculum standards asking teachers to focus on practice integrated with content, with changing expectations for success in college and careers, and with a variety of educational options besides NRHS for students and families, NRHS needs to enhance student voice and engagement. All four of our priority goals are a reflection of this need. Our goal over the next several years, through 160

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innovations built on the priority goals, is to establish a welcoming and engaging learning environment and school culture founded on trust and acceptance. We know we need to adjust programming to provide for consistent opportunities and expectations for all students in NRHS. Such changes will take all members of the school community time to establish.

DEPARTMENT COHERENCE AND RELATIONSHIPS

Reflective of a traditionally successful high school with well-established programming, NRHS’s content-area departments have operated in relative silos, each with a strong sense of tradition and norms. Those departments are not necessarily aligned in their approach. We need to develop more coherence and inter-connections across departments in both curriculum and instructional approaches, expectations of student work, and demonstrations of mastery.

GRADE AND SCHOOL CONFIGURATION Nashoba Regional High School houses students in grades 9-12. The current school is organized by departments. Throughout the feasibility and visioning work, a major theme that arose was reorganizing Nashoba Regional High School into smaller learning communities. We are currently exploring several options including the creation of houses and academies.

CLASS SIZE POLICIES

The Nashoba Regional School District School Committee recognizes that class size is an important factor in quality Education. In 2010 the NRSD school committee established a class size cap student/teacher ratio of 22-1 for kindergarten through second grade and 24-1 for grade 3 and higher. Science classes are capped at 24 due to lab space; past practice to have class averages for upper level (honors/ AP) classes no larger than 24 and lower level classes (College Prep/Accelerated are typically no larger than 20). Current average class sizes by grade are as

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follows: • 9th grade: 16-22 per class • 10th grade: 16-22 per class • 11th grade:16-22 per class • 12th grade: 16-22 per class • PE classes can exceed 30 students • Small ensemble classes like guitar have less than ten students per class

SCHOOL SCHEDULING METHOD

Students make course selections in PowerSchool and department heads in collaboration with administration and guidance create teacher course assignments. The schedule builder in PowerSchool runs versions of the schedule that are then fine-tuned by hand to allow for maximum enrollment. NRHS’s current bell schedule includes seven 46-minute classes that meet all year (except for some half-year courses), in which the periods rotate each day, so each class is held at different times during the day across the rotation sequence. The schedule is currently constrained by the need for 4 lunch periods, which includes a “long block” that is very difficult to work for coordinating courses, this will be corrected in the new program. The current schedule is a barrier to the creation of internships, project base learning time, senior projects because it takes 16 days for the rotation to go through a full cycle. From an SEL lens, the schedule causes additional challenges for students with anxiety who need predictability. The extra science labs do not follow a particular pattern (some are every day double block, some are every other day, some are every third day) so it is a challenge to have other classes appear opposite them, which has driven up the number of study halls. A new schedule is needed to increase experiential learning in classes, provide greater flexibility for external learning opportunities, reduce the number of study halls, and enable integrated or interdisciplinary course connections. We recognize the need to do some collaborative staff work to explore, try out, and approve new scheduling options. We will convene a working group around the NRHS schedule to evaluate and make recommendations for a schedule adjustments. This group will explore schedules from other schools, consider pros and cons and impacts

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of different scheduling options, and recommend options to give students and teachers longer blocks of time to create, innovate, convene…..

TEACHING METHODOLOGY AND STRUCTURE CURRENT ORGANIZATION

We are currently organized by subject specific departments that are geographically located in the same hallways (English hallway, Math hallway, etc.). Students are divided by grade level with each assistant principal the lead administrator for two grades that rotate up so an AP will keep students for four years. The principal and assistant principal each take the lead in being the primary evaluator for several departments. The dean position is a school wide support.

PROPOSED CHANGES

We desire to move towards the creation of smaller, interdisciplinary learning communities, where teachers from a variety of subject areas, counselors, special educators, support staff and administrators are all present and in close proximity to one another relative to learning and support spaces. The creation of smaller learning communities (such as a 9th grade academy for example) make personalized learning more attainable and allows for more authentic opportunities to collaborate across disciplines in authentic and project based learning. Smaller learning communities also better enhance social emotional learning through the creation of meaningful relationships, where no student falls through the cracks and every student has at least one or more trusted adult in the building.

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CURRICULUM PRACTICES

DELIVERY

CURRENT PRACTICES

The current teaching methodology is primarily a traditional lecture style approach where students then work independently on assignments. You will also see examples of Socratic discussion, teaming in student groups, and crafting team projects course by course. The primary mode of assessments are test and quizzes with some project-based assessments included

PROPOSED CHANGES

To raise the skill competencies students need to be successful beyond high school, we need to implement more interdisciplinary activities and provide students voice and choice in crafting their learning. For students to develop the agency we believe they need, they will need to apply the knowledge they gain to authentically scenarios. In addition, for our students to engage civically in their communities they need high school experiences that teach them how to engage meaningfully with each other. Through teamwork, collaboration, and careful analysis students can learn to support and dissent using respectful words and intentions, Interdisciplinary work in a project-based learning environment will give students a variety of opportunities to grow and apply those skills.

GENERAL LEARNING ENVIRONMENT ACROSS DISCIPLINES

To achieve our program goals, classrooms should allow for more natural collaboration both within classrooms and in adjacent spaces where students can work together while still being supervised. Students should be able to work on a variety of endeavors within a class period, and spaces should accommodate teamwork for some while others might need a quieter setting for independent work. Classrooms need to support integrated, projectbased learning and collaborative learning opportunities for students. Flexible spaces that allow for easy transitions into creative and collaborative workspaces, allowing for the conversations, group work, debate, discussion, station work and simulations crucial to 162

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METHODS

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engagement in our curriculum. The rooms should be of an appropriate size, have flexible seating, upto-date audio-visual and internet capabilities, and enough storage for resource materials (such as project-based supplies, props, maps, books). Classroom spaces and classroom-adjacent spaces like hallway workspaces that empower students’ voices and choices in an active learning environment that fosters leadership, creativity, and critical thinking. As students use more technology in their learning and to practice skills applicable to the workplace, classrooms should enable collaboration using technology. To that end, we would like to incorporate “huddle stations” - a station on each wall of the classroom that includes a big monitor (to which the teacher device can project or that students can project to from their teamwork) framed by white boards -- or smart boards -- that allow student collaboration utilizing their one-toone devices.

PROJECT AREAS

Project areas will serve as the connection between core academics and signature programming. Within each small learning community, one project room would be centrally located which would allow students to work on long-term projects as well as interdisciplinary and technology based authentic learning projects. These spaces would be designed like a form of Maker/Fabrication Lab , which would work directly with flexible classroom spaces. Such an approach would allow us to expand digital technologies such as augmented reality, computer modeling and simulators, physical computing, CNC machines, laser engravers, and vinyl cutters. This represents a transition away from traditional “computer labs” and “shops” that we have had for many years. The project rooms can also create connections in curriculum between the signature programs and core classroom content. Dedicated display space distributed throughout the school provides for sharing student work. Hallways and classrooms should also have large monitors equipped with the necessary software to display both important school communications and student work such as videos, documentaries, webpages, and illustrations. Classrooms and other rooms should make students comfortable giving presentations, both one-to-one presentations and presentations to larger groups.

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STUDENT SUPPORT SPACES

Our pedagogical practices rely on one-on-one and small-group conferences with students to support differentiated and individualized student learning. To support this, we would like space adjacent to classrooms for teachers to confer privately with students while still providing a view into the classroom. (Glass would enable privacy for the conference and supervision of the whole class’s activity.) Space adjacent to and connected to classrooms is essential to help English Language learners or students with learning differences feel a part of the class but also have a place to get that support with dignity.

FURNITURE

Flexible seating, consisting of sit down and stand-up desks, provide various opportunities for, and easily transition from, whole group instruction to group work.

ENGLISH LANGUAGE ARTS/ LITERACY

Program elements and teaching approaches to maintain We believe that literacy education can be a powerful and joyful experience for all students. High-quality, evidence-based literacy instruction is the foundation of a child's education. All students must have access to inclusive texts representing a wide range of complexity to encourage life-long reading. Students must practice writing in a wide variety of modes to equip them for futures as writers in a range of professions and settings. We continue to implement a strong literacy education that amplifies students’ voices and empowers students to participate fully in our society as well-informed members of their school and broader community. We know that employers value students’ ability to present and speak publicly, to engage with their peers in meaningful conversations and negotiations toward solving problems, and aim to facilitate students’ growth and leadership development in these areas. In the fall of 2017, the English Department created a mission statement that emphasizes “All students can learn and improve their understanding and skills in reading, writing, speaking, and listening” and “persevere in developing a growth mindset that is applicable beyond the classroom.” It additionally

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articulates, "All teachers will facilitate this understanding and development of skills through varied approaches.” Teachers commit, for example, to “Offer constructive feedback to fuel student growth in literacy” and “Provide students access to high quality, engaging, and appropriately rigorous texts.” Over the last several years the district has worked to implement a literacy workshop model approach at both the middle and high school levels. The district began this work at K-5 grades, using the Lucy Calkins’ Readers’/Writers’ Workshop model to improve reading and writing skills. This student-centered workshop model at the high school is vertically aligned to the features and goals to earlier grades, including mini-lessons, maximization of student work time, small-group work, focus on practice, growth and reflection, and increased teacher-student conferencing and assessment opportunities. This model allows the teacher to monitor, assess, and teach students through small-group work and conferring, which personalizes learning for all students. An emphasis on choice and assessment-based learning also encourages student engagement. Most high school English courses are now based on this model and have replaced lecture modes across the department. Several years ago, the English department also conducted a survey of high school students to gain insights into how to increase student engagement and relevancy. As a result of this survey, the English department began to implement opportunities for students to choose their own texts for portions of each course. While each course continues to use texts chosen by the teacher, the integration of student-chosen texts allows for increased student engagement around topics and texts related to their interests while still allowing for instruction toward English standards. Students are required to take a grade-specific English class each year from grade 9 to 12. The English department scaffolds learning across grades, ensuring alignment to state learning standards and development of skills. Junior and seniors have additional elective opportunities. Proposed changes Continue to develop and enhance English curriculum and instruction to include: Literacy and writing instruction through smallgroup conferencing and one-on-one meetings with students Student practice with creative ideation and reasoning in project-based learning on a regular basis in English classes. 3.1.2 EDUCATIONAL PROGRAM

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Regular student Lit Circles for shared discussion and work around choice literary texts We are dedicated to providing students with time and space to read independently and comfortably Continue to add contemporary and diverse texts through new selections into our English department collection. Support for English language learners and students with learning differences, often through work with extra support people during class time Develop cross-departmental course options, or options in which students from multiple courses collaborate on common projects. Increase student opportunities for presenting their work in a variety of formats and to a variety of audiences. Encourage and enable student performances and enactments of dramatic texts; TED talks; slam poetry performances, etc. Develop Broadcast Journalism into a full offering. We also see great potential for collaboration with the community television stations in the district to develop a space/equipment partnership. Add a writing laboratory staffed by English teachers as a one-period class to support writing across the curriculum, coordinated with other student academic supports.

MATHEMATICS

Program elements and teaching approaches to maintain Mathematics classes at NRHS tend to focus on mechanics and reflect a generally traditional approach to mathematics instruction. Students spend the majority of their time in math class seated in rows facing the whiteboard. The department has been working, and will continue to work, to increase the use of flexible groupings in classes, including the use of open-ended interactive problems solved in small groups. Many math teachers use scavenger hunts, or stations to provide students with additional practice. Real-world application of math is a component of Algebra classes (applications of linear and quadratic functions) and Statistics classes (since we are a data driven society), and in other class units to allow students to see how the curriculum applies to their lives. Teachers in the Mathematics department like to have students work out problems on the classroom whiteboards. Every math classroom also has a projector for sharing work. Some math teachers use a PC Tablet to ink over documents while teaching a lesson, while others use a 164

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document camera to model problems. The Mathematics department has been in the process of transitioning to online textbooks, allowing for some student interactivity with their texts, a student journal, and additional resources such as supplementary videos. The transition to online textbooks has been made for all students in Algebra I, Geometry, and Algebra 2 courses. The transition to electronic format is underway for Statistics. Honors levels sections of these courses, along with Calculus, continue with traditional textbooks. Students typically take mathematics each year of high school, with pathways for grade 9 through 11 defined by levels. Students are initially placed in a level based on 8th grade teacher recommendations, although students can switch levels during their time in high school. The fourth year of mathematics typically provides a few different options. The department also offers a number of Computer Science courses from a nonleveled elective to AP programming courses. All Computer Science courses meet the Technology graduation requirement; however, they do not meet the Mathematics graduation requirement. (Program of Studies, p. 45.) Proposed changes Develop collaborations between Mathematics and other departments. For example, we have explored the potential of a collaborative class with Physics, and it will be beneficial to collaborate with Applied Arts on computer science and coding applications. Enhance our use of technology to engage students. Interactive whiteboards, or encouraging students to project their work for the class to see, both can support student sharing and discussion of math problem solving. A 4-way projector can allow the teacher to provide students with problems appropriate for their understanding of the curriculum in different stations, making changes on the fly for different student needs. Increase the opportunity for student voice and choice in regards to what activities they do during class. For example, when students are working on a station activity they could choose which stations they do. In addition, on a homework assignment they could have a choice of doing a few problems from a selection of easy, average, and challenging problems. Students could also provide input as to what type of activity would be done. Increase real-world application of

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mathematics throughout the curriculum to enhance student’s understanding of the relevance of mathematics and increase motivation to learn mathematics. Explore the potential of Computer Science classes to be offered as mathematics credit. This would be discussed with administration and head of guidance, in part because college admission needs to be considered to confirm acceptance of a computer science class in place of an advanced math class (e.g., PreCalculus, Calculus, or Statistics).

SCIENCE

Program elements and teaching approaches to maintain The NRHS science department would like each student to graduate with critical thinking skills, an understanding of everyday science (an informed citizenry), and the ability to inquire about the world in a respectful and safe manner. The science department strives for all graduates, no matter their next steps, to use and interpret science to understand the world around them. Skills such as questioning, observing, predicting, hypothesizing, experimentation, data gathering and analysis, and independent thinking are a goal of all offered science courses. To help students achieve these goals, the NRHS science department regularly engages students in activities such as: Reading, analyzing and interpreting data from case studies in Anatomy & Physiology or Forensics. Creating systems maps that show connections among components of complex natural systems (e.g., biochemical pathways, biogeochemical cycles, environmental systems). Building projects (e.g., batteries in chemistry, speakers in physics). Designing experiments (e.g., optimizing projectiles in physics). Asking application/relevant questions (e.g., wrap up questions in our SAP beads/Orbeez osmosis lab: “Why do grocery stores spray their produce with water?” and “Why are super absorbent polymers used in baby diapers?). Making real world connections (e.g., to the work of police officers and district attorney in forensics, blood pressure practice in Anatomy & Physiology and Biology, formal insect collections in Entomology).

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All science courses integrate some level of handson experiences for students through labs and other activities. The Science department has been working over the past several years to adapt labs and activities toward more student-driven inquiry. Several courses offered by the science department are designed using a modeling approach. Many science courses make use of technology for data collection or analysis, using Pasco equipment. Most science courses are 4-credit that meet one period every day, this includes laboratory work in class. Some science courses are 5-credit, having two extra periods each rotation for enhancement of laboratory skills. Freshmen Physics with Engineering Applications is a 6-credit option which meets an additional period every other day. Advanced Placement Chemistry and Biology meet every day for two periods; an 8-credit option. Advanced Placement Physics 1 and Physics C meet every day for two periods; an 8-credit option. Elective courses can be full year 4-credit or semester based 2 credit options. The typical science pathway is physics in 9th grade and biology in 10th. Juniors and seniors then have a number of options to choose from. Students can choose to explore several different sciences or concentrate in particular science fields through advanced work. Proposed changes Explore collaborations with other departments. In particular, look for collaborations among STEM departments, particularly Applied Arts. How can science make productive use of the Design Studio or Fabrication Lab? Examine “homeless” or relatively “disconnected” courses (e.g., coding in Mathematics, robotics in Technology) and how those might be better integrated across STEM programming. Create a programmatic connection between life science and the EMT program. Identify relevant 21st century courses that could be created, such as statistical analysis and data, or bio-computing (perhaps both in collaboration with Mathematics). Develop more community connections to bring real-life application into science classes, develop relationships with practitioners and experts in scientific fields, and identify opportunities for authentic problems or student projects. Articulate a laboratory definition to formalize current practice: course designation focused on nature of curriculum, prevalence of skill and practice-based learning opportunities. (See the 2016 MA Science and Technology/Engineering Framework, p. 152, for potential guidance on this.) Contribute to a revamped school safety management plan. To ensure safe use and storage of chemicals, use of all scientific tools and materials, account for and minimize risks to students and staff, and ensure 3.1.2 EDUCATIONAL PROGRAM

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a robust student safety training process and related protocols. A chemical management plan will articulate expectations for chemicals used across the school, including within science labs. It should identify a district and/or school Chemical Safety Officer, include a risk/hazard assessment, chemical management procedures (for procurement, storage, use, and disposal), and emergency response and accident reporting procedures. The science department is committed to neutralizing all acids and bases used in laboratories as part of the laboratory procedure. Explore potential of gas alternatives and use of toxic chemicals in all chemistry applications or courses. Viable alternatives to gas may include electric, torch, or other portable options. We will investigate green chemistry principles or use of microchemistry approaches to reduce the types and amounts of hazardous chemicals we use in the science program. This has the potential to reduce hazards to students and faculty. Science staff will need professional training for chemical safety protocols. Implications for Science spaces A sufficient number of science labs, designed in a manner consistent with the MSBA science lab guidelines, will serve the science program well. The guidelines provide sufficient classroom space, flexibility for different types of student work, storage, prep rooms and a chemical storage closet, as well as safety systems for typical science lab work. Given our commitment to acid and base neutralization as part of regular lab procedure, we do not require an embedded neutralization system. A number of science courses would benefit from additional learning spaces or adjacencies. Outdoor space with gardens for different purposes would serve life science courses, and electives like Entomology, very well, as well as easy outdoor access for various labs and student activities. The current greenhouse is in disrepair and installation of a new greenhouse strategy will elevate the quality of science instruction. An external greenhouse, associated with gardens or planting beds, would support outdoor biology and Entomology activities during much of the school year. Adjacency of science spaces to particular departments (in particular, Applied Arts) would help facilitate future cross-department collaborations. With a new facility, the District would propose science rooms be equipped with the following: • Movable Demonstration Tables • ADA accessible tables 166

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• • •

ADA accessible counters Movable student tables Adjoining prep and storage rooms with needed equipment • Utilities include sinks with hot and cold water, gas, air, vacuum • Blackout window treatments for labs The following safety measures would also exist in our new facility: • Master Gas Shutoffs • Goggle Sterilizing Units • Fume Hoods or Bio-Safety Cabinets • Chemical Storage • Fire Extinguishers and Blankets

SOCIAL STUDIES

Program elements and teaching approaches to maintain In the Social Studies Department, teachers and students do what historians, psychologists, geographers, sociologists, lawyers, economists, anthropologists, and archeologists do. Students are taught to analyze, investigate, speculate, argue, classify, compare, generalize, hypothesize, question, and debate. Overall, the studying of social studies at Nashoba Regional High School: • Facilitates civic engagement • Revolves around the practices in the state’s current curriculum frameworks • Reinforces the idea that other people matter through practices of equity and inclusion • Fosters analytical and interpersonal skills that translate to the workplace • Increases critical thinking • Promotes civil discourse and collaboration between students Typical Social Studies courses include project-based activities, Socratic dialogues, and collaborative learning. A typical structure for Social Studies courses is 15 minutes direct instruction, small group reading and analysis of documents, then some type of document-based question (DBQ) or debate for student application. Courses emphasize historical thinking skills and investigation of primary source materials including physical documents, artifacts, and digital resources. The skills required to write essays through

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document-based-questions are essential to the curriculum at Nashoba Regional High School. Most courses engage students in a quarterly project that overlays the curriculum and is scaffolded over time. In a typical year, projects may include: Biography paper (Q1), National history day documentary, poster, etc. (Q2), Oral history (Q3), and Civics initiative (Q4) that is intended to tie to current issues and authentic audiences. The Social Studies Department believes in fostering school culture and wellness by celebrating the work of our students. Social studies classrooms currently display posters, exhibits, and maps all created by students. We also have used the Library to display the impressive National History Day Projects of our students. Over the last 2 years the Social Studies Department has collected data to analyze how well our curriculum promotes equity and inclusion. We want the stories we tell to emphasize diversity of cultures, races, ethnicities religions, genders, sexual orientations, ideologies, and economic classes. These conversations were a topic of our Summer Academy work in 2021, and we hope to conduct a formal audit in the near future. Approximately, 90% of students at Nashoba take 4 years of Social Studies. The typical pathway for students in Social Studies is to take World History in 9th grade, then US History is distributed across sophomore and junior years (half year each) with an elective each of the other half years. Students choosing to take a Social Studies class in Senior year have a variety of electives to choose from and allow students to combine their interests with a course of study. Senior year electives include: Psychology, Sociology, and U.S. Government and Politics. We have also created course options that relate to current and specific interests of our students. These unique offerings include Facing History, Baseball in History, Civil War, Understanding the Sixties, Justice and Law, Introduction to Ethics, International Affairs, Sociology, Psychology, U.S. Government and Politics. The Social Studies Department and English Departments have also collaborated and crafted a Humanities class for Freshmen and we hope to offer a wide array of collaborate courses with both English and other departments in the near future.

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Proposed changes Develop a wide array of collaborative, cross-curricular courses with both English and other departments in the near future. Increase opportunities for students to display and present both physical and electronic work to the community. The state’s civics project is another opportunity for students to display their work and findings to a larger community. Additionally, we hope this project increases our students’ sense of agency. They need to understand that they have a say in their future. Establish a Global Citizens Program, for which planning has already begun, that emphasizes learning about cultures outside of the United States and world travel. Conduct formal audits and data collection of the Social Studies curriculum to determine how well, and how to improve equity and inclusion. We aim to include a diversity of cultures, races, ethnicities religions, genders, sexual orientations, ideologies, and economic classes in curriculum. We hope to offer a variety of related discussions, lessons, seminars, and assemblies will vary from small group to school-wide.

WORLD LANGUAGES

Program elements and teaching approaches to maintain The study of modern languages enriches students’ lives by encouraging them to communicate and contribute to our increasingly interdependent global society. Modern language classes are offered in French, German, and Spanish and stress the four skills of foreign language study: listening, speaking, reading, and writing. All courses aid students in understanding foreign cultures and the connection to their own culture. World language instruction takes a scaffolded immersion approach, building increasing opportunities and amounts of immersion over time. Introductory classes typically start with a focus on listening and understanding, then progress to speaking and producing. Later language courses focus more on production. Typical classroom instruction includes partner and small group work, as well as group projects in which projects are personalized. Common examples include skits and presentations (via google slides), recorded projects, visual presentations, debates, and book clubs. Teachers incorporate authentic resources into each class, highlighting resources that native speakers of each language use. World Languages staff share project ideas across levels and languages, but each adapts them to their own needs. World Languages often runs classes with all levels 3.1.2 EDUCATIONAL PROGRAM

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(College Prep, Accelerated, and Honors) in the same class, which can make it difficult to meet the needs of all students in any one class. Teachers typically provide the same instruction with differentiated products and assessments for students in the different levels. The Department administers common mid-years and finals for particular courses. The Department has been working to implement a Certificate of Biliteracy, which recognizes students for which English is a second language and foreign language students who are fluent in both English and a different language. Two years of language are required at NRHS. Students are encouraged to progress in the chosen language(s) as far as possible, which includes an AP course option in each language. Students typically take sequential courses in one language, although pathways are flexible; students can change languages or course levels. ESL pathways sometimes can count as the foreign language requirement. Proposed changes Complete the implementation of the State Seal of Biliteracy Certificate. Establish a Global Citizens Program, in collaboration with Social Studies, that emphasizes learning about cultures outside of the United States and world travel. Work with other district schools to expand language instruction and offerings in the lower grades in order to achieve advanced level proficiency in world language outcomes and provide choice for students (currently only one year of Spanish is offered before entering high school). Add additional language offerings (such as Italian, Portuguese, American Sign Language) to spark student interest and increase access to languages that may be more relevant to the individual students.

ACADEMIC SUPPORT PROGRAMMING SPACES

Program elements and teaching approaches to maintain The mission of the ELE Program is to build on the linguistic, cultural, and academic knowledge English learners already possess by developing instructional and administrative practices responsive to their linguistic and cultural needs; by promoting access to curricular and extracurricular opportunities; and by preparing English learners for their future goals. The goals of the NRHS English Learner Education Program 168

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are: • •

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to develop and promote effective identification and evaluation practices for English learners. to provide direct instruction in English language development (ELD) to English learners in alignment with DESE and WIDA benchmarks and standards. to consult with teachers and administrators as they develop instructional, assessment, and administrative practices that are responsive to the linguistic and cultural needs of English learners. to monitor and track the academic progress of English Learner (EL) and Former English Learner (FEL) students in the district.

to help promote meaningful inclusion of multilingual and English learner families in the school community (regardless of whether their children are included in the ELE Program), including translating and/or adapting important school information when necessary. NRHS is a low-incidence district, with Brazilian Portuguese the dominant language group after English. Prior to January 2018, the high school had a part-time ESL teacher who worked with the EL students. Since January 2018 there has been one fulltime ESL teacher at NRHS, and the enrollment of EL students has increased from four ELs to 23 ELs as of 2021. This student enrollment increase is evident throughout the district, as a result the district has hired three additional teachers during the last two years to meet the needs of EL students. This growth is anticipated to continue in the future. Every student in the district completes a home language survey to determine his/her need for ESL support; students determined to need that support work directly with the ESL teacher on a regular basis determined by the student’s needs. Much of this support is provided through a pull-out model, with the ESL teacher working independently or in small groups with students pulled out of their classes during the day to designated ESL classrooms. The ESL teacher also provides support in core content instruction. Over 90% of Nashoba Regional School District’s core content teachers are SEI endorsed and utilize the support strategies that are presented as part of that course. ELs are provided the

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opportunity to fully access the curriculum the same as non-ELs with class schedules being created to address each student’s individual and diverse needs. Approximately 50% of the ELs at the high school level are currently enrolled in honors courses. Overall, 29% of the Nashoba Regional School District’s EL population is also receiving special education services. At the high school, 36% of EL students are currently receiving special education services, although this percentage changes every year depending on the enrollment of students. The amount of targeted ESL instruction provided is dependent on WIDA proficiency levels. At the high school, the amount for each level is presented below. High School Level 1 Level 2 Level 3 Level 4 Instructional 90 minutes 90 minutes 45 minutes 45 minutes Time for every day every day every day three times in Targeted ESL a cycle Instruction NRHS HS offers three ESL courses, organized by student need, that provide specialized instruction and learning opportunities for learners of English of all proficiency levels in their process of language acquisition. The courses are based on the WIDA ELD standards that promotes a comprehensive approach for language development, including social and instructional language as well as the four core content areas (math, science, English language arts, and social studies). In all other ways EL students follow the same course pathways as most students. They progress through the ESL classes (levels 1, 2 and 3) while at the same time taking their core academic courses to meet the graduation requirements. Proposed changes Complete the implementation of the State Seal of Biliteracy Certificate. Add a language lab that provides for focused group and individual practice. Grow student participation in the newly created International Club. This club provides an opportunity for students to educate others about their culture, traditions, and way of life. Implications for ELE spaces There should be a dedicated ELE classroom that is large enough for a full class (to accommodate likely future growth of this student population). The room should provide for flexible learning and multiple modes of groupings consistent with the description for all classrooms and the World Languages room.

Level 5 45 minutes two times in a cycle

STUDENT GUIDANCE AND SUPPORT SERVICES

Program elements to maintain Nashoba Regional High School currently provides a comprehensive school counseling program with social/emotional support and college/career readiness curriculum for all students. Through individual and group work, school counselors facilitate the academic, personal/social and career development of all students via a curriculum that is both proactive and reactive to student needs and delivered in alignment with the student's developmental life stage. The NRHS typical graduating class will submit ~1,500 applications to over 300 programs and over 90% will attend post-secondary education; fewer than 1% fail to graduate high school. During 8th grade, students begin receiving information from the high school regarding the transition to 9th grade. The high school and middle school teachers, administrators, and counselors collaborate on this process with a focus on academic and co-curricular opportunities at the high school. This work culminates in an evening event for 8th grade students and their parents at the high school that regularly draws over 90% attendance; soon afterwards counselors facilitate course enrollment for all 8th grade students. The high school hosts 504 transition meetings and participates in each IEP transition meeting. Prior to the start of the school year, 9th graders (and students new to Nashoba) participate in a half day orientation that is part social and part school focused. At the start of ninth grade, students are assigned a school counselor based on the alphabetical 3.1.2 EDUCATIONAL PROGRAM

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split of the class; counselors continue to work with the same group of students through to graduation. This allows counselors and students to develop a meaningful relationship over the years that facilitates individualized course planning and post-secondary preparation. Guidance curriculum includes individual meetings twice freshman year and a full period meeting each successive year, with juniors and seniors typically seeing their counselor multiple times in support of their post-secondary planning activities. Counselors run “Guidance Seminars” during the first quarter for seniors and third quarter for juniors in groups ranging from 8-28. Sophomore curriculum focused on career exploration culminates in a full class “Reality Fair” conducted in cooperation with the Nashoba Rotary Club. Aligned with, although not technically part of the Guidance Program, is the Freshman Directed Study. Freshmen Study Skills, a freshman-only experience for students, integrates learning styles, goal setting, study strategies, note-taking and a variety of developmentally appropriate academic skills. The classroom where Freshmen Study Skills is held also serves as the unofficial heart of the freshmen class as this is a “freshmen only” space and students often form friendships in there that last them through high school. Numerous guidance activities support our students’ academic and personal growth. Counselors work closely with the ELL teacher(s), collaborate frequently with related service providers, are integral members of IEP teams, the Student Teacher Assistance Team, and oversee the referral, development, and communication of 504 Accommodation Plans. The Guidance department also hosts a variety of programs outside the school day including both junior and senior college planning nights, the annual Massachusetts public college fair, various MEFA presentations, and Scholarship Awards Night. Occasional “field trips” with an industry or twoyear college focus are also sponsored. Notably, the school counseling department has initiated a robust newsletter series (roughly 20 per grade) for students and parents with a joint focus on social/emotional wellness, student success and post-graduate exploration and planning. Testing for the college application process is administered through Nashoba Guidance: • Nashoba hosts the PSATs (roughly 350 students in grades 10 & 11) each October • Nashoba hosts the SATs once each October and March, as well as providing school-based testing throughout the year 170

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Nashoba proctors the ACT for students with disabilities that require schoolbased testing • Nashoba offers a robust AP curriculum and testing now exceeds 550 exams and 250 students over 17 subjects • Offices, classrooms, library and gyms are all utilized for testing space. Nashoba students regularly utilize guidance services in an “as-needed” or “drop-in” fashion throughout the year, changing courses, seeking problem-solving assistance, or accepting supportive counseling for personal and emotional concerns. Counselors are in the third year of being assigned “duties” and continue to work to balance this assignment with student priorities. It is not uncommon for a student in-need to seek quiet time in Guidance offices. To support students’ social-emotional well-being and healthy relationships, the Guidance department also hosts Challenge Day, supports Signs of Suicide screening, SBIRT screening, and coordinates closely with family and outside service providers. Perkins Behavioral Health currently provides a licensed social worker one day a week to see students for therapy during the school day here at Nashoba; roughly 25 students a year access this service and typically there is a waitlist. Prior to COVID, counselors estimated that as much as 50% of their work was social emotional in nature and that roughly twenty percent of students on their caseload experienced a mental health crisis at some point in high school. Post-pandemic, there has been a dramatic increase in the students experiencing generalized distress and also in the number of acute incidents. In response, the Nashoba Regional School District has established a Bridge Program in conjunction with the Brookline Center Bridge for Resilient Youth in Transition Program (BRYT). Staffed with a school counselor, an academic coordinator, and given clinical oversight by one of the school social workers, this program is viewed as pivotal in supporting our students when they experience challenging states of mental health. It is the transition service for students with extended out of school absences as well as a critical support for students experiencing significant emotional dysregulation that disrupts learning when the student is physically present. Proposed changes to services and programs The guidance department will expand

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guidance seminars to all four years with each grade having a full quarter curriculum, in accordance with American School Counseling Association and Massachusetts Department of Elementary and Secondary Education initiatives involving college and career readiness. Career spotlights will be closely coordinated with academic and co-curricular interests so that students can explore future opportunities. With a more flexible schedule lies the potential for internships, work-study, and mentoring programs, as well as expanded higher-education partnerships such as dual enrollment or early college programming. The increased focus on career exploration and college readiness will expand the landscape of the student post-secondary pathways. Integration of trauma-informed social emotional health into the overall milieu of the Nashoba environment will strengthen education throughout the building. Providing more robust in-school therapeutically based supports will strengthen a student’s resilience and concurrently achieve their academic potential. Prior to COVID, the Guidance department was pursuing a partnership with Voices Against Violence to increase awareness about healthy/unhealthy relationships and provide support for those experiencing any type of relationship violence: it is anticipated that as COVID related needs abate, this effort will resume. One school counselor and one social worker are official trainers of the “Youth Mental Health First Aid” program and have taught the course for adults in the school community three times a year since 2018; this program has been on hold during COVID restrictions but is anticipated to resume. Expanding the partnership with teachers and parents through initiatives such as Youth Mental Health First Aid will strengthen the community’s commitment to whole child wellness. In response to the growing level of socialemotional needs among the student population, most notably an increase in severity that interferes with daily activities, we plan to implement a Self-Regulation space, to be coordinated with the Guidance area. This would serve as a private area for a student to de-escalate from negative or anxious states, allow for movement, or conversely, quiet and calm meditative type activities. The integration of mind-body connections continues to grow as a therapeutic tool in working with emotional distress, and we must

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continue to support students in developing and practicing self-regulation strategies. Re-introduction of a structured program to support academic achievement. Informed by Growth Mindset and the CASEL competency of Self-Management, this planned achievement program will focus on those core skills which enable a student to maximize their academic potential: self-motivation, self-discipline, goal setting, planning and organizational skills, self-initiation, seeking support when needed, practicing teamwork, and collaborative problem solving. In the Academic Achievement Classroom students will develop their study, organization and time-management skills required to meet the curriculum demands of their schedule (i.e. working on homework, projects and studying for assessments). The Guidance Department plans to host an outside counselor and resume taking interns. Dedicated space within our area, for one to two days, will be provided for student therapy sessions with a private counselor (Perkins Behavioral Health): this is considered a critical service for many of these students who would not otherwise have access to therapy for a variety of private reasons. School counseling interns provide the means to develop and implement innovative curriculum stemming from the most current educational (Academic, and College & Career Readiness domains) and counseling (Social/Emotional domain) initiatives. Implications for Guidance and Academic Support Spaces Continue to provide sufficient offices for staff with close proximity to related support services including administration. Each counselor must be in a private office with enough space to allow for a family meeting (being mindful of blended families). Both the Bridge program and the school social workers must maintain their space and proximity to the main guidance office to continue the closely coordinated service model. An office to host outside counselor(s) or private counselor offering student therapy sessions is needed. Collaboration with health services and administration is facilitated by being nearby. The Academic Achievement Program will require a furnished classroom. Flexible wall structures will provide for quiet areas for testing with accommodations and will facilitate programs such as peer tutoring and academic mentoring. The registrar space must be closely paired with Guidance to ensure the smooth communication required when on-boarding new students, working through adjustments to schedules 3.1.2 EDUCATIONAL PROGRAM

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and transcripts, and in support of the college application process. In accordance with state and federal law, the school requires sufficient vault (disaster proof) space to house academic records for a minimum of 60 years. A guidance department requires an open and welcoming entry for students, parents and school personnel that also provides for privacy. There needs to be enough communal space for students and families waiting to see counselors but designed for privacy where students and families cannot overhear secretarial or counselor conversations; where each can maintain their own personal space; and where privacy can be held intact for all. We need proximity of counselor offices to the entrance and secretarial space. A flexible medium-large meeting space to serve a range of initiatives in this department. The counseling office hosts roughly 100 college and university admission representatives each year; representatives meet with as many as 50 students at once. Teacher and parent meetings, and 504 team meetings, can often be held in a counselor’s office but can include up to 12 people, requiring a sufficient separate meeting space. Grades 9-12 Guidance seminars can be of varying size. With an increase in college and career spotlights; and renewed interest in experiential learning in academic courses, the Guidance department will need spaces to incorporate bi-monthly career exploration opportunities for students. A Self-Regulation Space is a high priority for school. Ideally indoor-outdoor (closed courtyard), this is a private area for a student to de-escalate from negative or anxious states, provides sufficient room (or equipment) for movement, or meditative type activities as prescribed therapeutic skills.

TEACHER PLANNING

Teachers are guaranteed 25% unassigned time in their schedule while teaching a maximum of 25 teaching periods per week. This time is scheduled using PowerSchool scheduler. Room assignments are currently done by department heads in collaboration with administration. Currently the high school does not have common planning spaces for teachers. There are multiple workroom spaces, but if teachers meet during the day, they need to use the library or the main office conference room. Teachers eat in the student cafeteria or their classroom because of a lack of common spaces for teachers. Given the constraints of the current schedule, most 172

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teachers with a common prep or co-teaching do not have common planning time and we do not have time built in for professional learning communities. These space and time challenges present true constraints and barriers to supporting and enhancing the delivery of curriculum Proposed changes to planning time and number of spaces SECTION TO BE FURTHER DEVELOPED Common planning spaces for interdisciplinary departments A schedule that supports common planning time and time for professional learning communities to meet Current professional development practices The district has a strong professional development program. Led by the department of Teaching and Learning, annually, the district dedicates one day per month for Early release time for teachers to focus on job specific or district initiatives. Additionally, the district plans and implements a district day of professional learning focused on the district's theme for the year. The day involves key not speakers, workshops, seminars, book reads and experiential professional development for all Nashoba faculty and staff. Annually, the district focuses on a specific theme for the year’s pedagogical focus and also participates in a district wide read of a text chosen by the Leadership Team. faculty and staff participate in workshops, seminars and book reads to facilitate this work. The district is well supported by each community to allow faculty and staff to participate in professional development opportunities and provides the time, resources and financial support to facilitate this work. Often this work is facilitated by trained staff through a train the trainer model, where teachers are teaching teachers on best practices. Teachers across the district participate in job alike, curriculum planning and common planning times focused on best practices in and out of the classroom as well as to facilitate the alignment of curriculum across the district K-12. Proposed changes to professional development At this point, there are no proposed changes to professional development programming as it relates to the schedule. However,

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additional planning time has been proposed and implemented for visioning of the new high school project as well as the district wide focus on the Portrait of a Nashoba Graduate. The district continues to offer a Summer Academy for faculty and staff focused on needs of teachers who need to complete the sheltered English Immersion endorsement, MATSOL ELL requirements, district Mentor training and a variety of opportunities for workshops focused on the district’s Strategic Plan as well as extensive Curriculum writing and review.

PRE-KINDERGARTEN

Current offerings, practices, and locations The district has an integrated preschool program for students with special education needs across the district. Currently, we have 2 full day programs (Beginning Connections and Little Friends). In addition we have one 5 half day program called Sunrise. Finally there are 4 three half day programs. Stow has a full day program (Beginning Connections) that services students with Autism. It also has one 3 half day program. Bolton has a 5 half day program (Sunrise) that services students who require a structured setting on a daily basis to assist with growing social and emotional skills. It also has one 3 half day program. Lancaster has a 5 full day program Beginning Connections) for students who have cognitive impairments, and may also have a secondary diagnosis of autism, down syndrome or another genetic disorder. How curriculum is delivered Services for students are driven by their individual education programs that are developed at TEAM meetings in collaboration with families. Each program has role model students that participate in our preschool. The maximum number of students for each classroom is 15, with 8 being role models and 7 students having IEPS. Little Friends is not an integrated program, but rather a substantially separate program. We do offer inclusion options in the integrated preschool and have a Circle of Friends where community peers join our students during the week to build relationships and work on cooperative play and learning opportunities. This year the district has requested to open an

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additional preschool as our numbers for special education slots will be needed. Our current preschool classrooms do not have enough IEP slots to service student in the upcoming school year. Historically there has been a significant waitlist for pre-school of 50+ students with as many as 96 in 2021 each year for the most recent years.

LUNCH PROGRAMS

The current lunch program at Nashoba provides onsite preparation of food across the district. All schools have full services kitchens. The Nashoba Regional High School’s kitchen prepares from scratch and “heat and serve” meals. Food is served along one serving line with a pass through warmer and from a grab and go station. The kitchen is equipped with two hot plates, ovens, steam jacket, kettle, and warming ovens. Provisions are stored in a storage room, a walk-in freezer and a walk-in refrigerator. There is currently a single tank dishwasher. In addition to preparing student meals, the NRHS kitchen prepares meals for district wide events. Upgrades needed in a new kitchen and lunch room at the Nashoba Regional High School would include brighter lighting, serving stations, as opposed to serving lines, a tilt grill for food preparation, an open cooking range, a panini maker, and a dishwasher upgrade that could accommodate washing trays. Larger storage spaces for supplies, and upgraded refrigeration for provisions are also needed. All these changes would facilitate dietary needs based on health and culture. We will need a cafeteria and kitchen area that can serve the student population in 3 lunch periods. We envision the cafeteria to be a space that serves a number of purposes, as gathering spaces for collaboration and engagement. One other consideration is the establishment of a nutritional science/ farm to table program within the high school. It would be beneficial for this program, along with all its needed equipment, to be located in close proximity to the kitchen and cafeteria.

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TECHNOLOGY INSTRUCTION POLICIES AND PROGRAM REQUIREMENTS

SECTION TO BE FURTHER DEVELOPED We are a 1-1 Chromebook school; we have 3 computer labs with PC’s and specialized software for classes such as digital photo, graphics, game design and AP computer science. We have a library/media center with desktop computers and printers Digital Learning Program - NRSD Acceptable Use Digital Literacy Expectations Chromebooks Expectations and Guidelines

MEDIA CENTER/LIBRARY

Program elements to maintain Our mission: To provide a safe nurturing library environment where students feel seen, safe and welcome so that they can learn to be effective ethical users of ideas, information, and technology - empowering the learning community to be empathic young adults, critical thinkers, enthusiastic readers and lifelong learners. The library is a space for collaborative learning, group study, community building activities, research and instruction. The NRHS library promotes a culture of literacy, including independent reading for enjoyment, cultural literacy, and digital/information literacy. Our students will become critical thinkers who create and share knowledge responsibly and ethically. The library provides flexible and inviting learning opportunities for all students and staff. The library is a student-centered space with the goal of providing opportunities for collaborative work, independent study, and quiet reading. Additionally, the librarian provides opportunities for staff and students to engage in community building activities around social emotional learning. Activities include Rubik's Cube Mosaic Challenges, solving puzzles, card making, making calm jars and using stress balls. These activities are offered throughout the school year and are conducted in collaboration with teachers across the curriculum. The library is used by whole classes, primarily English and Social Studies, as teachers assign inquiry and research projects. Research and 174

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information literacy skills are taught as a class, and on an individual, informal basis. For example, the National History Day project is assigned, the librarians create resource guides, then instruct on research and database skills. Teachers who grant in class time for research reserve the library space and the librarian is there and available for research support. The library supports all disciplines with databases, physical books, and digital books (including audio books). The library provides a variety of current, relevant fiction and non- fiction texts for students. The diverse collection of texts supports the English Department’s “Nashoba Reads” initiative: Students are encouraged to have an independent reading book to read during their ‘long block’ English class. In collaboration with the English Department, the librarian designed and implemented a semester Senior elective called Independent Reading. The course supports the English Department and the Library’s mission around increasing student engagement around reading for our students. For school years between 2018 and 2021 (not including the remote/hybrid year), students and faculty checked out between 1500 and 2800 items each year, with a third to half of those being fiction. The library is used for a variety of meetings and events, such as faculty meetings, student testing, art shows, and study halls; often over 200 events each school year. The library is also used by the broader community for EMT classes in the evening, district-led community meetings, and an Art showcase at the end of the school year and the Social Studies department’s National History Day showcase. Current staffing and hours Currently one full time librarian and one full time aid Hours are 7:30am-2:30pm supervised - in the past the library had additional staffing which supported before and after school access, but this no longer exists. The library is used by students during the school day who sign in from study hall. Teachers also bring classes in for research projects and the librarian pushes into classes to teach the research process. The Fine and performance art showcase was displayed in the library before and after school. National History Day was held in the library. The library is reserved for club and outside group meetings after school through the facilities department

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Proposed changes Make the school library more of ‘hub’ of the school. Continue to support and develop community building and social emotional activities that support the wellbeing of ALL students. Enhance the use of library services in academic courses, particular STEM, Art, and Wellness courses which have not typically used the library. Implications for Library/Learning Commons spaces The school's library/learning commons needs to be flexible enough to meet many needs. The physical space should be a flexible space that promotes community, inquiry, creativity, and collaboration (Future ready libraries). The space has to provide a variety of independent and small group work areas, as well as an option for a full class to engage together. A flexible layout where everything can be moved and adjusted in a short period of time is important. The student spaces should be open and inviting, encouraging students to interact with resources and each other. There should be several small spaces for small group study or collaborative project work. Al spaces should offer flexible seating, comfortable furniture, and adequate lighting. An area for quiet reading and study, an area for activities (“make space” and/or community activities), and areas for collaborative group work should all be available without intruding on each other. Furniture should is comfortable, flexible and includes the required needs for technology power and wifi. The library is the hub of the school and the link between the public and private spaces. We envision multiple uses for the future library with flexible space that can be configured in a variety of ways. Some of the learning activities that require space are for recording podcasts and videos, space for small group collaboration, meeting space, large group instruction area, quiet reading nooks and work spaces, space for community activities, gallery space for rotating exhibits, coffee house area, traditional books/research areas, care closet, flexible seating, lines of site easily supervised, space to poetry slams, for students to conduct research, work on projects, space for presentations, group work, designing and displaying capstone projects, space for students to take a brain break and have some down time to promote social emotional wellness (working on things like puzzles, rubics cubes, games)

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VISUAL ARTS

We have three art rooms with one space specialized for ceramics with a kiln, the others equipped for studio art instruction, and one computer lab has been dedicated for digital photography. The classroom space is inadequate NRHS will continue to offer, and work to expand, a rich set of opportunities in the visual arts, performing arts, and music. Art is an area that can be an attraction for families and the community, re-invigorating the NRHS educational program and creating a unique opportunity for students. Visual arts and music will continue as two main areas offered in the academic schedule, and performing arts will become a stronger offering. Program elements and teaching approaches to maintain The Art department will continue to offer both sequential course options and non-sequential exploratory course options for students with varying interests, providing multiple access points and potential pathways within the arts. Many other opportunities will continue to be provided through extracurricular clubs and events. All courses and extracurriculars will continue to be inclusive, welcoming students of any grade level or academic ability. Visual Arts courses expose students to a diverse range of content areas and experiences in the arts. Courses are designed to help students interpret and solve visual problems in a variety of media in engaging studio classrooms. In all art classes, students develop an understanding and appreciation for the process of art creation, response, and presentation. Learning experiences empower students to embody eight studio habits of mind: • develop craft, • envision, • express, • observe, • stretch and explore, • engage and persist, • reflect, and • understand the art world. These studio habits are deeply valuable for students to understand, practice, and master to help them grow as artists and to establish realworld skills. In all Visual Arts classes, the teacher demonstrates techniques, then encourages 3.1.2 EDUCATIONAL PROGRAM

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students to engage in stretch and explore activities to build confidence, take risks, learn from mistakes, and develop persistence. Students are shown the importance of drafting and revising work throughout the initial design process of each project. Students regularly present and receive insightful feedback on their work through the critique process, as a way to encourage personal growth and artistic collaboration. All Visual Arts classes encourage students to develop their own artistic voice, expressing personalized concepts through their artwork, using art as a visual language. Students are taught how to write artist statements as part of understanding how to present their final work in a professional way. Throughout each Visual Arts course, students work toward developing a personalized body of work that demonstrates a progression of technical and conceptual skill using a variety of mediums and techniques. Currently we offer 10 courses a year. Studio art classes are full year and we officer 5 semester long classes including digital photography, ceramics and printmaking. Curriculum is student centered, hands on and project based with students learning and then applying a variety of art skills and techniques. Every student must take one full year of art to fulfill graduation requirements and enrollment is typically around 425 students per year. We host an arts showcase that is curated by students in May. Proposed changes Arts concentrations or pathways. In a Visual Arts pathway, for example, course options can include Graphic Design, Fine Arts, and Sculpture; each of which blend traditional methods and 21st century digital techniques. In a reinvigorated performing arts program, theater courses/electives can include drama, improv, theater writing, technical theatre, and set design. A similar concentration to be provided for Music. Support students in making ‘real world’ connections through project-based assignments relevant to current issues, and through interdisciplinary opportunities to talk with and learn from professionals and experts from the community. Perhaps provide an option for “concentration projects” in place of midterms and finals; longer, performance-based projects based on a student’s concentration (which may be interdisciplinary in nature). We need to explore if this would be for all grades, or focused on upper grades in the form of a Senior project, for example. 176

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We want to better integrate the arts with other academic areas, including the Humanities and STEM, and increase opportunities for students to enroll in cross-disciplinary courses such as an art/science course (e.g., art and science of glazes and color), or an art/literature course. There is currently a Music/Physics course in the Program of Studies that has not previously been offered; this would form a good starting point. Purposeful and regular collaboration with the Applied Arts department (including Technology Education, Business), allowing for interdisciplinary projects. This can include, for example, development of promotion materials for musicians and theatre productions, collaborations around design and production of stage sets and costumes for theater events, and coursework exploring evolution of business models in the arts. Regularly collect input from students as a part of the enrollment process each year (such as through surveys, or in student guidance sessions) to understand and respond to student interest in courses, electives, and/or concentrations. Expect and provide forums for students to regularly showcase their work in formal and informal presentations for the entire Nashoba community. Students should be able to showcase their learning, growth, and mastery in public performances. Public performances can include: publicly shared research or analysis papers, performing scenes and skits, debates and simulations, display of projects, oral or multimedia presentations. Display/installation and small performance spaces (around school) Exhibiting spaces throughout the building, including spaces for displaying & viewing physical and digital artwork. Spaces to hold informal music and theater performances. Dedicated livestream or playback capabilities to showcase projects / recordings throughout the school and available to the community.

MUSIC & PERFORMING ARTS

Music Music curriculum uses a constructivist approach with a strong focus on projects and authentic assessment. Each course includes multiple “informances,” informal performances, that provide students the opportunity to demonstrate and get feedback

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on their learning and skills. In addition, the performance ensembles produce eight formal concerts a year in addition to participation in three state music festivals, numerous school functions, and solo student festivals. The program provides opportunities to increase proficiency with a musical instrument or voice, to study music theory, or to experience music as a form of expression. Each of the courses provides experience with a variety of musical styles that encourage a student to appreciate music as a vehicle for expression. In addition, through rehearsals and concerts, a student is able to recognize the value of a disciplined collaboration and to take pleasure from the resulting harmony. The Music program challenges students to be leaders through its curriculum. In many courses there is a student leadership structure where students have the opportunity to be sectional, small group leaders, or peer mentors. Within each class there are regular opportunities for collaboration among students in small groups or sectionals. Combined with some individual practice and whole-class practice and performances, the mix of groupings both supports student musical development and the opportunity for leadership development. Performing Arts NRHS typically offers several plays and musicals during the year, recently through extracurriculars as Performing Arts courses have not been part of the regular school program. We expect to begin re-offering Performing Arts courses again in the regular school program. The approach to teaching and learning in Performing Arts courses is similar to Visual Arts and Music, with an emphasis on student engagement, student projects and performances, and building student confidence, skills, and artistic voice. The Music department offers 16 different courses that are mostly non-leveled. Our jazz bands have an accelerated level and Music Theory has an AP option. Courses are mostly project based learning and group instruction. There are opportunities for exploration and individualized projects within most courses. All courses with the exception of Diverse Voices in Music have a performance aspect to them. In some cases, that is composing or arranging songs to perform, small group performance, large group performance, or individual performance. There are 8 formal concerts a year for our performing ensembles, with an additional 4 for our Community / Student Symphonic Band, as well as many

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additional performances for sporting events, pep rallys, community outreach events, and district concerts. We offer individual students the opportunity to present recitals as capstone projects. We also offer a community Symphonic Band where students from our school and surrounding schools perform alongside adults in a more challenging musical ensemble. These students perform 4 concerts a year with over 30 pieces of music. This program is sponsored by the Friends of Music, the parent boosters organization for the music department. Current Courses Running: • Music Theory 1/2/AP • Music Tech • Concert Band • Jazz Band I/A • Concert Choir • Chamber Choir • Unified Choir • Best Buddies Choir • Intro to Guitar • Intro to Piano 1 /2 • Diverse Voices in Music • Song Writing Number of Periods per Academic Cycle: Currently, we offer 10 periods a semester for students. This includes 6 full year courses and 8 semester courses (4 per semester). Number of Students Participating in Music Programs: In a given year, there are typically between 200300 students taking music courses with many students taking more than one music course. Proposed changes We are looking to add additional classes that focus on more hands-on music making. Courses that are in development are: Instrument repair, Jam Band, In-door Winds (only a few exist in MA), In-Door color guard. Additionally, our music technology class is constantly changing where currently it is a mix between using DAW (Digital Audio Workstations) and live sound. We would like to include more live sound, podcasts, and team up with the video production and journalism courses to create projects around content creation. These hands-on courses and new ensembles are in line with the district goals of creating real3.1.2 EDUCATIONAL PROGRAM

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life connections and project-based experiences. The instrument repair course would include simple to complex repairs of instruments. It would be open to all students and would take place in the metal shop. This course can take on projects of broken instruments throughout the district and save the district on repair costs. Additionally, it would allow students real world job experience. Jam-Band, In-door winds and in-door color guard would be performance courses. Jam-Band would allow students to create small performing ensembles and learn existing songs, as well as compose originals. Every day we have 10/15 students who come down to the music wing in their free time to create music in their free blocks or at lunch. The in-door winds and color guard would be new to Nashoba and would create a more formal ensemble that would compete in the WGI and NESBA competitions alongside other ensembles from around Massachusetts. These ensembles would allow all students an opportunity to perform in a different setting and utilize movement alongside musicianship to create a more theatrical musical performance, rather than a traditional concert. Include a diverse theater program of courses including, acting, technical theater (lighting / sound design), set design and construction, and costuming/make-up. We currently have a space attached to the auditorium stage for set design and construction, however, students are not currently doing set design or technical aspects of the theater program as it is not offered. We will be collaborating with our applied arts courses, utilizing this space to have students designing and constructing sets for our 3 theater shows a year (fall play, class plays, spring musical). These new theater courses would allow students to have hands on, and real-world connections to theater professions. Music rooms The breadth of Music offerings requires substantive space with flexibility for different configurations, group sizes, and collaborative work. An ideal capacity for the band room would be 125; for the choir room 80 students, and tech lab 25 students. All rooms are used for both full group and small group instruction so need to be flexible and easily rearranged and have recording and play back capability. The music rooms should be in proximity to the auditorium with oversized doors to allow for movement of the equipment. Additionally, the band room should have access to the outside with oversized doors to allow for movement of equipment for outside school 178

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events, (community outreach / middle school concerts / sporting events etc) Our tech lab typically houses keyboards and computers for electronic soundtrack projects. Recording and playback capability should be included in all music rooms. Multiple practice rooms for individual or pairs practice are needed, with soundproofing and recording capability. Ideally a space for small group instruction of piano and guitar would be available for up to 15 students. Additionally, access to a medium sized performance or ensemble space, for 40-50 students, provides greater flexibility. Sufficient storage for music, instruments, staging, and supporting equipment (e.g., music stands) is needed. Auditorium The auditorium needs to be a flexible space given the wide range of activities that take place here, including typical school-supported plays and musicals, band and choir performances, faculty meetings and class meetings, and town functions (such as town meetings). Ideally the auditorium can fit the full school population. There should be appropriate sound and lighting mechanicals, along with technology (e.g., screen, projector, video feed) for presentations to large audiences. Include LED Lighting system, full microphone/audio system to have students learn theater arts tech. Have a built-in orchestra pit into the auditorium stage with capabilities to talk to sound / light booth / backstage with video capabilities. Enough storage needs to be provided for props, costumes, stage materials, and equipment used across the various functions. The auditorium should be accessible by the public as well as from academic classrooms. Ideally it would be adjacent to Applied Arts facilities to enable prop construction and cross-curricular work. Black Box Theater Have a black box theater / mini auditorium with state of art lighting / sound for smaller presentations to be used by whole school community / theater classes. The black box theater would be the main classroom for our theater courses to allow for all aspects of teaching the theater arts. This space will also allow small presentations from other classes in a more appropriate space that is not the large auditorium space. Debate and spoken word as part of core academic work and would also utilize a small theater space for authentic skill development, practice, and

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presentations. This would be a space where students can present their senior capstone projects.

PHYSICAL EDUCATION

Program elements and teaching approaches to maintain The Wellness department uses a combination of games, hands on activities and classroom work to teach students skills related to social emotional learning (SEL), problem solving, and team building. In combination, these skills help students get to know each other, work together to solve problems in different settings, and overall make their high school experience more enjoyable. Wellness staff use our specific landscape to offer students a unique perspective on learning while keeping an emphasis on physical activity and personal health. Students have the ability to explore any of the three areas – Foods, Health, and Wellness – from the perspective of personal long-term health and as potential career pathways. Wellness Physical activity instruction is designed to expose students to a wide variety of physical activities and skill development. Students are taught the importance of why activity is important to them and be exposed to different avenues to engage in lifelong fitness. Units of study include personal fitness assessment, developing guidelines for appropriate lifelong exercise, and participation in a variety of seasonal physical skill activities. Course outcomes are to encourage students to: participate in activities that promote lifelong fitness, enjoy regular participation in physical activities, set goals for self-improvement, choose fitness, and develop knowledge and skills that contribute to a healthy lifestyle. Wellness is a requirement for all four years of high school and therefore providing students with different options as they progress is important. Wellness classes (e.g., Wellness 9, Wellness 10 MVP, Team Sports, RAD, Lifetime Fitness, Unified) give students a variety of opportunities and exposure to different physical activities. Students develop their understanding of fitness, their actual physical fitness, and skills for teamwork and cooperation. Throughout Wellness courses students are encouraged to try new activities they may enjoy, learn from mistakes, learn to work with others, and encourage their classmates all while building lifelong fitness

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skills. Students are constantly working together while also being taught various skills to then improve, either individually or in a group. The Wellness curriculum is designed to build upon itself where students learn skills in grades 9 and 10 that allow them to choose the best elective for them in grades 11 and 12. Learned skills will continue to build in later grades to continue to understand fitness, sports and other wellness concepts. Grade 9 Wellness course provides students with an understanding of components of wellness, achieving fitness, how to recognize concussions, basics of CPR, and core elements of sports such as cooperation and biomechanical principles. Grade 10 Mentors in Violence Prevention course continues the 9th grade topics while also engaging students in topics dealing with violence in relationships, co-taught by a male and female teacher. The MVP program focuses on diffusing and preventing dating violence amongst teens. There are several Wellness electives for upperclassmen such as the Rape Aggression Defense (R.A.D.) program designed for junior and senior females. RAD is a basic physical defense program for women combined with Risk Reduction, Risk Recognition, Risk Awareness and Risk Avoidance strategies. Patterns of date rape, acquaintance rape and random attacks as well as psychological effects on survivors and the importance of the preparatory defensive mindset are discussed and studied. At the end of the semester students get to practice their skills at 100% in a “simulation”, where officers simulate an attack and the girls use their defensive skills to fight and escape. Other Wellness upper class electives include Team Sports, Lifetime Activities, and Strength/Resistance Training. Unified Wellness is also offered. Foods Foods classes provide students with an opportunity to learn about the interconnection of nutrition, food science, and culinary skills, with the goal of having students finding a balance between eating for enjoyment and eating for health. The learning in Foods classes is accomplished using an experiential learning approach. Students in grades nine through twelve work cooperatively every day for one semester to prepare a wide variety of foods while learning basic food preparation techniques and basic nutrition. Emphasis is placed on developing sound work habits when cooking, while developing an appreciation for healthful cooking and eating. Making connections between diet and long-term health and well3.1.2 EDUCATIONAL PROGRAM

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being is the basis for all the Foods courses offered. Students are provided with opportunities to explore the cuisine of other cultures, gaining an understanding that traditional eating habits, foods, and ingredients everywhere are influenced by geography, climate, and culture. Emphasis is placed on learning to eat well when eating on your own, while balancing personal resources such as time, money, knowledge, food preparation skills, and equipment availability. Students in all Foods courses are strongly encouraged to reflect on their personal level of comfort and expertise in cooking, and to challenge themselves as they move forward into each new unit of study in Foods. Foods classes are non-leveled, and available to every student in grades 9 through 12, with a number of different offerings. Four projectbased courses are currently offered: Foods I, Foods II - International Cuisine, Senior Cooking, and Unified Foods. Unified Foods is offered at least one semester per year. Students are able to enroll in Foods up to four times while they are at Nashoba. At present, 80 students can take Foods each semester, based on the current number of kitchen stations (7) the number of teachers (1), and a limit in space for students to work in a classroom setting, to plan, organize, and assess their cooking projects. Health Health instruction is embedded as a component of the sophomore course, and as a junior/senior course (including a Unified Health option). Health instruction introduces students to modern perspectives in an array of health topics designed to improve health literacy and develop skills needed to promote mental, physical, social, and emotional well-being. Health courses are designed to raise students’ awareness to important social, family, and personal issues that will help them to make informed decisions as young adults and productive citizens. Coordination with Health Office (School Nurse) The key goal of programs and services from the Health Office (school nurse) include social, emotional, mental, and physical wellbeing of NRHS students, families and staff. The health office provides in-school, direct health services, health education, consultation for faculty and staff, and health promotion and illness prevention for staff, students, and families. Key to this work is providing care for students from a holistic, individual, and family- and 180

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community-based approach, taking into consideration students' family and social issues or concerns, classwork, mental health, and a myriad of other factors that influence a student's wellbeing. Students are triaged on an individual basis for health conditions including but not limited to illness, injury, and mental health needs. Taking into account all the factors that contribute to the overall health of a student is additionally balanced by requirements of student privacy. In addition to individual student care, health education and assessments are provided to entire student bodies, including Brief Intervention and Referral to Treatment (SBIRT) Screening, to assess risk for unhealthy behaviors throughout entire grades or classes of students (accomplished in a confidential and private setting). We also provide life threatening allergy and epi-pen training for the entire staff and all athletic coaches, multiple times each year. Our Vaping Diversion Program for students was piloted this year which provides education on vaping risks and health issues related to addiction. In terms of community and family approach, the Health Office provides education in various topics in local family events including Children's Fairs and Scouts World and Global events. Health staff support the Bolton Fire Department’s leadership in the EMT program. Working closely with the student EMT group, Health staff act as mentors and assist with providing community education to all 3 towns, including a Hands Only CPR initiative in which NRHS earned an award for providing this education to so many community members and lay people. The Office also includes the family in so many aspects of a students' care to ensure inclusion of the whole family while assessing and providing care to the student. Proposed changes Contribute to a revamped school safety management plan. To ensure safety of all students, including injury treatment and procedures for blood-borne pathogens. A safety management plan will also evaluate tools and equipment that could cause harm to minimize risks to students and staff, ensure a robust student safety training process and related protocols, and emergency response and accident reporting procedures. There will need to be a substantive effort to revise the Wellness program and related curriculum to align to new state Standards for Comprehensive Health and Physical

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Education, expected to be released in the next year or so. This would also pose a unique opportunity to engage with multiple Departments and stakeholders across the Nashoba community to develop a comprehensive approach to health and wellness programming across the school, to include the Wellness department, Guidance, School Resource Officers, administration (with particular emphasis on implementation of restorative justice practices and SEL across the school), the Health Office, Special Education, and others. Wellness The Wellness department would like to include a 9th Grade Project Adventure Course as a staple of the curriculum. The Project Adventure aspect will be a giant boost to our social and emotional goals as a department and district. The program will be designed to promote self-confidence, group cooperation, and problem-solving skills in a mutually supportive environment. Initial activities develop trust and mutual support; later activities encourage risk-taking and to develop self-confidence. All Wellness courses will be infused with a variety of fitness opportunities, including opportunities that have not previously been available due to safety and size constraints of the current facilities. We have been working to explore these opportunities over the last two years, and are slowly growing them to be a more prominent portion of classes. For aspects of fitness that are not safe to engage in currently, we will develop a detailed plan for ensuring those are ready to implement in a new building. Over the next 5 years we would like to offer more Rape Aggression Defense (RAD) sections. We would like every girl who wants to take R.A.D. to be able to take it; more sections are needed to accomplish this. We would also like to offer Advanced R.A.D. for girls and R.A.D. for boys. Explore the potential of a gender-neutral locker room in the Wellness area. Health Increase the number of health electives at NRHS so that the coursework over four years will be relevant and timely. We believe this approach will have a greater impact on students’ healthy decisions and choices. Example courses may include “Influence" or "Under the Influence," a course about the influence of advertising, social media, social norms, customs, culture, peer pressure and

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how it all impacts our health and shapes our view of the world; or a course called "Mental Health," focused on causes of stress and anxiety, as well as strategies for managing stress and anxiety, for developing resilience, positive self-talk, and a growth mindset. Increase the amount of time spent in Health Education to one full quarter in the near future. Foods Additional Foods electives will be offered, including possible courses such as The Building Blocks of a Healthy Life, an experiential learning course in the areas of Physical, Mental, Social, and Emotional Health, or My Health, My Plan, focused on experiential learning activities that allow seniors to work on individualized Healthy Living plans. Explore interdisciplinary course options, such as The Chemistry of Food, a hybrid course taught in the Foods Lab in collaboration with Chemistry. Such a course could be co-taught or the Foods or Science teacher would act as a resource for the other, with the Foods Lab available as a resource area for students to dig deeper into a topic through the study of food preparation and food science. Implications for Wellness spaces Gymnasiums The gymnasium will need to be big enough to support all the students in the school taking courses in this Department, which is a requirement for all students. The gymnasium should be a 3 section gymnasium with dividers in between, with part of that section being the official basketball court. In order to provide adequate space a track above gives room for cardiovascular fitness and provides space for all students in class. There would also be a projection system in the gym for athletics and use during class for fitness classes and other large group presentations. There should be proper ventilation and heating/cooling in these areas to accommodate large numbers of students and spectators for athletic events. Due to being connected with athletics, the Wellness department should be close to the outside of the building and as close to the athletic fields as possible. Multi-purpose room In the area would be a multipurpose room that could be used for RAD, yoga, and other small group Wellness activities. This could also be used for wrestling, cheerleading, and other teams that require mats and other smaller areas. 3.1.2 EDUCATIONAL PROGRAM

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Fitness Center Maybe the most important improvement will be a state of the art fitness center for physical fitness. Students would be able to use this during the day in Wellness class. Also, this area could be used by staff and students, and used by the school's athletic teams, after school or during certain designated times. This room needs to be properly padded, fitted, and sized for large groups, keeping in mind classes as well as large athletic teams. Locker Rooms The locker rooms need to be located adjacent to the gymnasium and provide easy access to and from the gymnasium. There needs to be exceptional ventilation in this space because of the nature of a locker room. Ideally it would be large enough to accommodate every student in the school having their own small locker and also at least one, preferably two large team spaces in each locker room. These would be connected to by slightly separate from the general Wellness lockers. Office Space Wellness teachers need a dedicated office space that will always allow proper supervision to empty areas of the department and allow for collaboration between staff as needed throughout the day. Teachers need room for a desk and secure storage. Ideally, this Wellness office area would be between the locker rooms gymnasium and adjacent to the entirety of the Wellness department. A separate coach’s area would provide a small number of lockers, showers, and meeting space for after school coaching staff. Storage Adjacent to the gymnasium there needs to be a large amount of storage space for the large amount of equipment used in Wellness classes. High ceilings and large door openings are needed for larger equipment, as well as shelving and hooks for bags and smaller Wellness items. There also should be separate athletic storage for the large amount of athletic department equipment that should be separate from the Wellness storage. Foods A Foods lab with at least eight to ten kitchens, flexible classroom space, and additional space for the purpose of demonstrations. The demonstration space would be used by teacher(s) and students. There will be an opportunity for the teachers of other Wellness classes to use the Foods Lab as a resource 182

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for their students, with a Foods teacher serving as a resource teacher. This would provide additional experiential learning for Wellness students, enabling them to make the connection between physical activity, healthy eating, and general long-term health. Along with the teaching and learning space, there will be additional office space for teachers, sufficient storage space for equipment and materials, and lockable cabinets in the kitchens.

SPECIAL EDUCATION

Program elements and teaching approaches to maintain NRHS aims to be an inclusive school environment where staff work together to discover and develop each student’s unique gifts and talents. The Special Education Department provides a variety of support services and programs for students who have been identified as having specialized needs. As of 2020, 18.5% of NRHS students had an Individualized Education Plan (IEP) and 6% a 504 plan. Each students’ IEP team guides decision making in terms of providing the services students require in the least restrictive environment. The philosophy of inclusionary practices within the district runs deep; it is not simply a service delivery model at NRHS. The goal is to have students in general education and to help students develop the independence they need as they work towards their postsecondary goals. 100% of students with a disability take at least one (most at least two or three) general education classes (these can be electives). To the greatest extent possible students are included in general education classes with support through a consult model. To achieve this, student services are delivered in and outside of the general education classroom, with specific services outlined in each students’ IEP. 76% of students on IEPs take general education classes with one study skills period a day. 14% of students take one or more prescriptive (pull-out) class, but also take general education electives. NRHS is committed to providing students with the opportunity to take challenging classes and providing appropriate support for student success. A student might only require special education staff consulting with their general education teacher to provide appropriate accommodations or modifications in the

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mainstream course. Some students are supported in general education classes by instructional assistants who work under the direction of the special education teachers, when needed. Most students with IEPs are in College Prep classes, but they can also take courses at other levels. Special education teachers have also supported students through co-taught general education classes. Learning Center Many students with IEPs are serviced outside the general education classrooms at a Learning Center. 90% of students on IEPs receive Learning Center services at least twice per week. During their Learning Center time students work with a special education teacher on their IEP goals and objectives while utilizing their general education curriculum. The Learning Center provides students an opportunity for teaching and reteaching content. In addition, it is a place where students organize assignments, take assessments, and receive additional time to complete tests or long-term assignments. The Learning Center is currently organized by grade level and staffed by five special education teachers and three aides collectively. Prescriptive Classes NRHS also offers special education prescriptive classes for students who require a modified curriculum and require slower paced content. Approximate 10% of identified students require this level of modification (with between 10 to 20 students needing such modification in any subject area). These classes service students in grades 9-12 in small groups ranging in size from 2-12 students. Prescriptive classes are offered in Math, English, Science, and History and are designed to help students earn credit towards their diploma. Currently, special education teachers and general teachers co-teach these small group prescriptive classes. Instructional assistants are assigned to prescriptive classes to meet state ratios and provide more individualized support as dictated by a student’s IEP. Students may have one prescriptive class or many depending upon what is recommended by the special education team. These courses prepare students for options including but not limited to community college, the military, a vocational school, or the work force after graduation. Personalized Academics and Career Exploration (PACE) NRHS also services students with a high level

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of need in a substantially separate setting. The Personalized Academics and Career Exploration (PACE), serving a total of 14 students in 2020, both work with students with severe disabilities, including intellectual impairments and autism. Generally, PACE students fall into two different need groups including those with cognitive challenges and those with behavioral issues. PACE provides an individualized approach in the education and development of functional skills in the areas of self-help, independent living skills, social interactions, communication, prevocational skills, and functional academics. Inclusion opportunities are provided in each program based upon students’ goals, skill levels, and interests. Each student in PACE also takes general education electives. Both programs additionally provide communitybased experiences as those are considered an essential to promote independence. PACE is a substantially separate program that serves students who are in grades 9-12 and who have special education needs that require intervention in functional areas. Students focus on developing self-awareness and selfadvocacy skills. Students participate in a variety of activities with their grade-level peers, culminating in graduation ceremonies at the end of 12th grade or completion of high school requirements. This program provides students the opportunity to attend general education classes, with support. NRHS also offers a variety of unified classes designed to follow Unified Sports approach where both students in the PACE program and students without disabilities work together in chorus, cooking, health, and physical education classes. The students in the PACE program also attend traditional electives courses in the fine arts, technology, and wellness departments with staff support. The PACE program supports several different learning models: whole class instruction, small group instruction, and 1:1 instruction. The PACE program is the first step along our student’s pathway for the future. Continued vocational preparation will happen if students move on to the Transitions program. Some PACE students will receive a certificate of completion at the end of their 12th grade year then enter the Transitions program for 18to 22-year-olds. Integration opportunities and community-based job exploratory experiences are an essential part of these students’ education to assist in the development of independence. The program also provides community-based experiences that are essential to promote the development of independence. Transitions 3.1.2 EDUCATIONAL PROGRAM

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students received vocational training in outside worksites such as The Strand Theater, Clinton Hospital, Meals on Wheels, Leominster Crossing, Slater’s Restaurant, and school-based district vocational opportunities. Transitions Program The Transitions Program is a substantially separate program that serves students who have completed four years of high school ages 18-22 earning a certificate of completion, who have special education needs that require intervention in functional areas. This program aids in the development of functional skills and in the areas of self-help, adaptive daily living (ADL) skills, social interactions, communication, and basic academic concepts. The Transitions program instruction is leveled to prepare students for a variety of post-secondary living and working options. Included in these options are independent and assisted work opportunities, as well as group social and prevocational activities that take place in both day habilitation and community-based day support adult programming models. The program strives to develop work and classroom opportunities that build skill- and interest-based individual work opportunities, as well as strengthen the soft skills that students will need to effectively collaborate and communicate with others. The current Transitions program is not located at the NRHS campus. Group work is a large component of our program. Our program schedule is structured to include time for all levels of students to work in pairs or groups. Groups include students who are working on the same skills, as well as pairings based on peer-modeling that support increased independence in areas of growth for both students. Soft skills (interpersonal skills, time management, conflict resolution, etc) are addressed during this time. These blocks allow for structured lessons, as well as guest speakers, team building exercises, and opportunity for review performance at group job sites. Survey of local post-secondary programs and possible work opportunities inform the opportunities offered in the Transitions program. Regardless of student ability level or anticipated adult setting, our goal is to help preview and prepare students for the changes posed by leaving the school system. Students nearing graduation hear from graduates and professionals about the transition to adulthood throughout the school year. Special education teachers, related service providers, and paraprofessionals/job coaches participate in professional development opportunities 184

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to tour local programs. During their time in the program, staff provide information and instruction to help students to create their own plan. This includes identifying transitional goals and developing skills in selfadvocacy. The program focuses on forming strong community partnerships focused on real world connections. Transitions staff and related service providers collaborate to develop appropriate lessons and activities to translate their observations to the classroom environment. Services are carried out in the most natural environment possible, including job sites and group classroom activities. Space and resources are available for students to practice selfregulation and leisure activity within the classroom environment. Privacy is considered when planning sessions that center on adult health or behavioral/ADL needs. Transitions addresses tiered vocational skills in the areas of: Active participation, appearance and hygiene, stamina, decision making /personal safety, problem solving, quality of work, interview/vocational writing skills, and interpersonal skills. We also focus on life skills: Cooking, shopping, budgeting, personal & community safety, and navigating transportation. Solid programming in the transition classroom supports effective communication and social development through an interdisciplinary approach. Therapeutic Learning Center The Therapeutic Learning Center (TLC) allows for a space that promotes equity and inclusion by providing students with social and emotional skills through the development of healthy coping skills, social problemsolving techniques, and prosocial behaviors. Students are able and encouraged to access the general education setting to the degree they can , which may vary day to day. While some students may require much of their instruction in the therapeutic milieu, others may need less support. Services are uniquely tailored to the changing needs of the individual student. The special education teacher and staff provide specialized instruction in the therapeutic milieu and work in conjunction with general education teachers to provide instructional modifications that lead to alternative pathways to the student’s future and achievement of their goals. Students may also receive other academic and support services such as speech and language, occupational therapy, or physical therapy as outlined in the student’s IEP. The high student

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to staff ratio allows for authentic learning opportunities that expand well beyond the classroom setting. As part of the TLC program, counseling services are consistently provided to meet the social and emotional needs of our students. Students have easy access to their counselor by having the counseling office located directly adjacent to the learning space. Students come to the counseling office for sessions based on their IEP, random checkins when needed, and crisis counseling. Counseling in this program helps provide wrap-around services to students and family by providing consults (in-person and virtual) with parents and constant communication with outside providers. The TLC counseling provider also consults with other service providers within the high school community to collaborate on cases. TLC counseling takes a whole person approach (mind and body) providing students with strategies to manage strong emotions and navigate daily situations, positive or negative. The first step in providing students with a therapeutic environment is by making the setting more comfortable with soft furniture and a relaxing setting (windows, calm sounds, sunlamp, fidget toys, recliner). This gives students the physical comfort to be able to talk about and process some uncomfortable feelings and situations. Common and effective practices for counseling students are processing with a trust staff or counselor, the utilization of a quiet/desensitizing room to de-escalate, and consistent movement breaks for biofeedback. The implementation of gross motor skill break has been very effective in helping students apply a whole-body approach to improving physical and mental health and students' understanding of the connection between the two. If we aren’t physically feeling well, we can’t feel well mentally. Related Services Students receive related services according to their IEPS, which is sometimes individual instruction and at other times group instruction. Specialists within the special education department include a full-time school psychologist, board-certified behavior analyst (BCBA), 2 speech and language pathologists, and two school adjustment counselors. In addition, part-time resources include an occupational therapist and a physical therapist. The school psychologist has several roles in school, from testing students and running IEP meetings to

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providing clinical consultation supports for all students in the school community. Related services providers provide consultation to staff and parents, support in the general education classrooms, and direct service outside of the general education environment. Related service providers participate in weekly consults for our programs and our Student Teacher Assistant Team, as appropriate. Collectively, these staff provide one-one-one and small group support for any student with the service on an IEP, for both in- and out-of- district programs. Proposed changes Increase the availability of co-taught classes offered through the Learning Center. The special education department will offer a variety of co-taught classes across content areas. Cotaught classes are College Preparatory level general education classes taught by a special and general education teacher together. These teachers attend professional development together, plan together, instruct together, and assess together. These classes remove barriers and create access for students with special needs to access high school courses they might not otherwise be able to access. These courses provide authentic and engaged learning that uses varied, dynamic instruction utilizing a mix of student-and teacher-centered strategies. The curriculum embraces equity and diversity. While increased co-teaching should facilitate less prescriptive classes and more inclusion, we would like to explore ways to increase the number of students with IEPs or 504 plans in upper-level courses (Accelerated/Honors), or support for easier transitions between course levels. This is a complex issue that needs collaborative consideration with departments across the school. Enhance authentic learning opportunities in Prescriptive Courses offered through the Learning Center. Prescriptive courses are nonleveled, special education small group classes with a special educator as the lead teacher. Our prescriptive classes will be broken down into two levels to provide authentic learning opportunities: High School Prescriptive and High School Readiness. Students will be assigned to the different levels after being assessed at their ability to perform independently on grade level Common Core standards and by their IEP teams. Students in the High School Prescriptive level are working toward credits for graduation. Students in the High School Readiness classes are working to build basic and functional academic skills. The different levels allow for the exploration of different pathways for 3.1.2 EDUCATIONAL PROGRAM

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the future. The teachers are provided time to co-plan their instruction and assessments, and create interdisciplinary connections and collaborations. Add Study Skills Courses to the Learning Center program. Study skills time will be used proactively to teach skills and mediate weaknesses through an authentic learning model that is student centered and based on real world connections. The curriculum will cover executive functioning skills, organizational skills, note taking, testtaking strategies, self-advocacy skills, and other similar areas. A student’s study skills teacher is their liaison. Study skills incorporate equity and inclusion practices that remove barriers for students and give them the ability to access the curriculum. Enhance the Testing Center within the Learning Center. Students who are partially or fully included may be assigned to take assessments in a testing center. In this testing center students use “cubby” style spaces to take tests in a distraction-free environment. Establish High School Connections for students identified with ASD or neurological disabilities. This program will service students who are educationally identified with Autism Spectrum Disorder (ASD) and/or neurological disabilities who present with a variety of challenges in social thinking, self-awareness, sensory and emotional regulation, and resulting anxiety. There is currently a middle school Connections class at Hale that will feed this program, and a Connections class at Center school. Connections has a strong emphasis on the development of positive, meaningful relationships between teachers, paraprofessionals, related service providers and peers. There will be a class-wide social program to help each child develop the social skills required to have friends and be a contributing member of the school. Systematic teaching will be implemented across the curriculum including core classes (Math, ELA, Social Studies and Science) as well as in the area of life skills (social, behavior and vocational). These courses provide a diverse curriculum that is both accessible by and reflective of our entire student population. The opportunity to practice and develop these skills in a structured setting leads to an authentic learning curriculum for the students. Expand Unified Class offerings. There is a robust offering of unified classes that include unified art, unified foods, unified gym, unified health, unified choir, and unified personal finance. Unified classes following the philosophy of Special Olympics Unified Sports. Unified Sports 186

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joins people with and without intellectual disabilities on the same team. It was inspired by a simple principle: training together and playing together is a quick path to friendship and understanding. The courses provide a diverse curriculum that is both accessible by and reflective of our entire student population and a place for students with and without disabilities to work together to learn and become their best selves. Consider ways to enhance the Best Buddies program in school day programming. Currently organized as an after-school program, Best Buddies partners students in the PACE program with students without disabilities to collaborate in academics and social and emotional development. While some Buddies currently attend a class together, this could be more systemic throughout the school day. Implications for Special Education spaces Learning Center: Prescriptive Courses In the physical spaces where our study skills and Prescriptive classes take place, there should be ample space for students to be physically distant and have flexible seating options. The space should include individual desks and spaces for group and/or handson workstations. These hands-on or group workstations are utilized for students when they have down time. The classrooms have a small space for students to read or work quietly, or to decompress quietly away from others or from distractions. Our program promotes inclusion using technology in our physical space as well as curriculum, instruction, and assessment. Smartboards with Bluetooth capabilities, overhead projectors, charging stations, and wi-fi provide all students equal access to their education. In addition, general education classes apply accommodations that are met in respectful, unobtrusive ways whenever possible. Every special education space should be equipped with appropriate technology, including assistive technology to help students accommodate for weaknesses. Learning Center: Testing Center With available cubbies, noise-canceling headphones should be available for students who require another layer of distraction elimination. The test center should have a printer to print assessments that student need to take, and materials students need such as a class set of calculators (scientific and graphing). The testing center should be connected to the main Learning Center with

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an all-glass wall for staff members in each room so that observing students and maintaining safety are prioritized. Within the testing center there should be a series of small lockers for students to keep their belongings and, for the purposes of maintaining test integrity, their personal devices (phones, smart watches, etc.). High School Connections The High School Connections classroom should include two suites, one for academic and one for life skill/social skill programming. A few small office spaces should be available for related service providers to work with students. A larger area is needed for students to work collaboratively. This space provides the opportunity for social activities and a space to promote inclusive and empathetic relationships. PACE The PACE area consists of a suite with several rooms: a classroom conducive for life skills instruction (i.e. cooking, washing clothes), two bathrooms, a sensory room, a quiet area (chill zone), vocational area, hotel “suite,” and outdoor area. The classrooms should be filled with a lot of natural light as well as adjustable light (for those who have light-based sensory needs). Flexible seating (including seating for groups and individualized seating) is important. It will contain folding glass divider walls so the program can easily move from small group instruction to whole class instruction. All classrooms include white boards and smart boards to support instruction. To reduce clutter, the classroom should also contain several cabinets with ample storage space. The sensory room should include an adult swing and other items as deemed appropriate by the occupational therapist. Within the sensory room there should also be an exercise area in which students can engage in various health-related activities. Due to the high energy and sensory needs, there should also an adult outdoor swing set which PACE can access throughout the day. While sometimes students need to release energy, other times, students need a quiet place or a chill zone to either take a break, do leisure activities, or complete independent work. So, a quiet zone is also part of the PACE program. In addition to academic space, the PACE program also uses spaces dedicated to both vocational and life skills development. Vocational areas include a “hotel suite”, which serves as a place to practice daily living

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skills-such as making the bed, putting linens away, vacuuming, etc. The vocational aspect of the program is quite expansive and includes a convenience store and a cafe which can be accessed by community members and is utilized by other student members of the school community (both to work at and to purchase goods from). Additionally, because it is not sustainable to maintain a garden throughout the summer months, the PACE program should have access to a hydroponic garden, where they grow fruits and vegetables that can be utilized for ingredients at the NRHS cafe. Therapeutic Learning Center (TLC) Access to equipment and spaces for gross motor skills (track for walking and running, field to play sports on, weightlifting equipment, boxing equipment, etc.) is greatly beneficial in helping students find what skills provide them with the best biofeedback. Consistent access to a kitchen is needed to provide proper nutrition and reducing irritability and exhaustion (mental and physical). Food options for students also provide a great incentive on a daily basis, especially when incorporated into a behavioral plan. Transitions Program A variety of technology (for teacher and students - tablets, laptops, interactive white board) is needed to help support interactive learning, collaboration on projects, and maximum level of independence of each student. The program environment should include a dedicated kitchen, leisure space, student dining room, and bathroom. Space needs to be regularly updated with adaptations as required for the current program population. Related Services All providers should be housed in a therapeutic suite, with offices for two speech-language pathologists, an occupational therapist, and a physical therapist. Speech and Language pathologists serve all of the students within the facility and can be located anywhere so long as it is adjacent to core academic areas for easy access. Physical therapy spaces would ideally be located adjacent to the other health and wellness areas to provide access to PT as well as adaptive PE. All related service spaces shouldincludes rooms with windows, adequate ventilation, and heating and cooling systems. All spaces within the therapeutic suite include flexible lighting options to meet the needs of students with varying sensory needs, as well as acoustic panels to absorb noise and create a calming 3.1.2 EDUCATIONAL PROGRAM

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environment. All offices and treatment rooms include doors with windows in them, with shades or blinds to provide privacy as needed. The therapeutic suite includes a sink to clean shared materials with cabinets to store cleaning supplies. A designated large treatment room for speech and language groups, to accommodate 8-10 people, includes an area with a table for structured lessons as well as a separate space with flexible and comfortable seating to work on social communication skills in a naturalistic environment. A smaller treatment room should also be available, for individual therapy or testing. Each treatment room is equipped with whiteboards and projectors/Smartboards for lessons. Each room also includes both bookshelves as well as cabinets with doors for storage of materials, to keep the visual stimulation and distractions minimal during treatment. A designated therapy suite with specialized sensory and suspended equipment that is utilized to meet student needs. The area will also have the use of mats for safety as is required with use of specialized equipment. An adjoining space is equipped with more standard exercise equipment such as treadmills, exercise bikes, rowing machines and resistive bands to address physical therapy needs of the students. A white board is provided in each room as well as a smart board in the physical therapy space to allow for video modeling of exercise programs. For both OT and PT services there is a space in which direct testing, direct service provision and meetings are being held. This room has a small table/ chairs, storage cabinets for materials and a white board. Nashoba has a clinical suite where the social workers, school psychologist and school psychology offices are. The school psychologist may be located in the Guidance suite. Within the clinical suite there should be a sensory room with fidget toys, nice lightning, comfortable chairs, biofeedback equipment, weighted blankets and sound machines for those students who require sensory input during stressful times as well as a quiet room with comfortable, soothing furniture for students to have privacy when feeling upset and unable to attend classes. The suite should have several windows offering natural light to see outside and a restroom for counselors and students in that area to use. A window in the door with a blind is helpful to provide privacy when needed to protect student confidentiality. There is a common room for clinical staff to be able to meet to consult about students as 188

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needed or host group counseling. Building-wide considerations Across the building, each learning space should be equipped with sound field amplification systems, with at least two microphones for each space. There are two lapel or wearable microphones for all rooms, as well as a handheld microphone to be passed around for student contributions. Also, there should be acoustic panels included in walls and ceilings to absorb sound between classrooms. Those classrooms near common spaces should be equipped with sound absorbing barriers to fit under the doors. Attention should be given to making the cafeteria and other public spaces as sensory friendly as possible. The last Coordinated Review Program occured on March 11, 2020 with no deficiencies.

NON-CHAPTER 74 PROGRAMMING VOCATIONAL / TECHNICAL / ENRICHMENT / STEM / ENRICHMENT PROJECTBASED PROGRAMMING

Current Programming The Applied Arts Department approaches curriculum from the perspective of preparing students for career contexts and future trends. The main goal is to provide students with comprehensive and practical experiences in different specialized areas. The Applied Arts Department is driven by innovation and creative thinking. These courses look to engage students with technology and realworld problem-solving challenges. Students can choose from a variety of Business, Communications Technology, and Technology Engineering courses. Applied Arts courses are offered as electives to explore possible career paths and interests and to fulfill graduation requirements. Project-based learning is at the center of all Applied Arts courses. The practical nature of the courses requires critical thinking while connecting core subject and STEM concepts to the projects students engage with. Business The Business program is designed to integrate business and computer technology skills to engage students in real-world applications

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while learning marketable skills. Courses are designed to prepare students for successful entry into a business-related field. Current course offerings in the Business program include Intro to Business, Marketing, Marketing and Community Partnerships, Entrepreneurship, Accounting, Personal Finance, and more. The Business Department at Nashoba has experienced steady growth over the last 15 years as students seek experiential learning opportunities. Nashoba DECA An indication of the demand for Business opportunities is seen in the exponential growth of the Distributive Education Clubs of America (DECA) after-school program over the past several years. Students who are currently enrolled in or have previously completed a Business course are eligible to participate in DECA. DECA membership has grown from 16 members in 2010 to 210 members in 2021, approaching a quarter of the school population. NRHS DECA was recognized as Massachusetts' DECA Gold Level Program in 2019 and is one of the Top 10 largest chapters in the state. DECA members prepare business plans, marketing plans, innovation plans, project management projects and community service projects, and compete against other chapters at the district, state and national levels. Business and PACE Program Collaboration In recent years the Business department, through the Marketing and Community Partnerships class specifically, has teamed up with the Personalized Academics and Career Exploration (PACE) program to provide integrated learning opportunities for participating students. These projects have included design thinking projects, food truck business plans and holiday scavenger hunts. Mock Competition Each December, all current Business students join returning DECA members and our PACE students compete in a Mock Competition. The Mock began to prepare DECA members for their first competition but expanded to include our PACE program and all business students who did not join DECA. This past December, 252 students presented their projects to 45 local business partners and parents from our local community. Wolf Den School Store The School Store has been in operation for over 20 years in Nashoba. The Wolf Den

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website (https://nashobaschoolstore.ecwid. com/) provides spirit gear for students, staff and the community. The store is currently located in a small closet in the cafeteria. Due to space constraints, the store shifted to an online-only model last year and has been fulfilling orders primarily through the website with pickup occurring in the main office. The School Store is managed by a faculty member who handles all the customer emails, pricing, deposits, and product procurement. Students in the Marketing and Community Partnerships class are in charge of order fulfillment, marketing, inventory, and website maintenance. The DECA Officers also help open the Wolf Den for community events like Open House, Parent-Teacher Conferences, football games, and more. Clinton Savings Bank Clinton Savings Bank has had a fully operational branch and ATM inside of Nashoba for many years, managed by Clinton Savings Bank associates. Branch services are available to students, administrators, and teachers. The in-school branch is staffed by 3-4 high school students each period of the day. The students take our Banking course as a 1 or 2 credit course depending on the frequency they attend class per week. Clinton Savings Bank works with these students to create a hands-on experience as tellers and customer service representatives. The objective of the program is to promote sound financial literacy skills while connecting students with banking professionals for mentoring opportunities. Many students that have completed this course have gone on to work with Clinton Savings Bank as bank tellers at other branches. Poster Printing For the last several years, DECA has required students to bring a poster as a visual aide in presentations at our competitions. This necessitated the purchase of a poster printer and laminator about 5 years ago. The DECA Advisors with the help of DECA Officers typically produce about 150-200 posters per year for competition as well as countless other projects for other groups around the school. Communications Technology Communications Technology courses include Video Game Development, 3D Animation, Graphic Design, and Multimedia Communications. Additional offerings include Yearbook and Communications, Desktop Publishing, Integrated Computer Technology, Multimedia, Game Design, and others. Computer 3.1.2 EDUCATIONAL PROGRAM

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Applications as a discipline incorporates more than just coding; it involves physical systems and networks, the collection, storage and analysis of data and the impact of computing on society. These skills and the latest software titles expose students to real-world applications while learning marketable skills. Communication Technology evokes authentic, powerful ideas that can be used to solve realworld problems and connect understanding across multiple disciplines. Students utilize the most powerful tools in the design trade. For example, the entire Adobe Suite is available to Nashoba students to both learn and enhance their skills. Design students use their skills to enhance projects in other areas around the building, district and community. Students have reach-out projects for classes or groups – like music logo designs, work for departments – such as concert programs for the Art department, and for community organizations – such as a recent design competition for one of the local fire departments to create an updated design for the town's fire badges. 3D modeling classes is an example of how students dive into technical and rigorous demands. They learn how to create polygonal 3D models using industry standard modeling tools as they explore the basics of materials, lighting, texture mapping and rendering. From concept to creation the student builds on a number of skills and techniques throughout the year. Many, if not all, of the classes previously described need the use of powerful computers throughout the year. At any given time, multiple projects are underway at different stages of completion, similar to real-world experience that we attempt to create. Students use a variety of digital tools, including printers, vinyl cutters, 3D printers, and laser cutters to produce products relevant to project goals. Technology Engineering Technology engineering provides students with comprehensive opportunities to explore careers, and to design, build and apply technical skills. Nashoba currently offers courses in Construction, Wood Tech, Robotics, Metal Tech, and Engineering Drawing. Experiential learning is at the center of these courses as students explore hands-on projects that integrate tools, materials, software, and other technologies together to produce solutions or end products. Students gain first-hand knowledge and see applications of traditional and modern technology while applying critical thinking and solving real world problems. Students engage 190

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in a design process which takes them from the conception of an idea, to prototyping using appropriate tools and machines, to manufacture of a product from a raw material. Students are encouraged to take risks and learn from failures, also to persevere and see their individual or group projects through to the end. Students are consistently working on realworld projects in and around the school building such as sheds, green houses, and courtyard pergolas. We typically and regularly use a variety of traditional machines such as milling machines, lathes, routers, band saws, metal bending machines, sanders, buffing machines, and table saws. Modern digital technologies have been woven into each of the courses over the past several years with the implication of CNC (computer numerical controlled) machines, 3d printers, laser engravers, plasma cutters, and current software titles. Projects and lessons above all focus on safety and proper technique. These courses take a comprehensive approach to the engineering design process and encourage students to engage with as many different mediums as possible. Robotics offerings including both VEX robotics classes and First robotics Club. Students engaged in robotics build and code robots to meet design criteria and challenge goals. The First Robotics team typically services between 25 and 30 student members who design, build, test, and compete with a 120 lb. robot in the worldwide FIRST Robotics Competition (FRC). The team designs and fabricates many custom parts out of numerous materials; they are engaged in advanced manufacturing. Students in both robotics programs fabricate parts, test, and redesign all aspects of their robots, and compete as a collaborative team to complete challenges. The Applied arts and Business department currently offers 39 academic periods per year with a combination of year long and semester classes. We have strong business offerings with marketing, personal finance, community partnerships, accounting and economics that support a vibrant DECA program; and we offer a wide range of technical and applied arts classes including digital creativity, multimedia production, graphics, game design, metals, wood manufacturing, and robotics and drone technology. All Nashoba students need to take one year of business and one year of applied arts to fulfill graduation requirements. Enrollment is typically around 575 students per

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year within the entire program/department. Instruction is student centered, hands on and project based. The DECA focused classes and the Robotics classes all participate in local and regional and with DECA national competitions. Proposed changes In the development and refining of program offerings during the visioning and programming, the idea was developed of having general interest areas which encompassed areas of existing wellness, applied arts, visual arts,and technology programs . These general buckets, under which existing and new program offerings would all fall, will be known as signature programs. Integrated Arts • Performing Arts and Drama • Visual Arts (2D and 3D) • Photography (Digital) • Technical Theater • Metal and Wood Shops Communication and Entrepreneurship • TV and Video Production • Graphic Design • Journalism / Film • Film • Business and Marketing • Personal Finance • DECA Health and Human Services • EMT • Healthcare • Early Childhood • Wellness • Sustainability • Farm to Table STEAM • Robotics • Computer Science • Engineering/Cadd • Industrial Design • Gaming The goal of each signature program is to create thematic opportunities in curriculum. Each signature program would be associated with a series of spaces which would be shared

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to create a hub of spaces for collaboration and sharing of resources. With the implementation of these signature programs there would also be general goals. • Forge meaningful partnerships with local businesses as well as colleges for dual enrollment credit (Quinsigamond/ Fitchburg State) and also pathways to certification • Develop more defined pathways from 9th through 12th grade, culminating in senior capstone projects. • Enhance collaboration with signature program to the community. An example of could be Business and tech collaborative joint effort. a collaborative project modeled on Olin College’s approach where two tech engineering courses collaborated with a business class to design, prototype, manufacture, and market an item. Items were being produced and sold. It was successful up until 2019 when covid hit but is something that we would like to bring back and work into the curriculum of more classes. • Grow robotics offerings, including both VEX robotics classes and First robotics Club, along with the necessary tools and resources to support successful participation. • Contribute to exploration of school scheduling options that would allow for local internships. Our current schedule is rotating and does not allow for morning or afternoon internships that could greatly enrich student experience. • Re-establish the integration of PACE students into Business programming, including with the school store • Contribute to a revamped school safety plan. To ensure safe use of all traditional and digital machines, account for and minimize risks to students and staff, ensure a robust student safety training process and related protocols, and to properly work with chemicals. • Establish a TV/AV Production Studio. Implications for Applied Arts spaces Signature Programs Signature program will require a set of interrelated spaces that work together in a thoughtful way. The adjacent spaces serving each signature programshould provide classroom 3.1.2 EDUCATIONAL PROGRAM

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space that is flexible enough for both traditional instruction and a variety of student activities and projects. Students need to be able to move to lab and project spaces. Each room needs sufficient technology (computers) to handle the design and driver software. A computer lab would be ideal for applications, such as some graphics arts software, that laptops are not well positioned to operate. Signature program suites would enable teachers and students to maximize education, productivity, and success. School Store The Wolf Den Store would have a location that could allow for in-person shopping and space to house all its inventory. The school store should be easily accessible to both the students and the public. The school store should provide enough space to allow an entire business class into the room to conduct hands-on lessons on inventory, merchandising, etc., It would also allow PACE and Transitions students the opportunity to receive training from business classes and learn to operate the store. Sufficient space is needed to store inventory and display equipment.

TRANSPORTATION POLICIES

Current services and practices All students in the Nashoba Regional School District have access to school district transportation. The NRSD school committee policy is written that: Bus transportation is provided as a service in accordance with Massachusetts General Law, Chapter 71, Section 16C for the core instruction day. Routes are established each summer by the regional school district prior to the start of the school year based on location of residences and efficient utilization of seats on the vehicles. An attempt shall be made to equalize the time children spend on the bus as far as is practical. Bus stops shall be established to ensure the safe entrance and exit from the buses while providing reasonable safe walking distances to the domicile for the students. Bus assignments may be changed, at the discretion of the Superintendent to accommodate arrangements parents or guardians make, provided such accommodations are within a school's attendance boundaries, within existing bus routes, and are detailed in a written request from the parent or guardian. No changes in routing shall be granted to accommodate non-district after-school activities or recreational programs. Transportation of school choice students shall 192

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be the responsibility of the parent/guardian. The Superintendent may allow students to ride the bus if space is available and may charge a fee for that service. No changes are anticipated regarding the transportation policy of the district.

FUNCTIONAL AND SPATIAL RELATIONSHIPS

TO BE DEVELOPED DURING PREFERRED SCHEMATIC

SECURITY AND VISUAL ACCESS REQUIREMENTS

The emergency response task force meets every other month to discuss, evaluate and improve safety of school buildings and emergency responses. Representatives from each school attend as well as local police and fire departments. Each school has their own Safety Committee that meets either monthly or every other (depends on the school) to review emergency plans. The most recent Medical Emergency Response Plan that was submitted to the DESE was on July 1, 2021. Physical and operational requirements will be critical to the safety of students and staff alike. A newly designed main entrance must possess a secure vestibule area monitored by campus security. This will serve as a holding area until outside guests are processed and clearly for entry. Additionally, common areas (hallways, gymnasium, auditorium, cafeteria, etc.) will be equipped with modern surveillance equipment. This equipment will be monitored by campus security and be part of an office/ suite which will serve as the safety hub for stakeholder wellness. Common area lines of sight must also be considered in development of a new campus; again emphasizing the importance of safety for all.

TYPICAL DAY IN THE LIFE OF A NASHOBA STUDENT

School Day Hours: 7:40am-2:20pm Nashoba Regional High School students begin school at 7:40am and move through seven class periods during the course of a day. The school day ends at 2:20pm. The schedule is an 8-day rotating schedule, but because there is no dropped period, it takes several weeks for the rotation to come full circle back to a Day 1 beginning with A period. Classes are

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46 minutes with a long block 5th period to accommodate four lunches. Classtime during long block is approximately 70 minutes. Students have four minutes of passing time between classes and there is no break built in to the day. At the beginning of the day, the cafeteria serves a variety of breakfast items and the snack shack is open for any students who may have a study to purchase a snack. The schedule is prohibitive of students being able to engage and participate in work study, internships or service projects because of the continuous rotation and unpredictability. The unpredictability and lack of routine presented by the current schedule is also a challenge for students with social emotional disabilities, anxiety and those students with autism spectrum disorder. Below are two sample schedules: One is a typical daily schedule for

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a freshmen and the other is a sample eight-day rotation for a sophomore. The building project presents a powerful and authentic vehicle through which we can examine a change to the high school schedule to enhance the student experience and incorporate new programming that includes hands on, authentic project based learning with real world application and connections.

A Typical Daily Schedule for a Freshmen Period Term/Year Class A Full Year Science Principles & Experimental Techniques B Full Year Algebra 2 & Trigonometry C Full Year Spanish 2 D Full Year World History E (Lunch Full Year English block) F Semester 1 Ceramics 1 F Semester 2 Digital Photography G (even Full Year PE & Wellness days) F (odd days) Full Year Study Hall After School: Clubs/Activities/Sports A Typical eight-day rotation (1.5 weeks) for a Sophomore

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INITIAL SPACE SUMMARY Nashoba Regional High School currently houses students from Bolton, Lancaster and Stow, Massachusetts. The space summaries for both an addition/renovation and new construction have been developed based on a student enrollment of 925 students. A facility aligning with MSBA guidelines for 925 students is estimated to be approximately 185,000 gross square feet. This includes a 1.52 grossing factor. The total gross footage for the proposed addition/renovation and new construction options are as follows: Addition/Renovation: 214,802 gsf New Construction: 208,070 gsf

CORE ACADEMIC SPACES

During the visioning process, there was consensus that the facility must foster a collaborative interdisciplinary approach to the educational process. Overall support was given to the concept of small learning communities (SLC). Science and multi-disciplinary academic classrooms would be distributed throughout the facility to provide the opportunity for interdisciplinary instruction and collaboration. To support this collaborative approach, teacher planning areas/professional learning communities would be located within the small learning communities. Academic classrooms should have access to light and views. Additionally, access to outdoor learning as much as possible will provide increased learning space for the facility. Educational visioning and programming have determined that four (4) small learning communities are ideal for the school's population while also providing flexibility for programs such as a potential for a Freshman Academy. Four (4) of the academic classrooms have been enlarged in size (950sf) to provide flexibility for academic programs that require larger areas for collaboration and/or student projects related to a specific class or program. An enlarged classroom would be included in each small learning community. The classrooms should be located adjacent to the Applied Arts/Signature Program spaces to provide an theory based educational environment along with the shop/lab space. Four (4) group seminar spaces have been provided at 1,000sf each. These rooms function as Project Areas outlined in the Educational Program. A group seminar space would be located in each small learning community, Two (2) Pre-Kindergarten Classrooms have been provided at 1,200sf each. This size aligns with the size guidelines for a space of this type in the Space Summary Guidelines. The District is looking to add these this program to the High School environment as part of its partnership with a Signature Program while also addressing 3.1.3 INITIAL SPACE SUMMARY

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the historical and current demand for this Pre-K educational spaces within the District. Currently the District does not have the space to support these added classrooms.

SPECIAL EDUCATION

Special education space requirements have been developed through preliminary discussions to understand the needs of the District's various programs. Discussion will continue and these will be updated during further discussions with the district and the approved Department of Elementary & Secondary Education Submittal provided during Schematic Design .

ART & MUSIC

Art and music spaces are included in the space summary in line with MSBA standards. Educational visioning sessions showed support for supporting future curricula in line with STEAM instruction.

VOCATIONS & TECHNOLOGY

Vocations and technology spaces exceed the MSBA guidelines by 2,000sf. The programs that are currently offered and proposed have been outlined in Educational Program.

HEALTH & PHYSICAL EDUCATION

Health and Physical Education spaces are in alignment with MSBA guidelines with the following exceptions: • 1,000sf Wellness/RAD Classroom This is a pre-existing program outlined in the Educational Program. • 250sf Athletic Trainer This is a pre-existing space. • 250sf Health Instructor's Office An additional office has been listed to provide an office for each gender. The Health Instructor's Office should be integrated into the locker room areas with an office of for each gender serving as supervision for that locker room area.

MEDIA CENTER

Media center and associated spaces are in alignment with MSBA guidelines.

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AUDITORIUM/DRAMA

Auditorium and Drama spaces spaces are in alignment with MSBA guidelines with the following exceptions: • 1,200sf Drama Classroom This is a pre-existing program outlined in the Educational Program. • 250sf Tickets/Concession This is a pre-existing space.

DINING & FOOD SERVICES

Dining and food service spaces are in alignment with MSBA guidelines.

MEDICAL

Medical spaces spaces spaces are in alignment with MSBA guidelines with the following exceptions: • 60sf Toilet An additional toilet has been included to provide a toilet for each gender.

ADMINISTRATION & GUIDANCE

Administration and Guidance spaces exceed the MSBA guidelines by 1,626sf. The spaces outlined have been coordinated with administration based on current and proposed staff needs.

CUSTODIAL & MAINTENANCE

Custodial and maintenance spaces are in alignment with MSBA guidelines.

Rev. April 2019

Proposed Space Summary - High Schools

DRAFT PROPOSED

Nashoba Regional HS Option 3: Addition|Reno

Existing Conditions

ROOM ROOM TYPE

NFA

# OF RMS

ROOM NFA

# OF RMS

41,993

CORE ACADEMIC SPACES

New

Existing to Remain/Renovated

area totals

Date: 6.27.2022

area totals

ROOM NFA

# OF RMS

Total

area totals

ROOM NFA

# OF RMS

50,520

MSBA Guidelines (refer to MSBA Educational Program & Space Standard Guidelines)

Difference to MSBA Guidelines

area totals

ROOM NFA1

# OF RMS

50,520

ROOM

area totals

Preliminary Design Program

NFA

# OF RMS

5,800

area totals

Comments

44,720

(List classrooms of different sizes separately) Classroom - General (total)

24,010

760

3,040

750

740

725

1,450

765

755

3,775

725

Math (Modulars)

925

1,850

Social Studies

745

740

730

725

3,625

725

5,075

755

615

1,845

375

English

Math

World Language Teacher Planning

Small Group Seminar (20-30 seats) Science Classroom / Lab (total)

850

23,800

-4

(3,400)

950

3,800

850

27,200

100

3,200

100

3,200

750

740

350

700

533

1 10 1 6 2 1

533 11,705 1,340 7,200 2,200 965

0 0

1,000 1,440

4 8

4,000 11,520

4 8

4,000 11,520

2 0

3,000 -

500 1,440

2 8

1,000 11,520

200

1,600

200

1,600

200

1,200

2,400

950

1,340 1,200 1,100 965 Prep Room (total)

825 SF min - 950 SF max

2,070

275

225

190

570

140

700

100

300

Central Chemical Storage Rm

3 x85% ut=20 Seats-1 per /day/student

Early Childhood Center Pre-Kindergarten w/ toilet SPECIAL EDUCATION

9,458

12,625

2,400 2,555

10,070

(List classrooms of different sizes separately) Self-Contained SPED

Self-Contained SPED Toilet Resource Room (Learning Center)

0 765

765

630

1,240

Small Group Room

-7

(6,650)

6,650

825-950 SF equal to surrounding classrooms

-7

(420)

420

400

1,600

100

500

1,500

1/2 size Genl. Clrm.

400

1,600

100

500

1,500

1/2 size Genl. Clrm.

1,200

Connections (ASD Program) Self-Contained SPED Self-Contained SPED Toilet

950

Sensory

300

950

Counselor Office

125

Personalized Academics & Career Exploration (PACE) PACE Classroom

480

475

1,425

532

600

565

730

Self-Contained SPED Toilet

120

Social Worker Office

185

370

150

300

475

950

125

150

950

Therapeutic Learning Center (TLC) 800

800

862

Small Group Room

Therapeutic Learning Center

285

Sensory Self-Contained SPED Toilet

TLC Office

140

150

1,064

950

205

150

250

600

SLP/Testing

228

150

ELL

428

425

1,700

400

Bridge Bridge Program Self-Contained SPED Toilet Bridge Office OT PT

EEC OT/PT ART & MUSIC Art Classroom - 25 seats

Art Workroom w/ Storage & kiln

6,450 930

930

775

725

290

0 0

6,700 1,200

2,400

600

6,700 2

2,400

6,700 2,400

290

200

1,490

1,500

Chorus - 50 - 100 seats

850

1,500

Ensemble

170

200

Music Practice

100

200

300

Music Storage

450

500

Music Office

370

1,440

12,000

12,000 3,000

VOCATIONS & TECHNOLOGY

9,898

150

Technology/Engineering Rooms

300

10,640

300

10,640

150

2,000

-6

(8,640)

300

8,640 8,640

Assumed use - 25% Population - 5 times/week

Assumed use - 100% Population - 5 times/week; 825 SF 2,000 SF

Integrated Arts Wood Shop

1,168

Project Storage

215

Tool Storage

430

Finish Room

115

Digital Art

890

Business Classroom

900

Marketing Classroom

860

Bank

270

1,440

1,000

Communication & Entrepreneurship

School Store

Storage

Graphics Lab

970

Graphics Shop

400

Darkroom

125

200

1,000

400

1,000

TV Control Room

250

TV Equipment

150

TV Studio

Health & Human Services EMT / Healthcare Family and Consumer Sciences

1,045

2,000

380

Gymnasium

10,700

Wellness/ RAD Classroom

6,975

410

5,090

0 0

1,200

2,000

1,000

3,100

325

4,980

325

STE(A)M Computer Science Robotics Office HEALTH & PHYSICAL EDUCATION

24,225

3.1.3 INITIAL SPACE SUMMARY

PE Alternatives Gym Storeroom Locker Rooms - Boys / Girls w/ Toilets

10,700 10,700

Phys. Ed. Storage

10,680

10,700

21,380

10,700

(1,300)

1,000

3,100

3,000

325

300

4,980

(200)

5,180

325

(175)

500

100

Athletic Director's Office

200

150

Health Instructor's Office w/ Shower & Toilet

250

500

250

310

290

250

5,681

Athletic Trainer

7,413

MEDIA CENTER Media Center / Reading Room

5,512

Care Closet

233

Computer Lab

883

Academic Support Service Center

785

5,681

High School Space Summary

(0) -

5,681 5,681

Excess PE Spaces Policy

5.6 sf/student total

197

NASHOBA REGIONAL HIGH SCHOOL

1,045

MODULE 3A - PRELIMINARY DESIGN PROGRAM

100 1,490

Band - 50 - 100 seats

Assumed use - 25% Population - 5 times/week

3.1.3 INITIAL SPACE SUMMARY

Proposed Space Summary - High Schools

DRAFT PROPOSED

Nashoba Regional HS Option 3: Addition|Reno

Existing Conditions

ROOM NFA

ROOM TYPE

# OF RMS

AUDITORIUM / DRAMA

New

Existing to Remain/Renovated ROOM

area totals

NFA

# OF RMS

8,893

area totals

ROOM NFA

# OF RMS

11,686

Auditorium

4,240

Stage

2,160

Drama

1,045

3,960

Storage

122

Auditorium Storage

386

Auditorium Storage

402

Make-up / Dressing Rooms

Date: 6.27.2022

Total

area totals

ROOM NFA

# OF RMS

600

ROOM NFA1

# OF RMS

11,884

ROOM

area totals

NFA

4,240

2,160

560

3,960

(1,927) 3,960

(95)

481

600

300

600

200

4,625

381

600

2,225

481

210

328

5,715

9,500

1,188

5,130

380

1,285

685 -

650

1,285

1,065

2,225

550

480

MEDICAL

726

Medical Suite Toilet

5,130

970

505 (1)

(1) 60

120

108

392

250

Interview Room

100

200

100

200

Examination Room / Resting

100

400

100

ADMINISTRATION & GUIDANCE

4,933

General Office / Waiting Room / Toilet

3,072

5,743 463

686

463

100

222

200

375

120 450 150 150

1 1 1 1

375 0 0 0 120 450 150 150 0 0

0 125 150 150

0 1 1 1

0 125 150 150

150 150 150 125

375 125 150 120 450

100 750 125

0 0 0 1 0 0 1 1 0 1 1

1 1 1 0 1 1

1 6 1

375 125 150 150 120 450 150 150 100 750 125

375 125 150 150 120 450

100 125 125

1 1 1 1 1 1 1 1 1 6 1

100 150

1 5

100 750

233 425 377 377 127 215 183 183 377 120 127

1 1 1 1 1 1 1 1 1 6 1

233 425 377 377 127 215 183 183 377 720 127

School Psychologist

165

150

Speech Pathologist

188

150

300

Social Worker Guidance Storeroom Guidance Workroom Career Center Records Room Vault Teachers' Work Room

138 42 118

1 1 1

125 100

2 1

250 100

2 1

250 100

2 0

250 -

138 42 118 0 0 30 0

0 0

381 141

1 1

381 141

1 1

381 141

0 0

463

200 150

1 1

200 150

1 1

200 150

150 250 375 400 381 563 200

1 1 1 1 1 1 1

2,319 150 250 375 400 381 563 200

1 1 1 1 1 1 1

0 0

463

EEC Waiting EEC Office CUSTODIAL & MAINTENANCE Custodian's Office Custodian's Workshop Custodian's Storage Recycling Room / Trash Receiving and General Supply Storeroom Network / Telecom Room

915

OTHER

210

705

0 0 0 0 0 0 0 0

0 0

122,884

Total Building Net Floor Area (NFA)

35,527

102,837

% of GFA

Other Occupied Rooms (list separately)

100

381 141

1 1

381 141

463

1 1

200 150

2,319 150 250 375 400 381 563 200

0 0 0 0 0 0 0

150 250 375 400 381 563 200

1 1 1 1 1 1 1

2,319 150 250 375 400 381 563 200

0 0

137,962

69,847

% of GFA

Toilet Rooms

Remaining3

% of GFA

Circulation (corridors, stairs, ramps & elevators)

34,923

Unoccupied MEP/FP Spaces Unoccupied Closets, Supply Rooms & Storage Rooms

60%

Grossing factor (GFA/NFA)

(0) 1

16,065

121,897

200,372

0% 34,923 58,490

1.63

1.65

45%

Non-Programmed space areas are required to be included in the following submittals: Schematic Design Submittal Design Development Submittal 60% Construction Documents 90% Construction Documents Final Construction Documents

0% 69,847 156,312 1.52

36%

200

76,840

76,840 214,802

29,802

1.56

Individual Room Net Floor Area (NFA)

Includes the net square footage measured from the inside face of the perimeter walls and includes all specific spaces assigned to a particular program area including such spaces as non-communal toilets and storage rooms.

Total Building Gross Floor Area (GFA)

Includes the entire building gross square footage measured from the outside face of exterior walls

Remaining

Includes exterior walls, interior partitions, chases, and other areas not listed above. Do not calculate this area, it is assumed to equal the difference between the Total Building Gross Floor Area and area not accounted for above.

Architect Certification

463

925

NON-PROGRAMMED SPACES

100

Proposed Student Capacity / Enrollment

Total Building Gross Floor Area (GFA)

463

(0) 0

20 SF/Occupant

400

Principal's Office w/ Conference Area Assistant Principal's Secretary / Waiting Assistant Principal's Office - AP1 Assistant Principal's Office - AP2 Supervisory / Spare Office Conference Room Dean Office Guidance Waiting Room Guidance Office Registrar

1600 SF for first 300 + 1 SF/student Add'l

4,117

222

Records Room

1,626

686

Teachers' Mail and Time Room Duplicating Room

2,671

3 seatings - 15SF per seat

910

108 Nurses' Office / Waiting Room

8,312

185,000 1.52

I hereby certify that all of the information provided in this "Proposed Space Summary" is true, complete and accurate and, except as agreed to in writing by the Massachusetts School Building Authority, in accordance with the guidelines, rules, regulations and policies of the Massachusetts School Building Authority to the best of my knowledge and belief. A true statement, made under the penalties of perjury. Name of Architect Firm: Kaestle Boos Associates, Inc. Name of Principal Architect: Brian Solywoda, AIA Signature of Principal Architect: Date:

6.27.2022

High School Space Summary

MODULE 3A - PRELIMINARY DESIGN PROGRAM

386

210

Kitchen

6,167 1,600

328

Staff Lunch Room

1 1

210

650

2/3 Enrollment @ 10 SF/Seat - 750 seats MAX

6,167 1,600

600

Scramble Serving Area

Excess Auditorium Spaces Policy

5,715

Comments

9,048

328

7,980

area totals

210

Cafeteria / Student Lounge / Break-out

# OF RMS

300

Tickets/Concessions

Chair / Table Storage

2,836

Controls / Lighting / Projection

DINING & FOOD SERVICE

MSBA Guidelines (refer to MSBA Educational Program & Space Standard Guidelines)

Difference to MSBA Guidelines

area totals

Preliminary Design Program

NASHOBA REGIONAL HIGH SCHOOL

198 Rev. April 2019

Rev. April 2019

Proposed Space Summary - High Schools

DRAFT PROPOSED

Nashoba Regional HS Option 4: New Construction

Existing Conditions

ROOM ROOM TYPE

NFA

# OF RMS

41,993

CORE ACADEMIC SPACES

New

Existing to Remain/Renovated

area totals

ROOM NFA

# OF RMS

Date: 6.27.2022

area totals

ROOM NFA

# OF RMS

Total

area totals

ROOM NFA

# OF RMS

50,520

MSBA Guidelines (refer to MSBA Educational Program & Space Standard Guidelines)

Difference to MSBA Guidelines

area totals

ROOM NFA1

# OF RMS

50,520

ROOM

area totals

Preliminary Design Program

NFA

# OF RMS

5,800

area totals

Comments

44,720

(List classrooms of different sizes separately) Classroom - General (total)

24,010

760

3,040

750

740

725

1,450

765

755

3,775

725

Math (Modulars)

925

1,850

Social Studies

745

740

730

725

3,625

725

5,075

755

615

1,845

375

English

Math

World Language Teacher Planning

Small Group Seminar (20-30 seats) Science Classroom / Lab (total)

850

23,800

-4

(3,400)

950

3,800

850

27,200

100

3,200

100

3,200

750

740

350

700

533

1 10 1 6 2 1

533 11,705 1,340 7,200 2,200 965

0 0

1,000 1,440

4 8

4,000 11,520

4 8

4,000 11,520

2 0

3,000 -

500 1,440

2 8

1,000 11,520

200

1,600

200

1,600

200

1,200

2,400

950

1,340 1,200 1,100 965 Prep Room (total)

825 SF min - 950 SF max

2,070

275

225

190

570

140

700

100

300

Central Chemical Storage Rm

3 x85% ut=20 Seats-1 per /day/student

Early Childhood Center Pre-Kindergarten w/ toilet SPECIAL EDUCATION

9,458

12,625

2,400 2,555

10,070

(List classrooms of different sizes separately) Self-Contained SPED

Self-Contained SPED Toilet Resource Room (Learning Center)

0 765

765

630

1,240

Small Group Room

-7

(6,650)

6,650

825-950 SF equal to surrounding classrooms

-7

(420)

420

400

1,600

100

500

1,500

1/2 size Genl. Clrm.

400

1,600

100

500

1,500

1/2 size Genl. Clrm.

1,200

Connections (ASD Program) Self-Contained SPED Self-Contained SPED Toilet

950

Sensory

300

950

Counselor Office

125

Personalized Academics & Career Exploration (PACE) PACE Classroom

480

475

1,425

532

600

565

730

Self-Contained SPED Toilet

120

Social Worker Office

185

370

150

300

475

950

125

150

950

Therapeutic Learning Center (TLC) 800

800

862

Small Group Room

Therapeutic Learning Center

285

Sensory Self-Contained SPED Toilet

TLC Office

140

150

1,064

950

205

150

250

600

SLP/Testing

228

150

ELL

428

425

1,700

400

Bridge Bridge Program Self-Contained SPED Toilet Bridge Office OT PT

EEC OT/PT ART & MUSIC Art Classroom - 25 seats

Art Workroom w/ Storage & kiln

6,450 930

930

775

725

290

0 0

6,700 1,200

2,400

600

6,700 2

2,400

6,700 2,400

290

200

1,490

1,500

Chorus - 50 - 100 seats

850

1,500

Ensemble

170

200

Music Practice

100

200

300

Music Storage

450

500

Music Office

370

1,440

12,000

12,000 3,000

VOCATIONS & TECHNOLOGY

9,898

Technology/Engineering Rooms

150

300

10,640

300

10,640

150

2,000

-6

(8,640)

300

8,640 8,640

Assumed use - 25% Population - 5 times/week

Assumed use - 100% Population - 5 times/week; 825 SF 2,000 SF

Integrated Arts Wood Shop

1,168

Project Storage

215

Tool Storage

430

Finish Room

115

Digital Art

890

Business Classroom

900

Marketing Classroom

860

Bank

270

1,440

1,000

Communication & Entrepreneurship

School Store

Storage

Graphics Lab

970

Graphics Shop

400

Darkroom

125

200

1,000

400

1,000

TV Control Room

250

TV Equipment

150

TV Studio

Health & Human Services EMT / Healthcare Family and Consumer Sciences

1,045

2,000

380

Gymnasium

10,700

Wellness/ RAD Classroom

6,975

410

5,090

0 0

1,200

2,000

1,000

12,000

1,000

3,000

300

5,180

500

150

250

5,681

STE(A)M Computer Science Robotics Office HEALTH & PHYSICAL EDUCATION

24,225

3.1.3 INITIAL SPACE SUMMARY

PE Alternatives Gym Storeroom Locker Rooms - Boys / Girls w/ Toilets

0 0 0

Phys. Ed. Storage

22,880

1,500

Athletic Director's Office

200

150

Health Instructor's Office w/ Shower & Toilet

250

500

250

310

290

250

5,681

Athletic Trainer

7,413

MEDIA CENTER Media Center / Reading Room

5,512

Care Closet

233

Computer Lab

883

Academic Support Service Center

785

5,681

High School Space Summary

21,380

(0) -

5,681 5,681

Excess PE Spaces Policy

5.6 sf/student total

199

NASHOBA REGIONAL HIGH SCHOOL

1,045

MODULE 3A - PRELIMINARY DESIGN PROGRAM

100 1,490

Band - 50 - 100 seats

Assumed use - 25% Population - 5 times/week

3.1.3 INITIAL SPACE SUMMARY

Proposed Space Summary - High Schools

DRAFT PROPOSED

Nashoba Regional HS Option 4: New Construction

Existing Conditions

ROOM NFA

ROOM TYPE

# OF RMS

AUDITORIUM / DRAMA

New

Existing to Remain/Renovated ROOM

area totals

NFA

# OF RMS

area totals

8,893

Date: 6.27.2022

ROOM NFA

# OF RMS

Total

area totals

ROOM NFA

# OF RMS

10,498

ROOM NFA1

# OF RMS

10,498

ROOM

area totals

NFA

4,240

6,167

2,160

1,600

Drama

1,045

1,200

481

300

600

200

250

Storage

122

386

402

Make-up / Dressing Rooms Controls / Lighting / Projection

210

Tickets/Concessions

328

5,715

DINING & FOOD SERVICE

7,980

Cafeteria / Student Lounge / Break-out

5,715

Chair / Table Storage Scramble Serving Area

650

Kitchen Staff Lunch Room

(0)

6,167

1,600

481

600

200

250

8,312

4,625

381

600

2,225

481

1,065

2,225

550

481

970

(0) 60

120

108

392

250

Interview Room

100

200

100

200

Examination Room / Resting

100

400

100

400

686

4,933

Duplicating Room

222

Records Room

5,743

60 -

463

100

222

200

0 0 0 0 0 0

375 125 150 150 120 450 150 150 100 125 125

1 1 1 1 1 1 1 1 1 6 1

375 125 150 150 120 450 150 150 100 750 125

1 1 1 1 1 1 1 1 1 6 1

375 125 150 150 120 450 150 150 100 750 125

0 0 0 1 0 0 1 1 0 1 1

150 150 150 125

375 125 150 150 120 450

1 1 1 0 1 1

375 125 150 120 450

100 150

1 5

100 750

School Psychologist

165

150

Speech Pathologist

188

150

300

Social Worker Guidance Storeroom Guidance Workroom Career Center Records Room Vault Teachers' Work Room

138 42 118

1 1 1

125 100

2 1

250 100

2 1

250 100

2 0

250 -

138 42 118 0 0 30 0

0 0

381 141

1 1

381 141

1 1

381 141

0 0

463

200 150

1 1

200 150

1 1

200 150

150 250 375 400 381 563 200

1 1 1 1 1 1 1

2,319 150 250 375 400 381 563 200

1 1 1 1 1 1 1

0 0

EEC Waiting EEC Office 915

210

705

0 0 0 0 0 0 0 0

0 0

122,884

136,888

100

(0) 0

381 141

1 1

381 141

463

1 1

200 150

2,319 150 250 375 400 381 563 200

0 0 0 0 0 0 0

150 250 375 400 381 563 200

1 1 1 1 1 1 1

2,319 150 250 375 400 381 563 200

0 0

136,888

(0) 1

14,991

NON-PROGRAMMED SPACES

% of GFA

Other Occupied Rooms (list separately)

% of GFA

71,182

% of GFA

#DIV/0!

Unoccupied MEP/FP Spaces Unoccupied Closets, Supply Rooms & Storage Rooms

#DIV/0!

Toilet Rooms

#DIV/0!

Circulation (corridors, stairs, ramps & elevators)

#DIV/0!

Remaining3

0% 0

#DIV/0! 2

Grossing factor (GFA/NFA)

200,372

1.63

#DIV/0!

34%

208,070 1.52

34%

200

71,182

23,070

1.52

Individual Room Net Floor Area (NFA)

Total Building Gross Floor Area (GFA)

Includes the entire building gross square footage measured from the outside face of exterior walls

Remaining

Architect Certification

121,897

0% 71,182

20 SF/Occupant

925

Proposed Student Capacity / Enrollment

1600 SF for first 300 + 1 SF/student Add'l

4,117

463

233 425 377 377 127 215 183 183 377 720 127

Total Building Gross Floor Area (GFA)

250

1 1 1 1 1 1 1 1 1 6 1

Total Building Net Floor Area (NFA)

233 425 377 377 127 215 183 183 377 120 127

OTHER Other (specify)

686

CUSTODIAL & MAINTENANCE Custodian's Office Custodian's Workshop Custodian's Storage Recycling Room / Trash Receiving and General Supply Storeroom Network / Telecom Room

60 250

1,626 1

3 seatings - 15SF per seat

910

108

Teachers' Mail and Time Room

2/3 Enrollment @ 10 SF/Seat - 750 seats MAX

6,167

Nurses' Office / Waiting Room

General Office / Waiting Room / Toilet

Excess Auditorium Spaces Policy

300

1,065

ADMINISTRATION & GUIDANCE

Comments

9,048

481

650

726

area totals

MEDICAL Medical Suite Toilet

8,312

# OF RMS

185,000 1.52

6.27.2022

High School Space Summary

MODULE 3A - PRELIMINARY DESIGN PROGRAM

4,240

Stage

Auditorium Storage

1,450

Auditorium

Auditorium Storage

MSBA Guidelines (refer to MSBA Educational Program & Space Standard Guidelines)

Difference to MSBA Guidelines

area totals

Preliminary Design Program

NASHOBA REGIONAL HIGH SCHOOL

200 Rev. April 2019

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

RECORD OF TITLE TO PROPERTY The existing building property is located at 12 Green Road in Bolton, MA. A copy of the deed has been included on the following pages.

Property Card: Town of Bolton, MA

12 GREEN RD

Parcel Information Parcel ID: Owner: Co-Owner: Mailing Address:

006.B-0000-0012.0 NASHOBA REGIONAL SCHOOL BOLTON-STOW-LANCASTER 12 GREEN RD BOLTON, MA 01740 Sale History

Use Description: 934 Zone: R1 Land Area in Acres: 47.607

Assessed Value

Book/Page: 15978/146 Sale Date: 19940118 Sale Price: $1

Land: Buildings: Extra Bldg Features: Total:

$725400 $4846800 $74150 $5572200

Building Details: Building # 1 Class: Use: Structure: Building Value: Effective Year: Grade: Busla: Convbld: Cubic Feet:

351:EDUCATIONAL PROPERTIES 934:IMPROVED, EDUCATION 612:SCHOOL $4772640 1970 C+ 201446 4932300 2417352

Class: Use: Structure: Building Value: Effective Year: Grade: Busla: Convbld: Cubic Feet:

351:EDUCATIONAL PROPERTIES 934:IMPROVED, EDUCATION 612:SCHOOL $4772640 1970 C+ 201446 4932300 2417352

Building Details: Building # 1

6/23/2022

www.cai-tech.com Data shown on this report is provided for planning and informational purposes only. The municipality and CAI Technologies are not responsible for any use for other purposes or misuse or misrepresentation of this report.

Property Information - Bolton, MA

Page 1 of 2

3.1.4 EVALUATION OF EXISTING CONDITIONS

201

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Class: Use: Structure: Building Value: Effective Year: Grade: Busla: Convbld: Cubic Feet:

6/23/2022

202

351:EDUCATIONAL PROPERTIES 934:IMPROVED, EDUCATION 612:SCHOOL $4772640 1970 C+ 201446 4932300 2417352

Property Information - Bolton, MA

3.1.4 EVALUATION OF EXISTING CONDITIONS

Page 2 of 2

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

3.1.4 EVALUATION OF EXISTING CONDITIONS

203

NASHOBA REGIONAL HIGH SCHOOL

204

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.4 EVALUATION OF EXISTING CONDITIONS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

3.1.4 EVALUATION OF EXISTING CONDITIONS

205

NASHOBA REGIONAL HIGH SCHOOL

206

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.4 EVALUATION OF EXISTING CONDITIONS

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NASHOBA REGIONAL HIGH SCHOOL

HISTORICAL ANALYSIS Nashoba Regional High School is not listed on the National Register of Historic Places and does not appear in the Massachusetts Cultural Resource Information System. This information was also confirmed with the Bolton Historical Commission (correspondence included on following pages). Although the property is not listed on either of these databases, it does not exempt it from a review by the Massachusetts Historical Commission. Per 950 CMR 71.04, “ any state body undertaking a project, or any state body funding (MSBA) or licensing, in whole or in part, a private project, the state body must notify the MHC of the project. . . A state body must notify the MHC if the nature and scope of a project is likely to impact a geographical area and cause a change in the historical, architectural, archaeological, or cultural qualities of a property, even if the project does not appear to affect any State Register properties.” As part of this process, either the state body or the local government is required to provide notice to the Massachusetts Historical Commission (MHC) of the project. After receipt of notice the MHC will review any adverse effects, direct or indirect, from the proposed project on any property listed in the State Register of Historic Places. If the MHC determines that a project will have an adverse effect on a State Register property, then the MHC, the State body, and the local government will consult to discuss ways to eliminate, minimize, or mitigate the adverse effects. The local government must adopt all prudent and feasible means to eliminate, minimize, or mitigate the adverse effects. The Project Notifcation Form will be completed during the Schematic Design phase of the process once a proposed project direction has been identified.

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Joe Milani From: Sent: To: Cc: Subject:

Robert Busch <busch08@gmail.com> Thursday, March 24, 2022 8:38 PM Joe Milani mary@boltonhistoricalsociety.org; M. B. Remington Re: [Fwd: Nashoba High School]

> Dear Mr Milani > > The Bolton Historical Society referred your inquiry to the Bolton > Historical Commission for a formal response. The Historical Commission > is charged with the related responsibilities for the Town of Boton. > This email provides the requested response: > > 1) The Nashoba Regional High School located at 12 Green Road is NOT in > a historic district. > > 2) The Nashoba Regional High School buildings are NOT considered > historic.The high school was built in 1961, which is less than the 75 > year point at which a building could be considered historically > significant under Bolton's Demolition Delay bylaw. > > 3) The High School building is NOT considered a historic landmark, > consistent with point 2 above. > > Please let me know if you have any additional questions > > Regards, > > Bob Busch co-chair, Bolton Historical Commission > > On 3/22/2022 1:58 PM, mary@boltonhistoricalsociety.org wrote: >> Hello Martha and Bob. If the Commission didn't receive one of these >> emails; I think it's best that you respond to Mr. Milani. Thanks. Mary. >> >> ---------------------------- Original Message >> --------------------------->> Subject: Nashoba High School >> From: "Joe Milani"<jmilani@kba-architects.com> >> Date: Thu, March 10, 2022 5:42 pm >> To:"mary@boltonhistoricalsociety.org" >> <mary@boltonhistoricalsociety.org> >> -------------------------------------------------------------------->> ---->> >> Kaestle Boos Associates is doing a feasibility study for the Nashoba >> School District for the Nashoba High School The current phase of the >> study requires us to review the condition of the school building and >> the site As part of this review, we are required to confirm if the 1

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>> building and site are listed as historic buildings or in an historic >> district >> >> I am writing to confirm if the current Nashoba HS at 12 Green Road in >> Bolton, or the associate site, are considered to be historical >> landmarks or are included in an historic district by the Town of >> Bolton and the Bolton Historical Society. >> >> Thanks for your assistance, >> >> Joseph R. Milani, RA, LEED AP >> Associate Principal >> >> KAESTLE BOOS ASSOCIATES, INC >> Direct: 508-203-8674 | Office: 508-549-9906 >> email@kba-architects.com<mailto:email@kba-architects.com> | >> www.kba-architects.com<http://www.kba-architects.com/> >> 16 Chestnut Street, Suite 301, Foxborough, MA 02035 >> 416 Slater Road, New Britain, CT 06053 >> 313 Congress Street, Suite 150, Boston, MA 02210 >> 20 Newman Avenue, Suite 2001-A, Rumford, RI 02916 >> >> >> >> >> >> >>

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EXISTING FLOOR PLANS Core Academic Spaces

Media Center

Special Education

Auditorium/Drama

Art & Music

Dining & Food Service

Vocations & Technology

Medical

Health & Physical Education

Administration & Guidance

Custodial & Maintenance

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Core Academic Spaces

Media Center

Special Education

Auditorium/Drama

Art & Music

Dining & Food Service

Vocations & Technology

Medical

Health & Physical Education

Administration & Guidance

NASHOBA REGIONAL HIGH SCHOOL

Custodial & Maintenance

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BUILDING CODE & ACCESSIBILITY ANALYSIS

This analysis reviews the existing Nashoba Regional High School (NRHS) in Bolton, MA, with regard to the Massachusetts State Building Codes (“Code”) for new construction. The 9th Edition consists, in part, of the 2015 International Building Code (IBC) and the 2015 International Existing Building Code (IEBC) with Massachusetts Amendments to these codes. The 9th Edition of the Building Code is used for this review; however, the next edition is anticipated to be released in the near future. At the date of this printing, the 10th Edition was not promulgated and was not available for purchase. Codes used in this analysis are: • International Building Code (IBC, 2015) • International Existing Building Code (IEBC, 2015) • International Energy Conservation Code (IECC, 2015) • Massachusetts State Building Code Amendments (780 CMR 9th Edition) • Architectural Access Board Rules and Regulations (521 CMR, 2006) • Department of Justice American with Disabilities Act (ADA) Standards (2010) • Uniform State Plumbing Code (248 CMR) Mechanical systems, including electrical, plumbing, and fire protection systems, are reviewed in separate sections of this study. Upgrades and corrections to existing structures

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undergoing renovations are limited to specific items under the IEBC. During renovations, not all existing safety issues and non-compliant conditions are required to be corrected; typically, only items within each renovated area are required to be corrected. However, non-compliant conditions at stairs and egress elements, fire rating separations, accessibility, and fire protection (sprinklers) are required to be corrected or provided as required by the current version of the IBC. Because this building was constructed several decades ago, existing conditions which may be allowed to remain (“grandfathered”) under the limited requirements of the IEBC may also be in conflict with current life safety standards. Over time since the original construction, life safety standards have been improved in reaction to tragic events. In order to provide life safety conditions in accordance with the most current intent, current IBC and Fire Safety codes and regulations are used in this analysis as a basis for evaluating compliance. All modifications that are required by the IBC, but which are discretionary (not necessarily required by the IEBC for this renovation) are noted in the recommendations and estimates. Accessibility in public buildings is regulated by 521 CMR, which is enforced by the Massachusetts Architectural Access Board (MA AAB) and the Building Inspector of the municipality. ADA (the Americans with Disabilities Act) is a federal law; while this is not enforced by the local authority compliance is still required and any person may file suit for compliance. 521 CMR, as issued in 2006, is used for this review. MA AAB 5.1 Definitions states: “Public Buildings: A building privately or publicly financed that is open to and used by the public, including but not limited to …, educational buildings, commercial buildings, buildings having places of assembly, [etc.]…” and MA AAB 12.1 Educational Facilities states: “Educational Facilities shall comply with 521 CMR and shall include but not be limited to Public and private schools...” NRHS is a public, educational building and is required to be accessible in accordance with 521 CMR. Currently, the AAB regulates only areas and conditions accessed by the “public”; areas occupied solely by staff are not included in the regulation. Staff areas are included in the ADA Accessibility Guidelines as part of federal law, but these are not directly enforceable as part of the Building Code. Applicability 216

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of the AAB Regulations for renovations of existing buildings is based on the value of the renovations as a percentage of the current assessed value of the building only (100% valuation). According to AAB 3.3, partial compliance is required when the value of the new work exceeds $100,000 and full compliance of the entire facility is required when the cost of the new work (as an aggregate cost over a consecutive 3-year period) exceeds 30% of the assessed value of the building. Energy conservation, as required by the IECC for new construction, is not required for renovations to existing structures under the IEBC. However, any new elements or alterations to the exterior building envelope, such as new windows or new roofing, must comply to the greatest degree possible. As stated in the IEBC Alteration Level 3 Section 808 Energy Conservation “Essentially, the entire building is not require to meet the energy provisions, but only improvement in the energy performance of the building is intended to be achieved by making the new elements meet the IECC…”. However, in order to comply with LEED requirements for the building energy model, overall upgrade of the exterior envelope of the building is necessary. According to the Town of Bolton Assessor’s Office, the current assessed value of the building by itself is $4,846,800 and so the threshold value of the cost trigger for accessibility is $1,454,040. If the aggregate value of permitted new construction work over a consecutive 3-year period is more than $1,454,040, then the entire building and site must be modified to be accessible. According to the Town of Bolton Assessor’s Department and the School District Facilities Department, there have not been any significant renovations which required building permits in the last 3 years. As such, the aggregate cost for permitted work in the last 3 years is not considered in the calculation of the cost threshold for compliance. As the cost of a renovation under this study is presumed to exceed the 30% cost threshold, the entire site and building must be made to comply with current accessibility codes as part of this project. This study references areas of the existing NRHS based on the diagram above. Areas of common building type and year of construction may be grouped for clarity and simplification.

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BUILDING CODE IBC CH.3 - USE & OCCUPANCY (IBC 305.1) Primary Use: Group E – Educational (IBC 305.1) Mixed Use Areas: Group A-1* Assembly (Auditorium) Group A-3* Assembly (Cafeteria, Gymnasium) *Assembly uses supplementing an Educational use are considered part of the Educational use. Group S-2 – Storage (Mechanical, Storage) These spaces are less than 10% of the aggregate floor area and are considered to be accessory to the Educational use. Group B – Business (Offices) These spaces are less than 10% of the aggregate floor area and are considered to be accessory to the Educational use.

IBC CH.6 – TYPES OF CONSTRUCTION

(IBC Table 601) As it exists today, the building is constructed of unprotected (non-fire rated) skeletal steel frame construction with precast concrete panels and masonry exterior walls. This conforms to the requirements for Type II-B (“II” references roman numeral

2, “B” references unprotected construction) construction in the current IBC. The structure is not protected with spray fireproofing or other rated construction and is exposed to view, except as is required at firewalls or fire rated separations. Interior partitions are typically non-load bearing metal stud/drywall or masonry construction, except at large open spaces, such as the gymnasium and the auditorium/stage where load bearing masonry walls are more cost effective. Type II-B Construction Type Min. Fire Resistance Rating Requirements (780 CMR Table 601) Building Elements

Required Fire Resistance Rating (Hrs)

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Structural Frame (including columns, girders, and trusses)

Exterior Bearing Walls Interior Bearing Walls Exterior Non-Bearing Walls and Partitions (See Table 602) Interior Non-Bearing Walls and Partitions Floor Construction (including support beams and joist) Roof Construction (including support beams and joist)

0 0 0 0 0 0

Table 601 establishes the required minimum fire rating of construction elements and is related to the allowable height and area discussed in Table 503 below. Type II-B (2-B) construction allows the building structural members to be unprotected (not fire rated). The tradeoff for not protecting the building structure is a reduction in the allowable height and area that can be built; essentially, the greater the fire protection of building structural elements, the larger the building height and area which is allowed.

IBC CH.5 – GENERAL BUILDING LIMITATIONS (Table 506.2) In this table, each building occupancy has 3 categories for allowable area: Non-Sprinklered, Sprinklered on One Floor, and Sprinklered on Multiple Floors. Based on the presumption that any renovation, addition, or new construction for this building will include a sprinkler system, the allowable area will be based on the “Sprinklered Multiple Floor” category. Additionally, as the building perimeter is accessible for fire and rescue vehicles from the road or parking areas on 100% of the sides of the building, the maximum allowable area may be increased by an additional 75% for this accessible frontage. The allowable height and area for an Educational Use Group for Type IIB Construction is:

USE GROUP

Total Allowable Allowable Area per Story Plus Increase for Sprinkler System and Accessible Perimeter Height Total (+1 Story Sprinkler Accessible Allowable Allowable Area Increase for System Area Perimeter Area per Floor Sprinkler Increase (Table 503) with Allowable +75% (Average) (+200%) System Increases 2 Stories (+1 Story)

14,500 sf

+ 43,500 sf

+ 32,625 sf

76,125 sf

According to the Town of Bolton Assessor’s Office, the total floor area of the school building is 201,446 SF. This area is not broken down by floor by the Assessor, so different floor areas are broken down as shown in the table below based on field measurements. 218

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Existing Facility Floor Areas and Height Floor Level Actual Floor Area Allowable Area per Available Expansion Floor Level Area Upper Level 137,974 sf 76,125 sf None Lower Level 61,249 sf 76,125 sf 4 14,876 sf Basement 2,223 sf NA NA Actual Height: 2 Story Allowable Height: 3 Stories above grade plane (IBC 508.2.4 and Table 508.4) In Table 508.4, Assembly and Educational use groups are categorized together and are not required to be separated by fire rated construction. This does not apply to Use Group S-1, which is required to be separated from Use Groups A and E with 1 hour fire rated construction if the building is sprinklered (rather than 2-hour fire rated separations when the building is not sprinklered). However, as stated in 508.2.4, rooms used for assembly and storage may be considered as accessory to the primary Educational Use Group provided the aggregate area of the storage rooms is less than 10% of each floor area and less than 10% of the area allowed by Table 506.2. • The assembly and storage rooms in this building do not appear to exceed 10% of the actual existing building area. As it is assumed that the building will be fully sprinklered, A-2 Assembly, Educational, and S-1 Storage use areas do not require separation with fire rated walls. (IBC 508.3 & 508.4) Buildings with multiple Use Groups are called mixed-use buildings. For this project, the entire building may be classified as an Educational occupancy with the assembly and storage occupancies as accessory occupancies. There is no requirement for mixed-use occupancy in this building.

IBC CH.7 – FIRE AND SMOKE PROTECTION (Table 706.4 Fire Walls) Floor Level and Fire Area Upper LevelBuilding 1 Upper LevelBuilding 2 Lower LevelBuilding 2 BasementBuilding 2

Fire Area Actual GSF

Fire Area Max Allowed GSF

Fire Area Actual

21,720 sf

76,125 sf

51,405 sf

111,548 sf

76,125 sf

None

61,249 sf

76,125 sf

14,876 sf

2,223 sf

Total Building Area: 201,446 GSF As shown in the table above, the Upper Level exceeds the allowable 76,125 GSF significantly. Construction Drawings from 1999 indicate 2 firewalls provided on the Upper Level to reduce the fire areas in size – one between Area B and Areas C/D and one between Area F and Areas E/C – which would create 3 separate buildings each with less floor area than the allowable area by Code. Refer to the floor plan below showing the firewalls noted in the 1999 drawings as red lines. However, the firewall indicated between Area B and Areas C/D does not have a structural separation between these areas, the fire rated walls are not continuous through the exterior walls and roof, and these areas are indicated to have been constructed at the same time in 1960; as a result, this is not considered to be a viable firewall under the current definition. The fire wall between Area F and Areas E/C was constructed in 1999 and is shown to have separate structure and appropriate fire ratings; this is considered to be a viable firewall. Area F will be considered Building Fire Area 1 Upper Level and the rest of the building will be considered Building Fire Area 2 with multiple levels. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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The Upper Floor Level Building 1 currently exceeds the adjusted allowable floor area stated above and so this Fire Area must be subdivided into 2 distinct fire areas by using fire walls. Fire walls separate the building with an expansion joint and independent structural systems, each structure supporting independent fire rated walls on each side of the expansion joint. Table 706.4 requires that fire walls be 3-hour fire rated in buildings classified as Type E Use Group, however, an exception allows this minimum rating to be reduced to a 2 hour fire rating when the building is constructed of Type II construction. In order to subdivide Building Fire Area 2, the existing building must be modified for installation of a fire rated fire wall that is supported by independent structural framing on both sides of the wall. The existing structural steel framing supporting the masonry fire walls must be fire rated, for example protected with spray fireproofing to provide a 2-hour fire rating.

Auditorium is 612 persons, the Lower Gym is 1,377 persons, and the Upper Gym is 1006 persons. According to the IBC Table 1004.1.1, Educational functions require an occupant load calculated at 20 net square feet (nsf) per person for classroom space and 50 nsf per person for shop and lab spaces, Locker

IEBC 703.2.1 EXISTING VERTICAL OPENINGS

All existing vertical openings connecting 2 or more floors must have an enclosure with a fireresistive rating of 1 hour minimum. • Exception 6 under this requirement allows vertical openings up to 4 stories in Educational uses which have a fire protection system. As the existing building has an operational fire protection system, the vertical openings do not require a fire rating.

Area A Stair Guards

IEBC 703.5.1 EXISTING GUARDS

Existing guards in stairwells are solid walls and are compliant.

IBC CH.10 - MEANS OF EGRESS

(Table 1004.1) Occupancy load in the existing facility is determined by the functions in each area of the building and not the primary E-use group. As posted by the Bolton Fire Department, the maximum occupancy of the

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Area B Stair Guards

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rooms are calculated at 50 gross square feet (gsf) per person, Mechanical/Storage areas are calculated at 300 gsf per person, and Assembly spaces are calculated at 5, 7, or 15 GSF per person dependent upon whether the persons are standing, sitting, or at tables. The summary below does not break out each function separately; as a preliminary determination of occupancy to determine compliance of egress elements, the aggregate student, teacher, and staff population of the school is used as a check. The population is set not to exceed 975 students and approximately 125 teachers and staff for a total of 1,100 persons occupying the school during the school day. The plan below shows locations of stairs for egress and firewalls for horizontal egress. The egress capacity (0.2”/ per occupant for sprinklered buildings) for a minimum 60-inch wide stairway is approximately 300 occupants. The egress capacity (0.15”/ per occupant for sprinklered buildings) for a typical single 36-inch wide egress doorway is approximately 240 occupants (each stair has a pair of doors). • The existing building has 4 common stairways, with an additional 4 stairways dedicated to the Locker Rooms in the Lower Level of the Gym in Area E, the total egress capacity from the Upper Level of the classroom wing by stairways is approximately 1.200 persons and the total egress

NASHOBA REGIONAL HIGH SCHOOL

capacity from the Lower Level locker rooms below the gym by stairways is approximately 600 persons; these capacities are more than the maximum capacity of the entire building. • There are also 47 36-inch egress doors (or pairs of doors) providing egress directly to the exterior from common corridors and 5 36-inch egress doors providing egress directly to the exterior from stairways. These doors provide egress capacity for an occupancy of 12,480 persons which is far in excess of the minimum requirements for the student/staff population. • The Upper Gymnasium has a maximum occupancy of 1,006 persons as stated in the occupancy permit from the Bolton Building Commissioner. The gym has 10 36-inch wide doors providing a total egress capacity of 2,400 occupants and is compliant with this worst case condition. • The Lower Gymnasium has a maximum occupancy of 1,377 persons as stated in the occupancy permit from the Bolton Building Commissioner. The gym has 9 36-inch wide doors providing a total egress capacity of 2,160 occupants and is compliant with this worst case condition. • The Auditorium has a stated capacity of 612 persons. The Auditorium itself has 8 36-inch wide egress door that provide an egress capacity of 1,920 occupants which is far in excess of the maximum seating for the space. The egress capacity for doors and stairways from student and public occupied areas of the building is in compliance with the minimum egress requirements

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of the Code, however, some of these stairways do not exit directly to the exterior but instead exit into open corridors. These corridors are not fire rated and do not provide a fire rated enclosure to the exterior. These stair enclosures must be modified to be continuous in fire rating to the floor and roof deck and the doors must be added to provide a fire rated opening protective in compliance with Code. The existing egress elements are sufficient to provide egress capacity within the building, however, modifications are necessary to provide continuous fire rated enclosures to the exterior.

IEBC 102.2.2.1 & IBC CH.10 - MEANS OF EGRESS

IEBC 102.2.2.1 is an amendment by the State of Massachusetts and is supersedes other less restrictive paragraphs in the IEBC. This amendment requires that all existing stairs comply with current requirements of the IBC with regard to the quantity of exit ways on each floor, the width of all exit ways, fire rating, handrails, continuity, etc., to “provide safe and adequate means of egress”. Some existing egress stairs in the 1970 additions to the original building do not have risers and treads of required dimensions in compliance; treads exceed 7” in allowable height and are less than 11” minimum tread depth. All stair conditions must be corrected in accordance with current egress requirements. IBC Table 1016.1 Exit Access Travel Distance Occupancy

Without Sprinkler System (feet)

200

With Sprinkler System (feet) 250

(IEBC 705.6) In buildings with an Assembly occupancy, the allowable length of a dead end corridor is 35’. • The existing egress component capacities and the length of exit access travel to the entrance of an exit meet all requirements of the current IBC.

IEBC 705.4 - MEANS OF EGRESS

Rooms with an occupancy load of more than 50 persons or with a travel distance of more than 75’ to an exit must have 2 separate points of egress. 222

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IBC Table 1015.1 and IEBC 705.4.1.1 require 2 means of egress from Assembly occupancies when the occupant load exceeds 50 persons. When the occupant load exceeds 500 persons, the IBC requires 3 means of egress. The minimum distance between 2 means of egress from a room is required to be 1/3 of the diagonal room dimension if the building is sprinklered. Also, all exit doors must have compliant exit (push bar) door hardware. Minimum Number of Exits (780 CMR §1015.1) Area Classrooms Science Laboratory Offices Boys&Girls Locker Rms Exercise Rooms Storage and Mechanical Rooms Assembly Auditorium

Occupant Load

Required Number of Exist

Number of Exits Provided

< 50

≥50 < 500

< 50

≥50 < 500

< 50

> 500

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Area Assembly - Media Center Assembly Gymnasium

Occupant Load

Required Number of Exist

Number of Exits Provided

< 50

> 500

NASHOBA REGIONAL HIGH SCHOOL

248 CMR 2.10 PLUMBING CODE: FIXTURES

The tables below outline the plumbing code requirements for fixture quantities. The assembly spaces are considered concurrent with the school use during the day and does not increase the student population or require additional fixtures. The fixture counts for public assembly spaces (Auditorium and Gymnasiums) assume that public use will be after school hours and so is non-concurrent with student use. The student fixtures may be used by the public, except for the student locker rooms, and separate toilet rooms for public guests and students are not required. Use Group

Rate for

Occupants

Fixtures Required

E (Education) Student Male: 1 925 students toilet/90 and 1 urinal/90 (463 Male/463 Female) Female: 1/30

Student Male: 6 toilets & 6 urinals Student Female: 16 Fixtures

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Use Group

A (Assembly: Auditorium)

A (Assembly: Upper Gym)

A (Assembly: Lower Gym)

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Rate for

Occupants

Fixtures Required

Staff Male: 1/25 Staff Female: 1/20

120 Staff

Staff Male: Staff Female:

3 Fixtures 3 Fixtures

Staff Male: Staff Female:

1 Fixtures 1 Fixtures

Public Male:

1 toilets &

Kitchen Staff Male: 1 / 25 Female: 1 / 20 Public Male: 1 toilet/ 600 and 1 urinal/200 Public Female: 1 / 200

(60 Male/60 Female) 10 Staff (5 Male/5 Female) 612 spectators (public) (306 Male/ 306 Female)

Public Male: 1 toilet/ 600 and 1 urinal/200 Public Female: 1 / 200

1006 spectators(public) (503 Male/ 503 Female)

Public Male: 1 toilet/ 600 and 1 urinal/200 Public Female: 1 / 200

1377 spectators(public) (689 Male/689 Female)

2 urinals Public Female:

2 Fixtures

Public Male:

1 toilets & 3 urinals

Public Female:

3 Fixtures

Public Male:

2 toilets & 4 urinals

Public Female:

4 Fixtures

In the existing facility, there are a total of 30 toilet fixtures (including 18 urinals) for male students and a total of 23 toilet fixtures for female students. Also, there are a total of 13 toilet fixtures (including 6 urinals) for male staff and a total of 15 toilet fixtures for female staff. Both student and public toilets within the 300 foot allowable travel distance are allowed as fixtures counted in the table below. While sufficient fixtures exist for Teachers and Students as an overall population, the travel distance to access toilet facilities from the Shop and Administration areas exceeds the allowable travel distance of 300 feet. Use Group

Fixtures Required

Fixutes Provided

E (Education) Student Male: 6 toilets/6urinal Student Female: 16 Fixtures

224

Staff Male: Staff Female:

3 Fixtures 3 Fixtures

Kitchen Staff Staff Male: Staff Female:

1 Fixtures 1 Fixtures

3.1.4 EVALUATION OF EXISTING CONDITIONS

12 toilets / 18 Complies urinals Complies 23 Fixtures 7 toilets / 6 Complies urinals Complies 9 toilets 0 toilet 1 toilet

Does not Comply Complies

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Use Group

Fixtures Required

Fixutes Provided

A (Assembly: Auditorium)

Public Male: 1 toilet & 2 urinal

A (Assembly: Upper Gym)

Public Male: 1 toilet & 3 urinals

A (Assembly: Lower Gym)

Public Male:2 toilets & 4 urinals

4 toilets / 3 Complies urinals Complies 4 Fixtures 3 toilets / 3 Complies urinals Complies 5 Fixtures 2 toilets / 4 Complies urinals Complies 4 Fixtures

Public Female: 2 fixtures

Public Female: 3 Fixtures

Public Female:4 Fixtures

For public assembly spaces in a school, the Plumbing Code requires 1 toilet fixture for 200 female occupants and 1 toilet fixture for each 600 male occupants and 1 additional urinal fixture for each 200 male occupants. We assume that these spaces are not in use concurrently by the public (during the school day) and that the toilet fixtures for school use may be used to fulfill this requirement. This rate has been verified with the MA State Plumbing Board. •

For the Auditorium, student toilet rooms in the Main Lobby and staff toilet rooms in the Administration Corridor are within the allowable travel distance. • For the Upper Gym, student toilet rooms in the Main Lobby and staff toilet rooms in the Administration Corridor are within the allowable travel distance but the student locker room toilet rooms cannot be used. • For the Lower Gym, student toilet rooms across from the Cafeteria are within the allowable travel distance. However, because the toilet rooms near the Cafeteria exceed the 300 foot travel distance from the most remote point in the Upper Gym and the Auditorium, these toilet rooms are not available for public use for the Upper Gym and the Auditorium; only the toilet rooms in the Auditorium Lobby may be used. For the Upper Gym or the Auditorium in use separately, the toilet fixtures in the Auditorium Lobby are sufficient. In the instance when the Upper Gym and the Auditorium are in use at the same time, the toilet rooms in the Auditorium Lobby do not provide enough urinals for compliance although there are sufficient toilets for compliance. For the Lower Gym, the toilet rooms near the Cafeteria provide sufficient toilets and urinals for public use and are compliant. Refer to the floor plans below for locations of existing toilet rooms. Of concern is the spacing of the toilet rooms in a school spread out over a large area. The plumbing code requires that facilities be provided within 300 feet and a maximum of 1 floor above or below any occupied space in the building, especially for public assembly spaces like the gym. Accessible toilet facilities will be discussed in more detail in AAB Chapter 30.

ACCESSIBILITY AAB 12 – EDUCATIONAL FACILITIES (521 CMR 12.1)

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All public Areas, Toilet rooms, and other work areas within educational facilities are required

Upper Level Plan - Toilet Room Locations

Lower Level Plan - Toilet Room Locations to be accessible. (521 CMR 12.4) Sinks, counters and other work areas in classrooms or laboratories are required to comply with the following: • At least 5%, with a minimum of one of each type of element, in each classroom or laboratory must comply with the following: a. Countertops and sinks must comply with 521 CMR §12.2.2.b, §12.2.2.c, and §12.2.2.d. b. Accessible storage – at least 50 %

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•

of shelf space in cabinet must comply with 521 CMR §6.5 and 521 CMR §6.6 and space must be allowed for the operation of the cabinet doors, so that all cabinets are accessible and usable. c. Controls and operating mechanisms must comply with 521 CMR Chapter 39. Modify or replace the casework in science labs and classrooms to provide accessible workstations and sinks

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spaces. However, the Auditorium does have fixed seating and sufficient accessible wheelchair spaces must be provided. (AAB 14.4.1) Without fixed seating, distribution of accessible seats may be provided in any location in the room.

AAB 14 – PLACES OF ASSEMBLY

(AAB 14.2) Places of assembly are provided in the Auditorium, Gymnasiums, and Cafeteria with smaller conference rooms throughout the building. • Because the Auditorium has fixed seating, companion seats must be provided at all locations and removable armrests must be provided on aisles. Open areas for handicapped wheelchair seating are provided at the top and bottom of the bowl, however, removable armrests are not. Also, the aisles are about 10% slope, which exceeds 5% allowable slope for sloped floors without rails. The floor slab of the bottom bowl must be recast with a shallower slope, or a variance must be sought. • Because some of the assembly spaces in the building - Cafeteria and Gymnasiums – do not have fixed seating, specific accessible seating locations are not required in these

(AAB 14.4.3) Without fixed seating, one companion seat may be provided next to each wheelchair seating location as needed. This is provided where accessible seating is located in the Auditorium. (AAB 14.5.1) A permanently installed assistive listening system must be provided for all assembly occupancies of more than 50 persons. The minimum number of receivers that needs to be provided must be equal to 4% of the total number of seats, but no less than two receivers. These systems must be provided in the Auditorium, Cafeteria, and Gymnasiums.

AAB 19 – RECREATIONAL FACILITIES (LOCKER ROOMS)

Science Lab Area B

(AAB 19.4.1) At least 5% of the lockers, but not less than one, must be accessible and must have locking/opening devices that are operable with a closed fist and mounted no higher than 42 inches from the finished floor. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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Currently, locker rooms do not comply. Locker rooms are provided for male and female students however the lockers are not accessible. Where benches are provided there must be a 36-inch-wide aisle between benches and lockers and a five-foot turning radius near the accessible lockers. Accessible lockers must be identified with a placard displaying the international accessibility symbol • Currently, locker rooms do not comply. Loose benches are provided in the Boys Locker Room, but a 36” wide accessible route around the benches is not provided. Benches are not provided in the Girls Locker Room and should be provided to assist handicapped students in changing for gym classes.

AAB 20 - ACCESSIBLE ROUTES

elevator and ramps. Non-compliant elevators are provided for general use in Area B and near the Gym in the building. Access to the Auditorium catwalks is not provided for students; this is exempted from accessibility requirements by AAB 28.1.d. • All intermediate floor level changes are accessible by ramps. These ramps are constructed at a 10% slope and are not compliant. A variance is recommended to be sought instead of recasting these ramp floors because of space limitations. (AAB 20.6.1) Objects projecting from walls with their leading edges between 27 inches and 80 inches above the finished floor must not protrude more than 4 inches into walks, halls, corridors, passageways or aisle and must not have sharp edges. Underside of stairs on the Lower Level in Areas A and B

(AAB 20.1) Accessible routes within the building generally comply with requirements for width, passing space, protruding objects, headroom, etc. • Access to all floors is provided by an

does not comply and installation of a guard rail or wall is required. (AAB 20.12) Areas of rescue assistance at stairways and means of egress are not required in accordance with Exception a. Existing Buildings.

AAB 24 - RAMPS

Ramps used to access Areas A and B and the Upper Gym Level exceed the allowable 1:12 slope. A variance is recommended to be sought instead of rebuilding these ramps to be compliant because of space constraints.

AAB 25 – ENTRANCES

(AAB 25.1) All public entrances to the building must be accessible and be on an accessible route. 228

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All public entrances comply.

AAB 26 – DOORS AND DOORWAYS

(AAB 26.1.2) Illuminated signage identifying accessibility by the use of the international symbol contained within the “exit” sign must be provided at all egress doors in assembly and educational occupancies with an occupancy load of over 150 people. Provide this signage for exits from the Auditorium, Gym, Cafeteria, and Library. (AAB 26.6 – Maneuvering Clearances) Most of the doors throughout the building provide required pull and push clearances for accessible doors. Where not provided, automatic door operators may be provided to defer modification to the building elements. Auto door operators are provided at some classrooms and science rooms on the Lower Level of Area B. These are unnecessary and the closers on these doors may be removed. (AAB 26.11 - Door Hardware) Existing hardware throughout building is generally compliant. (AAB 26.1.2 - Exterior Exit Doors) Assembly

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areas within the building all exceed the minimum occupancy of 150 persons and must provide an unobstructed accessible route to the exterior. All exterior steps at stair doors must be provided with ramps for egress.

AAB 27 – STAIRS

(AAB 27.4 – Railings) Most stair railings are mounted on solid guards or on walls and are compliant.

AAB 28 – ELEVATOR

(AAB 28.1) Multistory buildings are required to be served by an elevator. • A non-compliant elevator is provided for general use in Area B of the building and near the Gym in Area E.

(AAB 28.7) The passenger elevator cab complies under the exception for existing buildings as the cab exceeds 48” x 48”, however, it is not compliant with current code requirements for elevators. (AAB 28.8) All elevators must be modified to provide compliant car control devices and braille signage.

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Existing toilet rooms throughout the building do not comply with accessibility requirements and must be modified. Total fixture count for these toilet rooms should comply with the requirements of the Plumbing Code, however, modifications to existing toilet facilities to

and tile have been removed and the shower has no folding seat.

AAB 32 - KITCHENS

(AAB 32.1) Commercial kitchens are not regulated by the AAB. Refer to the Food Service reports in another section of this study for information on the Main and Culinary Arts kitchens.

AAB 36 – DRINKING FOUNTAINS

provide compliant access to fixtures will require deletion of existing fixtures and reduction in overall fixture count. (AAB 30.1) A minimum of one toilet and sink in each toilet room shall be accessible. Toilet partitions in all toilet rooms are not compliant and no student toilets are currently fully compliant. In a few toilet rooms, a toilet stall has been modified to provide minimal clearances but is not fully compliant. Plumbing fixtures do not comply in mounting height or location. Although not currently required by AAB, staff toilets will be regulated under the revised AAB to be published in the near future. Access to staff toilet rooms is required under Federal ADA Guidelines.

AAB 31 – PUBLIC BATHING ROOMS

(AAB 31.7) Shower stalls in the Boys and Girls Locker Rooms do not provide compliant clearances or access and must be modified to provide at least one compliant shower in each room. In the Boys Locker Room, the showers have a raised curb around the shower area obstructing access. A shower stall has been provided separate and outside of the gang shower area, however, whenever possible accessible showers should be integrated into the gang shower area. In the Girls Locker Room, the showers are pedestal type in groups of four and have a changing curtain with a shower stall that is recessed in the floor slab. Two stalls have been modified to remove the partitions to provide a large enough area for an accessible shower stall, however the floor tile has gaps in it where curbs 230

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(AAB 36.1.1) Drinking fountains are provided within the building but are not accessible because guards have been installed on each side of the fountain that doesn’t allow the required clear space for access. The guards should be removed or moved further away from the centerline of the fountain.

AAB 41 – SIGNAGE

(AAB 41.00) Room signage with braille is missing throughout the building and must be provided at all ‘permanent rooms and spaces’ as well as code required egress signage. Directional signage, where provided, shall be compliant. Symbols of Accessibility are missing throughout building. Where exit signs indicate an accessible route, if all routes are not

accessible, these signs shall include the symbol of accessibility.

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ARCHITECTURAL ASSESSMENT This Architectural Existing Facility Evaluation of the Nashoba Regional High School (NRHS) includes assessment of the construction and weather tightness of the exterior envelope and of the finish and function of interior elements. General observations common to most areas of the facility are discussed and are further detailed, as necessary, with discussions regarding individual spaces and conditions and in following reports provided by consultants with expertise in other engineering disciplines. Also, although a review of the facility with regard to the Building Code is provided in a separate section of this Study, references to specific Code conditions are included in this section, as well as in sections by other engineering disciplines. This review is based on documents available from the Nashoba School District and visual observations of the existing building; demolition for destructive testing and review was not performed.

NRHS was originally constructed in 1960 with major addition and renovation projects in 1970 and 1999. The student population has also grown from 500 students in 1960 to a projected population of 977. A growing student population requires expanding educational needs. As will occur with any school building in continuous use for more than 60 years, several repair and replacement projects have occurred, large and small, in a continuing effort to simply maintain the facility and to adapt to changing educational needs. Classroom spaces have been subdivided and spaces have changed uses; spaces not originally intended to be used as teaching spaces have been adapted but do not fully meet the needs of the current classroom. After these addition/renovation projects, the total area of the school building is approximately 201,466 Gross Square Feet (GSF), based on original drawings provided by the District and information provided by the Town of Bolton Assessor’s Department. In order to organize references from several different

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consultants, KBA has divided the school into six areas shown in the plan below. These areas generally relate to the existing separations between areas and the time of construction, which also may provide common references for common systems and finishes. A basic plan showing of the areas from each major construction is shown below: As will occur with any school building in continuous use for 60 years, several repair and

replacement projects have occurred, large and small, in a continuing effort to simply maintain the facility and to adapt to changing educational needs. Classroom spaces have been altered and spaces have changed uses. These minor changes are not significant to the function of the school, except that it appears that some construction was performed with wood framing which affects the fire rating of these elements with regard to life safety.

EXTERIOR ENVELOPE

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EXTERIOR WALLS

The entire exterior envelope of the building that was existing at the time was modified with the 1999 renovation / addition project. Exterior walls in the 1960 and 1970 constructions consisted of uninsulated brick veneer on concrete masonry units (CMU) and precast concrete window panels with minimal insulation and no vapor barrier. Wall sections gleaned from the 1999 construction drawings showing the renovation of the 1960 and 1970 exterior wall systems are attached at the end of this section. Walls from the 1960 and 1970 constructions are modified in the 1999 construction to add minimal insulation and vapor barriers where possible, however, these affect minimal areas of the existing walls. These walls remain basically open to thermal and vapor transfer from the exterior of the building. Available locations for vapor movement (vapor drive) and thermal bridging are indicated on these drawings. New walls constructed in 1999 consisted primarily of 6 or 8” steel stud backup walls with brick veneer or metal wall panels; insulation was provided in the stud space and in the cavity or wall panels. Insulation shown is typically 6” batt in the stud space and 1”in the cavity with a total R value of approximately 24. Although a vapor barrier is called out on the inside face of the metal studs, this would have been perforated with conduit, outlets, and other utility distribution infrastructure. Also, the vapor barrier is noted to adhere to the perimeter steel beam, however, these beams are not continuous and rely heavily on the ability of the installing mechanic to seal all gaps in the steel as well. Water vapor will infiltrate through the wall at these gaps and if allowed to condense on the interior finishes may lead to mold blooms. The brick veneer walls consist predominately of 4” brick veneer with masonry wall ties at 16” on center vertically and 24” on center horizontally with a 2” air space over a 6” or 8” concrete masonry block or metal stud framing. The brick color is noticeably different between the different constructions. The 1999 documents identify rope weeps in all constructions at 4’-0” on center, but these are not readily visible; they may be intact above grade beneath the 1” brick overhang but portions are now buried beneath grade. The 1970 construction area have open head joints for weeps and are visible above the

Typical brick vents in bottom of brick veneer

Foundation wall degradation

Mortar pushed out by freeze / thaw damage

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Foundation wall degradation

Freeze/thaw damage at Auditorium wall

bottom layer of brick at the foundation wall brick shelf. The foundation wall is spalled and damaged in several locations presumably from poor water drainage in the wall causing freeze/ thaw degradation. The brick veneer itself is generally in fair condition, with a few areas of note. In particular at the gymnasium ramp, the weeps have been covered by the ramp construction causing degradation of the veneer and mortar through freeze/thaw cycling. Brick veneer at the north Freeze/thaw damage at brick at Gym Ramp

Brick blowout and cracking on north

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Brick blowout, cracking, and efflorescence

Brick veneer water damage

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Brick blowout and cracking

Brick mortar degradation from water damage

face in the 1970 addition has blown out at the relieving angle at the bottom of the wall in several places. Damage from water freeze/thaw and degradation from poor drainage can be seen throughout indicating poor flashing and installation of the original systems. The precast concrete window panels are structural and support the roof framing directly. These panels are in good condition but have cracking throughout. The cracking appears to extend through into the supporting foundation wall, especially at the ends of the panels where

Gym Ramp slab covering brick weeps

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they join together. These panels are solid and continuous from exterior to interior space, as is shown in the wall section details at the end of this section. These panels are not thermally broken, have minimal thermal value, and provide no vapor barrier resulting in degradation from freeze / thaw cycling. In the 1999 construction, the exposed aggregate infill panels are called out to be relocated from demolished panels to infill where mechanical units have been removed in panels indicated to remain; either there were not enough panels or these have been damaged over time as painted wood panels have been inserted in some locations. These plywood panels are delaminating when exposed to the weather. Other precast concrete veneer and spandrel panels have degraded over time and in some cases the rebar has rusted and is spalling and staining the surface of the precast panels. This is an indication that the steel reinforcement bars were not epoxy coated and water infiltration is causing rusting of the bars which

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Typical precast concrete window unit

Cracking at precast window unit

Exposed precast rebar

Deteriorated concrete and rusting exposed rebar

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Deteriorated precast concrete wall panel

Stained precast concrete wall panel

Deteriorated precast concrete wall panel

expand and spall the concrete cover. This will eventually lead to failure of the concrete units. Cast in place concrete is exposed throughout the project and has deteriorated badly. This occurs at exposed concrete structural members and at extension of floor slabs. The rebar has rusted and is spalling and staining the surface of the concretes. This is an indication that the steel reinforcement bars were not epoxy coated and water

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infiltration is causing rusting of the bars which expand and spall the concrete cover. This will eventually lead to failure of the concrete units. Both conditions create thermal and moisture bridging that have resulted in degradation over time.

EXTERIOR DOORS AND WINDOWS

The 1999 construction drawings note that the exterior doors as being hollow metal doors with hollow metal thermally broken door frames. The detailing and effectiveness of thermally Deteriorated concrete sill with rusted rebar

Deteriorated concrete sill with rusted rebar Deteriorated concrete beam at Gym

Deteriorated concrete slab with rusted rebar

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broken steel door frames in 1999 is suspect and not considered to be up to standards of current manufacturing practice. These steel doors and frames are in poor condition throughout, with significant wear, damage and rust. These doors and frames do not meet the energy code requirements currently in force. All doors and hardware should be replaced for durability, longevity and thermal performance with aluminum or fiberglass doors and frames. The exterior windows in the 1960 and 1970 constructions portion of construction are original uninsulated single pane glazing in painted steel frames. Many of these windows were replaced with aluminum window units in the 1999 construction, however, the thermal efficiency of these aluminum windows and glazing in 1999 are suspect and do not meet the current energy code requirements. In other locations, the original steel single glazed steel window units remain in place. Where inset into the precast concrete panels noted above, the glass is glazed against the precast concrete with a steel angle and sealant to frame the exterior face. These windows provide virtually no thermal value to the building envelope and have rusted and decayed extensively – rusting through the steel in some cases. The exterior windows in the 1999 portion of construction are original insulated glass in aluminum window frames. At entrance doors and lobby storefront, the insulating glass is framed into hollow metal frames. The frames are significantly degraded, and the finish is failing on the steel units, and they are rusting. The glazing sealant is in poor condition and

Steel window frame with heavy rusting

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Steel window rusted through

Steel window with single glazing

Steel window frame with heavy rusting

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Steel door frame with heavy rusting

Steel window frame with heavy rusting

appears to have been added to over time. Translucent plexiglass insulated glazing panels, such as Kalwall, are used in the courtyard and at the roof connection from the small gym to the new roof framing. The thermal insulating value and the weathertightness of these units at almost 25 years old is deficient in terms of current code requirements. Although durable, these units must be replaced in any renovation

Translucent glazing at courtyard

project to provide thermal efficiency and an effective vapor barrier. Clerestory windows are inserted between roof framing beams in the 1960 and 1970 constructions. These steel beams are continuous between the interior and exterior of the building creating a thermal bridge which may allow moisture to condense on the cold internal steel beam and degrade interior finishes. The glazing between beams is single glazed steel window units. These window units provide almost no thermal insulating value and the sealant around them appears to fail through expansion and contraction of the building components during seasonal temperature swings. Where these spaces have been infilled with masonry, these have been damaged over time and do not provide a weathertight enclosure. Compounding these issues is the rusting of these exposed structural steel roof beams and framing.

EXTERIOR SOFFITS AND CANOPIES

The exterior canopies typically have metal soffit panels. The finish is failing on these panels and is rusting. Significant oil canning is evident and panels to patch have been installed at the perimeters. Replacement soffit panels are Translucent glazing at roof vault

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Clerestory windows with steel beams

Clerestory steel beams and soffit

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Masonry infill at clerestory steel beams

Clerestory steel beams and soffit rusting

recommended for durability and long-term use. At soffits throughout the 1960 and 1970 constructions, the steel roof framing beams extend exposed through from the inside space to support the exterior soffit with glazing between the beams. This creates a direct thermal bridge between the interior and exterior space and may allow condensation and lead to damage to interior finishes. The soffit material is the exposed steel purlin and cementious panel roof decking.

SEALANT

Sealant in joints around the building have failed or were not installed in the previous constructions. This is visible around door frames and exterior walls and stoops and between brick veneer and other surfaces. Lack of sealant in joints allows water to penetrate making the system vulnerable to Main Entry soffit sagging and oil canning

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damage due to freezing expansion.

LIGHTNING PROTECTION

Downleads and air terminals for lightning protection have been added to the building in the past; this wire and piping were not enclosed in the 1999 construction. As installed on the surface of the building, damage has occurred where the wire and pipe penetrate the veneer to meander through to

Missing Sealant at brick

Missing Sealant at base of door frame

Missing Sealant at building addition

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Missing Sealant at door frame and building

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Missing Sealant at door frame

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Sealant failing at top of brick wall

the roof and internal steel structure. This is unsightly but as the wire creates a hazardous condition because is not completely enclosed in the pvc piping. Damage to the exterior veneer should be repaired, however, damage to any weather or vapor protective layers inside of the wall cannot be determined. Oddly, the lightning protection was only noted at the main entrance; air terminals and wiring were not noted on the roof or equipment in other parts of the building.

ROOF

According to the 1999 construction drawings, there are a minimum of three different roofing types installed. The primary roofing is a Sarnafil roof on the flat roof areas of the building, except at Area A which had an existing ballasted Carlisle membrane roof at the time and was retained. Additionally, composite asphalt shingles were installed

Exposed lightning protection conduit

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on the sloped roof areas of Area B. These roofs appear to be intact from the 1999 construction and are past their useful life with extensive wear. There was not evidence or staining from extensive roof leaks inside the building. The roofing details show 4” of insulation under the Sarnafil roof membrane and 3” of insulation under the asphalt shingles, both are less than the current standard of 6” minimum thickness.

INTERIOR WALLS

In areas of the 1960 construction (Areas B, C, and a portion of D), interior partitions are constructed primarily of painted concrete

INTERIOR BUILDING ELEMENTS

Overall Roof from the northeast

Roof View looking west

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Roof View looking east

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Ponding on low slope roofing

Enclosed roof duct from mechanical roof

Deteriorated pipe insulation

Section at 1970 building as renovated in 1999 with thermal bridging 3.1.4 EVALUATION OF EXISTING CONDITIONS

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masonry units (CMU) and exposed brick. The interior surface of the exterior walls are the inside of the precast window panels and CMU at locations with exterior brick veneer. Cracks and gaps have developed between the precast window panels and may allow air or moisture to enter the interior space as only the panel joint provides weather protection from the outside. With exposed structural floor and roof decks, lateral stability anchors made from steel angles are visible at the tops of interior CMU walls. At classroom doorways, the adjacent walls are constructed of wood framing and paneling which is not allowed in Construction Type II-B. In a renovation project, the wood framing must be replaced with non-combustible construction. Newer construction of Assistant Principal offices and lab spaces in subdivided existing rooms are painted drywall, presumably with steel stud construction. In areas of the 1970 and 1999 constructions (Areas A, south part of D, and E), the original interior corridor walls and the demising partitions are painted concrete block. Office spaces are painted gypsum board set within exposed structural steel. All interior walls are non-load bearing infill partitions as the building’s primary structure is steel column and beams. Minimal cracking is found in the

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concrete block walls is an indication of a stable minimally moving structure. Please refer to the Structural discussion in another section of this study for a complete description of the building structural system. The Music Suite is constructed primarily with CMU walls and with drywall partitions at offices and the orchestra and chorus rooms with additional acoustical paneling for sound control. The Gym area has original exposed concrete structural members with CMU infill, except for the expansion at the southeast end of the gym

Exposed lateral bracing anchor in classroom

Painted precast concrete window unit

Crack between precast concrete window unit

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Typical corridor with lockers in 1960 area

Classroom door with painted wood walls

Classroom door with wood door frame and walls

Typical 1960 Classroom with exposed structure

constructed of metal wall panels and steel stud and drywall interior finish. The Auditorium in Area F is constructed of structural steel framing with steel stud and drywall infill and interior finish throughout.

Main music room with acoustical paneling

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Band / Chorus room with risers

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Steel frame with stud/drywall finish

Large Gym – addition is image right

Bent wood acoustical reflective panels are attached to the auditorium walls. Tile is used as interior finish in the Auditorium lobby. Over time, interior walls of different construction have been installed as part of small projects to adapt the building to new educational needs. These walls are constructed of a variety of materials including wood studs, metal studs and concrete masonry. Any walls constructed from wood stud framing or unbraced masonry are not allowed in Construction Type II-B and must be

Auditorium lobby with tile finish

Auditorium view from stage

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removed as part of any renovation project. Toilet room walls in student rooms are glazed CMU in Area B 1960 construction, painted CMU in Area A 1970 construction, and glazed tile in Area C individual toilet rooms. Toilet rooms in Area F Auditorium and the newly renovated toilet rooms in Area C are ceramic tiled walls. Most of the interior walls are well maintained and in good condition.

INTERIOR FLOORS

The first floor is ‘slab-on-grade’ construction throughout all various elevation changes as the building adapts to the slope of the site. The slabs-on-grade in all phases of construction do not have underslab insulation and only the 1999 additions have a vapor barrier underslab and so are not compliant with the current code. Care must be taken when installing new flooring to test for moisture content in the concrete

Typical Classroom in 1970 area

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Main Office in 1999 area

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slabs; application of a topical vapor may be necessary to install new flooring and maintain a warranty. All slabs-on-grade should be tested for moisture content prior to replacement of carpet, VCT, poured epoxy, or ceramic tile flooring. As a vapor barrier was not installed as part of the 1960 or 1970 constructions, a topical vapor barrier should be installed for product system warranties. Testing of the gym floor and concrete slab should be performed to determine if mold is present and to determine the condition of the concrete slab reinforcement. Exposed concrete floor slabs in many areas are cracked. Floor finishes vary throughout based on the use of the room and the time when the floor material was installed. • Common areas, such as corridors, from the 1960 construction are finished with polished terrazzo. While this is an extremely durable material, the panels have many cracks which have led to degradation of the finish despite the installation of frequent brass spacer bars but the cracks have been maintained and the terrazzo is in fair condition. Also, areas where walls in corridors, presumably for previous locations for smoke doors, have been removed, the terrazzo has been patched with grout; while unsightly, it is a durable and maintainable patch. Common areas in the 1970 and 1999 renovations are primarily VCT (vinyl composition tile) with small areas of carpet. The carpet is presumably adhered over the slab on grade and replaced as wear requires. All are in fair to good condition. • Toilet rooms have tile floors typically but also sheet vinyl in a few locations in Area C and poured epoxy in recently renovated toilet rooms near the cafeteria. In toilet rooms on the Upper Level in Area A, sheet vinyl appears to have been installed over the original floor tile but has failed. • The “Large Gym” and “Small Gym” have varnished maple flooring that appears to be in good condition and refinished frequently. • The Wood Shop has a wood parquet floor that is very worn and the Systems Room (Metal Shop) is painted concrete that is in fair condition. • Classrooms typically have VCT flooring that is well maintained; worn

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Typical 1960 Terrazzo Floor in Common Areas

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or damaged tiles are replaced each summer and the floor is polished on a regular schedule. Some classrooms for specialty classes have carpet for acoustics or safety. Carpeted rooms are in fair condition and presumed to be regularly cleaned. The Main Kitchen has quarry tile in fair condition, but it is extremely worn. This makes these floors difficult to clean and are considered unsanitary by our Kitchen consultant; refer to the description in another section of this report. There is an expansion joint in the floor and walls running through the middle of the kitchen where tile has failed and been replaced with newer tile of a different color.

INTERIOR CEILINGS

Ceiling systems vary widely throughout the school depending on the time of construction and use of the room. • Common areas, such as corridors, typically have 2x4 acoustical ceiling tile (ACT) throughout the school. This tile is

Poor Transition From Terrazzo to VCT Floor

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Terrazzo Flooring Patches

Electrical Trench Covers in VCT Floor

Grout Patch in Terrazzo Floor

Poured Epoxy Floor in Area C Toilet Rooms

Cracking in Terrazzo Floor

Failed Sheet Floor in Area A Toilet Rooms

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Parquet Wood Floor in Wood Shop in Area C

Painted Concrete Floor in Area C

Typical VCT Floor in Common Areas

Small Lower Gym Wood Floor - 1960

Carpet Floor in Classroom off Media Center

Quarry Tile Floor Patches in Kitchen Carpet Floor in Media Center

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sagging in many areas; this will happen over time and is an indication that the tile is at the end of its useful life. Some areas, like the cafeteria, have the original building structure exposed and painted with exposed sprinkler piping, electrical conduit, roof drains, etc. The deck has some degradation and is described in the Structural Report in another section of this study. This is unsightly but necessary in some instances because of the low height of the roof deck. Toilet rooms have 2x4 ACT or plaster ceilings. The 2x4 ACT tiles are sagging, presumably from exposure to moisture and with age. Plaster ceilings at newer renovations are in good condition. The “Large Gym” and “Small Gym” have exposed roof structure that is painted. The large gym has exposed steel structural deck which doesn’t provide any acoustical dampening. The small gym has large metal building bents for structural framing with tectum panels spanning between on purlins. This provides some acoustical dampening in the space. The bents and tectum are painted. The Main Kitchen has an ACT ceiling with USDA rating for cleanliness. Refer to the Kitchen Report in another section of this study. Classrooms in the 1960 construction have exposed structure; during the 1999 renovation, the structural deck in these rooms had acoustical square tiles glued to the deck; these tiles have fallen off in many areas or have been covered up with new 2x4 ACT tiles. The exposed structure also exposes conduits, sprinklers, and

Failed Glued Acoustical Tiles in 1960 Room

Sagging Acoustical Panel Ceiling in Corridor

• • Exposed Structure and Utilities in 1960 Classroom

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other utility lines and are unsightly. In the 1970 classrooms in Area A,during the 1999 renovation 2x4 ACT ceilings were installed. These ceilings are at the end of their useful life. In office and administration spaces, the ceilings are 2x4 ACT in fair to good condition. In the Auditorium, the ceiling is exposed structure painted black. Acoustical

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‘clouds’ constructed of drywall are located in the front of the auditorium ceiling near the stage. All appear to be in good condition. Acoustical ceilings throughout the building are beyond their useful life and in need of replacement.

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INTERIOR DOORS AND FRAMES

Interior doors are solid-core wood or steel in hollow metal or wood frames. Glazing within doors, in borrowed lights, and transoms was originally wired glass. Most doors are original construction and are in poor condition from

Acoustical Clouds in Auditorium

Acoustical Ceiling Panels in 1960 Classroom

Acoustical Panels in 1960 Classroom

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the frequency of use over the years. It is recommended that all interior doors and frames be replaced with new doors. At some locations in the 1960 construction, door frames and sidelights are made from wood. This is not allowed in non-combustible construction in a Educational Use. At some locations in the 1960 construction, the acoustical ceiling is cut around door frames. It is unknown as whether the door frames were originally installed too high or if the ceilings installed in the 1999 renovation needed to be lower than the door head. This condition is not detrimental to the ceiling or door construction but indicates a change where other systems may be affected by ceiling clearance issues. Door hardware throughout the building was presumably replaced in the 1999 renovation project. The majority of door hardware is MA AAB/ADA compliant with leversets and exit devices. Some of the original closers remain in operation but have exceeded their expected life. Where used to meet accessibility requirements, automatic door operators have been installed but are in poor or non-functioning condition. Many hazardous areas, such as storage rooms and mechanical spaces, must be provided with closers by Code. At fire rated pairs of doors, both door leafs are latched to the frame. At exit doors from the courtyard, an exterior

Typical Wood 1960 Classroom Door

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Wood Door Frames and Wall at 1960 Room

mounted exit device releases the door with a electromagnetic lock at the head of door. In the 1960 construction at classroom doorways, door frames, sidelites, and adjacent walls are constructed of wood framing and paneling.

ACCESSORIES

Toilet partitions have apparently been replaced and modified several times and are generally in good condition. At recently renovated toilet rooms, such as at the cafeteria and the auditorium, the toilet accessories and partitions are in excellent condition. Except for the mens toilet room near the cafeteria

Typical Painted Metal 1970 Classroom Door

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Fire Rated Door Without Required Closer Door

Closer Electromagnetic Lock at Courtyard

Auto Door Operator at Inaccessible

Broken Auto Door Operator at Inaccessible Door

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in Area C, toilet partitions are located to be handicapped accessible. Accessibility for the handicapped is reviewed in the Code Analysis section of this report. Student lockers are scattered throughout the school in the corridors are in good condition. Corridor lockers appear to have been repainted over time. Lockers in the Male and Female Gym Locker rooms are in fair condition. The boys gym lockers are ventilated mesh 12x12 lockers and the girls gym lockers are metal baskets. Handicapped accessible lockers were not identified by placards throughout the building. Fire extinguishers in cabinets are located throughout the building. appear to be in good working order and are regularly charged and inspected. Chalkboards have been replaced with markerboard in all classrooms except the DECA room on the upper level of Area B. Typically, in classrooms the markerboard is covered by a pull down projection screen for the ceiling mounted projector.

Phenolic Toilet Partitions at Area C Toilet Room

CASEWORK

Casework throughout the school is worn and should be replaced. In many instances, the classroom casework and lab casework is original to the 1960 or 1970 construction; over time, there have been various renovations which have replaced casework, however, in many instances this casework does not comply

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Phenolic Toilet Partitions at Area C Toilet Room

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Corridor Lockers are in Good Condition Throughout Accessible Signage is Missing

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Locker Room Lockers

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with accessibility requirements.

VERTICAL CIRCULATION: STAIRS AND RAMPS

Stairs throughout the building are covered in raised rubber treads and risers for durability and safety. The rise/run of stairs varies depending on the time of construction but exceeds the maximum riser height of 7” in 1960 and 1970

Science Lab Casework in Fair Condition

Casework in Teacher Work Room

constructions. Interior ramps were reconstructed in 1999 and conformed to the pitch requirements for accessibility at the time. Many ramps in the building exceed the allowable pitch for accessibility (8.3%) on a portion of the ramp. This also occurs in the Auditorium with the lower sloped seating where the sloped floor aisle varies in slope from 7% - 10%.

VERTICAL CIRCULATION: ELEVATORS

There are two elevators within the building located in Area A and in Area E. In Area A, the elevator is necessary to access the multiple levels of the classroom wings. In Area E, the elevator is necessary to access the locker room located in the basement under the large

Stairs with Visible Warning Treads and Handrails

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gym. As the school is primarily one story in height, these locations provide accessibility to areas with multiple floor levels. Elevators are too small for current accessibility codes and are not code compliant. These elevators have been recertified for operation by local inspectors, however, these are long past its expected useful life.

SIGNAGE

Signage and controls are deficient throughout the school. Occupied rooms are identified by signs in various locations, such as on the doors, and not beside the doors as required by Code. Directional and way finding signage does not exist in the school, making navigating the school very difficult.

RECOMMENDATIONS: • •

All plaster ceilings and acoustical ceiling tile ceilings should be abated and replaced. All floor finishes should be abated and replaced. Install a topical vapor barrier on all slabs on grade prior to installing new finish flooring.

Signage at Classroom Door

Signage on Classroom Door

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Cracks in concrete slabs on grade should be raked out and infilled with epoxy and where displaced should be ground smooth and filled. All wall, soffit, and metal surfaces in the school should be cleaned and repainted. All science lab casework in the building should be modified for accessibility. Directional signage should be provided in addition to required accessible room signage. All interior doors and hardware should be replaced. The existing elevators should be replaced and a new elevators for accessible clearances. Toilet partitions in the Visitor’s Gym Locker Room and in the Mens Area C Toilet Room should be modified for accessible clearances. The wall construction should be revised to provide proper weeps, vents, air and vapor barrier and insulation to the wall assembly to bring it up to code compliance. Cracks and failing mortar should be repaired. Replace all windows with modern thermally broken frames with factory finish and thermally insulated glazing. Replace all original exterior doors with modern insulated units with a high performance finish and security grade. Provide proper wall infill where doors are removed. Replace all canopy soffit panels and enclose soffits at exposed steel beams and gypsum deck soffits. The existing exterior walls are not code compliant for insulation value and moisture mitigation. We recommend that the wall construction be revised to provide proper weeps, vents, air and vapor barrier and insulation to the wall assembly to bring it up to code compliance. All interior doors and hardware should be replaced. Glazing in rated door openings at doors, sidelites, and transoms should be replaced with fire rated glazing. At doors which do not provide accessible clearance, such as at classroom and toilet room doors, walls must be modified

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or automatic door operators must be installed to provide compliant access throughout the building. All elevators must be modified to provide signaling and controls compliant with AAB. During any renovation, it is required that the interior cab be replaced with a cab of sufficient floor plate size for a stretcher and weight capacity as required by Code. As the controls and pumps for these elevators are at the end of their expected life, it is also recommended that the pumps and controls be replaced. Replace all signage that is compliant with code mounted beside the door and clear directional signage for wayfinding.

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STRUCTURAL ASSESSMENT INTRODUCTION

Odeh Engineers, Inc. has conducted a structural investigation and assessment of the Nashoba Regional High School building located at 12 Green Road in Bolton, MA. This evaluation included a visual inspection of the building interior and exterior. The purpose of this structural investigation was to examine and assess the existing structural condition of the Nashoba Regional High School buildings as part of a feasibility study of the High School Complex. The following is a report of our findings and recommendations.

STANDARD OF CARE AND USE OF REPORT

Please note that the results of this evaluation are limited to cursory visual observations of the accessible areas only. While we have reviewed the areas of interest, nearly all the structural framing is concealed by architectural finishes or was otherwise inaccessible, and therefore unforeseen damage or conditions may be present. The findings of this report represent our professional opinion based on the information available to us at this time. We understand that this report is intended for use only by the Nashoba Regional School Board, Massachusetts School Building Authority (MSBA), and Kaestle Boos Associates to determine the existing structural condition of the Nashoba Regional High School buildings. In any budgeting, adequate contingency for hidden or unforeseen conditions that are not identified or are worse than described herein must be carried. Please note that all dimensions of the existing structure given herein are approximate and based on measurements or estimates of representative members. Dimensions can and will vary and must be considered as “+/-” in all cases (whether or not the “+/-” symbol is indicated).

ACTIONS TAKEN

We took the following actions to complete this investigation: • On Thursday, February 24, 2022, Paul Kuehnel, P.E., and Griffin Tarmy, E.I.T., from this office, performed a walk-through tour of the accessible interior portions of the building and made visual observations of the existing structure and its condition. • On Thursday, February 24, 2022, Robert Bowen, P.E., from this office, performed a walkaround tour of the accessible exterior portions of the building and flew a DJI Mavic 2 Pro unmanned aircraft (drone) around the building and took photos of the building’s roof and exterior. • Prepared this written summary of findings and recommendations. • Discussed with and reviewed by M. David Odeh, P.E.

DOCUMENTS REVIEWED

Construction drawings of additions and renovations to Nashoba Regional High School buildings, dated September 17, 1999, produced by The H.L. Turner Group, Inc. of Concord, New Hampshire.

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EXISTING BUILDING DESCRIPTION

The existing Nashoba Regional High School, located at 15 Green Road in Bolton, MA, is composed of one and two story buildings originally constructed in the early 1960’s with later renovations and additions occurring in the late 1990’s. The buildings on the campus are composed of a variety of different structural systems, different roof systems, roof slopes, building wings, and courtyards. The keyplan above outlines the different building areas and designations that will be used as a reference throughout this report. In addition to classrooms, administrative and utility spaces, there is an auditorium, cafeteria, gymnasium, library, and CTE spaces. Refer to the following paragraphs for detailed descriptions of the structural systems.

Overall aerial photo of the Nashoba Regional High School looking west, taken by Odeh Engineers with a drone.

Overall aerial photo of the Nashoba Regional High School looking east, taken by Odeh Engineers with a drone

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AREA A

Area A is a 2-story building with classroom spaces, library, etc. The structural system of this building is composed of a precast concrete beam and column building frame with precast concrete hollowcore floor planks. The precast concrete beams are inverted T-beams that support 10” hollowcore precast concrete floor plank with 2” of composite concrete topping at the first elevated level. The roof is constructed similarly, with exception that the 10” hollowcore precast planks do not have a composite topping. Without the original existing drawings of this building, this office was unable to determine the exact foundation system. However, based on other building additions throughout the high school campus, and renovations (including foundation work) within this building, it is extremely likely that the foundation system for Area A is conventional spread footings at columns and continuous wall footings at the exterior foundation wall.

AREA B

Area B is a 2-story building with classroom, CTE classrooms, and Administrative offices. The structural system of this building is comprised of a steel framed floor and roof structure with a 4-1/2” concrete slab at the first elevated level and a poured gypsum deck on form board with bulb tee purlins at the roof. The roof and floor structure is supported by a combination of steel columns, CMU bearing walls, and a unique precast concrete load bearing window

system. In the late 90’s the roof structure of this building was modified and a cold-formed metal roof truss, hip roof structure and mechanical attic was constructed on top of the existing roof framing. Without the original existing drawings of this building, this office was unable to determine the exact foundation system. However, based on other building additions throughout the high school campus, and renovations (including foundation work) within this building, it is extremely likely that the foundation system for Area A is conventional spread footings at columns and continuous wall footings at the exterior foundation wall.

AREA C

Area C is a 1-story building with classroom, CTE classrooms, cafeteria space, etc.. The structural system of this building is comprised of a steel framed roof structure with a poured gypsum deck on form board with bulb tee purlins. The roof structure is supported by a combination of steel columns, CMU bearing walls, and a unique precast concrete load bearing window system. Without the original existing drawings of this building, this office was unable to determine the exact foundation system. However, based on other building additions throughout the high school campus, and renovations (including foundation work) within this building, it is extremely likely that the foundation system for Area A is conventional spread footings at columns and continuous wall footings at the exterior foundation wall. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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AREA D

Area D is a 1-story building that serves as host to a variety of school functions and facilities, including a secondary gym. There are three distinct structural systems within Area D. Original to the existing building, circa 1960, there is a typical 1-story structure on the south end of this area that is framed very similarly to Area C. It is comprised of a steel framed roof structure with a poured gypsum deck on form board with bulb tee purlins. The roof structure is supported by a combination of steel columns, CMU bearing walls, and a unique precast concrete load bearing window system. In the late 90’s the roof structure of this building was modified and a cold-formed metal roof truss structure was constructed on top of the existing roof framing. Additionally, to the North of the aforementioned roof structure, there is a “high bay” roof structure housing a secondary gym and other school facilities. The structural framing system in this area is comprised of a 2-bay rigid frame with evenly spaced wide flange and channel roof purlins, supporting a poured gypsum roof deck on form board with bulb tees. In the late 90’s a large “cricketed” roof structure was created between the valley of both rigid frame roof structures. This cricket is constructed of coldformed metal framing bearing walls built atop roof purlins, and similar roof joists spanning between bearing walls. Lastly, the newest addition to Area D, is main entry space. The main entry canopy and tower structure is framed with structural steel wide flange beams and HSS columns. The balance of this addition is comprised of 1” metal roof deck supported by cold-formed metal roof trusses and cold-formed metal framing bearing/shear walls.

AREA E

Area E is a 2-story building with the first story occurring below grade. The primary occupancy of Area E is the main gymnasium. The floor structure of the gym is composed of 12” hollowcore precast concrete plank supported by precast concrete beams, columns and foundation walls at this subgrade space. The roof structure of the gym is constructed of metal roof deck spanning to 60” deep open-web steel roof joists, supported by precast concrete columns and steel girders, as necessary. In the late 90’s an addition was added to the east side of the gym wall, to expand the gym by approximately 20ft. The structural system for this addition is constructed of metal roof deck, open-web steel 268

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roof joists, steel beams and columns and braced framed with HSS steel x-bracing.

AREA F

Area F is a 1-story “high-bay” structure, the primary occupancy being the auditorium. This structure was a new addition constructed in the late 90’s. The structural system is composed of metal roof deck, spanning to 52” deep open-web steel roof joists that clear span the width of the building (approx.. 88ft). In turn, the roof joists are support by steel columns along the building perimeter. The framing above the stage and backstage areas is provided by steel wide flange roof framing, supported by interior CMU bearing walls and steel beams and columns along the exterior wall.

OBSERVED BUILDING DEFICIENCIES AND POTENTIAL PROBLEM AREAS

The following structural deficiencies and potential problem areas are examples of visually apparent deficiencies observed by Odeh Engineers, Inc. during our due diligence walkthrough evaluation of the existing building. Additionally, based on our experience, buildings designed prior to 1978 did not account for snow drifting as it was not required by the Building Code at that time. Roof framing designed prior to 1978 shall require further investigation to determine its load carrying capacity. If found deficient this will require extensive reinforcement or additional framing members added to reduce the load supported by the existing roof framing.

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This aerial photo, taken by Odeh Engineers with a drone, with the areas of potential snow drift highlighted.

PONDING WATER

Comments and recommendations: Ponding water was observed at various locations. Ponding of water can cause the roof to sag due to the weight of the water. As the roof sags, more water can become entrapped in the low spot of the roof, causing additional sagging. The roof structure must be adequately pitched, or tapered insulation below the roof membrane must be installed, to allow the water to flow to the roof drains. This is of particular importance around mechanical equipment that creates obstructions on the roof for the free flow of water. The roof drains must also be cleaned of any obstructions.

ROOFTOP MECHANICAL UNIT SUPPORT DUNNAGE Comments and recommendations: The typical rooftop mechanical unit support dunnage does not appear anchored to the roof. During a high wind or seismic event there would be no resistance to the unit overturning aside from the unit’s self-weight. It is recommended that an engineer be consulted to determine the appropriate connection, if required, between the dunnage and the roof structure.

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RIDGE VENTS MISSING OR DETACHED

Comments and recommendations: The ridge vents at the south-west corner of the Area B are missing and/or have detached from the roof. The pieces currently on the roof may damage property or injure people below if they were to fall. Additionally, the opening in the roofing system may allow weather to penetrate the building envelope and damage the structure and/or interior finishes. It is recommended that the ridge vent system be repaired.

RUSTING ROOF ENCLOSURES

Comments and recommendations: There are a few locations where rust can be seen on the roof enclosures. While the rusting does not appear to currently pose a structural hazard, if the rusting is allowed to continue it could compromise the integrity of the enclosure allowing infiltration of weather which could damage the structure or interior finishes. It is recommended that the areas of rust be cleaned, primed, and finished with an appropriate coating system.

DAMAGED FLASHING

Comments and recommendations: There are a couple of locations where the flashing is damaged, or vegetation appears to be going under the flashing. Disconnected or damaged flashing my allow weather to infiltrate the building envelope and cause damage to the structure or interior finishes. It is recommended that the flashing be repaired, and the vegetation removed.

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BRICK STAINING

Comments and recommendations: At various locations, staining was observed on the exterior brick walls. The staining appears to be a sign of water infiltration into the building envelope which may lead to damage of the walls, building structure behind the walls and the interior finishes. To extend the life of the exterior brick walls and to protect the building structure and the interior finishes, it is recommended that a building envelope specialist be consulted to determine the source of water infiltration and the required repairs.

SEGMENT OF CMU WALL DETACHED

Comments and recommendations: A segment of the CMU wall appears to have detached from the adjacent wall segments and is leaning toward the building interior. Falling CMU could cause damage to property or injure personnel. It is recommended that an engineer be consulted for repair details and the wall be regularly monitored for movement.

CONCRETE SPALLING AT BEAM END / PRE-CAST SUPPORT

Comments and recommendations: In a few locations, the ends of the concrete beams which support pre-cast concrete elements appear to have spalled. Failure of the connection could allow the pre-cast elements to collapse and damage property or injure personnel. It is recommended that the connections be inspected by an engineer and provide repair details as required.

CONCRETE SPALLING, EXPOSED AND RUSTING REINFORCEMENT AT ELEVATED SLAB

Comments and recommendations: Spalled concrete, exposed and rusting reinforcement bars were observed at various elevated slab locations. If the rust is allowed to continue developing, more concrete could spall off, potentially causing property damage or personal injury. It is recommended that the spalled concrete and rusted reinforcement be repaired using high-performance concrete repair products. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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CONCRETE SPALLING EXTERIOR WALLS

Comments and recommendations: Spalled concrete was observed at various wall locations. The spalling does not currently appear to pose a structural hazard. To extend the life of the concrete walls and to protect the building, it is recommended that a maintenance program be established to repair the spalling of the exterior concrete walls.

CONCRETE FOUNDATION WALL CRACKS, DAMAGED AND MISSING BRICK

Comments and recommendations: Cracks in the concrete foundation walls and areas of damaged and missing brick were observed at several locations. While they do not currently appear to be a structural hazard, the cracks are large enough to possibly allow water and air infiltration into the building envelope which could lead to damage to the structure. To extend the life of the concrete walls and to protect the building, it is recommended that the concrete cracks be repaired with high-performance concrete repair materials.

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VARIOUS BRICK CRACKS

Comments and recommendations: Cracks in the brick were observed at various locations. These cracks do not appear to currently pose a structural hazard. However, these cracks may allow water and air infiltration into the building envelope. To extend the life of the exterior walls and to protect the building structure and the interior finishes, it is recommended that a maintenance program be established to repair the cracks.

BRICK CRACKS AT LINTEL END, RUSTING LINTEL, MISSING JOINT MATERIAL

Comments and recommendations: Rust on the lintel, cracked brick and mortar joints and missing joint material were observed at various locations. The cracked mortar joints may be due to settlement, or the expansion of the steel lintel due to rust. While they do not currently appear to be a structural hazard, the cracks are large enough to possibly allow water and air infiltration into the building envelope which could lead to damage to the structure or interior finishes. To extend the life of the walls and protect the building, it is recommended that the cracks be repaired with high-performance repair materials and the rust be removed from the lintel and be refinished with an appropriate coating system.

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CONCRETE COLUMN CRACKS, SPALLS, EXPOSED AND RUSTING REINFORCEMENT

Comments and recommendations: Cracked and spalled concrete, exposed and rusting reinforcement bars were observed at various exterior concrete columns. If the rust is allowed to continue developing, more concrete could spall off, potentially causing property damage or personal injury. It is recommended that the cracked and spalled concrete and rusted reinforcement be repaired using highperformance concrete repair products.

LOADING DOCK CONCRETE WALLS DAMAGED

Comments and recommendations: Cracked and spalled concrete was observed at the loading dock walls. It is recommended that the cracked and spalled concrete be repaired using highperformance concrete repair products.

PRE-CAST CONCRETE CRACKS, JOINT FAILURE

Comments and recommendations: Cracks in the pre-cast concrete and adjacent joint material were observed at various locations. While they do not appear to currently pose a structural hazard, to extend the life of the components and to protect the building structure and the interior finishes, it is recommended that the cracks be repaired using high-performance concrete repair products and the joint material be removed and replaced.

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PRE-CAST CONCRETE WALL PANEL CRACKS

Comments and recommendations: Cracks in the pre-cast concrete wall panel system and adjacent concrete foundation wall were observed at various locations. While they do not appear to currently pose a structural hazard, to extend the life of the components and to protect the building structure and the interior finishes, it is recommended that the cracks be repaired using high-performance concrete repair products.

BRICK MORTAR JOINT CRACKS

Comments and recommendations: At various locations the brick mortar joints have cracked. While these cracks do not appear to currently pose a structural hazard, these cracks may allow water and air infiltration into the building envelope. To extend the life of the exterior brick walls and to protect the building structure and the interior finishes, it is recommended that a maintenance program be established to repair the cracks in the exterior brick walls.

SOFFIT MATERIAL RUST, SEALANT FAILURE, MORTAR JOINT CRACKS

Comments and recommendations: At various locations, the soffit is rusting, joint material is missing or failing and there are cracks in the mortar joints. While these issues do not appear to currently pose a structural hazard, they may allow water and air infiltration into the building envelope. To extend the life of the exterior brick 3.1.4 EVALUATION OF EXISTING CONDITIONS

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walls and to protect the building structure and the interior finishes it is recommended that the rusted areas be cleaned of rust and re-finished with an appropriate coating system, the cracked and failing joint material be removed and replaced, and the cracks in the mortar joints be repaired.

PRE-CAST CONCRETE BEAM CRACKS

Comments and recommendations: Cracks were observed at various locations on pre-cast concrete beams. While these cracks do not currently appear to pose a structural hazard, to extend the life of the beams and to protect the building, it is recommended that a maintenance program be established to repair the cracks.

PRE-CAST CONCRETE BEAM CRACKS, BRICK CRACKS

Comments and recommendations: In a few locations on the East side of the building, large cracks in the concrete beams and brick were observed. The brick on the concrete beam appears to be displaced. It is recommended that these areas be further investigated by an engineer to determine the required repairs.

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RUST AT DOOR FRAME BASES AND WINDOW FRAMES

Comments and recommendations: Rust was observed at various door frame bases and window frames. While they do not currently appear to be a structural hazard, to extend the life of the walls and protect the building, it is recommended that the rust be removed and be re-finished with an appropriate coating system.

DRAINING AGAINST FOUNDATION

Comments and recommendations: At a couple locations, fluid is draining onto the concrete foundation walls. While this does not currently appear to be a structural hazard, if allowed to continue, concrete spalls, and possibly concrete cracks and exposure of reinforcement, may occur which could allow water and air infiltration into the building envelope which could lead to damage to the structure. To extend the life of the concrete walls and to protect the building structure, it is recommended that the drainage be properly directed, and a maintenance program be established to repair the cracks in the exterior concrete walls.

EFFLORESCENCE AND STAINING

Comments and recommendations: At various locations, efflorescence and staining were observed on the exterior brick walls. These are signs of water infiltration into the building envelope which may lead to damage of the walls, building structure behind the walls and the interior finishes. To extend the life of the exterior brick walls and to protect the building structure and the interior finishes, it is recommended that a building envelope specialist be consulted to determine the source of water infiltration and the required repairs.

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JOINT MATERIAL FAILING OR MISSING

Comments and recommendations: At various locations the control joints in the exterior wall are missing, have aged, cracked and/or failed which may allow water and air to infiltrate the building envelope and possibly cause damage to the building structure and/or architectural finishes. It is recommended that a maintenance program be implemented to install or remove and replace all of the aged and failed control joints.

CANOPY DAMAGE

Comments and recommendations: At the main entry, damage to the soffit was observed. While this does not appear to currently pose a structural hazard, it may allow water and air to infiltrate the building envelope and possibly cause damage to the building structure and/or architectural finishes. It is recommended that the damaged areas be repaired.

MISSING BRICKS

Comments and recommendations: Missing brick was observed at various locations. While this does not appear to currently pose a structural hazard, it may allow water and air to infiltrate the building envelope and possibly cause damage to the building structure and/ or architectural finishes. It is recommended that the missing brick be replaced with new brick to match.

RUST AT WELDS AND BEAM ENDS

Comments and recommendations: Rust was observed at various welds and steel beam ends. While they do not currently appear to be a structural hazard, to extend the life of the walls and protect the building, it is recommended that the rust be removed and be re-finished with an appropriate coating system.

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RUST AT LINTEL

Comments and recommendations: Rust was observed at various lintels. While they do not currently appear to be a structural hazard, to extend the life of the walls and protect the building, it is recommended that the rust be removed and be re-finished with an appropriate coating system.

SOFFIT DAMAGE

Comments and recommendations: In a few locations, damage to the soffit was observed. While this does not appear to currently pose a structural hazard, it may allow water and air to infiltrate the building envelope and possibly cause damage to the building structure and/or architectural finishes. It is recommended that the damaged areas be repaired.

UNDERMINING AT CONCRETE SIDEWALK

Comments and recommendations: At the south west corner of the building, undermining of the concrete sidewalk was observed. The undermining appears to be due to fluid draining between the exterior wall and the concrete sidewalk. While this does not currently appear to be a structural hazard, if allowed to continue, the concrete sidewalk slab may crack and/or settle. To extend the life of the concrete walls and sidewalk, it is recommended that the drainage be properly directed, and the sidewalk be regularly monitored for additional movement.

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EFFLORESCENCE AT STAINING AT WATER SPIGOT

Comments and recommendations: At a couple locations, staining and efflorescence were observed at water spigots. Efflorescence and staining are signs of water infiltration into the building envelope which may lead to damage of the walls, building structure behind the walls and the interior finishes. To extend the life of the exterior brick walls and to protect the building structure and the interior finishes, it is recommended that a building envelope specialist be consulted to determine the required repairs.

RUST AT RAILING BASES

Comments and recommendations: At various locations, railings posts are rusted at the base. While not a structural hazard, this is a life-safety hazard as failure of a railing post could result in property damage or personal injury. It is recommended that the rusted posts be repaired.

MORTAR MISSING

Comments and recommendations: Mortar appears to be missing at a few locations on the exterior brick wall. Based upon the staining on the concrete beam at the roof level, it appears that water has been flowing over the roof edge and down the face of the wall. While this does not appear to currently pose a structural hazard, missing mortar may allow weather to infiltrate the building envelope and possibly damage the structure or interior finishes. To extend the life of the exterior brick wall and project the building, it is recommended that the missing mortar joints be repaired, and a building envelope specialist be consulted to determine if water is flowing from the roof onto the wall face and any required repairs.

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CONCRETE CRACKING AND EFFLORESCENCE

Comments and recommendations: At the concrete ramp walls on the front, right side, of the building, cracks and efflorescence were observed at several locations. Efflorescence is a sign of water infiltration which may lead to damage of the walls. To extend the life of the exterior concrete walls, it is recommended that a building envelope specialist be consulted to determine the source of water infiltration and the required repairs.

SPALLED CONCRETE AT EXTERIOR CONCRETE FAÇADE

Comments and recommendations: Cracked and spalled concrete, exposed and rusting reinforcement bars were observed at various exterior wall locations. If the rust is allowed to continue developing, more concrete could spall off, potentially causing property damage or personal injury. It is recommended that the cracked and spalled concrete and rusted reinforcement be repaired using highperformance concrete repair products.

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STEEL ROOF FRAMING SUPPORTED BY PRECAST CONCRETE WINDOW UNIT MULLIONS Note this item shall be considered an observation only and not a deficiency.

Comments and recommendations: In various locations throughout the buildings, these triple window precast concrete modules were observed. Upon further investigation, it was observed that these prefabricated window units are participating in the building gravity load supporting system. A floor and roof locations, the steel beams supporting floor or roof deck bear on precast concrete window units/mullions. Each steel beam is welded to an embed plate, cast into the top of window head, aligned with the vertical mullion. This observation is included in this report to bring attention to the challenging nature of replacing these prefabricated window unit systems, should that be necessary or the desire of the client. Given that the prefabricated window unit is an essential part of the gravity load carrying system, to replace/remove a unit would require extensive shoring of the floor/roof system to an elevation of solid bearing (foundation).

INADEQUATE BUILDING SEPARATION JOINT DETAILING

Comments and recommendations: At the connectors between Area A and B there appears to be a building separation joint on either end of the connector, fully separating the connector structure as it’s own building. However, the detailing of this separation joint appears to be inadequate. On the southern connector, east end connection to Area B, the separation joint extends through the floor and up the wall, but terminates at the drop ceiling. The joint shall be designed to carry through all structural and nonstructural elements. On the same connector, on the west end connection to the balance of Area A, the separation joint extends through the floor (beneath lockers) and terminates at the exterior

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CMU wall. As shown in the photo, there is a fairly wide vertical crack through the faceshell of the CMU wall, directly correlating with this separation joint. All building separation joints shall be designed to carry through all structural and non-structural elements. Further investigation into the structural framing at these joints, as well as, the lateral force resisting system of these connectors will be required to determine the proper joint detailing.

NON-STRUCTURAL CONCRETE DECORATIVE WALL – TOP OF WALL BRACING UNCLEAR

Comments and recommendations: In the cafeteria area, there are two non-structural concrete walls that do not appear to have visible bracing to the building structure, or if present, bracing appears to be inadequate. While lack of bracing in these walls does not present an immediate structural issue, these unbraced walls present a danger in the event of failure or movement during a seismic event. It is recommended that these walls be further investigated, and that adequate bracing be installed if it does not already exist.

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TOP OF MASONRY WALL – SUSPECTED UNBRACED

Comments and recommendations: In some areas, including the main entry/cafeteria and gymnasiums, the masonry walls appear to be unbraced at the top. While lack of bracing in these walls does not present an immediate structural issue, these unbraced walls present a danger in the event of failure or movement during a seismic event. It is recommended that these walls be further investigated, and that adequate bracing be installed if it does not already exist.

STRUCTURAL FRAMING SYSTEM CONNECTIONS

Comments and recommendations: In multiple areas throughout the building, a very unusual means of providing steel to steel connections was observed. The two images above depict a steel wide flange beam directly welded to a steel wide flange girder. Similarly, in the following image, there are multiple steel wide flange beams directly welded to wide flange columns. Small plates with proportionally small bolts, or the presence of bolt holes (filled with weld metal) were observed throughout this area. It is our professional opinion that the purpose of these plates and bolts was not meant for strength of the connection, but solely for initial fit up, hence why many were removed. Of greatest concern is the adequacy of the directly welded beam web to girder web or steel column as occurs. This means of connecting to steel members is not a common connection now or at the time of construction, based on our professional opinion and historical references available. The connection does not allow for any amount of “play” and requires an extreme amount of precision that this typically not possible in building construction. This is

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evident in the observed quality and condition of the welds. While this office did not perform any testing of the welds or subject the welds to inspection procedures of current welding standards (AWS). It is evident that welds and/or connections have many deficiencies, including the following: ○ Multiple passes of weld metal were used to “build up” a weld to join the two connection parts. It is very likely that there are many inclusions in the weld due to this process, of which

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proper testing of the weld metal for these deficiencies was not available at the time of construction. ○ The welded joint does not allow for any flexibility of the joint in a ductile manner. This is a typical and critical feature of connections designed to current and past standards. Inadequately designed welds can be brittle and impose loads on the weld that it was not intended to support. At a minimum, it is recommended that all welded joints are reinforced with typical double clip angle connections and existing weld be broken free as necessary, upon further review and investigation.

INADEQUATE BEAM REINFORCEMENT

Comments and recommendations: In some areas, there are penetrations in the existing steel beams supporting floor or roof deck that do not appear to be properly reinforced. It is recommended that existing beams with penetrations be further investigated to determine if additional reinforcement is needed.

UNFRAMED OPENINGS IN GYPSUM ROOF DECK

Comments and recommendations: In multiple areas throughout the building, there are openings in the original gypsum deck and metal roof deck added during an addition to the building that are not properly framed. Unframed deck penetrations can cause a higher chance of deck failure. It is recommended that the deck surrounding the opening be investigated to determine if it needs replacement and additional framing surrounding the deck openings should be installed.

WATER AND MECHANICAL DAMAGED GYPSUM ROOF DECK 65

Comments and recommendations: In multiple areas throughout the building, the original gypsum roof deck has experienced severe water damage and, in some cases, has completely failed. It was also observed in the Carpentry and Metal shops, that there is a fair amount damage to the underside of gypsum roof deck 3.1.4 EVALUATION OF EXISTING CONDITIONS

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due to mechanical means of storing steel bar stock and other materials between roof beams. Without further investigation, it is unclear how deep this mechanical damage extends and if it compromises the integrity of the gypsum roof. At the gym of Area D, it was evident that much of the gypsum roof deck around the perimeter has been damaged by water infiltration. In the existing roof of Area B (third photo), there is extensive damage to the gypsum roof, with areas of complete failure as shown. This gypsum roof currently serves as the attic floor for the mechanical attic space. It is recommended that the damaged gypsum deck be removed and replaced with an adequate substitute. Odeh Engineers also recommends further investigation to determine the cause of this water infiltration, as gypsum deck loses much if not all of its strength and prone to failure, when exposed to water.

CRACKED CMU WALL AT RIDGE BEAM IN GYMNASIUM

Comments and recommendations: In the gymnasium, the CMU wall supporting the steel roof beams has a vertical crack through the CMU and at the mortar joints underneath the ridge beam. These vertical cracks do not appear to currently pose a structural hazard and most likely resulted from horizontal dimensional changes (expansion and contraction) of the building materials due to changes in temperature and humidity. It is recommended that these cracks be periodically monitored to confirm that the cracks are dormant.

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MASONRY WALL WITHOUT ALLOWANCE FOR DEFLECTION AT BUILDING FRAME

Comments and recommendations: In multiple areas, the masonry walls surrounding the steel beams do not have sufficient area to allow for deflection of the steel beam. The lack of compressible material/free area surrounding these beams can affect the intended load path of the steel framing and can lead to cracking in the masonry wall. We recommend that the bricks be removed and replaced with new bricks while providing sufficient clearance to allow for the movement of the structural steel.

LATERAL FORCE RESISTING SYSTEM (LFRS) UPGRADES DIFFER FROM DESIGN DRAWINGS

Comments and recommendations: In the late 90’s, during a major renovation and addition project, the structural drawings for Area B indicate the addition of LFRS upgrades. During our evaluation of the existing structure, it is apparent that the installed systems do not match what was shown in the construction documents. Examples of this include: new braced framed not installed, flat strap bracing (see second photo) installed only on a single face of CMU wall instead of both as shown on the drawings, and flat strap bracing that terminates in a manner that does not reflect a well defined load path (see first photo).

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CANTILEVERED BEAM SPLICE CONNECTION

Comments and recommendations: At the floor and roof framing of Area B, there are three interior bays and four lines of structural support running the length of the building (exterior wall, face of corridor, face of corridor, and exterior wall). The floor and roof framing for this area is made up of wide flange steel framing spanning from the exterior wall, over a dropped girder at the face of corridor, and cantilevering out half the width of the corridor. The same structural framing scheme is mirrored about the centerline of corridor. The splice joint connection between these two cantilever beams is very inconsistent. In some locations, the full depth of the beam was welded together, in others only the flanges were welded with web left unconnected, and in others only the web was welded with no connection at the flanges. The framing and all connections in this area will need to be fully inspected. It shall be assumed that at a minimum, a welded splice plate shall be added between each of these two framing members at the floor and roof.

MECHANICAL UNIT STEEL SLEEPER BEARING ON FAILED GYPSUM DECK

Comments and recommendations: In the mechanical attic, of Area B, under the hip roof built during the late 90’s, there are mechanical units which are supported by steel sleepers that bear on the original gypsum deck. This gypsum roof deck has failed in numerous locations. This presents both a structural hazard and safety hazard as the gypsum deck does not have the strength to support these units. It is recommended that the support for these units be replaced with framing adequate to avoid further failure.

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SUSPECTED MISSING/ REMOVED TRUSS WEB MEMBER

Comments and recommendations: In the mechanical attic, of Area B, under the hip roof built during the late 90’s addition, at least one of the cold formed metal frame trusses appear to have a web member removed to accommodate HVAC equipment. These members act as support for the roof, and it recommended that they replaced or adequate reinforcement be installed as soon as possible.

LARGE MECH. PIPING SUPPORTED ON TRUSS BOTTOM CHORD

Comments and recommendations: In the mechanical attic, of Area B, under the hip roof built during the late 90’s addition, some of the cold formed metal frame trusses appears have mechanical pipes bearing on the bottom chords. Typically point loading of the truss bottom chord, away from the panel point, would not be part of the common design requirements for pre-engineered CFMF trusses. However, it is possible this has been considered in the truss design and would need to be verified on the original shop drawings and calculations, if available. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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INADEQUATE CFMF TRUSS BEARING CONDITIONS

Comments and recommendations: In the mechanical attic, of Area B, under the hip roof built in the late 90’s addition, some of the cold formed metal frame trusses have bearing conditions that appear inadequate to support the existing hip roof. It is recommended that these trusses be investigated to ensure they have enough bearing on the existing structure below to properly support the roof. The first photo shows a truss that appears to have been fabricated short of the bearing point, requiring an extended bearing plate, cantilevering off a continuous channel on the flat. The second photo depicts a truss bearing that is supported by the continuous channel on the flat, but which falls short of the full connection clip and only has 2 of the 4 screw holes filled.

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GENERAL BUILDING DEFICIENCIES

Based on Odeh Engineer’s review of the available existing drawings and structural site observations, much of the existing structures constructed prior to the addition/renovation in the late 90’s appear to lack a clearly defined lateral force resisting system (LFRS) required to resist wind and seismic forces prescribed by the current building code. The buildings constructed in the late 90’s clearly indicate steel braced frames, CFMF shear walls, and CMU shear walls, as they occur.

AREA B SPECIFIC COMMENTARY

Further some of the upgrades to the LFRS, particularly in Area B, do not appear to be in conformance with the structural construction documents of that renovation, nor do they provide a sound means of fully transferring this load to the elements that were installed. For instance, while the existing poured gypsum roof deck is no longer functioning as a roof, it currently serves as the floor of the mechanical attic. The installed LFRS elements that were added in the late 90’s do not extend beyond the level of this attic space, nor is there a means of transferring roof diaphragm forces from the new roof to the gypsum roof deck and LFRS elements below (ie. No shear truss panels/collector trusses). Lastly, the existing condition of the existing gypsum roof deck (attic floor) is such that, what little diaphragm capacity it does have, is further compromised by all of the failed and damaged areas of the gypsum deck. All areas of the building structure constructed prior to the late 90’s will require further investigation to determine the appropriate means of lateral force resisting system upgrades. This will likely include, but is not limited to one of the following two options or combination thereof: 1. Introduce a new lateral force resisting system comprised of steel braced frames with new foundations located within the building footprint to create a symmetric bracing scheme in each plan direction. New diagonal braces must be attached to the existing floor and roof levels to transfer lateral loads from the building diaphragms to the foundation. At each new braced

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frame, additional foundation elements (walls, piers, and footings) will be required to transfer the imposed lateral loads from the building diaphragm to the soil. 2. Reinforced or replace existing masonry walls, in addition to introducing new reinforced CMU shear walls. Existing walls may be reinforced by introducing new spray applied reinforced shotcrete to the surfaces, and introducing new reinforcing dowels to properly anchor the walls. Existing foundation elements will also require reinforcement and enhancement at these masonry walls. Regardless of the system chosen, all lateral force resisting elements will require adequate attachment to the roof and floor diaphragms. Existing connections to the modified framing would also be required to be upgraded in order to transfer the required design forces from the diaphragm to the lateral force resisting system. Additionally, the building diaphragms, floor and roof, would need to be reviewed for their effectiveness in transferring the required design forces from the diaphragm to the lateral force resisting system. This is particularly important at the roof diaphragm. At locations of the existing roof comprised of metal roof deck, it is likely that the entire roof diaphragm would require additional fastening at supports and sidelaps in order to adequately transfer the lateral forces in the diaphragm to the lateral force resisting elements. At locations of the existing roof comprised of poured gypsum roof deck, at a minimum failed sections of gypsum will need to be replaced with new metal decking, diaphragm strapping, framing to support unframed openings will be required and further analysis performed to determine extents of diaphragm reinforcement required to transfer the design loads to the lateral force resisting elements.

CONCLUSION

In conclusion, it is our professional opinion that many areas throughout the existing buildings are deficient in nature and severity, particularly Areas B, C, and D, will require extensive investigation and repair to bring the structural system of these buildings into conformance with the current building code structural requirements. Buildings within Areas A, E, and F are generally in a good and serviceable condition, however we noticed several localized issues which will need to be addressed to maintain the serviceability of the structure and establish conformance with current building code structural requirements. Please refer to section D. Observed Building Deficiencies and Potential Problem Areas for descriptions and recommendations.

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FIRE PROTECTION ASSESSMENT The existing building is fully protected with combination wet standpipe/sprinkler system in the entire building. There is no town water mains in the area. There is an existing fire water loop with hydrants around the building and is fed from a 44,000 Gallon fire water tank thru a 750GPM @125 PSI rated fire pump located in the property. There are five (5) 6” fire water service entrances to the building from the fire hydrant loop. Service entrance #1 is located in the lower level of Area A, in room 174, near the existing Labs. Service entrance #2 is located in the lower level of Area B, in room 117A, near the existing Science Labs. Service entrance #3 is located in the lower level of Area E, in room 187I, near the Women’s Locker Rooms. Service entrance #4 is located in the upper level of Area C, in room 326, near the Mechanical Room. Service entrance #5 is located in the upper level of Area F, in room B127, near the Auditorium. All five service entrances comes in to the building and runs thru a 6” OS & Y gate valve and a 6” Wet alarm check valve that feeds the sprinklers in each area. Service entrance 1, 4 and 5 are installed in very small rooms and has no working clearances around them. Standpipe risers with 2-1/2” Fire Department Valves (FDV) are provided in all egress stairs, at each level. Floor control valves (FCV) connected to standpipes are provided at each area to limit the sprinkler area controlled to less than 52,000 sq.ft, as required by NFPA 13. FCV’s consist of a supervised shutoff valve, a check valve, a flow switch and a test connection with drain. The standpipe/sprinkler systems were installed in circa 2000 based on the existing condition documentation provided and appears to be in very good condition. Sprinkler design criteria for all labs and lab support areas appears to be light hazard, based on the sprinkler spacing. This does not meet current NFPA 13 requirements. If the building is renovated to any substantial

degree, the existing sprinkler head layout shall be modified to meet the modified architectural backgrounds. All sprinkler mains shall remain and branch pipes to be modified to connect the new sprinkler heads. Working clearance shall be provided around the fire services entrances that do not have working clearance. Lab and Lab support area sprinkler system shall be redesigned to Ordinary Hazard gp-1 occupancy to meet NFPA-13 requirements.

RECOMMENDATIONS:

Provide working clearance around all fire water service entrances. Lab and Lab support area sprinkler system layout shall be modified to ordinary hazard group-1 occupancy to meet NFPA13-2013.

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EXISTING CONDITION PHOTOGRAPHS.

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Existing Fire pump 750 GPM @125 PSI

Connection from 44000 Gallon tank TO Fire Pump

Typical fire water service entrance to building

Typical FCV assembly

Sprinkler head layout and piping in GYM

Fire pump Test header and FD Storz Connection

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PLUMBING ASSESSMENT Nashoba High School was built in the early 2000s. The plumbing systems in general appear in adequate working condition. Some of the original plumbing systems installed have exceeded their useful life and a replacement process has already been implemented. The major piping systems from visual inspection appear in good working condition. Many of the fixtures, however, are dated and not up to date with current ADA accessibility requirements.

DOMESTIC COLD-WATER SYSTEM

The building is supplied with 4” domestic water service and enters the boiler room from the onsite well water and 4,000 gallon water storage system. There is no town connection available to a public water supply. The water is delivered to the building at 70 psi from the triplex pump station in the pump house. No backflow preventer was located for the water supply. Water piping appears to be in fair condition. Due to the pipe age, there is a probability that the water service could have lead containing solder in the fittings. We recommend water quality shall be tested and monitored for any possible lead contamination and corrected if found to be a problem. Water piping is copper, with soldered joints. Valves are gate, butterfly, and ball. Most of the piping is insulated, although piping near hot water heaters and mixing valves were not insulated per code. Most of the insulation where visible appears to be fiberglass. Some insulation near the locker rooms may contain asbestos and should be abated if a substantial renovation is considered.

DOMESTIC HOT WATER SERVICE

The domestic hot water needs of the building are primarily supported three (3) propane gas fired high efficiency, 119-gallon hot water heaters. These hot water heaters were installed approximately four (4) years ago replacing the original oil-fired hot water heaters. The flue material for the heaters is not in compliance with the plumbing code and should be upgraded for safety and compliance. There is a high low mixing valve set up with recirculation pumps. Only one hot water line leaving the water heaters to the building fixtures was noted which indicates 3.1.4 EVALUATION OF EXISTING CONDITIONS

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there is not a two-temperature system present. The discharge hot water temperature for occupant fixtures (bathroom sinks) should be no greater than 110-1120F and janitor sinks are required to have hot water temperatures more than 1200F. A two-temperature water system would be required to satisfy code requirement for discharge temperatures at fixtures. The two tempering system can be addressed via a separate pipe system or locally at fixtures with mixing valves. Separate tempering valves are provided at the locker rooms to support code required shower discharge temperatures. There is an electric 50-gallon hot water heater at the kitchen near the three-bay sink. The dishwasher included an electric booster heater to boost the water temperature for sanitization. No problem with the quality and hot water temperature were reported during our site visit. However, due to the pipe age, there is a potential for lead containing solder may exist in the fittings. We recommend pressure test and water quality test and monitored for any possible lead contamination.

SOIL WASTE & VENT

The soil piping observed was a combination of extra heavy cast iron, with bell and spigot joints. Visible vents are galvanized steel with threaded fittings. There are few vent pipes exiting the building thru the roof that are within 25 feet from fresh air intake of hvac unit. All such vents are to be extended no less than two feet above the top of fresh air intake. The sanitary sewer flow goes by gravity to the lower level and then is pumped to the on-site wastewater treatment station. The acid waste system is separate system consisting mostly of glass piping. In the lower level there is an acid neutralizing chip tank receiving the acid discharge before draining to an ejector pump that pumps the treated acid waste out of the building to an underground holding tank. The kitchen has two in floor grease interceptors that appear original to the building. There is no dedicated grease waste to outdoor grease interceptor.

ROOF DRAINAGE

The roof drains all seem to be relatively in good condition. The drains consisted of cast metal dome tops, flashing clamps/ gravel stops and cast-iron bodies. Some dome strainers were dislodged which can allow large debris to enter roof drain system with potential for causing blockages. Piping observed was No-Hub cast iron soil pipe and fittings. By observation, the 296

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number of roof drains appear adequate for the roof area coverage, further evaluation is necessary to determine the exact coverage.

FUEL

The facility has no municipal gas connection but utilized fuel oil system for the boilers and propane gas for the hot water heaters and science lab gas uses. The propane system for the hot water heaters and science labs are separate from each other. The hot water heaters are served from four (4) 100 gallon propane tanks and the science lab has one (1) dedicated 100-gallon propane tank. Each tank system has a regulator to provide low pressure supply system.

FIXTURES

Most of the plumbing fixtures are original to the building and nearing end of life. Majority of toilet rooms are not equipped with ADA / MA accessibility compliance for fixtures. Urinals have flush valve. The existing buildings plumbing systems will need to be verified for adequacy in quantity based on planned occupancy use. The science room sinks are not in good condition and looks old. Boys' locker rooms have showers of a gang configuration and girls' locker rooms have individual stalls. In each locker room, the shower water supply is controlled via a central water tempering control valve. Few of the drinking fountains observed are not ADA compliant. Majority of the heating kitchen appliances has electric connection for heat. Janitor closets in the facility has floor or wall mounted utility sinks; most janitor sinks observed were not in good condition and require replacement/upgrades. Faucets in some sinks have no vacuum breakers and lacks proper backflow prevention system from mop soap detergent connection. During a substantial renovation and addition project, code would require that all the water closets, lavatories, etc. be modified to be of the water conservation type and that of those a certain percentage would need to be ADA complaint. In addition, water of the appropriate temperature would need to be supplied to fixtures whether by a twotemperature piping system or through the use of tempering valves and/or fixtures.

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RECOMMENDATIONS FIXTURES:

•

• • •

• •

During a substantial renovation and addition project, code would require that all the water closets, lavatories, etc. be modified to water conservation type fixture Provide water conserving handicap accessible fixtures throughout the building in compliance with current code. Replace all lavatories with new low flow fixtures, including handicap accessible fixtures. Replace all electric water coolers with new, including handicap accessible fixtures. Replace all mop receptors and janitor sinks with new fixtures and provide backflow protection for soap dispensers to comply with code. Replace emergency showers with accessible fixtures and tempered water with a recirculation system. Water of the appropriate temperature would need to be supplied to fixtures whether by a two temperature piping system or through the use of tempering valves and/or fixtures.

• •

Replace all kitchen floor drains and provide trap primers to comply with current code. When the kitchens are upgraded segregate waste piping and extend to an exterior grease interceptor.

PROPANE GAS SYSTEMS: •

In kitchen and science area, install automatic shutdown with manual reset gas valve and interlocked with CO detectors to comply with current code.

WATER SYSTEM: •

•

Test for lead contamination and replace hot and cold water piping and valves throughout the building to conform the NSF 61 and NSF 372 standards for lead free safe drinking water Act Provide new backflow preventer and water meter assembly.

DRAINAGE SYSTEM: • •

Replace all roof drains to comply with code. Architect to provide secondary roof drainage scuppers. Horizontal above ground waste and storm piping should be video inspected for any interior corrosion and blockage. Consider replacement in its entirety if found excessive corrosion due to its age. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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EXISTING CONDITION PHOTOGRAPHS

Roof drain leak.

Old Drinking fountain.

Non-ADA Lavatories.

Newer sinks. Non-ADA.

Janitor’s closet.

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Hot water master mixing valve station.

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Science room sink..

Non code compliant shut off valve

Acid Neutralizing system.

Pump station.

Sewage wastewater treatment station.

Hot water heaters.

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Model #PH199-119. Date: 6/1/2018. Input rating-199000 BTU/HR, Max

Propane for the heaters.

3-bay kitchen sink with grease trap.

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Mixing Station.

DCW pump station.

Electric heater. 4.5kw, 50 gallons.

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Gang Shower thermostatic Master mixing

Remote switch for shower Solenoid valve

Gang Showers - Boys

Showers -Girls

Emergency Shower in Science Labs

Roof Drain and Overflow Drain

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MECHANICAL ASSESSMENT AREA A

Area A is served by two Air Handling Units AHU-1 & 2 located in the basement Mechanical Room. The AHU’s are Trane Performance Climate Changers installed in 2000 and in good condition due to the indoor installation. Each AHU consists of supply & exhaust fans, hot water heating coils, DX cooling coils, energy recovery wheel, filters, and accessories. Outside air and exhaust air is ducted to each AHU from a shaft on the west side of Area A. Each AHU is equipped with variable frequency drives (VFD’s) installed on an adjacent backboard. The AHU’s provide ventilation and air conditioning to the Classrooms and other spaces located in this part of the building. Each space is served by a Variable Air Volume (VAV) box and displacement type diffusers located throughout the room. Each AHU is served by a dedicated condensing unit located on the roof. The condensing units are manufactured by Trane and in fair condition. These units are at the end of their remaining useful life. There is a set of secondary heating hot water pumps located in the basement Mechanical Room. These pumps are manufactured by Bell & Gossett and were installed in 2000. The pumps are in fair condition. Each Classroom and space with exterior exposure is provided with hot water fin-tube radiation along the perimeter for space heating. Heating hot water is distributed throughout the area with steel and copper piping that is believed to be in fair condition, mostly installed in 2000. Corridors and vestibules are provided with hot water cabinet unit heaters. There is a packaged DX rooftop unit (RTU) with gas heat that was installed to condition the main server room. This unit is manufactured by Rheem and in fair condition. Exhaust for toilet rooms, janitor’s closets, and other miscellaneous spaces is provided by exhaust fans located on the roof. This area also contains Science Labs with fume hoods

and lab exhaust fans located on the roof. These exhaust fans were installed in 2000 and in fair condition.

AREA B

Area B is served by AHU-3, 4, 5, & 6 located in the Attic Mechanical Space. The AHU’s are Trane Performance Climate Changers installed in 2000 and in good condition due to the indoor installation. Each AHU consists of supply & exhaust fans, hot water heating coils, DX cooling coils, energy recovery wheel, filters, and accessories. Outside air is ducted to each unit from gable end louvers and exhaust is ducted from each AHU up through the roof terminating with penthouse relief vents. Each AHU is equipped with variable frequency drives (VFD’s) installed on an adjacent backboard. The AHU’s provide ventilation and air conditioning to the Classrooms and other spaces located in this part of the building. Each space is served by a Variable Air Volume (VAV) box and displacement type diffusers located throughout the room. Each AHU is served by a dedicated condensing unit located on the roof of the adjacent Area C. The condensing units are manufactured by Trane and in fair condition. These units are at the end of their remaining useful life. Each Classroom and space with exterior exposure is provided with hot water fin-tube radiation along the perimeter for space heating. Heating hot water is distributed throughout the area with steel and copper piping that is believed to be in fair condition, mostly installed in 2000. Corridors and vestibules are provided with hot water cabinet unit heaters. Exhaust for toilet rooms, janitor’s closets, and other miscellaneous spaces is provided by exhaust fans located in the Attic Mechanical Space. Area B contains the Life Skills Classroom with multiple range hoods that are exhausted via a utility set style exhaust fan also located in the attic. These exhaust fans were installed in 2000 and are in good condition.

AREA C 3.1.4 EVALUATION OF EXISTING CONDITIONS

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Area C contains the buildings main boiler plant consisting of (2) heating hot water boilers. Each boiler is an oil-fired, cast iron sectional type, Weil McLain Model 88 with Power Flame burners. It appears the boilers were both installed in 2000 and are in fair condition. One of the boilers has a new burner which is in excellent condition. Heating hot water originates from the boiler room and is pumped throughout the building by a set of base-mounted, end suction style pumps. Each pump is rated for 15 HP and are manufactured by Bell & Gossett. These pumps were installed in 2000 and in fair condition. The boilers are provided with fuel from a new, above ground, steel oil tank manufactured by Highland Tank. The oil tank is believed to be 10,000 gallons and in excellent condition. Fuel oil is distributed from the tank to the boilers through steel piping. Area C contains the Kitchen which includes (1) active Type 2 exhaust hood and one exhaust hood that has been abandoned. The hoods and associated exhaust fans located on the roof above are both original to the building and in poor condition. The Cafeteria is located adjacent to the Kitchen and served by AHU-10 located in the Mechanical Mezzanine. The AHU is a Trane Performance Climate Changer installed in 2000 and in good condition due to the indoor installation. Each AHU consists of supply & exhaust fans, hot water heating coils, DX cooling coils, energy recovery wheel, filters, and accessories. Outside air is ducted to each unit from louvers and exhaust is ducted from each AHU up through the roof terminating with penthouse relief vents. Each AHU is equipped with variable frequency drives (VFD’s) installed on an adjacent backboard. The AHU’s provide ventilation and air conditioning to the Cafeteria. Area C contains shop spaces which are served by AHU-11, 12, & 13 located in small mechanical rooms adjacent to each shop space, accessible from the exterior of the building. The AHU’s are Trane Performance Climate Changers installed in 2000 and in good condition due to the indoor installation. Each AHU consists of supply & exhaust fans, hot water heating coils, DX cooling coils, filters, and accessories. Outside air and exhaust air is ducted to each AHU from louvers on the exterior wall. The AHU’s provide ventilation and air conditioning. Each space is served by displacement type diffusers located throughout the room. Each shop space is served by an exhaust fan located on the roof. These exhaust fans were 304

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installed in 2000 and are in fair condition. Each space with exterior exposure is provided with hot water fin-tube radiation along the perimeter for space heating. Heating hot water is distributed throughout the area with steel and copper piping that is believed to be in fair condition, mostly installed in 2000. Corridors and vestibules are provided with hot water cabinet unit heaters.

AREA D

Area D is served by AHU-7 & 8 located in the Mechanical Mezzanine. The AHU’s are Trane Performance Climate Changers installed in 2000 and in good condition due to the indoor installation. Each AHU consists of supply & exhaust fans, hot water heating coils, DX cooling coils, filters, and accessories. Outside air is ducted to each unit from a louver in the exterior wall and exhaust is ducted from each AHU up through the roof terminating with penthouse relief vents. Each AHU is equipped with variable frequency drives (VFD’s) installed on an adjacent backboard. AHU-7 provides ventilation and air conditioning to the administration offices and AHU-8 serves the Lower Gym. The office spaces are provided with VAV boxes for zone control. Each space with exterior exposure is provided with hot water fin-tube radiation along the perimeter for space heating. Heating hot water is distributed throughout the area with steel and copper piping that is believed to be in fair condition, mostly installed in 2000. Corridors and vestibules are provided with hot water cabinet unit heaters.

AREA E

Area E Locker Rooms are served by AHU-17 & AHU-18 located in the Mechanical Room. These (2) AHU’s are original to the building. Each AHU is manufactured by Trane and in poor condition due to the age of the equipment. These AHU’s consist of supply fans, hot water heating coils, filters, and controls. These units do not contain air conditioning and are responsible for heating and ventilating of the Locker Rooms. The Lockers Rooms are provided with exhaust by (2) utility set style exhaust fans located in the Mechanical Room. These fans are original to the building and in poor condition. The Gymnasium is served by AHU-19 & AHU-20 which are suspended from the roof structure within the space. These (2) AHU’s are original to the building. Each AHU is

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manufactured by Trane and in poor condition due to the age of the equipment. These AHU’s consist of supply fans, hot water heating coils, filters, and controls. These units do not contain air conditioning and are responsible for heating and ventilating of the Gym. There are (2) exhaust fans located on the roof that serve the Gym. These exhaust fans were installed in 2000 and are in fair condition.

AREA F

Area F is served by AHU-14, 15, & 16 located in the Mechanical Mezzanine. The AHU’s are Trane Performance Climate Changers installed in 2000 and in good condition due to the indoor installation. Each AHU consists of supply & exhaust fans, hot water heating coils, DX cooling coils, filters, and accessories. Outside air is ducted to each unit from a louver in the exterior wall and exhaust is ducted from each AHU up through the roof terminating with penthouse relief vents. Each AHU is equipped with variable frequency drives (VFD’s) installed on an adjacent backboard. AHU-14 provides ventilation and air conditioning to the Music Classrooms, AHU-15 serves the Foyer, and AHU-16 serves the Auditorium. Exhaust for toilet rooms, janitor’s closets, and other miscellaneous spaces is provided by exhaust fans located on the roof. These exhaust fans were installed in 2000 and in fair condition. The Music Classrooms are provided with hot water fin-tube radiation along the perimeter for space heating. Heating hot water is distributed throughout the area with steel and copper piping that is believed to be in fair condition, mostly installed in 2000. Corridors and vestibules are provided with hot water cabinet unit heaters.

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out of the weather. However, they are 22 years old and approaching the end of useful life. Therefore, it is recommended that these are replaced with new air handling units. The AHU’s that remain for the original construction should be replaced. These units are well beyond the useful life of the equipment. The Gymnasium AHU’s should be considered to be relocated as well. The current installation of units suspended from the roof structure makes maintenance very difficult. Condensing Units: All of the condensing units were installed in 2000 and are in fair to poor condition. Typical useful life for condensing units is 15-20 years and they have current exceeded that life span. It is recommended that all of the condensing units be replaced. Exhaust Fans: The exhaust fans located throughout the building, both indoor and rooftop type exhaust fans should be considered for replacement. The fans were mostly installed in 2000 with some remaining from the original construction. The exhaust fans are at the end of their useful life.

RECOMMENDATIONS FOR HVAC SYSTEMS

Hot Water Boiler Plant: Due to the age of the existing boilers and pumps, it is recommended that this equipment be replaced. New cast iron, sectional boilers would be installed assuming they remain fuel oil fired due to the lack of natural gas in the area. New basemounted end suction style pumps shall also be installed along with all piping, hangers, supports, appurtenances and controls. Air Handling Units: All units installed in 2000 are still in good to fair condition due to the fact that they are installed indoors and kept 3.1.4 EVALUATION OF EXISTING CONDITIONS

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ELECTRICAL ASSESSMENT AREA A

This Area is primarily a classroom wing. There are some panelboards within this area that are original to the building and are well beyond their expected useful life as well as the associated power distribution. The balance of panels in this area were installed in the year 2000, which are in good condition. There is a general lack of power within the classrooms. There are free standing power poles that act as extension cords and provide addition receptacles for plug in equipment. The emergency lighting is fed from panelboards in the building off the building ATS. Mineral insulated cable is used to feed the lighting providing fire rated circuits. However, the existing emergency lighting system does not meet today’s codes. In order to comply with current electrical codes the emergency loads such as lighting must have a dedicated ATS and distribution system with fire rated feeders to the panelboards. Also, each emergency panelboard must include surge suppression The emergency circuits serve only a fraction on the total lighting in the building and provide adequate emergency lighting in egress pathways. Lighting in classrooms is typically pendant fixtures with LED retrofit lamping. Corridors, and most general-use areas is accomplished by the use of surface or recessed mounted fluorescent or LED fixtures with prismatic lenses. These fixtures should be considered for replacement with glare-reducing pendants (indirect) or drop in direct/indirect LED type with center basket. Lighting fixtures in this area is controlled by wall mounted toggle switches and/or occupancy sensors. Exit signs within the building are mostly polycarbonate, LED type. With few exceptions, coverage seemed to be adequate throughout the building, however most of the signs are aged.

There are smoke detectors located in corridors and egress pathways throughout the school. Smoke detectors have a relatively short expected life span of 10 years. Last replacement date is unknown. There are fire alarm audio/visual devices located throughout the egress pathways and common areas of the school. There are no notification devices within the Classrooms, which is required. There are smoke detectors located in ductwork of large HVAC units complying with code requirements. Each classroom is equipped with a telephone that connects to the building telephone system located at the main office. Wireless access points are installed throughout the school and in every classroom. There is a security camera system installed with full corridor coverage. Cameras are good quality and manufactured by Axis.

AREA B

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The emergency circuits serve only a fraction on the total lighting in the building and provide adequate emergency lighting in egress pathways. Lighting in classrooms is typically pendant fixtures with LED retrofit lamping. Corridors, and most general-use areas is accomplished by the use of surface or recessed mounted fluorescent or LED fixtures with prismatic lenses. These fixtures should be considered for replacement with glare-reducing pendants (indirect) or drop in direct/indirect LED type with center basket. Lighting fixtures in this area is controlled by wall mounted toggle switches and/or occupancy sensors. Exit signs within the building are mostly polycarbonate, LED type. With few exceptions, coverage seemed to be adequate throughout the building, however most of the signs are aged. There are smoke detectors located in corridors and egress pathways throughout the school. Smoke detectors have a relatively short expected life span of 10 years. Last replacement date is unknown. There are fire alarm audio/visual devices located throughout the egress pathways and common areas of the school. There are no notification devices within the Classrooms, which is required. There are smoke detectors located in ductwork of large HVAC units complying with code requirements. Each classroom is equipped with a telephone that connects to the building telephone system located at the main office. Wireless access points are installed throughout the school and in every classroom. There is a security camera system installed with full corridor coverage. Cameras are good quality and manufactured by Axis.

AREA C

This area primarily includes the Cafeteria/ Kitchen, Mechanical Spaces, Electrical Spaces, and General Storage. The main electrical service is located in this area. The building’s electrical service is brought to the main electrical room from an underground feeder originating at a utility pad mounted transformer located at the rear of the building. The utility transformer is located behind the grandstand area at the football field and is 308

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enclosed by a chain link fence. The utility meter is mounted on the transformer itself and the transformer appears to be sized at 500KVA. The utility transformer is fed from an underground medium voltage utility service (13.8kv) that originates from a utility service pole located on the Eastern side of the building. There are two utility poles located on the school property east of the parking lot in that area. The building is equipped with one electrical service. A 2000A, 480/277V three phase service. The service entrance is located in an electrical room on the north end of the building on the first floor where there is a main circuit breaker located within a switchboard line up (Main, utility compartment, distribution section). The switchboard is rated 2000A, 480/277V, 3 phase, 65kAIC. The equipment was installed in the year 2000 and is in good condition. At the time of the visit the meter on the main switchboard indicated a maximum reading of 126A at 480V, 3 phase. It is unclear when this reading was taken or during what timeframe. A closer examination of utility bills would indicate the capacity in the system more accurately. However, 2,000A electrical service at 480V, 3 phase would be adequate for most full renovation plans for this size building. An 800A, 3 phase, 480/277V circuit breaker is tapped ahead of the main service circuit breaker inside the main switchboard for a fire pump. An underground 100A feeder is routed from this circuit breaker to the fire pump house located on site to the northeast of the school building. In the basement below the main electrical room, there is a 300KVA, 480V-208/120V, 3 phase dry type transformer feeding a 1200A, 208/120V, 3 phase switchboard. This switchboard feeds load voltage panelboards throughout the school and was installed in 2000. The main service switchboard, distribution panels, dry type transformers and panelboards that were installed during the year 2000 renovation are manufactured by Siemens and are in generally good condition although it was noted that many panelboard latches were broken and very difficult to open panelboard doors. There are also some older original building panelboards that are still in service in the building, notably in the shop areas. These panels are no longer manufactured and are

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difficult to find spare parts and to work within. Surge suppression devices on the main gear or sub panelboards were not found during the visit. There is an existing outdoor diesel 205KW, 480/277V generator with belly tank, located northeast from the school building near the water pump building. This generator feeds emergency lighting circuits, fire pump and well pressurization pumps and also selected other loads such as refrigeration, boilers and well pump. The generator is manufactured by Caterpillar model “Olympian D200P4”. There are three electrical feeders from the generator to three separate automatic transfer switches (ATS). One switch is dedicated to the fire pump, another is dedicated to the water pump house and the third is for the building. The generator was put in service during the 2000 renovation and appears to be in good condition. The emergency lighting is fed from panelboards in the building off the building ATS. Mineral insulated cable is used to feed the lighting providing fire rated circuits. However, the existing emergency lighting system does not meet today’s codes. In order to comply with current electrical codes the emergency loads such as lighting must have a dedicated ATS and distribution system with fire rated feeders to the panelboards. Also, each emergency panelboard must include surge suppression The emergency circuits serve only a fraction on the total lighting in the building and provide adequate emergency lighting in egress pathways. The electrical distribution infrastructure within the building is in generally good condition but has aged considerably as it is 22 years old. There are 11 panelboards throughout the school that are original equipment to the original building. These panels and the associated distribution is beyond it’s expected useful life. The lighting in this area is a mix of compact fluorescent fixtures, fluorescent troffers, retrofit LED tubes in existing troffers and LED. Lighting fixtures in this area is controlled by wall mounted toggle switches and/or occupancy sensors. Exit signs within the building are mostly polycarbonate, LED type. With few exceptions, coverage seemed to be adequate throughout

NASHOBA REGIONAL HIGH SCHOOL

the building, however most of the signs are aged. Carbon Monoxide and heat detection devices in and around the boiler rooms were not observed. The fire alarm control panel communicates with the Fire Department via leased telephone lines. There are smoke detectors located in ductwork of large HVAC units complying with code requirements. There are smoke detectors located in corridors and egress pathways throughout the school. There are fire alarm audio/visual devices located throughout the egress pathways and common areas of the school. There is a security camera system installed with full corridor coverage. Cameras are good quality and manufactured by Axis.

AREA D

This area includes classrooms and main offices. There are some panelboards within this area that are original to the building and are well beyond their expected useful life as well as the associated power distribution. The balance of panels in this area were installed in the year 2000, which are in good condition. There is a general lack of power within the classrooms. There are free standing power poles that act as extension cords and provide addition receptacles for plug in equipment. Lighting in classrooms is typically pendant fixtures with LED retrofit lamping. Corridors, and most general-use areas is accomplished by the use of surface or recessed mounted fluorescent or LED fixtures with prismatic lenses. These fixtures should be considered for replacement with glare-reducing pendants (indirect) or drop in direct/indirect LED type with center basket. The emergency lighting is fed from panelboards in the building off the building ATS. Mineral insulated cable is used to feed the lighting providing fire rated circuits. However, the existing emergency lighting system does not meet today’s codes. In order to comply with current electrical codes the emergency loads such as lighting must have a dedicated ATS and distribution system with fire rated feeders to the panelboards. Also, each emergency panelboard must include surge suppression The emergency circuits serve only a fraction on the total lighting in the building and provide adequate emergency lighting in egress pathways. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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Exit signs within the building are mostly polycarbonate, LED type. With few exceptions, coverage seemed to be adequate throughout the building, however most of the signs are aged. The existing fire alarm control panel is an addressable system manufactured by Siemens, (Desigo Model). The system also networks with the water pump house and the water treatment plant. The fire alarm control panel is located at the front entrance where there is also hard copy framed drawings of floor plans showing the entire system as-built. There is also a remote speaker notification panel for the Auditorium. There are smoke detectors located in corridors and egress pathways throughout the school. There are fire alarm audio/visual devices located throughout the egress pathways and common areas of the school. Each classroom is equipped with a telephone that connects to the building telephone system located at the main office. The school is equipped with a public address system with speakers and clocks located throughout classrooms and other common spaces. The system is manufactured by Rauland (Telecenter) with the main rack located in the main office. The PA system is equipped with a CD player, master clock and tone generator, push to talk emergency communication system and programmable prerecorded message system. Each classroom is equipped with a telephone that connects to the building telephone system located at the main office. The main IT room within the school serves as the school districts main data center. It is equipped with 5 racks housing servers, switches and punchdown blocks. There is fiber connectivity between this closet and other IDF racks throughout the school. There are additional servers located on shelving within the room. From labeling of receptacles within the room, power appears to come from both a normal power source and a generator power source. There are rack mounted uninterruptible power supplies (UPS) to provide emergency power for a limited time during a power outage. Wireless access points are installed throughout the school and in every classroom. There is a security camera system installed with full corridor coverage. Cameras are good quality and manufactured by Axis.

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AREA E

This area includes the Gymnasium There are some panelboards within this area that are original to the building and are well beyond their expected useful life as well as the associated power distribution. The balance of panels in this area were installed in the year 2000, which are in good condition. Lighting within the gym is accomplished by LED pendants with manual on/off control. An automatic means of shut off could not be identified but is required by current energy code. The emergency lighting is fed from panelboards in the building off the building ATS. Mineral insulated cable is used to feed the lighting providing fire rated circuits. However, the existing emergency lighting system does not meet today’s codes. In order to comply with current electrical codes the emergency loads such as lighting must have a dedicated ATS and distribution system with fire rated feeders to the panelboards. Also, each emergency panelboard must include surge suppression The emergency circuits serve only a fraction on the total lighting in the building and provide adequate emergency lighting in egress pathways. Exit signs within the building are mostly polycarbonate, LED type. With few exceptions, coverage seemed to be adequate throughout the building, however most of the signs are aged. There are smoke detectors located in corridors and egress pathways throughout the school. There are fire alarm audio/visual devices located throughout the egress pathways and common areas of the school. There is a security camera system installed with full corridor coverage. Cameras are good quality and manufactured by Axis.

AREA F

This area includes the Auditorium and support spaces. Lighting in the Auditorium is accomplished with surface mounted spot lights with a preset controller and DMX lighting control. The Auditorium also has a full theatrical lighting system that utilizes incandescent source lighting fixtures that are wired to a

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dimming rack with 48 dual dimmers that is located in a room behind the stage. The rack has a 400A, 208/120V three phase source. The age of the system appear to be from 2000 and is manufactured by Strand, model “CD80 Supervisor”. Exit sign coverage within the Auditorium is adequate. Fire Alarm notification appliance coverage in the Auditorium is adequate. Miscellaneous Systems There are several outbuildings on the property that receive power as follows: Water pump building built into a hill and contains well pump and fire pump. Three car garage Concessions building Grandstand and Press box. Note: the grandstand is not equipment with emergency egress lighting as required by current code. Water treatment plant. This building is powered from a separate electrical service from Main Street. However, it receives telephone and fire alarm interconnectivity with the school. There is a complete sports lighting system for the track. There is no lightning protection system installed on the school. Exterior lighting is currently accomplished by building-mounted LED wall packs mounted in the perimeter walls of the building or recessed canopy lights. Although light levels were not measured (the site visit was during the day), the quantity, location and size of the site fixtures appear to provide adequate lighting for the area. The fixtures are connected to the generator. The parking area is equipped with a few pole mounted lighting fixtures. The parking lots are equipped with pole mounted LED light fixtures. Although the site visitation was performed during daylight hours, from the location and quantity of the poles, there does not appear to be adequate coverage of the parking lot due to today’s standards for security level lighting and for uniformity. It is assumed that reconfigurations in the parking areas will require a redesign of the exterior lighting.

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RECOMMENDATIONS FOR ELECTRICAL SYSTEMS

Although the electrical service gear is in good condition and of adequate capacity for similar sized new building or renovation, it is 22 years old. We recommend replacement because of it’s age and the ability of the gear to last what would be expected to be another 20-30 years. We recommend replacing the existing generator because of the age and the ability of the gear to last what would be expected to be another 20-30 years. We recommend replacement of the emergency power distribution system throughout the school because it currently does not meet code. In order to meet code, any code defined emergency load must be powered from a dedicated ATS and distribution system and be equipped with surge suppression. Other than emergency loads cannot also be connected on this dedicated distribution as it is today. We recommend replacement of all 11 original equipment panelboards and associated electrical distribution as it is well past its expected useful life. We recommend replacement of all lighting fixtures and exit signs due to their age and any major renovation project would require removal of the lights, even temporarily, to install new systems above the ceilings. We recommend replacement of all lighting controls due to their age as they are past their expected useful life. We recommend providing a new fire alarm system due to the age of the current system and the amount of rework required for any substantial renovation project. Smoke detectors have a relatively short expected life span of 8-10 years. Replacement of all devices is recommended due to age and the fact that these are life safety devices. We recommend new IT infrastructure to support the vast IT requirements of any new or renovated school. We recommend a new intercom system due to the planned renovations or new school and the current age of the existing head end equipment. We recommend a new theatrical lighting system for the Auditorium for both improved functionality and energy efficiency and also due to the age of the existing system. The Bi-directional communication system appears to be in good condition. The age is 3.1.4 EVALUATION OF EXISTING CONDITIONS

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unknown. More discussions and coordination with the local AHJ would need to occur before a determination of replacing or keeping this system. However, the antennae system that runs throughout the school would need to be replaced under any major planned renovation. Although not a code requirement, consideration should be given to adding a lightning protection system to the existing school under renovation or a new school to protect both the occupants and also the vast amount of electronics found within a new school

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TECHNOLOGY ASSESSMENT TELECOMMUNICATION CABLING INFRASTRUCTURE

There is one Main Equipment Room (MER) and five Telecommunication Rooms (TR’s) supporting the school’s telecommunication cabling infrastructure within the facility. The High School distributes fiber connectivity to the three elementary and three middle schools in the district, providing 5Gbps connectivity to each facility. The existing horizontal telecommunication cabling infrastructure within the high school consists of a mixture of Category 5, 5e, and 6 cabling to support the phone, data, Wi-Fi, and audio-visual systems. The existing backbone Telecommunication Cabling Infrastructure within the high school consists of 12-strand OM3 multimode fiber, operating at 3Gbps per fiber pair, between the MER and each TR. Future or replacement horizontal Ethernet telecommunication cabling infrastructure shall accommodate all current and future technologies via TCP/IP. All cabling shall terminate within the MER or TR’s. Ethernet horizontal distribution cabling shall consist of Category 6A (500 Mhz minimum per pair) UTP, 24 AWG copper, plenum rated cabling for all devices and systems requiring Ethernet connectivity. Future or replacement Ethernet cabling shall be terminated onto RJ45 style jacks at the device end and onto 19” rack mounted RJ45 style, Category 6A patch panels in the MER and each TR. This Category 6A horizontal telecommunication cabling infrastructure shall deliver a minimum of 10Gbps to each endpoint to support all internet, voice, data, security, and audiovisual system content via TCP/IP. All Ethernet cabling installation shall conform to TIA/EIA568-C.2 and the most recent BICSI standards. Future or replacement Service Provider connectivity shall include fiber for internet connection, POTs phone lines, and coaxial cable for cable TV. Future or replacement telecommunication

backbone distribution cabling for network connectivity between the MER and each TR shall be 50/125um, OM4, multimode, indoor, plenum, armored fiber optic cable, which shall offer up to 100Gbps between the MER and each TR. 24 strands shall be installed between the MER to each TR in a star topology. Future or replacement analog / voice backbone distribution cabling for connectivity between the MER and each TR shall be at least 25 pairs of Category 5E (100 MHz minimum per pair) UTP, 24 AWG copper, plenum rated cable. New Ethernet cabling locations and quantities shall be anticipated as described below: • Administrator’s desk: 4-Data Category 6A Ethernet Cables • Teacher’s station: 3-Data Category 6A Ethernet Cables • Wi-Fi Cabling: 2-Data Category 6A Ethernet Cables with 20’ Service Loop • Interactive Projector in Classrooms: 1-Data Category 6A Ethernet Cable • Wall Phones in Classrooms and Gathering Spaces: 1-Data Category 6A Ethernet Cable • Classroom Labs: A minimum of QTY (28) 1-Data Category 6A Ethernet Cables to Support Student Workstations RECOMMENDATIONS: • Upgrade current fiber backbone between MER and each TR to 24-strand OM4 multimode fiber • Upgrade all category 5,5e, and 6 cabling to Category 6A • Install data outlets to support all program requirements, as described above • The MER and each TR shall be supported by generator power • The MER and each TR shall have proper cooling systems

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PUBLIC ADDRESS SYSTEM

The existing Public Address system is antiquated and should be replaced if any additions or upgrades to the high school are considered. Future or replacement public address systems shall utilize a hybrid IP / Analog infrastructure to support direct and all-call functionality. Speakers shall be located within all interior and exterior spaces to accomplish proper audio coverage for both standard and security announcements. The public address system shall be capable of accommodating routing communications, All-Call and automated emergency broadcasting, and bell schedules. The public address system shall integrate with the phone system so that any phone handset can utilize the public address system for communication to all locations where public address speakers are installed. RECOMMENDATIONS: • Additions or upgrades to the high school shall include replacement of the public address system • Speakers, call switches, and adequate infrastructure to support a modern IP / Analog hybrid system shall be included • The system shall integrate with multiple sub-systems including the bell schedule, phone system, and security systems, as required

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MASTER CLOCK SYSTEM

The existing master clock system server is an approximately 5-year-old server supporting wired clocks throughout the high school. Any additions or upgrades to the high school should consider replacing the existing master clock system as it will likely be end of life. Future or replacement systems shall consist of a master clock server that will automatically synchronize with wired secondary clocks placed within each gathering space, including classrooms, offices, gymnasium, media center, auditorium, cafeterias, and other spaces as mandated by program. The master clock server shall synchronize to NTS or via GPS. RECOMMENDATIONS: • Additions or upgrades to the high school shall include replacement of the master clock server • Wired, synchronized clocks shall be installed in all gathering spaces as listed above

TELEPHONE SYSTEM

The existing telephone system is a mix of Digital and VoIP technologies. Any additions or upgrades to the high school shall include VoIP capable phone handsets, including required servers and licenses. Infrastructure to support phone handsets shall be included in all classrooms, offices, gathering spaces, and spaces as required by program. RECOMMENDATIONS: • Additions or upgrades to the high school shall include infrastructure to support a VoIP phone system • Infrastructure to support a VoIP phone system shall be installed as described above.

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AUDIO-VISUAL SYSTEMS CLASSROOM AUDIO VISUAL SYSTEMS

The existing classroom audio-visual systems consist of a mix of standard and interactive short throw projectors. Dedicated speakers to support these systems is not installed in each space. Any additions or renovations to the high school shall consist of interactive projectors capable of wireless streaming and dedicated sound systems with ceiling mounted speakers, wireless microphones for students and teacher, ADA compliant assisted listening transmission, control panels, and audio-visual cabling to support wired connectivity. The speaker system shall include priority override to mute the local program audio upon public address announcement. The interactive projectors shall project onto dedicated whiteboards fixed to the instructional teaching wall. Audio-visual cabling input plates shall be located at the teacher’s station to accommodate the instructor to transmit content to the projector and local sound system via instructor’s workstation, laptop, or discrete media player (DVD or iPod/phone). This connectivity shall include, at a minimum, HDMI and USB cabling. RECOMMENDATIONS: • Additions or upgrades to the high school shall include new interactive short-throw projectors • Additions or upgrades to the high school shall have dedicated audiovisual systems to support the program with the following functionality: ○ Speakers throughout the space ○ Wireless microphones for students and teachers ○ Priority Override / Public Address Mute for muting the speakers during a Public Address announcement. ○ Installed or mobile ADA Compliant Assisted Listening Systems that capture all program audio in the space for transmission to the hearing impaired

○

Hardwired AV connections from teacher’s desk to interactive display

AUDITORIUM AUDIO VISUAL SYSTEMS

The auditorium audio visual projector and screen are approximately five years old. Any additions or upgrades to the Auditorium shall include specifying new audio-visual systems, including sound systems, audio-visual distribution system, projectors, and screens. RECOMMENDATIONS: • Replace all AV headend equipment to include new amplifiers, mixer, audio patch panels, and digital signal processing • Replace the existing projector and screen with a high-lumen projector and appropriately sized large-format electric screen • The system shall have properly sized speaker clusters, including, but not limited to, LCR speaker clusters on the auditorium proscenium and mid / rear fill speakers over the audience • The system shall consist of two systems that work in tandem: one is a larger system capable of running musicals and performances with a dedicated Front of House (FOH) mixing station, the other is a smaller keynote speaker system for presentations with microphone automixing • There shall be an audio-visual matrix switching system capable of transmitting video and audio signal from users’ devices through the system and over the AV LAN • There shall be a control system with touch screen controllers, auto-mixing, and input sensing for ease of use for non-technical personnel • There shall be (32 – 48) XLR, Line, and Ethernet inputs throughout the stage, backstage, and FOH area for tie-in to the system. Final quantities shall 3.1.4 EVALUATION OF EXISTING CONDITIONS

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• • • •

•

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be determined after programmatic discussions with music and drama departments There shall be a properly sized highlumen projector and properly sized large format electric screen Consider installing a Blu-ray / multimedia player with control at the stage and at the FOH Consider installing PTZ cameras for capturing lectures and performances Consider installing (16 – 32) handheld, lavalier, and headset wireless microphones for support during larger performances Consider installing a stage intercom system capable of relaying information from FOH to backstage / supporting spaces during performances. There shall be an ADA compliant assisted listening system with the proper quantity of receivers to support the audience.

LOCAL SOUND SYSTEMS

Any additions or upgrades to the cafeteria, gymnasium, or media center shall include new local sound systems with projectors, electric screens, or digital displays as required by program. RECOMMENDATIONS: • New local sound systems shall be integrated with the public address system to allow priority override of public address announcements over the local sound system • New local sound systems shall include, at a minimum: ○ Rack mounted amplifier ○ Rack mounted feedback eliminator ○ ADA compliant assisted listening system with the proper quantity of receivers to support room capacity ○ Wireless microphone distribution system with at least two wireless microphones ○ Microphone receptacles with handheld microphones and supporting hardware ○ Audio input faceplates and wireless connectivity to transmit music through the space 316

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○

•

Properly sized speakers for proper coverage of the space New video distribution systems, if required, shall consist of high-lumen projectors and electric screens or digital display and/or display walls. Systems shall include control, input distribution management, and multiple means of transmitting media to the projector include faceplates and wireless streaming

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SAFETY & SECURITY ASSESSMENT EXECUTIVE SUMMARY

On February 22, 2022 Good Harbor Techmark (GHT) provided an in-depth existing security system assessment of the Nashoba Regional High School in Bolton, MA. This assessment included a review of the access control system, intrusion detection system, video surveillance system, security communication system, and door hardware. At the time when the school was designed and constructed, today’s highest profile threats, especially active shooter and other violent events, were not prevalent nor even considered. Now as schools, both new and old, continue to struggle with a balance between securing access with keeping schools open and welcoming places of learning it is often a difficult and costly task. Due to the increased risks that are we face today, conformance with school safety and security best practices, as well as the guidelines outlined by the Massachusetts Task Force and the Department of Homeland Security, should be implemented wherever possible and within reason.

ACCESS CONTROL SYSTEM ACCESS CONTROLLED CARD READER DOORS

Card readers are located at select exterior doors, but none on the interior of the school. The card readers are located at entrances, including the main entrance, gym entrance and auditorium entrance. The card reader model appears to be the HID Proximity ThinLine II 5395.

MONITORED DOORS (DOOR POSITION SWITCH ONLY)

Nearly all of the exterior doors are monitored with door position switches, including the doors with card readers, and secured through the access control system. The door position switches are surface-mounted on the door and frame. There are some door position switches that are not properly secured to the door frame and have exposed wiring.

ACCESS CONTROL PANELS

NRHS uses DSX access control panels, specifically model DSX-1022. This intelligent controller supports up to 2 card reader doors, has 8 programmable inputs and 4 relay outputs.

LOCK POWER SUPPLIES

The access control panels are powered by LifeSafety Power panels. There is one panel per each DSX-1022 panel. The doors with magnetic locks are powered by Locknetics 505 Series 12/24 VDC Power Supplies in conjunction with the Locknetics CT500 Controller.

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VIDEO SURVEILLANCE SYSTEM VIDEO MANAGEMENT SYSTEM (VMS)

NRHS uses the exacqVision VMS and client for camera viewing and playback. The version is 19.06.6.160676. The current version of the system is 21. The head end equipment for the video system resides in the MDF room located in the admin area of the building (Area D).

FIXED CAMERAS

Most fixed cameras in and around the building are analog, but there are some newer IP cameras. Manufacturers include Axis, Panasonic, and Hunt Electronics. The fixed Panasonic camera is model WV-SF132. The Hunt Electronics camera is model HTC10EG48D. The manufacturer of some fixed cameras, including those at the main and gym entrance, could not be determined during the assessment. There are also some Hubb Cam Detective cameras, which, after some research, appear to be dummy security cameras.

FISHEYE CAMERAS

There is one Axis fisheye camera in the school, installed in the ceiling outside the restrooms in the southern portion of Area B.

MULTI LENS CAMERAS

There are multi-lens cameras, both 180-degree and 360-degree, installed around the exterior of the building. Both the 180-degree and 360degree cameras are Axis cameras. The 180degree cameras are wall mounted and the 360-degree camera is corner mounted with a bracket.

PAN, TILT, ZOOM (PTZ) CAMERAS

There is one Samsung brand PTZ camera in the school that is installed in the cafeteria.

NETWORK VIDEO RECORDER (NVR)

The NVRs, located in the MDF room in the admin area, are a mix of hybrid and IP NVRs. There are three different exacqVision NVR models within the “MDF” room, including model no. 3208-48T318

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2Z-2, 3208-96-1000-R2 and IPS-6000-R2. The 3208-48T-2Z-2 model is a hybrid NVR with a capacity of 48TB, 8 IP camera licenses and 32 analog inputs, allowing for the connection of both analog and IP cameras. This NVR can support up to 32 analog cameras and 128 IP cameras. The 3208-96-1000-R2 model is also a hybrid NVR, with a capacity of 1TB, 8 IP camera licenses and 32 analog inputs. The IPS6000-R2 model is an IP NVR with a capacity of 2TB and can have up to 64 IP cameras.

PASSIVE VIDEO TRANSCEIVER

Within the MDF room in the admin area, the older cameras terminate to the NVRs by means of a passive video transceiver (Hunt Electronic – Model HTA-TTP111VL). This device allows transmission of full color video up to 600 meters.

SECURITY COMMUNICATION SYSTEM INTERCOMS

The school uses audio-only Avaya intercoms at key entrance locations, including the main entrance doors and the auditorium/gym entrance. When a student or visitor pushes the call button, the call is sent to the main office Avaya phone system. If a call is not answered, the student or visitor is presented with the school’s voicemail system to leave a message.

INTRUSION DETECTION SYSTEM INTRUSION DETECTION

There is a Napco Security Magnum Alert intrusion detection system installed in the school. The head end equipment for this system resides in the MDF room in Area D. There are two intrusion keypads on top of this

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panel. There are no motion detectors or other intrusion sensors in the school, but there are door position switches at most of the exterior doors that could be connected to this panel, however the panel was locked and the key could not be located so it is unclear what devices terminate to this panel, if any.

DOOR HARDWARE DOOR HARDWARE TYPES

NRHS has a variety of door hardware types, including panic hardware, corridor function locks, storage/key locks, push-pull hardware, passage set hardware and magnetic locks. Panic hardware is mostly found at exterior doors, large spaces (media center, gym, auditorium), courtyard and stairwells. There is both mechanical and electrified panic hardware. Corridor function locks are located in the main office and guidance areas as well as at staff restrooms. Storage/key locks are the most prevalent lock type in the building and are located primarily at classrooms and storage closets. Push-pull hardware is mostly used for secondary sets of doors, like the inner doors of the auditorium entrance vestibule, for example. Passage set hardware is used in some bathrooms and for doors between classrooms. Magnetic locks are used for courtyard doors.

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RECOMMENDATIONS:

Basing our findings and security strategies described in the above-mentioned report, as well as our own expertise, past experience and industry best practice, any renovation and/or addition to the school would require migration from to the existing analog video surveillance system to a new IP based system. In addition, the following should be provided: • A secure vestibule. • An integrated card access and video surveillance system. This system should include both exterior and select interior door security. The new access control system should be Mercury based and not a proprietary solution. • An intrusion detection system integrated with the access control and video surveillance system. • A visitor management system to track visitors and contractors. • A duress system. • A lockdown system to secure the school in the event of an emergency or threat. • Upgrade existing analog hybrid camera system to an all IP-based system using category cable. • Provide additional camera coverage in main congregation areas. These areas include the gym, corridors, stairwells, entrance lobbies (main office lobby, gym/auditorium lobby) and cafeteria. • Provide additional exterior camera coverage, including the courtyards. • Remove any and all dummy/prop security cameras. These cameras create a false sense of security and can lead to a lawsuit if footage from these cameras is requested following an incident. • Upgrade audio-only intercoms to audiovideo intercoms, and add a master intercom station in the main office. The current intercoms are connected to the phone system and cause unnecessary voicemails in the phone system if office staff cannot answer the intercom. • Provide access control at key interior doors, such as the main office and admin area. • Provide access control at stairwell doors to enable areas of the building to be locked down in an emergency. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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• • •

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Upgrade card readers to a multiclass reader that can accommodate 125kHz and 13.56MHz technologies. Repair/replace damaged door hardware. Repair/replace damaged door contacts.

A new school would require complete replacement of the system, including all of the mentioned security solutions for a renovation and/or addition. Furthermore, operational policies and procedures regarding access to, and within, the school must be reviewed to ensure coordination and requirements with the system are met.

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FOOD SERVICE ASSESSMENT On Tuesday, February 22, 2022, we visited the above referenced to evaluate the food facility. During our visit, we met with Mr. John Overcash, Jr., Food and Nutrition Coordinator and staff to discussed the existing operation and equipment. Given the existing conditions outlined herein, the food service management and staff should be commended for their efforts in providing nutritional food service and good housekeeping to the greatest extent possible. The following are our findings;

MAIN KITCHEN

JANITORIAL AREA • • • •

This area is open to the receiving corridor and adjacent to the walk-in boxes, rendering this area unsanitary. Flooring is not level. Water and dirt puddles throughout. Some ceiling panels are missing. In the laundry area, floors have degraded and exposed piping and duct work is unsanitary as it is difficult to access for cleaning and maintenance.

RECEIVING AREA •

All food service deliveries and trash pass through this area. • There is no interior vestibule. This corridor is shared with custodial functions. • The interior receiving area is congested. • Interior ceiling panels and floors have degraded and are unsanitary. • Lighting is poor. This area is unsanitary and poses a threat of cross-contamination.

Receiving Interior: Flooring has degraded.

Janitorial Area: Water and dirt puddling.

Janitorial Area: Flooring has degraded. Exposed piping and duct work is unsanitary.

Receiving Interior: Ceiling has degraded and lighting is poor.

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DRY FOOD & NON-FOOD STORAGE AREAS • •

• •

Storeroom is congested and some items are stored directly on the floor. Some storage shelving racks are constructed of inappropriate materials (galvanized steel or painted steel), which have degraded, peeling and should be considered unsanitary. Lighting is poor and missing protective fixture covers. Ceiling panels have degraded and exposed duct work throughout is unsanitary as it is difficult to access for cleaning and maintenance.

Dry Food & Non-Food Storage: Shelving constructed of inappropriate materials. Some items are stored directly on floor.

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Dry Food & Non-Food Storage: Ceiling panels have degraded and exposed duct work is unsanitary.

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WALK-IN REFRIGERATOR & FREEZER •

•

Walk-ins appear to be in fair condition, however; interiors are extremely congested and items are stored directly on the floor. Some storage shelving racks are constructed of inappropriate materials (galvanized steel), which have degraded, peeling and should be considered unsanitary. Lighting is poor.

Walk-In Refrigerator and Freezer: Extremely congested. Items stored on the floor.

Walk-In Refrigerator and Freezer: Floor has degraded outside of walk-in box.

FOOD SERVICE OFFICE •

•

This room is congested and totally undersized for staff, computer station and multiples of required work items including file cabinets. This space is not A.D.A. accessible.

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FOOD SERVICE STAFF TOILETS & LOCKERS • •

Single unisex toilet facility is not A.D.A accessible. Locker area is shared with laundry and detergent storage and file cabinets.

Food Service Staff Toilet & Lockers: Locker area is shared with laundry and storage.

Food Service Staff Toilet & Lockers: Toilet is not A.D.A. accessible.

PREPARATION •

• •

324

Condition of most equipment is poor. Understructures, utensil racks, pot & pan racks, etc. are constructed of inappropriate materials (galvanized steel or painted steel), which have degraded, peeling and should be considered unsanitary. Wood-top tables have degraded and are unsanitary since it is not possible to be properly sanitized. There is an insufficient quantity of code mandated hand sinks. There is only one (1) dedicated hand washing sink in the entire facility.

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•

There are no A.D.A. accessible work stations. • There are no eye wash assemblies for emergency first aid. • There are an inadequate number of floor drains to enhance housekeeping. • Perforated ceiling panels are located in some areas. These panels are nonwashable and therefore not code compliant. Some portions have degraded. In some areas, walls appear to be nonwashable; the material must be analyzed.

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Preparation: The only hand sink in the entire facility. No soap or towel dispensers.

Preparation: Some areas are congested.

COOKING EQUIPMENT • •

Most equipment appears to be in fair condition, however; totally under equipped and poorly arranged. Some preparation and storage items are located under the exhaust hoods.

NASHOBA REGIONAL HIGH SCHOOL

Preparation: Wood-top tables have degraded and are unsanitary. Understructures and pot rack are constructed of inappropriate materials.

Preparation: Floor drain is not level and can be hazardous to foot traffic.

• •

Fans are used to circulate air. These fans tend to spread dust throughout the food facility. Exposed piping and between and behind the cooking equipment is unsanitary as it is difficult to access for cleaning and maintenance. 3.1.4 EVALUATION OF EXISTING CONDITIONS

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EXHAUST HOODS OVER COOKING EQUIPMENT • •

• •

The exhaust assemblies are antiquated and should be considered unsanitary and unsafe. The “grease filters” located in the center of the plenum chamber are inefficient and tend to accumulate grease rather than filter the air stream. Exhaust hoods are not designed or sized for the current cooking equipment located underneath. Sloped exhaust hood design is antiquated as it promotes the accumulation of dust. This condition is unsanitary. There appears to be inefficient air movement at this unit and in the kitchen in general. Fans are used to circulate air. These fans tend to spread dust throughout the entire food facility.

Cooking Equipment: Under equipped. Fan are used to circulate air, which is unsanitary.

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Cooking Equipment: Convection oven and combioven appear to be in fair condition.

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Exhaust Hoods over Cooking Equipment: The “grease filters” located in the center of the plenum chamber are inefficient and tend to accumulate grease rather than filter the air stream.

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Cooking Equipment: Sloped exhaust hood design is antiquated as it promotes the accumulation of dust. This condition is unsanitary. Only one piece of cooking equipment under this hood. Space is primarily used for storage.

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Dishwashing: Dish machine appears to be in good condition. Support tables are minimal.

Dishwashing: Detergents stored directly on the floor. Exposed piping is unsanitary as it is difficult to access for cleaning.

POT WASHING AREA • •

• •

Equipment appears to be in fair condition. Detergents are “stored” under both pot sink tables exposed to the preparation/ cooking area and pose the risk of cross contamination. This is not code compliant. There are no eye wash assemblies for emergency first aid. Exposed piping renders this area extremely difficult to maintain as a sanitary environment.

DISHWASHING AREA

• • • • • •

•

• 328

Dish machine appears to be in fair condition and adequately sized to wash kitchen wares only. • Soiled and clean dish tables are minimal. • Detergents are “stored” directed on the floor under the clean dish table. This is not code compliant. • Exposed piping and conduit under the soiled dish table is unsanitary as it is difficult to access for cleaning and maintenance. There is no code required hand sink in this area.

SERVING LINE

3.1.4 EVALUATION OF EXISTING CONDITIONS

• • • •

Equipment and arrangement of the serving line is antiquated and congested. Serving line is undersized for the total student population. The serving line does not have code mandated refrigerated cold food serving station. There is no cold food holding cabinet to ensure temperature maintenance. Hot food stations lack heat lamps. Wood-top work shelves have degraded and are unsanitary since it is not possible to be properly sanitized. Food protectors do not comply with current standards. There are no back-counter support tables with storage for disposable wares. There is code required hand sink in this area. There are no A.D.A. accessible work, pass-over and cashier stations.

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Serving: Line by design is antiquated and congested. No refrigerated cold pan serving station.

Serving: No heat lamps at hot food station. Food Protectors do not meet current NSF standards. Wood work shelves are unsanitary.

Serving: No code mandated refrigerated cold food serving station. Food shield does not meet current standards.

Serving: No back-counter support equipment or hand washing station. This work area is very congested.

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SNACK ROOM • •

Room appears to be in good condition and adequately equipped to help support the main serving line. Service counter is not A.D.A. accessible work.

Snack Room: Adequately sized and equipped.

GENERAL CONDITIONS •

• • • •

•

330

Exposed piping, electric conduit and duct work render some areas almost impossible to maintain as a sanitary environment. In some areas, ceilings and flooring have deteriorated and are in unsanitary condition. Fans are used to circulate air in warm weather. These fans tend to spread dust throughout the entire area. There are an inadequate number of floor drains to enhance housekeeping. Perforated ceiling panels are located in some areas. These panels are non-washable and therefore not code compliant. Some portions have degraded. Some light fixtures lack protective covers and therefore not code compliant.

3.1.4 EVALUATION OF EXISTING CONDITIONS

Snack Room: Refrigerated merchandiser.

• •

Food service staff toilet is not handicap compliant. Evidence of insect/rodent infiltration. Unsanitary condition and poses a risk of cross-contamination.

RECOMMENDATIONS:

The issues of physical hazards and the potential of cross-contamination of foods must be addressed. While some of the observations outlined herein may not be specific code violations (by interpretation), all are below the standards of recognized food service practice and as set-forth by HACCP (Hazard Analysis Critical Control Points) and NSF (National Sanitation Foundation). Briefly, the following recommendations are based on current food service standards, sanitation, life safety and code compliance;

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REQUIRED ACTION BY CODE •

•

• • • • • •

Provide appropriate quantity of hand washing sinks throughout the preparation, cooking, serving and ware washing areas. Replace all degraded tables and shelving constructed of inappropriate materials (galvanized steel, painted steel and wood tops). Comply with handicap accessibility (i.e. staff toilets, work stations, traffic aisles). Provide new appropriately sized exhaust hoods that meet all current codes and standards. Provide code compliant serving elements and temperature maintenance equipment. Replace non-washable perforated ceiling panels with code compliant panels in all food service areas. Provide missing or damaged light fixture covers. Repair/replace walls surfaces, ceilings and flooring that have severely degraded as required to meet the current standards for sanitation and safety compliance. Some floor areas are hazardous to foot traffic; liability issue.

NASHOBA REGIONAL HIGH SCHOOL

ADVISED ACTION •

Advised Action will include all actions list of the above and a total renovation of the food facility is based on satisfying the current program. • Provide adequate enclosed janitorial and detergent storage space. • Provide dedicated office space for current management staff. • Replace all inoperable and antiquated food service equipment and provide new equipment that meets current standards. • Provide adequate floor drainage and water capture. • Provide an optimum space, arrangement and elements of equipment. All traffic patterns will be keyed to maximize operational efficiency of the food service operation. • All existing equipment will be evaluated with food service management and selected for re-use to the greatest extent possible. Please note that a total renovation to the food facility will allow the development of an operationally efficient and cost effective food facility with a very long life span. Renovations will enhance sanitation, food and staff safety, maintenance and a life-cost cycle justifying the investment. All traffic patterns are keyed to maximize operational efficiency of the food service operation. Renovations will allow for professional planning, selection and arrangement of equipment in close consultation with the Owner.

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PRELIMINARY GEOTECHNICAL ANALYSIS Kaestle Boos Associates, Inc. has engaged Lahlaf Geotechnical Consulting, Inc. (LGCI) as a member of our project team. Below is a summary of the preliminary explorations that have occurred to date. Further investigations will be performed during additional phases of the project. •

On April 22 and 25, 2022 seven (7) borings (B-1 to B-7) were conducted at the site. A boring map and logs can be found on the following pages.

•

The borings extended to depths ranging between 19.3 and 39.5 feet beneath the ground surface. The borings generally indicated 3 inches of asphalt or 0.5 to 1.3 feet of topsoil, overlying existing fill that extended to depths ranging between 2 and 4 feet beneath the ground surface, overlying natural sand. The fill was not encountered in boring B-2. The existing fill contained up to 30 fines and traces of organic soil and roots. The SPT N-values in the fill ranged between 2 and 25 blows per foot (bpf), with most values lower than 10 bpf, indicating mostly very loose to loose material. The samples in the natural sand layer were mostly described as poorly graded sand or silty sand and contained up to 35 percent fines. The SPT N-values in the natural sand layer ranged between 5 and 88 bpf with most values between 10 bpf and 49 bpf, indicating mostly medium dense to dense sand. Groundwater was measured at the end of drilling at depths ranging between 2 and 14 feet beneath the ground surface. These groundwater levels are not stabilized and may be caused by water introduced in the borehole during drilling. One groundwater observation well was installed in one (1) boring (B-4-OW). We will monitor the well during Phase II of the explorations. Based on the results of the borings, we believe that the subsurface conditions at the site are suitable for shallow footings bearing on Structural Fill placed directly on top of the natural sand after the topsoil and existing fill are removed. Based on the Phase I borings, we anticipate that the removal will range up to depths of 4 feet.

•

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Approximate Site Location

Contour Intervals: 3 meters

0.4 mi Note: Figure based on USA Topo Maps of Bolton, MA obtained from https://viewer.nationalmap.gov/ Client:

Project:

Kaestle Boos Associates, Inc.

334

Proposed Nashoba Valley Regional High School

Figure 1 – Site Location Map

Project Location:

LGCI Project No.:

Date:

Bolton, MA

2212

May 2022

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Approximate Site Location

Note: Figure based on map titled: “Surficial Materials Map of the Clinton Quadrangle, Massachusetts,” prepared by Stone, B.D., and Stone J.R., Scientific Investigation Map 3402, Quadrangle 85 – Clinton, 2018. Client:

Kaestle Boos Associates, Inc.

Project:

Proposed Nashoba Valley Regional High School

Figure 2 – Surficial Geologic Map

Project Location:

LGCI Project No.:

Date:

Bolton, MA

2212

May 2022

3.1.4 EVALUATION OF EXISTING CONDITIONS

335

336

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100

200

Note Figure based on aerial view of the site obtained from: www.google.com/maps. Base plan based on drawing titled: “Nashoba Regional High School, Boston, MA,” prepared by Kaestle Boos Associates, Inc. (KBA), dated October 21, 2021, and provide to LGCI via email on May 11, 2022.

Approximate Scale (ft.)

100 50

Approximate location of boring advanced by Northern Drill Services, Inc. of Northborough, Massachusetts on April 22 and 25, 2022, and observed by Lahlaf Geotechnical Consulting, Inc. (LGCI).

Legend

Kaestle Boos Associates, Inc.

Client:

B-3

B-4

B-2

B-5

LGCI Project No.:

2212

Bolton, MA

May 2022

Date:

Figure 3 – Boring Location Plan

B-7

Project Location:

Proposed Nashoba Valley Regional High School

Project:

B-6

B-1

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DRAFT

BORING LOG

B-1

PAGE 1 OF 1

CLIENT: Kaestle Boos Associates, Inc.

PROJECT NAME: Proposed Nashoba Valley Regional High School

LGCI PROJECT NUMBER: 2212

PROJECT LOCATION: Bolton, MA

DATE STARTED: 4/22/22

DATE COMPLETED: 4/22/22

DRILLING SUBCONTRACTOR: Northern Drill Service, Inc.

BORING LOCATION: Within field north of existing school

DRILLING FOREMAN: Jon Beirholm

COORDINATES: NA SURFACE El.:

DRILLING METHOD: Drive and wash with 4-inch casing TOTAL DEPTH: 21 ft.

(see note 1)

DRILL RIG TYPE/MODEL: Mobile B-48 ATV Rig HAMMER TYPE: Automatic

GROUNDWATER LEVELS:

HAMMER WEIGHT: 140 lb.

HAMMER DROP: 30 in.

SPLIT SPOON DIA.: 1.375 in. I.D., 2 in. O.D.

AT END OF DRILLING: 14.0 ft.

CORE BARREL SIZE: NA

OTHER: -

LOGGED BY: FR

El. (ft.)

Sample Number

Remark

DURING DRILLING: 4.0 ft. Based on sample moisture

Sample Interval (ft.)

Depth (ft.)

WEATHER: 60's / Sunny

Blow Counts (N Value)

Pen./Rec. (in.)

1-3-3-3 (6)

24/14

1-3-4-6 (7)

24/12

Strata

Topsoil

0.7

4.0

8-9-12-9 (21)

24/10

15-11-14-13 (25)

24/16

7-8-7-6 (15)

Material Description

S1 - Top 8": Topsoil Bot 6": Silty SAND (SM), fine to medium, trace coarse, 15-20% fines, 5-10% fine subrounded to angular gravel, brown, moist S2 - Similar to S1 Bot. 6"

Fill

4 5

Depth El.(ft.)

CHECKED BY: TG

S3 - Silty SAND (SM), fine to coarse, ~15% fines, 5-10% fine subrounded to angular gravel, brown, wet S4 - Poorly Graded SAND with Silt (SP-SM), fine to medium, 5-10% fines, 10-15% fine subrounded to angular gravel, brown, wet

8 9 10

S5 - Poorly Graded SAND with Silt (SP-SM), fine to medium, 5-10% fines, 5-10% fine to coarse subrounded to angular gravel, brown, wet

24/10

11 Sand 14 15

S6 - Poorly Graded SAND (SP), fine, 0-5% fines, light brown, wet

4-5-10-7 (15)

24/8

4-5-7-7 (12)

24/10

19 20

S7 - Poorly Graded SAND (SP), fine to medium, 0-5% fines, light brown, wet

21.0

Bottom of borehole at 21.0 feet. Borehole backfilled with drill cuttings and 2 bags of gravel.

GENERAL NOTES: 1. The ground surface elevation is not available.

3.1.4 EVALUATION OF EXISTING CONDITIONS

337

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

BORING LOG

DRAFT

B-2

PAGE 1 OF 1

CLIENT: Kaestle Boos Associates, Inc.

PROJECT NAME: Proposed Nashoba Valley Regional High School

LGCI PROJECT NUMBER: 2212

PROJECT LOCATION: Bolton, MA

DATE STARTED: 4/22/22

DATE COMPLETED: 4/22/22

DRILLING SUBCONTRACTOR: Northern Drill Service, Inc.

BORING LOCATION: Within field north of existing school

DRILLING FOREMAN: Jon Beirholm

COORDINATES: NA SURFACE El.:

DRILLING METHOD: Drive and wash with 4-inch casing TOTAL DEPTH: 21 ft.

(see note 1)

DRILL RIG TYPE/MODEL: Mobile B-48 ATV Rig HAMMER TYPE: Automatic

GROUNDWATER LEVELS:

HAMMER WEIGHT: 140 lb.

HAMMER DROP: 30 in.

SPLIT SPOON DIA.: 1.375 in. I.D., 2 in. O.D.

AT END OF DRILLING: 8.5 ft.

CORE BARREL SIZE: NA

OTHER: -

LOGGED BY: FR

El. (ft.)

Sample Number

Remark

DURING DRILLING: 4.0 ft. Based on sample moisture

Sample Interval (ft.)

Depth (ft.)

WEATHER: 60's / Sunny

Blow Counts (N Value)

Pen./Rec. (in.)

2-2-3-4 (5)

24/20

5-5-5-4 (10)

24/20

2-3-4-6 (7)

24/10

7-9-17-25 (26)

24/20

20-20-20-19 (40)

24/12

5-5-3-4 (8)

24/12

5-8-7-7 (15)

24/12

Strata

Topsoil

Depth El.(ft.) 0.5

S4 - Top 10": Poorly Graded SAND with Silt (SP-SM), fine to medium, 5-10% fines, 5-10% coarse subrounded gravel, light brown, wet Bot. 10": Poorly Graded SAND (SP), fine to medium, 0-5% fines, light brown, wet

8 9

S5 - Silty SAND (SM), fine, 15-20% fines, light brown, wet Sand

14 15

S1 - Top 6": Topsoil Bot. 14": Poorly Graded SAND (SP), fine to medium, trace coarse, 0-5% fines, 0-5% fine subrounded gravel, light brown, moist

S3 - Poorly Graded SAND (SP), fine to medium, trace coarse, 0-5% fines, 0-5% fine subrounded gravel, light brown, wet

Material Description

S2 - Poorly Graded SAND (SP), fine to medium, 0-5% fines, 0-5% fine subrounded gravel, light brown, moist

4 5

CHECKED BY: TG

S6 - Silty SAND (SM), fine, 20-25% fines, ~5% fine subrounded to angular gravel, light brown, wet

19 20

S7 - Poorly Graded SAND with Silt (SP-SM), fine, 5-10% fines, light brown, wet

GENERAL NOTES: 1. The ground surface elevation is not available.

338

3.1.4 EVALUATION OF EXISTING CONDITIONS

21.0

Bottom of borehole at 21.0 feet. Borehole backfilled with drill cuttings and 2 bags of gravel.

MODULE 3A - PRELIMINARY DESIGN PROGRAM

BORING LOG

NASHOBA REGIONAL HIGH SCHOOL

DRAFT

B-3

PAGE 1 OF 2

CLIENT: Kaestle Boos Associates, Inc.

PROJECT NAME: Proposed Nashoba Valley Regional High School

LGCI PROJECT NUMBER: 2212

PROJECT LOCATION: Bolton, MA

DATE STARTED: 4/22/22

DATE COMPLETED: 4/22/22

DRILLING SUBCONTRACTOR: Northern Drill Service, Inc.

BORING LOCATION: Near northern edge of proposed building

DRILLING FOREMAN: Jon Beirholm

COORDINATES: NA SURFACE El.:

DRILLING METHOD: Drive and wash with 4-inch casing TOTAL DEPTH: 39.5 ft.

(see note 1)

DRILL RIG TYPE/MODEL: Mobile B-48 ATV Rig HAMMER TYPE: Automatic

GROUNDWATER LEVELS:

HAMMER WEIGHT: 140 lb.

HAMMER DROP: 30 in.

SPLIT SPOON DIA.: 1.375 in. I.D., 2 in. O.D.

AT END OF DRILLING: 7.0 ft.

CORE BARREL SIZE: NA

OTHER: -

LOGGED BY: FR

El. (ft.)

Sample Number

Remark

DURING DRILLING: 2.0 ft. Based on sample moisture

Sample Interval (ft.)

Depth (ft.)

WEATHER: 60's / Sunny

Blow Counts (N Value)

Pen./Rec. (in.)

1-2-3-3 (5)

24/12

2-1-1-1 (2)

24/12

Strata

Topsoil

1.0

4.0

7-7-5-4 (12)

24/0

2-4-5-7 (9)

24/18

13-13-18-11 (31)

24/12

14-12-14-10 (26)

24/20

22-18-18-23 (36)

24/14

Material Description

S1 - Topsoil REMARK 1: Strata change assumed. S2 - Silty SAND (SM), mostly fine to medium, 25-30% fines, 10-15% fine subrounded gravel, light brown, wet

Fill

4 5

Depth El.(ft.)

CHECKED BY: TG

S3 - No recovery, drove 3" spoon and recovered: Poorly Graded SAND with Silt (SP-SM), fine to medium, trace coarse, 5-10% fines, light brown, wet S4 - Poorly Graded SAND with Silt (SP-SM), fine, trace medium, 5-10% fines, light brown, wet

8 9 10

S5 - Silty SAND with Gravel (SM), fine to coarse, 15-20% fines, 20-25% fine to coarse subrounded to subangular gravel, brown, wet

14 15

Sand

S6 - Silty SAND (SM), fine to medium, trace coarse, 20-25% fines, 10-15% fine to coarse subrounded to angular gravel, gray, wet

19 20

S7 - Silty SAND with Gravel (SM), fine to medium, trace coarse, 20-25% fines, 25-30% fine to coarse angular gravel, gray, wet

24 25

24-37-50-39

S8 - Silty SAND (SM), fine to medium, trace coarse, 15-20% fines, 5-10% fine subrounded to angular gravel, gray, wet

GENERAL NOTES: 1. The ground surface elevation is not available.

3.1.4 EVALUATION OF EXISTING CONDITIONS

339

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

BORING LOG

DRAFT

Sample Number

Remark

PROJECT LOCATION: Bolton, MA

Sample Interval (ft.)

PROJECT NAME: Proposed Nashoba Valley Regional High School

LGCI PROJECT NUMBER: 2212 Depth (ft.)

CLIENT: Kaestle Boos Associates, Inc.

El. (ft.)

Blow Counts (N Value)

Pen./Rec. (in.)

(87)

24/20

24-27-29-22 (56)

Strata

Depth El.(ft.)

B-3

PAGE 2 OF 2

Material Description

29 30

S9 - Silty SAND (SM), fine, 15-20% fines, 0-5% fine subrounded gravel, gray, wet

24/18

31 Sand

34 35

S10

23-35-43-40 (78)

24/16

S11

100

6/4

S10 - Silty SAND (SM), fine to medium, trace coarse, 20-25% fines, 0-5% fine angular gravel, gray, wet

39 39.5

340

3.1.4 EVALUATION OF EXISTING CONDITIONS

39.5

S11 - Silty GRAVEL with Sand (GM), fine to coarse, angular, 20-25% fines, 30-35% fine to medium and trace coarse sand, gray, wet REMARK 2: Split spoon refusal encountered at depth of 39.5' on possible rock. Bottom of borehole at 39.5 feet. Borehole backfilled with drill cuttings.

MODULE 3A - PRELIMINARY DESIGN PROGRAM

BORING LOG

NASHOBA REGIONAL HIGH SCHOOL

DRAFT

B-4-OW

PAGE 1 OF 1

CLIENT: Kaestle Boos Associates, Inc.

PROJECT NAME: Proposed Nashoba Valley Regional High School

LGCI PROJECT NUMBER: 2212

PROJECT LOCATION: Bolton, MA

DATE STARTED: 4/25/22

DATE COMPLETED: 4/25/22

DRILLING SUBCONTRACTOR: Northern Drill Service, Inc.

BORING LOCATION: Near northern portion of proposed building

DRILLING FOREMAN: Jon Beirholm

COORDINATES: NA SURFACE El.:

DRILLING METHOD: Drive and wash with 4-inch casing TOTAL DEPTH: 21.3 ft.

(see note 1)

DRILL RIG TYPE/MODEL: Mobile B-48 ATV Rig HAMMER TYPE: Automatic

GROUNDWATER LEVELS:

HAMMER WEIGHT: 140 lb.

HAMMER DROP: 30 in.

SPLIT SPOON DIA.: 1.375 in. I.D., 2 in. O.D.

AT END OF DRILLING: 8.0 ft.

CORE BARREL SIZE: NA

OTHER: -

LOGGED BY: HO

El. (ft.)

Sample Number

Remark

DURING DRILLING: 9.0 ft. Based on sample moisture

Sample Interval (ft.)

Depth (ft.)

WEATHER: 40's / Sunny

Blow Counts (N Value)

Pen./Rec. (in.)

1-3-3-5 (6)

24/22

7-14-11-12 (25)

24/20

Strata

Topsoil

Depth El.(ft.)

1.3

2 Fill 4.0

4 5

11-23-32-16 (55)

24/16

6 1

9-7-7-9 (14)

Material Description

S1 - Top 16": Topsoil Bot. 6": Silty SAND (SM), fine to medium, 20-25% fines, trace of organic soil, trace of roots, brown, moist S2 - Top 8": Similar to S1 Bot. 6" Bot. 12": Silty SAND with Gravel (SM), fine to coarse, 15-20% fines, 35-40% fine to coarse angular gravel, brown, moist S3 - Top 9": Silty SAND with Gravel (SM), fine to coarse, ~15% fines, 15-20% fine angular gravel, brown, moist Bot. 7": Well Graded GRAVEL with Silt and Sand (GW-GM), fine to coarse, angular, 5-10% fines, 20-25% coarse sand, trace of weathered rock, brown, moist REMARK 1: Drill rig chattering at depth of 7' on possible cobbles or boulder.

9 10

CHECKED BY: TG

S4 - Top 8": Silty SAND with Gravel (SM), fine to coarse, 20-25% fines, 15-20% fine angular gravel, brown, wet Bot. 8": Silty SAND (SM), fine to medium, 30-35% fines, 0-5% fine subrounded gravel, light brown, wet

24/16

11 Sand 14 15

24-19-33-27 (52)

24/18

26-21-100/4"

16/12

S5 - Silty SAND (SM), fine to medium, trace coarse, 25-30% fines, 10-15% fine angular gravel, brown, wet

20 21.3

21.3

S6 - Silty SAND (SM), fine to medium, trace coarse, 15-20% fines, 5-10% fine angular gravel, brown, wet REMARK 2: Split spoon refusal encountered at depth of 21.2' on possible rock. Bottom of borehole at 21.3 feet. Installed groundwater observation well.

GENERAL NOTES: 1. The ground surface elevation is not available.

3.1.4 EVALUATION OF EXISTING CONDITIONS

341

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

BORING LOG

DRAFT

B-5

PAGE 1 OF 1

CLIENT: Kaestle Boos Associates, Inc.

PROJECT NAME: Proposed Nashoba Valley Regional High School

LGCI PROJECT NUMBER: 2212

PROJECT LOCATION: Bolton, MA

DATE STARTED: 4/25/22

DATE COMPLETED: 4/25/22

DRILLING SUBCONTRACTOR: Northern Drill Service, Inc.

BORING LOCATION: Near eastern portion of proposed building

DRILLING FOREMAN: Jon Beirholm

COORDINATES: NA SURFACE El.:

DRILLING METHOD: Drive and wash with 4-inch casing TOTAL DEPTH: 20.3 ft.

(see note 1)

DRILL RIG TYPE/MODEL: Mobile B-48 ATV Rig HAMMER TYPE: Automatic

GROUNDWATER LEVELS:

HAMMER WEIGHT: 140 lb.

HAMMER DROP: 30 in.

SPLIT SPOON DIA.: 1.375 in. I.D., 2 in. O.D.

AT END OF DRILLING: -

CORE BARREL SIZE: NA

OTHER: -

LOGGED BY: HO

El. (ft.)

Sample Number

Remark

DURING DRILLING: 5.7 ft. Based on sample moisture

Sample Interval (ft.)

Depth (ft.)

WEATHER: 50's / Sunny

Blow Counts (N Value)

Pen./Rec. (in.)

1-3-6-9 (9)

24/16

Strata

Topsoil Fill

2 S2

12-16-13-10 (29)

24/14

18-30-32-33 (62)

24/14

25-43-45-64 (88)

Depth El.(ft.) 0.8

2.0

4 5

CHECKED BY: TG Material Description

S1 - Top 9": Topsoil Bot. 7": Silty SAND with Gravel (SM), fine to coarse, 15-20% fines, 20-25% fine subangular gravel, trace of organic soil, brown, moist S2 - Well Graded SAND with Silt and Gravel (SW-SM), fine to coarse, ~5% fines, 30-35% fine subrounded to subangular gravel, brown, moist S3 - Silty SAND with Gravel (SM), fine to medium, trace coarse, 15-20% fines, 20-25% fine to coarse subangular gravel, trace of weathered rock, brown, moist

9 10

S4 - Similar to S3, ~20% fine to coarse angular gravel 24/17

Sand

14 15

38-48-52/5"

17/13

44-64-40/3"

15/11

S5 - Similar to S3, 25-30% fine to coarse angular gravel

15.4

19 20

20.3

GENERAL NOTES: 1. The ground surface elevation is not available.

342

3.1.4 EVALUATION OF EXISTING CONDITIONS

S6 - Well Graded GRAVEL with Silt and Sand (GW-GM), fine to coarse, angular, 10-15% fines, 30-35% fine to medium sand, trace of weathered rock, brown, moist REMARK 1: Split spoon refusal encountered at depth of 20.3' on possible rock. Bottom of borehole at 20.3 feet. Borehole backfilled with drill cuttings, 3 bags of gravel, and 1/2 bag of sand.

MODULE 3A - PRELIMINARY DESIGN PROGRAM

BORING LOG

NASHOBA REGIONAL HIGH SCHOOL

DRAFT

B-6

PAGE 1 OF 1

CLIENT: Kaestle Boos Associates, Inc.

PROJECT NAME: Proposed Nashoba Valley Regional High School

LGCI PROJECT NUMBER: 2212

PROJECT LOCATION: Bolton, MA

DATE STARTED: 4/25/22

DATE COMPLETED: 4/25/22

DRILLING SUBCONTRACTOR: Northern Drill Service, Inc.

BORING LOCATION: Near SW portion of proposed building

DRILLING FOREMAN: Jon Beirholm

COORDINATES: NA SURFACE El.:

DRILLING METHOD: Drive and wash with 4-inch casing TOTAL DEPTH: 19.3 ft.

(see note 1)

DRILL RIG TYPE/MODEL: Mobile B-48 ATV Rig HAMMER TYPE: Automatic

GROUNDWATER LEVELS:

HAMMER WEIGHT: 140 lb.

HAMMER DROP: 30 in.

SPLIT SPOON DIA.: 1.375 in. I.D., 2 in. O.D.

AT END OF DRILLING: 5.5 ft.

CORE BARREL SIZE: NA

OTHER: -

LOGGED BY: HO

El. (ft.)

Sample Number

Blow Counts (N Value)

Remark

DURING DRILLING: 9.0 ft. Based on sample moisture

Sample Interval (ft.)

Depth (ft.)

WEATHER: 50's / Sunny

Pen./Rec. (in.)

Strata

Asphalt S1

28-10-9-7 (19)

24/17

Depth El.(ft.) 0.3

Fill 2.0

2 S2

7-6-8-10 (14)

24/16

10-9-10-14 (19)

24/11

27-29-16-20 (45)

24/12

15-16-19-20 (35)

24/12

17-31-33-28 (64)

24/19

4 5

CHECKED BY: TG Material Description

S1 - Top 3": Asphalt Bot. 14": Poorly Graded SAND with Silt (SP-SM), fine to medium, 5-10% fines, brown, moist S2 - Similar to S1 Bot. 14"

S3 - Similar to S1 Bot. 14"

S4 - Silty SAND with Gravel (SM), fine to medium, ~15% fines, 25-30% fine to coarse subangular gravel, brown, moist

8 9 10

S5 - Silty SAND (SM), fine to medium, trace coarse, 15-20% fines, 5-10% fine angular gravel, brown, wet

Sand

14 15

S6 - Similar to S5, ~10% fine to coarse subangular gravel, trace of weathered rock

18.0

19 19.3

Rock S7

100/3"

3/3

19.3

REMARK 1: Drill rig chattering at depth of 18' on possible cobbles or boulder. S7 - Well Graded GRAVEL with Silt and Sand (GW-GM), fine to coarse, angular, 5-10% fines, ~15% coarse sand, gray, wet (possible weathered rock) REMARK 2: Split spoon refusal encountered at depth of 19.3' on possible rock. Bottom of borehole at 19.3 feet. Borehole backfilled with drill cuttings, 4 bags of gravel, and 1/2 bag of sand. Ground surface restored using cold patch asphalt.

GENERAL NOTES: 1. The ground surface elevation is not available.

3.1.4 EVALUATION OF EXISTING CONDITIONS

343

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

BORING LOG

DRAFT

B-7

PAGE 1 OF 1

CLIENT: Kaestle Boos Associates, Inc.

PROJECT NAME: Proposed Nashoba Valley Regional High School

LGCI PROJECT NUMBER: 2212

PROJECT LOCATION: Bolton, MA

DATE STARTED: 4/25/22

DATE COMPLETED: 4/25/22

DRILLING SUBCONTRACTOR: Northern Drill Service, Inc.

BORING LOCATION: Near northern portion of proposed building

DRILLING FOREMAN: Jon Beirholm

COORDINATES: NA SURFACE El.:

DRILLING METHOD: Drive and wash with 4-inch casing TOTAL DEPTH: 21 ft.

(see note 1)

DRILL RIG TYPE/MODEL: Mobile B-48 ATV Rig HAMMER TYPE: Automatic

GROUNDWATER LEVELS:

HAMMER WEIGHT: 140 lb.

HAMMER DROP: 30 in.

SPLIT SPOON DIA.: 1.375 in. I.D., 2 in. O.D.

AT END OF DRILLING: 5.0 ft.

CORE BARREL SIZE: NA

OTHER: -

LOGGED BY: HO

El. (ft.)

Sample Number

Remark

DURING DRILLING: 14.0 ft. Based on sample moisture

Sample Interval (ft.)

Depth (ft.)

WEATHER: 50's / Sunny

Blow Counts (N Value)

Pen./Rec. (in.)

1-1-3-7 (4)

24/18

5-6-6-11 (12)

24/20

Strata

Topsoil

1.1

Fill 4.0

4 5

Depth El.(ft.)

5-4-3-4 (7)

24/24

6-4-8-8 (12)

24/16

11-17-18-15 (35)

CHECKED BY: TG Material Description

S1 - Top 13": Topsoil Bot. 5": Silty SAND (SM), fine to medium, trace coarse, 15-20% fines, ~5% fine subrounded gravel, brown, moist S2 - Silty SAND (SM), fine to medium, 15-20% fines, brown, moist

S3 - Silty SAND (SM), mostly fine, 15-20% fines, brown, moist

S4 - Silty SAND (SM), mostly fine, trace medium to coarse, 15-20% fines, 0-5% fine angular gravel, brown, moist

8 9 10

S5 - Similar to S4, 20-25% fines, 5-10% fine angular gravel 24/17

11 Sand 14 15

21-20-18-23 (38)

24/6

9-22-27-39 (49)

24/8

S6 - Well Graded GRAVEL with Silt and Sand (GW-GM), fine to coarse, angular, 5-10% fines, 15-20% fine to coarse sand, gray to brown, wet

19 20

S7 - Silty SAND with Gravel (SM), fine to medium, trace coarse, 15-20% fines, 15-20% fine angular gravel, gray to brown, wet 21.0

GENERAL NOTES: 1. The ground surface elevation is not available.

344

3.1.4 EVALUATION OF EXISTING CONDITIONS

Bottom of borehole at 21.0 feet. Borehole backfilled with drill cuttings and 3 bags of gravel.

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

#200

#140

#100

#60

#40

#30

#20

#10

3/8 in.

½ in.

¾ in.

1 in.

1½ in.

2 in.

100

3 in.

6 in.

Particle Size Distribution Report LGCI Structural Fill

90 80

PERCENT FINER

70 60 50 40 30 20 10 0

100

0.0

Coarse

2.2

2.1

TEST RESULTS Opening Size

3" 1.5" 0.75" 0.5" #4 #8 #20 #40 #60 #200

Percent

Spec.*

Pass?

Finer

(Percent)

(X=Fail)

100.0 100.0 100.0 100.0 97.8 96.0 83.6 51.4 33.7 4.9

100.0 80.0 - 100.0

% Sand Medium

15.0 - 60.0

Fine

44.3

Silt

46.5

% Fines

4.9

0.001

Clay

Material Description ASTM (D 2488) Classification: Poorly Graded SAND (SP), fine to medium, 0-5% fines, 0-5% fine subrounded gravel, light brown PL=

50.0 - 100.0 30.0 - 85.0

5.0 - 35.0 0.0 - 10.0

0.01

GRAIN SIZE - mm.

% Gravel Coarse Fine

% +3"

0.1

Atterberg Limits (ASTM D 4318) LL=

USCS (D 2487)=

D90= 1.0671 D50= 0.4111 D10= 0.0945

PI=

Classification

AASHTO (M 145)=

Coefficients

D85= 0.8858 D30= 0.2182 Cu= 5.41

Natural sand sample. Date Received: 4/22/22

D60= 0.5108 D15= 0.1179 Cc= 0.99

Remarks

Date Tested: 4/27/22

Tested By: NP Checked By: RF * LGCI Structural Fill Location: Boring B-2 Sample Number: S2

Depth: 2.0'-4.0'

Date Sampled: 4/22/22 Client: Kaestle Boos Associates, Inc. Project: Proposed Nashoba Valley Regional High School, Bolton, MA Project No: 2212

Figure

3.1.4 EVALUATION OF EXISTING CONDITIONS

345

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

#200

#140

#100

#60

#40

#30

#20

#10

3/8 in.

½ in.

¾ in.

1 in.

1½ in.

2 in.

100

3 in.

6 in.

Particle Size Distribution Report LGCI Structural Fill

90 80

PERCENT FINER

70 60 50 40 30 20 10 0

100

0.0

Coarse

13.7

9.3

TEST RESULTS Opening Size

3" 1.5" 0.75" 0.5" #4 #8 #20 #40 #60 #200

Percent

Spec.*

Pass?

Finer

(Percent)

(X=Fail)

100.0 100.0 100.0 97.8 86.3 78.7 67.5 56.7 46.0 25.5

100.0 80.0 - 100.0

0.01

GRAIN SIZE - mm.

% Gravel Coarse Fine

% +3"

0.1

% Sand Medium

20.3

Fine

31.2

15.0 - 60.0

5.0 - 35.0 0.0 - 10.0

X X

% Fines

25.5

Clay

Material Description ASTM (D 2488) Classification: Silty SAND (SM), mostly fine to medium, 25-30% fines, 10-15% fine subrounded gravel, light brown Atterberg Limits (ASTM D 4318)

PL=

50.0 - 100.0 30.0 - 85.0

Silt

0.001

LL=

Classification

USCS (D 2487)= D90= 6.3372 D50= 0.3042 D10=

PI=

AASHTO (M 145)=

Coefficients

D85= 4.2502 D30= 0.0997 Cu =

Fill sample. Date Received: 4/22/22

D60= 0.5112 D15= Cc=

Remarks

Date Tested: 4/27/22

Tested By: NP Checked By: RF * LGCI Structural Fill Location: Boring B-3 Sample Number: S2

Depth: 2.0'-4.0'

Date Sampled: 4/22/22 Client: Kaestle Boos Associates, Inc. Project: Proposed Nashoba Valley Regional High School, Bolton, MA Project No: 2212

346

3.1.4 EVALUATION OF EXISTING CONDITIONS

Figure

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

#200

#140

#100

#60

#40

#30

#20

#10

3/8 in.

½ in.

¾ in.

1 in.

1½ in.

2 in.

100

3 in.

6 in.

Particle Size Distribution Report LGCI Structural Fill

90 80

PERCENT FINER

70 60 50 40 30 20 10 0

100

0.0

14.9

Coarse

22.0

7.5

TEST RESULTS Opening Size

3" 1.5" 0.75" 0.5" #4 #8 #20 #40 #60 #200

Percent

Spec.*

Pass?

Finer

(Percent)

(X=Fail)

100.0 100.0 85.1 76.5 63.1 56.8 50.0 43.7 37.1 17.7

100.0 80.0 - 100.0

% Sand Medium

Fine

11.9

X X

% Fines

17.7

0.001

Clay

Material Description ASTM (D 2488) Classification: Silty SAND with Gravel (SM), fine to coarse, 15-20% fines, 35-40% fine to coarse angular gravel, brown Atterberg Limits (ASTM D 4318) LL=

D90= 23.2431 D50= 0.8468 D10=

PI=

Classification

USCS (D 2487)=

15.0 - 60.0

Silt

26.0

PL=

50.0 - 100.0 30.0 - 85.0

5.0 - 35.0 0.0 - 10.0

0.01

GRAIN SIZE - mm.

% Gravel Coarse Fine

% +3"

0.1

AASHTO (M 145)=

Coefficients

D85= 18.9912 D30= 0.1559 Cu =

Fill sample. Date Received: 4/25/22

D60= 3.4734 D15= Cc=

Remarks

Date Tested: 4/27/22

Tested By: NP Checked By: RF * LGCI Structural Fill Location: Boring B-4-OW Sample Number: S2 Bot. 12"

Date Sampled: 4/25/22 Depth: 2.0'-4.0' Client: Kaestle Boos Associates, Inc. Project: Proposed Nashoba Valley Regional High School, Bolton, MA Project No: 2212

Figure

3.1.4 EVALUATION OF EXISTING CONDITIONS

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#200

#140

#100

#60

#40

#30

#20

#10

3/8 in.

½ in.

¾ in.

1 in.

1½ in.

2 in.

100

3 in.

6 in.

Particle Size Distribution Report LGCI Structural Fill

90 80

PERCENT FINER

70 60 50 40 30 20 10 0

100

0.0

Coarse

23.2

10.5

TEST RESULTS Opening Size

3" 1.5" 0.75" 0.5" #4 #8 #20 #40 #60 #200

Percent

Spec.*

Pass?

Finer

(Percent)

(X=Fail)

100.0 100.0 100.0 88.4 76.8 68.3 56.8 47.2 37.8 18.8

100.0 80.0 - 100.0

% Sand Medium

19.1

Fine

D90= 13.4139 D50= 0.5067 D10=

X X

% Fines

18.8

0.001

Clay

Material Description ASTM (D 2488) Classification: Silty SAND with Gravel (SM), fine to coarse, 15-20% fines, 20-25% fine subangular gravel, brown Atterberg Limits (ASTM D 4318) LL=

PI=

Classification

USCS (D 2487)=

15.0 - 60.0

Silt

28.4

PL=

50.0 - 100.0 30.0 - 85.0

5.0 - 35.0 0.0 - 10.0

0.01

GRAIN SIZE - mm.

% Gravel Coarse Fine

% +3"

0.1

AASHTO (M 145)=

Coefficients

D85= 10.9809 D30= 0.1571 Cu =

Fill sample. Date Received: 4/25/22

D60= 1.1276 D15= Cc=

Remarks

Date Tested: 4/27/22

Tested By: NP Checked By: RF * LGCI Structural Fill Location: Boring B-5 Sample Number: S1 Bot. 7"

Date Sampled: 4/25/22 Depth: 0.0'-2.0' Client: Kaestle Boos Associates, Inc. Project: Proposed Nashoba Valley Regional High School, Bolton, MA Project No: 2212

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Figure

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PHASE I ESA REPORT SUMMARY Kaestle Boos Associates, Inc. retained the services of FS Engineers Inc. to conduct an ASTM Phase I Environmental Site Assessment (ESA) Report. The results of the of report are included Appendix D of the report.

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Hazardous Materials Evaluations of Existing Conditions

HAZARDOUS MATERIALS ASSESSMENT

Kaestle Boos Associates, Inc. retained the services of Universal Environmental Consultants to conduct a Limited Hazardous Building Materials Inspection Report. The results of the of report are included herein.

FINAL REPORT FOR HAZARDOUS MATERIALS IDENTIFICATION STUDY AT THE NASHOBA REGIONAL HIGH SCHOOL BOLTON, MASSACHUSETTS

PROJECT NO: 222 055.00

Survey Dates: March 28-31, 2022

CONDUCTED BY: UNIVERSAL ENVIRONMENTAL CONSULTANTS 12 Brewster Road Framingham, MA 01702 3.1.4 EVALUATION OF EXISTING CONDITIONS

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April 6, 2022

Mr. Joseph R. Milani Kaestle Boos Associates, Inc. 16 Chestnut Street, Suite 301 Foxborough, MA 02035 Reference:

Report for Hazardous Materials Identification Study Nashoba Regional High School, Bolton, MA

Dear Mr. Milani: Thank you for the opportunity for Universal Environmental Consultants (UEC) to provide professional services. Enclosed please find the report for the hazardous materials identification study at the Nashoba Regional High School, Bolton, MA. Please do not hesitate to call should you have any questions. Very truly yours, Universal Environmental Consultants

______________________________ Ammar M. Dieb President UEC:\222 055.00\Report.DOC

Enclosure

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INTRODUCTION: Universal Environmental Consultants (UEC) has been providing comprehensive asbestos services since 2001 and has completed projects throughout New England. We have completed projects for a variety of clients including commercial, industrial, municipal, and public and private schools. We maintain appropriate asbestos licenses and staff with a minimum of thirty-two years of experience. UEC was contracted by Kaestle Boos Associates, Inc. to conduct the following services at Nashoba Regional High School, Bolton, Massachusetts:         

Asbestos Containing Materials (ACM) determination inspection and sampling. Polychlorinated Biphenyls (PCB’s)-Electrical Equipment and Light Fixtures inspection. PCB’s in Caulking inspection. Lead Based Paint (LBP) inspection. Mercury in Rubber Flooring inspection and sampling. Airborne Mold inspection and sampling. Radon sampling. Oil Tanks inspection. Other hazardous materials inspection.

The scope of work included the inspection of accessible ACM, collection of bulk samples from materials suspected to contain asbestos, determination, and quantities of types of ACM found and cost estimates for remediation. A comprehensive survey per the Environmental Protection Agency (EPA) NESHAP regulation would be required to be performed prior to any renovation or demolition activities. Bulk samples analyses for asbestos were performed using the standard Polarized Light Microscopy (PLM) Method in accordance with EPA standard. Bulk samples were collected by a Massachusetts licensed asbestos inspector Mr. Jason Becotte (AI-034963) and analyzed by a Massachusetts licensed laboratory Asbestos Identification Laboratory, Woburn, MA. Airborne mold samples were analyzed by an EPA approved laboratory EMSL, Woburn, MA. Radon samples were analyzed by an EPA licensed laboratory AccuStar, Ward Hill, MA. Samples results are attached. FINDINGS: Asbestos Containing Materials (ACM): The regulations for asbestos inspection are based on representative sampling. It would be impractical and costly to sample all materials in all areas. Therefore, representative samples of each homogenous area were collected and analyzed or assumed. All suspect materials were grouped into homogenous areas. By definition, a homogenous area is one in which the materials are evenly mixed and similar in appearance and texture throughout. A homogeneous area shall be determined to be ACM based on findings that the results of at least one sample collected from that area shows that asbestos is present in an amount of 1 percent or greater in accordance with EPA regulations. Per the Department of Environmental Protection (DEP) any amount of asbestos found must be disposed as asbestos. Hidden ACM may be found during the renovation and demolition activities. Number of Samples Collected: One hundred-sixteen (116) bulk samples were collected from materials suspected of containing asbestos, including:

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Type and Location of Suspect Material 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51.

Spray-on fireproofing Spray-on fireproofing Spray-on fireproofing Spray-on fireproofing Spray-on fireproofing Spray-on fireproofing Spray-on fireproofing Hard wall plaster Hard wall plaster Hard wall plaster Hard wall plaster Hard wall plaster 2’ x 4’ Suspended acoustical ceiling tile type I 2’ x 4’ Suspended acoustical ceiling tile type I 2’ x 4’ Suspended acoustical ceiling tile type I 2’ x 4’ Suspended acoustical ceiling tile type I 2’ x 4’ Suspended acoustical ceiling tile type II 2’ x 4’ Suspended acoustical ceiling tile type II Pressed wood roof deck Pressed wood roof deck 1’ x 1’ Acoustical wall tile 1’ x 1’ Acoustical wall tile Glue daub for 1’ x 1’ acoustical wall tile Glue daub for 1’ x 1’ acoustical wall tile 1’ x 1’ Acoustical ceiling tile 1’ x 1’ Acoustical ceiling tile Glue daub for 1’ x 1’ acoustical ceiling tile Glue daub for 1’ x 1’ acoustical ceiling tile Ceiling acoustic panel glue Ceiling acoustic panel glue Round edge lab table type I Round edge lab table type I Round edge lab table type II Round edge lab table type II Grey sink coating Grey sink coating White sink coating White sink coating Grey duct sealant Grey duct sealant Black adhesive on fiberglass insulated pipe Black adhesive on fiberglass insulated pipe Joint compound Joint compound Joint compound Joint compound Joint compound Joint compound Interior vertical caulking Interior vertical caulking Interior glass glazing caulking within wood door

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Hazardous Materials Evaluations of Existing Conditions

52. Interior glass glazing caulking within wood door 53. Interior wood window glass glazing caulking 54. Interior wood window glass glazing caulking 55. Interior steel window glass glazing caulking 56. Interior steel window glass glazing caulking 57. Interior door framing caulking 58. Interior door framing caulking 59. Grey floor leveler 60. Grey floor leveler 61. Black mastic on wood 9” x 9” tile 62. Black mastic on wood 9” x 9” tile 63. Grey 9” x 9” vinyl floor tile 64. Grey 9” x 9” vinyl floor tile 65. Mastic for grey 9” x 9” vinyl floor tile 66. Mastic for grey 9” x 9” vinyl floor tile 67. Light grey 12” x 12” vinyl floor tile 68. Light grey 12” x 12” vinyl floor tile 69. Light grey 12” x 12” vinyl floor tile 70. Yellow glue for light grey 12” x 12” vinyl floor tile 71. Yellow glue for light grey 12” x 12” vinyl floor tile 72. Yellow glue for light grey 12” x 12” vinyl floor tile 73. Blue 12” x 12” vinyl floor tile 74. Blue 12” x 12” vinyl floor tile 75. Blue 12” x 12” vinyl floor tile 76. Yellow glue for blue 12” x 12” vinyl floor tile 77. Yellow glue for blue 12” x 12” vinyl floor tile 78. Yellow glue for blue 12” x 12” vinyl floor tile 79. Black 12” x 12” vinyl floor tile 80. Black 12” x 12” vinyl floor tile 81. Yellow glue for black 12” x 12” vinyl floor tile 82. Yellow glue for black 12” x 12” vinyl floor tile 83. Exterior window framing caulking at original building 84. Exterior window framing caulking at original building 85. Exterior window framing caulking at original building 86. Exterior window framing caulking at original building 87. Exterior window glazing caulking at original building 88. Exterior window glazing caulking at original building 89. Exterior window glazing caulking at original building 90. Exterior window glazing caulking at original building 91. Exterior door framing caulking at original building 92. Exterior door framing caulking at original building 93. Exterior window framing caulking at addition 94. Exterior window framing caulking at addition 95. Exterior window framing caulking at addition 96. Exterior window framing caulking at addition 97. Exterior window glazing caulking at addition 98. Exterior window glazing caulking at addition 99. Exterior window glazing caulking at addition 100. Exterior window glazing caulking at addition 101. Exterior door framing caulking at addition 102. Exterior door framing caulking at addition 103. Exterior expansion joint caulking at addition 104. Exterior expansion joint caulking at addition Universal Environmental Consultants

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105. Exterior door framing caulking at auditorium 106. Exterior door framing caulking at auditorium 107. Exterior expansion joint caulking at auditorium 108. Exterior expansion joint caulking at auditorium 109. Exterior window framing caulking at upper gymnasium 110. Exterior window framing caulking at upper gymnasium 111. Exterior window glazing caulking at upper gymnasium 112. Exterior window glazing caulking at upper gymnasium 113. Exterior door framing caulking at upper gymnasium 114. Exterior door framing caulking at upper gymnasium 115. Exterior metal panel caulking at upper gymnasium 116. Exterior metal panel caulking at upper gymnasium Sample Results: Type and Location of Suspect Material 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37.

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Sample Result

3.1.4 EVALUATION OF EXISTING CONDITIONS

No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected 10% Asbestos 10% Asbestos No Asbestos Detected No Asbestos Detected No Asbestos Detected

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Nashoba Regional High School Bolton, Massachusetts 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90.

Hazardous Materials Evaluations of Existing Conditions

White sink coating Grey duct sealant Grey duct sealant Black adhesive on fiberglass insulated pipe Black adhesive on fiberglass insulated pipe Joint compound Joint compound Joint compound Joint compound Joint compound Joint compound Interior vertical caulking Interior vertical caulking Interior glass glazing caulking within wood door Interior glass glazing caulking within wood door Interior wood window glass glazing caulking Interior wood window glass glazing caulking Interior steel window glass glazing caulking Interior steel window glass glazing caulking Interior door framing caulking Interior door framing caulking Grey floor leveler Grey floor leveler Black mastic on wood 9” x 9” tile Black mastic on wood 9” x 9” tile Grey 9” x 9” vinyl floor tile Grey 9” x 9” vinyl floor tile Mastic for grey 9” x 9” vinyl floor tile Mastic for grey 9” x 9” vinyl floor tile Light grey 12” x 12” vinyl floor tile Light grey 12” x 12” vinyl floor tile Light grey 12” x 12” vinyl floor tile Yellow glue for light grey 12” x 12” vinyl floor tile Yellow glue for light grey 12” x 12” vinyl floor tile Yellow glue for light grey 12” x 12” vinyl floor tile Blue 12” x 12” vinyl floor tile Blue 12” x 12” vinyl floor tile Blue 12” x 12” vinyl floor tile Yellow glue for blue 12” x 12” vinyl floor tile Yellow glue for blue 12” x 12” vinyl floor tile Yellow glue for blue 12” x 12” vinyl floor tile Black 12” x 12” vinyl floor tile Black 12” x 12” vinyl floor tile Yellow glue for black 12” x 12” vinyl floor tile Yellow glue for black 12” x 12” vinyl floor tile Exterior window framing caulking at original building Exterior window framing caulking at original building Exterior window framing caulking at original building Exterior window framing caulking at original building Exterior window glazing caulking at original building Exterior window glazing caulking at original building Exterior window glazing caulking at original building Exterior window glazing caulking at original building

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No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected 2% Asbestos No Asbestos Detected No Asbestos Detected 3% Asbestos 3% Asbestos 3% Asbestos 2% Asbestos 2% Asbestos 2% Asbestos 2% Asbestos 2% Asbestos 3% Asbestos 3% Asbestos No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected 2% Asbestos 2% Asbestos No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected 3% Asbestos 3% Asbestos No Asbestos Detected No Asbestos Detected No Asbestos Detected 2% Asbestos No Asbestos Detected 2% Asbestos April 6, 2022

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91. Exterior door framing caulking at original building 92. Exterior door framing caulking at original building 93. Exterior window framing caulking at addition 94. Exterior window framing caulking at addition 95. Exterior window framing caulking at addition 96. Exterior window framing caulking at addition 97. Exterior window glazing caulking at addition 98. Exterior window glazing caulking at addition 99. Exterior window glazing caulking at addition 100. Exterior window glazing caulking at addition 101. Exterior door framing caulking at addition 102. Exterior door framing caulking at addition 103. Exterior expansion joint caulking at addition 104. Exterior expansion joint caulking at addition 105. Exterior door framing caulking at auditorium 106. Exterior door framing caulking at auditorium 107. Exterior expansion joint caulking at auditorium 108. Exterior expansion joint caulking at auditorium 109. Exterior window framing caulking at upper gymnasium 110. Exterior window framing caulking at upper gymnasium 111. Exterior window glazing caulking at upper gymnasium 112. Exterior window glazing caulking at upper gymnasium 113. Exterior door framing caulking at upper gymnasium 114. Exterior door framing caulking at upper gymnasium 115. Exterior metal panel caulking at upper gymnasium 116. Exterior metal panel caulking at upper gymnasium

3% Asbestos 3% Asbestos No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected 3% Asbestos 3% Asbestos No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected No Asbestos Detected

Observations and Conclusions: The condition of ACM is very important. ACM in good condition does not present a health issue unless it is disturbed. Therefore, it is not necessary to remediate ACM in good condition unless it will be disturbed through renovation, demolition, or other activity. Refer to the AHERA Management Plan for condition of ACM. This report was not intended to provide condition of the ACM in the school. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Round edge lab table type II was found to contain asbestos. Joint compound was found to contain asbestos. Interior vertical caulking was found to contain asbestos. Interior glass glazing caulking within wood door was found to contain asbestos. Interior wood window glass glazing caulking was found to contain asbestos. Interior steal window glass glazing caulking was found to contain asbestos. Interior door framing caulking was found to contain asbestos. Grey 9” x 9” vinyl floor tile was found to contain asbestos. Exterior window framing caulking at original building was found to contain asbestos. Exterior window glazing caulking at original building was found to contain asbestos. Exterior door framing caulking at original building was found to contain asbestos. Exterior window glazing caulking at classroom addition was found to contain asbestos. Roof drain insulation was assumed to contain asbestos. Pipe insulation was previously found to contain asbestos. Chalkboard was previously found to contain asbestos. Glue holding blackboard/chalkboard was assumed to contain asbestos. Hard joint insulation was assumed to contain asbestos and assumed to exist within the sealed tunnels and hidden.

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Hazardous Materials Evaluations of Existing Conditions

18. 19. 20. 21.

Paper/mastic under hardwood flooring was assumed to contain asbestos. Original roofing material was assumed to contain asbestos. Transite panels in window assemblies were assumed to contain asbestos. Damproofing on exterior walls at the original building and addition was assumed to contain asbestos. The demolition contractor will have to segregate the ACM from non-ACM building surfaces for proper disposal in an EPA approved landfill that does not recycle. A non-traditional abatement plan would have to be prepared and submitted to the DEP for approval 22. Exterior building flashing on top of foundation walls at the original building and addition was assumed to contain asbestos. The demolition contractor will have to segregate the ACM from non-ACM building surfaces for proper disposal in an EPA approved landfill that does not recycle. A non-traditional abatement plan would have to be prepared and submitted to the DEP for approval 23. Underground sewer pipes were assumed to contain asbestos. 24. All other suspect materials were found not to contain asbestos. Hidden ACM may be found during renovation and demolition activities.

Polychlorinated Biphenyls (PCB’s)-Electrical Equipment and Light Fixtures: Observations and Conclusions Visual inspection of various equipments such as light fixtures, thermostats, exit signs and switches was performed for the presence of PCB’s and mercury. Ballasts in light fixtures were assumed not to contain PCB’s since there were labels indicating that “No PCB’s” was found. Tubes in light fixtures, thermostats, signs, and switches were assumed to contain mercury. It would be very costly to test those equipments and dismantling would be required to access. Therefore, the above mentioned equipments should be disposed in an EPA approved landfill as part of the demolition project. PCB’s in Caulking Material: PCB’s are manmade chemicals that were widely produced and distributed across the country from the 1950s to 1977 until the production of PCB’s was banned by the US Environmental Protection Agency (EPA) law which became effective in 1978. PCB’s are a class of chemicals made up of more than 200 different compounds. PCB’s are nonflammable, stable, and good insulators so they were widely used in a variety of products including electrical transformers and capacitors, cable and wire coverings, sealants and caulking, and household products such as television sets and fluorescent light fixtures. Because of their chemical properties, PCB’s are not very soluble in water, and they do not break down easily in the environment. PCB’s also do not readily evaporate into air but tend to remain as solids or thick liquids. Even though PCB’s have not been produced or used in the country for more than 30 years, they are still present in the environment in the air, soil, and water and in our food. EPA requires that all construction waste including caulking be disposed as PCB’s if PCB’s level exceed 50 mg/kg (ppm). An abatement plan might also be required. Observations and Conclusions Original caulking and various building materials were assumed to contain PCB’s. Lead Based Paint (LBP): Observations and Conclusions A school is not considered a regulated facility. All LBP activities performed, including waste disposal, should be in accordance with applicable Federal, State, or local laws, ordinances, codes, or regulations governing evaluation and hazard reduction. In the event of discrepancies, the most protective requirements prevail. These requirements can be found in OSHA 29 CFR 1926-Construction Industry Standards, 29 CFR 1926.62-Construction Industry Lead Standards, 29 CFR 1910.1200-Hazards Communication, 40 CFR 261-EPA Regulations. According to OSHA, any amount of LBP triggers compliance. Mercury in Rubber Flooring: Observations and Conclusions: No rubber flooring exist.

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Airborne Mold: Airborne mold testing was performed utilizing Zefon International Incorporated’s Air-O-Cell® sampling device following all manufacturer supplied recommended sampling procedures. Air-O-Cell® is a direct read total particulate air sampling device. It works using the inertial impaction principle similar to other spore trap devices. It is designed for the rapid collection and analysis of airborne particulate including bioaerosols. The particulate includes fibers (e.g., asbestos, fiberglass, cellulose, clothing fibers) opaque particles (e.g., fly ash, combustion particles, copy toner, oil droplets, paint), and bioaerosols (e.g., mold spores, pollen, insect parts, skin cell fragments).1 The method involves drawing a known quantity of air through a sterile sampling cassette. Subsequent to sampling, the cassette is sealed and transferred to a microbiology laboratory under chain of custody protocol for microscopic analysis. This method counts both viable and nonviable mold spores. AIRBORNE MOLD and PARTICULATE

Lab ID #

Location

Total Mold Counts/M3

132202045-0001

Guidance

132202045-0002

Room 403B

132202045-0003

Lower Gymnasium

132202045-0004

Room 411 Band

132202045-0005

Upper Gymnasium

132202045-0006

Wood Shop

132202045-0007

Auditorium

132202045-0008

Main Office

140

132202045-0009

Room 216

132202045-0010

Room 221

100

132202045-0011

Room 202

130

132202045-0012

Room 254

132202045-0013

Room 263

132202045-0014

Media Center

132202045-0015

Room 169

132202045-0016

Room 162

100

132202045-0017

Room 103

132202045-0018

Room 113

132202045-0019

Room 158B

Present

132202045-0020

Outside

Insect Fragment

Hyphal Fragments

Zefon International Inc. <www.zefon.com>

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Hazardous Materials Evaluations of Existing Conditions AIRBORNE MOLD and PARTICULATE (Subjective Scales)

Lab ID #

Location

Skin Fragment Density (SFD)

Fibrous Particulates (FP)

Total Background Particulate (TBP)

132202045-0001

Guidance

132202045-0002

Room 403B

132202045-0003

Lower Gymnasium

132202045-0004

Room 411 Band

132202045-0005

Upper Gymnasium

132202045-0006

Wood Shop

132202045-0007

Auditorium

132202045-0008

Main Office

132202045-0009

Room 216

132202045-0010

Room 221

132202045-0011

Room 202

132202045-0012

Room 254

132202045-0013

Room 263

132202045-0014

Media Center

132202045-0015

Room 169

132202045-0016

Room 162

132202045-0017

Room 103

132202045-0018

Room 113

132202045-0019

Room 158B

132202045-0020

Outside

Legend: ND - Not Detected

Observations and Conclusions: There are currently no guidelines or standards promulgated by a government agency or widely recognized scientific organizations for the interpretation of airborne mold spore levels. The most commonly employed tool used to assess if mold growth is occurring and there is amplification in a structure is to evaluate the indoor levels and species as well as to compare levels and species of mold outdoors to indoors. Typically, if there were more molds indoors, and/or if species were present indoors which were not present outdoors, then growth and amplification is likely occurring and further evaluation and perhaps remediation is recommended. Based on comparisons with historical data from projects of similar type, building utilization, geographic location and season, the indoor airborne levels are considered very low. Indoor mold spore counts in the winter are typically in the 500-2,500-spores/cubic meter range.

Universal Environmental Consultants

Page 10 of 13

April 6, 2022

3.1.4 EVALUATION OF EXISTING CONDITIONS

361

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Nashoba Regional High School Bolton, Massachusetts

Hazardous Materials Evaluations of Existing Conditions

Breathing zone indoor and also outdoor samples indicated the presence of large quantities of several common types of mold which are not considered to be hazardous. Pollen, insect fragments and Hyphal fragments were either not present or low in the samples. Hyphal fragment is a non-reproductive part of the mold. Total background particulate on all samples was assessed as “1-5” on a scale of 1-5 where 1 is low and 5 is high. Skin fragment density on all samples was assessed as “1” on a scale of 1-4 where 1 is low and 4 is high. The total background levels are measured to determine airborne dust not related to airborne mold. Skin fragments are measured to determine proper housing cleaning. No visible mold growth was found during the survey. Radon: Number of Samples Collected Twenty (20) air samples were collected at the following locations: Sample Number and Location 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Upper Gymnasium Auditorium Band Room 411 Lower Gymnasium Room 328 Wood Shop Room 403B Room 404 Guidance Main Office Room 303 Room 102 Custodial Room Room 107 Room 113 Storage Room Room 158A Room 163 Room 151 Room 169 Room 172 Room 155

Sample Number and Location 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Upper Gymnasium Auditorium Band Room 411 Lower Gymnasium Room 328 Wood Shop Room 403B Room 404 Guidance Main Office Room 303 Room 102 Custodial Room Room 107 Room 113

Universal Environmental Consultants

362

Sample Result

3.1.4 EVALUATION OF EXISTING CONDITIONS

0.5 pCi\L 2.3 pCi\L 1.3 pCi\L 0.7 pCi\L 0.5 pCi\L 0.7 pCi\L <0.4 pCi\L 0.4 pCi\L 0.4 pCi\L <0.4 pCi\L 0.6 pCi\L 0.8 pCi\L <0.4 pCi\L

Page 11 of 13

April 6, 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Nashoba Regional High School Bolton, Massachusetts 14. 15. 16. 17. 18. 19. 20.

NASHOBA REGIONAL HIGH SCHOOL

Hazardous Materials Evaluations of Existing Conditions

Storage Room Room 158A Room 163 Room 151 Room 169 Room 172 Room 155

0.7 pCi\L 0.4 pCi\L 0.7 pCi\L <0.4 pCi\L 1.0 pCi\L 0.8 pCi\L 0.7 pCi\L

Observations and Conclusions: The measured radon concentrations of the samples were found to be lower than the EPA guideline of 4 picoCuris of radon per liter of air (pCi/L). No further action is required. Oil Tanks: Observations and Conclusions: One underground oil storage tank was assumed to exist. One aboveground oil tank was observed inside the original building. COST ESTIMATES: The cost includes removal and disposal of all accessible ACM, other hazardous material, and an allowance for removal of inaccessible or hidden ACM that may be found during renovation or demolition project Location

Material

Various Locations

Joint Compound Interior Vertical Caulking Interior Windows Interior Doors Chalkboards/Tackboards Lab Tables Floor Tile Hard Joint Insulation Pipe Insulation Hidden Hard Joint Insulation Miscellaneous Hazardous Materials Hidden ACM

30,000 SF 300 LF 130 Total 105 Total 61 Total 85 Total 3 SF 150 Total 250 LF Unknown Unknown Unknown

120,000.00 3,000.00 32,500.00 21,000.00 24,400.00 49,900.00 300.00 7,500.00 12,500.00 75,000.00 125,000.00 50,000.00

Tunnels

Hard Joint Insulation

Unknown

90,000.00

Lower Gymnasium

Hardwood Flooring, Paper, and Mastic

6,500 SF

65,000.00

Upper Gymnasium

Hardwood Flooring, Paper, and Mastic

11,000 SF

110,000.00

Stage

Hardwood Flooring, Paper, and Mastic

1,700 SF

17,000.00

Original Building

Aboveground Oil Tank

1 Total

25,000.00

Original Building Exterior

Windows Doors Caulking Roofing Material Damproofing, Flashing1

270 Total 25 Total 1,000 LF 60,000 SF 2,500 Tons

108,000.00 5,000.00 12,000.00 180,000.00 500,000.00

Classroom Addition Exterior

Windows

117 Total

46,800.00

Universal Environmental Consultants

Approximate Quantity Cost Estimate ($)

Page 12 of 13

April 6, 2022

3.1.4 EVALUATION OF EXISTING CONDITIONS

363

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Nashoba Regional High School Bolton, Massachusetts Location

Hazardous Materials Evaluations of Existing Conditions Material

Approximate Quantity Cost Estimate ($)

Transite Panels Roofing Material Damproofing, Flashing 1

131 Total 25,000 SF 2,200 Tons

26,200.00 75,000.00 440,000.00

Upper Gymnasium Exterior

Roofing Material Damproofing, Flashing 1

11,000 SF 1,000 Tons

33,000.00 200,000.00

Auditorium Exterior

Roofing Material Damproofing, Flashing 1

10,000 SF 1,200 Tons

30,000.00 240,000.00

Site

Transite Sewer Pipe Oil Tank

1,000 LF 1 Total

90,000.00 50,000.00 250,000.00 75,000.00 25,000.00 235,900.00

PCB’s Remediation 2 Estimated costs for PCB’s Testing and Abatement Plans Services 2 Estimated costs for NESHAP Inspection and Testing Services Estimated costs for Design, Construction Monitoring and Air Sampling Services TOTAL:

Part of total demolition. 2: Should results exceed EPA limit.

$ 3,450,000.00

DESCRIPTION OF SURVEY METHODS AND LABORATORY ANALYSES: Asbestos: Asbestos samples were collected using a method that prevents fiber release. Homogeneous sample areas were determined by criteria outlined in EPA document 560/5-85-030a. Bulk material samples were analyzed using PLM with EPA/600/R-93/116 method. Airborne Mold: The samples were analyzed by an EPA approved laboratory EMSL, Woburn, MA. Radon: Radon samples were analyzed by an EPA licensed laboratory AccuStar, Ward Hill, MA.

Inspected By:

_________________________________ Jason Becotte Asbestos Inspector

Universal Environmental Consultants

364

Page 13 of 13

3.1.4 EVALUATION OF EXISTING CONDITIONS

April 6, 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Nashoba Regional High School Bolton, Massachusetts

NASHOBA REGIONAL HIGH SCHOOL

Hazardous Materials Evaluations of Existing Conditions

LIMITATIONS AND CONDITIONS: This report has been completed based on visual and physical observations made and information available at the time of the site visits, as well as an interview with the Owner’s representatives. This report is intended to be used as a summary of available information on existing conditions with conclusions based on a reasonable and knowledgeable review of evidence found in accordance with normally accepted industry standards, state, and federal protocols, and within the scope and budget established by the client. Any additional data obtained by further review must be reviewed by UEC and the conclusions presented herein may be modified accordingly. This report and attachments, prepared for the exclusive use of Owner for use in an environmental evaluation of the subject site, are an integral part of the inspections and opinions should not be formulated without reading the report in its entirety. No part of this report may be altered, used, copied, or relied upon without prior written permission from UEC, except that this report may be conveyed in its entirety to parties associated with Owner for this subject study.

Universal Environmental Consultants

Page 14 of 13

April 6, 2022

3.1.4 EVALUATION OF EXISTING CONDITIONS

365

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Asbestos Identification Laboratory. 165 New Boston St., Ste 227 Woburn, MA 01801 781-932-9600

Web: www.asbestosidentificationlab.com Email: mikemanning@asbestosidentificationlab.com

Batch: 77493 Ammar Dieb Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

Project Information

Method: BULK PLM ANALYSIS, EPA/600/R-93/116

Nashoba Regional High Bolton, MA

Dear Ammar Dieb, Asbestos Identification Laboratory has completed the analysis of the samples from your office for the above referenced project. The Analysis Method is BULK PLM ANALYSIS, EPA/600/R-93/116The information and analysis contained in this report have been generated using the EPA /600/R-93/116 Method for the Determination of Asbestos in Bulk Building Materials. Materials or products that contain more than 1% of any kind or combination of asbestos are considered an asbestos containing building material as determined by the EPA. This Polarized Light Microscope (PLM) technique may be performed either by visual estimation or point counting. Point counting provides a determination of the area percentage of asbestos in a sample. If the asbestos is estimated to be less than 10% by visual estimation of friable material, the determination may be repeated using the point counting technique. The results of the point counting supersede visual PLM results. Results in this report only relate to the items tested. This report may not be used by the customer to claim product endorsement by NVLAP or any other U.S. Government Agency. Laboratory results represent the analysis of samples as submitted by the customer. Information regarding sample location, description, area, volume, etc., was provided by the customer. Asbestos Identification Laboratory is not responsible for sample collection activities or analytical method limitations. Unless notified in writing to return samples, Asbestos Identification Laboratory discards customer samples after 30 days. Samples containing subsamples or layers will be analyzed separately when applicable. Reports are kept at Asbestos Identification Laboratory for three years. This report shall not be reproduced, except in full, without the written consent of Asbestos Identification Laboratory. • • • • • •

NVLAP Lab Code: 200919-0 Massachusetts Certification License: AA000208 State of Connecticut, Department of Public Health Approved Environmental Laboratory Registration Number: PH-0142 State of Maine, Department of Environmental Protection Asbestos Analytical Laboratory License Number: LB-0078(Bulk) LA-0087(Air) State of Rhode Island and Providence Plantations. Department of Health Certification: AAL-121 State of Vermont, Department of Health Environmental Health License AL934461

Thank you Ammar Dieb for your business.

Michael Manning Owner/Director

366

3.1.4 EVALUATION OF EXISTING CONDITIONS

MODULE 3A - PRELIMINARY DESIGN PROGRAM Ammar Dieb Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

FieldID 1

LabID

NASHOBA REGIONAL HIGH SCHOOL Method: BULK PLM ANALYSIS, EPA/600/R-93/116

Project Information Nashoba Regional High Bolton, MA

Material

Location

Color

Non-Asbestos %

Asbestos %

Spray-on Fireproofing

Connector Hallway Lower gray

Cellulose Non-Fibrous

30 None Detected 70

Spray-on Fireproofing

Hallway by 158

gray

Cellulose Non-Fibrous

30 None Detected 70

Spray-on Fireproofing

Custodial by 166

gray

Cellulose Non-Fibrous

35 None Detected 65

Spray-on Fireproofing

Connector Hallway Upper

gray

Cellulose Non-Fibrous

40 None Detected 60

Spray-on Fireproofing

Custodial by 256

gray

Cellulose Non-Fibrous

35 None Detected 65

Spray-on Fireproofing

Hallway by 256

gray

Cellulose Non-Fibrous

35 None Detected 65

Spray-on Fireproofing

Hallway by Media Center

gray

Cellulose Non-Fibrous

40 None Detected 60

Hard Wall Plaster

Storage 206-A

gray

Non-Fibrous

100 None Detected

Hard Wall Plaster

Storage 206-A

multi

Non-Fibrous

100 None Detected

Hard Wall Plaster

Room 209

white

Non-Fibrous

100 None Detected

Hard Wall Plaster

Room 215

multi

Non-Fibrous

100 None Detected

Hard Wall Plaster

Room 215

multi

Non-Fibrous

100 None Detected

2x4 SAT Modern

Room 171

gray

Fiberglass Cellulose Non-Fibrous

30 None Detected 60 10

2x4 SAT Modern

Room 251

gray

Fiberglass Cellulose Non-Fibrous

20 None Detected 70 10

2x4 SAT Modern

Room 329

gray

Fiberglass Cellulose Non-Fibrous

20 None Detected 70 10

2x4 SAT Modern

Nurse

gray

Fiberglass Cellulose Non-Fibrous

20 None Detected 70 10

858998

2 858999

3 859000

4 859001

5 859002

6 859003

7 859004

8 859005

9 859006

10 859007

11 859008

12 859009

13 859010

14 859011

15 859012

16 859013

Sampled:

March 31, 2022

Received:

April 01, 2022

Analyzed:

April 04, 2022

Tuesday 05 April 2022 Analyzed by:

Batch:

77493

Page 2 of

3.1.4 EVALUATION OF EXISTING CONDITIONS

367

NASHOBA REGIONAL HIGH SCHOOL Ammar Dieb Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

FieldID 17

LabID

MODULE 3A - PRELIMINARY DESIGN PROGRAM Method: BULK PLM ANALYSIS, EPA/600/R-93/116

Project Information Nashoba Regional High Bolton, MA

Material

Location

Color

Non-Asbestos %

2x4 SAT Horizontal Pattern

Custodial by 166

gray

Fiberglass Cellulose Non-Fibrous

40 None Detected 50 10

2x4 SAT Horizontal Pattern

Custodial by 256

gray

Fiberglass Cellulose Non-Fibrous

40 None Detected 50 10

Pressed Board Roof Deck Room 201

brown

Cellulose Non-Fibrous

95 None Detected 5

Pressed Board Roof Deck Cafeteria

brown

Cellulose Non-Fibrous

95 None Detected 5

1x1 AT Wall Tile

Cafeteria Mechanical Loft

brown

Cellulose Non-Fibrous

90 None Detected 10

1x1 AT Wall Tile

Cafeteria Mechanical Loft

brown

Cellulose Non-Fibrous

95 None Detected 5

Glue Daub

Cafeteria Mechanical Loft

brown

Other Non-Fibrous

5 None Detected 95

Glue Daub

Cafeteria Mechanical Loft

brown

Other Non-Fibrous

5 None Detected 95

1x1 AT Ceiling Tile

Room 102

brown

Cellulose Non-Fibrous

95 None Detected 5

1x1 AT Ceiling Tile

Room 113

brown

Cellulose Non-Fibrous

95 None Detected 5

Glue Daub

on #25

brown

Other Non-Fibrous

5 None Detected 95

Glue Daub

on #26

brown

Other Non-Fibrous

3 None Detected 97

Ceiling Acoustic Panel Glue

Room 103

yellow

Non-Fibrous

100 None Detected

Ceiling Acoustic Panel Glue

Room 105

yellow

Non-Fibrous

100 None Detected

Round Edge Lab Table Type 1

Room 109 Prep

black

Non-Fibrous

100 None Detected

Round Edge Lab Table Type 1

Room 107 Prep

black

Non-Fibrous

100 None Detected

859014

18 859015

Asbestos %

859016

20 859017

21 859018

22 859019

23 859020

24 859021

25 859022

26 859023

27 859024

28 859025

29 859026

30 859027

31 859028

32 859029

Sampled:

March 31, 2022

Received:

April 01, 2022

Analyzed:

April 04, 2022

Tuesday 05 April 2022 Analyzed by:

368

3.1.4 EVALUATION OF EXISTING CONDITIONS

Batch:

77493

Page 3 of

MODULE 3A - PRELIMINARY DESIGN PROGRAM Ammar Dieb Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

FieldID 33

LabID

NASHOBA REGIONAL HIGH SCHOOL Method: BULK PLM ANALYSIS, EPA/600/R-93/116

Project Information Nashoba Regional High Bolton, MA

Material

Location

Color

Non-Asbestos %

Asbestos %

Round Edge Lab Table Type 2

Room 171

gray

Non-Fibrous

Round Edge Lab Table Type 2

Room 172

gray

Non-Fibrous

Gray Sink Coating

Room 329

gray

Non-Fibrous

100 None Detected

Gray Sink Coating

Room 417

gray

Non-Fibrous

100 None Detected

White Sink Coating

Room 216

white

Non-Fibrous

100 None Detected

White Sink Coating

Room 216

white

Non-Fibrous

100 None Detected

Gray Duct Sealant

Kitchen

gray

Non-Fibrous

100 None Detected

Gray Duct Sealant

Audtiorium

gray

Non-Fibrous

100 None Detected

Black Adhesive on FG PI

Boiler Room

white

Non-Fibrous

100 None Detected

white

Non-Fibrous

100 None Detected

90 Detected Chrysotile

859030

90 Detected Chrysotile

859031

35 859032

36 859033

37 859034

38 859035

39 859036

40 859037

41 859038

Black Adhesive on FG PI

42 859039

Joint Compound

Auditorium Mechanical Room

white

Non-Fibrous

100 None Detected

Joint Compound

Main Office

white

Non-Fibrous

100 None Detected

Joint Compound

Room B116

white

Non-Fibrous

100 None Detected

Joint Compound

Storage 413

white

Non-Fibrous

Joint Compound

Room 253

white

Non-Fibrous

100 None Detected

Joint Compound

Room 273

white

Non-Fibrous

100 None Detected

Vertical Caulk Wall

Hallway @ 403B

gray

Non-Fibrous

859040

44 859041

45 859042

98 Detected Chrysotile

859043

47 859044

48 859045

97 Detected Chrysotile

859046 Sampled:

March 31, 2022

Received:

Analyzed:

April 01, 2022

April 04, 2022

Tuesday 05 April 2022 Analyzed by:

Batch:

77493

Page 4 of

3.1.4 EVALUATION OF EXISTING CONDITIONS

369

NASHOBA REGIONAL HIGH SCHOOL Ammar Dieb Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

FieldID 50

LabID

MODULE 3A - PRELIMINARY DESIGN PROGRAM Method: BULK PLM ANALYSIS, EPA/600/R-93/116

Project Information Nashoba Regional High Bolton, MA

Material

Location

Color

Non-Asbestos %

Asbestos %

Vertical Caulk Wall

Hallway @ 403B

gray

Non-Fibrous

Wood Door Glass

Kitchen

gray

Non-Fibrous

Wood Door Glass

Room 111

gray

Non-Fibrous

Wood Interior Win Glaze

Boiler Room

gray

Non-Fibrous

Wood Interior Win Glaze

Room 111

gray

Non-Fibrous

Steel Interior Win Glaze

Room 204

gray

Non-Fibrous

Steel Interior Win Glaze

Room 417

gray

Non-Fibrous

Interior Door Frame Caulk Room 167

black

Non-Fibrous

Interior Door Frame Caulk Room 258

black

Non-Fibrous

Gray Floor Leveler

Media Center

gray

Non-Fibrous

100 None Detected

Gray Floor Leveler

Media Center

gray

Non-Fibrous

100 None Detected

Black Mastic on Wood 9x9 Woodshop 328

black

Non-Fibrous

100 None Detected

Black Mastic on Wood 9x9 Woodshop 328

black

Non-Fibrous

100 None Detected

Gray 9x9 VFT

Room 205 IDF Closet

gray

Non-Fibrous

Gray 9x9 VFT

Room 205 IDF Closet

gray

Non-Fibrous

Black Mastic

Room 205 IDF Closet

black

Non-Fibrous

100 None Detected

Black Mastic

Room 205 IDF Closet

black

Non-Fibrous

100 None Detected

97 Detected Chrysotile

859047

98 Detected Chrysotile

859048

98 Detected Chrysotile

859049

98 Detected Chrysotile

859050

98 Detected Chrysotile

859051

98 Detected Chrysotile

859052

98 Detected Chrysotile

859053

97 Detected Chrysotile

859054

97 Detected Chrysotile

859055

59 859056

60 859057

61 859058

62 859059

98 Detected Chrysotile

859060

98 Detected Chrysotile

859061

65 859062

66 859063 Sampled:

March 31, 2022

Received:

April 01, 2022

Analyzed:

April 04, 2022

Tuesday 05 April 2022 Analyzed by:

370

3.1.4 EVALUATION OF EXISTING CONDITIONS

Batch:

77493

Page 5 of

MODULE 3A - PRELIMINARY DESIGN PROGRAM Ammar Dieb Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

FieldID 67

LabID

NASHOBA REGIONAL HIGH SCHOOL Method: BULK PLM ANALYSIS, EPA/600/R-93/116

Project Information Nashoba Regional High Bolton, MA

Material

Location

Color

Non-Asbestos %

Asbestos %

Light Gray 12x12 VFT

Room 201

gray

Non-Fibrous

100 None Detected

Light Gray 12x12 VFT

Room 415

gray

Non-Fibrous

100 None Detected

Light Gray 12x12 VFT

Room 258

gray

Non-Fibrous

100 None Detected

Yellow Glue

on #67

yellow

Non-Fibrous

100 None Detected

Yellow Glue

on #68

yellow

Non-Fibrous

100 None Detected

Yellow Glue

on #69

yellow

Non-Fibrous

100 None Detected

Blue 12x12 VFT

Room 171

blue

Non-Fibrous

100 None Detected

Blue 12x12 VFT

Room 413

blue

Non-Fibrous

100 None Detected

Blue 12x12 VFT

Room 303

blue

Non-Fibrous

100 None Detected

Yellow Glue

on #73

yellow

Non-Fibrous

100 None Detected

Yellow Glue

on #74

yellow

Non-Fibrous

100 None Detected

Yellow Glue

on #75

yellow

Non-Fibrous

100 None Detected

Black 12x12 VFT

Room B116

black

Non-Fibrous

100 None Detected

Black 12x12 VFT

Room B116

black

Non-Fibrous

100 None Detected

Yellow Glue

on #79

yellow

Non-Fibrous

100 None Detected

Yellow Glue

on#80

yellow

Non-Fibrous

100 None Detected

Window Frame Caulk

Original Building Exterior

tan

Non-Fibrous

859064

68 859065

69 859066

70 859067

71 859068

72 859069

73 859070

74 859071

75 859072

76 859073

77 859074

78 859075

79 859076

80 859077

81 859078

82 859079

97 Detected Chrysotile

859080 Sampled:

March 31, 2022

Received:

Analyzed:

April 01, 2022

April 04, 2022

Tuesday 05 April 2022 Analyzed by:

Batch:

77493

Page 6 of

3.1.4 EVALUATION OF EXISTING CONDITIONS

371

NASHOBA REGIONAL HIGH SCHOOL Ammar Dieb Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

FieldID 84

LabID

MODULE 3A - PRELIMINARY DESIGN PROGRAM Method: BULK PLM ANALYSIS, EPA/600/R-93/116

Project Information Nashoba Regional High Bolton, MA

Material

Location

Color

Non-Asbestos %

Asbestos %

Window Frame Caulk

Original Building Exterior

tan

Non-Fibrous

Window Frame Caulk

Original Building Exterior

gray

Non-Fibrous

100 None Detected

Window Frame Caulk

Original Building Exterior

gray

Non-Fibrous

100 None Detected

Window Glass Glaze

Original Building Exterior

black

Non-Fibrous

100 None Detected

Window Glass Glaze

Original Building Exterior

tan

Non-Fibrous

Window Glass Glaze

Original Building Exterior

gray

Non-Fibrous

Window Glass Glaze

Original Building Exterior

white

Non-Fibrous

Door Frame Caulk

Original Building Exterior

gray

Non-Fibrous

Door Frame Caulk

Original Building Exterior

tan

Non-Fibrous

Window Frame Caulk

Classroom Addition Exterior

gray

Non-Fibrous

100 None Detected

Window Frame Caulk

Classroom Addition Exterior

gray

Non-Fibrous

100 None Detected

Window Frame Caulk

Classroom Addition Exterior

gray

Non-Fibrous

100 None Detected

Window Frame Caulk

Classroom Addition Exterior

gray

Non-Fibrous

100 None Detected

Window Glass Glaze

Classroom Addition Exterior

black

Non-Fibrous

100 None Detected

Window Glass Glaze

Classroom Addition Exterior

black

Non-Fibrous

100 None Detected

Window Glass Glaze

Classroom Addition Exterior

gray

Non-Fibrous

Window Glass Glaze

Classroom Addition Exterior

gray

Non-Fibrous

97 Detected Chrysotile

859081

85 859082

86 859083

87 859084

98 Detected Chrysotile

859085

100 None Detected

859086

98 Detected Chrysotile

859087

97 Detected Chrysotile

859088

97 Detected Chrysotile

859089

93 859090

94 859091

95 859092

96 859093

97 859094

98 859095

97 Detected Chrysotile

859096

100

97 Detected Chrysotile

859097 Sampled:

March 31, 2022

Received:

April 01, 2022

Analyzed:

April 04, 2022

Tuesday 05 April 2022 Analyzed by:

372

3.1.4 EVALUATION OF EXISTING CONDITIONS

Batch:

77493

Page 7 of

MODULE 3A - PRELIMINARY DESIGN PROGRAM Ammar Dieb Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

FieldID 101

LabID

NASHOBA REGIONAL HIGH SCHOOL Method: BULK PLM ANALYSIS, EPA/600/R-93/116

Project Information Nashoba Regional High Bolton, MA

Material

Location

Color

Non-Asbestos %

Asbestos %

Door Frame Caulk

Classroom Addition Exterior

gray

Other Non-Fibrous

2 None Detected 98

Door Frame Caulk

Classroom Addition Exterior

gray

Non-Fibrous

100 None Detected

Expansion Joint Caulk

Classroom Addition Exterior

black

Non-Fibrous

100 None Detected

Expansion Joint Caulk

Classroom Addition Exterior

red

Non-Fibrous

100 None Detected

Door Frame Caulk

Auditorium Exterior

green

Non-Fibrous

100 None Detected

Door Frame Caulk

Auditorium Exterior

green

Non-Fibrous

100 None Detected

Expansion Joint Caulk

Auditorium Exterior

gray

Non-Fibrous

100 None Detected

Expansion Joint Caulk

Auditorium Exterior

gray

Non-Fibrous

100 None Detected

Window Frame Caulk

Upper Gym Exterior

gray

Non-Fibrous

100 None Detected

Window Frame Caulk

Upper Gym Exterior

gray

Non-Fibrous

100 None Detected

Window Glass Glaze

Upper Gym Exterior

gray

Non-Fibrous

100 None Detected

Window Glass Glaze

Upper Gym Exterior

gray

Non-Fibrous

100 None Detected

Door Frame Caulk

Upper Gym Exterior

gray

Non-Fibrous

100 None Detected

Door Frame Caulk

Upper Gym Exterior

gray

Non-Fibrous

100 None Detected

Metal Panel Caulk

Upper Gym Exterior

gray

Non-Fibrous

100 None Detected

Metal Panel Caulk

Upper Gym Exterior

gray

Non-Fibrous

100 None Detected

859098

102 859099

103 859100

104 859101

105 859102

106 859103

107 859104

108 859105

109 859106

110 859107

111 859108

112 859109

113 859110

114 859111

115 859112

116 859113

Sampled:

March 31, 2022

Received:

Analyzed:

April 01, 2022

April 04, 2022

Tuesday 05 April 2022 Analyzed by:

Batch:

77493

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OrderID: 132202045

Page 1 Of

380

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NASHOBA REGIONAL HIGH SCHOOL EMSL Order: 132202045 Customer ID: UEC63 Customer PO: Project ID:

EMSL Analytical, Inc.

5 Constitution Way, Unit A Woburn, MA 01801

Tel/Fax: (781) 933-8411 / (781) 933-8412 http://www.EMSL.com / bostonlab@emsl.com

Attention: Ammar Dieb

Phone: (617) 984-9772 Fax: (508) 628-5488 Collected Date: 03/28/2022

Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

Received Date: 03/29/2022 08:30 AM Analyzed Date: 03/30/2022

Project: Nashoba Regional High School; Bolton, MA Test Report:Air-O-Cell(™) Analysis of Fungal Spores & Particulates by Optical Microscopy (Methods MICRO-SOP-201, ASTM D7391)

Spore Types

132202045-0003 03 150

132202045-0002 02 150

132202045-0001 01 150

Lab Sample Number: Client Sample ID: Volume (L): Sample Location:

Guidance

Room 403B

Lower Gym

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Alternaria (Ulocladium)

Ascospores

Aspergillus/Penicillium

Basidiospores

Bipolaris++

Chaetomium++

Cladosporium

100

Curvularia

Epicoccum

Fusarium++

Ganoderma

Myxomycetes++

100

Pithomyces++

Rust

Scopulariopsis/Microascus

Stachybotrys/Memnoniella

Unidentifiable Spores

Zygomycetes

Total Fungi

100

Insect Fragment

Pollen

Analyt. Sensitivity 600x

Analyt. Sensitivity 300x

Skin Fragments (1-4)

Fibrous Particulate (1-4)

Background (1-5)

Hyphal Fragment

++ Includes other spores with similar morphology; see EMSL's fungal glossary for each specific category.

No discernable field blank was submitted with this group of samples.

Steve Grise, Laboratory Manager or other Approved Signatory

EMSL maintains liability limited to cost of analysis. Interpretation and use of test results are the responsibility of the client. This report relates only to the samples reported above, and may not be reproduced, except in full, without written approval by EMSL. EMSL bears no responsibility for sample collection activities or analytical method limitations. The report reflects the samples as received. Results are generated from the field sampling data (sampling volumes and areas, locations, etc.) provided by the client on the Chain of Custody. Samples are within quality control criteria and met method specifications unless otherwise noted. High levels of background particulate can obscure spores and other particulates, leading to underestimation. Background levels of 5 indicate an overloading of background particulates, prohibiting accurate detection and quantification. Present = Spores detected on overloaded samples. Results are not blank corrected unless otherwise noted. The detection limit is equal to one fungal spore, structure, pollen, fiber particle or insect fragment. "*" Denotes particles found at 300X. "-" Denotes not detected. Due to method stopping rules, raw counts in excess of 100 are extrapolated based on the percentage analyzed. Skin & Fibrous ratings: 1 (1-25%), 2 (26-50%), 3 (51-75%), 4 (76-100%) of the background particles. Samples analyzed by EMSL Analytical, Inc. Woburn, MA AIHA-LAP, LLC-EMLAP Accredited #180179

Initial report from: 03/30/2022 09:54 AM For information on the fungi listed in this report, please visit the Resources section at www.emsl.com

MIC_M001_0002_0002 Printed: 03/30/2022 09:54 AM

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EMSL Order: 132202045 Customer ID: UEC63 Customer PO: Project ID:

EMSL Analytical, Inc.

5 Constitution Way, Unit A Woburn, MA 01801

Tel/Fax: (781) 933-8411 / (781) 933-8412 http://www.EMSL.com / bostonlab@emsl.com

Attention: Ammar Dieb

Phone: (617) 984-9772 Fax: (508) 628-5488 Collected Date: 03/28/2022

Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

Received Date: 03/29/2022 08:30 AM Analyzed Date: 03/30/2022

Project: Nashoba Regional High School; Bolton, MA Test Report:Air-O-Cell(™) Analysis of Fungal Spores & Particulates by Optical Microscopy (Methods MICRO-SOP-201, ASTM D7391)

Spore Types

132202045-0006 06 150

132202045-0005 05 150

132202045-0004 04 150

Lab Sample Number: Client Sample ID: Volume (L): Sample Location:

Room 411 Band

Upper Gym

Wood Shop

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Alternaria (Ulocladium)

Ascospores

Aspergillus/Penicillium

Basidiospores

100

Bipolaris++

Chaetomium++

Cladosporium

100

Curvularia

Epicoccum

Fusarium++

Ganoderma

Myxomycetes++

Pithomyces++

Rust

Scopulariopsis/Microascus

Stachybotrys/Memnoniella

Unidentifiable Spores

Zygomycetes

Total Fungi

100

Insect Fragment

Pollen

Analyt. Sensitivity 600x

Analyt. Sensitivity 300x

Skin Fragments (1-4)

Fibrous Particulate (1-4)

Background (1-5)

Hyphal Fragment

++ Includes other spores with similar morphology; see EMSL's fungal glossary for each specific category.

No discernable field blank was submitted with this group of samples.

Steve Grise, Laboratory Manager or other Approved Signatory

Initial report from: 03/30/2022 09:54 AM For information on the fungi listed in this report, please visit the Resources section at www.emsl.com

MIC_M001_0002_0002 Printed: 03/30/2022 09:54 AM

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NASHOBA REGIONAL HIGH SCHOOL EMSL Order: 132202045 Customer ID: UEC63 Customer PO: Project ID:

EMSL Analytical, Inc.

5 Constitution Way, Unit A Woburn, MA 01801

Tel/Fax: (781) 933-8411 / (781) 933-8412 http://www.EMSL.com / bostonlab@emsl.com

Attention: Ammar Dieb

Phone: (617) 984-9772 Fax: (508) 628-5488 Collected Date: 03/28/2022

Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

Received Date: 03/29/2022 08:30 AM Analyzed Date: 03/30/2022

Project: Nashoba Regional High School; Bolton, MA Test Report:Air-O-Cell(™) Analysis of Fungal Spores & Particulates by Optical Microscopy (Methods MICRO-SOP-201, ASTM D7391)

Spore Types

132202045-0009 09 150

132202045-0008 08 150

132202045-0007 07 150

Lab Sample Number: Client Sample ID: Volume (L): Sample Location:

Auditorium

Main Office

Room 216

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Alternaria (Ulocladium)

Ascospores

Aspergillus/Penicillium

42.9

Basidiospores

42.9

100

Bipolaris++

Chaetomium++

Cladosporium

Curvularia

Epicoccum

Fusarium++

Ganoderma

Myxomycetes++

14.3

Pithomyces++

Rust

Scopulariopsis/Microascus

Stachybotrys/Memnoniella

Unidentifiable Spores

Zygomycetes

Total Fungi

None Detect

140

100

Insect Fragment

Pollen

Analyt. Sensitivity 600x

Analyt. Sensitivity 300x

Skin Fragments (1-4)

Fibrous Particulate (1-4)

Background (1-5)

Hyphal Fragment

++ Includes other spores with similar morphology; see EMSL's fungal glossary for each specific category.

No discernable field blank was submitted with this group of samples.

Steve Grise, Laboratory Manager or other Approved Signatory

Initial report from: 03/30/2022 09:54 AM For information on the fungi listed in this report, please visit the Resources section at www.emsl.com

MIC_M001_0002_0002 Printed: 03/30/2022 09:54 AM

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EMSL Order: 132202045 Customer ID: UEC63 Customer PO: Project ID:

EMSL Analytical, Inc.

5 Constitution Way, Unit A Woburn, MA 01801

Tel/Fax: (781) 933-8411 / (781) 933-8412 http://www.EMSL.com / bostonlab@emsl.com

Attention: Ammar Dieb

Phone: (617) 984-9772 Fax: (508) 628-5488 Collected Date: 03/28/2022

Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

Received Date: 03/29/2022 08:30 AM Analyzed Date: 03/30/2022

Project: Nashoba Regional High School; Bolton, MA Test Report:Air-O-Cell(™) Analysis of Fungal Spores & Particulates by Optical Microscopy (Methods MICRO-SOP-201, ASTM D7391)

Spore Types

132202045-0012 12 150

132202045-0011 11 150

132202045-0010 10 150

Lab Sample Number: Client Sample ID: Volume (L): Sample Location:

Room 221

Room 202

Room 254

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Alternaria (Ulocladium)

Ascospores

69.2

Aspergillus/Penicillium

Basidiospores

30.8

100

Bipolaris++

Chaetomium++

Cladosporium

Curvularia

Epicoccum

Fusarium++

Ganoderma

Myxomycetes++

Pithomyces++

Rust

Scopulariopsis/Microascus

Stachybotrys/Memnoniella

Unidentifiable Spores

Zygomycetes

Total Fungi

100

130

100

Insect Fragment

Pollen

Analyt. Sensitivity 600x

Analyt. Sensitivity 300x

Skin Fragments (1-4)

Fibrous Particulate (1-4)

Background (1-5)

Hyphal Fragment

++ Includes other spores with similar morphology; see EMSL's fungal glossary for each specific category.

No discernable field blank was submitted with this group of samples.

Steve Grise, Laboratory Manager or other Approved Signatory

Initial report from: 03/30/2022 09:54 AM For information on the fungi listed in this report, please visit the Resources section at www.emsl.com

MIC_M001_0002_0002 Printed: 03/30/2022 09:54 AM

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL EMSL Order: 132202045 Customer ID: UEC63 Customer PO: Project ID:

EMSL Analytical, Inc.

5 Constitution Way, Unit A Woburn, MA 01801

Tel/Fax: (781) 933-8411 / (781) 933-8412 http://www.EMSL.com / bostonlab@emsl.com

Attention: Ammar Dieb

Phone: (617) 984-9772 Fax: (508) 628-5488 Collected Date: 03/28/2022

Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

Received Date: 03/29/2022 08:30 AM Analyzed Date: 03/30/2022

Project: Nashoba Regional High School; Bolton, MA Test Report:Air-O-Cell(™) Analysis of Fungal Spores & Particulates by Optical Microscopy (Methods MICRO-SOP-201, ASTM D7391)

Spore Types

132202045-0015 15 150

132202045-0014 14 150

132202045-0013 13 150

Lab Sample Number: Client Sample ID: Volume (L): Sample Location:

Room 263

Media Center

Room 169

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Alternaria (Ulocladium)

Ascospores

Aspergillus/Penicillium

Basidiospores

100

Bipolaris++

Chaetomium++

Cladosporium

100

Curvularia

Epicoccum

Fusarium++

Ganoderma

Myxomycetes++

Pithomyces++

Rust

Scopulariopsis/Microascus

Stachybotrys/Memnoniella

Unidentifiable Spores

Zygomycetes

Total Fungi

100

Insect Fragment

Pollen

Analyt. Sensitivity 600x

Analyt. Sensitivity 300x

Skin Fragments (1-4)

Fibrous Particulate (1-4)

Background (1-5)

Hyphal Fragment

++ Includes other spores with similar morphology; see EMSL's fungal glossary for each specific category.

No discernable field blank was submitted with this group of samples.

Steve Grise, Laboratory Manager or other Approved Signatory

Initial report from: 03/30/2022 09:54 AM For information on the fungi listed in this report, please visit the Resources section at www.emsl.com

MIC_M001_0002_0002 Printed: 03/30/2022 09:54 AM

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EMSL Order: 132202045 Customer ID: UEC63 Customer PO: Project ID:

EMSL Analytical, Inc.

5 Constitution Way, Unit A Woburn, MA 01801

Tel/Fax: (781) 933-8411 / (781) 933-8412 http://www.EMSL.com / bostonlab@emsl.com

Attention: Ammar Dieb

Phone: (617) 984-9772 Fax: (508) 628-5488 Collected Date: 03/28/2022

Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

Received Date: 03/29/2022 08:30 AM Analyzed Date: 03/30/2022

Project: Nashoba Regional High School; Bolton, MA Test Report:Air-O-Cell(™) Analysis of Fungal Spores & Particulates by Optical Microscopy (Methods MICRO-SOP-201, ASTM D7391)

Spore Types

132202045-0018 18 150

132202045-0017 17 150

132202045-0016 16 150

Lab Sample Number: Client Sample ID: Volume (L): Sample Location:

Room 162

Room 103

Room 113

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Alternaria (Ulocladium)

Ascospores

Aspergillus/Penicillium

Basidiospores

100

Bipolaris++

Chaetomium++

Cladosporium

Curvularia

Epicoccum

Fusarium++

Ganoderma

Myxomycetes++

Pithomyces++

Rust

Scopulariopsis/Microascus

Stachybotrys/Memnoniella

Unidentifiable Spores

Zygomycetes

Total Fungi

100

Insect Fragment

Pollen

Analyt. Sensitivity 600x

Analyt. Sensitivity 300x

Skin Fragments (1-4)

Fibrous Particulate (1-4)

Background (1-5)

Hyphal Fragment

++ Includes other spores with similar morphology; see EMSL's fungal glossary for each specific category.

No discernable field blank was submitted with this group of samples.

Steve Grise, Laboratory Manager or other Approved Signatory

Initial report from: 03/30/2022 09:54 AM For information on the fungi listed in this report, please visit the Resources section at www.emsl.com

MIC_M001_0002_0002 Printed: 03/30/2022 09:54 AM

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Page 6 of 7

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL EMSL Order: 132202045 Customer ID: UEC63 Customer PO: Project ID:

EMSL Analytical, Inc.

5 Constitution Way, Unit A Woburn, MA 01801

Tel/Fax: (781) 933-8411 / (781) 933-8412 http://www.EMSL.com / bostonlab@emsl.com

Attention: Ammar Dieb

Phone: (617) 984-9772 Fax: (508) 628-5488 Collected Date: 03/28/2022

Universal Environmental Consultants 12 Brewster Road Framingham, MA 01702

Received Date: 03/29/2022 08:30 AM Analyzed Date: 03/30/2022

Project: Nashoba Regional High School; Bolton, MA Test Report:Air-O-Cell(™) Analysis of Fungal Spores & Particulates by Optical Microscopy (Methods MICRO-SOP-201, ASTM D7391)

Spore Types

Alternaria (Ulocladium)

132202045-9901 Dummy 9999

132202045-0020 20 150

132202045-0019 19 150

Lab Sample Number: Client Sample ID: Volume (L): Sample Location:

Room 158B

Outside

Dummy

Raw Count

Count/M³

% of Total

Raw Count

Count/M³

% of Total

Ascospores

Aspergillus/Penicillium

Present

Basidiospores Bipolaris++ Chaetomium++

Present

Curvularia

Cladosporium Epicoccum

Fusarium++

Ganoderma

Myxomycetes++

Pithomyces++

Rust

Scopulariopsis/Microascus

Stachybotrys/Memnoniella

Unidentifiable Spores

Zygomycetes

Total Fungi

None Detect

Insect Fragment

Pollen

Analyt. Sensitivity 600x

Analyt. Sensitivity 300x

Skin Fragments (1-4)

Fibrous Particulate (1-4)

Background (1-5)

Hyphal Fragment

132202045-0019 - Overloaded

++ Includes other spores with similar morphology; see EMSL's fungal glossary for each specific category.

No discernable field blank was submitted with this group of samples.

Steve Grise, Laboratory Manager or other Approved Signatory

Initial report from: 03/30/2022 09:54 AM For information on the fungi listed in this report, please visit the Resources section at www.emsl.com

MIC_M001_0002_0002 Printed: 03/30/2022 09:54 AM

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

3.1.4 EVALUATION OF EXISTING CONDITIONS

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NASHOBA REGIONAL HIGH SCHOOL

TRAFFIC IMPACT STUDY Kaestle Boos Associates, Inc. retained the services of Nitsch Engineering to conduct a Preliminary Traffic Impact Study. The results of the of study are included herein.

TABLE OF CONTENTS 1

Introduction ...............................................................................................................................................1

Existing Conditions ..................................................................................................................................3 2.1 Existing Site ...........................................................................................................................................3 2.2 School Site Visits....................................................................................................................................3 2.2.1 Roadways ....................................................................................................................................3 2.2.2 Parking Supply and Demand .......................................................................................................3 2.3 Traffic Circulation Observations .............................................................................................................4 2.3.1 Existing Morning Drop-off Circulation ...........................................................................................4 2.3.2 Existing Afternoon Pick-up Circulation .........................................................................................7

Existing Traffic Conditions ......................................................................................................................8 3.1 Traffic Count Data ..................................................................................................................................8

Sight Distance ...........................................................................................................................................8

Other Developments ...............................................................................................................................10

Conclusions ............................................................................................................................................10

LIST OF TABLES Table 1 – Parking Utilization ...............................................................................................................................4 Table 2 – Automatic Traffic Recorder (ATR) Summary ......................................................................................8 Table 3 – Driveway Counts Summary ................................................................................................................8 Table 4 – Sight Distance Criteria ........................................................................................................................9 Table 5 – Sight Distance Evaluation ...................................................................................................................9

LIST OF FIGURES Figure 1: Locus Map ...........................................................................................................................................2 Figure 2: Parking Inventory ................................................................................................................................5 Figure 3: Traffic Circulation ................................................................................................................................6

3.1.4 EVALUATION OF EXISTING CONDITIONS Nashoba Regional High School– Feasibility Study

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Introduction

Nitsch Engineering has been retained by Kaestle Boos Associates, Inc. (KBA) to conduct a Feasibility Study of the existing conditions of Nashoba Regional High School at 12 Green Street in the Town of Bolton, Massachusetts. An evaluation was conducted of the existing roadway conditions, parking inventory and utilization, existing traffic conditions, and a sight distance analysis. The Nashoba Regional High School site consists of the school building, recreational areas, and parking lots. Ingress and egress are provided by two driveways located on Green Road and Main Street (Route 117). The Locus Map shown in Figure 1 identifies the Project Site location and the surrounding roadway network.

Nashoba Regional High School– Feasibility Study

May 16, 2022| Nitsch #14836.

392

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NASHOBA REGIONAL HIGH SCHOOL

L TI

R VE

T KE

E OL

PROJECT SITE

U RB

D OA

GREEN RO

Figure 1: Locus Map

Nashoba Regional High School 12 Green Road Bolton, MA

Data Source: BingMaps Nitsch Project #: 14836

3.1.4 EVALUATION OF EXISTING CONDITIONS

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Existing Conditions

2.1

Existing Site

The existing Nashoba Regional High School is located at 12 Green Road in Bolton, MA. The site includes the school building, parking lots, sports fields, and tennis courts. The site is bound by Main Street (Route 117), residential properties to the east and west, and a wooded area to the north. Site access is provided via two driveways located on Green Road and Main Street (Route 117). The Nashoba Regional High School serves three towns, Bolton, Lancaster, and Stowe, with approximately 1,000 students and over 100 staff members. 2.2

School Site Visits

Nitsch Engineering conducted a site visit on Wednesday, March 23, 2022, under sunny conditions. We used the observations from this field visit to assess the existing study area and to collect parking utilization data at the Nashoba Regional High School. 2.2.1

Roadways

To examine the existing conditions, we studied the following roadways: Main Street (Route 117) Main Street (Route 117) is classified by the Massachusetts Department of Transportation (MassDOT) as rural minor arterial under the jurisdiction of the Town of Bolton. Main Street (Route 117) is an east to west roadway running from its eastern terminus at Central Street in Leominster to its western terminus at Route 20 in Waltham. Within the study area, the roadway is approximately 28-feet wide and operates with one lane in each direction. Directional distribution is separated by a double yellow centerline (DYCL). Pedestrian and bicycle accommodations are not provided with the study area. The posted speed limit on the roadway is 45 miles per hour (MPH), but within the site vicinity, the speed limit drops to 20 MPH in the school zone. Green Road Green Road is classified by the Massachusetts Department of Transportation (MassDOT) as a rural minor collector under the jurisdiction of the Town of Bolton. Green Road is a north to south roadway running from its northern terminus at Harvard Street to its southern terminus at Main Street (Route 117). Directional distribution is unmarked, but the roadway accommodates one lane in each direction. Pedestrian and bicycle accommodations are not present on the roadway. 2.2.2

Parking Supply and Demand

A parking inventory and count of the school parking lot was conducted at 9:00 AM. A total of 400 parking spaces were counted within the parking lot, with 16 accessible spaces. The two parking lots located on the western and eastern sides of the school are designated for student drivers. These two lots provide a total of 264 spaces for students to occupy. The parking lot located in the front of the school on the southern side is designated for staff members. This parking lot provides a total of 136 spaces for staff. A summary of the parking utilization assessment based on parking counts is shown in Table 1.

Nashoba Regional High School– Feasibility Study

May 16, 2022| Nitsch #14836.

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NASHOBA REGIONAL HIGH SCHOOL

Table 1 – Parking Utilization Space Type

Occupied Spaces

Total Spaces

Utilization

General

344

384

89%

Accessible

Total

344

400

86%

A total of 344 spaces were occupied during the count on March 23, 2022, with a utilization rate of 86%. The accessible spots were not occupied during observation. Figure 2 shows the school’s existing parking inventory. 2.3

Traffic Circulation Observations

Nitsch coordinated with Dr. Kathleen Boynton, Principal of Nashoba Regional High School, to understand the daily traffic patterns at the school as well as general queuing and parent parking during morning drop-off and afternoon pick-up. It was noted that approximately 25% of students drive to school with the additional students taking the buses, being picked-up and dropped-off, and a small percentage walking and biking to the site. 25 buses serve the school, picking up students from Bolton and the surrounding towns of Lancaster to the west and Stowe to the east. Figure 3 shows the traffic circulation at the school. 2.3.1

Existing Morning Drop-off Circulation

Nashoba Regional High School arrival begins at 7:15 AM and continues steadily until classes begin at 7:40 AM. The main ingress to the school is the driveway located on Green Road. Parents dropping off students enter from Green Road and continue through the eastern side of the site to drop students off at the back auditorium entrance. They then continue behind the school, through the student parking lot, and exit the site onto Route 117 from the western driveway. It was noted that parent traffic creates long queues on Main Street (Route 117) as cars are turning onto Green Road for drop-off. The school buses also enter the site through the eastern driveway off Green Road. The buses then take a left to drop students off at the front of the school adjacent to staff parking and exit out the main egress to Main Street (Route 117). Students parking in the student lot enter through the western driveway from Main Street (Route 117).

3.1.4 EVALUATION OF EXISTING CONDITIONS

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232 Spaces

136 Spaces

32 Spaces

GREEN

STAFF PARKING STUDENT PARKING

Figure 2: Parking Inventory 396

Nashoba Regional High School

3.1.4Road EVALUATION OF EXISTING CONDITIONS 12 Green Bolton, MA

ROAD

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

DROP-OFF CIRCULATION

7) GREEN

ROAD

PICK-UP CIRCULATION

BUS CIRCULATION

D PARENT PICK-UP/ OA R DROP-OFF CIRCULATION LL MI H STUDENT DRIVER US RB CIRCULATION O F

Figure 3: Traffic Circulation Nashoba Regional High School 12 Green Road Bolton, MA

GREEN

ROAD

GREEN

ROAD

3.1.4 EVALUATION OF EXISTING CONDITIONS

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NASHOBA REGIONAL HIGH SCHOOL

2.3.2

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Existing Afternoon Pick-up Circulation

Due to most students participating in after school activities, the time for pick-up and students leaving the school varies. Classes are dismissed at 2:20 PM allowing students and buses to leave. There is also a late bus for students that arrives at 5:00 PM. Afternoon pick-up circulation operates similar to morning drop-off. Parents picking up students follow the same pattern as morning drop-off, entering at the driveway on Green Road, picking up students at the auditorium entrance, and continuing out the main egress at the western driveway. Student drivers in the western parking lot also exit the site from the main egress. Buses arrive at the school prior to dismissal and queue at the front of the school adjacent to the staff parking lot. The buses then exit the western driveway to Main Street (Route 117). It was noted that traffic from the student parking must be stopped when the buses exit the school to prevent long queues at the western driveway exiting to Main Street (Route 117).

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3.1.4 EVALUATION OF EXISTING CONDITIONS

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3 3.1

NASHOBA REGIONAL HIGH SCHOOL

Existing Traffic Conditions Traffic Count Data

Automatic Traffic Recorder (ATR) Data Nitsch retained Accurate Counts of North Reading, Massachusetts to collect Automatic Traffic Recorder (ATR) counts on Main Street (Route 117) north of the site for a continuous 48-hour period from March 23, 2022, to March 24, 2022. The bi-directional average daily traffic (ADT) volumes for the weekdays were averaged and are summarized in Table 2. ATR data is included in Appendix A. Table 2 – Automatic Traffic Recorder (ATR) Summary ADTa Location Main Street (Route 117), north of Nashoba RHS aAverage

cVehicles

Period

Volumes (vpd)b

Weekday

14,946

Peak Hour Traffic

Directional Distributionc 53%

Volumes (vpd)c

Period

Directional Distribution

Morning

1192

47%

Evening

1394

53%

K Factord 0.09

Daily Traffic; bVehicles per day; NB = Northbound, SB = Southbound, EB = Eastbound, WB = Westbound; per hour; dProportion of daily traffic

ATRs were also conducted at the driveway located on Green Road and the driveway on Main Street (Route 117) for a continuous 24-hour period on March 23, 2022. Table 3 shows the peak hour counts entering and exiting the two driveways. Table 3 – Driveway Counts Summary Driveway

Main Street (Route 117)

Green Road

Peak Hour

Entering

Exiting

7:00 AM – 8:00 AM

159

2:00 PM – 3:00 PM

161

7:00 AM – 8:00 AM

304

110

2:00 PM – 3:00 PM

109

Sight Distance

Stopping Sight Distance (SSD) is the length of the roadway ahead that is visible to the driver and should be long enough to enable a vehicle traveling at or near the design speed to stop before reaching a stationary object in its path. Stopping sight distance is the sum of the distance traversed by the vehicle from the instant the driver sights an object necessitating a stop to the instant the brakes are applied, and the distance needed to stop the vehicle from the instant brake application begins. Intersection Sight Distance (ISD) is the length of the leg of the departure sight triangle along the major road in both directions for a vehicle stopped on the minor road waiting to depart. The SSD and ISD values associated with a given design speed are shown in Table 4.

3.1.4 EVALUATION OF EXISTING CONDITIONS

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Table 4 – Sight Distance Criteria Design Speed (mph)

Design Stopping Sight Distance1 (feet)

Recommended Intersection Sight Distance2 (feet)

15 20 25 30 35 40 45 50 55 60 65 70 75 80

80 115 155 200 250 305 360 425 495 570 645 730 820 910

170 225 280 335 390 445 500 555 610 665 720 775 830 885

Source: A Policy on Geometric Design of Highways and Streets, AASHTO, Washington DC (2011) 1 Design value based on a grade of less than 3%, a brake reaction distance predicted on a time of 2.5 seconds and a deceleration rate of 11.2 feet per second squared 2

Recommended value based on Case B1 - a stopped passenger car to turn left onto a two-lane highway with no median and grades 3% or less

The speed limit for Main Street (Route 117) is 45 miles per hour (MPH) and the speed limit on Green Road is 30 MPH. The sight distances were selected for comparison between the site-measured and the calculated. For both streets, sight distance was measured at approximately 10 feet from the edge of pavement based on observed driving behavior. Table 5 summarizes the sight distance evaluation. Table 5 – Sight Distance Evaluation Intersecting Street

Stopping Sight Distance (SSD)

Intersection Sight Distance (ISD)

Traveling

Calculated

Measured

Looking

Calculated

Measured

Green Road @ Site Driveway

200’

400’

Left

335’

400’

200’

425’

Right

335’

400’

Main Street (Route 117) at Site Driveway

360’

>500’

Left

500’

>500’

360’

>500’

Right

500’

>500’

As shown in Table 5, the SSD is adequate for both the northbound and southbound traffic on Green Road approaching the eastern driveway and for the eastbound and westbound traffic on Main Street (Route 117) approaching the western driveway. The ISD is also adequate for vehicles exiting the site driveways onto Green Street and Main Street (Route 117). Nashoba Regional High School– Feasibility Study

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Other Developments

Other developments that may impact future traffic conditions include a proposed roundabout at the intersection of Green Road, Main Street (Route 117), and Forbush Mill Road. Nitsch has been in coordination with the project team regarding this intersection redesign and if deemed necessary to conduct a capacity analysis as part of the permitting process, the design will be incorporated into the traffic model.

Conclusions

Nitsch Engineering conducted a Feasibility Study of the existing conditions of Nashoba Regional High School in Bolton, Massachusetts. It was determined that approximately 25% of students drive a vehicle to school and 25 buses are in service. The existing parking lots provide space for 400 vehicles, including 16 accessible spaces, for students and staff members. A parking count conducted on March 23, 2022, showed a total parking utilization rate of 86%. Based on weekday ATR counts and observations, it was determined the peak hours for morning drop-off and afternoon pick-up are 7:00 AM – 8:00 AM and 2:00 – 3:00 PM, respectively. Pick-up and drop-off times produce long queues on Main Street (Route 117), as vehicles attempt to make turns into the school driveways.

3.1.4 EVALUATION OF EXISTING CONDITIONS

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APPENDIX CONTENTS

Appendix

Description

Traffic Count Data

Bolton Roundabout Traffic Plans

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3.1.4 EVALUATION OF EXISTING CONDITIONS

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Appendix A: Traffic Count Data

3.1.4 EVALUATION OF EXISTING CONDITIONS

403

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA Direction: EB, 3/23/2022 0 - 15 > 15 > 20 > 25 > 30 > 35 > 40 > 45 > 50 > 55 > 60 > 65 Time MPH 20 MPH 25 MPH 30 MPH 35 MPH 40 MPH 45 MPH 50 MPH 55 MPH 60 MPH 65 MPH 70 MPH 12:00 AM 0 0 0 0 6 5 1 1 1 0 0 0 1:00 0 0 0 4 1 6 2 0 0 0 0 0 2:00 0 0 0 0 4 5 3 0 0 0 0 0 3:00 0 0 0 0 1 10 4 1 0 0 0 0 4:00 0 0 0 0 12 45 37 7 4 0 0 0 5:00 0 0 4 46 70 164 118 18 4 0 0 0 6:00 0 4 21 147 333 206 53 7 0 0 0 0 7:00 134 59 90 109 205 169 35 5 0 0 0 0 8:00 1 4 28 35 106 232 119 15 2 1 0 0 9:00 0 0 13 11 65 170 118 12 5 1 0 0 10:00 0 7 17 26 72 148 76 12 3 0 0 0 11:00 0 20 24 13 62 112 92 15 0 0 0 0 12:00 PM 0 5 15 39 88 138 77 15 2 0 0 0 1:00 0 0 15 22 70 167 89 9 1 0 0 0 2:00 4 17 31 103 139 98 34 6 0 0 0 0 3:00 0 0 21 30 144 184 74 19 0 0 0 0 4:00 0 0 8 16 77 226 88 8 4 0 0 0 5:00 0 0 0 7 47 243 135 19 2 0 0 0 6:00 0 0 0 5 19 156 106 22 3 0 0 0 7:00 0 0 1 20 58 99 49 6 3 0 0 0 8:00 0 0 0 9 32 70 22 3 0 0 0 0 9:00 0 0 0 2 33 46 25 5 0 0 0 0 10:00 0 0 0 0 24 38 18 3 0 0 0 0 11:00 0 0 0 2 8 23 6 3 0 0 0 0 Total 139 116 288 646 1676 2760 1381 211 34 2 0 0 Percentile 15th 50th 85th 95th Speed 29 37 42 44 Mean Speed (Average) 35.3 10 MPH Pace Speed 30-39 Number in Pace 4394 Percent in Pace 60.6% Number > 40 MPH 1628 Percent > 40 MPH 22.4%

404

3.1.4 EVALUATION OF EXISTING CONDITIONS

14836001

> 70 MPH

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 14 13 12 16 105 424 771 806 543 395 361 338 379 373 432 472 427 453 311 236 136 111 83 42 7253

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts

Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA Direction: EB, 3/24/2022 0 - 15 > 15 > 20 > 25 > 30 > 35 > 40 > 45 > 50 > 55 > 60 > 65 Time MPH 20 MPH 25 MPH 30 MPH 35 MPH 40 MPH 45 MPH 50 MPH 55 MPH 60 MPH 65 MPH 70 MPH 12:00 AM 0 0 0 2 5 9 6 4 1 0 0 0 1:00 0 0 0 2 2 2 0 2 0 0 0 0 2:00 0 0 0 3 3 7 5 1 1 0 0 0 3:00 0 0 0 1 4 10 9 1 0 0 0 0 4:00 0 1 3 8 11 40 24 11 2 0 0 0 5:00 0 0 9 4 100 178 76 19 0 0 0 0 6:00 0 2 66 163 296 104 27 3 0 0 0 0 7:00 221 78 50 68 161 94 32 5 0 0 0 0 8:00 0 2 16 33 161 228 62 4 1 1 0 0 9:00 0 10 11 27 110 136 69 6 2 0 0 0 10:00 2 2 13 26 111 131 71 13 1 0 0 0 11:00 0 2 10 34 80 139 72 19 1 0 0 0 12:00 PM 1 1 5 27 75 133 69 19 2 0 0 0 1:00 0 1 15 28 84 154 69 16 1 0 0 0 2:00 53 19 30 68 112 114 36 2 0 0 0 0 3:00 1 6 38 78 129 142 48 11 0 0 0 0 4:00 0 16 8 38 94 158 101 17 3 0 0 0 5:00 0 0 3 18 103 201 80 20 1 1 0 0 6:00 0 0 3 13 69 124 72 15 1 0 0 0 7:00 0 0 0 11 63 86 31 10 1 0 0 0 8:00 0 0 2 13 44 45 24 1 1 0 0 0 9:00 0 0 0 7 40 47 29 5 1 0 0 0 10:00 0 0 0 3 15 23 15 3 1 0 0 0 11:00 0 0 1 2 17 9 7 1 1 0 0 0 Total 278 140 283 677 1889 2314 1034 208 22 2 0 0 Percentile 15th 50th 85th 95th Speed 28 35 41 44 Mean Speed (Average) 34.0 10 MPH Pace Speed 30-39 Number in Pace 4170 Percent in Pace 60.9% Number > 40 MPH 1266 Percent > 40 MPH 18.5% Grand Total 417 256 571 1323 3565 5074 2415 419 56 4 0 0 Stats Percentile 15th 50th 85th 95th Speed 29 36 41 44 Mean Speed (Average) 34.7 10 MPH Pace Speed 30-39 Number in Pace 8564 Percent in Pace 60.7% Number > 40 MPH 2894 Percent > 40 MPH 20.5%

14836001

> 70 MPH

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Total 27 8 20 25 100 386 661 709 508 371 370 357 332 368 434 453 435 427 297 202 130 129 60 38 6847

14100

3.1.4 EVALUATION OF EXISTING CONDITIONS

405

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA Direction: WB, 3/23/2022 0 - 15 > 15 > 20 > 25 > 30 > 35 > 40 > 45 > 50 > 55 > 60 > 65 Time MPH 20 MPH 25 MPH 30 MPH 35 MPH 40 MPH 45 MPH 50 MPH 55 MPH 60 MPH 65 MPH 70 MPH 12:00 AM 0 0 0 0 3 16 8 8 1 0 0 0 1:00 0 0 0 0 3 9 8 1 0 1 0 0 2:00 0 0 0 0 0 6 3 3 1 0 0 0 3:00 0 0 0 0 1 3 8 4 0 0 0 0 4:00 0 0 0 0 1 6 14 6 1 0 0 0 5:00 0 0 0 1 0 23 44 19 3 2 1 0 6:00 0 0 0 6 26 100 110 26 4 0 0 0 7:00 1 1 2 19 87 194 125 29 4 3 0 0 8:00 1 0 4 16 40 158 184 42 1 1 1 1 9:00 0 0 0 12 60 147 111 22 1 0 0 0 10:00 0 0 0 7 31 107 151 39 3 0 0 1 11:00 0 0 0 1 13 94 144 47 2 2 2 1 12:00 PM 0 0 0 3 36 112 135 48 6 1 0 1 1:00 0 0 3 17 35 139 185 41 3 1 0 0 2:00 0 0 4 30 127 277 176 38 1 2 0 2 3:00 2 0 8 29 106 387 298 62 1 1 0 0 4:00 0 0 2 18 103 337 349 98 5 0 1 0 5:00 0 0 0 5 58 281 446 104 9 1 0 0 6:00 0 0 0 0 24 128 263 97 10 1 0 0 7:00 0 0 0 2 17 128 128 51 4 0 0 0 8:00 0 0 0 0 13 92 116 23 3 1 0 0 9:00 0 0 0 0 11 74 61 19 2 0 0 0 10:00 0 0 0 0 8 48 47 19 2 0 1 0 11:00 0 0 0 0 6 15 40 13 4 1 0 0 Total 4 1 23 166 809 2881 3154 859 71 18 6 6 Percentile 15th 50th 85th 95th Speed 35 40 45 47 Mean Speed (Average) 40.4 10 MPH Pace Speed 35-44 Number in Pace 5988 Percent in Pace 74.7% Number > 40 MPH 4137 Percent > 40 MPH 51.6%

406

3.1.4 EVALUATION OF EXISTING CONDITIONS

14836001

> 70 MPH

0 1 0 0 1 0 2 0 2 2 1 6 4 3 0 1 0 0 0 0 0 0 0 0 23

Total 36 23 13 16 29 93 274 465 451 355 340 312 346 427 657 895 913 904 523 330 248 167 125 79 8021

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NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts

Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA Direction: WB, 3/24/2022 0 - 15 > 15 > 20 > 25 > 30 > 35 > 40 > 45 > 50 > 55 > 60 > 65 Time MPH 20 MPH 25 MPH 30 MPH 35 MPH 40 MPH 45 MPH 50 MPH 55 MPH 60 MPH 65 MPH 70 MPH 12:00 AM 0 0 0 0 1 11 21 10 2 0 0 0 1:00 0 0 0 0 3 11 4 1 3 0 0 0 2:00 0 0 0 0 0 5 8 0 0 1 0 0 3:00 0 0 0 0 0 3 6 5 0 0 0 0 4:00 0 0 0 0 0 7 20 4 0 0 0 0 5:00 0 0 3 4 3 36 46 5 1 0 0 0 6:00 0 0 2 9 32 103 74 20 2 0 0 0 7:00 0 0 8 21 95 180 79 15 2 0 0 1 8:00 0 0 3 10 27 180 192 26 4 0 0 0 9:00 0 0 0 3 42 122 115 36 2 1 0 0 10:00 4 0 0 3 24 118 122 35 5 0 0 0 11:00 0 0 0 8 6 121 152 32 2 0 0 0 12:00 PM 0 0 0 8 45 154 152 38 6 0 1 0 1:00 0 0 0 10 43 149 179 35 4 0 0 0 2:00 0 0 2 39 116 260 172 29 8 0 1 0 3:00 0 2 7 24 149 325 261 29 4 0 0 0 4:00 0 0 0 3 107 349 363 60 3 0 0 0 5:00 0 0 0 4 44 290 376 86 8 2 1 0 6:00 0 0 0 8 33 148 258 67 4 1 0 0 7:00 0 0 0 1 32 148 145 29 2 0 0 0 8:00 0 0 0 2 32 115 89 18 3 0 0 0 9:00 0 0 0 1 20 91 59 16 1 0 0 0 10:00 0 0 0 1 12 48 47 19 2 1 0 0 11:00 0 0 0 1 12 43 30 14 0 0 0 0 Total 4 2 25 160 878 3017 2970 629 68 6 3 1 Percentile 15th 50th 85th 95th Speed 35 40 43 47 Mean Speed (Average) 39.7 10 MPH Pace Speed 35-44 Number in Pace 5945 Percent in Pace 76.5% Number > 40 MPH 3685 Percent > 40 MPH 47.4% Grand Total 8 3 48 326 1687 5898 6124 1488 139 24 9 7 Stats Percentile 15th 50th 85th 95th Speed 35 40 44 47 Mean Speed (Average) 40.1 10 MPH Pace Speed 35-44 Number in Pace 11933 Percent in Pace 75.6% Number > 40 MPH 7822 Percent > 40 MPH 49.5%

14836001

> 70 MPH

0 1 0 0 0 1 0 0 0 0 0 1 1 3 1 0 0 0 0 0 0 0 0 0 8

Total 45 23 14 14 31 99 242 401 442 321 311 322 405 423 628 801 885 811 519 357 259 188 130 100 7771

15792

3.1.4 EVALUATION OF EXISTING CONDITIONS

407

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA Direction: Combined 3/23/2022 0 - 15 > 15 > 20 > 25 > 30 > 35 > 40 > 45 > 50 > 55 > 60 > 65 Time MPH 20 MPH 25 MPH 30 MPH 35 MPH 40 MPH 45 MPH 50 MPH 55 MPH 60 MPH 65 MPH 70 MPH 12:00 AM 0 0 0 0 9 21 9 9 2 0 0 0 1:00 0 0 0 4 4 15 10 1 0 1 0 0 2:00 0 0 0 0 4 11 6 3 1 0 0 0 3:00 0 0 0 0 2 13 12 5 0 0 0 0 4:00 0 0 0 0 13 51 51 13 5 0 0 0 5:00 0 0 4 47 70 187 162 37 7 2 1 0 6:00 0 4 21 153 359 306 163 33 4 0 0 0 7:00 135 60 92 128 292 363 160 34 4 3 0 0 8:00 2 4 32 51 146 390 303 57 3 2 1 1 9:00 0 0 13 23 125 317 229 34 6 1 0 0 10:00 0 7 17 33 103 255 227 51 6 0 0 1 11:00 0 20 24 14 75 206 236 62 2 2 2 1 12:00 PM 0 5 15 42 124 250 212 63 8 1 0 1 1:00 0 0 18 39 105 306 274 50 4 1 0 0 2:00 4 17 35 133 266 375 210 44 1 2 0 2 3:00 2 0 29 59 250 571 372 81 1 1 0 0 4:00 0 0 10 34 180 563 437 106 9 0 1 0 5:00 0 0 0 12 105 524 581 123 11 1 0 0 6:00 0 0 0 5 43 284 369 119 13 1 0 0 7:00 0 0 1 22 75 227 177 57 7 0 0 0 8:00 0 0 0 9 45 162 138 26 3 1 0 0 9:00 0 0 0 2 44 120 86 24 2 0 0 0 10:00 0 0 0 0 32 86 65 22 2 0 1 0 11:00 0 0 0 2 14 38 46 16 4 1 0 0 Total 143 117 311 812 2485 5641 4535 1070 105 20 6 6 Percentile 15th 50th 85th 95th Speed 32 38 43 46 Mean Speed (Average) 38.0 10 MPH Pace Speed 35-44 Number in Pace 10135 Percent in Pace 66.4% Number > 40 MPH 5765 Percent > 40 MPH 37.7%

408

3.1.4 EVALUATION OF EXISTING CONDITIONS

14836001

> 70 MPH

0 1 0 0 1 0 2 0 2 2 1 6 4 3 0 1 0 0 0 0 0 0 0 0 23

Total 50 36 25 32 134 517 1045 1271 994 750 701 650 725 800 1089 1367 1340 1357 834 566 384 278 208 121 15274

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts

Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA Direction: Combined 3/24/2022 0 - 15 > 15 > 20 > 25 > 30 > 35 > 40 > 45 > 50 > 55 > 60 > 65 Time MPH 20 MPH 25 MPH 30 MPH 35 MPH 40 MPH 45 MPH 50 MPH 55 MPH 60 MPH 65 MPH 70 MPH 12:00 AM 0 0 0 2 6 20 27 14 3 0 0 0 1:00 0 0 0 2 5 13 4 3 3 0 0 0 2:00 0 0 0 3 3 12 13 1 1 1 0 0 3:00 0 0 0 1 4 13 15 6 0 0 0 0 4:00 0 1 3 8 11 47 44 15 2 0 0 0 5:00 0 0 12 8 103 214 122 24 1 0 0 0 6:00 0 2 68 172 328 207 101 23 2 0 0 0 7:00 221 78 58 89 256 274 111 20 2 0 0 1 8:00 0 2 19 43 188 408 254 30 5 1 0 0 9:00 0 10 11 30 152 258 184 42 4 1 0 0 10:00 6 2 13 29 135 249 193 48 6 0 0 0 11:00 0 2 10 42 86 260 224 51 3 0 0 0 12:00 PM 1 1 5 35 120 287 221 57 8 0 1 0 1:00 0 1 15 38 127 303 248 51 5 0 0 0 2:00 53 19 32 107 228 374 208 31 8 0 1 0 3:00 1 8 45 102 278 467 309 40 4 0 0 0 4:00 0 16 8 41 201 507 464 77 6 0 0 0 5:00 0 0 3 22 147 491 456 106 9 3 1 0 6:00 0 0 3 21 102 272 330 82 5 1 0 0 7:00 0 0 0 12 95 234 176 39 3 0 0 0 8:00 0 0 2 15 76 160 113 19 4 0 0 0 9:00 0 0 0 8 60 138 88 21 2 0 0 0 10:00 0 0 0 4 27 71 62 22 3 1 0 0 11:00 0 0 1 3 29 52 37 15 1 0 0 0 Total 282 142 308 837 2767 5331 4004 837 90 8 3 1 Percentile 15th 50th 85th 95th Speed 32 38 43 45 Mean Speed (Average) 37.1 10 MPH Pace Speed 35-44 Number in Pace 9310 Percent in Pace 63.7% Number > 40 MPH 4951 Percent > 40 MPH 33.9% Grand Total 425 259 619 1649 5252 10972 8539 1907 195 28 9 7 Stats Percentile 15th 50th 85th 95th Speed 32 38 43 46 Mean Speed (Average) 37.5 10 MPH Pace Speed 35-44 Number in Pace 19445 Percent in Pace 65.1% Number > 40 MPH 10716 Percent > 40 MPH 35.8%

14836001

> 70 MPH

0 1 0 0 0 1 0 0 0 0 0 1 1 3 1 0 0 0 0 0 0 0 0 0 8

Total 72 31 34 39 131 485 903 1110 950 692 681 679 737 791 1062 1254 1320 1238 816 559 389 317 190 138 14618

29892

3.1.4 EVALUATION OF EXISTING CONDITIONS

409

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA 3/23/2022 EB, Hour Totals Time Morning Afternoon Morning Afternon 12:00 6 90 12:15 3 114 12:30 2 84 12:45 3 91 14 379 1:00 1 84 1:15 5 86 1:30 3 85 1:45 4 118 13 373 2:00 3 123 2:15 2 100 2:30 4 88 2:45 3 121 12 432 3:00 3 103 3:15 1 104 3:30 7 120 3:45 5 145 16 472 4:00 12 101 4:15 13 116 4:30 32 93 4:45 48 117 105 427 5:00 67 101 5:15 105 123 5:30 139 128 5:45 113 101 424 453 6:00 167 90 6:15 202 75 6:30 193 86 6:45 209 60 771 311 7:00 223 54 7:15 221 41 7:30 198 64 7:45 164 77 806 236 8:00 137 36 8:15 157 40 8:30 118 30 8:45 131 30 543 136 9:00 82 26 9:15 116 31 9:30 113 23 9:45 84 31 395 111 10:00 83 24 10:15 87 23 10:30 111 21 10:45 80 15 361 83 11:00 81 18 11:15 91 9 11:30 81 8 11:45 85 7 338 42 Total 3798 3455 Percent 52.4% 47.6%

410

3.1.4 EVALUATION OF EXISTING CONDITIONS

14836001 WB, Morning Afternoon 11 73 11 93 9 97 5 83 6 88 6 112 4 116 7 111 6 114 3 176 2 183 2 184 4 201 3 195 3 252 6 247 1 237 7 238 9 207 12 231 14 246 23 229 25 244 31 185 38 152 59 151 84 118 93 102 83 84 101 79 155 86 126 81 135 75 96 61 117 56 103 56 92 34 80 63 89 34 94 36 67 35 97 39 85 24 91 27 74 24 83 22 71 10 84 23 2407 5614 30.0% 70.0%

Hour Totals Morning Afternoon

Combined Totals Morning Afternoon

346

725

427

800

657

1089

895

1367

913

134

1340

904

517

1357

274

523

1045

834

465

330

1271

566

451

248

994

384

355

167

750

278

340

125

701

208

312

650 6205 40.6%

121 9069 59.4%

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA 3/24/2022 EB, Hour Totals Time Morning Afternoon Morning Afternon 12:00 7 74 12:15 8 91 12:30 7 75 12:45 5 92 27 332 1:00 2 78 1:15 0 92 1:30 1 92 1:45 5 106 8 368 2:00 5 111 2:15 6 105 2:30 5 124 2:45 4 94 20 434 3:00 5 107 3:15 6 130 3:30 7 99 3:45 7 117 25 453 4:00 15 101 4:15 11 118 4:30 33 114 4:45 41 102 100 435 5:00 60 91 5:15 88 111 5:30 128 112 5:45 110 113 386 427 6:00 107 79 6:15 208 76 6:30 198 66 6:45 148 76 661 297 7:00 204 56 7:15 199 60 7:30 178 44 7:45 128 42 709 202 8:00 127 32 8:15 147 39 8:30 118 31 8:45 116 28 508 130 9:00 75 41 9:15 114 31 9:30 110 34 9:45 72 23 371 129 10:00 96 15 10:15 89 13 10:30 97 19 10:45 88 13 370 60 11:00 86 13 11:15 92 10 11:30 98 9 11:45 81 6 357 38 Total 3542 3305 Percent 51.7% 48.3% Grand Total 7340 6760 Percent 52.1% 47.9% ADT

ADT: 15,274

14836001 WB, Morning Afternoon 10 103 20 100 8 101 7 101 6 90 6 102 7 115 4 116 6 105 1 153 4 184 3 186 4 177 2 172 2 227 6 225 7 223 5 221 10 215 9 226 12 198 24 213 31 201 32 199 26 139 43 140 91 132 82 108 72 95 80 108 138 74 111 80 108 70 93 77 115 45 126 67 89 68 85 47 83 39 64 34 84 38 71 41 75 31 81 20 78 19 78 26 89 31 77 24 2265 5506 29.1% 70.9% 4672 11120 29.6% 70.4%

Hour Totals Morning Afternoon

Combined Totals Morning Afternoon

405

737

423

791

628

1062

801

1254

885

131

1320

811

485

1238

242

519

903

816

401

357

1110

559

442

259

950

389

321

188

692

317

311

130

681

190

322

100

679 5807 39.7% 12012 40.2%

138 8811 60.3% 17880 59.8%

AADT: 15,274

3.1.4 EVALUATION OF EXISTING CONDITIONS

411

14836001 Wednesday EB, WB, 14 36 13 23 12 13 16 16 105 29 424 93 771 274 806 465 543 451 395 355 361 340 338 312 379 346 373 427 432 657 472 895 427 913 453 904 311 523 236 330 136 248 111 167 83 125 42 79 7253 8021 15274 7:00 7:00 806 465 3:00 4:00 472 913 15274

Thursday EB, WB, 27 45 8 23 20 14 25 14 100 31 386 99 661 242 709 401 508 442 371 321 370 311 357 322 332 405 368 423 434 628 453 801 435 885 427 811 297 519 202 357 130 259 129 188 60 130 38 100 6847 7771 14618 7:00 8:00 709 442 3:00 4:00 453 885 14618

EB,

Friday * * * * * * * * * * * * * * * * * * * * * * * * 0 0

WB,

* * * * * * * * * * * * * * * * * * * * * * * * 0

Saturday EB, WB, * * * * * * * * * * * * * * * * * * * * * * * * 0 0

* * * * * * * * * * * * * * * * * * * * * * * * 0

EB,

Sunday WB, * * * * * * * * * * * * * * * * * * * * * * * * 0 0

* * * * * * * * * * * * * * * * * * * * * * * * 0

Week Average EB, WB, 20 40 10 23 16 14 20 15 102 30 405 96 716 258 758 433 526 446 383 338 366 326 348 317 356 376 370 425 433 642 462 848 431 899 440 858 304 521 219 344 133 254 120 178 72 128 40 90 7050 7899 14949 7:00 8:00 758 446 3:00 4:00 462 899 14949

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.4 EVALUATION OF EXISTING CONDITIONS

Location : Main Street (Route 117) Location : North of Nashoba RHS Driveway City/State: Bolton, MA 3/21/2022 Monday Tuesday Time EB, WB, EB, WB, 12:00 AM * * * * 1:00 * * * * 2:00 * * * * 3:00 * * * * 4:00 * * * * 5:00 * * * * 6:00 * * * * 7:00 * * * * 8:00 * * * * 9:00 * * * * 10:00 * * * * 11:00 * * * * 12:00 PM * * * * 1:00 * * * * 2:00 * * * * 3:00 * * * * 4:00 * * * * 5:00 * * * * 6:00 * * * * 7:00 * * * * 8:00 * * * * 9:00 * * * * 10:00 * * * * 11:00 * * * * Total 0 0 0 0 Day 0 0 AM Peak Volume PM Peak Volume Comb Total 0 0 ADT ADT: 15,274 AADT: 15,274

NASHOBA REGIONAL HIGH SCHOOL

412 Accurate Counts

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

Start Time 12:00 AM 12:15 AM 12:30 AM 12:45 AM Total

Groups Printed- Cars Outs From North Thru 0 0 0 0 0

01:00 AM 01:15 AM 01:30 AM 01:45 AM Total

Ins From South

: 14836001 : 14836001 : 3/23/2022 :1

Thru 0 0 1 0 1

Int. Total 0 0 1 0 1

0 0 0 0 0

02:00 AM 02:15 AM 02:30 AM 02:45 AM Total

0 0 0 0 0

03:00 AM 03:15 AM 03:30 AM 03:45 AM Total

0 0 0 0 0

04:00 AM 04:15 AM 04:30 AM 04:45 AM Total

0 0 0 0 0

05:00 AM 05:15 AM 05:30 AM 05:45 AM Total

0 0 0 0 0

0 0 0 1 1

06:00 AM 06:15 AM 06:30 AM 06:45 AM Total

0 0 1 0 1

2 4 4 15 25

2 4 5 15 26

07:00 AM 07:15 AM 07:30 AM 07:45 AM Total

1 26 81 2 110

32 131 126 15 304

33 157 207 17 414

08:00 AM 08:15 AM 08:30 AM 08:45 AM Total

2 1 3 3 9

7 7 5 2 21

9 8 8 5 30

09:00 AM 09:15 AM 09:30 AM 09:45 AM Total

2 1 1 2 6

3 5 1 3 12

5 6 2 5 18

10:00 AM

3.1.4 EVALUATION OF EXISTING CONDITIONS

413

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

414

File Name Site Code Start Date Page No

Start Time 10:15 AM 10:30 AM 10:45 AM Total

Groups Printed- Cars Outs From North Thru 2 3 2 7

11:00 AM 11:15 AM 11:30 AM 11:45 AM Total

Ins From South

: 14836001 : 14836001 : 3/23/2022 :2

Thru 2 7 1 12

Int. Total 4 10 3 19

1 0 3 1 5

5 4 2 7 18

6 4 5 8 23

12:00 PM 12:15 PM 12:30 PM 12:45 PM Total

0 0 4 2 6

0 3 1 1 5

0 3 5 3 11

01:00 PM 01:15 PM 01:30 PM 01:45 PM Total

1 2 11 3 17

2 5 10 13 30

3 7 21 16 47

02:00 PM 02:15 PM 02:30 PM 02:45 PM Total

3 69 27 10 109

35 22 13 14 84

38 91 40 24 193

03:00 PM 03:15 PM 03:30 PM 03:45 PM Total

10 11 9 11 41

7 5 9 20 41

17 16 18 31 82

04:00 PM 04:15 PM 04:30 PM 04:45 PM Total

7 9 35 13 64

22 30 28 14 94

29 39 63 27 158

05:00 PM 05:15 PM 05:30 PM 05:45 PM Total

3 10 8 1 22

8 41 12 12 73

11 51 20 13 95

06:00 PM 06:15 PM 06:30 PM 06:45 PM Total

24 5 3 1 33

8 0 3 3 14

32 5 6 4 47

07:00 PM 07:15 PM 07:30 PM 07:45 PM Total

1 0 0 0 1

2 1 2 4 9

3 1 2 4 10

08:00 PM 08:15 PM 08:30 PM 08:45 PM Total

1 6 1 20 28

12 2 0 3 17

13 8 1 23 45

3.1.4 EVALUATION OF EXISTING CONDITIONS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

Start Time 09:00 PM 09:15 PM 09:30 PM 09:45 PM Total

Groups Printed- Cars Outs From North Thru 3 0 0 0 3

10:00 PM 10:15 PM 10:30 PM 10:45 PM Total

Ins From South

: 14836001 : 14836001 : 3/23/2022 :3

Thru 0 0 1 0 1

Int. Total 3 0 1 0 4

0 1 0 0 1

0 2 0 0 2

11:00 PM 11:15 PM 11:30 PM 11:45 PM Total

0 0 0 0 0

Grand Total Apprch % Total %

463 100 37.8

763 100 62.2

1226

Outs From North Start Time Thru Peak Hour Analysis From 12:00 AM to 09:30 AM - Peak 1 of 1 Peak Hour for Entire Intersection Begins at 07:00 AM 07:00 AM 1 07:15 AM 26 81 07:30 AM 07:45 AM 2 Total Volume 110 % App. Total 100 PHF .340

App. Total 1 26 81 2 110 .340

Ins From South Thru 32 131 126 15 304 100 .580

App. Total

Int. Total

32 131 126 15 304

33 157 207 17 414

.580

.500

3.1.4 EVALUATION OF EXISTING CONDITIONS

415

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

Out 304

Outs In 110

Total 414

110 Thru

Peak Hour Data North Peak Hour Begins at 07:00 AM Cars

Thru 304 110 Out

Peak Hour Analysis From 12:00 AM to 09:30 AM - Peak 1 of 1 Peak Hour for Each Approach Begins at: 07:15 AM +0 mins. 26 81 +15 mins. +30 mins. 2 +45 mins. 2 Total Volume 111 % App. Total 100 PHF .343

416

3.1.4 EVALUATION OF EXISTING CONDITIONS

304 In Ins

414 Total

26 81 2 2 111 .343

06:45 AM

15 32 131 126 304 100 .580

15 32 131 126 304 .580

: 14836001 : 14836001 : 3/23/2022 :4

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

: 14836001 : 14836001 : 3/23/2022 :5

Outs In - Peak Hour: 07:15 AM 111 111 Thru

Peak Hour Data North Cars

Thru 304 304 In - Peak Hour: 06:45 AM Ins

Peak Hour Analysis From 09:45 AM to 01:30 PM - Peak 1 of 1 Peak Hour for Entire Intersection Begins at 12:45 PM 12:45 PM 2 01:00 PM 1 01:15 PM 2 11 01:30 PM Total Volume 16 % App. Total 100 PHF .364

2 1 2 11 16 .364

1 2 5 10 18 100 .450

1 2 5 10 18

3 3 7 21 34

.450

.405

3.1.4 EVALUATION OF EXISTING CONDITIONS

417

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

Out 18

Outs In 16

Total 34

16 Thru

Peak Hour Data North Peak Hour Begins at 12:45 PM Cars

Thru 18 16 Out

Peak Hour Analysis From 09:45 AM to 01:30 PM - Peak 1 of 1 Peak Hour for Each Approach Begins at: 12:45 PM +0 mins. 2 +15 mins. 1 +30 mins. 2 11 +45 mins. Total Volume 16 % App. Total 100 PHF .364

418

3.1.4 EVALUATION OF EXISTING CONDITIONS

18 In Ins

34 Total

2 1 2 11 16 .364

11:00 AM

5 4 2 7 18 100 .643

5 4 2 7 18 .643

: 14836001 : 14836001 : 3/23/2022 :6

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

: 14836001 : 14836001 : 3/23/2022 :7

Outs In - Peak Hour: 12:45 PM 16 16 Thru

Peak Hour Data North Cars

Thru 18 18 In - Peak Hour: 11:00 AM Ins

Peak Hour Analysis From 01:45 PM to 10:00 PM - Peak 1 of 1 Peak Hour for Entire Intersection Begins at 02:00 PM 02:00 PM 3 69 02:15 PM 02:30 PM 27 02:45 PM 10 Total Volume 109 % App. Total 100 PHF .395

3 69 27 10 109 .395

35 22 13 14 84 100 .600

35 22 13 14 84

38 91 40 24 193

.600

.530

3.1.4 EVALUATION OF EXISTING CONDITIONS

419

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

Out 84

Outs In 109

Total 193

109 Thru

Peak Hour Data North Peak Hour Begins at 02:00 PM Cars

Thru 84 109 Out

Peak Hour Analysis From 01:45 PM to 10:00 PM - Peak 1 of 1 Peak Hour for Each Approach Begins at: 02:15 PM 69 +0 mins. +15 mins. 27 +30 mins. 10 +45 mins. 10 Total Volume 116 % App. Total 100 PHF .420

420

3.1.4 EVALUATION OF EXISTING CONDITIONS

84 In Ins

193 Total

69 27 10 10 116

.420

03:45 PM

20 22 30 28 100 100 .833

20 22 30 28 100 .833

: 14836001 : 14836001 : 3/23/2022 :8

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Nashoba RHS Driveway @ E/W Street : Green Street City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

: 14836001 : 14836001 : 3/23/2022 :9

3.1.4 EVALUATION OF EXISTING CONDITIONS

421

Outs In - Peak Hour: 02:15 PM 116 116 Thru

Peak Hour Data North Cars

Thru 100 100 In - Peak Hour: 03:45 PM Ins

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

422

File Name Site Code Start Date Page No

Start Time 12:00 AM 12:15 AM 12:30 AM 12:45 AM Total

Groups Printed- Cars Outs From East Thru 0 1 1 0 2

01:00 AM 01:15 AM 01:30 AM 01:45 AM Total

Ins From West

: 14836002 : 14836002 : 3/24/2022 :1

Thru 1 0 0 0 1

Int. Total 1 1 1 0 3

0 0 1 0 1

0 0 2 0 2

02:00 AM 02:15 AM 02:30 AM 02:45 AM Total

0 0 0 0 0

03:00 AM 03:15 AM 03:30 AM 03:45 AM Total

0 0 0 0 0

04:00 AM 04:15 AM 04:30 AM 04:45 AM Total

0 0 0 0 0

05:00 AM 05:15 AM 05:30 AM 05:45 AM Total

0 0 0 0 0

06:00 AM 06:15 AM 06:30 AM 06:45 AM Total

0 0 0 0 0

2 0 0 5 7

07:00 AM 07:15 AM 07:30 AM 07:45 AM Total

1 18 32 12 63

9 44 101 5 159

10 62 133 17 222

08:00 AM 08:15 AM 08:30 AM 08:45 AM Total

6 4 2 1 13

3 16 2 4 25

9 20 4 5 38

09:00 AM 09:15 AM 09:30 AM 09:45 AM Total

1 1 1 1 4

2 5 0 2 9

3 6 1 3 13

10:00 AM

3.1.4 EVALUATION OF EXISTING CONDITIONS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

Start Time 10:15 AM 10:30 AM 10:45 AM Total

Groups Printed- Cars Outs From East Thru 1 2 2 6

11:00 AM 11:15 AM 11:30 AM 11:45 AM Total

Ins From West

: 14836002 : 14836002 : 3/24/2022 :2

Thru 0 0 1 1

Int. Total 1 2 3 7

6 7 7 4 24

0 0 0 1 1

6 7 7 5 25

12:00 PM 12:15 PM 12:30 PM 12:45 PM Total

3 3 2 3 11

1 1 1 1 4

4 4 3 4 15

01:00 PM 01:15 PM 01:30 PM 01:45 PM Total

0 1 32 5 38

0 1 0 0 1

0 2 32 5 39

02:00 PM 02:15 PM 02:30 PM 02:45 PM Total

5 118 19 19 161

1 2 3 0 6

6 120 22 19 167

03:00 PM 03:15 PM 03:30 PM 03:45 PM Total

20 12 7 10 49

0 1 2 4 7

20 13 9 14 56

04:00 PM 04:15 PM 04:30 PM 04:45 PM Total

12 7 24 21 64

4 0 0 2 6

16 7 24 23 70

05:00 PM 05:15 PM 05:30 PM 05:45 PM Total

9 13 25 7 54

0 1 3 0 4

9 14 28 7 58

06:00 PM 06:15 PM 06:30 PM 06:45 PM Total

8 2 1 5 16

0 0 0 0 0

8 2 1 5 16

07:00 PM 07:15 PM 07:30 PM 07:45 PM Total

2 0 0 0 2

0 0 0 0 0

2 0 0 0 2

08:00 PM 08:15 PM 08:30 PM 08:45 PM Total

1 4 2 7 14

2 0 1 0 3

3 4 3 7 17

3.1.4 EVALUATION OF EXISTING CONDITIONS

423

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

Start Time 09:00 PM 09:15 PM 09:30 PM 09:45 PM Total

Groups Printed- Cars Outs From East Thru 2 0 1 0 3

10:00 PM 10:15 PM 10:30 PM 10:45 PM Total

Thru 0 0 0 0 0

Int. Total 2 0 1 0 3

0 2 2 0 4

0 0 0 0 0

0 2 2 0 4

11:00 PM 11:15 PM 11:30 PM 11:45 PM Total

0 0 0 0 0

Grand Total Apprch % Total %

529 100 69.2

235 100 30.8

764

Outs From East Start Time Thru Peak Hour Analysis From 12:00 AM to 09:45 AM - Peak 1 of 1 Peak Hour for Entire Intersection Begins at 07:00 AM 07:00 AM 1 07:15 AM 18 32 07:30 AM 07:45 AM 12 Total Volume 63 % App. Total 100 PHF .492

424

Ins From West

: 14836002 : 14836002 : 3/24/2022 :3

3.1.4 EVALUATION OF EXISTING CONDITIONS

App. Total 1 18 32 12 63 .492

Ins From West Thru 9 44 101 5 159 100 .394

App. Total

Int. Total

9 44 101 5 159

10 62 133 17 222

.394

.417

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

: 14836002 : 14836002 : 3/24/2022 :4

3.1.4 EVALUATION OF EXISTING CONDITIONS

425

Out 159

Total 222

Peak Hour Data

Cars Total 222

159 Thru

Out 63

Peak Hour Begins at 07:00 AM

Outs In 63

Peak Hour Analysis From 12:00 AM to 09:45 AM - Peak 1 of 1 Peak Hour for Each Approach Begins at: 07:15 AM +0 mins. 18 32 +15 mins. +30 mins. 12 +45 mins. 6 Total Volume 68 % App. Total 100 PHF .531

63 Thru

Ins In 159

North

18 32 12 6 68 .531

06:45 AM

5 9 44 101 159 100 .394

5 9 44 101 159 .394

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

: 14836002 : 14836002 : 3/24/2022 :5

159 Thru

Cars

Peak Hour Analysis From 10:00 AM to 01:45 PM - Peak 1 of 1 Peak Hour for Entire Intersection Begins at 01:00 PM 01:00 PM 0 01:15 PM 1 32 01:30 PM 01:45 PM 5 Total Volume 38 % App. Total 100 PHF .297

426

3.1.4 EVALUATION OF EXISTING CONDITIONS

0 1 32 5 38 .297

0 1 0 0 1 100 .250

Outs In - Peak Hour: 07:15 AM 68

North 68 Thru

Ins In - Peak Hour: 06:45 AM 159

Peak Hour Data

0 1 0 0 1

0 2 32 5 39

.250

.305

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

: 14836002 : 14836002 : 3/24/2022 :6

3.1.4 EVALUATION OF EXISTING CONDITIONS

427

Out

Total 39

Peak Hour Data

Cars Total 39

1 Thru

Out 38

Peak Hour Begins at 01:00 PM

Outs In 38

Peak Hour Analysis From 10:00 AM to 01:45 PM - Peak 1 of 1 Peak Hour for Each Approach Begins at: 01:00 PM +0 mins. 0 +15 mins. 1 32 +30 mins. +45 mins. 5 Total Volume 38 % App. Total 100 PHF .297

38 Thru

Ins In

North

0 1 32 5 38 .297

11:45 AM

1 1 1 1 4 100 1.000

1 1 1 1 4

1.000

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

: 14836002 : 14836002 : 3/24/2022 :7

4 Thru

Cars

Peak Hour Analysis From 02:00 PM to 11:45 PM - Peak 1 of 1 Peak Hour for Entire Intersection Begins at 02:15 PM 118 02:15 PM 02:30 PM 19 02:45 PM 19 03:00 PM 20 Total Volume 176 % App. Total 100 PHF .373

428

3.1.4 EVALUATION OF EXISTING CONDITIONS

118 19 19 20 176

.373

2 3 0 0 5 100 .417

Outs In - Peak Hour: 01:00 PM 38

North 38 Thru

Ins In - Peak Hour: 11:45 AM 4

Peak Hour Data

2 3 0 0 5

120 22 19 20 181

.417

.377

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

: 14836002 : 14836002 : 3/24/2022 :8

3.1.4 EVALUATION OF EXISTING CONDITIONS

429

Out

Total 181

Peak Hour Data

Cars Total 181

5 Thru

Out 176

Peak Hour Begins at 02:15 PM

Outs In 176

Peak Hour Analysis From 02:00 PM to 11:45 PM - Peak 1 of 1 Peak Hour for Each Approach Begins at: 02:15 PM 118 +0 mins. +15 mins. 19 +30 mins. 19 +45 mins. 20 Total Volume 176 % App. Total 100 PHF .373

176 Thru

Ins In

North

118 19 19 20 176

.373

03:15 PM

1 2 4 4 11 100 .688

1 2 4 4 11 .688

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Accurate Counts 978-664-2565

N/S Street : Main Street @ E/W Street : Nashoba RHS Driveway City/State : Bolton, MA Weather : Clear

File Name Site Code Start Date Page No

11 Thru

Cars

3.1.4 EVALUATION OF EXISTING CONDITIONS

Outs In - Peak Hour: 02:15 PM 176

430

North 176 Thru

Ins In - Peak Hour: 03:15 PM 11

Peak Hour Data

: 14836002 : 14836002 : 3/24/2022 :9

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Appendix B: Bolton Roundabout Traffic Plans

Nashoba Regional High School– Feasibility Study

May 16, 2022| Nitsch #14836.

3.1.4 EVALUATION OF EXISTING CONDITIONS

431

O:\7500S\7511 - BOLTON - MAIN ST AT FORBUSH MILL - GREEN\DRAWING FILES\PLANSET\7511 PVMK.DWG (MADOT-D.STB)

4/19/2022 2:57 PM

NUMBER

DATE

MADE BY CHECKED BY

REVISIONS

CHECKED BY:

DRAWN BY:

For Review Only

REGISTERED PROFESSIONAL

PREPARED BY

OUTE 117

MAIN STRE ET/R DBYL

SUBCONSULTANT

DBYL

SWL DBYL

20 SCALE IN FEET: 1"=20'

SWL

SYL

SWL

PT +43.30

DWLEx

D A O R ) D Y N A SA E W T R E A M V R RI P O ( F

PROP PARKING (4)

DWLEx

BOLTON, MASSACHUSETTS

SIGN & PAVEMENT MARKINGS PLAN

INTERSECTION IMPROVEMENTS MAIN STREET AT FOREBUSH MILL AND GREEN ROAD

TITLE

PRELIMINARY DESIGN 04/19/2022

UNLESS OTHERWISE NOTED OR CHANGED BY REPRODUCTION

SCALE

12 PC +03.0 8

MATCHLINE

10+00

SWL

SHEET NO.

ISSUE DATE

BETA JOB NO.

CHLI NE

MAT

PC +36.38

ISTING

MEET EXISTING

BEGIN OF PR NING O STA 3 JECT 0+50 EX

SWL

SYL

AD 97

BEGINNING OF PROJECT STA 11+13

L9. RO

PC +2

H MIL FORB US

3.1.4 EVALUATION OF EXISTING CONDITIONS LINE

432 MATCHLINE

MATC H

MATCHLINE

MEET

CONTINUED ON SHEET NO. 5

of 7

7511

NASHOBA REGIONAL HIGH SCHOOL MODULE 3A - PRELIMINARY DESIGN PROGRAM

O:\7500S\7511 - BOLTON - MAIN ST AT FORBUSH MILL - GREEN\DRAWING FILES\PLANSET\7511 PVMK.DWG (MADOT-D.STB)

NUMBER

CONTINUED ON SHEET NO. 4

MATCHLINE

DATE

MADE BY CHECKED BY

D A O R ) D AY N SA E W T R E A M V R RI FO (P

PROP PARKING (4)

SWL

REVISIONS

CHLI

MAT

ISTING

DWLEx

SWL

B E G IN OF PR NING O STA 3 JECT 0+50 EX

MATCHLINE

PC +36.38

SWL

SYL

SYL 15 PT

SEE INSET

+02.04

CHECKED BY:

DRAWN BY:

AD L9. RO PC +2

H MIL FORB US 31

DWLEx

PT +43.30

CHLI

MAT

PC +58.76

For Review Only

REGISTERED PROFESSIONAL

SWL

4/19/2022 2:57 PM

PREPARED BY

2.0

SUBCONSULTANT

PRELIMINARY DESIGN 04/19/2022

MOUNTABLE CURB

PT +24.93

RELOCATE EV STATION

N EE

SYGL @ 45° 10' O.C.

20 SCALE IN FEET: 1"=20'

30+00

PC +43.07

1' UNLESS OTHERWISE NOTED OR CHANGED BY REPRODUCTION

SCALE

D A 35

D EN T EC 48 5+ TING P 3 OF TA EXIS S T 1'

' 10 ' 10

J RO

MEET EXISTING

ROAD MILL FORBUSH 31 PC +29.97

INSET

MATCHLINE

BOLTON, MASSACHUSETTS

SIGN & PAVEMENT MARKINGS PLAN

MEET EXISTING

STA 19+50

END OF PROJECT

INTERSECTION IMPROVEMENTS MAIN STREET AT FOREBUSH MILL AND GREEN ROAD

TITLE

MAIN STREET/ROUTE 117 PT +33.60

BEGINNING OF PROJECT STA 30+50

0 +0 36

N EE

MATCHLINE

MEET

HLIN

E HLIN

MATCHLINE

MATC

SYL ISSUE DATE

BETA JOB NO.

SHEET NO.

19+80

SYL

SWL

BWL

MATC

MATCHLINE

of 7

7511

MODULE 3A - PRELIMINARY DESIGN PROGRAM NASHOBA REGIONAL HIGH SCHOOL

3.1.4 EVALUATION OF EXISTING CONDITIONS

433

NASHOBA REGIONAL HIGH SCHOOL

434

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.4 EVALUATION OF EXISTING CONDITIONS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

REVIEW OF POTENTIAL SITES When reviewing the results of the existing school site evaluation it was agreed to explore alternative sites. To evaluate the different site options a 5 step evaluation process was developed. 1. Establish Required Criteria 2. Identify Sites that Meet Required Criteria 3. Develop Site Evaluation Matrix 4. Review Potential Sites Based on Matrix 5. Select Preferred Site

STEP 1 ESTABLISH REQUIRED CRITERIA

The following required criteria were establish: •

Minimum of 45 Acres of Buildable Land Size of Property Required for School Building, Athletic Fields and Associated Site Amenities

•

Location Meets Requirements of the Nashoba Regional School District (NRSD) Agreement “The Regional District schools serving students from all district towns shall be located as near as feasible to the geographic and population centers of the District.”

•

Priority for District-Owned Property Cost for procurement of property nonreimbursable by MSBA

3.1.5 SITE DEVELOPMENT REQUIREMENTS

435

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

STEP 2 IDENTIFY SITES THAT MEET REQUIRED CRITERIA

Criteria #1 Minimum of 45 Acres of Buildable Land Size of Property Required for School Building, Athletic Fields and Associated Site Amenities

436

Privately Owned Parcels

State Own Land

Town Owned Land

Existing School Site

3.1.5 SITE DEVELOPMENT REQUIREMENTS

Note: Unbuildable (Conservation, Parks, Protected) Land is shown shaded for clarity/ understanding only

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Criteria #2 Location Meets Requirements of the Nashoba Regional School District (NRSD) Agreement “The Regional District schools serving students from all district towns shall be located as near as feasible to the geographic and population centers of the District.” For purposes of evaluation this was defined as within a 3-mile radius of center of District and near Route 117.

2 1

Bolton 1 0 Wilder Farm Road (Private) 2

0 Main Street (Private – Bolton Spring Farms)

12 Green Road (Existing Site)

Lancaster 339 Seven Bridge Road 4 (Private – Kalon Farms) 5

0 Old Common Road (State – Department of Corrections) 3.1.5 SITE DEVELOPMENT REQUIREMENTS

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Criteria #3 Priority for District-Owned Property Time to Procure (Schedule Impact) Cost for procurement of property nonreimbursable by MSBA Must Procure Property Prior to Approval of School Project

Bolton 1 0 Wilder Farm Road (Private)

EXISTING HIGH SCHOOL SITE ONLY PROPERTY THAT MEETS REQUIRED CRITERIA

0 Main Street (Private – Bolton Spring Farms)

12 Green Road (Existing Site)

Lancaster 339 Seven Bridge Road 4 (Private – Kalon Farms) 5

0 Old Common Road (State – Department of Corrections)

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EXISTING SCHOOL SITE The Nashoba Regional High School at 12 Green Road is a site totaling 47.607 acres located in the western portion of Bolton, MA. The site sits north of Main Street (Rte. 117), a busy connector road between Leominster and I-495. The site is surrounded on the east, west and north by residential single-family homes, with adequate wooded buffers. West Cemetery is located on Green Road at the east end of the site. There are some businesses across Rte. 117, including an office park building, a pizza restaurant, a realtor’s office. The single most significant site element is the Tennessee Gas 10” pipeline that runs east west through the middle of the site. This pipeline has a 50’ buffer area associated with it and will dictate and restrict any future plans for construction on the site.

Main Street (R

ee Gr

oute 117)

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TOPOGRAPHY

The site is part of a natural valley, whose low point is on the western edge of the property. It is divided into several plateaus created to provide the playing fields for the school. The topography of the site goes from 132.0’ at its high point along the eastern property line by the cemetery and dips down to 70’ at the wetland and them back up to 100’ at the northwest corner lacrosse field. The site does not have any vernal pools or rare species habitats. The soil types according to USDA Web Soil Survey are composed of the central portion of the site as ‘udorthents, smooth’, surrounded by Merrimac (deep drained soils to the north and west and Paxton (fine sandy loam) to the East. A small portion of the western edge of the lacrosse field is composed of Hinckley Soils (very deep, excessively drained soils). Overall, the site is a well-draining, and somewhat rocky sloping site.

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WETLANDS

The wetlands on the site are classified as Wooded Deciduous Swamp and make up a small portion (.71 acres) of the site. These wetlands area adjacent to the manmade created detention pond which is located between the tennis courts and the Maintenance building. These wetlands have not been disturbed and are in a wooded area.

FLOODPLAIN

Based on the Flood Insurance Rate Map (FIRM), Community Panel Number 25027C0459E, dated December 2021, the northeastern edge of the property, adjacent to the softball field, the project site contains a .3-acre portion of a 0.2% Annual Chance Flood Hazard zone. Described as areas with a 1% annual chance flood with average depth less than one foot or with drainage areas of less than one square mile.

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ZONING

The entire site is in the Single-Family Residence Zoning District. Per Bolton Zoning Bylaw, paragraph 250-12, Schedule of Permitted Uses, educational institutions are permitted as a matter of right in all zoning districts. Such land or structures are subject to reasonable regulations concerning the bulk and height of structures, yard sizes, lot area, setbacks, open space, parking and building requirements as set forth in the bylaw and shown in the table below. Zoning District

Lot Area SF

Front Yard

Side Yard

Rear Yard

Stories S (Single Family)

80,000

School Site

47.607 acres

300’ Main St. 180’ Green Rd

236’

405’

Max % of lot Coverage

Max. Hgt. Feet

Structures

32 above average ground elevation

Definition of Building Height from the Zoning Regulation 250-13. F. is as follows: The highest portion of the roof, excluding spires, steeples, chimneys, and antennas, shall be no more than 32 feet above the average ground elevation. The average ground elevation to be used in the above calculations shall be the lower of the average ground elevation on the street side of the building, or the average ground elevation on all sides of the building. In the case of built-up land, the ground elevations prior to such change in contour shall be used. Per Section 250-17C (7c) Schedule of Minimum Parking, Schools shall provide 1 space per teacher and staff position plus 1 space per 5 students. Per Section 250-17C (11c) Standard Off Street parking areas shall be designed per the following table. Parking Angle

90° (two-way) 75° (one-way) 60° (one-way) 45° (one-way) Parallel (one-way) Parallel (two-way)

Parking Stall Width Standard Space (feet) 9 9.3 10.4 12.7 8 8

Compact Car (feet) 8 8.5 9.8 12 8 8

Parking Stall Length of Line Standard Compact Space Car (feet) (feet) 18 16 19 17 22 18.5 25 21.5 22 20 22 20

Travel Lane Width Standard Space (feet) 24 22 18 14 12 24

Compact Car (feet) 24 22 18 14 12 24

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SITE STRUCTURES

The Nashoba Regional High School building, the largest building on the site, is a 6 level, multi-story 195,000+/- SF structure covering approximately 144,000 SF. The main entrance of the building faces Rte. 117 and is located centrally on the face of the building. The entryway is a concrete plaza with adjacent lawn areas stretching to the West and East. On the east side of the building, there are separate entrances for the gymnasium and the auditorium. On the north side of the building, there are multiple service entrances as well as entrances that serve the fields and track. Additional buildings on the site consist of a maintenance and sewage treatment building (1,600 sf) to the southwest of the school, and concessions stand (850 sf) and a storage building (1,000 sf) at the northeast corner of the school. The concession stand, built in 2014, has 2 toilets and a bottle filling water fountain. Additional portable toilets are rented for everyday use for the field as the toilets are only open on major game days. According to the Massachusetts Cultural Resource Information System (MACRIS) and the National / State Historical Preservation Office (SHPO) the buildings on site are not listed as historic or cultural. The parcel has an appraised value of $4,846,800.

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VEHICULAR CIRCULATION AND PARKING

KBA personnel observed the morning arrival and afternoon departure of students at the school on March 1st, 2022. Primary access to the school is from a “U” shape front drive that connects the front of the building to Green Road in the east to Main Street in the west. A Parking area and student drop-off and pick up are located within the “U” shape. Bus queuing takes place directly in front of the school. This entrance drive connects to a staff and parent drop-off and pick-up area to the east of the school and to student and staff parking to the west of the school. A fire and service access drive circles the north side of the school to connect these two parking lots. The intersection at the front of the school coming from Green Rd. that turns either to the west or east has no signage and has a lot of crossing traffic, as buses and staff come it to turn left and parents who have dropped off their children are coming from the east and turn back out on to Green Rd. A future design in this area might consider a small rotary to alleviate the issues here. In both the morning and afternoon, traffic backs up on Green Rd and was even observed to back

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up on Rte. 117 as parents waited to access the drop-off and pick-up areas. Crossing traffic at the west end of the school exists where students drive straight to the student lot and buses and parents dropping off in the front of the school turn left to head back out to Rte. 117. Mass DOT is in the process of designing a rotary at the intersection of Green Rd, Rte. 117 and Forbush Mill Rd which should ameliorate traffic back up during school peak hours. Bus services are provided by Dee Bus Service, Inc. out of Shirley, MA. A total of 22 long buses and three short buses were observed in the morning drop-off. Only a few of the buses had more than 6-10 students riding them. The morning buses arrived and unloaded on an individual basis. Buses arrive and enter the site from Green Road and stack in front of the school. Once the buses are unloaded or loaded, they proceed to the west and exit the site at the southwest corner onto Rte. 117. Parents dropping off students enter from Green Road, and circle through the east parking lot by the gymnasium and auditorium entrance and then exit back out on to Green Road. Some parents choose to enter the front lot and drop-off students there. Student parking is at the west end of the school while staff parking is in the front and east end of the site. Parking lots are lit but the light poles are only about 15’ tall and the lighting is inadequate on dark nights in all the lots. Some of the site lighting in the student lot is broken or missing as well. The parking table below shows the locations of parking stalls and the disposition of HC parking around the site. South front lot

Eastern Auditorium/ Gymnasium lot

West Student lot

North of the school

Total

135 (3HC)

51 (4HC)

229 (7HC)

7 (2HC)

422 (16 HC)

Parking spaces around the site are generally designed at 9’ x 18’. All ADA parking appears to be designed at 8’ width while the loading zones differ in with, between 5’ and 8’. The ADA parking locations generally provide access to the building, athletic facilities and sidewalks by striping or crosswalks except for the east lot, where no crosswalks to traverse the driving lane to the building. Parking is available for Students, staff, and visitors. Students must pay a parking fee to acquire a space or sticker for a year of parking. Currently, students are

assigned a space but next year, they will be assigned only a sticker and spaces will not be designated. Asphalt and concrete conditions around the site are in very poor condition, with much deterioration, heaving, spalling, and settling. Settling of asphalt at door stoops and concrete stoops renders many of the doors around the building non-compliant.

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PEDESTRIAN ACCESS & HANDICAPPED ACCESSIBILITY

Alternative access to the school includes walkers and bicyclists. At the time of the visit, there were no observed walkers or bicyclists due to the extreme cold. Four bicycle racks at the southwest corner of the building are used by a few bicyclists in the fall and spring according to the administration. We were also informed that students who live close to the school do walk. The paved surfaces for pedestrian use are asphalt or concrete. All of the walks to the athletic facilities are asphalt. Their conditions vary from total replacement required to may remain as is. For example, the walk to the lacrosse bleachers needs to be re-graded and replaced for example. Some fields have no ADA access at all including the middle soccer field and the softball field. Around the building, asphalt and concrete have settled so that many of the doors no longer are code compliant. This is true of the doors into and from the courtyards as well. Some of the walks in the courtyards exceed the 5% maximum slope requirement and would require re-grading. Some of the walks in the western courtyard are in such poor condition that they no longer serve as ADA walks. Stairs and the Handicap ramp on the east side of the building are spalling but are still usable. There is no stripped HC passenger loading zone at any of the main entry points. The only ADA parking spots that do not require crossing a vehicle traffic lane are those in the student lot to the west. Neither of the ADA parking areas in the east have any striping that connects them to the ramp or the main entrance door at the auditorium entrance. There are two courtyards inside the main building. The eastern courtyard walks in some locations, exceed 5% and are non-code compliant, though this courtyard’s ground surfaces are in relatively good condition. The same can not be said about the Western courtyard, where the asphalt walks have heaved and cracked. The pergola in this courtyard is accessible from one location. The other two entrances are sets of stairs.

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OUTDOOR ATHLETIC FACILITIES

The school offers a wide variety of athletic programs for the students. The complete program for the outdoor athletic activities includes, Football, Boys and Girls soccer, Softball, Baseball, Golf (off campus), Boys and Girls Tennis, Lacrosse, Field Hockey, Cross country, Indoor and outdoor track and field. An appendix at the end of this section documents the participation by numbers, fields (as labelled above) and by season. The fields are also used by outside teams and clubs, including youth football, lacrosse, field hockey, soccer and over the hill Mom’s soccer. Club soccer tournaments are also held on the premises. The school currently only has a Pep Band and no Marching Band that requires field use. The outdoor athletic facilities are located to the north side of the property. Facilities include a synthetic turf field with a surrounding 8 lane track, natural turf baseball and softball fields, a natural turf soccer field, a natural turf lacrosse field and two sets of tennis courts. The outfields for the baseball and softball fields double as practice fields for the different

NASHOBA REGIONAL HIGH SCHOOL

fall sports, including football and soccer. The synthetic turf field (field 7) constructed in 2012, is a an International Broken back type that will allow soccer, field hockey, lacrosse, and football to be played. The distance between runways on the track is 230’. The track surfacing has just been resurfaced and is in excellent condition. The track has a modern aluminum bleacher which seats a 1,000 +/- and has a Press box and filming platform in its center. The press box is served by a non-functioning elevator from the ground. The press box is connected by video to the local TV station as well as internet. The bleacher system meets ADA code with ramps and sitting areas for wheelchair bound spectators. The underside of the bleacher system is not fenced off. The press box has a speaker system, but it is dated. Field and track events associated with this field include two longjump, triple-jumps, and a pole vault. All have synthetic rubber surfacing. The field is a Gale Associates designed Sprint turf 100% crumb rubber field with trench drains on either side of the field and slot drains at the “D” areas. Football and soccer lines are inlaid while field hockey and lacrosse are painted for the occasion. The school has a tow behind brush, tow 3.1.5 SITE DEVELOPMENT REQUIREMENTS

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behind magnet, and Litter Cat to help service the field. The school uses portable ball netting that is only 8’-10’ tall at the end zones. This netting tends to blow over when it is windy. This field was installed in 2012 and is well maintained. The school hires Diamond Athletics to perform a full grooming and decompaction of the field once a year. This part of the athletic complex is the only part that is lit, with Musco stadium lighting installed at the same time the field was constructed. Since the school does ticket sales for some of the games at the complex, the school has two (2) portable booths for this use. Other amenities at the track and field include a picnic table area at the concession stand. The track has one scoreboard that is controlled wirelessly. The scoreboard is not equipped with panels for local advertising. Adjacent to the track are softball and baseball fields (fields 5 & 6). Both fields play toward the northeast, with chain-link backstops to the southeast. The baseball field plays at 330’ while the softball plays around 190’ on the first base line. The baseball field has a pitching cage located to the south of the field. Two back-toback wireless scoreboards serve the fields. Neither of these scoreboards can accommodate advertising. While the softball field is graded evenly, the baseball field grading dips down at the first base line to 5’ below the infield. Dugouts for both fields are constructed of wood and in relatively good condition. The turf for both fields is in good condition as well. The infield mix used comes from New England Specialties. For the Baseball field, a total infield renovation was done in 2016 and irrigation was installed in 2019. The outfield of the baseball field plays as a 330 x 180 practice football, and youth football field in the fall and the outfield of the softball is laid out as a 145’ x 180’ half field for practice. The baseball and softball fields use portable fences in their outfield which consistently need to be replaced every five years or so. The two northern fields (fields 1 & 2) play soccer and lacrosse. The soccer field measures 290’ x 200’ and is the lower of the fields, with no accessible walk. The upper field plays at 320’ x 205’ but both fields could be restriped for different play. The upper lacrosse field has the 400 seat visitor aluminum bleachers that were relocated during the construction of the track and field. This bleacher is served by an accessible walk that now is no longer accessible due to a sinkhole along the path. The bleacher foundation is a concrete pad and has an accessible ramp on its northern end. The scoreboard for this field is wirelessly connected. A ball net is used at the south end of the field 446

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to prevent balls from hitting tennis spectators and players. South of the lacrosse field, at the bottom of a steep slope, five (5) tennis courts are oriented in a north -south orientation. While the chain link fence is in relatively good condition, cracks are starting to form on the asphalt courts. The court drainage is picked up by a trench drain at its easterly end while the north and south side of the court have stone filled French drains to keep water from below the courts. A trench drain outside of the east side of the courts is connected to these French drains. Regardless, some heaving of the fence foundations is occurring and cracking asphalt along the edge. The courts are reached by an asphalt walk that has a memorial placed in its center. Spectators watch from the north side of the courts by sitting on the slope that separates the tennis courts from the lacrosse field, causing safety concerns if there are simultaneous lacrosse game and tennis matches occurring. These courts have an asphalt accessible path from the student parking lot that is part of the accessible path system to the lacrosse fields. The second set of tennis courts on the site are located east of the school. It is located on a plateau 15’ higher than the adjoining parking lot. This court is asphalt with acrylic coating surrounded by rusting chain link fence. The court has major cracking of the court surface which would necessitate a new asphalt or concrete surface. An asphalt walk connects the courts to the drives below, but it appears to be over 5% in slope and therefore is non-compliant. Both tennis court areas have signage attached to the chain link fences for court usage. Cross country currently runs the perimeter of the athletic fields, including during game play, presenting a potential hazard from interacting with other sports events. Fields 1, 2, 3, & 6 currently have irrigation. A tap was installed for future expansion for the outer fields when the irrigation was installed. A 4,000-gallon underground tank is used for water storage for both the building and irrigation needs. Maintenance of the athletic fields includes aerating and overseeding every fall. Fertilization of the fields occurs 3-4 times a year and a postcrabgrass application is done in the spring, when school is not in session. The youth football club that uses the fields brings portable lights for the fields without them. Sports play that is lacking but desired include an outdoor basketball court, a tennis, lacrosse or handball concrete practice wall and an additional baseball and softball field to alleviate the overuse

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of the existing fields and allow for better scheduling. Winter track now runs through the corridors of the school and is popular but does do damage to some of the finishes in the school. Any new design should take this into consideration. The Snack bar / Concession stand is run by the booster clubs and is open for most events at the synthetic field. A separate pavilion is used for grilling and cooking food on portable gas grills. This pavilion has a countertop around three sides and is close to the concession stand. The concession stand has water, drainage, and electricity. Trash collection in the athletic complex is with trash barrels. There are 25 barrels that are spread around the site. These barrels are problematic as they tip over, are ravaged by wildlife and end up spreading garbage round the site on occasion.

LANDSCAPE & SITE AMENITIES

Wooded areas surround the site. However, there is only limited vegetation in the open areas of the school grounds, most of which is in the front yard of the school. A memorial garden area, centrally located in between the soccer, lacrosse, and baseball outfield, has trees and landscape timbers. The Eastern central courtyard has benches, seating walls, a granite memorial, and picnic tables as it is associated with the school cafeteria. The courtyard is populated with vegetation, some of which have memorial plaques below them. The retaining walls are modular and, in several locations, are badly damaged. The Western courtyard has an outdoor pergola, bench area, a greenhouse, and sculptures. Asphalt walks serve the pergola area. There are several trees in the courtyard and a planting area by the greenhouse. Signage on the site is minimal. A directional sign greets arrivals from Green Rd. as they approach the building. An arched sign covers the entrance to the athletic complex. A single flagpole is by the main entrance of the building. Other signage is on the entrance overhangs. For trash, the school is served by three dumpsters and one trash compactor. The two (2) dumpsters at the rear of the school are for single stream recycling while the one (1) is located in the student parking lot by the maintenance building. The concrete pad mounted compactor is in the north service area is emptied once every 2-3 weeks.

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RECOMMENDATIONS FOR EXISTING SITE: • • • • • • • • • • • • • • • • •

Repave and repaint all driveways and parking areas Reset granite curbing at ADA drop off areas and curb cuts to make ADA compliant Provide ADA accessible routes and viewing to all fields and athletic facilities. Reconstruct the interior courtyards to make ADA compliant Drainage upgrade between fields 6 & 8. Replace all chain link fencing at tennis courts, transformers, and upper tennis courts Provide wayfinding signage for athletic fields Improve and repair lighting within parking areas Install ADA signage Improved arrival and dismissal vehicular circulation Install circulation signage. Repair or replace existing asphalt and concrete walkways falling into disrepair Provide ADA seating at concession area. Provide adequate ball netting at Lacrosse field and synthetic turf field. Consider revising intersections to rotaries for smoother transitions. Repair press box elevator. Raise grade of baseball right field.

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CIVIL

Nitsch Engineering has performed research of the existing conditions and anticipated site permitting requirements for Nashoba Regional High School renovation and/or new building project located at 12 Green Road in Bolton, Massachusetts. Nitsch Engineering’s research included conversations with Robert Frieswick, the Head of Facilities, as well as information gathered during a site visit conducted by the Project Manager, Will Schreefer, PE and Sarah Kwatinetz of Nitsch Engineering on February 22, 2022. Information included in this report is also supplemented by record drawings, MassGIS data, and other documentation gathered by or provided to Nitsch Engineering. The record drawings include the following site and utility plans: • Nashoba Regional High School Construction Documents prepared by The H.L. Turner Group Inc., dated September 17, 1999

GENERAL SITE DESCRIPTION

Nashoba Regional High School is located upon a 47-acre site. The school was originally built in 1961 but has since undergone renovations in 1970 and 2002 which added gymnasium space, a library, an auditorium, and administrative offices as well as a new facade. The school has several athletic fields onsite including a soccer field, a field hockey field, a baseball field, a softball field, as well as a turf track and field which appear to be in good condition, as well as some tennis courts located on the north and south sides of the existing building. Structures on site include the existing school building which has 2 interior courtyards, a concessions stand by the turf field, a water pump building, and a maintenance garage in a fenced enclosure at the sewage treatment area. The single-bay maintenance garage and surrounding area stores all facilities vehicles, a generator, and all maintenance and facilities equipment for the school district There are approximately 500 parking spaces on site spread across a several paved lots, although the spaces are not meeting the current demand for parking, per discussions with the school. The remainder of the property appears to be wooded, with wetland area on the Northwest corner of the property.

Figure 1 - Nashoba Regional High School

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Figure 2 - Maintenance Garage (left) and Concessions Stand (right)

As observed on site, the asphalt is generally in poor condition and there are noticeable ADA noncompliance issues along walkways, in the parking lots, and in the courtyards. Any revised building program would have to address these problem areas and bring the site up to ADA compliance.

RECOMMENDATIONS:

Site paving and walkways should at a minimum be brought up to ADA compliance.

EXISTING DRAINAGE INFRASTRUCTURE

A closed drainage system exists on the site which collects site runoff and directs water northwest towards a detention basin. The detention basin appears to serve as management for the majority of the existing site. Overflow from the detention basin flows overland to a wetland located on the western corner of the property. Record drawings indicate that the site has positive drainage away from the existing school building and, in general, the developed portion of the site drains northwest towards the wetland. The runoff generated by the other paved portions of the drop off loop and parking areas are collected by catch basins at low points, except for the parking area to the northwest of the existing school building which sheet flows to a stone swale before entering the detention basin. The detention basin is not maintained except for seasonal mowing and has obvious sediment buildup. A majority of the closed drainage system around the existing school building consists of interconnected catch basins, however there are also a couple drain manholes, roof drains, box culverts, as well as underdrains along the faces of the existing building. Drainage pipe sizes on the site range from 6-inches to 24-inches and are

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Figure 3 - Non-ADA Ramp, Settling of Walkway in Courtyard, and condition of Roadway Asphalt

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cast iron (C.I.), reinforced concrete (R.C.P.), and vitrified clay (V.C.) pipe. The V.C. drainage pipe is limited to the system of drainage pipes surrounding the track to the east of the existing school building. It is likely the vitrified clay pipe in this area was removed with the newly installed synthetic turf field, though no confirming record plans are available at this point. A couple drainage inlets were observed throughout the athletic fields, but without a survey, connection sizes and materials are unknown. It is assumed that these inlets are routed to the basin. Record drawings indicate closed drainage within the interior courtyards,

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Figure 4 - Detention Basin

however inlets outside of the pergola paved area could not be located during the site walk. There is a possibility the inlets have been buried or covered.

infiltrating within its own footprint using a stone section or underdrains. However, no record plans have been made available confirming this is the case.

Additional isolated drainage systems also exist onsite. A French drain was installed at the baseball field which runs along the edge of the field and the retaining wall, per the facilities manager, to help drain a problem area on this field. The tennis courts to the north of the existing building have a trench drain running along the edge of the court platform as well as two stone trenches on the east and west sides which appear to infiltrate runoff from the tennis courts and the soccer field in place. It is possible these stone trenches overflow to the detention basin, but no pipes were noted making the connection during the site walkthrough. Additionally, the turf field also has the plastic rim trench drains which run along the field perimeter. Turf fields are permeable, and are generally designed to be managed in place by

During the site visit an inlet was discovered by the propane and oil tanks which poses a potential contamination/spill issue. Water quality volume and pretreatment is limited to that of which the stone trenches and detention basin provide, and vehicular areas do not appear to have any pretreatment. There is no infrastructure in place for water quantity volume control besides the infiltration trenches present at the tennis court and the detention basin. The existing drainage system appears to be in good condition; however, standing water was observed in a few of the drainage structures during the site visit. It’s unclear what is causing these issues, as the pipes out of these structures appear to have adequate pitch based on the record plans – it’s possible groundwater is high on the site in these areas. Some grading issues on site have also led to pooling of water.

Figure 5 - Swale and Trench Drains at Tennis Courts

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RECOMMENDATIONS: • • •

•

A survey should be conducted to determine any unknowns regarding the existing infrastructure and its condition. Any remaining V.C. pipe shall be replaced as a part of any revised building programs. The drainage system for the site shall, at a minimum, be updated to meet MassDEP Stormwater Standards including but not limited to adding water quality and quantity interception measures and fixing interconnected catch basin routing, and eliminating any potential illicit discharges. Grading shall be evaluated and refined to ensure isolated pooling areas are resolved.

Figure 6 - Trench Drain along

Figure 7 - Catch Basin by Propane Tanks (left) and Water pooling by Catch Basin (right)

SANITARY SEWER

Sewage effluent from the existing High School building is conveyed to a wastewater treatment plant at the maintenance building on site, and ultimately to a leaching field located to the north of the existing soccer field. Based on record plans for the site, existing 6-inch and 8-inch clay sewer pipes (of unknown condition) extend from the building to an existing sewer manhole near the main entrance, where sewer piping switches to SDR35. The SDR35 pipe conveys sewerage effluent to an existing 12,000-gallon septic tank (based on record plans) located in an enclosure adjacent to the detention basin at the northwest corner of the student parking lot. Flow from the septic tank 452

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enters the treatment plant and then through the 15,000-gallon permeate tank where a force main distributes the flow from the sewage treatment area north to the leaching field. The leaching field used to be directly west of the treatment building, but as of 2019, the leaching field has been moved to the northeast of the site, adjacent to the soccer field to meet state regulations. Prior to this, there was also a septic tank and leaching field between the school building and Main Street which is assumed to be abandoned in place. The school has an existing contract with WhiteWater, a company out of Charlton Massachusetts, who is responsible for the existing sanitary system and components, their maintenance, as well as the well. The new force main from the septic treatment building to

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the field would need to be protected and maintained in any building program option. There are also two existing grease traps on site – one underground beneath the existing school building of unknown size and an above ground grease trap for the concessions stand. There is also an existing tight tank for wastewater from the science classroom – per the facilities manager, it’s pumped once per year. It would need to be replaced or maintained in any development option. The school mentions that they have dealt with issues regarding sewer backups in the mechanical room; however, it is unclear whether the water is related to problems with the sewer services. The existing pipes should be video inspected prior to any re-use on site.

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RECOMMENDATIONS: • •

• •

Nitsch recommends that all clay sewer pipe shall be replaced with SDR35 as a part of any revised building program. Re-evaluating the material and capacities for each building program to ensure the sanitary services are sufficient. Sewer service should be maintained during construction. Video inspection of existing pipes prior to reuse. The leaching field on site was relocated in 2019 to meet updated state regulations. It is Nitsch’s understanding Nitsch Engineering will not be involved with any required leaching field upgrades as a result of increased building footprint or flows and that the leaching field permit was engineered for additional students.

Figure 8 - Permeate Tank and Leaching Field behind the Soccer Field

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WATER

The existing building is serviced by a drinking water well located in the existing boiler room. This well is surrounded by a 400-foot interim wellhead protection area. Water from the well is circulated on site via a pumphouse located east of the existing school building. This pumphouse contains a 4,000-gallon and a 40,000-gallon atmospheric underground potable water tank which are fitted with 4” supply and return water lines (of unknown material) and an 8” fire service line. The 8-inch fire protection line forms a closed loop around the school building which provides fire protection service at 5 locations distributed around all sides of the existing building. This 8-inch line also services the 2 hydrants located on site. The two 4-inch line connects to the building on the eastern side. There are also water lines of unknown size or material running around the site which provide water to various water spigots, as well as a 1-inch water line which brings water to the sewage treatment plant. It is Nitsch’s understanding that the well is also under contract by WhiteWater. Please refer to the MEP narrative for additional information on the building water systems.

RECOMMENDATIONS: •

•

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Any revised building program will require the analysis of the existing drinking water well and its location, as well as any proposed development within the wellhead protection area. Service would need to be maintained to the operating buildings during any construction activities on-site. Any required water shutdowns would need to be coordinated with the municipality and the fire department. Hydrant flow tests and confirmation from the Bolton Fire Chief are required to determine if the existing building has adequate fire protection volumes and pressures; if so, no additional hydrants are needed. A revised building program would require new fire protection services and hydrants if locations of existing hydrants are no longer adequate.

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NASHOBA REGIONAL HIGH SCHOOL

OTHER UTILITIES: GAS, ELECTRIC, TELECOMMUNICATIONS

The school has a 6,000-gallon underground fiberglass Tight tank off the northwest corner of the existing building which is used by the science classes. The tight tank is equipped with an alarm system and is pumped annually. In the rear of the school near the loading area, there is an 8,000-gallon #2 oil tank used for heating of the school as well as several propane tanks for hot water. There is also a diesel generator outside of the maintenance garage. There is an existing Tennessee Gas Pipeline Easement which runs through the property SE/NW adjacent to the turf track and field, and under the baseball and soccer fields. The location of this gas easement will certainly influence the availability of proposed building locations and infrastructure. There is apparently, based on excavation in the area, an abandoned gas main within this easement, as well as the currently functioning one. See MEP narrative for additional information and recommendations.

Figure 9 - Tight Tank

SITE PERMITTING

Review of the Town of Bolton zoning and other regulations, the following is a preliminary assessment of potential permit requirements as well as state and US-wide requirements.

Figure 10 - Propane and #2 Oil Tanks

WETLANDS

The Wetlands Protection Act ensures the protection of Massachusetts' inland and coastal wetlands, tidelands, great ponds, rivers, and floodplains. It regulates activities in coastal and wetlands areas, and contributes to the protection of ground and surface water quality, the prevention of flooding, and storm damage and the protection of wildlife and aquatic habitat. The Town of Bolton Conservation Commission Wetland Bylaw Regulations has defined protected wetlands resources areas within 100 feet of the wetland boundary, where the first 25-feet are considered part of the wetland resource area and the remaining 75 feet are defined as the Adjacent Upland Resource Area (AURA). Any work within the protected area/buffer of wetlands would trigger applications with the Bolton Conservation Commission and DEP.

A review of the Massachusetts Department of Environmental Protection (DEP) wetland layers available on the Massachusetts Geographic Information System (MassGIS), indicates wetlands at the northeast corner of the property. Since the detention basin is so close to the identified wetland area, there is a chance that the resource area (25-feet buffer) around the wetland could extend to include a buffer of 25-feet around the detention basin. The project should seek written determinations from the Bolton Conservation Commission where the protected area boundary lies on site, and have an independent consultant perform a wetlands flagging and analysis as part of the feasibility work. Additionally, the wetland on site ultimately drains to the Nashua River via the Still River. The Still River and Nashua River have TMDLs 3.1.5 SITE DEVELOPMENT REQUIREMENTS

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for impairments such as dissolved oxygen (DO), E. Coli, and Macroinvertebrates, but more notably, the Nashua River has a TMDL for total phosphorus.

•

RECOMMENDATIONS/ POTENTIAL PERMITS: •

•

The project should request a Determinations of Applicability (RFD) with the Bolton Conservation Commission which includes an application and a public meeting. Outcomes of this request will determine whether a Notice of Intent must be filed with the DEP and Bolton Conservation Commission. • The site should be walked by a wetland scientist to confirm location and extent of wetland resources areas. A Notice of Resources Area Delineation should be considered to confirm the extents of the wetlands with the local conservation commission. Work performed within the protected wetland areas will trigger a Wetland Bylaws Permit. Where appropriate, this permit application can be the NOI and subsequent

plans filed under the Wetlands Protection Act. The TMDL for total phosphorus in the Nashua River may trigger additional pretreatment for phosphorus under MassDEP requirements.

NATURAL HERITAGE & ENDANGERED SPECIES

A review of the 13th Edition of the Massachusetts Natural Heritage Atlas prepared by the Natural Heritage and Endangered Species Program (NHESP), updated 2017, indicates that the High School site is not within a Priority Habitat of Rare Species or an Estimated Habitat of Rare Wildlife. No such areas appear within close proximity to the site. (See Map below)

RECOMMENDATIONS/ POTENTIAL PERMIT •

No further action required.

Figure 11 - Location of Gas Easement on Property

FLOODPLAIN AND FLOODPLAIN DISTRICT

Town of Bolton Zoning bylaws identify the Floodplain Overlay District as all special flood hazard areas designated as Zones A and AE on the Flood Insurance Rate Maps (FIRMs) issued 456

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by the Federal Emergency management Agency (FEMA). Based on the FIRM below, the developed portion of the site does not fall within a flood hazard zone and a portion of the wooded area along the northeast corner of the site has a Zone X: 1% Annual Chance of Flooding.

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RECOMMENDATIONS/ POTENTIAL PERMIT: •

•

Any proposed development will need to be cognizant of changes to drainage patterns near this portion of the site and avoid modifying any storage capacity of the area within the highlighted Zone X. If modification occurs, volume reclamation will be needed. As the site is not a part of the Floodplain Overlay district, those development restrictions do not apply.

USEPA NPDES

Construction activities that disturb more than one acre are regulated under the United States Environmental Protection Agency’s (EPA) National Pollution Discharge Elimination System (NPDES) Program. In Massachusetts, the USEPA issues NPDES permits to operators of regulated construction sites.

RECOMMENDATIONS/ POTENTIAL PERMIT: •

Regulated projects (an acres or more of site disturbance) are required to develop and implement stormwater pollution prevention plans and submit an on-line Notice of Intent for a General Construction Permit. The application shall be made a minimum of two weeks before construction by the Owner and the Contractor.

NASHOBA REGIONAL HIGH SCHOOL

ZONING

According to the Zoning Map of Bolton, the site is in the undesignated residential area. Review of the zoning bylaws indicates that educational uses are exempt from prohibition under MGL c. 40A, Section 3 for all Zoning Districts.

FIREFIGHTING WATER SUPPLY

The Zoning Bylaws for the Town of Bolton have requirements for buildings constructed more than 1,000 feet beyond a reliable source of water for fire suppression, where the distance is measured from the source of water to the farthest point of the farthest building on the subject property, along a route that fire apparatus would be expected to travel.

RECOMMENDATIONS/ POTENTIAL PERMIT: •

Design and capacity of any new firefighting water supply shall be subject to approval by the Planning Board with consultation from the Fire Department.

Figure 12 - Areas of Critical Environmental Concern, Source: MassMapper

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Figure 13 - FIRM for Nashoba Regional High School

GREENSPACE REGULATIONS

Section 250-23 of the Zoning Bylaw for Town of Bolton identifies greenspace buffer regulations stating that structures or outdoor storage shall be separated from any lot residentially used or zoned by a buffer zone either naturally wooded for 50 feet in width or, if approved by the Board of Selectmen, by a narrower buffer providing equivalent visual screening through densely planted evergreen trees large enough to reach five feet in height in three years and of a type which will continue to grow in height. The Bylaw also indicates that parking areas, dumpsters, and ground-level mechanical equipment should also be screened from the public way using either solid, year-round, evergreen hedge which will grow to six feet within three years, or an opaque fence at least six-feet high (landscaping preferred) or a 50-foot-deep strip of dense vegetation as an approved alternative.

RECOMMENDATIONS/ POTENTIAL PERMIT: •

458

Location of proposed structures should be far enough from the lot edges to provide enough space for the required greenspace or fenced buffer. Communication with the Board of Selectmen should be ongoing to ensure screening requirements are met.

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STORMWATER REQUIREMENTS

Stormwater management requirements for the project include the 10 standards set forth by the Massachusetts Stormwater Management Policy from the latest edition of the Massachusetts Department of Environmental Protection Stormwater Handbook. This includes; 1. No new Untreated Discharges 2. Peak Rate Attenuation 3. Groundwater Recharge 4. Water Quality Treatment 5. Land Uses with Higher Potential Pollutant Loads 6. Critical Areas 7. Redevelopments 8. Construction Period Pollution Prevention and Sedimentation Control 9. Operations and Maintenance Plan 10. Prohibition of Illicit Discharges In addition to this, the Town of Bolton Zoning Bylaws indicate an additional stormwater requirement where post-development peak discharge volumes shall meet pre-development peak discharge volumes for the 2-, 10-, 25-, and 100-year, twenty-four-hour storm events.

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RECOMMENDATIONS/ POTENTIAL PERMIT: •

•

The project site must meet MassDEP stormwater regulations which would include updating the existing drainage system, providing bioretention/detention and pre-treatment for stormwater. The project must also provide infiltration/ bioretention such that volumes for the post-development site meet Town of Bolton volume requirements as described above.

SCENIC ROADS

NASHOBA REGIONAL HIGH SCHOOL

maintenance, reconstruction, or paving work done shall not include cutting or removal of trees, destruction or removal of walls, or portions thereof, expect with prior written consent rom the Planning Board after a public hearing duly advertised. Granting or refusing consent will take into consideration public safety, scenic views, preservation of historic or regional characteristics and preservation of enhancement of natural and aesthetic qualities of the environment. The Planning Board may adopt reasonable further standards relative to scenic roads not inconsistent with the Town of Bolton bylaws and general laws

RECOMMENDATIONS/ POTENTIAL PERMIT:

Section 250-24 of the Town of Bolton Zoning Bylaws designates Green Road as a scenic road, and therefore gives the Planning Board jurisdiction to preserve the qualities and character of the road including repair,

•

Any work in Green Road and its shoulder, including utility connections (if any), construction activities, etc. should be preapproved by the Planning Board.

Figure 14 - Zoning

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SITE PLAN REVIEW AND DEVELOPMENT IMPACT REPORTS

To ensure compliance with the Zoning Bylaw, the project may be subject to site plan approval from the Board of Selectmen with advice from the Planning Board. The Bylaws note, however, that where appropriate, the Board of Selectmen, with the advice of the Planning Board, may waive the requirements for the site plan application. Inspector of Buildings will only issue a building permit after Site Plan approval is granted. As school buildings can also be exempt from site plan review via the Dover Amendment, it is expected this would also be considered by the Board of Selectmen and Planning Board in their review of applicability. If a Site Plan Review is required or a Special permit to the Planning Board or Zoning Board of Appeals is filed, a Development Impact Study may be required. This Development Impact Study includes, as determined by the appropriate permitting authority, 1. Environmental impact assessment (light, noise, stormwater, groundwater, utilities, etc.) 2. Fiscal impact assessment (municipal facilities and services, school population, impact on adjacent properties) 3. Community impact assessment (open space preservation, residential privacy, recreation and pedestrian impact, scale, and character) 4. Traffic, parking, and transportation assessment. Applicable design review criteria to the civil scope include – Previously mentioned fencing and screening requirements, particularly regarding service areas, utilities, and equipment such that these structures are not visible from streets, adjacent residential districts, open spaces, and should include techniques for noise buffering. – Maximizing landscaping to the greatest extent possible for the reduction of heatisland effect and stormwater management, including but not limited to protecting mature trees, and providing bioretention and bioswale areas. Note that only native species are permitted for landscaping. – Planning Board may require removed trees 460

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–

to be replaced on or off-site. Sustainable Building and Site Design – the Town of Bolton requests that new buildings constructed comply with current Leadership in Energy and Environmental Design (LEED) criteria and all site design shall follow the provisions of low-impact development (LID) techniques to the maximum extent feasible.

RECOMMENDATIONS/ POTENTIAL PERMIT: •

The design team should begin conversations with the Planning Board and Board of Selectmen to determine if a Site Plan Review or Development Impact Study is warranted for the project.

DEPARTMENT OF PUBLIC WORKS (DPW) TRENCH PERMIT

Utility trenching in the ROW triggers a trench permit application processed through the Department of Public works.

RECOMMENDATIONS/ POTENTIAL PERMIT: •

A trench permit application form should be filled out which lists any proposed utility work in the roadways

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2 Center Plaza, Suite 430

Civil Engineering

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NASHOBA REGIONAL HIGH SCHOOL

TUITION AGREEMENTS Included on the following pages are: •

Nashoba Regional School District Regional Agreement

•

Out-of-District Placement Agreement with Berlin-Boylston Regional School District for Special Education Placement

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THE NASHOBA REGIONAL SCHOOL DISTRICT AGREEMENT THE REGIONAL DISTRICT SCHOOL COMMITTEE (AMENDED MAY 2003) Section 1. (A) The powers and duties of the regional school district shall be vested in and exercised by a regional school district committee, sometimes referred to as the committee. The committee shall consist of eight members: three from the town of Lancaster, three from the town of Stow and two from the town of Bolton. Such committee had members elected at the 2001 annual election of each town as follows: Bolton: two members, one for a term of three years and one for a term of two years; Lancaster: three members, one for a term of one year, one for a term of two years, and one for a term of three years; Stow: three members, one for a term of one year, one for a term of two years, and one for a term of three years. At the expiration of each term set forth above, each town will elect a member for a term of three years. (B) If a vacancy occurs among the members of the committee, the selectmen and the remaining members of the committee from the town involved, acting jointly, shall appoint a new member by ballot within one (1) month after the vacancy occurs to serve until the next town election, at which time a new member will be elected to serve the remainder of the vacated term. (C) The population of the participating town shall be determined every five (5) years in accordance with the town’s annual census as certified by the respective town clerks. The census will be reviewed by the Regional District School Committee to determine if the number of representatives elected from each town is within the standard 10-16% deviation in compliance with the one person – one vote ruling. (D) If the population in a participating town results in a change in the number of members to be elected to the Regional District School Committee, such change shall be effective at the annual town election following the certification of the census. LOCATION AND LEASE OF SCHOOLS Section 2. (A) The Regional District schools serving students from all district towns shall be located as near as feasible to the geographic and population centers of the District, except that any new school constructed for the purpose of accommodating pupils primarily from a particular member town shall be located in that town. (B) The town of Bolton is hereby authorized to lease to the Regional School District all the premises and buildings presently known as the Emerson School (including the 1952 + 1972 sections, excluding the 1922 section) and the Florence Sawyer School. The town of

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Lancaster is hereby authorized to lease to the Regional School District all the premises and buildings presently known as the Mary Rowlandson Elementary School and the Luther Burbank Middle School. The town of Stow is hereby authorized to lease to the Regional School District all the premises and buildings presently known as the (1) Hale School, (2) Center School, (3) Pompositticut School, and (4) the Stone Building. Each of the leases authorized above shall be for a term not in excess of twenty (20) years and the term shall commence on July 1, 1994. Each of the leases shall contain a provision for the extension of the term thereof for an additional term not in excess of twenty (20) years, renewable at any time during the term, at the option of the Regional District School Committee. Each of the leases shall contain provisions authorizing the Regional School District to insure, repair, improve, alter or remodel any of the leased buildings. Alterations or changes to any leased property can only be made with the concurrence of the leasing town. No rental shall be charged to the District by any of the participating towns except as hereinafter provided. If the Regional District School Committee shall assign any pupils residing in any one (1) or more participating towns to attend any of the aforementioned leased schools of another town on which any funded indebtedness remains outstanding the town of residence of such pupils shall be charged a rental fee at the rate of net cost per pupil per school year for each pupil so assigned. The rental shall be paid to the Regional School District by the town of residence of such pupils within thirty (30) days after the date of billing by the said Committee and the said Committee shall transmit said payment to the town of ownership of the school to which such students have been assigned. In the event of withdrawal of any of the participating towns from the District, the abovementioned leases shall be terminated at the time of such withdrawal. Each lease involving a participating town shall be on such other terms as may be determined by the Selectmen thereof and the Regional District School Committee who shall execute the lease for the participating town and the Regional School District, respectively. New school facilities built by member towns shall be subject to the leasing terms as outlined above. When facilities are no longer used for education purposes, the lease for that facility is terminated. TYPE OF DISTRICT Section 3. The Regional School District shall include all grades from kindergarten through grade twelve (12).

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METHOD OF APPORTIONING COSTS OF THE REGIONAL SCHOOL Section 4. (A) Capital costs shall include all expenditures in the nature of capital outlay such as the cost of acquiring land, the costs of constructing, reconstructing, and adding to buildings, and the cost of remodeling or making extraordinary repairs to a school building or buildings, including without limitation the cost of the original equipment and furnishings for such buildings or additions, plans, architects’ and consultants’ fees, grading and other costs incidental to placing school buildings and additions and related premises in operating condition. Capital costs shall also include payment of principals of and interest on bonds or other obligations issued by the District to finance capital costs. (B) Operating costs shall include all costs not included in capital costs as defined in Section 4(A) but including interest on temporary notes issued by the District in anticipation of revenue. (C) 1. Capital costs, including debt service on bonds or notes issued by the District to finance capital costs, in connection with any particular District school shall be apportioned on the basis of each member town’s pupil enrollment in such school. Each member town’s share shall be determined by computing the ratio which its pupil enrollment in such school on October 1 of the year next preceding the year for which the apportionment is made bears to the total pupil enrollment from all the member towns in such school on that date. If there is not enrollment in such school on the aforesaid October 1, the apportionment of debt service with respect thereto shall be made on the basis of the estimated pupil enrollment from each member town in such school on the aforesaid date had there been any reenrollment, such estimate to be made by the Committee. 2. Incurring of indebtedness for the construction of new school facilities, including additions to existing school facilities, which are designed to serve students from one member town, shall be by vote of the voters of the member town so served, at an annual or special town meeting and said indebtedness shall be incurred by the member town so served and not the Regional School District. 3. Incurring of indebtedness for capital improvements or capital replacements for existing school facilities to serve students from one (1) member town shall be by vote of the voters of the member town so served, at an annual or special town meeting, and said indebtedness shall be incurred by the member town so served and not the Regional School District.

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(D) Operating costs shall be apportioned among the member towns on the basis of the average of the previous five (5) years’ enrollment as of October 1 of each of the preceding years for fiscal year 2000 and thereafter. Assessments to each town shall be said apportionment less the average percentage of Regional Aid, Transportation Aid, and any other reductions to the gross budget voted by the Regional School District, less each town’s allocation of Chapter 70 aid, but not less than each town’s minimum contribution required by the State. (E) Payments of one-quarter of each town’s proportional part of the its assessment from the regional school district, including indebtedness, shall be made on the first day of each February, May, August, and November and in the manner prescribed by Statute. (F) Within seven (7) days after the date on which the Regional District School Committee authorizes the incurring of debt, other than temporary debt in anticipation of revenue to be received from participating towns, the said Committee shall cause written notice of the date of said authorization, the sum authorized, and the general purpose or purposes for authorizing such debt, to be given to the Board of Selectmen of each participating town. TRANSPORTATION Section 5. (A) School Transportation shall be provided by the Regional School District and the cost thereof shall be apportioned to the participating towns as an operating cost. (B) Students in pre-kindergarten through grade eight (8) shall attend schools in their town of residence except as hereinafter provided. (C) The Regional District School Committee may assign by a majority vote students in grades six (6) through eight (8) to a school in other than their town of residence only after a favorable majority vote at an annual or special town meeting on the part of both sending and receiving towns involved in such an assignment. (D) The Regional District School Committee may determine by a majority vote the need to assign elementary pupils to schools in other than their town of residence in case of an emergency which prevents use of a building whole or part, or with parent approval. Any town whose students are assigned to any temporary school facilities will be responsible for all costs, including rental, building utilities cost, transportation beyond that normally provided under district contracts, and any equipment that might be associated with temporarily housing its students.

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ADMISSION TO AND WITHDRAWAL FROM THE DISTRICT Section 6. (A) Any town not included in the Regional School District may be admitted to the District by Majority vote of the Regional District School Committee and upon acceptance by the town of this Agreement with any amendments thereto and upon acceptance by the Town of the provision of Section sixteen through sixteen (I), inclusive, of Chapter 71, as amended, of the General Laws. Upon admission of such a town, the costs of Section 4 plus subsequent acquisitions and improvements shall be reapportioned in accordance with Section 4 to all the towns now comprising the District as determined by the Regional District School Committee. The newly admitted town shall then assume liability for its entire share of the costs of Section 4 for the remaining terms of the funded indebtedness. It shall pay to the Regional School District Treasurer an amount equal to the sum of its normal share of the costs of Section 4 plus its share of the funded indebtedness already retired divided by the number of years in the remaining life of the funded indebtedness. Payments made by the newly admitted town for funded indebtedness already retired, shall be credited to the towns previously forming the District on the basis of over-payments made by them. If no funded indebtedness exists the newly admitted town must pay to the Regional School District their percentage of student enrollment to the District total capital costs over a ten (10) year period. Funds received for capital expenditures from any newly admitted town will be used to reduce assessments to the previous members of the Regional School District based on the average percent of each town’s enrollment over the life of the District. (B) By a majority vote at a regular or special town meeting, any town in the Regional School District may withdraw from the District, provided that a majority of the remaining members of the Regional District School Committee so vote; and provided that the town desiring to withdraw has paid its portion of the remaining funded indebtedness and any other expenses for which it became liable as a member of the District. The withdrawing town shall remain liable to the District for indebtedness of the District outstanding at the time of such withdrawal, and the interest thereon to the same extent and in the same manner as though such town had not withdrawn from the District; provided that such liability shall be reduced by any amount which such town has paid at the time of withdrawal and which has been applied to the payment of such indebtedness or interest. The withdrawing town’s annual share of any future installment of principal and interest on obligations outstanding on the effective date of its withdrawal shall be fixed at the percentage prevailing for such town at the last annual apportionment made next prior to the effective date of the withdrawal. The remainder of any such installment after subtracting the share of any towns which have withdraw shall be apportioned to the remaining participating towns in the manner provided in Section 4 (C) and any amendments which may be made thereto.

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AMENDMENTS Section 7. This Agreement may be amended by recommendation of the Regional District School Committee or by initiative Petition of 10% of the registered voters in the towns comprising the Regional School District, provided that such amendment is approved by majority vote in each of the towns comprising the District. No such amendment shall be made which shall substantially impair the rights of the holders of any bonds or notes of the District then outstanding or the rights of the District to procure the means for payment thereof; provided, that this provision shall not prevent the admission of new towns to the District and the reapportionment accordingly of that part of the cost of construction represented by bonds or notes of the District then outstanding and of interest thereon. BUDGET Section 8. The Regional District School Committee shall, in accordance with Section 16B of Chapter 71 of the General Laws of the Commonwealth of Massachusetts, prepare and adopt a budget and present this budget to each of the Towns comprising the District on or before March 15th for the next fiscal year, itemized as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Administration Instruction Other School Services Operation & Maintenance of School Plant Fixed Charges Community Service Acquisition of Fixed Assets Debt Retirement and Debt Services Programs With Other Districts and Private Schools Contingency ADMISSION OF STUDENTS

Section 9. Students residing outside of the Regional School District may attend any of the schools in the District provided sufficient space is available as determined by the Regional District School Committee. At any time the Regional District School Committee may vote not to accept students residing outside the District.

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ORGANIZATION OF THE REGIONAL DISTRICT SCHOOL COMMITTEE Section 10. (A) Within ten (10) days after selection of membership, the Regional District School Committee shall organize and choose by majority vote such officers as provided for by law, and determine their term of office. Provisions shall be made for meetings, including an annual meeting at which the officers of the Committee shall be elected. All meetings except those involving personal relations of pupils or employees of the Regional District School Committee shall be open to the public and the press. (B) The Regional District School Committee, for and on behalf of the Regional School District, shall establish and maintain within the District a central office for the transaction of its business; the place to be determined by the Committee. The Committee shall have the power to equip the same and to purchase such supplies as may be required in the transaction of its business. AUDIT ADVISORY COMMITTEE Section 11. The school committee shall create an Audit Advisory Committee consisting of four (4) voting members: one (1) from each town appointed jointly by the Selectmen and Finance Committee of that town and one (1) voting member appointed by the school committee, where that member shall not be a member of the school district’s administration. Each committee member must be independent of the financial reporting system of the district and should possess a reasonable level of financial literacy. The Audit Advisory Committee shall review the district’s financial reporting process and annual audit(s), both financial and compliance. It will be the responsibility of the Audit Advisory Committee to: -

Establish an understanding of the district’s financial reporting system through meetings and interviews with the district’s management and individual interviews with all members of the district’s financial reporting department. The Audit Advisory Committee will also have the authority to request financial reports from the business office of the district showing detailed financial transactions, actual expenditures against budgets, summaries of all “off budget” financial operations, all liabilities incurred or anticipated, and balances of all bank accounts.

Recommend to the school committee the hiring of the accounting firm that audits the financial affairs of the school district. The Audit Advisory Committee will recommend the scope of any audits performed, will meet with the auditors throughout the auditing process, and will receive any reports prepared by auditors. 7 of 8

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Recommend to the school committee each year the amount of money required for auditing activities, and will recommend to the school committee expenditures from the auditing budget line item.

Report annually, after receiving the annual audit, or at other times it may deem appropriate, to the full school committee on the adequacy of the financial reporting system, outcomes of the annual audit and its recommendations for any changes in procedures. In addition, the Audit Advisory Committee will conduct, at least annually, a public session designed to inform the citizens of the member towns about the district’s financial health.

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DISTRICT STUDENT SCHOOL ASSIGNMENT PRACTICES Analysis of school district student school assignment practices and available space in other schools in the district; The school district resides in seven buildings. • Mary Rowlandson Elementary: 100% of classrooms are utilized. Addition of another class section would require the consolidation of special education programs which is not possible. •

Luther Burbank Middle School:

• Florence Sawyer School (including Emerson building): 100% of the classrooms are utilized. An additional section would require the consolidation of district based programs which is not possible due to staffing and age range requirements be DESE. • Center School: 100% of classrooms are being utilized. Adding an additional classroom would require a relocation of specialized programming to another school. • Hale Middle School: 100% of all classrooms are being utilized. Another section would require the library to be reconfigured with a classroom. •

Nashoba Regional High School: 100% of classrooms being utilized.

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AVAILABLE SPACE IN OTHER SCHOOLS Analysis of school district student school assignment practices and available space in other schools in the district; The school district resides in seven buildings. •

Mary Rowlandson Elementary: 100% of classrooms are utilized. Addition of another class section would require the consolidation of special education programs which is not possible.

•

Luther Burbank Middle School:

•

Florence Sawyer School (including Emerson building): 100% of the classrooms are utilized. An additional section would require the consolidation of district based programs which is not possible due to staffing and age range requirements be DESE.

•

Center School: 100% of classrooms are being utilized. Adding an additional classroom would require a relocation of specialized programming to another school.

•

Hale Middle School: 100% of all classrooms are being utilized. Another section would require the library to be reconfigured with a classroom.

•

Nashoba Regional High School: 100% of classrooms being utilized.

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RENTAL/ACQUISITIONS OF EXISTING BUILDINGS All three towns do not have rental space available that would meet the requirements for hosting school. 100% of the municipal buildings are currently being utilized.

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SUMMARY OF OPTIONS CONSIDERED During the design process, several design concepts were evaluated for a renovation or addition to the existing building or construction of a new building. These were presented to the School Building Committee (SBC) and School Committee for final selection of options to continue development in Module 3B.

DESIGN OPTIONS

OPTION 1 REPAIR ONLY OPTION 2 RENOVATION OPTION 3A RENO/ADD OPTION 4A NEW CONSTRUCTION OPTION 4B NEW CONSTRUCTION OPTION 4C NEW CONSTRUCTION Information developed from the Educational Program, the Initial Space Use Summary, and the Evaluation of Existing Conditions was reviewed to provide goals for possible design solutions. These have been consolidated to a few key points, listed below, for each section as a guideline for proposed design alternative options, however, all requirements of the Educational Program and the Guidelines of the MSBA will be satisfied to the greatest degree possible.

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EDUCATIONAL PROGRAM •

•

• • • • •

• •

Learning as a social experience - provide spaces for informal student gathering and project based learning and “breakout spaces”. Teachers will teach together across academic subjects, integrating subject information and goals as part of project based learning. Display student work – providing effective design to constantly raise up student projects, achievements, and work samples throughout the school. Interdisciplinary, integrated learning spaces to foster collaborative work. Provide secure, safe environment with supervision. Provide connections to the exterior wherever possible. Interdisciplinary learning in small learning communities. Support services for Guidance and specialized support programs to be located adjacent to the classrooms or small learning communities. Hands on shared spaces for presentations and project based learning. Central Hub or Commons located to serve as a public zone with access to common community uses, such as Gym, Auditorium, Atrium, Café(teria), Gallery, etc.

SPACE USE SUMMARY • • •

•

• • 492

Program area is similar to that of the existing building for the same student population. Provide project rooms or “breakout spaces” within each small learning community and throughout the school. Several areas, particularly the 1960 original school building, have structural and shell issues that make re-use problematic and expensive. Provide a single primary public entrance for security control of the building with the Principal’s office at the front of the building. Provide a new gym with 4 teaching stations. Provide 2 new Pre-K classrooms of 1200

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• • • • •

nsf each and adjacent Nurse’s Suite. Provide larger kitchen with storage rooms and locker rooms. Provide art and music classrooms of 1200 nsf. Provide dedicated spaces for student support programs: BRYT, PACE, CONNECTIONS, RAD, and TLC. Provide outdoor learning spaces and / or connections to exterior from classrooms and common spaces. Building height is limited to 2 stories for access by the Bolton Fire Department.

EXISTING CONDITIONS • •

•

• • • • •

•

The existing structure is not sufficiently seismically braced and must be modified significantly. Exterior load bearing masonry walls were not constructed with insulation or a vapor barrier and existing window frames and glazing are not compliant with current energy code requirements. The existing 1960 building wall structure is not constructed with a drainage cavity or flashing causing severe degradation. Renovations of the 1960 classroom wing construction will be difficult because of floor to floor heights, roof structure replacement, and exterior shell with load bearing, uninsulated precast concrete window units. The roof is beyond the end of its useful life and must be replaced. Toilet rooms throughout have issues with accessibility code requirements. The existing auditorium does not provide accessible ramp slopes and sufficient seating. A new boiler room is required. The mechanical, electrical, fire protection, and plumbing equipment and systems are outdated and beyond the end of their useful expected life. The site slopes over 14 feet from east to west. Limitations are a steep slope on the east side, wetlands on the west side, and a Tennessee High Pressure Gas Pipeline across the northern half of the site.

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Feasibility of re-use of the existing building through renovation/addition or construction of a new building is investigated for an established student population of 925 students. The area for existing educational spaces is smaller than the program area required in the space use summary with landlocked classrooms making renovation of the classroom areas extremely inefficient.

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EVALUATION OF OPTIONS OPTION 1 REPAIR ONLY This “No-Build” option is based on correction or repair of conditions that are not code compliant or are necessary to repair or replace for the long term continued use of building systems. The construction cost estimate is based on all of the recommended work being performed. Although this option will correct isolated problems with the existing construction, it will not satisfy requirements of the Educational Program and the Space Use Summary that require additional renovation of existing spaces. Many classrooms and areas may not be renovated and will remain as currently existing. Phasing and disruption to teaching and learning is a primary concern for the District. Although the Repair Only Option 1 may be the least expensive, it is also the most disruptive over the longest time and will not fulfill the requirements of the Educational Program.

ADVANTAGES •

Least costly option.

DISADVANTAGES • •

• • •

• •

Although it is the least overall cost, this option is not eligible for reimbursement by MSBA. Phased occupied renovations will increase the duration of the construction project to more than 6 years creating severe disruption to the learning environment for several classes, Existing floor area for educational spaces is smaller than stated in the Initial Space Summary, This will not correct undersized classrooms proposed in the Educational Plan, Swing space with temporary classrooms will need to be provided during construction for a multi-phased occupied renovation project, On-site Modular Classrooms reduces availability of parking during the construction process. The school would need to vacate the campus in the summer so contractor has unencumbered access to work on the building shell and interior spaces.

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OPTION 2 RENOVATION ONLY A Renovation option was not selected to be further developed by the School Building Committee for several reasons. • The floor area of the existing building is 200,372 Gross Square Feet (GSF) according to the Town of Bolton Assessor’s Office. Although the total area indicated for new construction to meet the Educational Plan on the proposed Space Use Summary is less than this area at 195,841 GSF, many of the existing rooms do not meet the minimum area requirements of the Educational Plan. • The average size of existing classroom spaces in the two classroom wings is 738 SF; less than the 850 SF recommended in the MSBA guidelines. • The average size of existing science classrooms is 1,036 SF; less than the recommended 1,440 SF. • Existing art classrooms are 930 SF; less than the 1,200 SF recommended. • The existing chorus room is 850 SF; less than the 1,500 SF recommended. • The largest existing technology classroom is the wood shop at 1,168 SF; less than the 1,440 SF recommended. • The existing main kitchen is 1,065 SF; less than the 2,225 SF recommended. Because of limitations of the existing structural system – column spacing, bearing wall locations – modifications to the floor layout cannot accommodate necessary increases in rooms sizes noted above without construction of additional space to the existing building and would classify this as a Renovation/Addition project. Renovation construction would be extremely disruptive to the student and teacher population over an extended period of time. Because of high utilization of the existing classroom spaces, temporary classrooms would be necessary for a renovation project. Also, the duration of a renovation project was viewed as unacceptable. The phasing studies for the Renovation/Addition Options were projected to last up to 6 years and a Renovation project would likely have a longer duration. Any project with construction going out several years, introduces a level of risk and uncertainty with regards to the unpredictability of costs, escalation and market conditions. The 2-story classroom wings in the 1960 building 496

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(Area A) and the 1970 addition (Area B) holds approximately 44 classrooms and 5 accessory staff workrooms, including all art rooms and science classrooms. These wings were determined to be not suitable for renovation because of extensive modifications required to the existing structure and exterior shell. The roof of the 1960 building is constructed with a poured gypsum structural roof deck which has failed or is failing in several locations; this is recommended for replacement with new steel structural deck. The lateral stability system in the 1960 building was modified in the 2000 renovation project, but is incomplete and requires extensive reconstruction and modification. The exterior walls of the 1960 building include load bearing precast concrete window units which do not provide any insulating value; these are recommended to be replaced with new wall construction which will require temporarily shoring the floor and roof structures. The steel connections in the 1960 and 1970 building are suspected to be incomplete and will require extensive work to complete. The structural beams supporting the second floor and roof deck in the 1960 building are exposed to the classroom spaces without finished ceilings. Because the bottom of these beams are only approximately 9 feet above the finished floor and that these structural beams are mounted directly onto the precast window units, there is insufficient height to install a suspended acoustical ceiling in these classrooms and provide space for ductwork, sprinklers, and lighting. The existing classrooms in the 1970 building were originally designed with groups of classroom spaces with very deep floor plates. Unfortunately, this creates several landlocked classrooms without access to windows for sunlight and exterior views. The positioning of the connecting corridors from Area B on both floors limits available wall surface on the east side of this wing for windows to one classroom on each floor. This condition is not compliant with MSBA guidelines and is not acceptable under the Educational Plan for the High School. Lastly, although a cost estimate was not developed for a Renovation Option, the SBC understood that the cost for this option would exceed the cost for the Repair Option because the Repair Option does not address modifications necessary to comply with the Educational Plan. A renovation project was not viewed as beneficial for the presumed cost.

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OPTION 3A ADDITION / RENOVATION

This option partially renovates the existing building with an approximately 123,000 SF addition for a population of 925 students. Approximately 128,000 GSF of the existing building is demolished and 73,000 GSF of the existing building is renovated for 196,000 GSF total new building. All of the Education Program requirements stated in the Space Use Summary are met with this Option. In this option, the spaces at the east and south ends of the existing building most recently renovated in 2000 are renovated and the rest of the existing building is demolished and replace with new construction. This relocates the Main Entrance and creates a secure control point to allow access by the public to the Administration Offices, Auditorium, and Gymnasium. The existing Large Gym and Auditorium are refurbished and will continue the same uses. The Small Gym will be renovated into a Student Commons/Cafeteria space aligned with the new main entrance. Small special education spaces west of the

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small gym will be renovated into a new Main Kitchen/Servery to serve the new cafeteria. A new music suite and boiler room will be built adjacent to the Auditorium. New Classroom Wings and technology support spaces will be built on the north side of the building. Because the existing school is highly utilized, new construction will be necessary to be completed to serve as swing space before demolition of the existing school can begin. Phasing of construction during the school year is possible for the construction activity related to the new addition and will create some disruption with interior renovations, aside from staging and storage of materials, as the work will be outside of the existing building and abutting a façade without classroom spaces. Swing space for major program elements like academic classrooms will be unnecessary as these are constructed as part of the new addition and only existing furniture and equipment to be reused will need to be moved.

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CONSTRUCTION PHASING

Phase 1 Renovate the existing Small Gym and adjacent spaces into a new Cafeteria/Student Commons and Kitchen/Servery over the first summer. Demolish the north side of the school with the existing Cafeteria, Kitchen, Wood and Metal Shops, and Computer Lab as well as the existing Football stadium. Relocate the SPED rooms and Computer Lab temporarily into the existing Media Center. Relocate the existing domestic water well to another areas of the site. Phase 2 Construct a new classroom wing on north side of the building with 2 two story small learning communities. The Media Center will be located on the Second Floor of the new wing with new Technology Resource spaces and a green courtyard. Phase 3 Demolish the existing classroom wings. Phase 4 Construct the new Early Childhood and PreKindergarten area on the west side of the existing building and construct a new Football stadium in place of the existing parking lot. Phase 5 Complete the renovation of the Small gym into the new cafeteria. During all phases, replace the roofing throughout each area as it is renovated or constructed. This Option creates some amount of disruption as it requires renovation of the existing building for new core spaces like the Main Kitchen and Cafeteria, and so a longer construction schedule will be required. Estimated duration of construction is 6 years. Any project with construction going out several years introduces a level of risk and uncertainty with regards to the unpredictability of costs, escalation and market conditions. This option fulfills the requirements of the Educational Program and the Space Use Summary. Some areas vary from that stated in the Guidelines because of the restrictions and configuration of renovated spaces in the existing building. • Other variations of renovation and addition concepts were reviewed but not developed to present to the SBC; these were determined to be disadvantageous because of site limitations. Further 498

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•

variations will be explored during the Preferred Schematic Phase. The Auditorium and Gymnasium along with the structural bent frame areas of the 1960 construction were determined to be best for re-use. The classroom wings and areas of 1960 construction with gypsum roof deck were determined to be too problematic for re-use and should be demolished. Additional construction to the east side of the site is limited by severe grade rise and by the limited space to the eastern lot line, so expansion on this side of the existing building was not developed. Additional construction to the west would require demolition of the classroom wings first and use of modular trailers for temporary classroom space. With more than 50 classroom spaces, 4 teacher workrooms, and media center in these wings, the cost for modular trailers to replace these rooms would be exorbitant and so expansion on this side of the existing building was not developed. Additional construction to the north is restricted by the Tennessee Gas Pipeline easement, however, the distance to the pipeline is sufficient to develop an addition to the existing school. Additionally, the new addition construction can be isolated to the north minimizing the disruption to ongoing educational operations.

ADVANTAGES • • • • • • •

Less disruptive than Option 1 Repair, Generally meets requirements of the Educational Plan and Space Summary Guidelines, Additional space for gym provided in accordance with Space Summary, Group breakout spaces provided for small learning groups, Sunlight and views is provided at all classrooms, Separate entrance lobby available for the gym and Auditorium for secure public access, Separate entrances and dropoff for TLC, BRYT, and PACE student support

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programs, Separate entrance and dropoff for PreK classrooms, All seismic and structural issues corrected, All new MEP systems and new FP system provided.

DISADVANTAGES •

• • •

•

• •

Phased renovations during the academic year will increase the duration of the construction project creating disruption to the learning environment, Playing fields will be displaced during construction, The small gym will be lost when converted to a cafeteria, The school would need to vacate the campus in the summer so contractor has unencumbered access to work on the building shell, Existing boiler and electrical rooms will need to remain in operation through construction along with new boiler and electrical rooms to maintain services to rooms not yet renovated, Renovation / addition options may have unforeseen costs with concealed conditions. Estimated duration of construction is 6 years. Any project with construction going out several years introduces a level of risk and uncertainty with regards to the unpredictability of costs, escalation and market conditions.

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OPTION 4A NEW CONSTRUCTION This option provides a new building for an established student population of 925 students either north of the existing school on the existing football field or parking lot, respectively. The new façade on the south side of the building will allow redesign of the image of the building as seen from Route 117. The building plan is arranged based on the priorities stated in the visioning conferences and in the Educational Plan. The north section, furthest from the street and public entrance to the building, is for the new classroom small learning communities arranged in 2 two-story wings. Adjacent to the classroom wings are student social and academic support spaces, with spaces for the 4 technology groups and applied arts, the Media Center, and the Guidance offices; this area buffers the academic classroom spaces from the common and public spaces. Next and closer to the public entrance to the building are the communal spaces with the Student Commons which also serves as the cafeteria with the kitchen, Student Café, School Store/Business Suite, Gallery, and Small Performance area. Student access to

the Auditorium, Music Classrooms, and Gymnasium are from this communal area. Closest to the street will be the Administration Area, which serves as the only secure checkpoint for visitors to the school, and public access to the Auditorium and Gym for school performances and other public events. The location of the building on the site requires coordination with the existing utility easement for the Tennessee Gas Pipeline along the northern side of the property. Discussions with the utility has resolved that this easement cannot be relocated. All of the Education Program requirements stated in the Space Use Summary are met with this Option. According to the Visioning Sessions and the Educational Program, the academic classrooms are arranged in four Small Learning Communities, or SLCs. SLC’s are each arranged with an academic classroom group (science lab, general classrooms, teacher planning, etc). Phasing of construction during the school year is not necessary and construction activity will create minimal disruption, aside from staging and storage of materials, as the work will be adjacent to the existing building. Swing space for major program elements like shops and cafeteria, will be unnecessary and only existing furniture and equipment to be re-used will need to be moved.

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CONSTRUCTION PHASING

Phase 1 Relocate existing domestic water well to another part of the site. Construct Facilities outbuilding to be used as swing space for the wood shop and metal shop. Demolish shop wing. Demolish SPED classrooms and construct new Main Kitchen. Construct temporary Cafeteria in Small Gym. Make safe all windows, exits, and loading docks which will abut the new construction. Phase 2 Construct the new building Phase 3 Demolish the existing High School Building. Phase 4 Construct new parking lots and bus drop. Phase 5 Complete site work and new football field. This Option creates minimal disruption to the academic activity, but does require that some of the playing fields be offline during the construction period. Following the completion of construction and demolition of the existing building, a new football / lacrosse field and grandstand will be constructed on the west side of the site to replace the field displaced by the new building. The adjacent baseball field will also need to be reconstructed as this will be used for construction activities, storage of materials, etc. Estimated duration of construction is 3 years including sitework.

ADVANTAGES • •

• • • •

502

New school building may be occupied in 2 academic years, No direct disruption to academic spaces, however, some classroom spaces will abut the construction area of work and noise and dust may disturb students, Swing space and modular classrooms not required as existing building will be utilized during construction, Small learning communities provided, Student support and guidance spaces located adjacent to academic spaces, Sunlight and views are provided at all classrooms,

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• • •

Gym has direct access to all playing fields, All new MEP systems and new FP system provided, Construction will not displace the existing septic disposal leaching field.

DISADVANTAGES • • •

Some classroom spaces will abut the construction area of work and noise and dust may disturb students, Construction will displace onsite well, Construction will displace playing fields.

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OPTION 4B NEW CONSTRUCTION

Option 4B locates a new school building on the northern portion of the site. However, site constraints require that the building be located between the lot line setbacks and the Tennessee Gas Pipeline easement. These constraints limit the size and location of the building and forces it against the setbacks from the northern lot line. The Tennessee Gas Pipeline easement does not allow construction materials to be stored on it, does not allow construction vehicles to drive over it, and does not allow excavation within it. Utility crossings and pavements require prior approval by the utility. These constraints to the construction process create issues that will be studied further in Module 3B.

ADVANTAGES • • • • • • • • •

New school building may be occupied in 2 academic years, No direct disruption to academic spaces, Swing space and modular classrooms not required as existing building will be utilized during construction, Small learning communities provided, Student support and guidance spaces located adjacent to academic spaces, Sunlight and views are provided at all classrooms, Gym has direct access to all playing fields, Construction will not displace onsite well, All new MEP systems and new FP system provided.

DISADVANTAGES

Adjacent residential lots will abut the construction area of work and noise and dust may disturb neighbors, Construction will displace existing soccer field, Construction will displace the existing septic disposal leaching field.

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OPTION 4C NEW CONSTRUCTION Option 4C locates a new school building on the western portion of the site. However, site constraints require that the building be located between the wetland setback, the Tennessee Gas Pipeline easement, and several steep grade changes of up to 14’. The wetlands are approximately 200 feet from the face of the existing building to the east and 240 feet from the Tennessee Gas Pipeline easement to the north. These constraints limit the size and location of the building and forces it to be located within 20’ of the existing building. The building layout and space adjacencies do not conform to the bubble diagram of spaces developed in the Visioning Program. These constraints to the construction process create issues that will be studied further in Module 3B.

ADVANTAGES • •

• • • • • • •

DISADVANTAGES • • •

Some classroom spaces will abut the construction area of work and noise and dust may disturb students, Construction will interrupt pipeline and require relocation of the existing septic disposal leaching field, Construction will displace baseball fields and tennis courts.

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COMPARATIVE COST ANALYSIS Cost data was compiled by PM&C, LLC from preliminary alternative options based on drawings, narratives and other documentation prepared by Kaestle Boos Associates, Inc. and their design team received The base estimate includes all direct construction costs, Construction Managers overhead, fee and design contingency. Cost escalation assumes start dates of Summer of 2024 for early packages such as site enabling, utilities and foundations. At this stage in the project it is too early to make a choice on the preferred delivery method between design-bid-build or Construction Manager at Risk. Based on experience and market trends, these costs assume the bidding conditions to be public bidding under Chapter 149a (CM-at risk) of the Massachusetts General Laws to prequalified construction managers, and pre-qualified sub-contractors, open specifications for materials and manufacturers. The estimate is based on prevailing wage rates for construction in this market and represents a reasonable opinion of cost. It is not a prediction of the successful bid from a contractor as bids will vary due to fluctuating market conditions, errors and omissions, proprietary specifications, lack or surplus of bidders, perception of risk, etc. Consequently, the estimate is expected to fall within the range of bids from several competitive contractors or subcontractors, however we do not warrant that bids or negotiated prices will not vary from the final construction cost estimate. In coordination with the Owners Project Manager, Skanska, the team has estimated soft costs associated with each option to form an initial Opinion of Probable Cost (OPC). These OPC’s are intended to be used as a comparative tool between options and not as a projection of final cost due to the preliminary nature of the design options.

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OPTION 1 REPAIR ONLY

This option examines the cost associated with implementing the recommendations of the existing conditions review to bring the current facility up to modern code requirements and repair or replace deficiencies within the building. This option does not address any of the educational or space deficiencies of the building and would result in less educational space. Increases in the size of accessory spaces such as toilet rooms, elevators, and mechanical spaces to meet current requirements would negatively impact the educational program. As such, this option is only useful as a comparison tool to understand the cost implications of not proceeding with a renovation/ addition or new construction project as these items will need to be addressed in the near future.

ESTIMATED PROJECT COST $110-120MIL CONSTRUCTION DURATION 5 YEARS Cost Drivers • Extended Schedule • Phasing Costs • Phased Abatement

OPTION 3A ADDITION / RENOVATION

In addition to the cost associated with implementing the recommendations of the existing conditions review to bring the current facility up to modern code requirements and repair or replace deficiencies within the building. This option examines provided an addition and reconfiguring portions of the existing building to meet the current educational program at each enrollment. This option includes demolition of portions of the existing building to allow for a larger more cohesive building layout. This is necessitated by both the existing site condition and the educational program. This option requires extensive phasing and compressed phases over summers to renovate in place large vocational shops that are not easily housed in temporary swing spaces. Although necessary for construction temporary construction, complex phasing and compress the schedule generally results in inefficiencies during construction that are drivers for increased cost. These costs are for temporary measures that have no long-term educational benefit and receive limited to no reimbursement from the MSBA.

ESTIMATED PROJECT COST $240-250MIL CONSTRUCTION DURATION 6 YEARS Cost Drivers • Extended Schedule • Phasing Costs • Temporary Constructions (Temp classrooms) • Phased Abatement • Compressed Summer Phases • Shoring of existing construction next to additions

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OPTION 4A, 4B & 4C NEW CONSTRUCTION

This option examines a new construction option. This option locates the majority of the building on the current baseball and softball fields. The option takes advantage of the existing topography. This option displaces the existing track and fields and relocates them to location of the current building once it is demolished. This option avoids all demolition of the existing building until the new building is occupied. By doing so, this option is slightly less efficient then subsequent options.

ESTIMATED PROJECT COST $205-215MIL CONSTRUCTION DURATION 3 YEARS

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FINAL BUILDING COMMITTEE EVALUATION During the design process, options presented to the School Building Committee (SBC) were listed in MSBA standard labeling for design alternatives:

OPTION 1 – REPAIR ONLY OPTION 2 – RENOVATION OPTION 3 – RENO/ADD OPTIONS OPTION 4 – NEW CONSTRUCTION OPTIONS Multiple options within each category were listed alphabetically, such as 4A, 4B, 4C, etc. . The following factors were taken into consideration during the process: • Ability to address Educational Program • Large cost difference between Addition/Renovation and New Construction • Total project cost • Construction duration • Educational impact of construction activity At the June 22nd School Building Committee selected to options as shown in the table below:

CONCEPT

SBC ACTION

OPTION 4A OPTION 4B OPTION 4C

SELECTED NOT SELECTED NOT SELECTED

OPTION 1 OPTION 2 OPTION 3A

NOT SELECTED NOT SELECTED SELECTED

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RECOMMENDATIONS FOR FURTHER INVESTIGATORY WORK The exploration and analysis as part of this Feasibility Study has identified a number of items that should be further investigation. In collaboration with the School Building Committee, Kaestle Boos Associates, Inc. recommends the following items should further be explored during Preferred Schematic phase of the project: •

Further development the addition/renovation and new construction options including additional options

•

Conduct collaborative in-person meetings with school administration and staff to further refine the space summary

•

Further geotechnical analysis

•

Develop more refined construction cost estimates based on further developed conceptual site and building plans.

•

Evaluate multiple building systems for the project.

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SCHOOL BUILDING COMMITTEE VOTE CERTIFICATION

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SCHOOL BUILDING COMMITTEE MEMBERSHIP LETTER

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SCHOOL COMMITTEE MEMBERSHIP LETTER

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SCHOOL BUILDING COMMITTEE MEETING MINUTES Since the MSBA’s Board of Directors invited the District to conduct a Feasibility Study on April 14th, 2021, the SBC has held fifteen (15) meetings regarding the proposed project. These meetings were held in compliance with the state Open Meeting Law. These meetings include: School Building Committee Meeting Minutes December 8, 2020 (occurred prior to MSBA invitation) January 20, 2020 (occurred prior to MSBA invitation) March 17, 2021 (occurred prior to MSBA invitation) April 28, 2021 May 12, 2021 May 18, 2021 June 1, 2021 July 19, 2021 September 21, 2021 September 28, 2021 October 19, 2021 December 14, 2021 January 18, 2021 February 8, 2022 March 15, 2022 April 12, 2022 May 17, 2022 June 21, 2022 Copies of the above referenced meeting minutes have been provided on the following pages.

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NRSD School Building Committee Meeting Minutes, January 20, 2021

NASHOBA REGIONAL SCHOOL DISTRICT SCHOOL BUILDING COMMITTEE MEETING Remote meeting via Zoom Technology This meeting was held remotely in accordance with the Governor of Massachusetts’ March 12, 2020 Order Suspending Certain Provisions of the Open Meeting Law G.L. c. 30A, Section 2 January 20, 2021 VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Chris Buck, Ken Frommer, Scott Gibson, Bob Czekanski, Jennifer d’Entremont, Maura Bailey, Sarah Delconte-Cosentino, Stacey Dupuis, and Stephen Rubinstein NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Brooke Clenchy, Todd Maguire, Pat Marone, Rob Frieswick, Steve Cullinane, Martina Kenyon, ABSENT: Orlando Pacheco CALL TO ORDER Chairman Gleason called the meeting to order at 6:01 pm. Citizen Comments There were no citizens present for comments Chairman Gleason discussed using the NRSD School Committee Policy and Protocol for Citizen Comments. Lean Vivirito will provide us with that. NEW BUSINESS Educational Profile Dr. Jake Foster and NRHS AP Jeanine Boulay presented a slide show ( will be included in meeting materials) that illustrated the time line for the construction of the Ed Profile and how the completion of that is essential to this new building process. Dr. Foster noted that this is a draft.

NRSD Enrollment Plan Superintendent Clenchy said that the plan has been submitted. NRSD Maintenance Plan This is coming due soon. Rob Freiswick and Pat Marone are working on this and will submit by the end of the month. Next Meeting Date March 17, 2021

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NRSD School Building Committee Meeting Minutes, January 20, 2021

UNFINISHED BUSINESS

Use of Zoom Chat Feature The Chairmen has stated that the chat feature should only be used for discussion. Motion made by Mr. Rubenstein that the chat feature be disabled during our meetings. Mr. Buck seconded. Motion approved unanimously.

APPROVAL OF MINUTES Approval of meeting minutes of December 8, 2020

Mr. Czekanski moved to approve the amended meeting minutes of 12/8/2020. The motion was seconded by Ms. Cohen. Amended minutes approved unanimously.

ITEMS FOR NEXT AGENDA An overview of the MSBA deadlines. ADJOURN Mr.Rubenstein made the motion to adjourn at 7:09PM. The motion was seconded by Ms. Cohen. Motion approved unanimously. Meeting adjourned at 7:09PM

Submitted by Jennifer d’Entremont Approved by SBC on 3/17/21

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NRSD School Building Committee Meeting Minutes, March 17, 2021

March 17, 2021 VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Chris Buck, Ken Frommer, Scott Gibson, Bob Czekanski, Jennifer d’Entremont, Maura Bailey, Stacey Dupuis, and Stephen Rubinstein NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Brooke Clenchy, Todd Maguire, Pat Marone, Orlando Pacheco, Rob Frieswick, Martina Kenyon, Jon Krol ABSENT: Sarah DelConte Cosentino, Steve Cullinane CALL TO ORDER Chairman Gleason called the meeting to order at 6:02 pm. CITIZENS COMMENTS None NEW BUSINESS

a)Brian Boyle, Bolton Advisory Committee In re: Request for Data Sharing b) Introduction of Legal Counsel- Peter Mello. His expertise is in school building projects. He is of the law firm Murphy, Hesse, Toomey and LeHane, LLC- the district's legal counsel. c) Discussion on the Education Profile (Requested by Amy Cohen) Discussion ensued regarding including more stakeholders. Atty Mello advised the group that there is a timeline in place and that the next step is the Feasibility Study. Superintendent will address this in the agenda item below. The agenda item was tabled by Ms. Cohen for further discussion. d) Formation of Subcommittees The superintendent informed the committee the MSBA approved our request to form a community outreach subcommittee

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NRSD School Building Committee Meeting Minutes, March 17, 2021

a) MSBA Update i. Enrollment Certification - The superintendent reported that the School Committee voted to approve the enrollment certification at 925 students and it was submitted to the MSBA. ii. Completion of Eligibility period- Eligibility is completed. iii. MSBA Meeting, April 14, 2021- we are scheduled to be on the agenda for the approval to enter into the feasibility study agreement. The superintendent will communicate with the committee as she receives more information.

APPROVAL OF MINUTES Approval of meeting minutes of January 20 2021 Motion to accept the minutes of January 20, 2021- Leah Vivorito Motion Seconded by Amy Cohen No discussion Minutes approved unanimously

Items for Next Agenda / Date for Next Meeting Next meeting is Wednesday 4/28/2021 Items for next agenda Update on MSBA vote Sub-Committee composition announced MSBA rep to join us Motion to adjourn at 7:36- Steve Rubenstein Second: Amy Cohen Unanimous

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NRSD School Building Committee Meeting Minutes, April 28 2021

April 28, 2021

VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Ken Frommer, Scott Gibson, Bob Czekanski, Jennifer d’Entremont, Maura Bailey, Stacey Dupuis,Sarah Delconte Cosentino and Stephen Rubinstein NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Brooke Clenchy, Todd Maguire, Orlando Pacheco, Martina Kenyon, Jon Krol, Peter Mellow, Pat Marone ABSENT: Chris Buck , Orlando Pacheco, Rob Frieswick, Steve Cullinane CALL TO ORDER Chairman Gleason called the meeting to order at 6:02PM CITIZENS COMMENTS None

III. New Business a) RFS – OPM NRSD Attny Scott Mellow guided the committee through the recent communication from MSBA regarding the timeline for selecting an OPM ( Owner’s Project Manager) and the process that needs to be followed to form an OPM selection committee that will be in charge of selecting the OPM, drafting the RFS ( request for services) and meeting the timelines set by MSBA. IV. Unfinished Business Finalization of Subcommittees : 1. OPM Selection Committee volunteers: Pat Marone (MCPPO) , Bob Czekanski, Scott Gibson , Ken Frommer Bob Czekanski moved to approve the formation of the OPM subcommittee Steve Rubenstein second OPM Subcommittee was approved unanimously by voting members. 2. Community Outreach Subcommittee volunteers appointed and approved by the chair: Leah Vivorito, Maura Bailey, Kim Early, Amy Cohen, Stacey Dupuis

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NRSD School Building Committee Meeting Minutes, April 28 2021

V. Previous Meeting Minute Approval Motion to approve amended minutes of 3/17/21 made by Steve Rubenstein Motion was seconded by Bob Czekanski Minutes were approved as amended. Minutes were approved unanimously by voting members. VI. Items for Next Agenda / Date for Next Meeting Main Street/Forbush Mill Road MSBA communication OPM Search Committee Community Outreach Committee Next Meeting Date : 5/12/2021 VII. Adjourn Motion to Adjourn 6:56PM Steve Rubenstein Amy Cohen second Approved unanimously by voting members

Approved by Committee 5/12/21 Submitted by Jennifer d’Entremont

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NRSD School Building Committee Meeting Minutes, May 12 2021

May 12, 2021

VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Ken Frommer, Scott Gibson, Bob Czekanski, Jennifer d’Entremont, Maura Bailey, Stacey Dupuis, and Stephen Rubinstein NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone, Rob Frieswick, Martina Kenyon, Jon Krol ABSENT: Chris Buck, Sarah DelConte Cosentino, Todd Maguire, Orlando Pacheco I .CALL TO ORDER Chairman Gleason called the meeting to order at 6:02PM II. Citizens Comments None III. New Business Discussion and approval of the request for proposals/request for services (RFP/RFS) in regards to the hiring of the owner's project manager (OPM). Attorney. Mello updated the committee that we are on target to meet the 5/19 date for submission of the RFS to the MSBA. Once approved by MSBA the RFS will need to be approved by the committee. IV. Unfinished Business None V. Subcommittee Reports a. OPM Search Subcommittee The subcommittee presented their work on the RFS. Bob Czekanski was elected chair of the OPM Search subcommittee by the subcommittee. b. Community Outreach Subcommittee A motion was made by Amy Cohen to reach out to the MSBA for guidance on when it is appropriate to begin community outreach. The motion was seconded by Bob Czekanski. The motion was approved by all voting members. 3.1.7 LOCAL ACTIONS & APPROVALS

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NRSD School Building Committee Meeting Minutes, May 12 2021

VI. Communications

Amy Cohen updated the committee on the Main Street/Forbush Mill road intersection in Bolton. The Bolton Selectboard voted 2-1 on 4/29/21 in favor of submitting a grant application to MassWorks for a potential rotary/roundabout project at this intersection.

VII. Previous Meeting Minute Approval Approval of April 28, 2021 Minutes Motion to approve: Bob Czekanski Second : Steve Rubenstein Approved by voting members with two abstaining: J. Gleason, A. Cohen VIII. Items for Next Agenda / Date for Next Meeting 1) OPM/RFS discussions/questions A motion was made by Bob Czekanski to schedule the next meeting for June 9, 2021 at 6pm Motion was seconded by Leah Viviorito Motion was approved by all voting members A second motion was made by Steve Rubenstein to schedule a one agenda item meeting on May 18, 2021 at 7pm to discuss final draft of the RFS/OPM. Motion was seconded by Bob Czeskanski . Motion was approved by all voting members. IX. Adjourn Motion to adjourn: Steve Rubenstein at 7:49 PM Motion was seconded by Bob Czeskanski Motion to adjourn approved by all voting members. Submitted by Jennifer d’Entremont Approved by NRHS SBC 6/1/21

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NRSD School Building Committee Meeting Minutes, May 18, 2021

May 18, 2021 VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Ken Frommer, Scott Gibson, Bob Czekanski, Jennifer d’Entremont NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Peter Mellow, Pat Marone ABSENT: Chris Buck , Maura Bailey, Stacey Dupuis,Sarah Delconte Cosentino, Stephen Rubinstein, Todd Maguire, Orlando Pacheco, Martina Kenyon and Jon Krol CALL TO ORDER Chairman Gleason called the meeting to order at 7:02PM CITIZENS COMMENTS None NEW BUSINESS OPM Selection Committee volunteers Pat Marone(MCPPO) , Bob Czekanski, Scott Gibson and Ken Frommer presented the draft RFS/OPM document to the committee for approval. This draft document will be submitted to the MSBA on May 19, 2021. Atty Mello advised that the MSBA should return the draft document with comments within five business days from submission. Motion to approve the draft RFS/OPM draft document for submission to the MSBA for review was made by Bob Czenskanski. Motion was seconded by Ken Frommer. Motion was approved by voting members in attendance. IV. Unfinished Business None V. Adjourn Motion to adjourn was made at 7:30PM by Bob Czecanski Motion was seconded by Leah Vivorito

Motion was approved by voting members in attendance. 3.1.7 LOCAL ACTIONS & APPROVALS

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NRSD School Building Committee Meeting Minutes, May 18, 2021

"The items listed are those reasonably anticipated by the Chair, which may be discussed at the meeting. Not all items listed may in fact be discussed and other items not listed may also be brought up for discussion to the extent permitted by law."

Submitted by Jennifer d’Entremont Approved by NRHS SBC 6/1/21

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NRSD School Building Committee Meeting Minutes, June 1, 20201

June 1, 2021 VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Ken Frommer, Scott Gibson, Bob Czekanski, Jennifer d’Etremont, Maura Bailey, Stacey Dupuis, and Stephen Rubinstein NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone, Rob Frieswick, Todd Maguire, Atty Peter Mello ABSENT: Chris Buck, Sarah DelConte Cosentino, Orlando Pacheco I .CALL TO ORDER Chairman Gleason called the meeting to order at 7:17PM II. Citizens Comments None III. New Business Motion to approve the advertisement submission of the RFS/OPM on 6/2/2021 was made by Mr. Rubenstein. Motion was seconded by Mr. Czekanski. Motion was approved by all voting members. IV. Unfinished Business None V. Previous Meeting Minutes Approval A motion was made by Mr. Rubenstein to approve the draft minutes from 5/12/2021 and 5/18/2021. The motion was seconded by Ms. Cohen. Motion was approved by all voting members.

VI. Items for Next Agenda / Date for Next Meeting 3.1.7 LOCAL ACTIONS & APPROVALS

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NRSD School Building Committee Meeting Minutes, June 1, 20201

1) OPM/RFS discussions/questions

A motion was made by Mr. Czekanski to reschedule the 6/9/2021 meeting to 7/14/2021 at 7:00PM. Motion was seconded by Ms. Vivirito. Motion approved by all voting members. VII. Adjourn Motion to adjourn: Jennifer d’Entremont at 8:05 PM Motion was seconded by Bob Czekanski Motion to adjourn approved by all voting members.

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NASHOBA REGIONAL HIGH SCHOOL BUILDING COMMITTEE AGENDA September 14, 2021 at 7:00 p.m. Meeting Remotely via Zoom Technology VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Ken Frommer, Scott Gibson, Bob Czekanski, Maura Bailey, Stacey Dupuis, Stephen Rubinstein, Chris Buck and David Hartnagel NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone, Rob Frieswick, Todd Maguire, Atty Peter Mello, Kirk Downing, Jon Krol, Kate Boynton ABSENT: Sarah DelConte Cosentino, Orlando Pacheco • Jennifer d’Entremont arrived at 7:18PM

I. CALL TO ORDER: Mr, Gleason called the meeting to order at 7:02 PM II. CITIZEN COMMENTS: One citizen comment from Diana Nicklaus of Northborough, MA Co-Owner of Saam Architecture

III. APPROVAL OF MEETING MINUTES: July 19, 2021 Meeting Minutes - Moved to the next meeting Mr. Gleason asked for a motion to move Agenda #5 Items to the beginning of the agenda for the purposes of housekeeping. Motion to move Agenda #5 Housekeeping items to the beginning of the agenda. Mr. Rubenstein made the motion. Motion seconded by Ms. Cohen Motion was approved by all voting members in attendance Mr. Gleason asked for a motion to approve David Hartnagel as the new voting member from Stow. Motion to approve Mr. Harnagel as the new votion member from Stow- Mr. Czekanski Motion seconded by Ms. Cohen The motion was approved by all voting members in attendance.

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Mr. Gleason asked for a motion to approve Superintendent Kirk Downing and NRHS Principal Dr. Kate Boynton to the committee as advisory members. Motion to approve Superintendent Kirk Downing and NRHS Principal Dr. Kate Boynton to the committee as advisory members- Mr, Czekanski Motion was seconded by by Mr. Buck Motion approved by all voting members in attendance. IV. REPORTS FROM SUBCOMMITTEES (a.) Report from O.P.M. Search Committee – Chairperson Robert Czekanski to report: (i.) Report on owner’s project manager (O.P.M) search process and recommendations for next search committee; (ii.) Report on July 27, 2021 interviews of finalists for role of O.P.M. and selection of Skanska USA for position of O.P.M.; and (iii.) Report on outcome of September 13, 2021 Massachusetts School Building Authority’s O.P.M. Review Panel presentation by (selectee), Skanska USA. Mr. Czekanski presented to the committee the history of this process that the committee followed MaryAnne Williams from Skanska spoke briefly and introduced herself to the committee. Mr. Gleason asked if the selection of Skanska was approved. Ms. Williams from Skanska said that it was her interpretation that our choice of Skanska was approved. Mr. Czakanski made a motion to schedule an in person meeting to get to know Skanska for additional questions and information. Ms. d’Entremont seconded the motion: Mr. Gleason would like this to be a posted meeting. Meeting date and time will be 6PM Tuesday 9/21/2021 at the library at NRHS Amended motion by Mr. Czekanski Mrs. d’Entremont seconded the motion Approved by all voting members with One abstention- Mr. Rubenstein

(b.) Report from C.E.O. (Community Engagement and Outreach) Subcommittee Chairperson Amy Cohen (or her designee) to report.

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Committee met yesterday and drafted a communication to be shared out to all stakeholders. They will be waiting for the formal letter from the MSBA and Attny Mello suggested that the committee wait to share out the letter of Skanska approval until the SC approves formally the selection of Skanska and drafting of the contract and approval of the contract with Skanska. V. NEW BUSINESS: (b.) Discussion on the role of O.P.M. and necessity of continued consolatory services

VI. UNFINISHED BUSINESS: (a.) Presentation and finding in regards to virtual tour of (California) “model school”. There was no tour that has happened yet. There will be a tour set up hopefully virtually in early 2022 VII. ESTABLISH NEXT MEETING DATE AND CONSIDER ITEMS FOR NEXT AGENDA Date for the next meeting will be Tuesday 9/21 at 6PM in the NRHS Library/Media Center VIII. ADJOURN. Ms. Vivorito made a motion to adjourn the meeting at 8:10PM Mr. Czekanski seconded the motion. Motion was approved by all voting members

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NRSD School Building Committee Meeting Minutes, September 21, 2021

NASHOBA REGIONAL SCHOOL DISTRICT SCHOOL BUILDING COMMITTEE MEETING Meeting Location: Nashoba Regional High School Library/Media Center

Date and Time : Tuesday September 21, 2021 at 6:00PM

VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Ken Frommer, , Bob Czekanski, Jennifer d’Entremont, Maura Bailey, Stacey Dupuis, Sarah DelConte Cosentino, Dave Hartnagel NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone, Rob Frieswick, Kirk Downing ABSENT: Chris Buck , Todd Maguire, Orlando Pacheco, Scott Gibson, Steve Rubenstein, Kate Boynton, Jon Krol. I .CALL TO ORDER Chairman Gleason called the meeting to order at 6:07 PM II. Citizens Comments None. III. APPROVAL OF MEETING MINUTES: July 19, 2021 Meeting Minutes and September 14, 2021 Meeting Minutes moved to the October meeting for approval

IV. NEW BUSINESS: (a) Introduction of Project Team from Skanska USA to Nashoba Regional High School Building Committee. Skanska presented to the committee and the powerpoint slides will be posted to the Building committee website.

(b.) Discussion and vote on recommendation to the District Committee to authorize Kirk Downing, Superintendent and CEO for the Nashoba Regional School District to execute a services agreement/contract with Skanska USA for the retention of owner’s project manager services attendant to the Nashoba Regional High School building project. Time : 7:36 PM Ms. Cohen Left the meeting during the discussion of agenda item (b). Motion to authorize Kirk Downing to execute a services agreement/contract with Skanska USA for the retention of the owner's project manager services attendant to the Nashoba Regional High School building project. Motion Made by : Jennifer d’Entremont 3.1.7 LOCAL ACTIONS & APPROVALS

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Motion was seconded by: Mr. Czekanski Motion approved by all voting members in attendance. 7:45 PM Amy Cohen returned to the meeting. (c.) Discussion and vote on recommendation to the District Committee to authorize Patricia Marone, Business Manager and (MA) Certified Public Procurement Official for the Nashoba Regional School District to submit for approval to the Massachusetts School Building Authority a request for services (R.F.S.) for design services.

Motion to authorize Patricia Marone to submit for approval to the Massachusetts School Building Authority a request for services (R.F.S.) for design services. Motion to authorize :Ms. d’Entremont Motion was seconded by: Ms. Vivorito Motion was approved by all voting members in attendance. Motion was amended to include the designer fee in the published version of the RFS submission. Motion made by Ms. Cohen. Motion was seconded by Mr. Frommer. Motion was approved by all voting members in attendance.

V. UNFINISHED BUSINESS: None. VI. ESTABLISH NEXT MEETING DATE AND CONSIDER ITEMS FOR NEXT AGENDA Motion to schedule the next meeting for Tuesday 9/28/21 7pm via Zoom Motion was made by Ms. Vivirito Seconded by Mr. Hartnagel Motion approved by all voting members in attendance.

VII. ADJOURN. Motion to adjourn was made by: Mrs .d’Entremont 8:19 PM Motion was seconded by: Mrs. Cohen Motion was approved by all voting members in attendance.

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NRSD School Building Committee Meeting Minutes, October 19, 2021

NASHOBA REGIONAL SCHOOL DISTRICT SCHOOL BUILDING COMMITTEE MEETING Meeting Location:

Nashoba Regional High School Library/Media Center

Date and Time :

Tuesday October 19, 2021 at 7PM

VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Kim Early, Ken Frommer, Bob Czekanski, Jennifer d’Entremont, Stacey Dupuis, Dave Hartnagel, Chris Buck and Scott Gibson NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone, Rob Frieswick, Kirk Downing, Kate Boynton ABSENT: Orlando Pacheco, Steve Rubenstein, Martina Kenyon, Maura Bailey Non-Member Invitees: Mary Ann Williams, Sy Nguyen - Skanska USA I.

CALL TO ORDER Chairman Gleason called the meeting to order at 7:02 p.m.

II.

CITIZEN COMMENTS None.

III.

APPROVAL OF MEETING MINUTES: September 28, 2021 Minutes: Motion to approve the minutes as amended : Mrs.d’Entremont Motion was seconded by : Mr. Czekanski Motion approved by all voting members in attendance.

IV.

REPORTS: Status and up-date report from the Skanska USA (Owner’s Project Manager)

NEW BUSINESS: Discussion and creation of Designer Selection Subcommittee relative to the procurement of designer services attendant to the feasibility study and to provide professional design and construction administration services for the Nashoba Regional School District in regards to the current build project. Ms Williams - Skanska advised that there can only be three voting members. One position is filled by Kirk Downing , Superintendent of NRSD or his/her designee. One is appointed by the NRSD School committee One is the CFO of the city or town or his/ her/its designee. Committee Composition must be presented to MSBA no later than November 10, 2021. Motion was made by Robert Czekanski to recommend two candidates to the Architectural Search Committee to the NRSD School Committee for consideration. Motion was seconded by Mr. Hartnagel

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Motion was amended by Mr. Czekanski that the NRSD School Building committee select a member of the NRSD School Building committee to serve on the Architectural Search Committee. Motion to amend was seconded by Mr. Harnagel. Motion was approved by all voting members in attendance. Motion was made by Mr. Czekanski to approve Ken Frommer as the NRSD School Building Committee as our designee to the Architectural Search Committee. Motion was seconded by Ms. Vivirito. Motion was approved by all voting members in attendance. Motion was made by Ms. d’Entremont to designate, as our recommendation, to the NRSD School Committee Pat Marone to the Architectural Search Committee Motion was seconded by: Mr. Czekanski Motion was approved by all voting members in attendance. Discussion and vote on a recommendation to the District Committee of the Nashoba Regional School District relative to the expansion and/or bestowing of voting authority to advisory members of the Nashoba Regional High School Building Committee. Motion was made by Ms. d’Entremont to recommend Superintendent Downing as a voting member of the NRSD School Building Committee to the NRSD School Committee. Motion was seconded by Ms. Vivirito. Motion was approved by all voting members in attendance. VI.

UNFINISHED BUSINESS: Status up-date on the issuance and publication of the Request for Designer Services. RFS was published with notes and comments from MSB A.

VII.

ITEMS FOR NEXT AGENDA AND NEXT MEETING DATE: Items for next meeting to include subcommittee reports and timeline report from Skanska USA Date for next meeting Nov 16, 2022 at 7:00 p.m. Motion was made by Mr. Czekanski Motion was seconded by Ms. Cohen Motion was approved by all voting members in attendance.

VIII. ADJOURNMENT: Motion to adjourn was made by: Mr. Czekanski at 8:43 PM Motion was seconded by: Ms. Dupuis Motion was approved by all voting members in attendance.

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NRSD School Building Committee Meeting Minutes December 14, 2021

NASHOBA REGIONAL SCHOOL DISTRICT SCHOOL BUILDING COMMITTEE MEETING

December 14, 2021 Meeting Remotely via Zoom Technology

VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Ken Frommer, , Bob Czekanski, Jennifer d’Entremont, Stacey Dupuis, Scott Gibson, Kirk Downing, Steve Rubenstein, Kim Earley, Maura Bailey NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone ABSENT: Chris Buck, Attorney David Hartnagle, Orlando Pacheco, Kate Boynton Non-Member Invitees: Mary Ann Williams, Sy Nguyen - Skanska USA I.

CALL TO ORDER: Chairman Gleason called the meeting to order at 5:15 p.m.

II.

CITIZENS COMMENTS: None.

III.

APPROVAL OF MEETING MINUTES:

October 19, 2021 Meeting Minutes moved to the next meeting IV.

REPORTS:

Status and up-date report from the Skanska USA (Owner’s Project Manager): Superintendent Downing informed the committee that the MSBA selected the firm Kaestle Boos Associates as designer. Ms. Williams explained the process to the committee and commended the participation of the three local members of this subcommittee. Ms. William assured the committee that the firm selected has experience in complicated sites, high schools and regional high schools in particular. Ms. Williams updated the committee that the fee proposal offered by Kaestle Boos Associates would be $825K. This was below the advertised amount. This will include the standard boilerplate contract from the MSBA as the draft of the contract and will include what will be included in the basic services. The contract still needs to be secured and then a generalized communication can go out to the community. Motion to authorize the NRSD to review the contract and to engage the Architectural Firm- Bob Czekanski Motion seconded by Steve Rubenstein Motion was approved by all voting members in attendance. Report from the Community Engagement and Outreach (C.E.O.) Subcommittee:

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NRSD School Building Committee Meeting Minutes December 14, 2021

Ms. Cohen reported that the committee is working on developing a website to contain information about the project that would be easily accessible to the community at large. The site is now hosted by the District google site and will have a separate email for communication. V.

NEW BUSINESS: (a. )

Discussion on approval of project invoices:

Ms. Marone discussed how we need to streamline the process for approving invoices. They would be presented to this committee for approval and then become part of the warrant process and approved by the NRSD School Committee. We should be meeting monthly to discuss/approve invoices. (b.)

Discussion and/or approval of Invoice Nos. 1 and 2 from Skanska USA: Motion to Approve Invoice Nos. 1 and 2 : Steve Rubenstein Motion was seconded by : Bob Czekanksi Motion was approved by all voting members in attendance.

(c.)

Introduction and discussion on the visioning process and the next steps in the feasibility timeline:

Ms. Williams stated that in January, 2022 we would hope to have approval of the designer contract, a timeline and proposed cash flow. The educational planner should also be scheduled and discuss vision and ideas and map out where we will go with the educational plan and how that will all take place. Discuss the core educational priorities of the district and how we would move together as a group. VI.

UNFINISHED BUSINESS: None.

VI1

NEXT MEETING DATE and ITEMS FOR NEXT AGENDA: C.E.O. report, O.P.M. report, Designer Selection Committee up-date, and site visit up-dates. Motion to schedule the next meeting for January 18th, 2021 7:00 p.m. Bob Czekanski Motion seconded by: Leah Vivirito Motion was approved by all voting members in attendance.

VII

ADJOURNMENT: Motion to adjourn the meeting at 6:21PM Jennifer d’Entremont Motion seconded by : Steve Rubenstein Motion was approved by all voting members in attendance.

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NRSD School Building Committee Meeting Minutes January 18, 2022

l NASHOBA REGIONAL SCHOOL DISTRICT SCHOOL BUILDING COMMITTEE MEETING

January 18, 2022 Meeting Remotely via Zoom Technology

VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Ken Frommer, , Bob Czekanski, Jennifer d’Entremont, Stacey Dupuis, Kirk Downing, Steve Rubenstein, Kim Earley, Maura Bailey NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone, Rob Frieswick ABSENT: Scott Gibson , Attorney Hartnagle, Orlando Pacheco, Kate Boynton Non-Member Invitees: Mary Ann Williams (Skanska USA), Dale Williams (Skanska USA), and Megan O’Connell (Skanska USA), Craig Olsen (Kaestle Boos Associates, Inc.), Joe Milani (Kaestle Boos Associates, Inc.), Brian Solywoda (Kaestle Boos Associates, Inc.), Paul Dominov (Kaestle Boos Associates, Inc.) Other Tania Rich I.

CALL TO ORDER: Chairman Gleason called the meeting to order at 7:00 p.m.

II.

CITIZENS COMMENTS: None.

III.

APPROVAL OF MEETING MINUTES:

October 19, 2021 December 14, 2021

Approval of these minutes will be moved to the next meeting (without objection) IV.

COMMUNICATIONS Superintendent Downing announced that Tania Rich ( Lancaster resident) and Don Lowe (Bolton Town Manager) will be recommended to the School Committee meeting for approval of members of this committee filling two vacant seats.

REPORTS: (a.)

Status and up-date report from the Skanska USA (Owner’s Project Manager): Mary Ann Williams reported for Skanska that they assisted in the negotiation and review of Kaestle Boos and Associates contract . ( KBA) This was forwarded to the MSBA for final approval. Work is being done on the targeted schedule and work is continuing on the educational plan and visioning schedule. 3.1.7 LOCAL ACTIONS & APPROVALS

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(b.)

Report on recent school site visits: Superintendent Downing reported that at this time all school visits have been brought to a halt.

(c.)

Report from the Community Engagement and Outreach (C.E.O.) Subcommittee: The subcommittee is continuing work on the website. The subcommittee has set a goal to have this up and running for community forums. The subcommittee will meet again at the end of the month. Please e-mail Ms. Cohen with any questions or comments.

V1.

NEW BUSINESS: (a.)

Introduction of architectural firm Kaestle Boos Associates, Inc: Presentation and introduction of the design team was presented to the committee. Slides were presented to the Committee and should be included in the meeting materials on the website. KBA presented the timeline within their slides and indicated that we are now in Module 3- Feasibility Study.

(b.)

Superintendent Downing presented to the Committee the need for a working group to be formed to have regular interactions with both KBA and Skanska. Dr. Boynton, Rob Frieswick, Pat Marone ( or her designee) as well as the Superintendent. He is looking for 2 other members from the committee at large. If anyone is interested please contact the Superintendent. Mr. Frommer offered to be part of the group. Community engagement would start with visioning. February would be the month that this would start. Ms. Maryanne Williams presented this timeline which has yet to be finalized. Next there would be preliminary design options and looking at multiple different sites. At a date TBD this would be presented to the community at large. ( maybe March , April, May) February dates will be finalized by the Superintendent and Dr. Boynton.

(c.)

Discussion and vote on monthly day and time certain for future meetings of the N.R.H.S. Building Committee: Superintendent Downing recommends that the standing meeting will be the third Tuesday of the month. Motion to schedule the monthly meeting to be at 7pm on the third Tuesday of the month with exceptions in the months of February and April which would be the second Tuesday of the month. Motion was made by : Superintendent Downing Motion was seconded by: Bob Czekanski Motion was approved by all voting members.

(d.)

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Discussion on approval of project invoices: Ms. Marone presents Invoice #3 For Skanska dated 1/7/2022 in the amount of $5,615. 00 for services through 12/12/2021.

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NRSD School Building Committee Meeting Minutes January 18, 2022

Motion to approve: Bob Czekanski Motion was seconded by: Superintendent Downing Motion was approved by all voting members in attendance. VII.

UNFINISHED BUSINESS: None.

VI1I

ESTABLISH NEXT MEETING DATE AND CONSIDER ITEMS FOR NEXT AGENDA: The next meeting date will be February 8, 2022.

IX.

ADJOURNMENT: Motion to adjourn the meeting at 8:14 p.m. was made by Bob Czekanski Motion seconded by: Amy Cohen Motion was approved by all voting members in attendance.

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Nashoba Regional School District Minutes of the Nashoba Regional High School Building Committee April 12, 2022 (Meeting held via Zoom Technology Video Conferencing Platform) VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Leah Vivirito, Amy Cohen, Ken Frommer, Robert Czekanski, David Hartnagle, Stacey Dupuis, Tania Rich, Christopher Buck, Kim Earley, Maura Bailey, Kristen Kendall, and Superintendent Kirk Downing. NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone, Rob Frieswick, Kate Boynton, Don Lowe, Joe McCarthy, and Todd Maguire ABSENT: Scott Gibson, Steve Rubinstein, NON-MEMBER INVITEES: Ross Mulkerin SKANSKA - OPM Mary Ann Williams, Sy Nguyen KAESTLE BOOS ASSOCIATES (KBA)- Architects Joe Milani, Craig Olsen CALL TO ORDER: Chairman Gleason called the meeting to order at 7:04 PM CITIZENS COMMENTS: None APPROVAL OF MEETING MINUTES: A request was made to approve the minutes of February 8, 2022 and March 15, 2022 of the Nashoba Regional High School Building Committee (hereinafter “SBC”). Mr. Robert Czekanski indicated that the minutes regarding the adjournments were not correct. Approval of these minutes will be tabled until the next meeting. APPOINTMENT OF SECRETARY TO THE N.R.H.S. BUILDING COMMITTEE: Chairman Gleason indicated that Ms. Sy Nguyen will be the recording Secretary and the SBC will need a Committee Secretary. Chairman Gleason opened the floor to nominations for SBS Secretary. Motion to nominate Ms. Kristen Kendall as SBC Secretary was made by: Chairman Gleason Motion was seconded by: Robert Czekanski

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Kristen Kendall accepted the nomination to the position of SBC Secretary and further agreed to be the designated “moving member” for all pre-prepared requisite motions. Motion was approved by all voting members. No discussion on the motion. COMMUNICATIONS: KBA received the letter from Nashoba Regional School District’s Special Education Parent Advisory Committee (SEPAC). Mr. Craig Olsen stated that it was a thoughtful letter, he would like SEPAC to understand that the project team does hear what they have to say, and all the items will be considered as the project is progressing. The project will circle back to SEPAC and review with them sometime during the project. STATUS AND UP-DATE REPORT FROM SKANSKA USA Ms. Mary Ann Williams reported for Skanska that they are working with KBA and the SBC’s Working Group on the presentation for Public Forum 2, project potential site options and analysis, and meeting with the District’s leadership team to review the draft education vision report. KBA’s design team continues collecting information, evaluating and documenting existing conditions, and investigating and analyzing site options. Public Forum 2 is now scheduled for April 25, 2022, 6:00 PM, and will cover Educational Visioning and Education Plan Update. NEW BUSINESS: (a) Discussion on approval of project invoices Ms. Patricia Marone presented Skanska Invoice #6 in the amount of $2,725 and KBA Invoice #3 in the amount of $31,250. Ms. Marone has reviewed the invoices and is recommending approval. Motion to approve Skanska Invoice #6 in the amount of $2,725 and KBA Invoice #3 in the amount of $31,250. Motion to approve: Robert Czeskanski Motion was seconded by: Tania Rich Motion was approved by all voting members in attendance. No discussion on the motion. (b) Education Visioning Up-date: Slides were presented to the SBC. Mr. Olsen provided an update on the educational visioning which, with the assistance of Dr. Frank Locker, will develop into the educational program that the design team will use to design the building. A meeting was held last week with key members of administration who will continue engaging people in the District over the next month and a half. Mr. Olsen provided an update on the evaluation of the existing conditions and noted that geotechnical investigation will be done next week. (c) Potential Project Site Locations: Slides were presented to the SBC. Mr. Olsen presented the following: KBA’s site selection is a 5 Step Process: 1. Establish Required Criteria

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Identify Sites that Meet Required Criteria Develop Site Evaluation Matrix Review Potential Sites Based on Matrix Select Preferred Site

The criteria established were: • Site must be a minimum of 45 acres, this is based on size of school building needed with appropriate athletic fields and site amenities to go with it. • Location must be in compliance with any controlling authority as provided for this in the Nashoba Regional School District Regional Agreement. • Priority for the District-owned property. o Cost of procurement of land is not reimbursable by MSBA. o Fiscally responsible solution for the District. Once the criteria were established, KBA looked at the map of the District and evaluated properties that meet the criteria. First all properties that were 45 acres were identified. Of these properties those not within 3-mile radius of the center of the District and near Route 117 (due to ease of roads to travel on and access) were eliminated. Of the remaining properties KBA reviewed how many were District-owned and the only property was the site of the existing high school site. Main reasons why District-owned properties are a priority include: • Costs associated with procurement of land is not reimbursable by MSBA • Duration for procurement of land. Per MSBA, the property will need to be secured prior to approval of the project, which is before Schematic Design. o Potential that District will acquire property and the project does not get approved leaving the District with a property and no project. o Time to procure the property can potentially delay the project for a year or more. This would impact construction cost due to cost escalation. With the site of the existing high school as the only property meeting the criteria, it was selected as the Preferred Site without doing Step 4: Review Potential Sites Based on Matrix. However, KBA did this step for the existing school site as part of its due diligence. The recommendation from the Working Group to the SBC is to select the existing school site as the preferred site. Mr. Ken Frommer stated that the Working Group discussed the different sites and at the end it came down to: • the Town did not own the other properties • it would be a lot more money and time • potential to have to ask all 3 towns to buy a piece of property for a project that has not been approved • if for some reason the project does not get approved then the District would have a piece land that nothing happens on After a long discussion that was a main reason why the existing site was selected. Ms. Kristen Kendall stated that while it isn’t disagreed that this is the only viable site based on the Working Group’s study, she would like confirmation that this study will fulfill the

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MSBA’s requirement for site selection and investigation into the other potential sites. Mr. Olsen confirmed that it does and that investigations did occur and was shared with the Working Group and the documentation will be in the MSBA submission. Mr. David Hartnagel inquired at what stage of the project will the determination of how the existing site is used for construction and still continue to operate as a high school be analyzed. Mr. Olsen said that this will begin after tonight’s approval from the SBC of the existing high school site as the preferred site. Mr. Olsen stated that KBA will start looking at different building options of addition, renovation and/or new construction and will analyze many options and iterations that will be reviewed with the group to get to the Preferred Schematic Report submission. Ms. Williams added that in the Preliminary Design Program will be submitted in June, 2022 and in the next submission is the Preferred Schematic Report where the District will be telling the MSBA that the team has study many options and this is the selected option. Superintendent Downing agreed with Mr. Frommer’s assessment. Mr. Christopher Buck inquired if Mr. Olsen can comment, based on experience and benchmarking, the implications on the overall timeline and cost driven by construction and operating school on same site. Mr. Olsen stated that it varies and depends on the options. If addition/renovation option, they typically take longer because the nature of phasing. As the team starts to look at and work through options, will consider solutions that are fiscally responsible and educationally appropriate. There might be options put forth that might add time to the construction process and money but these might be the most appropriate long term solution (50 years) for the District. These are things will be considered. More often than not, the building does end up on the existing school site because of multiple reasons – usually - it is the most ideal site to begin with and also has the existing utilities, which has a substantial cost if have to bring in. Building on existing school site has its own challenges such as how to manage construction on an operating school and impacts to student that will be considered. Mr. Buck inquired why Mr. Olsen thinks it would be less in cost and time to use the existing site than go look for a new site. Ms. Williams stated that there are many factors to consider, and cost is a function of time. Ms. Williams added that if you want to purchase a new property then you have to look at what it takes to buy a new property, is the property for sale, need to determine suitability of restrictions on land if any, or if it would have to be taken by eminent domain if desired but not for sale, and also need to consider escalation cost, impacts of supply chain, market conditions and global economy. Mr. Frommer stated the Working Group also discussed buying a 2nd Parcel for the athletic fields or phasing, but ultimately decided against that due the same reasons for selecting the existing school site. Ms. Leah Vivirito stated that if new structure will impede into the athletic fields, then there are fields that are owned by the District’s sending communities that can be used and that the District can get creative in that regard. Motion to accept the recommendation of the Working Group to maintain the existing school as the project site.

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Motion was made by: Robert Czekanski Motion was seconded by: Ken Frommer Discussion: Ms. Vivirito asked if it was premature to select the site prior to the Geotechnical investigation. It was further clarified that Ms. Vivirito’s question was if there is a concern that the geotechnical testing would find something that would disqualify the site as suitable to build. Mr. Olsen indicated that he does not think that it is a concern and that the geotechnical will help better understand the soils in regards of type of foundation, where to put the building, and more define the cost of the building. Motion was approved by all voting members. CEO SUBCOMMITTEE Ms. Cohen stated that the Nashoba High School Building Project website has been made public. On the website, there is a form for submitting a question. CEO will facilitate gathering the questions and sending to Skanska. Public Forum 2 has been posted on Facebook and local newspaper(s). ADJOURNMENT No further business being before the Nashoba Regional High School Building Committee. Chairman Gleason requested a motion to adjourn. Motion was made by: Kirk Downing Motion was seconded by: Robert Czekanski Motion was approved by all voting members. Meeting adjourned at 7:56 PM Respectfully submitted by Sy Nguyen, Skanska USA. Recording Secretary

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Nashoba Regional School District Minutes of the Nashoba Regional High School Building Committee May 17, 2022 (Meeting held via Zoom Technology Video Conferencing Platform) VOTING COMMITTEE MEMBERS IN ATTENDANCE: Joseph Gleason, Amy Cohen, Ken Frommer, Robert Czekanski, Stacey Dupuis, Tania Rich, Kim Earley, Maura Bailey, Kristen Kendall, Scott Gibson, and Superintendent Kirk Downing. NON VOTING COMMITTEE MEMBERS IN ATTENDANCE: Pat Marone, Rob Frieswick, Kate Boynton, and Todd Maguire ABSENT: Steve Rubinstein, Leah Vivirito Christopher Buck, David Hartnagle, NON-MEMBER INVITEES: None SKANSKA - OPM Mary Ann Williams, Sy Nguyen KAESTLE BOOS ASSOCIATES (KBA)- Architects Joe Milani, Craig Olsen, Paul Dominov, Kate Jessup CALL TO ORDER: Chairman Gleason called the meeting to order at 7:04 PM CITIZENS COMMENTS: None APPROVAL OF MEETING MINUTES: A request was made to approve the minutes of February 8, 2022, March 15, 2022, and April 12, 2022 of the Nashoba Regional High School Building Committee (hereinafter “SBC”). Motion to approve: Robert Czeskanski Motion was seconded by: Kristin Kendall Motion was approved by all voting members in attendance. No discussion on the motion. STATUS AND UP-DATE REPORT FROM SKANSKA USA Ms. Mary Ann Williams reported for Skanska that they are working with KBA, the District, and the SBC’s Working Group, reviewing presentations, attending meetings, coordinating with the Working Group, preparing materials for the MSBA submission. They reviewed the draft vision report and material on site conditions and have been working with the project team in exploring the educational program. The design team continued with collecting information on the existing conditions and working with their consultants on developing a narrative for estimates and design options.

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NEW BUSINESS: (a) Discussion on approval of project invoices Ms. Patricia Marone presented Skanska Invoice #7 in the amount of $11,080 and KBA Invoice #4 in the amount of $31,250. Ms. Marone has reviewed the invoices and is recommending approval. Motion to approve Skanska Invoice #7 in the amount of $11,080 and KBA Invoice #4 in the amount of $31,250. Motion to approve: Robert Czeskanski Motion was seconded by: Kristen Kendall Motion was approved by all voting members in attendance. No discussion on the motion. (b) Preliminary Building Concepts: Slides were presented to the SBC. Mr. Olsen provided an update on the progress of the Preliminary Design Program (PDP). Project is on schedule to submit the to the MSBA on June 27, 2022. The SBC’s approval for submission of the PDP to MSBA will be requested at the June 21, 2022, meeting. The evaluation of the existing conditions is complete. The preliminary geotechnical analysis came back with positive results indicating the design team does not need to come up with unique building foundations. They are currently working on developing and evaluating of multiple options. Mr. Olsen presented a summary of the Massachusetts School Building Authority (MSBA) Space Summary Guidelines. This guideline provides the room types, number of rooms, and square footages that they will be reimbursed for. MSBA provides an Excel spreadsheet that generates these numbers based on the number of enrollments, multipliers, and utilization rate of 85%. The 85% utilization rate is a national standard of how often a classroom should be used. For Nashoba with a proposed enrollment of 925, the MSBA will reimburse for a gross building square feet (sf) of about 185,000 sf. Mr. Olsen reviewed the analysis of the spaces of the existing school verses the spaces per MSBA’s guidelines. On average, sizes of the existing spaces are undersized based on current national educational standard. For example, existing general classrooms are an average of 686 and the guideline is 850 sf. The total net sf for the existing school is about 113,398 sf and per the MSBA Guideline it is 121,897 sf, however the Total Building Gross sf for the existing school is 200,372 verses per MSBA Guideline is 185,000. This gives the grossing factor for the existing school at 1.77 verse the MSBA Guidelines at 1.52. The grossing factor includes square footages for walls, circulations, toilets, storage, etc. This means that, based on modern spaces, the existing school is less efficient and is undersized per the programmed areas, but oversized as a building. This is due to the sprawl corridors connecting additions. The space summary goes hand in hand with the education programming. From there, it will be developed to achieve what is needed in the building for the District to deliver the education. Mr. Czekanski asked if the Administration and Guidance are considered by the MSBA to be at 0 sf and if they are considered in the grossing factor. Mr. Olsen clarified that, in the

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spreadsheet presented, the grey lines are “buckets” of spaces that MSBA will reimburse for and the Administration and Guidance spaces are included, but not listed on this presentation. Mr. Olsen explained that for some spaces the project will work with MSBA on the reimbursement and the agreed upon space summary. Ms. Cohen commented that if a new building is recommended, per the MSBA guidelines, we would have a smaller building, but it will contain more usable spaces. Mr. Olsen confirmed that if doing new construction, then yes, because it would be more efficient, and the project wouldn’t be working with existing inefficiencies. If doing an additional/renovation, there will be compromises because of the inefficiency and work to the existing space and the project team will be working through with MSBA on what is reimbursable and what is not. Ms. Kendall asked what the existing auditorium seating capacity is and what would MSBA reimburse for. Ms. Williams stated that MSBA will allow up to 2/3 of the design enrollment, but not to exceed 750 seats. For Nashoba, with a design enrollment of 925, it would be about 616. Mr. Olsen provided an update on the educational program development. KBA and Skanska have been meeting with the Educational Leadership Team weekly since May 2, 2022, and furthering the adjacency diagram which has evolved since the educational visioning. Reviewing the bubble diagram development from the Educational Visioning sessions and the updated one from the meetings, some of the spaces and Student Common have remained relatively the same, but the media/applied arts space will be bridged to the smaller learning communities as the whole school diagram approach. The learning communities were divided into four small learning communities with each having classrooms, collaborated spaces, special education, and teacher planning spaces. The learning communities would be connected to the applied arts program and media center. Mr. Olsen stated that this is a work in progress, but wanted to give an updated to the SBC. Ms. Cohen asked how much outdoor spaces was factored into the discussions. Ms. Kate Jessep said that outdoor spaces and connections were discussed but not defined and the design team will be bringing in the landscape architects for the development of the outdoor learning environment. Mr. Olsen reviewed 3 options required by MSBA that the project needs to evaluate and their pros and cons: Option 1 – Base Repair/Code Upgrade Pros: Brings the existing building up to current code Con: Does not meet the education program and not eligible for MSBA reimbursement, longer construction timeline, construction schedule limited around school, disruptive to existing school programs, and undersized educational spaces remain the same. Option 2 - .Additional / Renovation Pros: Addresses existing deficiencies in existing program spaces and existing athletic fields would stay the same and have minimal impact. Cons: Longer construction timeline, construction schedule limited around school, disruptive to existing school programs, may not allowed for increased enrollment, phased abatement, and may require temporary classrooms which is not reimbursable by MSBA.

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Option 3 – New Construction. Three options for the new construction of the building were presented for this and on all three alignment with Educational Program was listed as a Pro. The cons were that all three would disrupt the existing athletic fields and, depending on where the new building is placed within the existing school property, the leaching field would be impacted or construction occurring adjacent to the existing school. For the PDP submission, a high-level evaluation – building footprint to replace a building the same shape and size in this site – will be done to get a rough cost base on cost per square foot for each option. The costs in PDP will be a rough number and the cost will be further refined for the Preferred Schematic Report submission. The project team will continue to evaluate but wanted to bring the SBC along and understand what has been done and where the project ream is going with this. As the project progress, the project team will continue to look and evaluate each options so that educated decisions can be made and find a solution that is educationally appropriate and fiscally responsible. Ms. Bailey asked if the MSBA would reimburse for new athletic field if the new school is built on the existing one. Mr. Olsen said yes, but MSBA will only reimburse up to 8% for sitework, fields included, of the building construction cost. On the next SBC on June 21, 2022, a draft Preliminary Design Program Submission will be presented to the SBC and review of the further development of the building options. Ms. Kendall asked if there are options to go higher than 2 stories. Mr. Olsen said that different story configurations will be explored and that a 2 story in the presentation is used for a simplicity standpoint for where we are right now. Ms. Cohen asked when solar energy will be considered in the project. Mr. Olsen said that multiple alternative fuel sources – air such as heat pumps, ground such as geothermal, and solar – will be considered. This will be part of the building system analysis during Preferred Schematic and will not know if it will be solar. Mr. Czekanski asked if the educational visioning report can make it available. Mr. Olsen said that it’s still in draft form and can be made available. Mr. Czekanski noted that the fire department should be consulted regarding the height of the ladder truck if considering a 3-story building. Mr. Czekanski also noted that the Town of Bolton is serviced by 3 lines from National Grid that do not connect, and when Bolton wanted to put solar near the transfer station, National Grid said that it cannot absorb any more solar energy from that part of town. Therefore, when considering solar, the project needs to see if it’s the same line going through the high school, if the solar power will be put back into the grid. Mr. Gleason asked for Option 3B of the new building if there are any exemption from local zoning and setback. Mr. Olsen said that generally the project would follow all the zoning ordinance and would apply for variances if needed. Mr. Gleason said that SBC did vote for the existing site as the selected project site and he reported as such to the District Committee meeting, but with a caveat that despite the vote of the School Committee, the design team was not prepared at that time to committee to the existing site and asked Mr. Olsen, based on tonight’s meeting, if that this matter is still under advisement. Mr. Olsen did not recall making that comment, clarified that the existing school

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site makes the most sense, and noted that the comment may be about if it make sense to look at adjacent spaces should additional spaces be needed. (c) Public Forum #3: It was discussed and agreed that a virtual option will be available for the Public Forum #3 and using StreamYard to allow for questions from community members participating remotely. Superintendent Downing will coordinate with Bolton TV and Dr. Boynton volunteer to monitor questions from StreamYard. Ms Mary Ann Williams stated that on the June 21, 2022 SBC meeting, the SBC will be asked to approve the PDP submission. The SBC will also be asked to approve the Minutes that night because MSBA requires the approval of the PDP by the SBC. CEO SUBCOMMITTEE Ms. Amy Cohen reported that there was CEO report. ADJOURNMENT No further business being before the Nashoba Regional High School Building Committee. Chairman Gleason requested a motion to adjourn. Motion was made by: Robert Czekanski Motion was seconded by: Amy Cohen Motion was approved by all voting members. Meeting adjourned at 8:26 PM Respectfully submitted by Sy Nguyen, Skanska USA. Recording Secretary

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COMMUNITY OUTREACH The School Building Committee has made a significant effort to educate and communicate to the public. The Committee has established a Committee Outreach Sub-Committee that reports progress at each Building Comittee Meeting.

For more information, please go to:

As part of the communication efforts the Committee has developed a project website that can be found at: https://sites.google.com/nrsd.net/nrhs-building-project/home or by scanning the following QR code:

The Committee has also held three Public Forums. These forums were also streamed live on cable access allowing for virtual viewing and public comment. These forums were held in compliance with the state Open Meeting Law. These meetings include: School Building Committee Public Forums + Public Forum #1 March 30, 2022 Public Forum #2 April 25, 2022 Public Forum #3 June 14, 2022

Copies of the above referenced presentations have been provided on the following pages.

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NASHOBA

REGIONAL HIGH SCHOOL Public Forum #1 Topics of Discussion MSBA Process Overview Project Schedule Feasibility Study Next Steps

March 30, 2022

Introductions & Project Team School Building Committee School Administration

Kirk Downing, Superintendent of Schools Todd Maguire, Assistant Superintendent of Schools Pat Marone, Director of Business and Operations Robert Frieswick, Director of Facilities Kathleen Boynton, High School Principal Joseph McCarthy, Educator

Bolton

Owner’s Project Manager

Architect/Designer

Amy Cohen, School Committee Member Bob Czekanski, Town of Bolton Selectmen Stacey Dupuis, Resident Scott Gibson, Resident Don Lowe, Town Administrator

Lancaster

Joseph Gleason, School Committee Member, Committee Chairperson Maura Bailey, Educator/Resident Kim Earley, Educator/Resident Ken Frommer, Resident Tania Rich, Athletic Director/Resident

Funding Partner

Stow

Christopher Buck, Finance Committee David Hartnagle, Resident Kristen Kendall, Resident Steve Rubenstein, Resident Leah Vivirito, School Committee Member

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Owner’s Project Manager  4 Regional High Schools / 11 MSBA High School Projects in total

 Seasoned Construction Professionals

 $1.7 billion in high school OPM experience

 Experience with Complex, Phased Renovation/Addition Projects

 Reputation

 Collaborative Approach to Ensure Team Success

 Understanding of Local Needs and Concerns

 Strong Communications and Trust-Building Skills

 Experience with MSBA Scope and Budget Agreement Process

 Ability to Deliver the Best Possible Educational Environment

 In-House Cost Estimating for Cost Certainty

 Industry Leaders in Green Buildings

 Builder’s Expertise to Evaluate Scope Options

Minuteman Regional Vocational High School

Taconic High School

Attleboro High School

Architect/Designer

Dedicated Staff of 65 Employees 19 Licensed Architects 3 Licensed Landscape Architects 2 Educational Planners

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Specialize in K-12 Educational & Public Safety Design Experience in Multi-Phased Addition/Renovation & New Construction Design 4

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Design Team

Who We Are SUSTAINABLE DESIGN ACTIVE & PASSIVE CARBON NEUTRALITY LIFE-CYCLE COSTS

DESIGN APPROACH ACTIVE LISTENING COLLABORATIVE STUDENT-CENTERED

INNOVATION ACADEMIC INCUBATOR FLEXIBLE & DIVERSE USES CREATIVE SOLUTIONS

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Who We Are MSBA Cost Data (5 years)

SAFETY & SECURITY

Median High School Construction Cost $487/sf NEW

NEW

$241/sf

$462/sf

$468/sf

$223,088,312

$62,086,471

COST-EFFECTIVE DESIGN

$119,200,892

CRIME PREVENTION THROUGH ENVIRONMENTAL DESIGN

ON BUDGET

ADD/RENO

BELOW

BELOW BATH PATH REGIONAL VOCATIONAL TECHNICAL HIGH SCHOOL

MINUTEMAN HIGH SCHOOL

Schematic Design

ATTLEBORO HIGH SCHOOL

Construction

O u r E x p e r i en c e Over 120 Schools 50 High Schools Minuteman High School Attleboro High School Diman Regional VocTech High School Canton High School Naugatuck High School Franklin Public Schools John F. Kennedy High School Beverly Public Schools E.C. Goodwin Technical High School Waterbury Arts Magnet School Oliver Ames High School Avon High School Bay Path Regional VocTech High School Metropolitan Learning Center Magnet School 8

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MSBA Partnership with Nashoba Regional School District

The Massachusetts School Building Authority ("MSBA") is a quasiindependent government authority created to reform the process of funding capital improvement projects in the Commonwealth’s public schools. The MSBA strives to work with local communities to create affordable, sustainable, and energy efficient schools across Massachusetts.

The Nashoba Regional School District has an opportunity to receive a

Grant Reimbursement from the MSBA to pay costs associated with a new school facility project

M SB A B u ild in g G r a n t Pr o g r a m Where does the grant money come from? The money comes from

Taxes paid by Bolton, Lancaster, & Stow residents and taxpayers throughout the Commonwealth

1 penny of the state’s 6.25% sales tax Your state tax dollars have already been used in hundreds of school districts for their new schools. Nashoba Regional has now been given an opportunity to accept state grant money for investment in Nashoba’s current and future needs!

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M SB A B u ild in g G r a n t Pr o g r a m What are the initial requirements to receive a grant from the MSBA?

Complete a Comprehensive Feasibility Study in collaboration with the MSBA to determine the

most fiscally responsible and educationally appropriate long-term solution.

M SB A B u ild in g G r a n t Pr o g r a m

Over the past 11 months,

the Nashoba Regional School District

has been working towards the completion of this

Comprehensive Feasibility Study with very specific guidance from the MSBA.

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M SB A B u ild in g G r a n t Pr o g r a m

Nashoba Regional School District submitted a Statement of Interest (SOI) to the MSBA on

March 29, 2019 The MSBA invited the Nashoba Regional School District to conduct a

Feasibility Study for the Nashoba Regional High School April 14, 2021

M SB A B u ild in g G r a n t Pr o g r a m The Massachusetts School Building Authority offered Nashoba Regional a grant opportunity for the following reasons: Building Facility

Condition of Existing Building Infrastructure Lack of Building Code Compliance Lack of Energy Conservation Code Compliance Lack of Seismic Structural Code Compliance Lack of Universal Accessibility (Building and Site) Inadequate / Inefficient / Poorly Distributed Building Systems (Electrical, Plumbing, HVAC) Failing building envelope including, windows, walls and roof. Lack of natural ventilation and outdated mechanical systems Lack of Modern Technology Infrastructure Lack of Sufficient Parking

Educational Inadequacy

Poorly planned building organization Overcrowded and undersized cafeteria, media center and academic spaces Building limitations result in struggle to meet District Improvement Goals Academic classrooms are antiquated to deliver 21st century education Undersized and lack of appropriate science lab space Insufficient facilities to deliver modern Applied Arts Programs such as Video Production, Robotics and Theater Arts. Lack of small group and independent support spaces for collaboration and social emotional learning opportunities Poor and/or ineffective acoustics within the academic spaces Lack of student exhibit space Lack of collaborative learning spaces

Identified that something NEEDS to be done. 14

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M S B A P r o c es s Forming the Project Team

Module 1

Module 2

Feasibility Study

Eligibility Period

Preliminary Design Program

Preferred Schematic

Schematic Design

Module 3A

Module 3B

Module 4

Module 3 – Feasibility Study Module 3A – Preliminary Design Program (PDP)

Module 3B – Preferred Schematic (PSR)

February – June 2022

July – October 2022

November – December 2022

Existing Conditions Assessment

Development of Options

Educational Visioning

Building Systems

MSBA Facilities Assessment Subcommittee

Site Options Evaluation

Develop Preliminary Budget

Development of Preliminary Options

Evaluate & Selected Preferred Option

MODULE 3A - PDP

MSBA Review

MODULE 3B - PSR Submit PDP to MSBA

Submit PSR to MSBA

June 27, 2022

October 27, 2022

MSBA Approval to Proceed to Schematic Design December 21, 2022

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Module 4 – Schematic Design

January – June 2023

July – August 2023

Development of a Single Design Option

September – December 2023

MSBA Review

Establish Budget for Final Project

Local Vote / Seek Project Funding

Project Scope & Budget

Educational Space Planning Selection of Building Systems

Submit SD to MSBA

MSBA Board Approval

June 28, 2023

August 30, 2023 Tentative

** Potential Early Vote

** Traditional Vote 17

Feasibility Study

Collectively over 2,500 hours of meetings, planning and discussion by Nashoba

Including analysis, investigation and reporting by the design team of architects, engineers, educational planners and the MSBA

Evaluation of Existing Conditions  Site Assessment

 Technology Assessment

 Historical Analysis

 Safety & Security Assessment

 Building Code & Accessibility Analysis  Architectural Assessment  Structural Assessment

 Preliminary Geotechnical Evaluation  Phase I Environmental Site Assessment

 Fire Protection Assessment  Hazardous Materials Inspection & Report  Plumbing Assessment  Traffic Impact Study  Mechanical Assessment

Development & Evaluation of Multiple Options Educational Visioning Educational Programming Development of Space Summaries Site Development Requirements Review of Potential Options including Base Repair, Addition/Renovation & New Construction  Sustainable Design Review     

 Electrical Assessment 18

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P r o j e ct S c h e d u l e FEASIBILITY STUDY PHASE Preliminar y Design Program (PDP) Preferred Schematic Report (PSR)

June 2022 October 2022

SCHEMATIC DESIGN PHASE Project Scope & Budget and Project Funding Agreement

Member Community's Town Meetings & Vote Design Development, Construction Documents & Bidding Construction Completion

June 2023 November 2023 Summer 2023 * 2023-2024 * 2027-2028 * * Tentative Dates

M S B A P r o c es s

Questions?

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Existing Conditions Review Site Exterior Building Envelope Interior Environment Structural Systems Mechanical Systems Electrical Systems Plumbing Systems Security Systems Food Service Hazardous Materials Geotechnical (Soils) GeoEnvironmental Traffic 21

Existing Site 47 Acres 500 Parking Spaces Track and Field – New 2013 Athletic Fields On-site Wastewater Treatment Facility

2% CHANCE OF ANNUAL FLOODING LEACHING FIELD EXISTING ATHLETIC FIELDS AND COURTS

• • • •

INTERIM WELL PROTECTION AREA TENNESSEE GAS PIPELINE AND EASEMENT

Existing Constraints • • •

WETLAND AND REGULATED AREA

Pipeline Easement 30’ Grade Change Wetlands North and South Onsite Water and Septic Flood Plain Aging Underground Pipe Accessibility

ZONE 15 WELL PROTECTION AREA WELL

BUS DROP-OFF WETLAND AND REGULATED AREA

SEPTIC PUMP HOUSE GROUNDWATER DISCHARGE

3.1.7 LOCAL ACTIONS & APPROVALS

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Existing Site GRANDSTAND ACCESSIBLE BUT NOT PRESSBOX

PAVEMENT DETERIORATED AT ACCESSIBLE PARKING

COURTYARD PATHS AND STAIRS NOT ACCESSIBLE

Existing School By the Numbers Original building opened in 1962 Addition in 1970 – Gym and Library Addition in 2000 – Gym reconfigured, Added Auditorium & Administration Space

SCIENCE

WORLD LANGUAGE

MATH

SCIENCE LOCKER ROOMS ART

LOWER LEVEL LIBRARY MEDIA CENTER

APPLIED ARTS

ELA

AUDITORIUM

STUDENT COMMONS

SOCIAL STUDIES

GYM GYM

ADMIN.

MAIN LEVEL

626

3.1.7 LOCAL ACTIONS & APPROVALS

MAIN ENTRY

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Existing Building Egress Systems

Existing Building Conditions Review

AN AGING BUILDING ENVELOPE… Walls • • • • •

Deterioration from Water Infiltration Cracking of Brick and Concrete Walls Concrete Spalling and Rusted Rebar No Insulation and Vapor Barrier Missing and Deteriorated Joint Sealants

Windows & Doors

• Steel Windows and Doors Rusting • Windows and Doors Not Thermally Efficient

Roof

• Roof has Outlived It’s Intended Life Span and is Leaking • Damaged Roof Deck 26

3.1.7 LOCAL ACTIONS & APPROVALS

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Roof ASPHALT SHINGLES

GYPSUM ROOF DECK WATER DAMAGE ROOF PONDING

Exterior Walls: Brick Veneer DISPLACED BRICK AND PRECAST CONCRETE MORTAR DEGRADED FROM WATER DAMAGE

SPALLED BRICK AND DEGRADED FOUNDATION WALL FROM FREEZE DAMAGE

628

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Exterior Walls: Cast-in-Place Concrete

CRACKING AT EXTERIOR CONCRETE

SPALLED CONCRETE FROM WATER PENETRATION AND RUSTING REBAR

Exterior Walls: Precast Concrete

SOLID PRECAST CONCRETE WALL MODULES WITH THERMAL BRIDGING AND NO VAPOR BARRIER

3.1.7 LOCAL ACTIONS & APPROVALS

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Exterior Walls: Precast Concrete CONCRETE DEGRADING FROM RUSTING REBAR

WINDOW MODULE CRACKING

CONCRETE DEGRADING FROM WATER DAMAGE

Exterior Walls: Joint Sealant / Caulking MISSING OR DETERIORATED SEALANT

630

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Exterior Doors & Windows

STEEL FRAME WITH SINGLE GLAZING

ALUM FRAME WITH INSULATING GLAZING

TRANSLUCENT PLASTIC SANDWICH PANEL

Exterior Doors & Windows STEEL DOOR FRAME RUSTED THROUGH

STEEL BEAM PASSES THROUGH WINDOW AS THERMAL BRIDGE

STEEL WINDOW FRAME RUSTED

STEEL WINDOW FRAME RUSTED THROUGH 34

3.1.7 LOCAL ACTIONS & APPROVALS

631

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Structural WELDED STEEL TO STEEL CONNECTIONS

STEEL TO PRECAST PANEL CONNECTIONS

UPDATE LATERAL BRACING CONNECTIONS

SHINGLE ROOF TRUSS CONNECTIONS 35

Existing Conditions Review

A WELL-MAINTAINED INTERIOR… Walls

• Cracking in Concrete Block and Precast Concrete Walls • Painted Finishes Generally in Good Condition

Floors

• Terrazzo, VCT, and Tile Well Maintained but Aged • No Vapor Barrier Below Concrete Slabs

Ceilings

• Sagging Aged Tiles and Stained Tiles • Adhered Tiles Failing

HazMat

• Hazardous Materials Survey is underway

Accessibility

• Various Locations not in Compliance Due to Code Updates 36

632

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Current Classroom Environment

1960’s CLASSROOM

1970’s CLASSROOM 37

Interior Finishes: Ceilings 1960 CLASSROOM WITH ADHERED ACOUSTICAL TILE CORRIDOR WITH SAGGING ACOUSTICAL PANEL CEILING CLASSROOM WITH ACOUSTICAL PANELS STAINED CEILING TILES

3.1.7 LOCAL ACTIONS & APPROVALS

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

Interior Finishes: Floors 1960 TERRAZZO FLOOR WITH CRACKING AND INFILLS VCT FLOORING CRACKING AT EXPANSION JOINT

VCT FLOORING CRACKING AT OVERLAY ON TERRAZZO

SHEET FLOORING OVERLAY ON TILE DETERIORATED 39

Universal Accessibility SIGNAGE EXTERIOR LIFT TO PRESS BOX NOT FUNCTIONAL CHORAL RISERS WITHOUT RAMP ACCESS RAMPS AND AISLES EXCEED ALLOWABLE SLOPE SOME CASEWORK WITHOUT ACCESSIBLE STATIONS 40

634

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Universal Accessibility SOME TOILET STALLS NOT ACCESSIBLE LOCKER ROOM SHOWER STALL NOT ACCESSIBLE WATER COOLER CLEARANCE

ACCESSIBLE LOCKERS NOT PROVIDED

OLD SINGLE USER TOILET ROOMS 41

Next Steps

Development of Conceptual Site & Building Design Options Base Repair Addition / Renovation New Construction

Evaluation of Cost Alternatives Select Preferred Solution to Further Develop 42

3.1.7 LOCAL ACTIONS & APPROVALS

635

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For more information, please go to:

Stay tuned for future Public Forums related to Educational Visioning & Development of Potential Options!

636

3.1.7 LOCAL ACTIONS & APPROVALS

Thank you! Questions?

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

NASHOBA

REGIONAL HIGH SCHOOL Public Forum #2 Topics of Discussion MSBA Process Overview Project Schedule Feasibility Study Educational Visioning Next Steps

April 25, 2022

Introductions & Project Team School Building Committee School Administration

Bolton

Owner’s Project Manager

Architect/Designer

Amy Cohen, School Committee Member Bob Czekanski, Town of Bolton Selectmen Stacey Dupuis, Resident Scott Gibson, Resident Don Lowe, Town Administrator

Lancaster

Joseph Gleason, School Committee Member, Committee Chairperson Maura Bailey, Educator/Resident Kim Earley, Educator/Resident Ken Frommer, Resident Tania Rich, Athletic Director/Resident

Funding Partner

Stow

Christopher Buck, Finance Committee David Hartnagle, Resident Kristen Kendall, Resident Steve Rubenstein, Resident Leah Vivirito, School Committee Member

3.1.7 LOCAL ACTIONS & APPROVALS

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Owner’s Project Manager  4 Regional High Schools / 11 MSBA High School Projects in total

 Seasoned Construction Professionals

 $1.7 billion in high school OPM experience

 Experience with Complex, Phased Renovation/Addition Projects

 Reputation

 Collaborative Approach to Ensure Team Success

 Understanding of Local Needs and Concerns

 Strong Communications and Trust-Building Skills

 Experience with MSBA Scope and Budget Agreement Process

 Ability to Deliver the Best Possible Educational Environment

 In-House Cost Estimating for Cost Certainty

 Industry Leaders in Green Buildings

 Builder’s Expertise to Evaluate Scope Options

Minuteman Regional Vocational High School

Taconic High School

Attleboro High School

Architect / Designer Over 120 Schools 50 High Schools Minuteman High School Attleboro High School Diman Regional VocTech High School Canton High School Naugatuck High School Franklin Public Schools John F. Kennedy High School Beverly Public Schools E.C. Goodwin Technical High School Waterbury Arts Magnet School Oliver Ames High School Avon High School Bay Path Regional VocTech High School Metropolitan Learning Center Magnet School 4

638

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

MSBA Partnership with Nashoba Regional School District

The Nashoba Regional School District has an opportunity to receive a

Grant Reimbursement from the MSBA to pay costs associated with a new school facility project

M SB A B u ild in g G r a n t Pr o g r a m

Nashoba Regional School District submitted a Statement of Interest (SOI) to the MSBA on

March 29, 2019 The MSBA invited the Nashoba Regional School District to conduct a

Feasibility Study for the Nashoba Regional High School April 14, 2021

3.1.7 LOCAL ACTIONS & APPROVALS

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M SB A B u ild in g G r a n t Pr o g r a m The Massachusetts School Building Authority offered Nashoba Regional a grant opportunity for the following reasons: Building Facility

Educational Inadequacy

Identified that something NEEDS to be done. 7

M S B A P r o c es s Forming the Project Team

Module 1

Module 2

Feasibility Study

Eligibility Period

Preliminary Design Program

Preferred Schematic

Schematic Design

Module 3A

Module 3B

Module 4

640

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Module 3 – Feasibility Study Module 3A – Preliminary Design Program (PDP)

Module 3B – Preferred Schematic (PSR)

February – June 2022

July – October 2022

November – December 2022

Existing Conditions Assessment

Development of Options

Educational Visioning

Building Systems

MSBA Facilities Assessment Subcommittee

Site Options Evaluation

Develop Preliminary Budget

Development of Preliminary Options

Evaluate & Selected Preferred Option

MODULE 3A - PDP

MSBA Review

MODULE 3B - PSR Submit PDP to MSBA

Submit PSR to MSBA

June 27, 2022

October 27, 2022

MSBA Approval to Proceed to Schematic Design December 21, 2022

Module 4 – Schematic Design

January – June 2023 Development of a Single Design Option Establish Budget for Final Project Educational Space Planning

July – August 2023

September – December 2023

MSBA Review

Local Vote / Seek Project Funding

Project Scope & Budget

Selection of Building Systems

** Potential Early Vote

Submit SD to MSBA

MSBA Board Approval

June 28, 2023

August 30, 2023 Tentative

** Traditional Vote 10

3.1.7 LOCAL ACTIONS & APPROVALS

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Feasibility Study

Collectively over 2,500 hours of meetings, planning and discussion by Nashoba

Including analysis, investigation and reporting by the design team of architects, engineers, educational planners and the MSBA

Evaluation of Existing Conditions  Site Assessment

 Technology Assessment

 Historical Analysis

 Safety & Security Assessment

 Building Code & Accessibility Analysis  Architectural Assessment  Structural Assessment

 Preliminary Geotechnical Evaluation  Phase I Environmental Site Assessment

 Fire Protection Assessment  Hazardous Materials Inspection & Report  Plumbing Assessment  Traffic Impact Study  Mechanical Assessment

 Electrical Assessment 11

P r o j e ct S c h e d u l e FEASIBILITY STUDY PHASE Preliminar y Design Program (PDP) Preferred Schematic Report (PSR)

June 2022 October 2022

SCHEMATIC DESIGN PHASE Project Scope & Budget and Project Funding Agreement

Member Community's Town Meetings & Vote Design Development, Construction Documents & Bidding Construction Completion

June 2023 November 2023 Summer 2023 * 2023-2024 * 2027-2028 * * Tentative Dates

642

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

M S B A P r o c es s

Questions?

E d u c a t i on a l V i s i o n i n g

3 Day Summit February 10, 2022 February 11, 2022 February 18, 2022

EDUCATIONAL PROGRAM

DEVELOPING UNDERSTANDING

EDUCATIONAL DEFINITION

FACILTIES DEFINITION

Snapshot of our Schools

What Works? What Could be Better?

Defining Education in 20 Years

Guiding Document for Design

School Transformation

Educational Delivery Goals

Defining Spaces

Development of Space Requirements & Adjacencies

21st Century Schools Portrait of a Graduate

Diversity, Equity & Inclusion

Educational Program Review

Exploring Different Educational Pedagogies

Space Beyond the Classroom

Learning Modalities

School Organization Structure

Overall School Organization

Design Considerations

3.1.7 LOCAL ACTIONS & APPROVALS

643

NASHOBA REGIONAL HIGH SCHOOL

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Educational Visioning Team 50+ Educators, Parents, Students & Community Members Nashoba Regional School District Administrators Kirk Downing Todd Maguire Kate Boynton Tania Rich Joan DeAngelis Joel Bates Ross Mulkerin Patrick Perkins Su Qi

Nashoba Regional High School Students Sonia Nicholson Winston Zhao Ailin Oberlies Ava Wyman Olivia Liang Maddie Oxnard Jack Light Fedora Ogodo Marc Gesualdi Hadassah Kamau Maryam Mulyono Theona Tully Philip (Ralph) Lyle

Nashoba Regional School District Educators Jackie Macharia Mike Tollefson Kevin Keaveney Maura Bailey Nuria Diaz-Canales Jessica Thistlewaite Joe McCarthy Pete Connery Stavros Andropolous Jess Martel Mary Marotta Kyle Owens Kim Earley Karen Boisvert Janna Thorarensen Tracy Landry

Nashoba Regional School District Parents Stacey Dupuis Kaitlyn Drew Laurie Burnett Dan Nicholson Courtney Philbin Susan Wilkinson Community Leaders Chris Morrison – Randall Library (Stow) Don Lowe – Town Administrator (Bolton) Police Chief Everett Moody (Lancaster) Sharon Poch – School Committee (Lancaster) Police Chief Mike Sallese (Stow)

Frank Locker Educational Planning

Why Is It Important?

Education When Nashoba Regional High School Was Built

21st Century Learning Environment

644

3.1.7 LOCAL ACTIONS & APPROVALS

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NASHOBA REGIONAL HIGH SCHOOL

H o w E d u c a t i on H a s C h a n g e d

Changing Education Paradigms Sir Ken Robinson

https://youtu.be/zDZFcDGpL4U

S e s si o n # 1

DEVELOPING UNDERSTANDING

Snapshot of our Schools 21st Century Schools Portrait of a Graduate Educational Program Review Learning Modalities

Frank Locker Educational Planning

3.1.7 LOCAL ACTIONS & APPROVALS

645

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

E d u c a t i on a l V i s i o n i n g

Frank Locker Educational Planning

Nashoba Regional School District Staff Presenting “A Snapshot of Our Schools”

S e s si o n # 2

EDUCATIONAL DEFINITION

What Works? What Could be Better? Diversity, Equity & Inclusion Exploring Different Educational Pedagogies School Organization Structure

Frank Locker Educational Planning

646

3.1.7 LOCAL ACTIONS & APPROVALS

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NASHOBA REGIONAL HIGH SCHOOL

S e s si o n # 3

FACILTIES DEFINITION

Defining Education in 20 Years School Transformation Defining Spaces Space Beyond the Classroom Overall School Organization

Frank Locker Educational Planning

Guiding Principles CREATE a common understanding of this Educational Vision among administrators, faculty, parents, and students to

continue shifting the educational model from one still “fairly traditional” to one that is more transformed, more “21st century”

PREPARE students for success in the 21st century, an emerging world of global competition, uncertain employment prospects simultaneous with unheralded workplace opportunities, infinite access to information, and rapid change in technology

TEACH 21st century skills at the same time as traditional content BUILD relationships with students, families, and communities through school structure and programs ASPIRE beyond the Common Core and beyond the Massachusetts Department of Elementary and Secondary Education (DESE) guidelines to do what is best for student learning, and to instill a life-long sense of wonder and purpose.

DEVELOP independent, life-long learners ESTABLISH a program of staff Professional Development to support the educational deliveries outlined here Frank Locker Educational Planning

3.1.7 LOCAL ACTIONS & APPROVALS

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C h a n g i n g E d u c a t i on a l P e d a g o g y

STUDENT-CENTERED LEARNING Shift Focus of Education from Teacher to the Student

PROJECT-BASED LEARNING

BLENDED LEARNING

Learn by Actively Engaging in Real-World and Personally Meaningful Projects

Combines Face-to-face Learning with Online Learning Components

Changing Learning Environments ENGAGING

INDOOR | OUTDOOR

Interdisciplinary Learning Project-Based Learning, Making Things to Learn, Prototyping, STEM, STEAM Small Group Work, Student Collaboration Integrated Arts Learning Social/Emotional Learning (SEL) Direct Teaching Internships Blended Learning/Flipped Classroom

LEARNING COMMONS

SMALL GROUP WORK 24

648

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Overall School Relationship Organizational Diagram A Whole School Concept CENTER OF THE SCHOOL “Living” Atrium Greenhouse Arboretum Gallery Café Library Lounge Gym Black Box/Flex Space Auditorium Applied Arts

Frank Locker Educational Planning

Design Patterns A Whole School Concept

SMALL LEARNING COMMUNITIES Extended Learning Area (ELA)/ Common Zone at the Heart of Community Teacher Planning Center Small Group Rooms Integrated Special Education Breakout/Pull Out Spaces Core Curriculum Spaces Storage of Supplies Toilets for Both Students and Teachers

Frank Locker Educational Planning

3.1.7 LOCAL ACTIONS & APPROVALS

649

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Design Patterns A Whole School Concept

INDOOR-OUTDOOR CONNECTIONS Outdoor Learning Spaces Adjacent to Classrooms Outdoor Learning Areas Beyond Classrooms, offering students a variety of natural experiences – Visual and Physical Playfields – Health, Fitness, & Wellness Parking

• Visitors / Community • Faculty / Staff

Several Drop off/Pick up zones

• Buses • Cars • Bus drop-off/pick-up separate from Parent dropoff/pick-up

Frank Locker Educational Planning

Next Steps

Development of Conceptual Site & Building Design Options Base Repair Addition / Renovation New Construction

Evaluation of Cost Alternatives Select Preferred Solution to Further Develop 28

650

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

For more information, please go to:

Stay tuned for future Public Forums related to Educational Visioning & Development of Potential Options!

Thank you! Questions?

3.1.7 LOCAL ACTIONS & APPROVALS

651

NASHOBA REGIONAL HIGH SCHOOL

652

MODULE 3A - PRELIMINARY DESIGN PROGRAM

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

NASHOBA

REGIONAL HIGH SCHOOL Public Forum #3 Topics of Discussion Project Update Project Schedule Educational Program & Space Summary Development Preliminary Building Concepts Upcoming Items

June 14, 2022

Module 3 – Feasibility Study Module 3A – Preliminary Design Program (PDP)

Module 3B – Preferred Schematic (PSR)

February – June 2022

July – October 2022

November – December 2022

Existing Conditions Assessment

Development of Options

Educational Visioning

Building Systems

MSBA Facilities Assessment Subcommittee

Site Options Evaluation

Develop Preliminary Budget

Development of Preliminary Options

Evaluate & Selected Preferred Option

MODULE 3A - PDP

MSBA Review

MODULE 3B - PSR Submit PDP to MSBA

Submit PSR to MSBA

June 27, 2022

October 27, 2022

MSBA Approval to Proceed to Schematic Design December 21, 2022

3.1.7 LOCAL ACTIONS & APPROVALS

653

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Module 3 – Feasibility Study Goal

Develop and evaluate alternatives to determine what the

most fiscally responsible and educationally appropriate long-term solution is for the District.

Evaluation of Existing Conditions Site Assessment

Technology Assessment

Historical Analysis

Safety & Security Assessment

Building Code & Accessibility Analysis

Preliminary Geotechnical Evaluation

Architectural Assessment

Phase I Environmental Site Assessment

Structural Assessment

Hazardous Materials Inspection & Report

Fire Protection Assessment

Traffic Impact Study

Plumbing Assessment

Development & Evaluation of Multiple Options Educational Visioning Educational Programming Development of Space Summaries Site Selection/Development Requirements Review of Potential Options including Base Repair, Addition/Renovation & New Construction  Sustainable Design Review     

Mechanical Assessment Electrical Assessment

Educational Program Development Preliminary Programming Identify Educational Leadership Group: educators from each discipline to meet and spaces/curriculum areas of the school Series of meetings focusing on one major theme each week Work to understand educational opportunities and physical adjacencies Understand space needs for future pedagogy to inform space summary

654

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Educational Program Development Educational Leadership Team May 2, 2022 Whole School Diagram and Approach May 9, 2022 Small Learning Communities (Classrooms, EL, Teacher Planning, Student Support Spaces, Small Group Rooms, etc.) May 16, 2022 Applied Arts Integration + STEAM May 23, 2022 Health and Wellness (Guidance, Pupil Services, Special Education, Social Emotional Health Supports, Social Workers and Psychologists) June 6 Special Education June 13 Athletics, Wellness, and Physical Education

3.1.7 LOCAL ACTIONS & APPROVALS

655

NASHOBA REGIONAL HIGH SCHOOL

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MSBA Space Summar y Guidelines ROOM TYPE

ROOM SF

# OF ROOM

Core Academic Spaces

AREA TOTAL (SF) 44,720

Classroom - General

850

32*

27,200

Teacher Planning

100

3,200

Small Group Seminar (20-30 seats)

500

1,000

Science Classroom / Lab

1,440

11,520

Prep Room

200

1,600

Central Chemical Storage Rm

200

Special Education

10,070

Self-Contained SPED

950

6,650

Self-Contained SPED Toilet

420

Resource Room

500

1,500

Small Group Room

500

Art & Music

ROOM TYPE

ROOM SF

# OF ROOM

5,681

AREA TOTAL (SF) 5,681

Media Center Media Center / Reading Room

Auditorium/ Drama

5,681

9,048

Auditorium

6,167

Stage

1,600

Dining & Food Service

8,312

Medical

910

Administration & Guidance

4,117

Custodial & Maintenance

2,319

1,500

Total Building Net Floor Area (NFA)

121,897

Total Building Gross Floor Area (GFA)

185,000

6,700

Art Classroom - 25 seats Art Workroom w/ Storage & kiln

1,200

2,400

150

300

Band - 50 - 100 seats

1,500

Chorus - 50 - 100 seats

1,500

Ensemble

200

Vocations & Technology 1,440

Gymnasium

12,000

PE Alternatives

3,000

Health & Physical Education

1.52

200

8,640

Technology/Engineering Rooms

Grossing factor (GFA/NFA)

8,640

21,380

Proposed Enrollment: 925 Students Grossing Factor: Walls, Circulation, Toilets, Storage, etc. *Based on 85% Utilization Rate 7

MSBA Space Summar y Guidelines vs Existing ROOM TYPE Core Academic Spaces

EXISTING ROOM SF (AVG.)

ROOM SF

# OF ROOM EXIST/MSBA

34,693

AREA TOTAL (SF) 44,720

Classroom - General

686

850

32/32*

27,200

Small Group Seminar

533

500

1/2

1,000

Science Classroom / Lab

1,151

1,440

10/8*

11,520

Art & Music

6,450

6,700

ROOM TYPE

EXISTING ROOM SF (AVG.)

ROOM SF

# OF ROOM EXIST/MSBA

5,512

5,681

1/1

Media Center Media Center / Reading Room

AREA TOTAL (SF) 5,681 5,681

Auditorium/ Drama

8,893

Auditorium

4,240

6,167

1/1

6,167

Stage

1,045

1,600

1/1

1,600

Art Classroom - 25 seats

680

1,200

4/2*

2,400

Dining & Food Service

Band - 50 - 100 seats

1,490

1,500

1/1

1,500

Medical

Chorus - 50 - 100 seats

850

1,500

1/1

1,500

Administration & Guidance

4,933

4,117

Ensemble

170

200

1/1

200

Custodial & Maintenance

915

2,319

Total Building Net Floor Area (NFA)

115,584

121,897

Total Building Gross Floor Area (GFA)

202,222

Vocations & Technology

8,853

Technology/Engineering

Health & Physical Ed Gymnasium

1,440

10,700/ 7,000

726

8,312 910

8,640 6*

24,225

PE Alternatives

7,980

9,048

8,640

21,380 12,000

2/1

12,000

3,000

Proposed Enrollment: 925 Students Grossing Factor: Walls, Circulation, Toilets, Storage, etc.

Grossing factor (GFA/NFA)

1.75

185,000

1.52

Based on 85% Utilization Rate 8

656

3.1.7 LOCAL ACTIONS & APPROVALS

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

MSBA Space Summar y Guidelines vs Existing ROOM TYPE Core Academic Spaces Classroom - General

EXISTING ROOM SF (AVG.)

ROOM SF

# OF ROOM EXIST/MSBA

850

32/32*

AREA TOTAL (SF)

34,693 686

44,720 27,200

Small Group Seminar

533

500

1/2

1,000

Science Classroom / Lab

1,151

1,440

10/8*

11,520

Art & Music

6,450

6,700

ROOM TYPE

EXISTING ROOM SF (AVG.)

ROOM SF

# OF ROOM EXIST/MSBA

5,512

5,681

1/1

Media Center Media Center / Reading Room

AREA TOTAL (SF) 5,681 5,681

Auditorium/ Drama

8,893

9,048

Auditorium

4,240

6,167

1/1

6,167

Stage

1,045

1,600

1/1

1,600

7,980

Art Classroom - 25 seats

680

1,200

4/2*

2,400

Dining & Food Service

Band - 50 - 100 seats

1,490

1,500

1/1

1,500

Medical

Chorus - 50 - 100 seats

850

1,500

1/1

1,500

Administration & Guidance

4,933

4,117

170

200

1/1

Custodial & Maintenance

915

2,319

Total Building Net Floor Area (NFA)

115,584

121,897

Total Building Gross Floor Area (GFA)

202,222

Ensemble

Vocations & Technology Technology/Engineering

Health & Physical Ed Gymnasium

200

8,853 1,440

10,700/ 7,000

8,312 910

8,640 6*

8,640

24,225

PE Alternatives

726

21,380 12,000

2/1

12,000

3,000

Grossing factor (GFA/NFA)

Proposed Enrollment: 925 Students

1.75

185,000 1.52

Grossing Factor: Walls, Circulation, Toilets, Storage, etc. Based on 85% Utilization Rate 9

Existing High School Site Items to Consider

Property Size: 47 Acres Existing Development of Site: Current School Neighborhood Impact: Unchanged Traffic Impact: Unchanged Access to Utilities: On-site Water Well, On-Site Wastewater Treatment Facility Topography: Relatively Flat, 30’ Grade Change Site Access: Rt. 117 & Green Road Soils: TBD Parking and Paving: Approx. 500 spaces Zoning Setbacks & Limitations: See Graphic Site Constraints (Wetlands, Easements): Pipeline Easement, Wetlands Northeast & Southwest Meets Educational Program: TBD Taxpayer Impact: None

2% CHANCE OF ANNUAL FLOODING LEACHING FIELD

WETLAND AND REGULATED AREA

EXISTING ATHLETIC FIELDS AND COURTS

TENNESSEE GAS PIPELINE AND EASEMENT

WELL

BUS DROP-OFF WETLAND AND REGULATED AREA SEPTIC PUMP HOUSE GROUNDWATER DISCHARGE

3.1.7 LOCAL ACTIONS & APPROVALS

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Preliminar y Evaluation of Options Option 1: Base Repair/Code Upgrade • • • •

Repair of Systems and or Scope Required for Purposes of Code Compliance No Modification of Existing Spaces Does NOT Meet Educational Program Not Eligible for MSBA Reimbursement

Option 2: Renovation

• Renovations of Varying Degree to the Existing Building • Meets Educational Program

Option 3: Addition/Renovation

• Renovations and/or Additions of Varying Degree • Meets Educational Program

Option 4: New Construction

TOTAL PROJECT MSBA SHARE BASED ON DISTRICT REIMBURSEMENT RATE

• Construction of New Building • Meets Educational Program

DISTRICT’S SHARE

Option1: Base Repair/Code Upgrade

Option 2: Renovation

Option 3: Option 4: Addition/ New Renovations Construction

???

Option 1 – Base Repair Pros

• Repair To Existing Facility Issues, Accessibility and Code-related Upgrades

Cons

• Does NOT Meet Educational Program • Construction Activity Would be Limited to Schedule Around School • Undersized Educational Spaces Remain the Same Size • Phased Construction Would Require A Longer Construction Timeline 3-4 Years • NOT MSBA Reimbursable

LOWER LEVEL

658

3.1.7 LOCAL ACTIONS & APPROVALS

MAIN LEVEL

Includes: • • • • • • • •

Replacement of HVAC Systems Replacement of Windows Replacement of Roof Building Code Modifications (Fire Ratings) Energy Code Modifications (Building Insulation) ADA Accessibility Modifications Significant Structural Modifications Replacement of Damaged Interior Finishes

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Option 2 – Renovation Pros

• Addresses Some Existing Deficiencies in Existing Program Spaces • Existing Athletic Fields Stay

Cons

• Construction Activity Would be Limited /Disruptive To Existing School Programs • Extensive Phasing Construction Will Require A Longer Construction Timeline 5+ Years • Phased Abatement • May Require Temporary Classrooms (Nonreimbursable)

Option 3 – Addition/Renovation Pros

• Addresses Some Existing Deficiencies in Existing Program Spaces • Existing Athletic Fields Stay

Cons

3.1.7 LOCAL ACTIONS & APPROVALS

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Option 4 – New Construction

Option 4A Pros

• • •

Cons

• •

Option 4B

Aligns with Educational Program Site Access, Primary Circulation and Graded Driveways Would Remain Mostly Intact Through Construction Relatively Flat Portion of Site Disruption to Existing Athletic Fields Construction Occurs Adjacent to Existing School

Pros

• • •

Cons

• • •

Aligns with Educational Program Least Student Impact during Construction Site Access, Primary Circulation and Graded Driveways Would Remain Mostly Intact Through Construction Disruption to Existing Athletic Fields Topographic Challenges Requires Re-building Leaching Fields

Option 4C Pros

• • •

Cons

• •

For more information, please go to:

660

3.1.7 LOCAL ACTIONS & APPROVALS

Thank you! Questions?

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APPENDIX A STATEMENT OF INTEREST

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663

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664

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665

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666

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667

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668

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669

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670

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671

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672

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673

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674

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675

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676

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677

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678

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679

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680

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681

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682

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683

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684

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685

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686

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687

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688

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APPENDIX B MSBA BOARD ACTIONS Deborah B. Goldberg Chairman, State Treasurer

James A. MacDonald Chief Executive Officer

John K. McCarthy Executive Director / Deputy CEO

Deborah B. Goldberg April 14,Treasurer 2021 Chairman, State

James A. MacDonald Chief Executive Officer

John K. McCarthy Executive Director / Deputy CEO

Ms. Clenchy, Superintendent AprilBrooke 14, 2021 Nashoba Regional School District 50 Mechanic Street Ms. Brooke Bolton, MA Clenchy, 01740 Superintendent Nashoba Regional School District 50 Mechanic Street Re: Nashoba Regional School District, Nashoba Regional High School Bolton, MA 01740 Dear Superintendent Clenchy: Re: Nashoba Regional School District, Nashoba Regional High School I am pleased to report that the Board of the Massachusetts School Building Authority (the “MSBA”) has voted to invite the Nashoba Regional School District (the “District”) to partner Dear Superintendent Clenchy: with the MSBA in conducting a Feasibility Study for the Nashoba Regional High School. The Board’s vote to follows timely of allSchool the requirements of the MSBA’s I am pleased reportthe thatDistrict’s the Board of thecompletion Massachusetts Building Authority (the Eligibility Period. “MSBA”) has voted to invite the Nashoba Regional School District (the “District”) to partner with the MSBA in conducting a Feasibility Study for the Nashoba Regional High School. The IBoard’s do wantvote to emphasize this invitation to partner on Feasibility Study is of notthe approval of a follows thethat District’s timely completion ofaall the requirements MSBA’s project butPeriod. is strictly an invitation to the District to work with the MSBA to explore potential Eligibility solutions to the problems that have been identified. Moving forward in the MSBA’s process requires andtocommunities “get ahead” without I do wantcollaboration to emphasizewith thatthe thisMSBA, invitation partner on a that Feasibility Studyofisthe notMSBA approval of a MSBA approval will an notinvitation be eligible funding. qualify for anytofunding the project but is strictly to for thegrant District to workTowith the MSBA explorefrom potential MSBA, communities must follow MSBA’sMoving statute, forward regulations, and policiesprocess which solutionslocal to the problems that have beenthe identified. in the MSBA’s require MSBA collaboration and approval at each step of the process. requires collaboration with the MSBA, and communities that “get ahead” of the MSBA without MSBA approval will not be eligible for grant funding. To qualify for any funding from the During Feasibility Studymust phase, the District and the MSBA will partner pursuant the terms MSBA,the local communities follow the MSBA’s statute, regulations, and policiestowhich of the Feasibility Study Agreement to find the most fiscally responsible and educationally require MSBA collaboration and approval at each step of the process. appropriate solution to the problems identified at the Nashoba Regional High School. The Feasibility which will phase, be conducted pursuant to the MSBA’s regulations and policies, During the Study, Feasibility Study the District and the MSBA will partner pursuant to the terms requires the District to work with thetoMSBA the procurement of an Owner’s Project Manager of the Feasibility Study Agreement find theonmost fiscally responsible and educationally and Designer, which to will bring the District’s Feasibility to fruition. appropriate solution thehelp problems identified at the NashobaStudy Regional High School. The Feasibility Study, which will be conducted pursuant to the MSBA’s regulations and policies, We will be discuss these nextprocurement steps in more In theProject meantime, requires thecontacting District to you worksoon withtothe MSBA on the ofdetail. an Owner’s Manager however, I wanted to share with you the Board’s decision and provide a brief overview of what and Designer, which will help bring the District’s Feasibility Study to fruition. this means for the Nashoba Regional School District. We will be contacting you soon to discuss these next steps in more detail. In the meantime, Ihowever, look forward to continuing to work withBoard’s you as decision part of the MSBA’s program. I wanted to share with you the and providegrant a brief overviewAsofalways, what feel free to for contact me or myRegional staff at (617) 720-4466 this means the Nashoba School District.should you have any questions. I look forward to continuing to work with you as part of the MSBA’s grant program. As always, feel free to contact me or my staff at (617) 720-4466 should you have any questions. 40 Broad Street, Suite 500 ● Boston, MA 02109 ● Phone: 617-720-4466 ● www.MassSchoolBuildings.org

40 Broad Street, Suite 500 ● Boston, MA 02109 ● Phone: 617-720-4466 ● www.MassSchoolBuildings.org

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Page 2 April 14, 2021 Nashoba Regional High School Feasibility Study Board Action Letter Sincerely,

John K. McCarthy Executive Director Cc:

Legislative Delegation Kathy Codianne, Chair, Nashoba Regional School Committee Elaine Sanfilippo, Vice-Chair, Nashoba Regional School Committee File: 10.2 Letters (Region 2)

40 Broad Street, Suite 500 ● Boston, MA 02109 ● Phone: 617-720-4466 ● www.MassSchoolBuildings.org

690

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691

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692

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693

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694

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695

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696

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697

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698

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699

NASHOBA REGIONAL HIGH SCHOOL

Deborah B. Goldberg Chairman, State Treasurer

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James A. MacDonald Chief Executive Officer

John K. McCarthy Executive Director / Deputy CEO

June 15, 2021 Mr. Todd Maguire, Acting Superintendent Nashoba Regional School District 50 Mechanic Street Bolton, MA 01740 Re: Nashoba Regional School District, Nashoba Regional High School Dear Superintendent Maguire: Enclosed for your records, please find a copy of the fully-executed Feasibility Study Agreement and Exhibits A-C for the Nashoba Regional High School project in the Nashoba Regional School District (the “District”). Also, attached for your convenience, please find instructions for entering project budgets in the Massachusetts School Building Authority (the “MSBA”) ProPay System, and the Feasibility Study Agreement Budget Revision Request Form. Please note the MSBA will not process reimbursement requests until the District has entered the budget and the budget has been accepted by the MSBA. Please feel free to contact me if you have any questions. Regards,

Emma Parish Project Coordinator Cc:

Legislative Delegation Leah Vivirito, Chair, Nashoba Regional School Committee Michael Horesh, Vice-Chair, Nashoba Regional School Committee File: 10.2 Letters (Region 2)

40 Broad Street, Suite 500 ● Boston, MA 02109 ● Phone: 617-720-4466 ● www.MassSchoolBuildings.org

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District Name: Nashoba Regional School District School Name: Nashoba Regional High School Project ID Number: 201907250505

MASSACHUSETTS SCHOOL BUILDING AUTHORITY FEASIBILITY STUDY AGREEMENT,

This Feasibility Study Agreement, dated the 14th day of _une J , 2021 (the "Agreement") is between the Massachusetts School Building Authority (the "Authority"), a public instrumentality of the Co1mnonwealth of Massachusetts established by Chapter 70B of the Massachusetts General Laws and Chapters 208 & 210 of the Acts of 2004 of the Commonwealth, in each case as amended from time to time, and the Nashoba Regional School District (the "District"). WHEREAS, the District submitted a Statement of Interest to the Authority for the Nashoba Regional High School (hereinafter "School"), and the District prioritized this Statement of Interest as its priority to receive any potential funding from the Authority; WHEREAS, on December 11, 2019, the Board of Directors of the Authority voted to invite the District to the MSBA's Eligibility Period, and the Board of Directors of the Authority voted to invite the District to commence the Eligibility Period on June 1, 2020, and the District has completed all applicable preliminary requirements to the satisfaction of the MSBA; WHEREAS, on April 14, 2021, the Board of Directors of the Authority shall have voted to authorize the Parties to enter into this Agreement upon the terms and conditions stated herein. WHEREAS, the Feasibility Study is one step in the multi-step process of the Authority's grant program for school building construction and renovation projects, and the invitation to collaborate on conducting and/or reviewing a Feasibility Study is not approval of a project or any funding by the Authority, except as expressly provided in this Agreement; WHEREAS, the Authority's grant program for school building renovation and construction projects is a non-entitlement, discretionary program based on need, as detennined by the Authority; WHEREAS, the District has submitted a signed Initial Compliance Certification, as described in 963 CMR 2.02, 2.03 & 2.10(2), in the form prescribed by the Authority, and it has been accepted by the Authority; WHEREAS, the District has formed a School Building Committee to monitor the Feasibility Study and advise the District during the study; WHEREAS, the Authority may reimburse the District for a portion of eligible, approved costs incurred in connection with the Feasibility Study undertaken by the District for the School under certain terms and conditions, hereinafter provided, and subject to the provisions of M.G.L. c. 70B, 963 CMR 2.00 et seq. and all applicable policies and guidelines of the Authority.

Feasibility Study Agreement v.1.2021

701

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702

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703

NASHOBA REGIONAL HIGH SCHOOL

704

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NASHOBA REGIONAL HIGH SCHOOL

705

NASHOBA REGIONAL HIGH SCHOOL

706

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NASHOBA REGIONAL HIGH SCHOOL

707

NASHOBA REGIONAL HIGH SCHOOL

708

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NASHOBA REGIONAL HIGH SCHOOL

709

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710

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NASHOBA REGIONAL HIGH SCHOOL

711

NASHOBA REGIONAL HIGH SCHOOL

712

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NASHOBA REGIONAL HIGH SCHOOL

713

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714

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NASHOBA REGIONAL HIGH SCHOOL

715

NASHOBA REGIONAL HIGH SCHOOL

716

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District Name: Nashoba Regional School District School Name: Nashoba Regional High School Project ID Number: 201907250505

9.9 Counternarts. This Agreement may be executed in one or more counterparts, any of which shall be regarded for all purposes as an original and all of which constitute but one and the same instrument. Each party agrees that it will execute any and all documents or other instruments, and take such other actions as may be necessary to give effect to the te1ms of this Agreement. 9.10 No Waiver. No waiver by either party of any term or conditions of this Agreement shall be deemed or construed as a waiver of any other terms or conditions, nor shall a waiver of any breach be deemed to constitute a waiver of any subsequent breach, whether of the same or of a different section, subsection, paragraph, clause, phrase, or other provision of this Agreement. 9.11 Integration. This Agreement merges and supersedes all prior negotiations, representations, and agreements between the Parties hereto relating to the Feasibility Study and constitutes the entire agreement between the Parties hereto with respect to the Feasibility Study and the Authority's funding of a portion of the eligible, approved costs of the Feasibility Study. 9.12 Amendments. This Feasibility Study Agreement may be amended only through a written amendment signed by duly authorized representatives of the District and the Authority. IN WITNESS WHEREOF, the Parties have executed this Agreement on this 14th day of June, 2021. MASSACHUSETTS SCHOOL BUILDING AUTHORITY By,

John K. McCarthy Executive Director NASHOBA REGIONAL SCHOOL DISTRICT By, /

NAME (type or print)

ype or print) Feasibility Study Agreement v.1.2021

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EXHIBIT A FEASIBILITY STUDY BUDGET Nashoba Regional School District Nashoba Regional High School The total Budget for the Feasibility Study conducted pursuant to this Agreement, which is attached hereto and incorporated by reference herein, shall be no more than $1,500,000 based upon the following estimates: Owner’s Project Manager: Designer: Environmental and Site Testing: Other:

718

$450,000 $900,000 $100,000 $ 50,000

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EXHIBIT B SCOPE OF THE FEASIBILITY STUDY Nashoba Regional School District Nashoba Regional High School The Scope of the Feasibility Study conducted under this Agreement, which is attached hereto and incorporated by reference herein, shall consist of the development of a Feasibility Study/Schematic Design for the evaluation of a renovation of the existing school, a renovation of and addition to the existing school and/or new construction for the Nashoba Regional High School (the “Proposed Project”) in the Nashoba Regional School District (the “District”). Pursuant to the Massachusetts School Building Authority’s (the “MSBA”) regulations, 963 CMR 2.06, the space allowance for the Proposed Project shall meet all applicable MSBA regulations and guidelines. The Feasibility Study shall contain all information required by 963 CMR 2.10(8) and any other applicable rules, regulations, policies, guidelines and directives of the MSBA including, but not limited to, a final design program, educational space summary, budget statement for educational objectives, and a proposed total project budget. The District shall submit to the MSBA the educational space summary, based on the agreed upon enrollment of 925 students in grades 9-12 at the Nashoba Regional High School, for review and acceptance. Upon acceptance of the educational space summary, the District will commence with the evaluation of alternatives. The Schematic Design that is developed pursuant to this Agreement shall be based upon the final design enrollment, which shall be subject to the written approval of the MSBA. The Schematic Design shall include, but not be limited to, the information required by the MSBA’s Feasibility Study Guidelines, including, but not limited to, a site development plan, environmental assessment, geotechnical assessment, geotechnical analysis, code analysis, utility analysis, schematic building floor plans, schematic exterior building elevations, narrative building systems descriptions, NE-CHPS scorecard or LEED for Schools checklist, outline specifications, cost estimates, project schedule and proposed total project budget. In conducting the Feasibility Study and developing the Schematic Design, the District shall, in a sufficient and timely manner as determined by the MSBA, initiate such notification procedures, undertake such review processes, and obtain such determinations and approvals as may be required by 963 CMR 2.03(2)(h) & (i), including, but not limited to, such procedures, reviews, determinations, and approvals, as may be required by the Massachusetts Historical Commission (the “MHC”) and/or the Massachusetts Environmental Policy Act. At its earliest opportunity, the District shall seek a written determination from the MHC as to whether the MHC intends to undertake a review of the Proposed Project. The District shall be responsible for conducting such geotechnical evaluations, site investigations, soils explorations and environmental assessments as are reasonable and necessary to determine whether any significant environmental, geotechnical or other

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physical conditions exist that may have an impact upon eventual construction on the proposed site. The MSBA may require the District to fully fund certain environmental or geotechnical site testing beyond initial investigatory costs. The MSBA shall bear no responsibility or liability of any sort for the results of any geotechnical evaluations or site testing, soils explorations, environmental assessments, nor for any site remediation, clean-up, or other site remediation services. The development of the Schematic Design shall be subject to continuing review by the MSBA in accordance with the provisions of this Agreement, the MSBA’s Feasibility Study guidelines and any other applicable rule, regulation, policy, guideline or directive of the MSBA. The District shall be responsible for submitting to the MSBA all documentation that is required to complete the Feasibility Study and Schematic Design and to support the preparation of a Project Scope and Budget Agreement.

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Exhibit C Calendar Year 2021

Nashoba Nashoba Regional High School - 201907250505 MSBA Reimbursement Rate Calculation - 201907250505 Base Points

31.00

Income Factor

3.79

Property Wealth Factor

14.74

Poverty Factor Subtotal: Reimbursement Rate Before Incentives Incentive Points Maintenance (0-2)

49.53 -

CM @ Risk (0-1) Only projects invited to Capital Pipeline prior to 1/2/17

Newly Formed Regional District (0-6)

Major Reconstruction or Reno/Reuse (0-5)

Overlay Zoning 40R & 40S (0-1)

Overlay Zoning 100 units or 50% of units for 1, 2 or 3 family structures (0-0.5)

Energy Efficiency - "Green Schools" (0 or 2)

Model Schools (5) Only projects invited to Capital Pipeline prior to 1/2/16

Total Incentive Points

MSBA Reimbursement Rate

49.53

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726

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727

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APPENDIX C DESIGN ENROLLMENT CERTIFICATION Deborah B. Goldberg Chairman, State Treasurer

James A. MacDonald Chief Executive Officer

John K. McCarthy Executive Director / Deputy CEO

March 9, 2021 Ms. Brooke Clenchy, Superintendent Nashoba Regional School District 50 Mechanic Street Bolton, MA 01740 Re: Nashoba Regional School District, Nashoba Regional High School Dear Ms. Clenchy: I would like to thank you and representatives of the Nashoba Regional School District (the “District”) for meeting with Massachusetts School Building Authority (the “MSBA”) staff on January 27, 2021 and for the additional materials received on February 1, 2021 and February 16, 2021to review enrollment projections and methodologies for the Nashoba Regional High School project (the “Proposed Project”). As discussed, the next critical step is for the MSBA and the District to agree on a design enrollment for the Nashoba Regional High School. The MSBA works with local communities to create affordable, sustainable, and energy efficient schools across Massachusetts. A critical early component in achieving these objectives begins with an appropriate design enrollment that positions the District to efficiently meet space capacity needs throughout potential future enrollment variations. The MSBA uses a data driven enrollment projection methodology based on the widely accepted modified grade-to-grade cohort survival methodology (the “enrollment methodology”). The MSBA’s enrollment methodology generates a baseline enrollment projection as discussed during the January 27, 2021 enrollment meeting, and as further described on the MSBA’s website found under the ‘Building With Us’, ‘MSBA Enrollment Methodology’ section. For specifics on how the MSBA’s methodology impacts the Nashoba Regional High School project, please refer to the District’s Enrollment Projection package, provided to the District on January 26, 2021. Based on information supplied by the District, data from sources such as the Department of Elementary and Secondary Education (“DESE”) and Department of Public Health, and discussion with the District, the MSBA has been able to create an enrollment projection for the Nashoba Regional High School project, as follows. The Nashoba Regional High School is a high school that presently serves the entire grade 9-12 enrollment for the Towns of Lancaster, Bolton, and Stow. The table below illustrates the District’s K-12 enrollment through the 2019-2020 school year, as reported by DESE.

40 Broad Street, Suite 500 ● Boston, MA 02109 ● Phone: 617-720-4466 ● www.MassSchoolBuildings.org

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Page 2 March 9, 2021 Nashoba Regional High School Enrollment Letter Fiscal Year

K-5

6-8

9-12

Total

2011

1,567

832

986

3,385

2012

1,542

845

1,006

3,393

2013

1,453

832

1,005

3,290

2014

1,476

807

1,024

3,307

2015

1,465

807

1,063

3,335

2016

1,419

818

1,052

3,289

2017

1,453

811

998

3,262

2018

1,432

797

976

3,205

2019

1,398

769

971

3,138

2020

1,391

788

917

3,096

A version of the above table with more detail regarding the District’s historic enrollment may also be found on page 5 of the District’s Enrollment Projection package. The total grade 9-12 enrollment in the Nashoba Regional School District as reported by DESE for the 2019-2020 school year is 917 students, which reflects a decrease of 146 students (-13.7%) from the grade 9-12 enrollment reported in the 2014-2015 school year, which was the maximum grade 9-12 enrollment reported in the preceding ten years. Additionally, the current year’s grade 9-12 enrollment reflects a decrease of 83 students (-8.3%) from the average grade 9-12 enrollment reported during the preceding ten-year period. The MSBA understands that the District is proposing a design enrollment to accommodate approximately 1,300 students in grades 9-12 at the Nashoba Regional High School. With respect to future enrollments, the MSBA’s base enrollment projection indicates the District’s grade 9-12 enrollment will continue to experience an overall declining trend through the 2029-2030 school year, as illustrated on page 6 of the Enrollment Projection package. In accordance with the MSBA’s Enrollment Methodology, the baseline enrollment is calculated using the ten-year average of projected enrollments. As such, the average grade 9-12 base enrollment projection for the Nashoba Regional High School through the 2029-2030 school year is 895 students. As a result of a sensitivity analysis performed by the MSBA on this base enrollment projection and further discussion with the District, the following adjustments have been made to the base enrollment projection:

40 Broad Street, Suite 500 ● Boston, MA 02109 ● Phone: 617-720-4466 ● www.MassSchoolBuildings.org

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Page 3 March 9, 2021 Nashoba Regional High School Enrollment Letter •

Out-of-District Enrollment o In order to adjust for fluctuations to the out-of-district enrollment patterns of the District’s residents over time, the MSBA has made an additional adjustment to the base enrollment projection. o In order to make this adjustment, the MSBA adjusted the grade-to-grade survival ratios for grades 9-12 by a total of 3.3% throughout a four-year period in the projection. o This adjustment added 20 students to the average grade 9-12 enrollment as compared to the projection without this adjustment.

•

Development o Based on the discussions between the District and the MSBA, and the anticipated development information provided by the District, the MSBA enrollment model has been adjusted to use the five-year 75th percentile cohort survival rate for 2023 rather than the five-year average, or 50th percentile, cohort survival rate, which is utilized throughout the base enrollment projection. o This adjustment added ten students to the average total grade 9-12 enrollment as compared to the projection without this adjustment.

As a result of analysis on the average base enrollment projection, the adjustments to the base projection described above, and based on the historical enrollment trends of the District, the MSBA recommends a design enrollment of 925 students for the Nashoba Regional High School project. The MSBA believes that this design enrollment recommendation will position the District to efficiently meet space capacity needs throughout future enrollment variations. Please sign and return the attached certification within 14 calendar days to confirm agreement on this design enrollment. If the District feels that this design enrollment does not meet the needs of the District, please respond to this letter via e-mail to Emma Parish and propose three meeting/conference call times for which the District can be available to discuss enrollment. If you have any questions regarding this matter, please do not hesitate to contact me or Emma Parish (Emma.Parish@massschoolbuildings.org) at 617-720-4466. Sincerely,

Mary Pichetti Director of Capital Planning

40 Broad Street, Suite 500 ● Boston, MA 02109 ● Phone: 617-720-4466 ● www.MassSchoolBuildings.org

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Page 4 March 9, 2021 Nashoba Regional High School Enrollment Letter Cc:

Legislative Delegation Kathy Codianne, Chair, Nashoba Regional School Committee Elaine Sanfilippo, Vice-Chair, Nashoba Regional School Committee File: 10.2 Letters (Region 2)

40 Broad Street, Suite 500 ● Boston, MA 02109 ● Phone: 617-720-4466 ● www.MassSchoolBuildings.org

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APPENDIX D PHASE I ESA REPORT

NASHOBA REGIONAL HIGH SCHOOL

F S ENGINEERS C I V I L A N D E N V I R O N M E N TA L E N G I N E E R I N G 42 NONSET PATH, SUITE 42-1, ACTON, MA 01720

TEL: 978.274.2830

ASTM Phase I Environmental Site Assessment Nashoba Regional High School 12 Green Road Bolton, Massachusetts

Prepared for Kaestle Boos Associates, Inc 16 Chestnut Street, Suite 301 Foxborough, MA 02035

Prepared by FS Engineers, Inc. 42 Nonset Path, Suite 42-1 Acton, MA 01720 978-274-2830

FSE Project # 22-1828

March 22, 2022

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TABLE OF CONTENTS 1.0

SUMMARY ........................................................................................................................1 1.1 Findings................................................................................................................... 1 1.2 Opinions .................................................................................................................. 2 1.3 Conclusions ............................................................................................................. 3

2.0

INTRODUCTION..............................................................................................................3 2.1 Site Location and Legal Description....................................................................... 3 2.2 Purpose.................................................................................................................... 4 2.3 Scope of Services/Methodology ............................................................................. 5 2.4 Significant Assumptions ......................................................................................... 5 2.5 Limitations and Exceptions..................................................................................... 5 2.6 Special Terms and Conditions ................................................................................ 5 2.7 Data Failures and Data Gaps................................................................................... 6 2.8 User Reliance .......................................................................................................... 6

3.0

USER-PROVIDED INFORMATION .............................................................................6 3.1 Title Records ........................................................................................................... 6 3.2 Environmental Liens or Activity and Use Limitations ........................................... 6 3.3 Specialized Knowledge ........................................................................................... 6 3.4 Valuation Reduction for Environmental Issues ...................................................... 7 3.5 Commonly Known or Reasonably Ascertainable Information ............................... 7 3.6 Reason for Performing Phase I ............................................................................... 7

4.0

RECORDS REVIEW ........................................................................................................8 4.1 Federal Records ...................................................................................................... 9 4.1.1 NPL Sites .................................................................................................... 9 4.1.2 CERCLIS Listings ...................................................................................... 9 4.1.3 RCRA Facilities .......................................................................................... 9 4.1.4 IC/EC Sites ............................................................................................... 10 4.1.5 ERNS Sites ................................................................................................ 10 4.2 State Records ........................................................................................................ 10 4.2.1 State-Listed Release Sites ......................................................................... 10 4.2.2 Spills ......................................................................................................... 10 4.2.3 Solid Waste Facilities/Landfills ............................................................... 10 4.2.4 Leaking Underground Storage Tanks ...................................................... 10 4.2.5 Registered Underground Storage Tanks .................................................. 11 4.2.6 IC/EC/AUL Sites ...................................................................................... 11 4.2.7 Brownfield Sites........................................................................................ 11 4.3 Local/State Records .............................................................................................. 11

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ASTM Phase I Environmental Site Assessment 12 Green Road, Bolton, MA

4.3.1 Fire Department........................................................................................ 11 4.3.2 Board of Health......................................................................................... 11 4.3.3 City/Town Clerk’s/Assessor’s Office ........................................................ 11 4.3.4 Other ......................................................................................................... 12 Physical Setting..................................................................................................... 12 4.4.1 USGS Topographic Map ........................................................................... 12 4.4.2 Surface Water, Wetlands, and Stormwater ............................................... 12 4.4.3 Hydrogeology ............................................................................................ 12 4.4.4 Vapor Migration ....................................................................................... 12 Historical Use Information ................................................................................... 12 4.5.1 Information from Site Owner/Operator .................................................... 12 4.5.2 Previous Environmental Reports .............................................................. 12 4.5.3 Sanborn Fire Insurance Maps .................................................................. 13 4.5.4 Aerial Photographs ................................................................................... 13 4.5.5 Street/City Directories .............................................................................. 13 4.5.6 Other Historical Sources .......................................................................... 14 4.5.7 Summary of Historical Use Information for Site ...................................... 14

5.0

SITE RECONNAISSANCE ............................................................................................14 5.1 Methodology, Limiting Conditions, and Observations......................................... 14 5.2 Site Utilities and Solid Waste Disposal ................................................................ 14 5.3 Underground and Aboveground Storage Tanks ................................................... 15 5.4 Hazardous Substances, Hazardous Waste, and PCBs ........................................... 15 5.5 Stained Surfaces, Distressed Vegetation, Pits, Ponds, and Lagoons .................... 15 5.6 Drains, Sumps, and Underground Structures ........................................................ 15

6.0

INTERVIEWS..................................................................................................................16 6.1 Interview of Past/Present Owners, Managers, and Occupants ............................. 16 6.2 Interview of Others ............................................................................................... 16

7.0

ADDITIONAL SERVICES ............................................................................................16 7.1 Mold Evaluation.................................................................................................... 16 7.2 Asbestos-Containing Materials ............................................................................. 16 7.3 Lead-Based Paint .................................................................................................. 16

8.0

LIMITATIONS AND CONDITIONS ...........................................................................17

9.0

REFERENCES.................................................................................................................17

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FIGURES Figure 1. Figure 2. Figure 3. Figure 4. Figure 5.

Site Location Map (USGS Topographic Map) Assessor’s Site Plan Street Map Aerial Photo Map MassDEP Phase I Site Assessment Map

PHOTOGRAPHS APPENDICES Appendix A. Appendix B. Appendix C. Appendix D. Appendix E.

Database Search Report Supporting Documentation User Questionnaire Resumes of Environmental Consultant Engagement Letter and Insurance Certificate

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SUMMARY

FS Engineers, Inc. (FSE) was retained by Kaestle Boos Associates, Inc. (KBA) to conduct an ASTM Phase I Environmental Site Assessment (Phase I ESA) of the property identified as Nashoba Regional High School located at 12 Green Road in Bolton, MA (the “Site”). The Site consists of a single parcel of land which contains a school building, maintenance/wastewater treatment building, garages, utility buildings, athletic fields, parking area, driveways, landscaped areas, and wooded lands. The property is identified in the Assessor’s records as Parcel ID: 006.B-0000-0012.0 and contains approximately 47.607 acres of land. The school was constructed in 1964 according to Mr. Rob Frieswick, Facilities Director, Nashoba Regional School District, with additions constructed in the early 1970s and late 1990s. The school building contains approximately 197,000 sq. ft. of finished area. Public utilities include electricity. The school operates onsite potable and irrigation water wells and a wastewater treatment system. The Site is located on the north side of Green Road at the intersection with Main Street (State Route 117). The site-building occupies the southern portion of the parcel. The current site use is “Improved, Education”. A Site Location Map is included in Figure 1. The Site owner is listed on the Assessors' property card as Nashoba Regional School with a mailing address of 12 Green Road, Bolton, MA 01740. The Phase I ESA is being performed as part of an environmental review related to the construction of a new school building on the property. 1.1

Findings

A site reconnaissance was completed on February 22, 2022, by Mr. Farooq Siddique of FSE. The weather was sunny and cold. Mr. Rob Frieswick indicated that he had a general knowledge of the site history, and provided historical information and access for the site observation. Access was provided to the Site, including exterior areas and the interior building areas. There were no limiting conditions to the building interior and exterior observation. A completed Transaction Screen Questionnaire is provided in Appendix C and photographs of selected Site features are also included. The Bolton Fire Department and Board of Health files were requested and reviewed. Local records were reviewed online at the Town of Bolton website. Files available online at the Massachusetts Department of Environmental Protection (MassDEP) were reviewed. Due to Covid-19 restrictions, a review of files (except for the Board of Health) at the Town Hall was not performed. A database search of state and federal sources was conducted and reviewed. Based on these investigations the following findings have been reached:

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•

The current site building was constructed in 1964 with additions constructed in the early 1970s and late 1990s. The site was vacant land before the school was built.

•

The school building, maintenance garage/wastewater treatment building, athletic fields, landscaped areas, parking lots, and driveways occupy almost the entire parcel.

•

The school building is heated by two #2 fuel oil-fired combination forced hot air and water heating systems. The boiler room is located in the basement.

•

The Bolton Fire Department has records of the 2020 removal of a 12,000-gallon underground storage tank (UST) following the 2019 installation of an 8,000gallon aboveground storage tank (AST) on the property. There was no record of an environmental incident or release of oil or hazardous material at the Bolton Fire Department.

•

The Bolton Board of Health has no records of environmental incidents or releases of oil or hazardous material at the property. The records at the Board of Health included inspection reports for the potable wells and the wastewater treatment system.

•

Nashoba Regional High School does not use hazardous materials or generate significant quantities of hazardous waste.

Opinions

FSE conducted a Phase I ESA in conformance with 40 CFR Part 312 “Standards and Practices for All Appropriate Inquiries,” and ASTM E1527-13 “Standard Practice for Environmental Site Assessments: Phase I Environmental Site Assessment Process”. Based on the findings presented in Section 1.1, FSE has the following opinion(s): •

No recognized environmental conditions (RECs), historical recognized environmental conditions (HRECs), controlled recognized environmental conditions (CRECs), or business environmental risks (BERs) were identified at the Site. Mold and wetlands were not identified as significant environmental issues at this Site.

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Conclusions

FSE has performed a Phase I ESA in conformance with the scope and limitations of 40 CFR Part 312, “Standards and Practices for All Appropriate Inquiries,” and ASTM E1527-13 “Standard Practice for Environmental Site Assessments: Phase I Environmental Site Assessment Process”. Any limiting conditions, exceptions to, or deletions from, this practice are described in Section 2.0 of the Phase I ESA report. Based on this work, the following conclusions have been reached: •

2.0

INTRODUCTION

2.1

Site Location and Legal Description

The Site consists of a single parcel of land which contains a school building, maintenance/wastewater treatment building, garages, utility buildings, athletic fields, parking area, driveways, landscaped areas, and wooded lands. The property is identified in the Assessor’s records as Parcel ID: 006.B-0000-0012.0 and contains approximately 47.607 acres of land. The school was constructed in 1964 according to Mr. Rob Frieswick, Facilities Director, Nashoba Regional School District, with additions constructed in the early 1970s and late 1990s. The school building contains approximately 197,000 sq. ft. of finished area. Public utilities include electricity. The school operates onsite potable and irrigation water wells. Wastewater is treated onsite and discharged to an onsite septic leaching field. The Site is located on the north side of Green Road at the intersection with Main Street (State Route 117). The site building occupies the southern portion of the parcel. The current site use is “Improved, Education”. A Site Location Map is included in Figure 1. The Site parcel is bordered as follows: East: North: South: West:

Residential properties, Residential properties, Main Street across which are commercial properties, and Residential properties.

The Site owner is listed on the Assessors property card as Nashoba Regional School with

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a mailing address of 12 Green Road, Bolton, MA 01740. A copy of the Assessor’s Map showing the Site parcel and adjacent area is included in Figure 2. According to the assessor’s data, the property use is “Improved, Education”. A copy of the assessor’s property card is included in Appendix B. 2.2

Purpose The purpose of the Phase I ESA is to: (i) provide an objective third-party opinion as to the environmental status or condition of the Site; (ii) identify any recognized environmental conditions (RECs): presence or likely presence of any hazardous substances or petroleum products in, on, or at the Site: (1) due to a release to the environment; (2) under conditions indicative of a release to the environment; or, (3) under conditions that pose a material threat of future release to the environment; (iii) identify any historical recognized environmental conditions (HRECs): past release of any hazardous substances or petroleum products that has occurred in connection with the Site and has been addressed to the satisfaction of the applicable regulatory authority or meeting unrestricted use criteria established by a regulatory authority, without subjecting the Site to any required controls (e.g. property use restrictions, activity and use limitations, institutional controls, or engineering controls); (iv) identify any controlled recognized environmental conditions (CRECs): a recognized environmental condition resulting from a past release of hazardous substances or petroleum products that has been addressed to the satisfaction of the applicable regulatory authority (e.g. as evidenced by the issuance of a no further action letter or equivalent, or meeting risk-based criteria established by the regulatory authority), with hazardous substances or petroleum products allowed to remain in place subject to the implementation of required controls (e.g. property use restrictions, activity and use limitations, institutional controls, or engineering controls); (v) identify designated business environmental risks (BERs): a risk which can have a material environmental or environmentally-driven impact on the business associated with the current or planned use of a parcel of commercial real estate related to asbestoscontaining material (“ACM”), lead-based paint (“LBP”), mold and wetlands;

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(vi) recommend any additional testing or investigation warranted by the findings of the Phase I ESA and provide cost estimates for such additional scope of work; (vii) gather preliminary information regarding the compliance of the Site with applicable environmental laws, regulations, and permits; and, (viii) permit the user (as defined by ASTM E1527-13 “Standard Practice for Environmental Site Assessments: Phase I Environmental Site Assessment Process”) to satisfy “all appropriate inquiry” as defined at 42 U.S.C 9601(35)(B). 2.3

Scope of Services/Methodology This Phase I ESA consisted of the following main tasks: • • • •

2.4

Records Review: a review of pertinent Local, State, and Federal online databases supplemented by file reviews; Site Reconnaissance: an inspection of the site property; Interviews: interviews with present and past owners, operators, and occupants of the property; and interviews with local officials, where available; Evaluation and Report: present the findings, opinions, and conclusions, supported by documentation, in the report.

Significant Assumptions

FSE relied on the Database Search Report compiled and prepared by Environmental Risk Information Services, Inc. (ERIS), a third-party vendor, and available documents/reports at the MassDEP and Town offices. 2.5

Limitations and Exceptions

No significant limitations or exceptions were encountered while completing this Phase I ESA assessment except for the following: a review of town files was limited to the Board of Health files at the town offices due to Covid-19 precautions. 2.6

Special Terms and Conditions No special terms or conditions applied to this Phase I ESA.

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Data Failures and Data Gaps No significant data failures or data gaps were encountered during this Phase I ESA.

2.8

User Reliance

The user of this report and the party who has been afforded the ability to rely on it is Kaestle Boos Associates, Inc. (KBA). 3.0

USER-PROVIDED INFORMATION

3.1

Title Records

The Town of Bolton Assessors database identifies the property as described in Section 2.1. The property title records were searched online as part of this Phase I ESA. The most recent deed reference is from January 18, 1994, when Nashoba Regional School purchased the property (Book 15978, Page 146). No recorded environmental deed restrictions, environmental liens, or use limitations were identified or referenced. 3.2

Environmental Liens or Activity and Use Limitations

Title records were reviewed online. Mr. Rob Frieswick, the Facilities Director, Nashoba Regional School District, was not aware of any environmental liens, activity and use limitations, or other deed restrictions or controls that are in place for the site. 3.3

Specialized Knowledge

The following questions were asked of Mr. Rob Frieswick, Facilities Director, Nashoba Regional School District, who indicated that he had a general knowledge of the site history. A user questionnaire, which includes observations by FSE during the site inspection, is included in Appendix C. 3.3.1 Does the user have any specialized knowledge or experience related to the Site or nearby properties? YES 3.3.2

Is the user involved in the same line of business as the current or former occupants of the Site or an adjoining property so that there is specialized knowledge of the chemicals and processes used by these types of businesses? YES

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3.3.3

Is the user aware of commonly known or reasonably ascertainable information about the Site that would help the environmental professional to identify conditions indicative of releases or threatened releases? YES

3.3.4

Is the user aware of past uses of the Site? YES

3.3.5

Is the user aware of specific chemicals that are present or once were present at the Site? NO

3.3.6

Is the user aware of spills or other chemical releases that have occurred at the Site? NO

3.3.7

Is the user aware of any environmental cleanups that have occurred at the Site? NO

3.3.8

Is the user aware of any pending, threatened, or past litigation relevant to hazardous substances or petroleum products in, on, or from the Site? NO

3.3.9

Is the user aware of any notices from a government entity regarding any possible violation of environmental laws or possible liability relating to hazardous substances or petroleum products? NO

3.4

Valuation Reduction for Environmental Issues

No environmental issues were identified during this Phase I ESA that would impact the property value or use. 3.5

Commonly Known or Reasonably Ascertainable Information

The Facilities Director, Nashoba Regional School District, has no knowledge that any activities other than the site use as a regional high school have occurred on the property. 3.6

Reason for Performing Phase I

The Phase I ESA is being performed as part of an existing conditions assessment for the construction of a new school building on the property. The user of this report was listed in Section 2.8 User Reliance.

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RECORDS REVIEW

A computerized radius search of State and Federal environmental record databases was performed to investigate sites with known adverse environmental conditions that have the potential to impact the site and surrounding vicinity. The search was performed in general accordance with ASTM Standard E1527-13 using an electronic database search by Environmental Risk Information Services, Inc. (ERIS). A copy of the database search results, entitled Database Report, is contained in Appendix A. A summary of the search results is presented in the following table.

Database Search Results

Database

Search Radius (miles)

Site

0 - 1/8 miles

1/8 - 1/4 miles

1/4 - 1/2 miles

1/2 – 1 mile

1.00 0.50 0.50 0.50 1.00 0.50 0.25 0.50 0.50 Site only

0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 1 0 0 -

0 0 0 0 0 0 0 0 0 -

0 0 0 0 0 0 0 0 -

0 0 -

1.00 0.12 0.50 0.50 0.25 0.50 0.50 0.50

0 0 0 0 0 0 0 0

4 0 0 4 1 0 0 0

0 0 0 0 0 0 0

0 2 0 0 0 0

3 -

FEDERAL NPL Delisted NPL CERCLIS CERCLIS NFRAP RCRA CORRACTS RCRA non-CORRACTS TSD RCRA Generator IC/EC Brownfields ERNS STATE and TRIBAL State/Tribal Release Sites State/Tribal Spills 90 State/Tribal SWL State/Tribal LUST State/Tribal UST/AST State/Tribal IC/EC/AUL State/Tribal VCP State/Tribal Brownfield

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Federal Records

One site was identified within the search radii utilized for the various federal databases. Additional information for the federal sites searched is provided in the Selected Site Details Pages of the Database Report (Appendix A). A brief description of the search results for the databases searched is presented below. 4.1.1

NPL Sites The search identified no National Priority List (NPL or “Superfund”) site within 1-mile from the Site. The search identified no NPL delisted sites within ½-mile from the Site. 4.1.2

CERCLIS Listings The search identified no Comprehensive Environmental Response, Compensation, and Liability Information System (CERCLIS) sites within ½-mile from the Site. The search identified no CERCLIS No Further Remedial Action Planned (NFRAP) sites within ½-mile from the Site. 4.1.3

RCRA Facilities The search identified no Resource Conservation and Recovery Act (RCRA) Corrective Action (CORRACTS) sites within 1-mile from the Site. The search identified no RCRA non-CORRACTS treatment, storage, and disposal (TSD) facility within ½-mile from the Site. The search identified no RCRA Large Quantity Generator (LQG) site within ¼-mile from the Site. The search identified no RCRA Small Quantity Generator (SQG) site within ¼-mile from the Site. The search identified 1 RCRA Very Small Quantity Generator (VSQG) within ⅛-mile from the Site and no RCRA VSQG between ⅛-mile and ¼-mile from the Site. The VSQG was identified as Bolton Department of Public Works located approximately 0.11 miles west southwest of the Site. As of November 2021, there were no Compliance Monitoring and Enforcement (violation) records listed or associated with this facility. The VSQG is unlikely to impact the Site.

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4.1.4

IC/EC Sites The search identified no federal institutional control/engineering control (IC/EC) sites within ½-mile of the Site. 4.1.5

ERNS Sites The search did not identify the Site as an Emergency Response Notification System (ERNS) incident site. 4.2

State Records

Several sites were identified in the state records searched within the search radii utilized for various state databases. A brief description of the search results is presented below. Additional information for the sites identified within ½-mile of the Site is provided in the Selected Site Details Pages of the Database Report (Appendix A). 4.2.1

State-Listed Release Sites The database search did not identify the subject Site in the state release sites database. The search identified 4 release sites within ⅛-mile from the Site, no release sites between ⅛-mile and ¼-mile from the Site, no release sites between ¼-mile and ½-mile from the Site, and 3 release sites between ½-mile and 1-mile from the Site. The closest state-listed release site was identified as Bolton Wine and Spirits located approximately 0.11 miles west southwest of the Site. This release site was closed with no RAO required. The next 3 release sites are associated with the Bolton Highway Department located 0.11 miles west southwest of the Site. One of the releases was closed with an RAO report and the remaining 2 release sites were closed with no RAO required. The state-listed release sites are unlikely to impact the Site based on distance, location, and/or elevation. 4.2.2

Spills The search identified no historical spills within ⅛-mile from the Site.

4.2.3

Solid Waste Facilities/Landfills The search identified no solid waste facility/landfill (SWL) site within ¼-mile from the Site, and 2 SWL sites between ¼-mile and ½-mile from the Site. The SWL sites are identified as Bolton Landfill and Bolton Transfer Station both located approximately 0.5 miles west/southwest of the Site. Due to distance, these sites are unlikely to impact the Site. 4.2.4

Leaking Underground Storage Tanks The search identified 4 LUST sites within ⅛-mile from the Site and no LUST sites between ⅛-mile and ½-mile from the Site.

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The LUST sites were reviewed. The LUST sites within ⅛-mile correspond to release sites discussed above. These LUST sites are unlikely to impact the Site due to their location and/or site status as closed. 4.2.5

Registered Underground Storage Tanks The search identified 1 registered Underground Storage Tank (UST) site within ⅛-mile from the Site and no UST site between ⅛-mile and ¼-mile from the Site. The UST site was identified as one of the above-release sites. Due to the site location and status, the UST site is unlikely to impact the Site. 4.2.6

IC/EC/AUL Sites The search identified no Activity and Use Limitation (AUL) sites within ½-mile from the subject Site. 4.2.7

Brownfield Sites The search identified no state-listed Brownfield sites within ½-mile from the subject Site.

4.3

Local/State Records

Local records were reviewed online at the Town of Bolton website. Due to Covid-19 restrictions, the review of files at the Town Hall was limited to files at the Board of Health. 4.3.1

Fire Department Bolton Fire Department (BFD) files were requested via email for the subject site. BFD summarized their records for the Site and provided them via email. According to BFD, one 12,000-gallon UST for #2 fuel oil was removed in July 2020 and one 8,000-gallon AST for #2 fuel oil was installed in September 2019. There are records of permits to store LPG in 100 lb cylinders. The Fire Department report is included in Appendix B. 4.3.2

Board of Health The Board of Health files were requested via email for the subject Site. No records related to oil or hazardous materials were provided for the Site. Files were also reviewed at the Board of Health offices. These included periodic inspection reports for potable water wells and the wastewater treatment system at the Nashoba Regional High School. No records relating to hazardous materials or oil incidents were found at the Board of Health. 4.3.3

City/Town Clerk’s/Assessor’s Office The Assessor’s office website was used to access the Assessing Department files and property maps. The Assessors Property Cards for the Site are included in Appendix B. The Assessors Map and the parcel boundaries are shown in Figure 2. The Site is comprised of a

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single parcel of land. 4.3.4

Other No other files were reviewed as part of this Phase I ESA.

4.4

Physical Setting

4.4.1

USGS Topographic Map The Site is located in an area of residential use properties. The site is bordered by residential properties to the west, east, and north, and by commercial use properties to the south across Main Street. The Town of Bolton map for the Site location is included in Figure 1. The Site elevation is approximately 387 feet above mean sea level and the topography is generally flat throughout the property. 4.4.2

Surface Water, Wetlands, and Stormwater There is no surface water within the Site. The nearest named open surface water is an unnamed brook located approximately 500 feet northeast of the Site. 4.4.3

Hydrogeology Based upon the Site surrounding topography, the likely direction of groundwater flow beneath the property is to the northwest. The Site is located on generally flat terrain. Bedrock exposures were not observed onsite during the site area reconnaissance. The depth to groundwater at the site is estimated to be from 10 to 20 feet below the ground surface (bgs). 4.4.4

Vapor Migration Vapor migration, or vapor intrusion, is not likely to be an issue at this property. Vapor migration above significant risk standards into the site-building from an offsite source is unlikely at this site. 4.5

Historical Use Information

4.5.1

Information from Site Owner/Operator The Facilities Director provided historical information for the site. A copy of the User Questionnaire is included in Appendix C. 4.5.2

Previous Environmental Reports The following environmental report for the subject Site was made available by the client for review and is summarized below (included in Appendix B).

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Storage Tank Closure Report, Nashoba Regional High School, dated September 30, 2020 Between July and August 2020, one 12,000-gallon, single-walled, steel No. 2 fuel oil UST was removed from an underground concrete vault at the Nashoba Regional High School in Bolton, Massachusetts. The UST supplied fuel oil to the boiler for the school. The 12,000-gallon UST was replaced by an 8,000-gallon AST after water infiltration into the vault caused the UST to float. During the UST removal, 435 gallons of oily water was generated from UST and associated pipe cleaning. An additional 13,344 gallons of water was recovered from the vault. During the UST removal, rust and pitting were observed but no obvious signs of leakage were noted. Test pits were excavated at the northeastern end and along the eastern sidewall to depths consistent with the bottom of the vault. No stained soil or field screening evidence of a petroleum release was encountered. Confirmatory soil samples were collected from the test pits and no analytes were detected at concentrations above the analytical reporting limits or the applicable RCS-1 thresholds. The vault was abandoned in place and backfilled to grade following demolition of the northeastern sidewall to prevent water accumulation. Waste generated during closure activities was disposed of/recycled offsite. Based upon the field screening results, observations, and laboratory analytical results, a release of petroleum from the UST vault did not occur. Based on pressure testing the supply and return lines that were abandoned in place were considered tight. 4.5.3

Sanborn Fire Insurance Maps Sanborn Fire Insurance Maps for the Site and adjacent properties were requested and no information was found for the Site or adjacent properties. 4.5.4

Aerial Photographs An aerial photograph that depicts the current site layout is provided in Figure 4.

Historical aerial photographs of the Site and surrounding area were reviewed online for the period 1938 to 2018. The aerial photograph from 1938 shows the property to be an undeveloped agriculture use land. The 1963 and 1965 aerial maps show the original building. 1971, 1978, 1992, and 1995 aerial photos show the first round of additions to the school building. The aerial photos from 2001 thru 2018 show the second round of additions to the school building which corresponds to the current building configuration. The historical photos are consistent with the site's development history. 4.5.5

Street/City Directories City directories were reviewed for this Phase I ESA. City directories for the period 1984

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NASHOBA REGIONAL HIGH SCHOOL

ASTM Phase I Environmental Site Assessment 12 Green Road, Bolton, MA

to 2020 were reviewed at approximately 5-year intervals. The property has been a regional high school since the early 1960s. 4.5.6

Other Historical Sources No other historical sources were reviewed.

4.5.7

Summary of Historical Use Information for Site Based on available information and conversations with persons knowledgeable about the Site, the following historical use information has been determined. built.

The site parcel was historically agricultural land before 1963 when the high school was

This history is consistent with the aerial photos, city directories, and assessor’s records reviewed. 5.0

SITE RECONNAISSANCE

5.1

Methodology, Limiting Conditions, and Observations

A site reconnaissance was completed on February 22, 2022, by Mr. Farooq Siddique of FSE. The weather was sunny and cold. There were no limiting conditions to the inspection. The Facilities Director, Mr. Robert Frieswick, indicated that he had a general knowledge of the site history, and provided historical information and access for the site inspection. The current site use is a regional high school. A completed Transaction Screen Questionnaire is provided in Appendix C and photographs of selected Site features are also included. FSE did not detect odors at the Site indicative of the presence of hazardous substances or uncontrolled petroleum products during the site walk. 5.2

Site Utilities and Solid Waste Disposal

The Site utilities include electricity. Onsite potable water wells provide water to the school building. An onsite wastewater treatment system located in the maintenance building treats wastewater from the school and discharges it into a leaching field located in the northern portion of the property. Wastewater from chemistry laboratories is neutralized and collected in an underground holding tank located in the southwest corner of the school building. According

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ASTM Phase I Environmental Site Assessment 12 Green Road, Bolton, MA

to the Facilities Manager, the holding tank is emptied annually by an appropriately certified company. The solid waste generated at the school is collected in dumpsters and hauled away by a licensed solid waste management company. 5.3

Underground and Aboveground Storage Tanks

According to the information by the Facilities Manager, the school building is heated by two #2 fuel oil-fired combination forced hot air and water heating systems. The burners and boilers are located in the basement. Fuel for the burners was, until 2019, stored in a 12,000gallon UST located near the northeast corner of the building. The UST was located within a concrete vault and was removed in July 2020. Fuel oil for the burners is currently provided by an 8,000-gallon AST installed in September 2019. The AST is located midway along the north side of the building. Currently, there are no USTs on the property. There are four 100-lb LPG cylinders for 3 hot water boilers in the basement, one 100-lb LPG cylinder for the metal/woodshop, and two 100-lb LPG cylinders for the science laboratory. There are two emergency generators on the property, one located to the east of the school building and the other next to the maintenance building. Both generators are diesel engines with a self-contained diesel storage tank. 5.4

Hazardous Substances, Hazardous Waste, and PCBs

The current (regional high school) site use does not use a significant amount of hazardous substances or generate significant hazardous waste. No visible evidence of uncontrolled hazardous substances, hazardous waste, or PCBs was observed onsite. Overall, the site exterior was orderly and clean. The building is a regional high school surrounded by athletic fields, driveways, parking lots, and landscaped areas. 5.5

Stained Surfaces, Distressed Vegetation, Pits, Ponds, and Lagoons

FSE did not observe evidence of stained surfaces, distressed vegetation, pits, ponds, lagoons, pools of liquid, or odors. 5.6

Drains, Sumps, and Underground Structures

There is a sump pump in the boiler room in the basement and a sump pump in the potable water well room also located in the basement. The Facilities Director indicated no knowledge of flooding in the building basement.

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Nashoba Regional High School

NASHOBA REGIONAL HIGH SCHOOL

ASTM Phase I Environmental Site Assessment 12 Green Road, Bolton, MA

6.0

INTERVIEWS

6.1

Interview of Past/Present Owners, Managers, and Occupants

The Facilities Director, Mr. Robert Frieswick, was interviewed. A completed questionnaire that includes FSE’s observations during the site inspection is included in Appendix C. No other present or past owners or occupants were identified or interviewed. 6.2

Interview of Others

The Fire Department and the Board of Health were contacted for available files and records. Records available for review for the Site at the Fire Department and Board of Health are included in Appendix B. No other individuals were interviewed. 7.0

ADDITIONAL SERVICES

7.1

Mold Evaluation

The Facilities Director indicated there is no history of flooding at the Site and no history of mold in the Site building. 7.2

Asbestos-Containing Materials

Based on visual observations, the following suspect asbestos-containing building materials (ACBM) were observed in the building: tiles and adhesives/joint compounds, etc. No confirmatory asbestos sampling was conducted during this assessment to confirm the presence or absence of ACBM at the Site. FSE cannot make any conclusions on ACBM that may be located behind walls, ceilings, or flooring of the building, or in areas to which access was not available. 7.3

Lead-Based Paint

Lead-based paint was widely used in buildings and structures constructed prior to 1978 and can be hazardous if damaged (i.e. chipped, broken, crumbling, pulverized). Lead is hazardous to humans, particularly to children, if ingested, inhaled, or otherwise absorbed. Lead may cause a range of health problems ranging from behavioral problems and learning disabilities to seizures and death. In adults, the health problems can range from difficulties during pregnancy, to other reproductive problems, high blood pressure, digestive problems, nerve disorders, memory and concentration problems, and muscle and joint pain.

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Nashoba Regional High School

ASTM Phase I Environmental Site Assessment 12 Green Road, Bolton, MA

Upon visual inspection of the building, the painted areas (walls, windows, doors, etc.) appeared to be in fair to good condition. No paint samples were analyzed to confirm the presence or absence of lead-based paint at the Site. 8.0

LIMITATIONS AND CONDITIONS

FSE has completed a Phase I Environmental Site Assessment for the subject property in general accordance with ASTM Standard E 1527-13. The findings and conclusions are limited to the information available at the time of the investigation and the scope of services as defined. No conclusion can be made relative to the presence or absence of ACBM or Lead-Based Paint (LBP) because no sampling was conducted for ACBM or LBP. No other conclusions, interpretations, or recommendations are contained or implied in this report other than those expressed. Also, FSE makes no warranty, expressed or implied, on the accuracy of the work and information completed by others and upon which FSE has relied to prepare this report. Additional data subsequently provided, disclosed, or produced may alter findings or conclusions made in this report. FSE is under no obligation to update this report to reflect such subsequent information. The findings presented in this report are based upon the information reasonably available and observed site conditions at the time of this assessment. This report may not be relied on by any party other than the Client with whom FSE has been contracted to prepare this report. No other use of this report is warranted without the written consent of FS Engineers, Inc. 9.0

REFERENCES

American Society for Testing and Materials (ASTM) E 1527-13 “Standard Practice for Environmental Site Assessments: Phase I Environmental Site Assessment Process” ERIS, Ltd, Database Report (February 17, 2022) MassDEP, online database search (February-March 2022) Town of Bolton Municipal Offices (online, telephone, February-March 2022)

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NASHOBA REGIONAL HIGH SCHOOL

ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

FIGURES Figure 1. Figure 2. Figure 3. Figure 4. Figure 5.

FS ENGINEERS, INC.

Site Location Map Assessors Site Plan Street Map Aerial Photo Map MassDEP Phase I Site Assessment Map

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® February 16, 2022

Figure 1 - Site Location Map Bolton, MA 1 inch = 4448 Feet

4448

8896

13345

www.cai-tech.com

Data shown on this map is provided for planning and informational purposes only. The municipality and CAI Technologies are not responsible for any use for other purposes or misuse or misrepresentation of this map.

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Figure 2 - Assessors Map Bolton, MA 1 inch = 555 Feet

February 16, 2022

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Public Road Utility Trail Data shown on this map is provided for planning and informational purposes only. The municipality and CAI Technologies are not responsible for any use for other purposes or misuse or misrepresentation of this map.

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® February 16, 2022

Figure 3 - Street Map Bolton, MA 1 inch = 4447 Feet

4447

8895

13342

www.cai-tech.com

Legend

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Figure 4 - Aerial Map Bolton, MA 1 inch = 555 Feet

February 16, 2022

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MassDEP - Bureau of Waste Site Cleanup Site Information:

Phase 1 Site Assessment Map: 500 feet & 0.5 Mile Radii

NASHOBA REGIONAL HIGH SCHOOL, BOLTON, MA 12 GREEN ROAD BOLTON, MA

NAD83 UTM Meters: 4703096mN , 283471mE (Zone: 19) March 8, 2022

The information shown is the best available at the date of printing. However, it may be incomplete. The responsible party and LSP are ultimately responsible for ascertaining the true conditions surrounding the site. Metadata for data layers shown on this map can be found at: https://www.mass.gov/orgs/massgis-bureau-ofgeographic-information.

500 m 1000 ft

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

PHOTOGRAPHS

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 1. View of the school from Green Road looking north. - Google

Photo 2. Aerial view of the school.

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 3. Propane-fired water heaters in the basement.

Photo 4. Sump pump in the boiler room in the basement.

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 5. Two #2 fuel oil-fired boilers in the basement.

Photo 6. View of a dry-type transformer in the basement.

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NASHOBA REGIONAL HIGH SCHOOL

ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 7. Sump pump in the potable water well room in the basement.

Photo 8. View of 8,000-gallon #2 fuel oil AST for the boilers.

FS ENGINEERS, INC. 765

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 9. Four 120 pounds propane tanks next to the building.

Photo 10. View of solid waste dumpsters.

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 11. View of the former UST location.

Photo 12. View of the emergency generator on a concrete pad.

FS ENGINEERS, INC. 767

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 13. Filtration system for wastewater from the chemistry laboratory.

Photo 14. View of the emergency generator next to the maintenance building.

FS ENGINEERS, INC. 768

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NASHOBA REGIONAL HIGH SCHOOL

ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 15. View inside the maintenance garage.

Photo 16. View inside the wastewater treatment room.

FS ENGINEERS, INC. 769

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

Photo 17. Location of the underground holding tank for chemistry laboratory wastewater.

Photo 18. View inside potable water pumphouse.

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ASTM Phase I Environmental Site Assessment Nashoba Regional High School, Bolton, MA

APPENDIX A DATABASE SEARCH REPORT

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Project Property: Project No: Report Type: Order No: Requested by: Date Completed:

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Nashoba Regional High School 12 Green Road Bolton MA 01740 22-1828 Database Report 22021600623 FS Engineers, Inc. February 17, 2022

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

h-Table Contents Table of of Contents Table of Contents...........................................................................................2 Executive Summary........................................................................................3 Executive Summary: Report Summary.......................................................................................................................4 Executive Summary: Site Report Summary - Project Property...................................................................................8 Executive Summary: Site Report Summary - Surrounding Properties........................................................................9 Executive Summary: Summary by Data Source.......................................................................................................12

Map...............................................................................................................17 Aerial.............................................................................................................20 Topographic Map..........................................................................................21 Detail Report.................................................................................................22 Unplottable Summary...................................................................................94 Unplottable Report........................................................................................95 Appendix: Database Descriptions.................................................................98 Definitions...................................................................................................109 Notice: IMPORTANT LIMITATIONS and YOUR LIABILITY Reliance on information in Report: This report DOES NOT replace a full Phase I Environmental Site Assessment but is solely intended to be used as database review of environmental records. License for use of information in Report: No page of this report can be used without this cover page, this notice and the project property identifier. The information in Report(s) may not be modified or re-sold. Your Liability for misuse: Using this Service and/or its reports in a manner contrary to this Notice or your agreement will be in breach of copyright and contract and ERIS may obtain damages for such mis-use, including damages caused to third parties, and gives ERIS the right to terminate your account, rescind your license to any previous reports and to bar you from future use of the Service. No warranty of Accuracy or Liability for ERIS: The information contained in this report has been produced by ERIS Information Inc. ("ERIS") using various sources of information, including information provided by Federal and State government departments. The report applies only to the address and up to the date specified on the cover of this report, and any alterations or deviation from this description will require a new report. This report and the data contained herein does not purport to be and does not constitute a guarantee of the accuracy of the information contained herein and does not constitute a legal opinion nor medical advice. Although ERIS has endeavored to present you with information that is accurate, ERIS disclaims, any and all liability for any errors, omissions, or inaccuracies in such information and data, whether attributable to inadvertence, negligence or otherwise, and for any consequences arising therefrom. Liability on the part of ERIS is limited to the monetary value paid for this report. Trademark and Copyright: You may not use the ERIS trademarks or attribute any work to ERIS other than as outlined above. This Service and Report (s) are protected by copyright owned by ERIS Information Inc. Copyright in data used in the Service or Report(s) (the "Data") is owned by ERIS or its licensors. The Service, Report(s) and Data may not be copied or reproduced in whole or in any substantial part without prior written consent of ERIS.

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

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h-Executive Summary Executive Summary Property Information: Project Property:

Nashoba Regional High School 12 Green Road Bolton MA 01740

Project No:

22-1828

Coordinates:

Latitude: Longitude: UTM Northing: UTM Easting: UTM Zone:

42.4492302 -71.6325425 4,703,013.69 283,512.36 19T 387 FT

Elevation:

Order Information:

Order No: Date Requested: Requested by: Report Type:

22021600623 February 16, 2022 FS Engineers, Inc. Database Report

Historicals/Products:

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h-Executive Summary: Report Summary Executive Summary: Report Summary Database

Searched

Search Radius

Project Property

Within 0.12mi

0.125mi to 0.25mi

0.25mi to 0.50mi

0.50mi to 1.00mi

rr-DOE FUSRAP-aa

rr-NPL-aa

rr-PROPOSED NPL-aa

rr-DELETED NPL-aa

0.5

rr-SEMS-aa

0.5

rr-ODI-aa

0.5

rr-SEMS ARCHIVE-aa

0.5

rr-IODI-aa

0.5

rr-CERCLIS-aa

0.5

rr-CERCLIS NFRAP-aa

0.5

rr-CERCLIS LIENS-aa

rr-RCRA CORRACTS-aa

rr-RCRA TSD-aa

0.5

rr-RCRA LQG-aa

0.25

rr-RCRA SQG-aa

0.25

rr-RCRA VSQG-aa

0.25

rr-RCRA NON GEN-aa

0.25

rr-RCRA CONTROLS-aa

0.5

rr-FED ENG-aa

0.5

rr-FED INST-aa

0.5

rr-LUCIS-aa

0.5

rr-ERNS 1982 TO 1986-aa

rr-ERNS 1987 TO 1989-aa

rr-ERNS-aa

rr-FED BROWNFIELDS-aa

0.5

rr-FEMA UST-aa

0.25

rr-FRP-aa

0.25

Standard Environmental Records

Total

Federal DOE FUSRAP NPL

PROPOSED NPL DELETED NPL SEMS ODI

SEMS ARCHIVE IODI

CERCLIS CERCLIS NFRAP CERCLIS LIENS RCRA CORRACTS RCRA TSD RCRA LQG RCRA SQG RCRA VSQG RCRA NON GEN RCRA CONTROLS FED ENG FED INST LUCIS

ERNS 1982 TO 1986 ERNS 1987 TO 1989 ERNS

FED BROWNFIELDS FEMA UST FRP

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Order No: 22021600623

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NASHOBA REGIONAL HIGH SCHOOL Database

MODULE 3A - PRELIMINARY DESIGN PROGRAM Searched

Search Radius

Project Property

Within 0.12mi

0.125mi to 0.25mi

0.25mi to 0.50mi

0.50mi to 1.00mi -

rr-HIST GAS STATIONS-aa

rr-REFN-aa

0.25

rr-BULK TERMINAL-aa

0.25

rr-SEMS LIEN-aa

rr-SUPERFUND ROD-aa

rr-RELEASE-aa

rr-DELISTED REL-aa

rr-SWF/LF-aa

0.5

rr-LST-aa

0.5

rr-LUST-aa

0.5

rr-LAST-aa

0.5

rr-DELISTED LST-aa

0.5

rr-HIST LUST-aa

0.5

rr-HIST LAST-aa

0.5

rr-UST-aa

0.25

rr-AST-aa

0.25

rr-DELISTED STORAGE TANK-aa

0.25

rr-AUL-aa

0.5

rr-BROWNFIELDS COV-aa

0.5

rr-BROWNFIELDS-aa

0.5

rr-INDIAN LUST-aa

0.5

rr-INDIAN UST-aa

0.25

rr-DELISTED ILST-aa

0.5

rr-DELISTED IUST-aa

0.25

HIST GAS STATIONS REFN

BULK TERMINAL SEMS LIEN SUPERFUND ROD

0.25

Total

State RELEASE DELISTED REL SWF/LF LST

LUST LAST

DELISTED LST HIST LUST HIST LAST UST AST

DELISTED STORAGE TANK AUL

BROWNFIELDS COV BROWNFIELDS Tribal INDIAN LUST INDIAN UST DELISTED ILST DELISTED IUST

No County standard environmental record sources available for this State.

County Additional Environmental Records Federal rr-FINDS/FRS-aa

rr-TRIS-aa

rr-PFAS TRI-aa

0.5

rr-PFAS NPL-aa

0.5

FINDS/FRS TRIS

PFAS TRI PFAS NPL

776

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Order No: 22021600623

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Searched

Search Radius

rr-PFAS SSEHRI-aa

0.5

rr-HMIRS-aa

0.125

rr-NCDL-aa

0.125

rr-TSCA-aa

0.125

rr-HIST TSCA-aa

rr-FTTS ADMIN-aa

Total

0.125

rr-FTTS INSP-aa

rr-PRP-aa

rr-SCRD DRYCLEANER-aa

0.5

rr-ICIS-aa

rr-FED DRYCLEANERS-aa

0.25

rr-DELISTED FED DRY-aa

0.25

rr-FUDS-aa

rr-FORMER NIKE-aa

rr-PIPELINE INCIDENT-aa

rr-MLTS-aa

rr-HIST MLTS-aa

rr-MINES-aa

0.25

rr-SMCRA-aa

rr-MRDS-aa

rr-URANIUM-aa

rr-ALT FUELS-aa

0.25

rr-SSTS-aa

0.25

rr-PCB-aa

0.5

rr-SPILLS-aa

0.125

rr-HIS SPILLS-aa

0.125

rr-DRYCLEANERS-aa

0.25

rr-DELISTED DRYCLEANER-aa

0.25

rr-PFAS-aa

0.5

rr-OIL & HAZ MAT-aa

0.25

rr-GEN-aa

0.125

rr-TIER 2-aa

0.125

rr-ASBESTOS PROJECT-aa

0.125

TSCA

HIST TSCA FTTS ADMIN FTTS INSP PRP

SCRD DRYCLEANER ICIS

FED DRYCLEANERS DELISTED FED DRY FUDS

FORMER NIKE PIPELINE INCIDENT MLTS

HIST MLTS MINES

SMCRA MRDS

URANIUM ALT FUELS SSTS PCB

0.50mi to 1.00mi

NCDL

0.25mi to 0.50mi

HMIRS

0.125mi to 0.25mi

PFAS SSEHRI

Within 0.12mi

rr-PFAS WATER-aa

PFAS WATER

0.5

Project Property

NASHOBA REGIONAL HIGH SCHOOL

State SPILLS

HIS SPILLS DRYCLEANERS DELISTED DRYCLEANER PFAS

OIL & HAZ MAT GEN

TIER 2

ASBESTOS PROJECT

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MODULE 3A - PRELIMINARY DESIGN PROGRAM Searched

rr-LEAD INSP-aa

LEAD INSP

Search Radius PO

Project Property 0

Within 0.12mi -

0.125mi to 0.25mi -

0.25mi to 0.50mi -

0.50mi to 1.00mi

Total

Tribal

No Tribal additional environmental record sources available for this State.

County

No County additional environmental record sources available for this State.

Total:

* PO – Property Only * 'Property and adjoining properties' database search radii are set at 0.25 miles.

778

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h-Executive Summary: Site Report Summary - Project Property Executive Summary: Site Report Summary - Project Property Map Key

Company/Site Name

Address

Direction

Distance (mi/ft)

Elev Diff (ft)

Page Number

m1d 1

dd-FINDS/FRS-816646545-aa

FINDS/FRS

NASHOBA REGIONAL HIGH SCHOOL

12 GREEN ROAD BOLTON MA 01740-1027

0.00 / 0.00

p1p-22-816646545-x1x

0.00 / 0.00

p1p-22-828201491-x1x

Registry ID: 110013860535

ICIS

m1d 1

dd-ICIS-828201491-aa

NASHOBA REGIONAL SCHOOL DISTRICT

12 GREEN ROAD BOLTON MA 017400000

Registry ID: 110013860535

GEN

NASHOBA REGIONAL SCHOOL DISTRICT

12 GREEN RD BOLTON MA 01740

0.00 / 0.00

p1p-22-866010236-x1x

RCRA NON GEN

NASHOBA REGIONAL HIGH SCHOOL

12 GREEN RD BOLTON MA 01740

0.00 / 0.00

p1p-23-884464046-x1x

m1d 1

dd-GEN-866010236-aa

m1d 1

dd-RCRA NON GEN-884464046-aa

EPA Handler ID: MAR000583344

ASBESTOS PROJECT

NASHOBA REGL SCHOOL DISTRICT

12 GREEN RD BOLTON MA

0.00 / 0.00

p1p-24-885274910-x1x

ASBESTOS PROJECT

NASHOBA REGIONAL SCHOOL

12 GREEN ROAD BOLTON MA

0.00 / 0.00

p1p-24-885323903-x1x

ASBESTOS PROJECT

12 GREEN ROAD

12 GREEN ROAD BOLTON MA

0.00 / 0.00

p1p-24-885387943-x1x

ASBESTOS PROJECT

NASHOBA REG SCHOOL DISTRICT

12 GREEN RD BOLTON MA

0.00 / 0.00

p1p-25-885447667-x1x

ASBESTOS PROJECT

NASHOBA REGIONAL SCHOOL DISTRICT

12 GREEN ROAD BOLTON MA

0.00 / 0.00

p1p-25-885597260-x1x

m1d 1

dd-ASBESTOS PROJECT-885274910-aa

m1d 1

dd-ASBESTOS PROJECT-885323903-aa

m1d 1

dd-ASBESTOS PROJECT-885387943-aa

m1d 1

dd-ASBESTOS PROJECT-885447667-aa

m1d 1

dd-ASBESTOS PROJECT-885597260-aa

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MODULE 3A - PRELIMINARY DESIGN PROGRAM

h-Executive Summary: Site Report Summary - Surrounding Properties Executive Summary: Site Report Summary - Surrounding Properties Map Key

Company/Site Name

Address

Direction

Distance (mi/ft)

m2d 2

dd-UST-809144195-aa

UST

TOWN OF BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

WSW

0.11 / 589.61

Elev Diff (ft) -1

Page Number 25

p1p-25-809144195-x1x

LUST

m2d 2

dd-LUST-809206020-aa

BOLTON WINE AND SPIRITS

12 FORBUSH MILL RD BOLTON MA

WSW

0.11 / 589.61

-1

p1p-27-809206020-x1x

WSW

0.11 / 589.61

-1

p1p-29-809206402-x1x

WSW

0.11 / 589.61

-1

p1p-36-809206592-x1x

WSW

0.11 / 589.61

-1

p1p-39-809209661-x1x

WSW

0.11 / 589.61

-1

p1p-41-817851359-x1x

RTN: 2-0012371

LUST

m2d 2

dd-LUST-809206402-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

RTN: 2-0010303

LUST

m2d 2

dd-LUST-809206592-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

RTN: 2-0010351

LUST

m2d 2

dd-LUST-809209661-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

RTN: 2-0010669

LST

m2d 2

dd-LST-817851359-aa

BOLTON WINE AND SPIRITS

12 FORBUSH MILL RD BOLTON MA 01740-0000

Site No | Current Date | Status Desc: 2-0012371 | 10/30/1998 | Release Tracking Number Closed

LST

m2d 2

dd-LST-817857626-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 01740-0000

WSW

0.11 / 589.61

-1

p1p-42-817857626-x1x

Site No | Current Date | Status Desc: 2-0010669 | 12/2/1999 | Release Tracking Number Closed

LST

m2d 2

dd-LST-817859586-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 1740

WSW

0.11 / 589.61

-1

p1p-43-817859586-x1x

Site No | Current Date | Status Desc: 2-0010303 | 5/13/2009 | Response Action Outcome

LST

m2d 2

dd-LST-817860220-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 1740

WSW

0.11 / 589.61

-1

p1p-45-817860220-x1x

Site No | Current Date | Status Desc: 2-0010351 | 5/31/1995 | Release Tracking Number Closed

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 01740-0000

WSW

0.11 / 589.61

-1

p1p-47-835033950-x1x

SPILLS

BOLTON WINE AND SPIRITS

12 FORBUSH MILL RD BOLTON MA 01740-0000

WSW

0.11 / 589.61

-1

p1p-50-835050312-x1x

SPILLS

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 01740

WSW

0.11 / 589.61

-1

p1p-52-835050582-x1x

dd-SPILLS-835033950-aa

m2d 2

dd-SPILLS-835050312-aa

m2d 2

dd-SPILLS-835050582-aa

780

SPILLS

m2d 2

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Map Key

Company/Site Name

Address

Direction

Distance (mi/ft)

Elev Diff (ft)

Page Number

m2d 2

dd-SPILLS-835056721-aa

SPILLS

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 01740

WSW

0.11 / 589.61

-1

p1p-60-835056721-x1x

m2d 2

dd-RELEASE-858506738-aa

RELEASE

BOLTON WINE AND SPIRITS

12 FORBUSH MILL RD BOLTON MA

WSW

0.11 / 589.61

-1

p1p-63-858506738-x1x

WSW

0.11 / 589.61

-1

p1p-65-858508075-x1x

WSW

0.11 / 589.61

-1

p1p-68-858508551-x1x

WSW

0.11 / 589.61

-1

p1p-75-858509949-x1x

RTN: 2-0012371 Current Status: RAONR

RELEASE

m2d 2

dd-RELEASE-858508075-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

RTN: 2-0010351 Current Status: RAONR

RELEASE

m2d 2

dd-RELEASE-858508551-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

RTN: 2-0010303 Current Status: RAO

RELEASE

m2d 2

dd-RELEASE-858509949-aa

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

RTN: 2-0010669 Current Status: RAONR

GEN

BOLTON HIGHWAY DEPT

12 FORBUSH MILL RD BOLTON MA 01740

WSW

0.11 / 589.61

-1

p1p-77-875887060-x1x

RCRA VSQG

BOLTON DEPARTMENT OF PUBLIC WORKS

12 FORBUSH MILL ROAD BOLTON MA 01740

WSW

0.11 / 589.61

-1

p1p-77-877607278-x1x

WSW

0.11 / 589.61

-1

p1p-79-893862522-x1x

m2d 2

dd-GEN-875887060-aa

m2d 2

dd-RCRA VSQG-877607278-aa

EPA Handler ID: MAR000559583

ALT FUELS

m2d 2

dd-ALT FUELS-893862522-aa

DPW DPW YARD

12 Forbush Mill Road Bolton MA 01740

ID: 191444

SWF/LF

BOLTON LANDFILL

95 FORBUSH MILL RD BOLTON, MA 01740 MA

WSW

0.50 / 2,616.27

-77

p1p-79-809147621-x1x

SWF/LF

BOLTON TRANSFER STATION

95 FORBUSH MILL RD BOLTON, MA 01740 MA

WSW

0.50 / 2,616.27

-77

p1p-80-809147622-x1x

MRDS

LANDFILL PIT

WORCESTER COUNTY BOLTON MA 01740

0.55 / 2,926.53

-25

p1p-81-888623072-x1x

WNW

0.57 / 2,983.33

-139

p1p-81-888404552-x1x

WNW

0.60 / 3,171.34

-109

p1p-81-888531037-x1x

0.83 / 4,387.35

155

p1p-82-858505798-x1x

m3d 3

dd-SWF/LF-809147621-aa

m3d 3

dd-SWF/LF-809147622-aa

m4d 4

dd-MRDS-888623072-aa

Dep ID: 10194706

MRDS

m5d 5

dd-MRDS-888404552-aa

BOLTON PIT

WORCESTER COUNTY BOLTON MA 01740

Dep ID: 10121378

MRDS

m6d 6

dd-MRDS-888531037-aa

SPRATTS PIT

WORCESTER COUNTY BOLTON MA 01740

Dep ID: 10267889

RELEASE

m7d 7

dd-RELEASE-858505798-aa

RESIDENCE

133 NOURSE RD BOLTON MA

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

781

NASHOBA REGIONAL HIGH SCHOOL Map Key

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Company/Site Name

Address

Direction

Distance (mi/ft)

Elev Diff (ft)

Page Number

0.83 / 4,387.35

155

p1p-84-861299530-x1x

NNE

0.91 / 4,828.98

-6

p1p-90-858510082-x1x

RTN: 2-0019917 Current Status: RAONR

RELEASE

m7d 7

dd-RELEASE-861299530-aa

RESIDENCE

133 NOURSE ROAD BOLTON MA

RTN: 2-0020186 Current Status: PSNC

RELEASE

m8d 8

dd-RELEASE-858510082-aa

RESIDENCE

166 VAUGH HILL RD BOLTON MA

RTN: 2-0018535 Current Status: RAO

782

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

h-Executive Summary: Summary Data Source Executive Summary: Summary byby Data Source Standard Federal RCRA VSQG - RCRA Very Small Quantity Generators List A search of the RCRA VSQG database, dated Nov 17, 2021 has found that there are 1 RCRA VSQG site(s) within approximately 0.25 miles of the project property. Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON DEPARTMENT OF PUBLIC WORKS

12 FORBUSH MILL ROAD BOLTON MA 01740

WSW

0.11 / 589.61

m-2-877607278-a 2

EPA Handler ID: MAR000559583

RCRA NON GEN - RCRA Non-Generators A search of the RCRA NON GEN database, dated Nov 17, 2021 has found that there are 1 RCRA NON GEN site(s) within approximately 0.25 miles of the project property. Equal/Higher Elevation

Address

Direction

Distance (mi/ft)

Map Key

NASHOBA REGIONAL HIGH SCHOOL

12 GREEN RD BOLTON MA 01740

0.00 / 0.00

m-1-884464046-a 1

EPA Handler ID: MAR000583344

State RELEASE - Waste Site Cleanup Notifications/Reportable Releases A search of the RELEASE database, dated Nov 25, 2021 has found that there are 7 RELEASE site(s) within approximately 1.00 miles of the project property. Equal/Higher Elevation

Address

Direction

Distance (mi/ft)

Map Key

RESIDENCE

133 NOURSE RD BOLTON MA

0.83 / 4,387.35

m-7-858505798-a 7

0.83 / 4,387.35

m-7-861299530-a 7

RTN: 2-0019917 Current Status: RAONR 133 NOURSE ROAD BOLTON MA

RESIDENCE

RTN: 2-0020186 Current Status: PSNC

Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

WSW

0.11 / 589.61

m-2-858508075-a 2

RTN: 2-0010351 Current Status: RAONR

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

783

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON WINE AND SPIRITS

12 FORBUSH MILL RD BOLTON MA

WSW

0.11 / 589.61

m-2-858506738-a 2

WSW

0.11 / 589.61

m-2-858508551-a 2

WSW

0.11 / 589.61

m-2-858509949-a 2

NNE

0.91 / 4,828.98

m-8-858510082-a 8

RTN: 2-0012371 Current Status: RAONR BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA RTN: 2-0010303 Current Status: RAO

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA RTN: 2-0010669 Current Status: RAONR 166 VAUGH HILL RD BOLTON MA

RESIDENCE

RTN: 2-0018535 Current Status: RAO

SWF/LF - Solid Waste Facilities A search of the SWF/LF database, dated Jan 14, 2020 has found that there are 2 SWF/LF site(s) within approximately 0.50 miles of the project property. Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON TRANSFER STATION

95 FORBUSH MILL RD BOLTON, MA 01740 MA

WSW

0.50 / 2,616.27

m-3-809147622-a 3

BOLTON LANDFILL

95 FORBUSH MILL RD BOLTON, MA 01740 MA

WSW

0.50 / 2,616.27

m-3-809147621-a 3

LST - Tank Related Leaks and Spills A search of the LST database, dated Sep 8, 2017 has found that there are 4 LST site(s) within approximately 0.50 miles of the project property. Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 01740-0000

WSW

0.11 / 589.61

m-2-817857626-a 2

Site No | Current Date | Status Desc: 2-0010669 | 12/2/1999 | Release Tracking Number Closed BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 1740

WSW

0.11 / 589.61

m-2-817859586-a 2

Site No | Current Date | Status Desc: 2-0010303 | 5/13/2009 | Response Action Outcome BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 1740

WSW

0.11 / 589.61

m-2-817860220-a 2

Site No | Current Date | Status Desc: 2-0010351 | 5/31/1995 | Release Tracking Number Closed

784

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON WINE AND SPIRITS

12 FORBUSH MILL RD BOLTON MA 01740-0000

WSW

0.11 / 589.61

m-2-817851359-a 2

Site No | Current Date | Status Desc: 2-0012371 | 10/30/1998 | Release Tracking Number Closed

LUST - Leaking Underground Storage Tanks (LUST) A search of the LUST database, dated Nov 25, 2021 has found that there are 4 LUST site(s) within approximately 0.50 miles of the project property. Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

WSW

0.11 / 589.61

m-2-809209661-a 2

WSW

0.11 / 589.61

m-2-809206592-a 2

WSW

0.11 / 589.61

m-2-809206402-a 2

WSW

0.11 / 589.61

m-2-809206020-a 2

RTN: 2-0010669 BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA RTN: 2-0010351

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA RTN: 2-0010303

BOLTON WINE AND SPIRITS

12 FORBUSH MILL RD BOLTON MA RTN: 2-0012371

UST - Underground Storage Tanks (UST) A search of the UST database, dated Nov 3, 2021 has found that there are 1 UST site(s) within approximately 0.25 miles of the project property. Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

TOWN OF BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA

WSW

0.11 / 589.61

m-2-809144195-a 2

Non Standard Federal FINDS/FRS - Facility Registry Service/Facility Index A search of the FINDS/FRS database, dated Nov 2, 2020 has found that there are 1 FINDS/FRS site(s) within approximately 0.02 miles of the project property. Equal/Higher Elevation

Address

Direction

Distance (mi/ft)

Map Key

NASHOBA REGIONAL HIGH SCHOOL

12 GREEN ROAD BOLTON MA 01740-1027

0.00 / 0.00

m-1-816646545-a 1

Registry ID: 110013860535

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

785

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

ICIS - Integrated Compliance Information System (ICIS) A search of the ICIS database, dated Oct 14, 2021 has found that there are 1 ICIS site(s) within approximately 0.02 miles of the project property. Equal/Higher Elevation

Address

Direction

Distance (mi/ft)

Map Key

NASHOBA REGIONAL SCHOOL DISTRICT

12 GREEN ROAD BOLTON MA 017400000

0.00 / 0.00

m-1-828201491-a 1

Registry ID: 110013860535

MRDS - Mineral Resource Data System A search of the MRDS database, dated Mar 15, 2006 has found that there are 3 MRDS site(s) within approximately 1.00 miles of the project property. Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

LANDFILL PIT

WORCESTER COUNTY BOLTON MA 01740

0.55 / 2,926.53

m-4-888623072-a 4

WNW

0.57 / 2,983.33

m-5-888404552-a 5

WNW

0.60 / 3,171.34

m-6-888531037-a 6

Dep ID: 10194706 WORCESTER COUNTY BOLTON MA 01740

BOLTON PIT

Dep ID: 10121378 WORCESTER COUNTY BOLTON MA 01740

SPRATTS PIT

Dep ID: 10267889

ALT FUELS - Alternative Fueling Stations A search of the ALT FUELS database, dated Dec 21, 2021 has found that there are 1 ALT FUELS site(s) within approximately 0.25 miles of the project property. Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

DPW DPW YARD

12 Forbush Mill Road Bolton MA 01740

WSW

0.11 / 589.61

m-2-893862522-a 2

ID: 191444

State SPILLS - Oil Spill Program A search of the SPILLS database, dated Nov 27, 2017 has found that there are 4 SPILLS site(s) within approximately 0.12 miles of the project property. Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 01740

WSW

0.11 / 589.61

m-2-835050582-a 2

BOLTON WINE AND SPIRITS

12 FORBUSH MILL RD BOLTON MA 01740-0000

WSW

0.11 / 589.61

m-2-835050312-a 2

786

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 01740-0000

WSW

0.11 / 589.61

m-2-835033950-a 2

BOLTON HWY DEPT

12 FORBUSH MILL RD BOLTON MA 01740

WSW

0.11 / 589.61

m-2-835056721-a 2

GEN - Hazardous Waste and Waste Oil Generators A search of the GEN database, dated Jan 7, 2022 has found that there are 2 GEN site(s) within approximately 0.12 miles of the project property. Equal/Higher Elevation

Address

Direction

Distance (mi/ft)

Map Key

NASHOBA REGIONAL SCHOOL DISTRICT

12 GREEN RD BOLTON MA 01740

0.00 / 0.00

m-1-866010236-a 1

Lower Elevation

Address

Direction

Distance (mi/ft)

Map Key

BOLTON HIGHWAY DEPT

12 FORBUSH MILL RD BOLTON MA 01740

WSW

0.11 / 589.61

m-2-875887060-a 2

ASBESTOS PROJECT - Asbestos Projects A search of the ASBESTOS PROJECT database, dated Dec 14, 2021 has found that there are 5 ASBESTOS PROJECT site(s) within approximately 0.12 miles of the project property. Equal/Higher Elevation

Address

Direction

Distance (mi/ft)

Map Key

NASHOBA REGL SCHOOL DISTRICT

12 GREEN RD BOLTON MA

0.00 / 0.00

m-1-885274910-a 1

NASHOBA REGIONAL SCHOOL

12 GREEN ROAD BOLTON MA

0.00 / 0.00

m-1-885323903-a 1

NASHOBA REG SCHOOL DISTRICT

12 GREEN RD BOLTON MA

0.00 / 0.00

m-1-885447667-a 1

NASHOBA REGIONAL SCHOOL DISTRICT

12 GREEN ROAD BOLTON MA

0.00 / 0.00

m-1-885597260-a 1

12 GREEN ROAD

12 GREEN ROAD BOLTON MA

0.00 / 0.00

m-1-885387943-a 1

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

787

71°39'W

71°38'30"W

71°38'W

e Hi ll Rd

71°37'W

Ba r

71°37'30"W

Woo ds id e Dr

Bolton Bolton Flats Flats State State Wildlife Wildlife Area Area

n Rd

5 m5c

# *

n Rd

11 0 RT -

us h

3 (2) m3c(2)

M i ll Rd

# *

s h M il l Rd F o r b

V U

7 (2) m7c(2)

# *

Sa m p s o

42°27'N

# *

Fo rbu

" ) ^ _

# *

110

1 (9) m1c(9)

2 (20) m2c(20)

4 m4c

117

V U

B o lto n

6 m6c

V U

42°27'30"N

tl e t

i n S t 117

Eastwood Cemetery

Oak Ave

n Po

i ll

Miles

42°26'N

Tr l

d or R

0.15

M an

llv

0.3

117

International Golf Club

V U

der

Wi l

42°26'30"N

42°27'N

1:18800

0.3

Map: 1.0 Mile Radius

Order Number: 22021600623 Address: 12 Green Road, Bolton, MA

_ ^

Project Property

* #

Eris Sites with Higher Elevation

" )

Eris Sites with Same Elevation

* #

Eris Sites with Lower Elevation

(

Eris Sites with Unknown Elevation

Buffer Outline

Eris Areas with Higher Elevation

Freeways; Highways

State

FWS Special Designation Areas

Traffic Circle; Ramp

Country

Plume

Major & Minor Arterial Traffic Circle; Ramp

Eris Areas with Same Elevation

Local Road

Eris Areas with Lower Elevation

Rail

Eris Areas with Unknown Elevation

788

42°26'30"N

National Priority List Sites National Wetland Indian Reserve Land Historic Fill 100 Year Flood Zone 500 Year Flood Zone

42°26'N

110

V U

ll R iv e

S ti

Town of Town Lancast er of B olton

42°27'30"N

e ol

# *

il l R d hn H

# * n

8 m8c

42°28'N

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM 71°38'30"W

71°38'W

71°37'30"W

t Ket

Rd o le

V U 110

ll R ive r

NASHOBA REGIONAL HIGH SCHOOL

St i

Bolton Orchards

5 m5c

Vaug hn Hill Rd

# *

Bo Bollton ton

# *

V U 42°27'N

117

" ) ^ _

S a m p so

T-

3 (2) m3c(2)

V U

# *

M ai n

S t RT- 1 17

117

2 (20) m2c(20)

d nR

# *

u rb

il l

# *

4 m4c

n Rd

1 (9) m1c(9)

42°27'N

Nashoba Regional High School

M ai

117

T-

V U 11

0.075

Miles

der

1:9400

0.15

42°26'30"N

0.15

Wil

Map: 0.5 Mile Radius

Order Number: 22021600623 Address: 12 Green Road, Bolton, MA

_ ^

Project Property

* #

Eris Sites with Higher Elevation

" )

Eris Sites with Same Elevation

* #

Eris Sites with Lower Elevation

(

Eris Sites with Unknown Elevation

Buffer Outline

Eris Areas with Higher Elevation

Freeways; Highways

State

FWS Special Designation Areas

Traffic Circle; Ramp

Country

Plume

Major & Minor Arterial Traffic Circle; Ramp

Eris Areas with Same Elevation

Local Road

Eris Areas with Lower Elevation

Rail

Eris Areas with Unknown Elevation

National Priority List Sites National Wetland Indian Reserve Land Historic Fill 100 Year Flood Zone 500 Year Flood Zone

789

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

71°38'W

42°27'N

Bo Bollton ton

V U 117

1 (9) m1c(9)

" ) ^ _

Gr e

2 (20) m2c(20)

# *

b or

en R d

t R

T-

0.075

0.0375

-11

Miles

V U 117

Ma in S t

1:4700

0.075

Map: 0.25 Mile Radius

Order Number: 22021600623 Address: 12 Green Road, Bolton, MA

_ ^

Project Property

* #

Eris Sites with Higher Elevation

" )

Eris Sites with Same Elevation

* #

Eris Sites with Lower Elevation

(

Eris Sites with Unknown Elevation

Buffer Outline

Eris Areas with Higher Elevation

Freeways; Highways

State

FWS Special Designation Areas

Traffic Circle; Ramp

Country

Plume

Major & Minor Arterial Traffic Circle; Ramp

Eris Areas with Same Elevation

Local Road

Eris Areas with Lower Elevation

Rail

Eris Areas with Unknown Elevation

790

National Priority List Sites National Wetland Indian Reserve Land Historic Fill 100 Year Flood Zone 500 Year Flood Zone

MODULE 3A - PRELIMINARY DESIGN PROGRAM

71°38'W

71°37'30"W

42°27'N

42°27'30"N

71°38'30"W

NASHOBA REGIONAL HIGH SCHOOL

42°26'30"N

_ ^

0.1

0.05

Aerial

Miles 0.1

Year: 2019

1:10000

Source: Esri, Maxar, GeoEye, Earthstar Geographics, CNES/Airbus DS, USDA, USGS, AeroGRID, IGN, and the GIS User Community

Order Number: 22021600623

Address: 12 Green Road, Bolton, MA © ERIS Information Inc. Source: ESRI World Imagery

791

71°39'W

71°38'30"W

71°38'W

71°37'30"W

71°37'W

71°36'30"W

42°27'N

42°27'30"N

42°28'N

71°39'30"W

MODULE 3A - PRELIMINARY DESIGN PROGRAM

42°26'N

0.35

0.175

1:24000

Miles 0.35

Topographic Map

Year: 2015

Order Number: 22021600623

Address: 12 Green Road, MA Quadrangle(s): Hudson, MA; Clinton, MA Source: USGS Topographic Map

42°25'30"N

42°26'N

42°26'30"N

_ ^

792

42°28'30"N

NASHOBA REGIONAL HIGH SCHOOL

MODULE 3A - PRELIMINARY DESIGN PROGRAM

NASHOBA REGIONAL HIGH SCHOOL

h-Detail Report Detail Report Map Key

m-1-816646545-b

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NASHOBA REGIONAL HIGH SCHOOL 12 GREEN ROAD BOLTON MA 01740-1027

Registry ID: FIPS Code: HUC Code: Site Type Name: Location Description: Supplemental Location: Create Date: Update Date: Interest Types: SIC Codes: SIC Code Descriptions: NAICS Codes: NAICS Code Descriptions: Conveyor: Federal Facility Code: Federal Agency Name: Tribal Land Code: Tribal Land Name: Congressional Dist No: Census Block Code: EPA Region Code: County Name: US/Mexico Border Ind: Latitude: Longitude: Reference Point: Coord Collection Method: Accuracy Value: Datum: Source: Facility Detail Rprt URL: Program Acronyms:

dd-FINDS/FRS-816646545-bb p1p-816646545-y1y

FINDS/FRS

110013860535 25027 01070004 STATIONARY 03-APR-03 01-JUN-17 AIR EMISSIONS CLASSIFICATION UNKNOWN, AIR MINOR, STATE MASTER 8211, OWNE ELEMENTARY AND SECONDARY SCHOOLS 611110 ELEMENTARY AND SECONDARY SCHOOLS. FRS-GEOCODE

05 250277151002039 01 WORCESTER 42.44897 -71.63382 CENTER OF A FACILITY OR STATION ADDRESS MATCHING-HOUSE NUMBER 30 NAD83 https://ofmpub.epa.gov/frs_public2/fii_query_detail.disp_program_facility?p_registry_id=110013860535

AIR:MA0000002511900992, AIRS/AFS:2511900992, EIS:6590811, MA-EPICS:132505

m-1-828201491-b

2 of 9

EPA Region: Registry ID: Pgm Sys ID: Pgm Sys Acrnm: Permit Type: 1

m-1-866010236-b

3 of 9

0.00 / 0.00

NASHOBA REGIONAL SCHOOL DISTRICT 12 GREEN ROAD BOLTON MA 017400000

Federal Facility ID: Tribal Land Code: County: Latitude83: Longitude83:

01 110013860535 MA0000002511900992 AIR

387.89 / 0

0.00 / 0.00

387.89 / 0

erisinfo.com | Environmental Risk Information Services

dd-ICIS-828201491-bb p1p-828201491-y1y

ICIS

Worcester 42.44889 -71.633395

NASHOBA REGIONAL SCHOOL DISTRICT 12 GREEN RD BOLTON MA 01740

dd-GEN-866010236-bb p1p-866010236-y1y

GEN

Order No: 22021600623

793

NASHOBA REGIONAL HIGH SCHOOL Map Key

Number of Records

EPA ID No: 2nd Name: Phone:

m-1-884464046-b

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NASHOBA REGIONAL HIGH SCHOOL 12 GREEN RD BOLTON MA 01740

MAR000583344 978-779-0539

4 of 9

EPA Handler ID: Gen Status Universe: Contact Name: Contact Address: Contact Phone No and Ext: Contact Email: Contact Country: County Name: EPA Region: Land Type: Receive Date: Location Latitude: Location Longitude:

dd-RCRA NON GEN-884464046-bb p1p-884464046-y1y

RCRA NON GEN

MAR000583344 No Report ROB B FRIESWICK 50 , MECHANIC ST , , BOLTON , MA, 01740 , US 978-779-0539 x3005 RFRIESWICK@NRSD.NET US WORCESTER 01 District 20200722 42.453026 -71.619193

Violation/Evaluation Summary Note:

NO RECORDS: As of Nov 2021, there are no Compliance Monitoring and Enforcement (violation) records associated with this facility (EPA ID).

Handler Summary Importer Activity: Mixed Waste Generator: Transporter Activity: Transfer Facility: Onsite Burner Exemption: Furnace Exemption: Underground Injection Activity: Commercial TSD: Used Oil Transporter: Used Oil Transfer Facility: Used Oil Processor: Used Oil Refiner: Used Oil Burner: Used Oil Market Burner: Used Oil Spec Marketer:

No No No No No No No No No No No No No No No

Hazardous Waste Handler Details Sequence No: Receive Date: Handler Name: Source Type: Federal Waste Generator Code: Generator Code Description:

1 20200722 NASHOBA REGIONAL HIGH SCHOOL Notification N Not a Generator, Verified

Waste Code Details Hazardous Waste Code: Waste Code Description:

794

MA01 WASTE OIL

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

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NASHOBA REGIONAL HIGH SCHOOL

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Owner/Operator Details Owner/Operator Ind: Type: Name: Date Became Current: Date Ended Current: Phone: Source Type: Owner/Operator Ind: Type: Name: Date Became Current: Date Ended Current: Phone: Source Type: 1

m-1-885274910-b

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Project ID: Form Type: Project Type: Owner Name: Owner address: DLS Contractor: DLS Contractor ID: Site Supervisor: Site Supervisor ID:

m-1-885323903-b

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Project ID: Form Type: Project Type: Owner Name: Owner address: DLS Contractor: DLS Contractor ID: Site Supervisor: Site Supervisor ID:

m-1-885387943-b

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Project ID: Form Type: Project Type: Owner Name: Owner address: DLS Contractor: DLS Contractor ID: Site Supervisor: Site Supervisor ID:

Current Owner District NASHOBA REGIONAL SCHOOL DISTRICT 20200717 978-779-0539 Notification Current Operator District NASHOBA REGIONAL SCHOOL DISTRICT 20200717 978-779-0539 Notification -

0.00 / 0.00

Street No: Street 1: Street 2: City: State: Country: Zip Code:

50 MECHANIC ST BOLTON MA US 01740

Street No: Street 1: Street 2: City: State: Country: Zip Code: 387.89 / 0

50 MECHANIC ST BOLTON MA US 01740 NASHOBA REGL SCHOOL DISTRICT 12 GREEN RD BOLTON MA

770670 Project Start Dt: ANF-001 Project End Dt: Renovation NASHOBA REGL SCHOOL DISTRICT 50 MECHANIC ST PATRIOTS ENVIRONMENTAL CORP AC000387 ANGEL M REYES AS900108

0.00 / 0.00

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0.00 / 0.00

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12/1/2003 12/26/2003

dd-ASBESTOS PROJECT-885323903-bb p1p-885323903-y1y

ASBESTOS PROJECT

4/20/2004 4/26/2004

12 GREEN ROAD 12 GREEN ROAD BOLTON MA

100111863 Project Start Dt: ANF-001 Project End Dt: Renv NASHOBA REGIONAL SCHOOL DISTRICT 50 MECHANIC STREET ECONOMIC ENVIRO TECHS AC000459 HENRY MOSES AS031082

erisinfo.com | Environmental Risk Information Services

ASBESTOS PROJECT

NASHOBA REGIONAL SCHOOL 12 GREEN ROAD BOLTON MA

100003604 Project Start Dt: ANF-001 Project End Dt: Renv NASHOBA REGIONAL SCHOOL DISTRICT 50 MECHANIC STREET PATRIOTS ENVIRONMENTAL CORP AC000387 ANGEL M REYES AS900108

dd-ASBESTOS PROJECT-885274910-bb p1p-885274910-y1y

dd-ASBESTOS PROJECT-885387943-bb p1p-885387943-y1y

ASBESTOS PROJECT

8/23/2010 9/10/2010

Order No: 22021600623

795

NASHOBA REGIONAL HIGH SCHOOL Map Key 1

m-1-885447667-b

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NASHOBA REG SCHOOL DISTRICT 12 GREEN RD BOLTON MA

Project ID: Form Type: Project Type: Owner Name: Owner address: DLS Contractor: DLS Contractor ID: Site Supervisor: Site Supervisor ID:

m-1-885597260-b

DB dd-ASBESTOS PROJECT-885447667-bb p1p-885447667-y1y

ASBESTOS PROJECT

10/6/2003 10/31/2003

PATRIOTS ENVIRONMENTAL CORP AC000387 ANGEL M REYES AS900108

0.00 / 0.00

387.89 / 0

NASHOBA REGIONAL SCHOOL DISTRICT 12 GREEN ROAD BOLTON MA

Project Start Dt: Project End Dt:

770662 ANF-001

dd-ASBESTOS PROJECT-885597260-bb p1p-885597260-y1y

ASBESTOS PROJECT

8/15/2003 9/8/2003

PATRIOTS ENVIRONMENTAL CORP AC000387 ANGEL M REYES AS900108

1 of 20

Facility ID: Owner ID: Facility Status: Facility Type: Facility Name: Fac Addr 1: Facility Address 2: Facility City: Fac Zip: Facility Lat: Facility Long: Source:

Project Start Dt: Project End Dt:

770666 ANF-001 Renovation

9 of 9

Project ID: Form Type: Project Type: Owner Name: Owner address: DLS Contractor: DLS Contractor ID: Site Supervisor: Site Supervisor ID:

m-2-809144195-b

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WSW

0.11 / 589.61

16017 6800 CLOSED Government Entity TOWN OF BOLTON HWY DEPT 12 FORBUSH MILL RD

386.71 / -1

TOWN OF BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA

Facility Contact: Facility Phone: Fac Name (Web): Fac Address (Web): Fac City (Web): Facility ZIP(Web): Fac Status (Web): Fac Name (Map): Address (Map): City (Map):

dd-UST-809144195-bb

UST

p1p-809144195-y1y

TOWN OF BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON 01740 CLOSED

BOLTON 01740 42.44831 -71.63501 UST facility data from the MassDEP UST Program (FOIA request); Closed Facilities from the searchable UST database made available by the MassDEP UST Program

Facility Information Details Contact Addr 1: Contact Addr 2: Contact City: Contact State: Contact ZIP:

Contact Phone: Contact Email: Update Date: Update By:

11/14/2005

Searchable UST Facility Details Last Inspection Dt: Next Insp Due Date: Last Cert Compl Dt: Next Cert Compl Due:

796

Owner Name: Owner Contact Name: Operator Name: Oper Contact Name:

erisinfo.com | Environmental Risk Information Services

TOWN OF BOLTON TOWN OF BOLTON

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

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Owner Infomation Owner Name: Owner Addr 1: Owner Addr 2: Owner City Town: Owner State: Owner ZIP: Orginization Type: FR Type: Business:

TOWN OF BOLTON 15 WAHAQUADOCK HILL RD BOLTON MA 01740 Municipal

Contact Name: Contact Addr 1: Contact Addr 2: Contact City Town: Contact State: Contact ZIP: Contact Phone: Contact E Mail:

Tanks Information Tank ID: Install Date: Status: Status Date: Use Type: Content: Capacity: No of Compartment: Latitude: Longitude: Auto Line Lk Dtect: Pipe Install Date: Pipe Type: Pipe Construct: Pipe Leak Detect: Pipe Leak Install: Tank Construct: Tank Leak Detect: Tank Corrosion Type: Leak Corrosion Type: Tank ID: Install Date: Status: Status Date: Use Type: Content: Capacity: No of Compartment: Latitude: Longitude: Auto Line Lk Dtect: Pipe Install Date: Pipe Type: Pipe Construct: Pipe Leak Detect: Pipe Leak Install: Tank Construct: Tank Leak Detect: Tank Corrosion Type: Leak Corrosion Type: Tank ID: Install Date: Status: Status Date: Use Type: Content: Capacity: No of Compartment: Latitude: Longitude: Auto Line Lk Dtect:

2 4/29/1973 Tank Removed 7/19/1994 Gasoline 1000

1 4/29/1966 Tank Removed 7/19/1994 Gasoline 1000

3 8/16/1989 Tank Removed 7/19/1994 Motor Vehicle Gasoline 2500

Submersible Sump: Submer Sump Instl: Turbine Sump: Turb Sump Sensor: Intermediate Sump: Interm Sump Sensor: Spl Buck Installed: Spill Bucket Sens: Overf Prot Instled: Overfill Prot Type:

erisinfo.com | Environmental Risk Information Services

NO NO NO NO NO NO

Order No: 22021600623

797

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386.71 / -1

BOLTON WINE AND SPIRITS 12 FORBUSH MILL RD BOLTON MA

Pipe Install Date: Pipe Type: Pipe Construct: Pipe Leak Detect: Pipe Leak Install: Tank Construct: Tank Leak Detect: Tank Corrosion Type: Leak Corrosion Type: 2

m-2-809206020-b

2 of 20

dd-LUST-809206020-bb

LUST

p1p-809206020-y1y

2-0012371 RTN: Phase: RTN CLOSED COMMERCIAL Compliance Status: Location Type(s): Release Tracking Number Closed BOLTON WINE AND SPIRITS Compl Status Desc: Site Name (BWSC): 10/30/1998 12 FORBUSH MILL RD Compliance Date: Address (BWSC): 08/27/1998 BOLTON Notification Date: Town (BWSC): 017400000 RAO Class: Zip Code (BWSC): Hazardous Material BOLTON Chemical Type: OFC Town (BWSC): TWO HR UST Reporting Category: Source(s): BOLTON WINE AND SPIRITS Site Name (EEA Data Portal): 12 FORBUSH MILL RD Release Add (EEA Data Portal): BOLTON City/Town (EEA Data Portal): Phase Desc: RAO Class Desc: https://eeaonline.eea.state.ma.us/Portal#!/wastesite/2-0012371 Info URL: https://eeaonline.eea.state.ma.us/EEA/fileviewer/Rtn.aspx?rtn=2-0012371 Docs URL: Waste Site & Reportable Releases Results (EEA Data Portal); Waste Site Cleanup Notifications & Status - Release Source File: (BWSC) Release (BWSC) Detail Prim ID: Current Status: Current Status Desc: Current Date: OFC Notification: Phase Desc: RAO Class Desc: Other Rela:

RAONR RAO Not Required 30-Oct-1998 27-Aug-1998

Category: Phase: RAO Class: OHM:

Hazardous Material

TWO HR

Chemical Information Chemical: Amount: Units:

MTBE 72.6 PPB

Action Information Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

NAFNVD 21-Feb-2014

Action:

AUDCOM

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

ASSESS 27-Aug-1998 Immediate Response Action IRA Assessment Only

Action:

IRA

798

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Order No: 22021600623

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Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REPORT 30-Oct-1998 Release Notification Form Received Reportable Release under MGL 21E

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RECPT Action: 30-May-1995 Tier Classification Transmittal, Notice, or Notification Received

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

NOA 27-Dec-2013

Action:

AUDCOM

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RTCLSS 30-Oct-1998 RAO Not Required Linked to a Tier Classified Site

Action:

RAONR

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

PLANWR 30-Oct-1998 Immediate Response Action Written Plan Received

Action:

IRA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

LNKVIC Action: 30-Oct-1998 Tier Classification RTN Linked to TCLASS Via IRA Completion Statement

TCLASS

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

LNKVTC Action: 30-May-1995 Tier Classification RTN Linked to TCLASS Via Tier Classification Submittal

TCLASS

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TIER1C 30-May-1995 Tier Classification Tier 1C Classification (retired)

Action:

TCLASS

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

PEREFF 16-Aug-1995 Tier Classification Permit Effective Date (retired)

Action:

TCLASS

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REPORT 27-Aug-1998 Release Disposition Reportable Release under MGL 21E

Action:

REL

Action:

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RNF

TCLASS

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799

NASHOBA REGIONAL HIGH SCHOOL Map Key

m-2-809206402-b

Number of Records

3 of 20

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BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA

dd-LUST-809206402-bb

LUST

p1p-809206402-y1y

2-0010303 PHASE V RTN: Phase: RAO COMMERCIAL Compliance Status: Location Type(s): Response Action Outcome BOLTON HWY DEPT Compl Status Desc: Site Name (BWSC): 05/13/2009 12 FORBUSH MILL RD Compliance Date: Address (BWSC): 05/23/1994 BOLTON Notification Date: Town (BWSC): A2 01740 RAO Class: Zip Code (BWSC): Oil BOLTON Chemical Type: OFC Town (BWSC): 120 DY UST Reporting Category: Source(s): BOLTON HWY DEPT Site Name (EEA Data Portal): 12 FORBUSH MILL RD Release Add (EEA Data Portal): BOLTON City/Town (EEA Data Portal): Operation, Maintenance and/or Monitoring Phase Desc: A permanent solution has been achieved. Contamination has not been reduced to background. RAO Class Desc: https://eeaonline.eea.state.ma.us/Portal#!/wastesite/2-0010303 Info URL: https://eeaonline.eea.state.ma.us/EEA/fileviewer/Rtn.aspx?rtn=2-0010303 Docs URL: Waste Site & Reportable Releases Results (EEA Data Portal); Waste Site Cleanup Notifications & Status - Release Source File: (BWSC) Release (BWSC) Detail Prim ID: Current Status: Current Status Desc: Current Date: OFC Notification: Phase Desc: RAO Class Desc: Other Rela:

2-0010303 120 DY Category: RAO PHASE V Phase: Response Action Outcome A2 RAO Class: 13-May-2009 Oil OHM: 23-May-1994 Operation, Maintenance and/or Monitoring A permanent solution has been achieved. Contamination has not been reduced to background.

Chemical Information Chemical: Amount: Units:

GASOLINE

Action Information Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

INTLET 26-May-1994

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REQPLN IRA Action: 06-May-1994 Immediate Response Action Oral Plan Denied and/or Written Plan Requested A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD PHASEV Action: 20-May-1999 Phase 5 Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date:

CSRCVD 17-Jun-1997

800

Action:

C&E

A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Action:

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PHASII

Order No: 22021600623

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Site

Action Description: Status Description: RAO Class: RAO Class Desc:

Phase 2 Completion Statement Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 21-May-2004 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 17-Nov-2006 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 21-Nov-2007 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

LNKVTC TCLASS Action: 30-May-1995 Tier Classification RTN Linked to TCLASS Via Tier Classification Submittal A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

NOA 27-Dec-2013

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

CSRCVD RAM Action: 19-Oct-1999 Release Abatement Measure Completion Statement Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

CSRCVD RAM Action: 10-Nov-1997 Release Abatement Measure Completion Statement Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 21-May-2003 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 23-May-2005 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status:

IMRCD

Action:

AUDCOM

A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Action:

erisinfo.com | Environmental Risk Information Services

RAO

Order No: 22021600623

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Date: Action Description: Status Description: RAO Class: RAO Class Desc:

26-Nov-2008 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RAORCD RAO Action: 21-Nov-2002 Response Action Outcome -RAO RAO Statement Received (retired) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

APWRIT RAM Action: 28-Dec-1994 Release Abatement Measure Written Approval of Plan A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

STRCVD RAM Action: 03-May-1995 Release Abatement Measure Status or Interim Report Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RAORCD RAO Action: 20-May-1999 Response Action Outcome -RAO RAO Statement Received (retired) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RMRINT RAO Action: 16-Jun-2008 Response Action Outcome -RAO RMR Interim Report Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RMRINT RAO Action: 21-Nov-2007 Response Action Outcome -RAO RMR Interim Report Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TSAUD RAO Action: 21-Jan-2009 Response Action Outcome -RAO Level I - Technical Screen Audit A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

NOA 05-May-1998

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 23-May-2006 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

802

Action:

AUDCOM

A2 A permanent solution has been achieved. Contamination has not been reduced to background.

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Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

Direction

Distance (mi/ft)

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NASHOBA REGIONAL HIGH SCHOOL

Site

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 14-Nov-2005 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 19-Nov-2001 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 24-Nov-1999 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FLDRAN RLFA Action: 23-Jan-2014 Site Visit or Office Follow-up Compliance Field Response - Announced A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FLDRAN RLFA Action: 06-Oct-2004 Site Visit or Office Follow-up Compliance Field Response - Announced A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

NAFNVD 21-Feb-2014

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

NAFNVD 15-Jun-1998

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD PHASEV Action: 01-Jun-2001 Phase 5 Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD PHASEV Action: 13-Nov-1998 Phase 5 Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

CSRCVD PHASIV Action: 15-May-1998 Phase 4 Completion Statement Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Action:

AUDCOM

A2 A permanent solution has been achieved. Contamination has not been reduced to background. Action:

AUDCOM

A2 A permanent solution has been achieved. Contamination has not been reduced to background.

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

803

NASHOBA REGIONAL HIGH SCHOOL Map Key

Number of Records

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Direction

Distance (mi/ft)

Elev/Diff (ft)

Site

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

PLANWR RAM Action: 12-Dec-1994 Release Abatement Measure Written Plan Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

STRCVD RAM Action: 16-Apr-1996 Release Abatement Measure Status or Interim Report Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 15-May-2007 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 04-Dec-2003 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TSEVAL RAO Action: 21-May-2004 Response Action Outcome -RAO Periodic Review Opinion Evaluating Temporary Solution A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

ISSUED NOR Action: 23-May-1994 Notice of Responsibility Correspondence Issued A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

ISSUED NOR Action: 28-Sep-1998 Notice of Responsibility Correspondence Issued A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

SOW PHASII Action: 20-Oct-1995 Phase 2 Scope of Work Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

STRCVD RAM Action: 30-Apr-1997 Release Abatement Measure Status or Interim Report Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class:

ACTAUD 21-Feb-2014 Response Action Outcome -RAO Level III - Comprehensive Audit A2

804

Action:

erisinfo.com | Environmental Risk Information Services

RAO

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

RAO Class Desc:

Direction

Distance (mi/ft)

Elev/Diff (ft)

NASHOBA REGIONAL HIGH SCHOOL

Site

A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 23-May-2000 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 16-Jun-2008 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RMRINT RAO Action: 26-Nov-2008 Response Action Outcome -RAO RMR Interim Report Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REPORT REL Action: 23-May-1994 Release Disposition Reportable Release under MGL 21E A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REPORT RNF Action: 10-Aug-1994 Release Notification Form Received Reportable Release under MGL 21E A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

INTLET 25-Feb-2002

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

CSRCVD PHASEI Action: 30-May-1995 Phase 1 Completion Statement Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 15-Nov-2000 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

IMRCD RAO Action: 30-Nov-2004 Response Action Outcome -RAO Post-RAO C Status Report Received (Ph V-prior to 05 only) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description:

O&MPAS Action: 20-May-1999 Response Action Outcome -RAO Passive O&M (Obsolete Use RMR Status)

Action:

C&E

A2 A permanent solution has been achieved. Contamination has not been reduced to background.

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RAO

Order No: 22021600623

805

NASHOBA REGIONAL HIGH SCHOOL Map Key

Number of Records

RAO Class: RAO Class Desc:

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Direction

Distance (mi/ft)

Elev/Diff (ft)

Site

A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FLDRAN RLFA Action: 19-May-1998 Site Visit or Office Follow-up Compliance Field Response - Announced A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

LNKVIC TCLASS Action: 30-Oct-1998 Tier Classification RTN Linked to TCLASS Via IRA Completion Statement A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

PEREFF TCLASS Action: 16-Aug-1995 Tier Classification Permit Effective Date (retired) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RECPT TCLASS Action: 30-May-1995 Tier Classification Transmittal, Notice, or Notification Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TIER1C TCLASS Action: 30-May-1995 Tier Classification Tier 1C Classification (retired) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

PLANWR PHASIV Action: 15-Aug-1997 Phase 4 Written Plan Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

STRCVD RAM Action: 27-Oct-1995 Release Abatement Measure Status or Interim Report Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

STRCVD RAM Action: 12-Nov-1996 Release Abatement Measure Status or Interim Report Received A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RAORCD RAO Action: 13-May-2009 Response Action Outcome -RAO RAO Statement Received (retired) A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description:

TSAUD 07-Aug-2008 Response Action Outcome -RAO

806

Action:

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RAO

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

Direction

Distance (mi/ft)

Elev/Diff (ft)

NASHOBA REGIONAL HIGH SCHOOL

Site

Status Description: RAO Class: RAO Class Desc:

Level I - Technical Screen Audit A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TSAUD RAO Action: 12-Aug-2009 Response Action Outcome -RAO Level I - Technical Screen Audit A2 A permanent solution has been achieved. Contamination has not been reduced to background.

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REPORT REL Action: 06-May-1994 Release Disposition Reportable Release under MGL 21E A2 A permanent solution has been achieved. Contamination has not been reduced to background.

m-2-809206592-b

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WSW

0.11 / 589.61

386.71 / -1

BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA

dd-LUST-809206592-bb

LUST

p1p-809206592-y1y

2-0010351 RTN: Phase: RTN CLOSED COMMERCIAL Compliance Status: Location Type(s): Release Tracking Number Closed BOLTON HWY DEPT Compl Status Desc: Site Name (BWSC): 05/31/1995 12 FORBUSH MILL RD Compliance Date: Address (BWSC): 06/23/1994 BOLTON Notification Date: Town (BWSC): 01740 RAO Class: Zip Code (BWSC): Oil BOLTON Chemical Type: OFC Town (BWSC): 72 HR UST Reporting Category: Source(s): BOLTON HWY DEPT Site Name (EEA Data Portal): 12 FORBUSH MILL RD Release Add (EEA Data Portal): BOLTON City/Town (EEA Data Portal): Phase Desc: RAO Class Desc: https://eeaonline.eea.state.ma.us/Portal#!/wastesite/2-0010351 Info URL: https://eeaonline.eea.state.ma.us/EEA/fileviewer/Rtn.aspx?rtn=2-0010351 Docs URL: Waste Site & Reportable Releases Results (EEA Data Portal); Waste Site Cleanup Notifications & Status - Release Source File: (BWSC) Release (BWSC) Detail Prim ID: Current Status: Current Status Desc: Current Date: OFC Notification: Phase Desc: RAO Class Desc: Other Rela:

RAONR RAO Not Required 31-May-1995 23-Jun-1994

Category: Phase: RAO Class: OHM:

Oil

Action:

NOR

72 HR

Chemical Information Chemical: Amount: Units:

GASOLINE 900 PPM

Chemical: Amount: Units:

GASOLINE 990 PPMV

Action Information Status: Date:

ISSUED 23-Jun-1994

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Order No: 22021600623

807

NASHOBA REGIONAL HIGH SCHOOL Map Key

Number of Records

Action Description: Status Description: RAO Class: RAO Class Desc:

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Direction

Distance (mi/ft)

Elev/Diff (ft)

Site

Notice of Responsibility Correspondence Issued

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FOLOFF 05-Oct-1994 Site Visit or Office Follow-up Follow-up Office Response

Action:

RLFA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REPORT 10-Aug-1994 Release Notification Form Received Reportable Release under MGL 21E

Action:

RNF

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

LNKVIC Action: 30-Oct-1998 Tier Classification RTN Linked to TCLASS Via IRA Completion Statement

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

STRCVD 25-Oct-1994 Immediate Response Action Status or Interim Report Received

Action:

IRA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RTCLSS 31-May-1995 RAO Not Required Linked to a Tier Classified Site

Action:

RAONR

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

APORAL 19-Jul-1994 Immediate Response Action Oral Approval of Plan or Action

Action:

IRA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

PLANWR 16-Aug-1994 Immediate Response Action Written Plan Received

Action:

IRA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FEEREC 13-Dec-1994 Release Abatement Measure Fee Received

Action:

RAM

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

PEREFF 16-Aug-1995 Tier Classification Permit Effective Date (retired)

Action:

TCLASS

Status:

FOLOFF

Action:

RLFA

808

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TCLASS

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

Direction

Distance (mi/ft)

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NASHOBA REGIONAL HIGH SCHOOL

Site

Date: Action Description: Status Description: RAO Class: RAO Class Desc:

20-Jul-1994 Site Visit or Office Follow-up Follow-up Office Response

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

LNKVTC Action: 30-May-1995 Tier Classification RTN Linked to TCLASS Via Tier Classification Submittal

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TIER1C 30-May-1995 Tier Classification Tier 1C Classification (retired)

Action:

TCLASS

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REPORT 23-Jun-1994 Release Disposition Reportable Release under MGL 21E

Action:

REL

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FOLOFF 19-Jul-1994 Site Visit or Office Follow-up Follow-up Office Response

Action:

RLFA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RECPT Action: 30-May-1995 Tier Classification Transmittal, Notice, or Notification Received

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

APORAL 23-Jun-1994 Immediate Response Action Oral Approval of Plan or Action

Action:

IRA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

CSRCVD 12-Dec-1994 Immediate Response Action Completion Statement Received

Action:

IRA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FOLOFF 13-Dec-1994 Site Visit or Office Follow-up Follow-up Office Response

Action:

RLFA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FOLOFF 24-Oct-1994 Site Visit or Office Follow-up Follow-up Office Response

Action:

RLFA

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TCLASS

Order No: 22021600623

809

NASHOBA REGIONAL HIGH SCHOOL Map Key

m-2-809209661-b

Number of Records 5 of 20

MODULE 3A - PRELIMINARY DESIGN PROGRAM

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Site

WSW

0.11 / 589.61

386.71 / -1

BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA

dd-LUST-809209661-bb

LUST

p1p-809209661-y1y

2-0010669 RTN: Phase: RTN CLOSED MUNICIPAL Compliance Status: Location Type(s): Release Tracking Number Closed BOLTON HWY DEPT Compl Status Desc: Site Name (BWSC): 12/02/1999 12 FORBUSH MILL RD Compliance Date: Address (BWSC): 02/21/1995 BOLTON Notification Date: Town (BWSC): 017400000 RAO Class: Zip Code (BWSC): Oil BOLTON Chemical Type: OFC Town (BWSC): 72 HR UST Reporting Category: Source(s): BOLTON HWY DEPT Site Name (EEA Data Portal): 12 FORBUSH MILL RD Release Add (EEA Data Portal): BOLTON City/Town (EEA Data Portal): Phase Desc: RAO Class Desc: https://eeaonline.eea.state.ma.us/Portal#!/wastesite/2-0010669 Info URL: https://eeaonline.eea.state.ma.us/EEA/fileviewer/Rtn.aspx?rtn=2-0010669 Docs URL: Waste Site & Reportable Releases Results (EEA Data Portal); Waste Site Cleanup Notifications & Status - Release Source File: (BWSC) Release (BWSC) Detail Prim ID: Current Status: Current Status Desc: Current Date: OFC Notification: Phase Desc: RAO Class Desc: Other Rela:

RAONR RAO Not Required 02-Dec-1999 21-Feb-1995

Category: Phase: RAO Class: OHM:

Oil

72 HR

Chemical Information Chemical: Amount: Units:

NAPL 48 INCH

Chemical: Amount: Units:

GASOLINE 48 INCH

Action Information Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RTCLSS 02-Dec-1999 RAO Not Required Linked to a Tier Classified Site

Action:

RAONR

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

FOLOFF 23-Feb-1995 Site Visit or Office Follow-up Follow-up Office Response

Action:

RLFA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

LNKVTC Action: 01-Dec-1999 Tier Classification RTN Linked to TCLASS Via Tier Classification Submittal

810

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TCLASS

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

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Distance (mi/ft)

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NASHOBA REGIONAL HIGH SCHOOL

Site

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

NOA 27-Dec-2013

Action:

AUDCOM

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

ISSUED 27-Feb-1995 Notice of Responsibility Correspondence Issued

Action:

NOR

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REPORT 09-Mar-1995 Release Notification Form Received Reportable Release under MGL 21E

Action:

RNF

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

REVRCD Action: 30-Dec-1999 Tier Classification Revised Statement or Transmittal Received

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

APORAL 21-Feb-1995 Immediate Response Action Oral Approval of Plan or Action

Action:

IRA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

CSRCVD 21-Apr-1995 Immediate Response Action Completion Statement Received

Action:

IRA

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TIERII 01-Dec-1999 Tier Classification Tier 2 Classification

Action:

TCLASS

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

NAFNVD 21-Feb-2014

Action:

AUDCOM

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TRANS 26-Apr-1995 RAO Not Required Linked to a Transition Site (retired)

Action:

RAONR

Status: Date: Action Description: Status Description: RAO Class:

REPORT 21-Feb-1995 Release Disposition Reportable Release under MGL 21E

Action:

REL

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TCLASS

Order No: 22021600623

811

NASHOBA REGIONAL HIGH SCHOOL Map Key

Number of Records

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Direction

Distance (mi/ft)

Elev/Diff (ft)

Site

RAO Class Desc: Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

RECPT Action: 01-Dec-1999 Tier Classification Transmittal, Notice, or Notification Received

TCLASS

Status: Date: Action Description: Status Description: RAO Class: RAO Class Desc:

TIERII 30-Dec-1999 Tier Classification Tier 2 Classification

Action:

TCLASS

m-2-817851359-b

6 of 20

Site No: Source: Release Type: Chemical Type: Category: ROA Class Desc: Phase Desc: Release Type Desc:

WSW

0.11 / 589.61

2-0012371 UST RTN CLOSED Hazardous Material TWO HR

Status Desc: Document URL: Location Type:

386.71 / -1

BOLTON WINE AND SPIRITS 12 FORBUSH MILL RD BOLTON MA 01740-0000

Initial Status Dt: Official Notifi Dt: Current Date: ROA Class: Phase:

dd-LST-817851359-bb

LST

p1p-817851359-y1y

8/27/1999 8/27/1998 10/30/1998

Future response actions addressing the release associated with this Release Tracking Number (RTN) will be conducted as part of the response actions planned for the site under another "primary" RTN. Release Tracking Number Closed http://public.dep.state.ma.us/fileviewer/Rtn.aspx?rtn=2-0012371 COMMERCIAL

Chemicals Information Chemical: Amount: Units:

MTBE 72.6 PPB

Response Action Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

REL Potential Release or Threat of Release REPORT Reportable Release or Threat of Release 08/27/1998

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

IRA Immediate Response Action ASSESS IRA Assessment Only 08/27/1998

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RNF Release Notification Form Received REPORT Reportable Release or Threat of Release 10/30/1998

Response Action Type: Status: Submittal Date: RAO Class:

TCLASS Tier Classification LNKVTC RTN Linked to TCLASS Via Tier Classification Submittal 10/30/1998

812

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Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

Direction

Distance (mi/ft)

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NASHOBA REGIONAL HIGH SCHOOL

Site

RAO Description: Activity and Use Limitation: Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

IRA Immediate Response Action PLANWR Written Plan Received 10/30/1998

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RAONR RAO Not Required RTCLSS Linked to a Tier Classified Site 10/30/1998

Licensed Site Professional LSP No: LSP Name:

N/A POMEROY, DONALD L

LSP No: LSP Name:

4284 ROSS, BRUCE C

Tier Classification Detail Imminent Hazard: Zone2: Numerical Rank Scoresheet Totals: Numerical Rank Scoresheet II: Numerical Rank Scoresheet III: Numerical Rank Scoresheet IV: Numerical Rank Scoresheet V: Numerical Rank Scoresheet VI: 2

m-2-817857626-b

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Site No: Source: Release Type: Chemical Type: Category: ROA Class Desc: Phase Desc: Release Type Desc: Status Desc: Document URL: Location Type:

NO NO 388 165 123 75 25 0 WSW

2-0010669 UST RTN CLOSED Oil 72 HR

0.11 / 589.61

386.71 / -1

BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA 01740-0000

Initial Status Dt: Official Notifi Dt: Current Date: ROA Class: Phase:

dd-LST-817857626-bb

LST

p1p-817857626-y1y

2/21/1996 2/21/1995 12/2/1999

Chemicals Information Chemical: Amount: Units:

GASOLINE 48 INCH

Chemical: Amount: Units:

NAPL 48 INCH

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Order No: 22021600623

813

NASHOBA REGIONAL HIGH SCHOOL Map Key

Number of Records

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Direction

Distance (mi/ft)

Elev/Diff (ft)

Site

Response Action Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

TCLASS Tier Classification LNKVTC RTN Linked to TCLASS Via Tier Classification Submittal 12/01/1999

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RAONR RAO Not Required RTCLSS Linked to a Tier Classified Site 12/02/1999

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RNF Release Notification Form Received REPORT Reportable Release or Threat of Release 03/09/1995

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

REL Potential Release or Threat of Release REPORT Reportable Release or Threat of Release 02/21/1995

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

IRA Immediate Response Action CSRCVD Completion Statement Received 04/21/1995

Licensed Site Professional LSP No: LSP Name:

N/A POMEROY, DONALD L

m-2-817859586-b

8 of 20

Site No: Source: Release Type: Chemical Type: Category: ROA Class Desc:

814

NO NO 237 100 57 65 15 0 WSW

0.11 / 589.61

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BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA 1740

dd-LST-817859586-bb

LST

p1p-817859586-y1y

2-0010303 5/23/1995 Initial Status Dt: UST 5/23/1994 Official Notifi Dt: RAO 5/13/2009 Current Date: Oil A2 ROA Class: 120 DY PHASE V Phase: Remedial work was completed and a level of 'no significant risk' has been achieved. A permanent solution has been achieved. Contamination has not been reduced to background.

erisinfo.com | Environmental Risk Information Services

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

Phase Desc: Release Type Desc: Status Desc: Document URL: Location Type:

Direction

Distance (mi/ft)

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Site

NASHOBA REGIONAL HIGH SCHOOL DB

Operation, Maintenance, and/or Monitoring. During Phase V, long-term treatment processes are implemented and monitored to track cleanup progress. (Response Action Outcome): A site/release where an RAO Statement was submitted. An RAO Statement asserts that response actions were sufficient to achieve a level of no significant risk or at least ensure that all substantial hazards were eliminated. Response Action Outcome http://public.dep.state.ma.us/fileviewer/Rtn.aspx?rtn=2-0010303 COMMERCIAL

Chemicals Information Chemical: Amount: Units:

GASOLINE

Response Action Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

TCLASS Tier Classification LNKVIC RTN Linked to TCLASS Via IRA Completion Statement 10/30/1998

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

PHASEI Phase 1 CSRCVD Completion Statement Received 05/30/1995

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

PHASEV Phase 5 IMRCD Post-RAO C Status Report Received (Ph V-prior to 05 only) 06/01/2001

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

PHASII Phase 2 CSRCVD Completion Statement Received 06/17/1997

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

REL Potential Release or Threat of Release REPORT Reportable Release or Threat of Release 05/06/1994

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RAM Release Abatement Measure CSRCVD Completion Statement Received 10/19/1999

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RNF Release Notification Form Received REPORT Reportable Release or Threat of Release 08/10/1994

Response Action Type:

REL Potential Release or Threat of Release

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Order No: 22021600623

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NASHOBA REGIONAL HIGH SCHOOL Map Key

Number of Records

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Direction

Distance (mi/ft)

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Site

Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

REPORT Reportable Release or Threat of Release 05/23/1994

Response Action Type: Status: Submittal Date: RAO Class: RAO Description:

RAO Response Action Outcome - RAO ACTAUD Level III-Comprehensive Audit 02/21/2014 A2 Remedial work was completed and a level of 'no significant risk' has been achieved. A permanent solution has been achieved. Contamination has not been reduced to background. NONE

Activity and Use Limitation: Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

PHASIV Phase 4 CSRCVD Completion Statement Received 05/15/1998

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

IRA Immediate Response Action REQPLN Oral Plan Denied and/or Written Plan Requested 05/06/1994

Licensed Site Professional LSP No: LSP Name:

N/A DEAN, STEVEN L

LSP No: LSP Name:

N/A POMEROY, DONALD L

LSP No: LSP Name:

4284 ROSS, BRUCE C

RAO Detail Class: Method: GW Category: Soil Category: RAO Description:

A2 1 1 1 Remedial work was completed and a level of 'no significant risk' has been achieved. A permanent solution has been achieved. Contamination has not been reduced to background.

m-2-817860220-b

Site No:

816

NO NO 388 165 123 75 25 0

9 of 20

WSW

2-0010351

0.11 / 589.61

386.71 / -1

BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA 1740

Initial Status Dt:

erisinfo.com | Environmental Risk Information Services

dd-LST-817860220-bb

LST

p1p-817860220-y1y

6/23/1995

Order No: 22021600623

MODULE 3A - PRELIMINARY DESIGN PROGRAM Map Key

Number of Records

Source: Release Type: Chemical Type: Category: ROA Class Desc: Phase Desc: Release Type Desc:

Direction

Distance (mi/ft)

Elev/Diff (ft)

UST RTN CLOSED Oil 72 HR

Status Desc: Document URL: Location Type:

NASHOBA REGIONAL HIGH SCHOOL

Site

Official Notifi Dt: Current Date: ROA Class: Phase:

DB 6/23/1994 5/31/1995

Chemicals Information Chemical: Amount: Units:

GASOLINE 990 PPMV

Chemical: Amount: Units:

GASOLINE 900 PPM

Response Action Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RNF Release Notification Form Received REPORT Reportable Release or Threat of Release 08/10/1994

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

REL Potential Release or Threat of Release REPORT Reportable Release or Threat of Release 06/23/1994

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

IRA Immediate Response Action CSRCVD Completion Statement Received 12/12/1994

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

TCLASS Tier Classification LNKVTC RTN Linked to TCLASS Via Tier Classification Submittal 10/30/1998

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RAONR RAO Not Required RTCLSS Linked to a Tier Classified Site 05/31/1995

Response Action Type: Status: Submittal Date: RAO Class: RAO Description: Activity and Use Limitation:

RAM Release Abatement Measure FEEREC Fee Received - TFS Use Only 12/13/1994

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Number of Records

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Direction

Distance (mi/ft)

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Site

386.71 / -1

BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA 01740-0000

Licensed Site Professional LSP No: LSP Name:

N/A DEAN, STEVEN L

m-2-835033950-b

10 of 20

RTN: Primary ID: Compliance Status: Current Status: Current Status Desc: Current Date: RAO Class: RAO Class Desc: Chemical Type: Release Type: Location Type: Category: Initial Status Date: Notification Date: Source: Additional Files URL: Phase: Phase Desc: Office Town:

NO NO 388 165 123 75 25 0 WSW

0.11 / 589.61

dd-SPILLS-835033950-bb

SPILLS

p1p-835033950-y1y

2-0010669 2-0000466 RAONR RTN Closed: Future response actions addressing the release associated with this Release Tracking Number (RTN) will be conducted as part of the response actions planned for the site under another "primary" RTN 12/2/1999

RTN CLOSED MUNICIPAL 72 HR 2/21/1996 2/21/1995 UST http://public.dep.state.ma.us/fileviewer/Rtn.aspx?rtn=2-0010669 BOLTON

Actions Action: Status: RAO Class: Date: Status Description:

RLFA FOLOFF

Action: Status: RAO Class: Date: Status Description:

RAONR RTCLSS

Action: Status: RAO Class: Date: Status Description:

IRA APORAL

Action: Status: RAO Class:

AUDCOM NAFNVD

818

2/23/1995 Follow-up Office Response

12/2/1999 Linked to a Tier Classified Site

2/21/1995 Oral Approval of Plan or Action

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Order No: 22021600623

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Number of Records

Direction

Date: Status Description:

2/21/2014 NAFNVD

Action: Status: RAO Class: Date: Status Description:

RNF REPORT

Action: Status: RAO Class: Date: Status Description:

TCLASS TIERII

Action: Status: RAO Class: Date: Status Description:

IRA CSRCVD

Action: Status: RAO Class: Date: Status Description:

REL REPORT

Action: Status: RAO Class: Date: Status Description:

NOR ISSUED

Action: Status: RAO Class: Date: Status Description:

AUDCOM NOA

Action: Status: RAO Class: Date: Status Description:

TCLASS REVRCD

Action: Status: RAO Class: Date: Status Description:

RAONR TRANS

Action: Status: RAO Class: Date: Status Description:

TCLASS RECPT

Action: Status: RAO Class: Date: Status Description:

TCLASS TIERII

Action: Status: RAO Class: Date: Status Description:

TCLASS LNKVTC

Distance (mi/ft)

Elev/Diff (ft)

Site

NASHOBA REGIONAL HIGH SCHOOL DB

3/9/1995 Reportable Release under MGL 21E

12/1/1999 Tier 2 Classification

4/21/1995 Completion Statement Received

2/21/1995 Reportable Release under MGL 21E

2/27/1995 Correspondence Issued

12/27/2013 NOA

12/30/1999 Revised Statement or Transmittal Received

4/26/1995 Linked to a Transition Site (retired)

12/1/1999 Transmittal, Notice, or Notification Received

12/30/1999 Tier 2 Classification

12/1/1999 RTN Linked to TCLASS Via Tier Classification Submittal

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Number of Records

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Direction

Distance (mi/ft)

Elev/Diff (ft)

Site

Chemical Information Chemical: Amount: Unit:

GASOLINE 48 INCH

Chemical: Amount: Unit:

NAPL 48 INCH

LSP Information LSP: Name:

N/A POMEROY, DONALD L

Response Action Information Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

RAONR RAO Not Required RTCLSS Linked to a Tier Classified Site 12/02/1999

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

IRA Immediate Response Action CSRCVD Completion Statement Received 04/21/1995

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

REL Potential Release or Threat of Release REPORT Reportable Release or Threat of Release 02/21/1995

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

RNF Release Notification Form Received REPORT Reportable Release or Threat of Release 03/09/1995

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

TCLASS Tier Classification LNKVTC RTN Linked to TCLASS Via Tier Classification Submittal 12/01/1999

Tier Classification Details RTN Total: NRS II: NRS III: NRS IV: NRS V: NRS VI: Zone 2: Imminent Hazard:

237 100 57 65 15 0 N N

Location Information Location:

820

MUNICIPAL

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Order No: 22021600623

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NASHOBA REGIONAL HIGH SCHOOL

Distance (mi/ft)

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Site

0.11 / 589.61

386.71 / -1

BOLTON WINE AND SPIRITS 12 FORBUSH MILL RD BOLTON MA 01740-0000

Source Information Source: 2

m-2-835050312-b

UST 11 of 20

WSW

dd-SPILLS-835050312-bb

SPILLS

p1p-835050312-y1y

2-0012371 2-0010303 RAONR RTN Closed: Future response actions addressing the release associated with this Release Tracking Number (RTN) will be conducted as part of the response actions planned for the site under another "primary" RTN 10/30/1998

RTN CLOSED COMMERCIAL TWO HR 8/27/1999 8/27/1998 UST http://public.dep.state.ma.us/fileviewer/Rtn.aspx?rtn=2-0012371 BOLTON

Actions Action: Status: RAO Class: Date: Status Description:

TCLASS LNKVTC

Action: Status: RAO Class: Date: Status Description:

TCLASS RECPT

Action: Status: RAO Class: Date: Status Description:

AUDCOM NAFNVD

Action: Status: RAO Class: Date: Status Description:

IRA PLANWR

Action: Status: RAO Class: Date: Status Description:

TCLASS TIER1C

Action: Status: RAO Class: Date: Status Description:

REL REPORT

5/30/1995 RTN Linked to TCLASS Via Tier Classification Submittal

5/30/1995 Transmittal, Notice, or Notification Received

2/21/2014 NAFNVD

10/30/1998 Written Plan Received

5/30/1995 Tier 1C Classification (retired)

8/27/1998 Reportable Release under MGL 21E

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Order No: 22021600623

821

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Number of Records

MODULE 3A - PRELIMINARY DESIGN PROGRAM

Direction

Action: Status: RAO Class: Date: Status Description:

TCLASS PEREFF

Action: Status: RAO Class: Date: Status Description:

IRA ASSESS

Action: Status: RAO Class: Date: Status Description:

RAONR RTCLSS

Action: Status: RAO Class: Date: Status Description:

AUDCOM NOA

Action: Status: RAO Class: Date: Status Description:

TCLASS LNKVIC

Action: Status: RAO Class: Date: Status Description:

RNF REPORT

Distance (mi/ft)

Elev/Diff (ft)

Site

8/16/1995 Permit Effective Date (retired)

8/27/1998 IRA Assessment Only

10/30/1998 Linked to a Tier Classified Site

12/27/2013 NOA

10/30/1998 RTN Linked to TCLASS Via IRA Completion Statement

10/30/1998 Reportable Release under MGL 21E

Chemical Information Chemical: Amount: Unit:

MTBE 72.6 PPB

LSP Information LSP: Name:

N/A POMEROY, DONALD L

LSP: Name:

4284 ROSS, BRUCE C

Response Action Information Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

RNF Release Notification Form Received REPORT Reportable Release or Threat of Release 10/30/1998

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

RAONR RAO Not Required RTCLSS Linked to a Tier Classified Site 10/30/1998

Response Action Type:

REL Potential Release or Threat of Release

822

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NASHOBA REGIONAL HIGH SCHOOL

Site

Status: Submittal Date: RAO Class: Activity Use Limitation:

REPORT Reportable Release or Threat of Release 08/27/1998

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

IRA Immediate Response Action ASSESS IRA Assessment Only 08/27/1998

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

IRA Immediate Response Action PLANWR Written Plan Received 10/30/1998

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

TCLASS Tier Classification LNKVTC RTN Linked to TCLASS Via Tier Classification Submittal 10/30/1998

Tier Classification Details RTN Total: NRS II: NRS III: NRS IV: NRS V: NRS VI: Zone 2: Imminent Hazard:

388 165 123 75 25 0 N N

Location Information Location:

COMMERCIAL

Source Information Source: 2

m-2-835050582-b

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386.71 / -1

BOLTON HWY DEPT 12 FORBUSH MILL RD BOLTON MA 01740

dd-SPILLS-835050582-bb

SPILLS

p1p-835050582-y1y

2-0010303 2-0010303 RAO Response Action Outcome: A site/release where a Permanent or Temporary Solution Statement (formerly RAO Statement) was submitted. This statement asserts that response actions were sufficient to achieve a level of no significant risk or at least ensure that all substantial hazards were eliminated 5/13/2009 A2 A permanent solution has been achieved. Contamination has not been reduced to background RAO COMMERCIAL 120 DY 5/23/1995 5/23/1994 UST http://public.dep.state.ma.us/fileviewer/Rtn.aspx?rtn=2-0010303 PHASE V

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Phase Desc:

MODULE 3A - PRELIMINARY DESIGN PROGRAM

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Site

Operation, Maintenance, and/or Monitoring. During Phase V, long-term treatment processes are implemented and monitored to track cleanup progress BOLTON

Office Town: Actions Action: Status: RAO Class: Date: Status Description:

RAO TSEVAL A2 5/21/2004 Periodic Review Opinion Evaluating Temporary Solution

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 12/4/2003 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO ACTAUD A2 2/21/2014 Level III - Comprehensive Audit

Action: Status: RAO Class: Date: Status Description:

TCLASS RECPT A2 5/30/1995 Transmittal, Notice, or Notification Received

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 5/21/2003 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO RMRINT A2 11/21/2007 RMR Interim Report Received

Action: Status: RAO Class: Date: Status Description:

RAM APWRIT A2 12/28/1994 Written Approval of Plan

Action: Status: RAO Class: Date: Status Description:

RAO RAORCD A2 5/20/1999 RAO Statement Received (retired)

Action: Status: RAO Class: Date: Status Description:

RAM STRCVD A2 5/3/1995 Status or Interim Report Received

Action: Status: RAO Class: Date: Status Description:

PHASIV CSRCVD A2 5/15/1998 Completion Statement Received

Action: Status:

NOR ISSUED

824

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RAO Class: Date: Status Description:

A2 5/23/1994 Correspondence Issued

Action: Status: RAO Class: Date: Status Description:

PHASEV IMRCD A2 6/1/2001 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 11/15/2000 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO O&MPAS A2 5/20/1999 Passive O&M (Obsolete Use RMR Status)

Action: Status: RAO Class: Date: Status Description:

REL REPORT A2 5/6/1994 Reportable Release under MGL 21E

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 5/15/2007 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 11/17/2006 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO RMRINT A2 11/26/2008 RMR Interim Report Received

Action: Status: RAO Class: Date: Status Description:

TCLASS LNKVIC A2 10/30/1998 RTN Linked to TCLASS Via IRA Completion Statement

Action: Status: RAO Class: Date: Status Description:

RAM PLANWR A2 12/12/1994 Written Plan Received

Action: Status: RAO Class: Date: Status Description:

RAM STRCVD A2 11/12/1996 Status or Interim Report Received

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 11/30/2004 Post-RAO C Status Report Received (Ph V-prior to 05 only)

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NASHOBA REGIONAL HIGH SCHOOL DB

Order No: 22021600623

825

NASHOBA REGIONAL HIGH SCHOOL Map Key

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Direction

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Site

Action: Status: RAO Class: Date: Status Description:

REL REPORT A2 5/23/1994 Reportable Release under MGL 21E

Action: Status: RAO Class: Date: Status Description:

NOR ISSUED A2 9/28/1998 Correspondence Issued

Action: Status: RAO Class: Date: Status Description:

RAO TSAUD A2 8/12/2009 Level I - Technical Screen Audit

Action: Status: RAO Class: Date: Status Description:

RLFA FLDRAN A2 1/23/2014 Compliance Field Response - Announced

Action: Status: RAO Class: Date: Status Description:

TCLASS PEREFF A2 8/16/1995 Permit Effective Date (retired)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 11/24/1999 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 11/26/2008 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

C&E INTLET A2 5/26/1994 INTLET

Action: Status: RAO Class: Date: Status Description:

PHASEV IMRCD A2 5/20/1999 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RLFA FLDRAN A2 5/19/1998 Compliance Field Response - Announced

Action: Status: RAO Class: Date: Status Description:

RLFA FLDRAN A2 10/6/2004 Compliance Field Response - Announced

Action: Status:

PHASII SOW

826

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RAO Class: Date: Status Description:

A2 10/20/1995 Scope of Work Received

Action: Status: RAO Class: Date: Status Description:

AUDCOM NOA A2 12/27/2013 NOA

Action: Status: RAO Class: Date: Status Description:

RAO RAORCD A2 11/21/2002 RAO Statement Received (retired)

Action: Status: RAO Class: Date: Status Description:

RAO RMRINT A2 6/16/2008 RMR Interim Report Received

Action: Status: RAO Class: Date: Status Description:

TCLASS TIER1C A2 5/30/1995 Tier 1C Classification (retired)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 11/21/2007 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO TSAUD A2 1/21/2009 Level I - Technical Screen Audit

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 5/23/2006 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 5/21/2004 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

PHASEI CSRCVD A2 5/30/1995 Completion Statement Received

Action: Status: RAO Class: Date: Status Description:

AUDCOM NOA A2 5/5/1998 NOA

Action: Status: RAO Class: Date: Status Description:

RAM STRCVD A2 4/16/1996 Status or Interim Report Received

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NASHOBA REGIONAL HIGH SCHOOL DB

Order No: 22021600623

827

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Site

Action: Status: RAO Class: Date: Status Description:

TCLASS LNKVTC A2 5/30/1995 RTN Linked to TCLASS Via Tier Classification Submittal

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 11/14/2005 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

PHASEV IMRCD A2 11/13/1998 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAM CSRCVD A2 10/19/1999 Completion Statement Received

Action: Status: RAO Class: Date: Status Description:

RAM CSRCVD A2 11/10/1997 Completion Statement Received

Action: Status: RAO Class: Date: Status Description:

RAO RAORCD A2 5/13/2009 RAO Statement Received (retired)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 5/23/2005 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 6/16/2008 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 11/19/2001 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

AUDCOM NAFNVD A2 2/21/2014 NAFNVD

Action: Status: RAO Class: Date: Status Description:

IRA REQPLN A2 5/6/1994 Oral Plan Denied and/or Written Plan Requested

Action: Status:

RAO TSAUD

828

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RAO Class: Date: Status Description:

A2 8/7/2008 Level I - Technical Screen Audit

Action: Status: RAO Class: Date: Status Description:

C&E INTLET A2 2/25/2002 INTLET

Action: Status: RAO Class: Date: Status Description:

PHASIV PLANWR A2 8/15/1997 Written Plan Received

Action: Status: RAO Class: Date: Status Description:

RAM STRCVD A2 4/30/1997 Status or Interim Report Received

Action: Status: RAO Class: Date: Status Description:

RAM STRCVD A2 10/27/1995 Status or Interim Report Received

Action: Status: RAO Class: Date: Status Description:

RAO IMRCD A2 5/23/2000 Post-RAO C Status Report Received (Ph V-prior to 05 only)

Action: Status: RAO Class: Date: Status Description:

RNF REPORT A2 8/10/1994 Reportable Release under MGL 21E

Action: Status: RAO Class: Date: Status Description:

AUDCOM NAFNVD A2 6/15/1998 NAFNVD

Action: Status: RAO Class: Date: Status Description:

PHASII CSRCVD A2 6/17/1997 Completion Statement Received

NASHOBA REGIONAL HIGH SCHOOL DB

Chemical Information Chemical: Amount: Unit:

GASOLINE

LSP Information LSP: Name:

N/A POMEROY, DONALD L

LSP: Name:

4284 ROSS, BRUCE C

LSP:

N/A

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Name:

MODULE 3A - PRELIMINARY DESIGN PROGRAM

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Distance (mi/ft)

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DEAN, STEVEN L

Response Action Information Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

REL Potential Release or Threat of Release REPORT Reportable Release or Threat of Release 05/23/1994

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

TCLASS Tier Classification LNKVIC RTN Linked to TCLASS Via IRA Completion Statement 10/30/1998

Response Action Type: Status: Submittal Date: RAO Class: Activity Use Limitation:

RAO Response Action Outcome - RAO ACTAUD Level III-Comprehensive Audit 02/21/2014 A2 NONE