HomeMy Public PortalAbout2017-03-28 Consideration-Approval Core Program SOI - MSBA - 2017_201703241034311052 TOWN OF
1630 \ WATERTOWN
Office of the Town Manager
7;
Administration Building
149 Main Street
Watertown,MA 02472
Phone: 617-972-6465
Michael J. Driscoll www.watertown-ina.gov
towmner@watertown-ma.eov
Town Manager -
To: Honorable Town Cou
ncil
From: Michael J. Driscoll, Town Manager
Date: March 23, 2017
RE: Agenda Item—Consideration and Approval of Submitting the Core Program Statement of Interest to
the Massachusetts School Building Authority
Enclosed please find correspondence from Dr. John Brackett, Interim Superintendent of Schools
regarding the subject.
The Core Program in question is the High School as indicated in the attached materials and as outlined in the
attached excerpt from the Fiscal Year 2018-2022 Capital Improvement Program correspondence which was
submitted on January 24, 2017.
For background purposes and for your review, I have attached some related materials from the Massachusetts
School Building Authority (MSBA).
As indicated on the MSBA website,the Core Program is primarily for projects beyond the scope of the
Accelerated Repair Program, including extensive repairs, renovations, addition/renovations,and new school
construction. MSBA review of Core Program SOIs will begin after the April 7,2017 deadline.
Therefore, given all of the above, I respectfully request this matter be placed on the March 28t"Town Council
Agenda for consideration and approval of submitting the Core Program Statement of Interest to the
Massachusetts School Building Authority.
John Portz, School Committee Chair and Dr. John Brackett, Interim Superintendent of Schools will be
attending the March 28, 2017 Town Council Meeting and available for further discussion on this matter.
Thank you for your consideration in this matter.
cc: Honorable School Committee
Dr.John Brackett, Interim Superintendent of Schools
Shirley J.Lundberg,Principal,Watertown High School
Steven Magoon, CD&P Director/Asst.Town Manager
Thomas J.Tracy,Town Auditor/Asst.Town Manager for Finance
Nancy J. Heffernan,Treasurer/Collector
Mark R. Reich,Esquire, Kopelman and Paige, P.C.
Excerpt from Fiscal Year 2018-2022 Proposed CIP
January 24, 2017
Pages 9 & 10
Massachusetts School Building Authority Core Program
On March 10, 2015, the Honorable Town Council approved the submission of a Core Program
Statement of Interest to the Massachusetts School Building Authority. The Core Program is
primarily for projects beyond the scope of the Accelerated Repair Program, including extensive
repairs, renovations, addition/renovations, and new school construction. The Core Program in
question is the High School.
On December 18, 2015, the MSBA informed the Town that the Watertown High School SOI will
not be invited into the MSBA's Fiscal Year 2015 eligibility period. MSBA indicated if Watertown
would like the High School to be considered for future collaboration with the MSBA,the Town
should file an SOI in Fiscal Year 2016 by April 8, 2016.
On March 22, 2016, the Honorable Town Council approved the submission of a Core Program
Statement of Interest to the Massachusetts School Building Authority. The Core Program is
primarily for projects beyond the scope of the Accelerated Repair Program, including extensive
repairs, renovations, addition/renovations, and new school construction, The Core Program in
question is the High School.
On December 22, 2016, the MSBA informed the Town that the Watertown High School SOI will
not be invited into the MSBA's Fiscal Year 2016 eligibility period. MSBA indicated if Watertown
would like the High School to be considered for future collaboration with the MSBA, the Town
should file an SOI in Fiscal Year 2017 by April 7, 2017.
The Honorable School Committee and Honorable Town Council will consider the submission of a
Fiscal Year 2017 SOI in the coming months and in advance of the above mentioned deadline.
1
Massachusetts School Building Authority'
Deborah B. Goldberg Maureen G.Valente John K.McCarthy
Chairman, State Treasurer Chief Executive Officer Executive Director/Deputy CEO
December 22,2016
Mr.Michael J. Driscoll,Town Manager
Town of Watertown
149 Main Street
Watertown,MA 02472
Re:Town of Watertown 2016 SOI Status
Dear Mr. Driscoll:
The Massachusetts School Building Authority(the"MSBA") would like to thank the Town of
Watertown(the"District")for expressing an interest in the MSBA's program for school building
construction,renovation, and repair grants through the 2016 Statement of Interest(the"SOI")
process.
Overall, the MSBA received 89 SOIs from 58 different school districts for consideration in 2016.
In reviewing SOIs,the MSBA identifies the school facilities that have the greatest and most
urgent need based on an assessment of the entire cohort of SOIs that are received for
consideration each year.
Through the MSBA's due diligence process and review of the 89 SOIs that were received for
consideration in 2016,the MSBA has determined that the Watertown High School SOI will not
be invited into the MSBA's Eligibility Period at this time,
If the District would hike this school to be considered for future collaboration with the MSBA,
the District should file an SOI in an upcoming year. The MSBA will begin accepting SOIs for
consideration in 2017 starting on January 6,2017. Please see the detailed information about the
process below and on the MSBA's website. If the District is planning to submit an SOI in 2017,
consider notifying local governing boards of your intentions, as local governing bodies will have
to vote to approve submission of an SOI prior to the following closing dates:
- The SOI closing date for Districts submitting under the Accelerated Repair Program,
which is primarily for the repair and/or replacement of windows,roofs, and/or boilers in
an otherwise structurally sound facility,will be Friday February 17,2017.
- The SOI closing date for Districts submitting under the Core Program, which is primarily
for projects beyond the scope of Accelerated Repair,including extensive repairs,
renovations, addition/renovations,and new school construction will be Friday April 7,
2017.
40 Broad Street,Suite 500 • Boston,MA 02109 0 Tel:617-720-4466 •Fax:617-720-5260 • www.MassSchoolBuildings.org
Page 2
December 22,2016
2016 Statement of Interest Status Letter
The MSBA is proud to be collaborating with the Town of Watertown on the Watertown Middle
School project, and remains committed to partnering with the District to better understand any
other school facility issues in the District. The MSBA will be sending more detailed information
regarding the 2017 SOI process in the coming weeks.
Please feel free to contact Diane Sullivan,Director of Program Management at(617) 720-4466
should you have any questions.
Sincerely,
John K. McCarthy
Executive Director/Deputy CEO
Cc; Legislative Delegation
John Portz,Chair,Watertown School Committee
Dr. John Brackett, Interim Superintendent,Watertown Public Schools
i
i
Statements of Interest I Massachusetts School Building Authority Page 1 of 2
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Massachusetts School Building Authority
! FunAiny Affordable,Sustmoribleond Effldent Schools in Pot tnerdtip with Local Communities
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Statements of Interest
The Massachusetts School Building Authority's 2017
Statement of Interest("SOI")submittal period will 2 Statement
open on Friday,January B,2017.
of Interest
Submitting d he is she chin, first step in the MSBA's program l0 7 Submittal Period 0 panlally fund the construction,renovation,addition or repair of
municipally orregtonally owned school facllifies located In cities,
towns and regional school districts.The 801 allows districts to Inform us about deficiencies that may
exist In a local school facility and how those deficiencies Inhibit the delivery of the district's educational
program.
Below are links to Information that will help you submit an SOL
• Superintendent District User Management:
• Submit a Statement of Interest-Retumino Superintendents
lhuos-.1/systems.massscboolbuiltli,ms om96Vict Acress Famvionin.asoxl
• Submit a Statement ofInterest-First-time Superintendents
Inxnc//srzlems massscM1oolbmNinos omro6Vid Access Fo,mbtn,A(or Superintendents who ham moved on to
newalstnicts)
• SOI Pre-Population Form flsaesrdefauWflles/aan-wmemnlevanluiw VMb ULSONMVJNII sas Pre.
Poomatbn Form nnm do )(forDISMcts that submitted an SOI in 2016)
801 Vote Rammiremenls and Vote Lanouaae Ilawderaulurlesredd.
mn1nn11le.10no VMb UQS0IIMI7MI Vole LaMuaoa antl GM.,.dad
• 2017 Statement of Interest User Guide nseesmefsutlsle Vtdn-
mmemM1ks,BuiNmo Mh UVSOI Ql Mt,tW.m t of Interest user cold,2017 On
• C.ore Prooram 501 Process Qvervlewlauadlne/sowcP Process Over M
Accelerated Repair Prooram Overview troroaramsrgcutarated Reaael
2017 SOI Freauently Asked Questions rmwimmasasrzan sot FAOB
SOI Submission Deadlines:
• Accelerated Repair Program:The SO[dosing date fordistricts submitting forconsideration in the
Accelerated Repair Program("ARP"),which Is primarily for the repair and/or replacement of roofs,
windows/doors,and/or boilers in an otherwise structurally sound facility,is Friday,February 17,2017 at
11:59pm.
• Core Program:The S01 dosing data for districts submitting for consideration in the Core Program,which is
primarily for projects beyond the scope of the Accelerated Repair Program,including extensive repairs,
renovations,addition/renovations,and new school construction,Is Friday,April 7,2017 at I1:69pm.
MSBA ACCELERATED REPAIR PROGRAM:
The MSBA Accelerated Repair Program CARP")encourages all eligible applicants to apply,but the ARP is not
appropriate for all potential projects. The ARP is for the partial or full replacement of roofs,windowstdoors,and
boilers.As a project would not qualify for ARP,a district should not file an 601 for ARP g:
• the roof/bollerAvindows/doom are less than twenty years old;
• the proposed project cost Is projected as less than$250,000;
• the school is judged by the district to be over-crowded;
• the primary use of the building is for non-educational purposes;
• the SOI itself seeks construction beyond roofs,windows,or hollers;
• the SOI itself seeks boiler construction,excluding healing fuel storage and/or delivery,beyond the physical
limits of the existing boiler room(s);or
• the district plans afuture construction project for MSBA parfidpadon going beyond roofs,windows,and
boilers for the school.
In some cases,a project which is inappropriate for the MSBA ARP may be appropriate for the MSBA CORE
program.
Please note that the MSBA may be constrained to limit the number of ARP projects In which It participates based
on the number of SOls that are received in a given fiscal year and on the MSBA's available funds.Among the
factors the MSBA may consider,should it be required to limit the number of ARP projects,are the degree of the
disrepair of the systems to be replaced and the frequency with which Issues assodated with that disrepair arse.
The deadline for submitting Accelerated Repair Program SOls Is Friday,February 17,2017 at 11:691
The review process for ARP SOls will begin after the February 17,2017 deadline for districts that have submitted
a property completed 601 and all the required documentation,including the required vales of the municipal
governing body and the school committee.
MSBA CORE PROGRAM:
http://www.massschoolbuildings.orgibuilding/2017_SOIs 3/23/2017
Statements of Interest I Massachusetts School Building Authority Page 2 of 2
The Core Program Is primarily for projects beyond the scope of the Accelerated Repair Program,Including
extensive repairs,renovallons,addition/renovations,and new school construction.MSBA review of Core
Program SOls will begin after the Apfl17,2017 deadline.The MSBA will not issue any decisions for any
potential projects In 2016 until(1)the MSBA has received and reviewed the entire cohort of Core Program SOIs
and(2)the MSBA has performed due diligence on dialrict selected pdomy SOis.Depending on the number of
SOls that are submitted,this review process could lake several months.Invitations to the MSBA Eligibility Period
are anticipated at the fall 2017Avinter 2018 Board meetings.
Core Program SOI submissions will be accepted from January 6,2017-April 7,2017.
Previously Submitted SOls:
• View be list of SOl s submitted to the MSBA by district in 2008
Ihnairtw.massschoolbuiltl,nas o.Wl LwSh."01.,o#-2o081
• Vim the list of BOIS submitted to the MSBA by disidct in 2009
fhsn/rmto.massschoolWlainas cmGOI List/Showwl asoxn=20091
• View the list of SOls submitted to the MSBA by district ink
r 1mmnru mas M.lhailainasom501 LIWShawSOI ssoxin2010)
• Vim the list of SOls submitted to the MSBA by district in 2011
mtlo'//Inlo.mauschoomu,Minas om501 uzushowsOl uoAr-20111
• Yew the list of SOls submitted to the MSBA by district in 2012
mnoiflnra ma hoolhua0nas OMWI Llashowsol aeoxtV=20r21
• View the list of SOls submitted to the MSBA by district in 2013
rhnn/rnfn ma hoolWaa,nas omrsol Llsusnows01 azoxln201 31
• Mew the list of SOls submitted to the MSBA by district in 2014
man uinra mas hnnmulninas.omWl UsVShaw501 esnx?Y=2010
• Yew the list of SON submitted to the MSBA by district in 2015
rhnn/nnmmav:arnnmhuilmm�:nm5ol usyshows01azoMw20151
• View the list of SOls submitted to the MSBA by district in 2016
mno/nnro.n,asszchoorouiMmn:o.Sol trsushowsoL..,0,20161
MSBA GRANT PROGRAM INFORMATION:
The MSBNs grant program is a non-entitlement,competitive program,and grants are distributed by the MSBA
Board of Directors based on need and urgency,as expressed by the district and validated by the MSBA.
Submitting an 801 is not an invitation Into the MSBA's capital pipeline;it is the first step in the MSBNs program.
Moving forward In the MSBNs process requires further cutiabomtion between the district and the MSBA.
If you have any questions about the 2017 801 process,please we the Statement or Interest User Guide or
COoraCI Diane Sullivan fmaiun nia�a sini.anvnMaczsrhonlaulNinn<omhubled=5 elements=5Pool%201nleresll,Director of
Program Management,at the MSBA by e-mail or by phone at 617-720A466.
http://www.massschoolbuildings.orgibuilding/2-017_SOIs 3/23/2017
-1630 Watertown Public Schools
30 Common Street
Watertown, Massachusetts 02472-3492
ts% Phone: (617)926-7700
Fax: (617)923-1234
Mary DeLai John R. Brackett,Ed.D. Craig Hardimon,M. Ed.
Interim Business Manager Interim Superintendent Director ofHunnan Resources
Kathleen Desmarais,M.Ed. Theresa B.McGuinness,Ed.D. Donna Ruseckas,M.Ed.
Director of Special Education Assistant Superintendent Director of Wellness/Extended Services
To: Members of the Watertown City Council,
From: John Brackett, Interim Superintendent(/�%
Date: March 23, 2017
Subject: Required Form of Vote to Submit a Statement of Interest
Please find attached an executed copy of the Required Form of Vote to Submit a Statement of
Interest (SOI) to the Massachusetts School Building Authority for Watertown High School. A
copy of the final draft of the SOI has been provided to the Town Manager.
We respectfully request that the City Council consider and vote at its regular meeting on March
28, 2017 to authorize me, as Watertown Public Schools Superintendent, to submit the SOL
The SOI, supporting documents, the executed Required Form of Vote, and minutes of the
meetings where action was taken must be submitted and received by the MSBA by April 7,
2017. We further request that Town Manager, Michael Driscoll execute the agreement as
presented.
This is the fourth year of submission of a Statement of Interest for Watertown High School. We
believe that this submission accurately reflects the conditions of the high school and high need
for replacement or significant modernization if we are to continue to serve our students in a
manner that prepares them for their future. We are optimistic about the outcome of this year's
submission.
Thank you for your consideration, and we will be present to respond to questions you may
have.
cc: Michael Driscoll, Town Manager
John Portz, School Committee Chairman
-1 o Watertown Public Schools
r-"x1.rj. 30 Common Street
Watertown,Massachusetts 02472-3492
Phone: (617) 926-7700
Fax: (617)923-1234
Mary DeLai John R.Brackett,Ed.D, Craig Hardimmr,M.Ed.
Interim Business Manager Interim Superintendent Director of Human Resources
Kathleen Desmarais,M. Ed. Theresa B.McGuinness,Ed.D. Drama Ruseekas,M.Ed.
Director of Special Education Assistant Superintendent Director of Wellness/Extended Services
REQUIRED FORM OF VOTE TO SUBMIT A STATEMENT OF INTEREST
REOUIRED VOTES
If a city or Town, a vote in the following form is required from both the City Council/Board of
Aldermen OR the Board of Selectmen/equivalent governing body AND the School Committee.
If a regional school district, a vote in the following form is required from the Regional School
Committee only.
FORM OF VOTE
Please use the text below to prepare your City's, Town's or District's required vote(s).
"Resolved: Having convened in an open meeting on Wednesday, March 22, 2017,prior to the
closing date,the School Committee of Watertown, in accordance with its charter, by-laws, and
ordinances,has voted to authorize the Superintendent to submit to the Massachusetts School
Building Authority the Statement of Interest Form, dated March 22, 2017 for the Watertown
High School located at 50 Columbia Street, Watertown,MA 02472, which describes and
explains the following deficiencies and the priority category(s) for which an application may be
submitted to the Massachusetts School Building Authority in the future
Priority#2: Elimination of existing severe overcrowding.
Priority#3: Prevention of the loss of accreditation
Priority#4: Prevention of severe overcrowding expected to result from increased
enrollments.
Priority#5: Replacement,renovation or modernization of school facility systems,
such as roofs, windows, boilers,heating and ventilation systems,to increase
energy conservation and decrease energy related costs in a school facility.
Priority#7: Replacement of or addition to obsolete buildings in order to provide
for a full range of programs consistent with state and approved local
requirements.
and hereby further specifically acknowledges that by submitting this Statement of Interest Form,
the Massachusetts School Building Authority in no way guarantees the acceptance or the
approval of an application,the awarding of a grant or any other funding commitment from the
Massachusetts School Building Authority, or commits the City/Town/Regional School District to
filing an application for funding with the Massachusetts School Building Authority.
CERTIFICATIONS
The undersigned hereby certifies that,to the best of his/her knowledge, information and belief,
the statements and-information contained in this Statement of Interest and attached hereto are
true and accurate and that this Statement of Interest has been prepared under the direction of the
district school committee and the undersigned is duly authorized to submit this Statement of
Interest to the Massachusetts School Building Authority. The undersigned also hereby
acknowledges and agrees to provide the Massachusetts School Building Authority,upon request
by the Authority, any additional information relating to this Statement of Interest that may be
required by the Authority.
Chief Executive Officer " School Committee Chair Superintendent of Schools
Michael J,Driscoll John Portz John Brackett
Town Manager Chairperson Interim Superintendent
®ra-
C1C 4.
(signature) ( ign ture) Vignature)
(date) (date) (date)
*Local Chief Executive Officer: In a city or town with a manager form of government, the
manager of the municipality; in other cities, the mayor; and in other town, the board of selectmen
unless, in a city or town, some other municipal office is designated to the chief executive office
under the provisions of a local charter, Please note, in districts where the Superintendent is also
the Local Chief Executive Officer, it is required for the same person to sign the Statement of
Interest Certifications twice. Please do not leave any signature lines blank.
Massachusetts School Building Authority
School District Watertown
District Contact John R Brackett, Interim Superintendent TEL:(617)926-7700
Name of School Watertown High
Submission Date 4 6 2017
Note
The hard copy of this Sol will be hand delivered to the MSBA office.
The following Priorities have been included in the Statement of Interest:
1. Replacement or renovation of a building which is structurally unsound or otherwise in a condition seriously
jeopardizing the health and safety of school children,where no alternative exists.
2. Elimination of existing severe overcrowding.
3. j Prevention of the loss of'acCreditation, J
4. Prevention of severe overcrowding eupected to regulr'from`increased enrollments.
S. 1 Replacement, renovation ormodernization of sch6ol facility.systems,such'as roofs,windows, bpilers,
'I heating and ver�tilotion systems,toincrease energy conservation and decrease energy related costs in a
j school facility:
6. ,Short term enrollment growth. ; i--
7. Replacement of or addition to obsolete buildings in order to provide for a full range of programs consistent
with state and approved local requirements.
8. Transition from court-ordered and approved racial balance school districts to walk-to,so-called, or other
school districts.
Sol Vote Requirement
I acknowledge that I have reviewed the MSBA's vote requirements for submitting an S01 which are set forth
in the Vote Tab of this S01. I understand that the MSBA requires votes from specific parties/governing
bodies, in a specific format using the language provided by the MSBA. Further, I understand that the MSBA
requires certified and signed vote documentation to be submitted with the Sol. I acknowledge that my Sol
will not be considered complete and,therefore,will not be reviewed by the MSBA unless the required
accompanying vote documentation is submitted to the satisfaction of the MSBA.
Potential Project Scope: Potential New School
Is this Sol the District Priority Sol? YES
School name of the District Priority Sol: 2017 Watertown High School
1
Is this part of a larger facilities plan? YES
If"YES", please provide the following:
Facilities Plan Date:
Planning Firm:
Two facilities planning reports have been completed within the past three years:
SMMA Watertown Facilities Master Plan Study
December 1,2016
Oudens Elio Architecture LLC School Facilities Assessment
March 13, 2014
Please provide an overview of the plan including as much detail as necessary to describe the plan,
its goals and howthe school facility that is the subject of this SOl fits into that plan:
In 2013, as a result of the staff, administration and teachers realizing that class sizes had been on the
rise for several years and that overcrowding and aged facilities within the elementary schools and the
high school was severely impacting program offerings and educational instruction,the City and the
School Department approved funding for a District wide analysis of enrollment,facilities, and
educational program needs.The District proceeded with enrollment studies by NESDEC and
Detisienlnsite,along,with a4`4faCilities and educational,program assessmentiby Oudens Elio Architecture
LLC(O}EA). The enrollment$tutlies confirmed steacIVgr'owth that would:remain stable, and in fact rise in
the;,fu ure.The facilities assessment identified serious and significant deficiencies that were impacting
edrica;ional programs and ipstructiom.The City and the School Department then funded a Master Plan
study by Symmes Main! MgKeb Associates'(SMMA)to take a more;detailed look at specific e4cotional
program deficiencies caused by overcrowding and aged facilities, and too provide conceptual solution
for resolving these deficiencies.The City and the School Department felt that the enrollment projections
combined with two very robust study documents would provide a solid roadmap for resolving the
significant and growing overcrowded conditions and facility-based educational deficiencies. [Should we
include an introductory paragraph that provides the context for why the plan(s)were originally
commissioned, particularly the 2016 plan Which was, in large part, done to address potential
overcrowding at other schools, most notably Cunniff.]
The 2014 OEA Assessment and the 2016 SMMA Master Plan Study both identify significant deficiencies
in educational program space and physical building condition at the high school.The reports document
failing components of the aging 1929 facility and the need to address major building systems.The
reports also identify significant educational program space deficiencies that have been and continue to
be detrimental to the high school learning environment and the desired and required course offerings.
Both reports are included as an attachment to this SOL
The 2014 OEA Assessment summarizes that the High School's aging and outmoded facilities severely
compromise its teaching mission. Most existing spaces show significant signs of age and wear, and many
of the additions are of poor construction quality. Many significantly undersized classrooms(600-750sf)
2
in the original 1929 building are sized for 18-20 students and are grossly overcrowded when tasked with
accommodating the current 24 to 30 students.There are no conference spaces, no teacher collaboration
areas, and very few spaces for small or large group instruction.The lack of small learning and tutorial
spaces has a significant impact on the school's ability to address the needs of a very high percentage
(43% of the student body are ELL,Special Education and/or low income learners) of high needs students
in an acceptable manner.The high needs students are also impacted by the lack of accessibility within
the building. Numerous level changes, multiple floors,and the existence of only one elevator restricts
movement through the building, as the elevator is outdated and is often out-of-service for repairs.
Doorways, openings,door hardware, cabinet/counter heights, and science lab stations which are non-
compliant also provide accessibility challenges for these students.
The 2016 SMMA Master Plan Study highlights the fact that almost all of the academic and science lab
classrooms within the High School facility require essential and highly advocated renovations and
reconfigurations in order to meet minimally acceptable guidelines for science classroom and laboratory
sizes and amenities. Most of the current academic classrooms are located within the original 1929
building and were not enlarged as part of the varied renovation/addition projects.Sixty percent of
Watertown High School is the circa 1929 building (88 years old)which has never been modified due to
the inherent limitations of the building structure.This report also confirms that although the building
has been expanded,these expansions were inefficient and primarily involved cafeteria and physical
education space.Most of the core academic spaces and special education spaces are located wit rin the
1929 building and,have notibegn adequately addressed or expanded, and fall significantly belppw'current
MSBA guidelines.Thisjresults in overcrowding withinithe mostcritical instructional spaces in tjte-
building, academic cldssrodms-� science labs, and''special education spaces.
3
Both reports emphasize that the most recent renovation and/o`r expansion at the high school(except
the minor 1,800sf cafeteria expansion) occurred more than 40 years ago and did not address all
components of the 88-year-old original building.They conclude that
renovation/reconfiguration/expansion or replacement of the high school is a high priority for the City.
All of the recent planning and analysis has created a strong synergy in the partnership/relationship
between the school department and the City, with all City boards in support of identifying the high
school as a top City priority and supporting the District's strategic planning and the prudent allocation of
Capital Improvement Funding.The City has supported the District in the submission of the three prior
SOls, identifying the high school as a priority and fully understanding that capital improvements cannot
fully resolve the significant program needs at the high school.As a result of this process,the District and
the City have bridged a stronger relationship with an advanced understanding within the City regarding
what is needed at the high school, and more importantly what is wanted and needed throughout the
entire community.
Please provide the current student to teacher ratios at the school facility that is the subject of this SOI: 18
students perteacher
Doesthe District have a Master Educational Plan that includes facility goals for this building and all school
buildings in District? YES
3
The Watertown Facilities Master Plan Study listed below includes facility goals for this building
and all buildings in the District.
Doesthe District have related report(s)/document(s)that detail its facilities,student configurations at
each facility,and District operational budget Information, both current and proposed? YES
If"YES", please provide title,author,and date of report in area below.
Two facilities planning reports have been completed within the past three years and contain this
information.Additionally,a Capital Improvement Plan was completed.They are attached to this SOL
SMMA Watertown Facilities Master Plan Study
December 1,2016
Oudens Elio Architecture LLC School facilities Assessment
March 13, 2014
Capital Improvement Plan
Please include a hard copy of these report(s)/document(s)with your hard copy Statement of
Interest submittal.
Is there overcrowding at thg school facility? YES
If"YES'; pleas
e describe in detail,'IncludIng specific examples of06 overcrowding.
The December 20f6 NEASOreport placed the school,;on waWrig status'due to inadequately sized
science laboratories,lack o sufficiently sized classrooms,lack.of available'space for highly enrollgd
pro'grems in band,orchestra,dnd choral,Pack of teacher meeting and collaboration space, lack of parent
meeting space, poor access to adequate athletic and fitness opportunities,and lack of space for drama
and music programs.The result is a school facility which is overcrowded across almost all program areas.
As a result of overcrowding at the Watertown High School,the staff and administration have modified
the educational program and course scheduling in order to gain higher utilization rates of available
classroom space. Utilization rates are now reaching ninety percent for all classrooms and reach 100% in
many spaces.Although the staff and administration are to be commended for their efforts,the sad
reality is such high level of utilization requires the elimination of many successful programs and the
removal of flexibility within student schedules.The more efficiently we try to use our available space,
the more we have to cut out of our strategic goals and programming. It is the opposite of what one
might expect. The facility should promote evolving educational programs and philosophies and the
educational programs should expand opportunities and learning choices for students. Unfortunately, the
current conditions at the Watertown High School are causing these two key educational components to
work against one another.The building is not promoting teaching and learning and programs are being
eliminated in order to work within the confines of the facility.The building is supposed to support and
enhance teaching and learning and it does not because of its rigid post-industrial layout and design with
undersized core classrooms that prohibit flexibility and cannot be altered in a meaningful way due to the
structural limitations of the aged facility.As we plan and organize around our existing spaces to reach
full utilization,we are forced to erode our district's goals, hurting ourselves and the students when we
4
approach or reach one-hundred percent utilization of space.
Over ninety percent of classroom and lab instruction at Watertown High School occurs in the original
1929 building within spaces that are grossly undersized and lack appropriate space for teaching and
learning. Many academic classrooms are between 600 and 700 square feet and must accommodate 24-
28 students.These classrooms should be a minimum of 825sf and preferably be 850-900sf in order to
allow teachers to implement hands-on learning opportunities and project based instruction. Classroom
projects require students to collaborate in groups and to have opportunities to present their work to
other students on a daily basis. Instead, classroom space limitations require students to sit in tightly
packed rows in an industrial revolution model identical to classroom instruction of the 19th Century.
Teachers fully understand the importance of developing a facilitative and flexible learning environment,
but are restricted by the limited amount of classroom space.The crowded classrooms also increase the
potential for student conflict, as teachers and staff confirm a much higher level of anxiety and conflict in
these spaces.Their limited size also prohibits the necessary and required integration of special
education students into the regular academic environment.Special education students that should be
nicely integrated into an appropriately sized general education classroom sometimes struggle to find
adequate space to seamlessly integrate into the undersized classrooms.This compromises the kind of
productive integration that could occur if our classrooms were all appropriately sized.Teachers who
need to reorganize their classrooms to support interdisciplinary projects and presentation on a daily
basis,are instead forced to lirgit such practices to a single day every-otherrweek when they can_schedule
a larger space to relocate sttuclents. {'
Science lab schedyles,`have been constantly modified over the past several years as a result of�the
limited number of appropriately sized`sciepce/lab classrooms'and,the limi ed lab facilities wiTnithose
I
classrooms.The unfortunate result is students have less time than desired in lab instruction. None of the
science classrooms are appropriately sized to support both classroom and lab instruction,and the
requirement of these spaces to operate in either one mode or the other greatly limits the desired
classroom and lab time for learning.Science labs are located in the 1929 building and remain in their
original size and configuration.Science safety standards have advanced significantly since 1929 and
research suggests that overcrowding in science classrooms is the number one concern among high
school science teachers. Research also supports a statistically significant correlation between space per
student and the frequency of incidents and accidents in the science classroom. Students conducting
science activities often work with equipment and chemicals/biologicals/physicals that pose safety risks,
especially if not handled properly. Handling science equipment and chemicals safely requires sufficient
individual work space. Inadequate science equipment and facilities also contribute to safety concerns,
and these classrooms were not constructed with appropriate space to accommodate many modern
safety amenities, and lack appropriate clearances for student movement.The International Building
Code (IBC) requires that educational science laboratories have a minimum of 50 square feet net per
person. The MSBA standards require an allotment of 60 net square feet per student in science
laboratory environments. Current science labs at Watertown High School have less than 40 square feet
per student,creating an unacceptable and overcrowded condition during laboratory practice.
Watertown has a MIT recognized FABLAB(Wayshak FabLab) which is currently housed in the school's
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library/media center and necessitated a reduction in media space and materials.There was no available space
for the implementation of this program in the school,so we had to take over a portion of the already-
undersized library/media center in order to accommodate this program. Although the space as
configured is not ideal, it was the only available space in the building and it is critically important forus to
expand 21st Century programming to prepare our students forthe world beyond Watertown.The result is a
grossly undersized library media center that has no physical or acoustical barrier between the fabrication
lab and the media center.The media center becomes overcrowded when even a single classroom visits for
media instruction and can be noisy during many parts of the day. We added an additional engineering course
to our curriculum this year through Project Lead the Way(PLTW). Unfortunately,due to the building's space
limitations,the only available space was our computer applications lab. The use of this space by two
programs simultaneously resulted in severe overcrowding, and the computer applications courses
(Computer Repair and Computer Aided Drawing and Design) had to be eliminated from the curriculum.To
remain a member of PLTW,we must systematically add additional PLTW courses, but the current space is
already near 100%utilization and we have no available space for the expansion of this program.Our only
option will be the entire elimination of the library/media center,or an increase in the number of students in each
class,which will obviously result in additional overcrowding.
Most of the previously available meeting spaces within the building have now been converted to classrooms
or resource rooms. Only a single meeting space remains, and this space is often not available due to the
nurpber of teacheis,,administrators, and specialist seeking such space. W en meeting space is required,it is
' '
often necessary toclose stud`,enfaccess to areas like Center because fhey provide the only available
I
spaice io accommodateia meeting._
The IC coral program was severejy overcrowded withjh its available space,and is now limited to approximately
25 students, The classroom 'Spice utilized by choral is sometimes`needed'fori general academics and chorus
rehearsals often occur in both hallways and the main lobby area of the school. Practice rooms have been
converted into single-user computer rooms as a result of the loss of media center and computer room space,
which limits individual rehearsal space.The Band program is limited by lack of physical space to approximately
50 students.Though there is a viable feeder program from the middle school,the Drama program at WHS was
eliminated due to lack of space. Currently, Drama is only offered after school which limits the program to two
productions per year.This after-school program is now challenged limited by theabsenceof any set storage space
or set construction space,as the small stage in the auditorium is utilized by other programs.Some limited
storage is available to Drama students byclimbing through the onstage counterweight rigging system into a
remote area,but this creates an unsafe condition.There are no classrooms available during the school day for
drama and no small performance areas.
The cafeteria is 20%smaller than MSBA guidelines and cannot provide sufficient seating for our student body
in a three-lunch-period schedule.We must either expand the lunch time period to accommodate four
Beatings (which significantly compromises program offerings) or overcrowd the cafeteria during three lunch
periods. Our current approach is to keep the necessary flexibility in educational program offerings and
overcrowd the cafeteria during three lunch seatings.This results in many students standing near perimeter
counter areas while others sit under the stairwell on makeshift benches.
The physical education space is a full teaching station (3000sf) under MSBA guidelines, and although
6
perhaps not as critical as academic space,the shortage of teaching stations results in a loud and chaotic
attempt at 100% utilization of the gymnasium space throughout the school day with as many as 3 PE
classes often occurring simultaneously.Although theoretically possible,this compromises the individual
programs and never allows for use of the full-size gymnasium space at any time.The fitness room is located in the
basement and is often unavailable as a result of failures in the sewage ejector pump on the basement level.
Outdoor spaces such as Victory Field are utilized as often as possible, but as reported elsewhere herein
the school campus lacks any outdoor space and the closest field area (Victory Field) is located 1/3 mile
from the school campus.This results in significant loss of instruction time, and creates significant
challenges for students with disabilities.
Our TV/Video/Radio production course shares space in the building with the Community Cable Access
Center.This arrangement provides excellent instructional support to our students and provides them
with access to advanced equipment and techniques. However,the high school program has not
outgrown the space. .The high school program previously alternated between classroom and
production space (sometimes conducting classroom instruction on days when a classroom space was
available in the building), but now the lack of available classroom space within the building prohibits
them from being able to schedule any periods within the school building proper.They complete their
production time and their classroom time in the shared Community Cable Access Center production
studio,with the studio providing a poor option during classroom instruction.
The small lecture room within the building has now been converted to a general classroom (holds
approximately 24728 students),but is a tiered lecture space and cannot,accom_ modete,students with -f
physical challenges`The forced use of this;space as afgeieral classroomn(dbe to overcrowd ing�c4uses
signiflSant challenpesas the course utilizing the space,may,baye to change;several times over 1 he school
year in order to adjust to the makeup of the enrollment, based;on their physical needs.
Watertown has a highly successful Life Skills°program fq(significantly challenged young adults 18-22 (LE P)i This
program can no longer be conducted at the higKschool because overcrowded conditions prohibits us from being
able to provide a fully effective range of life skills training.There is insufficient space to provide a classroom with a
kitchen,washer/dryer,etc., therefore we moved this program to the Administrative Building.This is not ideal,as it
separates these students from the general student population.Additionally, these students continue to
utilize resources in the high school building, requiring them to navigate between the buildings daily.This
includes crossing a busy, non-signalized street as part of their movement between the buildings.
Has the district had any recent teacher layoffs or reductions? NO
If"YES", how many teaching positions were affected? 0
At which schools in the district?
Please describe the types of teacher positions that were eliminated (e.g.,art,math,science,
physical education,etc.).
Has the district had any recent staff layoffs or reductions? NO
If"YES", how many staff positions were affected? 0
At which schools in the district?
Please describe the types of staff positions that were eliminated (e.g.,guidance, administrative,
maintenance,etc.).
Please provide a description of the program modifications as a consequence of these teacher and/or staff
reductions,including the impact on district class sizes and curriculum.
7
Does Not Apply
Please provide a detailed description of your most recent budget approval process including a description
of any budget reductions and the impact of those reductions on the district's school facilities,class sizes,
and educational program.
The Fiscal Year 2018 budget was prepared using a highly collaborative process that identified school and
district priorities for improvement of student outcomes and aligned resources to district and school
goals. Those goals include providing safe and supportive environments and adequate facilities to
support student learning and high quality instructional strategies. A concerted effort has been made to
ensure that school department requests respect the fiscal position of our community and the majority of
additional staffing requests were offset by reductions in areas less aligned to district and school
priorities. Factors driving the FY'18 budget increases included a commitment to maintaining current
class sizes,improving outcomes for all students,and most notably,closing the proficiency gap between
our high needs and non-high needs students which is currently averages 40 percentage points. One of
our primary efforts is to improve and enhance inclusionary practice through expansion of co-teaching.
Doing so requires adequate classroom space and flexibility to allow for small group instruction and
effective grouping of students. Currently,we face facility constraints in nearly every building in the
district, most notably Watertown High School,as a result of the size of classrooms.
The FY'18 Budget Process began in December of 2016 with each building and department submitting its
I, budget requests to the Superintendent. Between,December and February,a series of iterative
discussions-with dist ict and school leadership led tothe Qrioritizatioh of budget requests based 3 n
_ district and s600l in goals. This led'to the development ofg preliminary budget Which was
_ presented to the Budget and Finance Subco toitfee of the Watertown School Committee during the
month of March with an,anticipated.vote on the FY'18 Budget by the full School Committee on April 7`".
Following their approval;the budget will then-be presented to Town'Cobncil in May with a vote�n the
final budget to occur in June,2017.
General Description
BRIEF BUILDING HISTORY: Please provide a detailed description of when the original building was built,
and the date(s) and project scopes(s)of any additions and renovations(maximum of 5000 characters).
The original Watertown High School was completed in 1929 and was 93,060sf.Although it received
additions in 1950 and 1979, it is important to note that the majority of academic learning is still confined
to the original spaces within a circa 1929 building.The reinforced masonry and concrete construction of
this 1929 facility has prohibited the necessary modifications to undersized and poorly configured
classroom spaces.
In 1950, an approximately 10,570sf classroom addition was completed. No renovations to the 1929
building were completed at that time.
In 1979,an approximately 59,500sf addition was completed.This addition was comprised primarily of
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physical education, auto shop,dining, and kitchen space. It included some renovations to the 1929
building; however,the structure of the 1929 building prohibited reconfiguration of existing walls and
many concealed building systems(plumbing, piping, etc.) remained in place due to the difficult and
costly challenges of replacing such systems.
In 2004 a very small cafeteria expansion (less than 1,800sf)was completed.
As it stands today,Watertown High School is a tired,aging 1929 building that received some (non-
comprehensive) renovations almost 40 years ago, and also received a cafeteria and gymnasium
expansion at the same time. The majority of the academic instruction occurs in a circa 1929 building that
presents many challenges to the delivery of a 21"Century education.
TOTAL BUILDING SQUARE FOOTAGE: Please provide the original building square footage PLUS the square
footage of any additions.
1929 Academic building: 93,060sf
1950 Addition of classroom space: 10,570sf
1979 Addition of physical education, auto shop, dining, and kitchen space: 59,500sf
2004 small expansion of dining space: 1,800sf
Total Building Square Footage: 164,930
SIT DESCRIPTION:-Please provide a detailed description,pfthe current site and any known existing
conditions that would impact a potential project at the site,Please note whether there are any other
buildings, public or`iprivate,,thatshare this current site with t(te"school facility;What is the use(s')o this
building(s)7(maximum of t, y
5000characters)! I
The Watertown High School site, located at 50 Columbia St., is a very small and restrictive 4.27-acre parcel
which is fully covered by the high school building and a small amount of staff and visitor parking.The parcel is
bounded by Columbia Street, Broadway Street,Common Street and the Common Street Cemetery.The High
School site offers very limited parking and almost no available outdoor pedestrian/green space.There are no
other private or public buildings on the high school site.The School's primary outdoor space for students,
Victory Field, is located approximately one-third of a mile away on Orchard Street. The school property's tight
boundaries to surrounding streets on three sides and a cemetery on the fourth side prohibit building expansion,
parking expansion,or the necessary green space,unless a major reconfiguration of the building's footprint was
completed.
Watertown's vision for a 21st Century high school includes life-long health,wellness and academic goals
for students, staff, and community. These goals necessitate connections to and availability of outdoor
space. Additionally, students are being taught the importance of nutrition, local sourcing of food, and
the importance of plant and vegetable gardens, without any ability to implement hands-on learning
opportunities. Successful farm-to-school programs are growing rapidly across the country, and they
provide yet another argument for blurring the lines between indoor and outdoor space as students
incorporate large-scale community gardens into their project-based learning assignments. The AP
Environmental Science course has no opportunity for access to outdoor space.The connection of indoor
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and outdoor spaces is also important in creating a vibrant and energized educational environment for
other academic pursuits. Students become more engaged in utilizing available outdoor space if an effort
is made to ensure the appropriate visual and physical connections to such. Outdoor space has
tremendous value beyond health and wellness, as it can provide project space, social space, classrooms,
study areas, and other support areas for the educational environment. In reviewing solutions for the
Watertown High Schools, options which provide more available outdoor academic, social, and wellness
spaces and strong connections to such should be considered.
The current site lacks appropriate parking,outdoor academic areas,outdoor fitness areas,and general green space.
Moreover, the remote location of Victory Field further compromises the overall functionality of the High School,
with students who have even minimal physical challenges finding it difficult to utilize such space.Students
generally require 12 minutes to walk to Victory Field,and another 12 minutes to return.This removes 24 minutes
from their available 57-minute physical education period.The lack of open green space adjacent to the school
building limits the types of physical and social outdoor activities and experiences that can often be among the
most enriching and memorable for students of their school days.The current configuration of the building
(occupying the entire available site area) and the limited size of the site are significant challenges to any
potential project at the site.
ADDRESS OF FACILITY: Please type address, including number,street name and city/town, if available,or
describe the location of the site. (Maximum of 300 characters)
SO Columbia Street,iWItertown,MA 02472
BUILDING ENVELO�,E jPlease provide a detailed desid6tion of the building envelope,types of j
construction matefrali used,and any known problems or existing conditions(maximum of 5000
characters).
Overall Building Envelope Condition/Major Concerns:
Exterior walls are in poor condition and require frequent maintenance.The 1929 building includes the most
significant deterioration.There are several walls within the building that exhibit constant moisture inside the
building.The auditorium wall weeps moisture which forces interior fabric wall coverings to fall off of the wall
in large sheets.We have removed all posters,pictures,frames from the library/media center wall because it
exhibits constant moisture.Acoustical ceiling tiles are constantly replaced when moisture enters the building
and saturates these tiles. Localized areas of interior peeling paint on concrete block walls are likely
attributable to moisture. Plaster surfaces on ceilings and walls are chalky and often moist to the touch
during rainy periods.Staff concerns regarding mold and mildew have prompted testing and routine
monitoring of conditions.The District completes continued exterior building envelope maintenance
including re-pointing of failing mortar joints and sealing of the building's exterior.Continuing failure of
mortar joints on the exterior contributes to moisture infiltration and is most severe along the parking lot
(east)elevation.This is one area that sealing was completed by the District but only slowed the leakage.
Water leakage also occurs at louvers and is dependent on wind direction during the storm.The ongoing
maintenance by the Watertown Public Schools is only a temporary solution for moisture infiltration and only
slows a rapidly deteriorating building exterior.There are notable areas of distress(Efflorescence, cracking,
mortar spalls at lintel ends)that will require major repairs in the near term to avoid more significant
deterioration. Windows are almost 40-years-old and are significantly worn with failing seals and
replacement or significant short-term repairs(e.g.wet-sealing)should be completed in the immediate
future. Roofing membrane is an older re-roof that did not include removal of the substrate. It was a 15-year
10
solution that has reached its life expectancy and exhibits constant leaks.The entire building envelope
(exterior walls,windows,roofing)lacks even a reasonable amount of insulation value and makes the building
very expensive to heat.The cost-per-square-foot for heating and maintenance of the high school building far
exceeds all of the elementary schools and the middle school.Additionally,the inadequate insulation
throughout the building routinely results in frozen hot water heating control valves and bursting pipes.
Wall System:
All Building Areas:Clay brick masonry with concrete masonry unit back-up.Wall system includes
decorative precast concrete, cast stone, and coated terra-cotta accent at original 1929 structure.
None of the exterior wall construction includes insulation or any kind of weeping cavity within
the wall system.The exterior brick masonry and related mortar joints are in poor condition.They are aged,
weathered,and require constant maintenance. Efflorescence exists along the outside of the parapet and
appears to emanate from below the coping at an entrance canopy,and below many of the windows.Steel
lintels appear painted,with isolated locations of corrosion visible. Vertical cracks in the concrete foundation
wall that have been previously sealed are failing again.These exists throughout the building,and are
typically below windows. Concrete stair/landing at an east auxiliary entrance has settled and fallen away
from the building. Water table elements below the parapet have significant staining and open mortar joints.
A coating has been applied over terra cotta at part of the main entrance;the coating appears to be failing,
and several terra cotta pieces with the coated area have spalled.
Window System:
-All Building Areas: Punched windows are aluminum frayed.The single-hung windowspre almost 40
F f years old and,contain older%" insulated glazing t.0onglogy. Seals!haye failed and interna� alb space
is filled with nristure and condensation. Exterior cold air can be felt penetrating around the glass
perimeter. 'The 1979 Addition features aluminum curtain wall fra `es with insulating glass uf(,.its(IGUs).
1 These windo�s reP`resent dated technology and provide`limited insulation value.The seals,
. I glazing putty(repahrs) and all gaskets arezfn deteriorated conditiop. Rubber and vinylse4ls are
rotted.The window systems are Iedking and drafty. I `
Door System:
All Building Areas: Main door at the 1979 Addition is set into the curtain wall system. Other doors are
hollow or insulated metal.Doors are all circa 1979 or later.Metal doors are rusted.
There is no air lock(entry vestibule)to control temperatures at the main entrance.
Roof System:
All Building Areas: Sarnafil PVC membrane utilized as a re-roof over the existing roof almost 15 years ago.
This was a short-term solution and did not involve a complete removal and replacement.typical at low-
sloped areas and standing seam metal at steep sloped areas.
1950s Addition:
Brick masonry and mortar joints on the small 1950's addition are in fair condition with minimal weathering.
Lintels are painted with localized corrosion visible and spalled mortar at the bearing ends; no evidence of
rust jacking is visible. localized efflorescence exists at one pilaster and one location of the parapet of the
one-story addition,as well as below most of the north elevation windows. A step crack also exists
emanating from the window of the one-story addition towards the 1929 Building,and an area at the
northeast corner of the two-story addition appears to have been previously repaired.
1979 Addition:
11
Brick masonry units are cracked throughout the building,which appears to be material or manufacturing
related.Although this cracking does not appear to be structural,it does appear to be the result of poor
quality materials and/or construction and compromises the wall's ability to shield moisture.Step cracking
exists at the end of auto shop garage door. Lintels are galvanized steel and appear to be sound with no
observed corrosion or evidence of rust jacking.Urethane sealant at brick expansion joints is crazed.
Has there been a Major Repairor Replacement of the EXTERIOR WALLS? YES
Year of Last Major Repair or Replacement:(YYYY) 2012-2017
Description of Last Major Repairor Replacement:
As noted above,significant ongoing repairs include mortar repointing and exterior brick sealing. In 2014 a
large repointing and sealing project was completed in areas which exhibited the largest concentration of
moisture infiltration. In the summer of 2016 similar repairs were completed on the main facade of the
1929 building.This does not represent a permanent solution,but a continual routine of maintenance and
sealing in order to try to keep as much moisture out of the building as possible.
Roof Section A
Is the District seeking replacement of the Roof Section? YES
Area of Section(square feet) 85000
Type of ROOF(e.g.,PVC, EPDM,Shingle,Slate,Tar&Gravel,Other(please describe)
PVC Sarnifil Material
Age of Section(number of years since the Roof was installed or replaced) ; :14
Description of repairs,iif applicable, !n the last three Inclide;yearof repair:
The entire roof was ulovered with'a re-roof membrane effort in 200j.This was not a removal of,the
entire roofii g substrate,but instead a re-roofing effort the existing-roof and intended t! gYovide
the roof wi h another 1�years'of ser%vice.We have now reached the end of that service life,and leaks
have been more prevalent over the past couple of years. In 2014 we bean making repairs to seams
and flashing areas Where leaking was'occurring. if the roof is'to provide significant years of`service
a complete removal (down to structural substrate) and replacement will be required.The roof is
inspected annually and roof drains cleared two times peryear and as needed.
Window Section A
Is the District seeking replacement of the Windows Section? YES
Windows in Section (count) 385
Type of WINDOWS(e.g.,Single Pane,Double Pane,Other(please describe))
As noted above, most areas of the building include punched windows with aluminum frames.These
windows are single-hung and are almost 40 years old.They contain older%' insulated glazing
technology. Seals have failed and internal air space is filled with moisture and condensation. Exterior
cold air can be felt penetrating around the glass perimeter. The 1979 Addition features aluminum
curtain wall frames with insulating glass units (IGUs).These windows represent dated technology and
provide limited insulation value.The seals,glazing putty(repairs),and all gaskets are in
deteriorated condition. Rubber and vinyl seals are rotted.The window systems are leaking and
drafty.
Age of Section (number of years since the Windows were installed or replaced) 38
Description of repairs, if applicable, in the last threeyears. Include year of repair:
Various glass repair and replacement due to breakage. Replacement of curtain wall windows in athletics
offices and 2nd floor corridor. if the building is going to continue to serve the district,a complete
window replacement is in order.The majority of the windows are at least 38 years old.
12
MECHANICAL and ELECTRICAL SYSTEMS: Please provide a detailed description of the current mechanical
and electrical systems and any known problems or existing conditions (maximum of 5000characters).
The existing building is fed underground from a utility company pad-mounted transformer. This
underground service feeds a 208/120 volt,3000-amp switchboard which was installed in 1979. This newer
switchboard then re-feeds the original building switchboard and associated distribution equipment. The
majority of existing panelboards are original to the building and in need of replacement.
Plumbing infrastructure in the 1929 building is aged and deteriorated.In 2012 a plumbing pipe burst during
a weekend and destroyed two science classrooms.As part of the demolition and reconstruction it was
discovered that existing floor joists within the building were inadequate for code-compliant structural
support and had to be modified.The resulting modifications in the area of these classrooms were very
invasive and the associated delays ultimately made the classrooms unavailable for three years.
The majority of lighting fixtures consist of older style 2'x2'and 2'x4'fluorescent recessed,acrylic lensed
fixtures.These bulbs in these fixtures have all been upgraded recently with new lamps and ballasts and are
in good condition.
The existing fire alarm system is the product of the Edwards Corporation and is an addressable system with
no voice communication. A small portion of the 1979 building has a sprinkler system and is supplemented
with smoke detector coverage. The system is approximately 10 years old and appears to be regularly
( maintained and in good condition.. F--
A diesel fueled,emergency generator is located injfhe`buhing pentho sei'and is intended to pr vit e for
j ? emergency'ligliting,heating and power for the I�itclien refrigeration whlk;in units.The generator isf{38 years
old and wasjnst
replace alled as part of the 1979 additions The generator is not currently operational a�d its
11
ent is;addre�sed as a future,capital item in the current five y''eadcapital plan.
Boiler Section ' 1
Is the District seeking replacement of the Boiler? YES
Is there more than one boiler room in the School? NO
What percentage of the School is heated by the Boiler? 100
Type of heating fuel(e.g.,Heating Oil,Natural Gas, Propane,Other)
natural gas
Age of Boiler(number of years since the Boiler was installed or replaced) 15
Description of repairs,if applicable,in the last three years.Include year of repair:
Burners are maintained and tuned annually,Flush-down completed weekly. A new temperature
control system was installed in 2014;however,the age of the remaining components of the
heating system throughout the building has made the controls only minimally effective. Summer
maintenance performed annually on all safety controls.
Has there been a Major Repair or Replacement of the HVAC SYSTEM? YES
Year of Last Major Repair or Replacement: (YYYY) 2014
Description of Last Major Repair or Replacement
Motor upgrades have been made in someairhandling units. Approximately 50% of the Unit
ventilators were replaced in order to improve fresh air flow into the classrooms.Variable drive
controls were installed on all motors.Automatic Temperature control systems were retrofitted
throughout the building but have been only minimally effective due to the age of the remaining
13
heating components and distribution throughout the building.
Has there been a Major Repair or Replacement of the ELECTRICAL SERVICES AND DISTRIBUTION
SYSTEM? YES
Year of Last Major Repair or Replacement:(YYYY) 2014
Description of Last Major Repair or Replacement: Repair to primary electrical feed.
The existing building is fed underground from a utility company pad mount transformer. This
underground service feeds a 208/120 volt,3000-amp switchboard which was installed in 1979 and
modified to code in 2014 as part of Watertown's ESCO contract with Johnson Controls,Inc.This
newer equipment re-feeds the original building switchboard and associated distribution
equipment.
BUILDING INTERIOR: Please provide a detailed description of the current building interior including a description
of the flooring systems,finishes,ceilings,lighting,etc.(maximum of 5000 characters).
The 1926 walls are constructed of cinder block brick covered by latex paint.The 1979 walls are constructed
of concrete masonry units. Flooring consists of vinyl composition tiles(VCT)and carpeting. The ceilings are
primarily 2 x2 and 2 x 4 acoustical the drop-in,with plaster ceilings in the auditorium and two art rooms.
PROGRAMS and OPERATIONS:Please provide a detailed description of the current programs offered and grades
served,and indicate whether there are program components that cannot be offered due to facility constraints,
operational constraints,etc.(maximum of 5000 characters).
Watertown High School ho ses grades 9-12 and offer a rigorous academic program with graduation
requirements that include ys of English) Math, PE;/3 yrs of,Science, Social Studies; 1 yr of Fi`n,e
Art,/&E; 1 semester of He itf_l and 36 Community Service hr�,with 3 yrs of a World Languagesttongly
recom3mended.We provide a omprehensive program of sfU.dy based on the ta1ASSCore.The limited
amount of space jn the cur en11 building and the subsequent overcrowdW within these spaces r1sults in
numerous program compor5eits that are eitherco"mpromised orxccannot be offered at all as a Feslult of
facility constraints. Many of these are identified as part of our overcrowding issues outlined above, but
are reiterated herein as part of defining compromised program components tied to facility constraints.
The school's ability to fully meet the MASSCore requirements is limited by the types and number of
science courses that can be offered.Science lab schedules have been constantly modified over the past
several years as a result of the limited number of appropriately sized science/lab classrooms and the
limited lab facilities within those classrooms.The unfortunate result is students have less time than
desired in lab instruction.Science labs are located in the 1929 building and remain in their original size
and configuration.Science classes which study sustainability have no good examples of such in a 1929
building that is far from sustainable and lacks any outdoor space.
Unfortunately,the facility constraints go well beyond science, as the December 2016 NEASC report
placed the school on warning status due to inadequate science laboratories, lack of sufficiently sized
classrooms, lack of available space for highly enrolled programs in band, orchestra, and choral, lack of
teacher meeting and collaboration space, lack of parent meeting space, poor access to adequate athletic
and fitness opportunities, and lack of space for drama and music programs.
The current layout of small classrooms stacked along corridors inhibits the best practices of
collaboration and planning for project-based interdisciplinary learning opportunities. Undersized
classrooms do not allow contemporary pedagogical objectives of student centered classrooms with a
14
variety of seating configurations. In order to prepare students for successful adulthood in the 21st
Century, educational classroom environments must work to engage all learning types in a blended
learning environment where students have opportunities to learn in multiple styles but are also guided
by teachers in completing self-directed inquiry and investigation through research and hands-on
activities. The WHS staff includes an energized and collaborative team that understands the evolving
social and educational demands of the 21st Century. Their strengths can be reinforced in appropriately
sized classroom spaces that allow for a variety of learning styles and activities to help facilitate the
necessary teaching, learning, research, and investigation. Unfortunately, current classroom space
limitations require students to sit in tightly packed rows in an industrial revolution model identical to
classroom instruction of the 19'h Century. Teachers who are highly trained and motivated to facilitative
varying and flexible learning styles and strategies are restricted to the long outdated educational
practices of the 19`h Century by the limited and overcrowded classroom space.
Special Education resource and support rooms are located within repurposed spaces and lack the
necessary space to create a specialized and productive learning environment.Services that require 75-
100sf per student are forced to operate with only 30-50sf per student. Many of these students have
social and emotional needs and can be easily distracted. Placing them in more restrictive spatial
environments provides an additional challenge to their instruction.Additionally,the small general
classroom sizes prohibit the necessary and required integration of spec'ai educaflori students into the I
reg�faF academic environment. Special education ssi ijf nits tl�at shouldfbd seamlessly Integra edinto an
appropriately sized geheral;educatlon.classroom so'mkimes struggle to find-adequate space to -
sealmiessly integrate 1�to the ijndersi7e&classrooms This compromise it a kind of productive i
integration that could occur!four classrooms were all appropr(at01y sized. In an appropriately sized
classroom, students would often be reconfigured into groups and special education students could be
integrated into their peer groups,working collaboratively with fellow students. However, the small post-
industrial revolution styled classrooms require that students be configured in tightly assembled rows
with narrow spaces in between.When high needs students are integrated into the classroom they
generally have to find a location along the edge or in the front of the classroom.This is less than ideal
integration.Additionally,the number of students who can be integrated is restricted by available
classrooms space.
WHS forecasts that student enrollment numbers will remain strong and even begin growing in future
years.Additionally,significant space needs should be met in order to provide appropriate 21st century
learning opportunities and programs for the increasing demands of high needs students. (Currently at
43% of enrollment). These needs are constrained by the lack of classroom space and shortage of smaller
spaces for specialized 1:1 and small group instruction as well as a lack of adequate therapeutic,
collaboration and conferencing spaces. In evaluating our current high needs students in the elementary
schools and middle school,we can provide an accurate estimate of the eventual needs that will manifest
themselves at the high school.As stated above, current best practices and the specific needs of these
students warrant between 75 and 100 square feet per student within their support, instructional, and
resource environments. In adapting and repurposing space at the high school,we have created as much
special education space as possible, but many of the rooms are undersized and poorly configured.The
result includes spaces that offer students only 30-50 square feet per student. In planning for the arrival
15
of these students at the high school in future years,we must take steps to make appropriate space
available.The current dedicated (not shared by other programs)space within the high school totals less
than 4,000sf.The MSBA guidelines for special education within a school of our size is over 7,500sf, and
this does not account for our heightened level of high needs students.
As indicated in the NEASC report,deficiencies in appropriate and available teaching, evaluation and
counseling spaces creates numerous challenges toward delivering the necessary services to students.
The NEASC report also correctly identifies the absence of dedicated spaces where teachers can
collaborate and plan together.
Two of the high school's highly popular computer applications programs (Computer Repair and
Computer-Aided Drawing and Design) have been eliminated due to lack of space.The space previously
occupied by these programs was needed for a critical engineering program (Project Lead the Way). As
enrollment in the engineering program rapidly increases, student enrollment is restricted by the
availability of space and the only way to accommodate new classes would be to eliminate other
programs.
Many library/media center programs have been eliminated because the former space has been reduced
to a fraction of its required size.The school had a critical need for the Wayshak FabLab(fabrication lab)
in order to provide students an opportunity for hands-on learning and the integration of science, math,
and engineering.There was no available space for its implementation so the school had to take over a
portion of the already-undersized library/media center.There are no physical or acoustical boundaries i
arouniI the fabrication lab and,it includes'the use of 3�D,Orinters and a laseir cutter.This results in'noise
disruption within the'media center and limits its usc(aS a study and resear�h area. Limited space for the
fab icdtion lab restricts the'nurber_of students wlro,can participate and the only option for expansion
wo id be to further eAcroach-on the Library/Media center space;,The high school also need flotation
forth -Mac Lab_' subsec{uehtly had'to extract space from the library/media center for this burpose.
Currently, a math class is held in a space with stadium style seating arrangement, making flexible
grouping impossible and creating obstacles for students with physical challenges.A physics course is
taught in two separate but attached spaces with poor sight lines between the two areas.Small group
reading instruction takes place in retrofitted inadequate and under-equipped former storage and office
space. Some of the areas used for instruction are in traffic patterns needed to reach other small group
instructional areas.This creates a safety hazard and is highly disruptive to the instruction or counseling
being provided.The limited space within the building often requires that we place students who need
additional counseling and instruction within loud or disruptive spaces that are not conducive to their
specific needs.
As indicated in the NEASC deficiencies,there is no space available for teacher collaboration and
planning.The District's own experience prove that teaching and learning is significantly enhanced in
those building which provide sufficient and appropriate space for teachers to collaborate, plan, and
discuss student needs and programs. For this reason,the incorporation of these spaces into all WPS
buildings has been identified as one of the highest priorities for the District.This space is a critical
component of any successful 21"Century Learning system.Although available classrooms can
sometimes be a short-term solution for teacher collaboration space,this is not an option at Watertown
high School because the high level of classroom utilization for general academic instruction prohibits
these spaces from being available for any other purpose.
16
The concrete and masonry 1929 building presents numerous challenges to the availability of both wired
and wireless data access.The structural configuration of the 90yr old building has thwarted numerous
attempts at providing improved technology access.Without a major technology upgrade within the
school,there will be inadequate bandwidth for electronic standardized testing such as PARCC and MCAS
2.0.AP testing already has to be administered offsite due to spatial limitations and technology
challenges.
The nurse's area has 2 treatment rooms with poor and non-existent sight lines for monitoring
students. There is one small counseling room within the nurse's area, but it is a retrofitted former closet
space and lacks the appropriate privacy,size,ventilation, etc. The small restroom is often unavailable
for use due to plumbing system problems and proper supervision compromised by teacher visibility to
the restroom.This restroom also lacks handicap accessibility.
An inadequate number of physical education teaching station (as per MSBA guidelines) requires that
multiple classes be taught within the same space simultaneously.
The Choral program is now limited to approximately 25 students and the Band program is limited to 50 students,
both as a result of space deficiencies. This prohibits continuity of a viable feeder program from the middle
school.The high school Drama program at WHS was eliminated due to lack of space,and is now an after-school
program.
Our popular TV/Radio/Vide}Production class no longer hasaccess to a general classroom (dule t�the
high utilization rate of academic classrooms)and fags to conduct their c astroom in1truction within the
on of the space daily and limits classroom'instructio time. It production lab.This requires reorganizati
also creates a very cybwdel instructional environment. • f _ ;
Our Life Skills program (LEAP)can no longer be conducted at the high school because overcrowded conditions
prohibit us from being able to provide a fully effective range of life skills training.This program has been moved to
the Administrative Building,although it would be much better suited for a high school campus among the general
academic population.Additionally,these students continue to utilize resources in the high school
building, requiring them to navigate between the buildings daily.This includes crossing a busy, non-
signalized street as part of their movement between the buildings.
While the WHS administration has been creative with the reconfiguration of space in the current facility,
we are now at the point where lack of space and outdated facility configuration is having a serious effect
on our educational program.
CORE EDUCATIONAL SPACES: Please provide a detailed description of the Core Educational Spaces within the
facility,a description of the number and sizes(in square feet)of classrooms,a description of science rooms/labs
including ages and most recent updates,a description of the cafeteria,gym and/or auditorium and a description
of the media center/library(maximum of 5000 characters).
General Academic Classroom: 24 classrooms with most classrooms sized at 600-750sf
Most general classrooms are located in the original 1929 academic building. General academic
classrooms are significantly below MSBA guidelines for size and also below MSBA standards
17
regarding the number of classrooms for the student enrollment.
Science classrooms/laboratories: 6 science classroom/labs sized at 800-1050sf.Two smaller general
classrooms are also utilized to alleviate overcrowding within the science program.These are shared
by other subjects.Science classrooms are within the 1929 academic building and received some
upgrades in 1979.They are grossly below MSBA science guidelines and standards in size,
configuration,amenities,and safety features.The number of dedicated science classrooms is also
below MSBA guidelines for the high school enrollment.Science prep rooms are not available to each
science lab and lack the amenities defined in MSBA science prep room guidelines and standards.
Teacher planning rooms are non-existent.
Small group seminar rooms are non-existent.A prior small group seminar room has been converted
to a math classroom.
The library/media center is grossly undersized as a result of the need to extract critical space from
the media center for the purpose of creating a fabrication lab and a Mac Lab. The operation of the
media center is also acoustically compromised because there is no physical or acoustic barrier
between the fabrication lab and the remaining media center space. The media center becomes
overcrowded when even a single classroom visits for media instruction and can be noisy during
many parts of the day.Student research computers within the media area have been reduced to 5,
stations, arid.there !is very limited area for inclMdutall;esearch and study. i
- The student dining space(cafeteria) is 20%smaller tlian'MSBA guidelines and-,cannot provide
sufficient seating fof oqr student body in a,(hree-lunch-period schedule. We must either e'xpind the
I lunch time period to accommodate,four,sea'tings (which,siggificahtly compromises prog ani
offerings) or overcrowd the cafeteria during three lunch periods 10dr current approach is to keep
the necessary flexibility in educational program offerings and overcrowd the cafeteria during three
lunch seatings.This results in many students standing near perimeter counter areas while others sit
under the stairwell on makeshift benches.This crowds critical exist pathways and corridors.The
existing kitchen and serving area is within the 1929 building and was not sized to accommodate
modern service and dining strategies.There are no areas to create food service selection options or
conduct point-of-sale activities. These areas are inherent in modern kitchen serving environments
and create significant compromises to dining activities at Watertown High School.
The physical education space is one full teaching station (3000sf) under MSBA guidelines, and
the shortage of teaching stations results in a loud and chaotic attempt at 100% utilization of the
gymnasium space throughout the school day with as many as 3 PE classes often occurring
simultaneously.
A significant portion (approximately half)of the library/media center was eliminated in order to
make space available for a critical fabrication lab to support hands-on learning experiences in
science, engineering, math,and other academic disciplines.The remaining space is well below
MSBA guidelines and is not sufficient to support our vibrant media center programs and
applications.
18
CAPACITY and UTILIZATION: Please provide a detailed description of the current capacity and utilization of the
school facility.If the school is overcrowded,please describe steps taken by the administration to address capacity
issues. Please also describe in detail any spaces that have been converted from their intended use to be used as
classroom space(maximum of 5000 characters).
Currently, most academic classrooms are at least 30%over capacity based on their size and generally
accepted guidelines(including MSBA guidelines)and standards for available space per student.
Classrooms that are sized to accommodate 18-22 students are crowded with 24-30 students.Science
classrooms and labs are even more overcrowded, as spaces which can safely accommodate 15 students
in a lab environment are crowded with 24+students. In order to accommodate the current enrollment,
these same spaces approach 90%utilization, resulting in a complex and less flexible course scheduling
approach which limits availability to many students.
Capacity for small group instruction,resource,testing,counseling,and conferences falls well short of
demand.
The administration has taken numerous steps to address space and capacity challenges:
-The small group seminar room was converted to a math classroom
-The two adjacent resource rooms in the NW corner of the building were converted to a science(physics)
classroom
-4000sf was removed from the library/media center to create a much-needed engineering fabrication lab
=former teacher collaboration and planning space,has been converted to classroom space
-The school schedule has been modified to reduce purse offering ald increase classroom uti izaiion to
approximately90% 'z
-The drama!programfhas been eliminated from the school sslpace suc tha �ai able for
E ; general classroom instruction i-
- ' -The Life Skills(LEAP)program has,been moved out of the high`scho ll a�d into the school administration
building.
-The computer applications courses(Computer Repair and Computer-Aided Drawing and Design) have
been eliminated to allow this space to be utilized for Project Lead The Way.
-Science curriculum and offerings have been altered to fit available space constraints
-Student dining policy has been modified to allow students to be seated or standing in alternative
locations in and around the cafeteria without having to be seated in a chair.
-Dining options have been minimized,limited,and altered to allow faster and more efficient service.
-Former storage areas and closets have been converted to tutorial,counseling,testing,and small group
instruction spaces.
-TV/Radio/Video production activities and classrooms instruction have been moved to the Community
Access Cable studio.
-Choral and Band programs have placed caps on student enrollment.
-Music practice rooms have been converted to individual computer lab stations.
-Physical education classes are schedule to provide 100%utilization of the gymnasium,with 2-3 classes
operating simultaneously each period.
MAINTENANCE and CAPITAL REPAIR: Please provide a detailed description of the district's current maintenance
practices,its capital repair program,and the maintenance program in place at the facility that is the subject of
this SOI. Please include specific examples of capital repair projects undertaken in the past,including any override
or debt exclusion votes that were necessary(maximum of 5000 characters).
Watertown Public School employees perform maintenance and cleaning. WPS is in the process of
19
implementing a web-based work order program that is the responsibility of the building senior custodian
to ensure that work orders are requested. . Preventive maintenance is performed regularly on all
systems and inspections(elevator,fire suppression systems,boilers,etc.)are performed at their required
frequencies. Each summer the building undergoes a complete and thorough cleaning. This cleaning
includes but is not limited to stripping and waxing of floors,washing walls,extracting carpets,washing
furniture and white board,etc. In 2012-13,the High School as well as other school buildings in
Watertown received a number of energy efficiency upgrades as part of an ESCO contract that the City of
Watertown entered into with Johnson Controls. This contract was a major expenditure for the purpose of
higher efficiency and less energy consumption. Unfortunately,it had less impact at the high school
because the building envelope at the high school lacks even minimal insulation value. The building is also
included in the Watertown Capital Improvement Plan. This is an ongoing building improvement plan with
a five-year outlay. Some examples of recent capital improvements to the high school are listed below:
2012
As a result of a plumbing pipe burst over a weekend period,two science classrooms were
flooded.The subsequent demolition in this area revealed structural deficiencies in the spacing
of existing floor joists.The resulting required structural modifications delayed the repairs and
therefore repairs were ongoing from 2012 through 2015.
2014
Furniture replacement
Auditorium repairs and painting,
Science"classroom repairs
- i Installatioi1ot:_secuSIty came ra�thYoughoutbuilding
f"
2015
FurnituPe>replacement
Bleacher and curtain repair
Science classroom repairs(resulting from flooding due to a pipe burst)
Emergency chiller repairs
2016
Furniture replacement
Exterior masonry repairs and repointing
2017
Furniture replacement
Additional exterior brick repointing
SOI's have been submitted for Watertown High School in each of the previous three years and school
and town officials were optimistic that this path would lead to all of facility related programmatic,
operational,and structural deficiencies being addressed in a systemic fashion. As a result, some capital
projects have been deferred over this time period. However,with the receipt of the NEASC Report and
the warning status assigned to WHS,the FY'18—FY'22 Capital Plan was adjusted in the current year to
try to begin to address some of these deficiencies while still pursuing the S01 pathway. The fear is that
failing to address the items outlined in the NEASC Report will lead to loss of accreditation. The FY'18—
FY"22 Capital Plan includes$11 million in capital project repairs for Watertown High School, including
20
replacement of carpet in common areas, replacement of the emergency generator($550K),window
replacements ($8.3M), boiler replacements ($1.2M),and bathroom renovations($240K). Many of these
items seem like a poor investment in an aged facility with many inherent programmatic restrictions that
will remain unresolved. However, at the same time there is a desperate need to make all efforts to
protect the high school's accreditation.Without an approved project to address the comprehensive
needs of the building and site,the City will be forced to proceed with these capital improvements.
21
Priority 2
Question 1: Please describe the existing conditions that constitute severe overcrowding.
Much of the below summary can be found in the above response to the SO[question regarding
overcrowding at Watertown High School and the description of the conditions that constitute
overcrowding. The above response is repeated and expanded below.
The December 2016 NEASC report placed the school on warning status due to inadequately sized
science laboratories, lack of sufficiently sized classrooms, lack of available space for highly enrolled
programs in band,orchestra, and choral, lack of teacher meeting and collaboration space, lack of parent
meeting space, poor access to adequate athletic and fitness opportunities,and lack of space for drama
and music programs.The result is a school facility which is overcrowded across all program areas.
Over 90% of classroom and lab instruction at Watertown High School occurs in the original 1929 building
within spaces that are grossly undersized and lack appropriate space for teaching and learning. Many of
the academic classrooms are at least 30%over capacity based on their size(600-700sf)and generally accepted
educational guidelines and standards for available space per student.Classrooms that are sized to accommodate
18-22 students are crowded with 24-28 students.
These classrooms should be a minimum of 825sf and preferably be 850-900sf in order to allow teachers
to implement-hands-on learning opportunities and project,based instruction.Classroom projectsrequire
stuldeti is to collaborate in groups and o have opportunities to present their work to other students on a
daily basis Instead classrobm space li it8tions require students to sit in t ghtly packed rows in an
industrial revolution modeliidenticai to.classroomin�truction of,the 19t'Century.Teachers who need to
t ;
reofrgjnize their classrooms tdsupport interdisciplinary projects'and presentation on a daily basis, are
insteadiorced to limit suchjpr'ctices to a single day every-other-Week wh6n they can schedule a,larger
space to relocate students.Teachers fully understand the importance of developing a facilitative and
flexible learning environment, but are restricted by the limited amount of classroom space.The crowded
classrooms also increase the potential for student conflict, as teachers and staff confirm a much higher
level of anxiety and conflict in these spaces.
Special Education resource and support rooms that should provide 75-100sf per student are located
within repurposed spaces that only provide 30-50sf per student. Many of these students have social and
emotional needs and can be easily distracted. Placing them in more restrictive spatial environments
provides an additional challenge to their instruction.Additionally,the small general classroom sizes
prohibit the necessary and required integration of special education students into the regular academic
environment. Special education students that should be nicely integrated into an appropriately sized
general education classroom sometimes struggle to find adequate space to seamlessly integrate into the
undersized classrooms.This compromises the kind of productive integration that could occur if our
classrooms were all appropriately sized.
Science lab schedules have been constantly modified over the past several years as a result of the
limited number of appropriately sized science/lab classrooms and the limited lab facilities within those
classrooms.The unfortunate result is students have less time than desired in lab instruction. None of the
22
science classrooms are appropriately sized to support both classroom and lab instruction, and the
requirement of these spaces to operate in either one mode or the other greatly limits the desired
classroom and lab time for learning. Science labs are located in the 1929 building and remain in their
original size and configuration.These spaces are also more than 30%over capacity,as spaces which can
safely accommodate 15 students in a lab environment are crowded with 24-28 students. In order to
accommodate the current enrollment,these same spaces exceed 90%utilization,resulting in a complex and less
flexible course scheduling approach which limits availability to many students.Science safety standards have
advanced significantly since 1929 and research suggests that overcrowding in science classrooms is the
number one concern among high school science teachers. Research also supports a statistically
significant correlation between space per student and the frequency of incidents and accidents in the
science classroom. Students conducting science activities often work with equipment and
chemicals/biologicals/physicals that pose safety risks, especially if not handled properly. Handling
science equipment and chemicals safely requires sufficient individual work space. The International
Building Code (IBC) requires that educational science laboratories have a minimum of 50 square feet net
per person. The MSBA standards require an allotment of 60 net square feet per student in science
laboratory environments. Current science labs at Watertown High School have less than 40 square feet
per student,creating an unacceptable and overcrowded condition during laboratory practice.
The small and outdated science labs also impact our special education integration in the laboratory
environment,as lab,stations do not meet current accessiJbil(ty standards apd the lack of available space
perstGdent is coiimpounded when a high-needs stuc�erlt viith`physical challenges needs lab
opportunities.An ldeai science lab would have accessible st�ti ns located'around the science Iclai Broom
perimeter allowing unrestricted access to all students:
Watertown has a MIT recognized FABLAB(Waysh'ak FabLab)which`is cbrrentlyihoused in the school's -
library/media center and necessitated a reduction in mediaspace and materials.There was no available space
for the implementation of this program in the school,so we had to take over a portion of the already-
undersized library/media center in order to accommodate this program.Although the space as
configured is not ideal,it was the only available space in the building and it is critically important for us to
expand 21st Century programming to prepare our students fortheworld beyond Watertown.The result is a
grossly undersized library media center that becomes overcrowded when even a single classroom visits for
media instruction. In 2015/16 we added an engineering course(Introduction to Engineering)to our
curriculum through Project Lead the Way. As part of the expanding interest and the program requirements,
we added two more engineering courses (Principles of Engineering and Digital Electronics) in 2016/17 and
an additional course (Capstone Engineering Design & Development) in 2017/18. Unfortunately,due to
building space limitations,the only available space for the creation and development of this program was
our existing computer applications lab. The use of this space by all of the programs simultaneously resulted
in severe overcrowding, and the computer applications courses (Computer Repair and Computer-Aided
Drawing and Design) had to be eliminated from the curriculum.To remain a member of PLTW, we must
systematically add additional PLTW courses, but the current space is already near 100% utilization and we
have no available space for the expansion of this program.
With the exception of one space,all of the previously available meeting spaces within the building have now
23
been converted to classrooms. This one space is overutilized by all teachers, departments, specialist, etc.,
and is rarely available when needed. When meeting space is required, it is often necessary to close student
access to areas likethe Career Center because they provide the only available space to accommodate a
meeting.
The Choral program was severely overcrowded within its available space, and is nowlimited to approximately
25students. The classroom space utilized by choral is sometimes needed for general academics and chorus
rehearsals often occur in both hallways and the main lobby area of the school. Practice rooms have been
converted into single-user computer rooms as a result of the loss of media center and computer room space,
which limits individual rehearsal space.The Band program is limited by lack of physical space to approximately
50 students.Though there is a viable feeder program from the middle school,the Drama program at WHS was
eliminated due to lack of space. Currently, Drama is only offered after school which limits the program to two
productions per year.This after-school program is nowchallenged limited bytheabsenceof anyset storage space
or set construction space,as the small stage in the auditorium is utilized by other programs.Some limited
storage is available to Drama students byclimbing through the onstage counterweight rigging system into a
remote area,but this creates an unsafe condition.There are no classrooms available during the school day for
drama and no small performance areas.
The cafeteria is 20% smaller than MSBA guidelines and cannot provide sufficient seating forour
student body in a three-lunch-period schedule.We must either expand the lunchtime period to
accommodate four�eatings (whhkh significant) Compromise program offerings) or over roWd the
cafeteria during three lunch periods. Our curfe#t aoproach is to keep the necessary flex biliity in
s educational program offerings and overcrowd4he cafeteria durirjg three lunch seatings. This
results in pa6y students standing near perimeter counter areas while others sit under the s alrWell on
j 7 makeshift behches.T,hisicrowds critical exist,pathways and corridors.The existing kitchen and serving
area is within the 1929`building and'was not sized to accommodate modern service and dining
strategies.There are no areas to create food service selection options or conduct point-of-sale
activities.These areas are inherent in modern kitchen serving environments and create significant
compromises to dining activities at Watertown High School.
The physical education space is one full teaching station (3000sf) under MSBA guidelines, and although
perhaps not as critical as academic space,the shortage of teaching stations results in a loud and chaotic
attempt at 100% utilization of the gymnasium space throughout the school day with as many as 3 PE
classes often occurring simultaneously.Although theoretically possible,this compromises the individual
programs and never allows for use of the full-size gymnasium space at any time.
Outdoor spaces such as Victory Field are utilized as often as possible, but as reported elsewhere herein
the school campus lacks any outdoor space and the closest field area (Victory Field) is located 1/3 mile
from the school campus.This results in significant loss of instruction time, and creates significant
challenges for students with disabilities.
Our TV/Video/Radio Production course once had the ability to utilize available general academic
classrooms for their instructional space. They would alternate between classroom and production space
(sometimes conducting classroom instruction on days when a classroom space was available in the
building), but now the lack of available space prohibits them from being able to schedule any periods
within the general academic classrooms.They complete their production time and their classroom time
in the production studio,with the studio providing a poor option during classroom instruction.
24
The small lecture room within the building has now been converted to a general classroom (holds
approximately 24-28 students), but is a tiered lecture space and cannot accommodate students with
physical challenges.The forced use of this space as a general classroom (due to overcrowding) causes
significant challenges as the course utilizing the space may have to change several times over the school
year in order to adjust to the makeup of the enrollment, based on their physical needs.
Watertown has a highly successful Life Skills program for significantly challenged young adults 18-22 (LEAP).This
program can no longer be conducted at the high school because overcrowded conditions prohibit us from being able
to provide a fully effective range of life skills training.There is insufficient space to provide a classroom with a
kitchen,washer/dryer, etc.,therefore we moved this program to the Administrative Building.This is not ideal,
since it separates these students from thegeneral student population. Moreover,the space provided in the
Administration Building is undersized, resulting in a lack of transitional work with our 18-22-year-old
students.
Priority 2
Question 2: Please describe the measures the School District has taken to mitigate the problem(s)described
above.
-The small group seminar room was converted to a math classroom.This space is not ideal,as it has stadium style
seating which limits the flexib'lity_of the classroom and poses significant challenges_to students who have physical
limitations on mobility. �-
t
-Thg tv)ro adjacent resource rooms in the NW corner of'the buildingigere converted to-a science(physics),
classropm.The two spaces sti�I h�ve a restrictive opening between them which limits sightlines and cdmpromises
inst'ruc'.tio_n,
-4000sf of existing spaces was removed from the library/media center to create a much-needed engineering
fabrication lab.This is a significant compromise to former media center programs,but was the only space
available for the critical hands-on learning need.
-former teacher collaboration and planning space has been converted to classroom space and resource space.
This has proven to be a significant compromise to teacher collaboration but has provided some relief to
overcrowded classrooms and a lack of special education space.
-The school schedule has been modified to reduce course offering and increase classroom utilization to over 90%.
In order to get over 90%utilization of classrooms,the schedule has to limit flexibility for many students.
Additionally,these classrooms are rarely availably for other critical needs such as teacher planning and
collaboration.
-The drama program has been eliminated from the school space such that this space can be available for general
classroom instruction. It is now an after-school program.
-The Life Skills(LEAP) program has been moved out of the high school and into the school administration building.
This requires students to walk across a busy street and displaces them from their peers.
-The computer applications courses have been eliminated to allow this space to be utilized for Project Lead the
25
Way.This is a growing program and must systematically increase PLTW course offering in order to remain
accredited.This growth will exacerbate current space limitations.
-Science curriculum and offerings have been altered to fit available space constraints.Experiments and labs have
been limited and truncated in order to address safety concerns in overcrowded tab spaces.
-Student dining policy has been modified to allow students to be seated or standing in alternative locations in and
around the cafeteria without having to be seated in a chair. Dining options have been minimized,limited,and
altered to allow faster and more efficient service.Students stand at counters;sit under the staircase,we
squeeze in extra chairs; use the courtyard in good weather;some seniors with senior privilege leave the
building. Many of these measures results in students crowding into designated egress pathways,which makes
exits for emergency reasons more difficult and unsafe. We make pre-made boxed salads due to lack of room
for a salad bar.Students are prohibited from choosing a soup option.
-Former storage areas and closets have been converted to tutorial,counseling,testing,and small group
instruction spaces.
-TV/Radio/Video production activities and classrooms instruction have been moved to the Community Access
Cable studio.
-Choral and Band programs have placed caps on student enrollment. Chorus rehearses in the hallways and lobby.
This creates acoustical problems for non-music classes in the area.Class size is limited by the physical space ofi
06 Chorus Room`-4ince the hallway and lobby are not aly3♦ys''available forrel{earsal,and are not appropriate
(of instruction.
I
Music3_ practice roo s ave b An converted to indivi4uaI computer lab stations. i
-Physical education classes are schedule to provide 160%utilization of the gymnasium,with 2-3 classes operating
simultaneously each period.
-At faculty/teacher-only meetings,we squeeze two rows of extra chairs in the Lecture Hall. This causes an unsafe
situation for egress in case of emergency. For'all staff meetings,we use auditorium for lack of a better
alternative. This space is oversized for this purpose and limits the intimacy of interaction since a microphone
must be used. We hold "all staff'meetings following critical incidents,when open and intimate conversation
is essential to reentry, recovery and processing. The auditorium also is not conducive to small group
interactions because of the inflexibility of seating.
-Effort is made to minimize the times that 3 or more classes must meet in the gym simultaneously but this cannot
be avoided. We use a divider curtain to create two major classrooms,and then further subdivided these areas
with imaginary boundaries.We use the run off end of the gym for Project Adventure activities. In appropriate
weather,we move classes outdoors. However,our only option is Victory Field which is a 1/3 mile walk each
way and reduces class time,which is already shortened with the need to change clothes at the beginning and
end of class.This walk also creates challenges for those students with physical disabilities.
-We limit student access to the Student Career Center so that this space can also be used for conference,tutorial,
counseling,and testing.
-We generally prohibit sets and staging from being placed on the stage in order to keep this space available for
26
academic instruction.
Priority 2
Question 3: Please provide a detailed explanation of the impact of the problem described in this priority on
your district's educational program. Please include specific examples of how the problem prevents the district
from delivering the educational program it is required to deliver and how students and/or teachers are directly
affected by the problem identified.
Science lab schedules have been constantly modified over the past several years as a result of the
limited number of appropriately sized science/lab classrooms and the limited lab facilities within those
classrooms.The unfortunate result is students have less time than desired in lab instruction. None of the
science classrooms are appropriately sized to support both classroom and lab instruction,and the
requirement of these spaces to operate in either one mode or the other greatly limits the desired
classroom and lab time for learning. None of the science classrooms are appropriately sized to support
both classroom and lab instruction, and the requirement of these spaces to operate in either one mode
or the other greatly limits the desired classroom and lab time for learning.Science labs are located in
the 1929 building and remain in their original size and configuration.Science safety standards have
advanced significantly since 1929 and research suggests that overcrowding in science classrooms is the
number one concern among high-school science teachers. Research also supports a statistically______
significant correlation between space per student andthe frequency ofrincidents and acciden s in the
science classroom,St�denYs_c�nducting science activities often work with,equipment and ,
chemicals/biologicals/physiEcals that pose safety rlsk� especially if not handled-properly. Han ling
science equipment acid cheini�als safely requires sufficient i idiviqual wor space. Inadequate science
eguipmment and facilities also contribute,to'safety concerns, and,tbese classrooms do not include many
modern safety amenities The International Building Code (IBC) requires that educational science
laboratories have a minimum of 50 square feet net per person. The Iv1SBA standards require an
allotment of 60 net square feet per student in science laboratory environments.Current science labs at
Watertown High School have less than 40 square feet per student,creating an unacceptable and
overcrowded condition during laboratory practice.
Unfortunately,the facility constraints go well beyond science,as the December 2016 NEASC report
placed the school on warning status due to inadequate science laboratories, lack of sufficiently sized
classrooms, lack of available space for highly enrolled programs in band, orchestra, and choral, lack of
teacher meeting and collaboration space, lack of parent meeting space, poor access to adequate athletic
and fitness opportunities, and lack of space for drama and music programs.
The current layout of small classrooms stacked along corridors inhibits the best practices of
collaboration and planning for project-based interdisciplinary learning opportunities. Undersized
classrooms do not allow contemporary pedagogical objectives of student centered classrooms with a
variety of seating configurations. In order to prepare students for successful adulthood in the 21st
Century, educational classroom environments must work to engage all learning types in a blended
learning environment where students have opportunities to learn in multiple styles but are also guided
by teachers in completing self-directed inquiry and investigation through research and hands-on
27
activities. The WHS staff includes an energized and collaborative team that understands the evolving
social and educational demands of the 21st Century. Their strengths can be reinforced in appropriately
sized classroom spaces that allow for a variety of learning styles and activities to help facilitate the
necessary teaching, learning, research, and investigation. Unfortunately, current classroom space
limitations require students to sit in tightly packed rows in an industrial revolution model identical to
classroom instruction of the 191h Century. Teachers who are highly trained and motivated to facilitative
varying and flexible learning styles and strategies are restricted to the long outdated educational
practices of the 191h Century by the limited and overcrowded classroom space.
The limited size of academic classrooms also prohibits the necessary and required integration of special
education students into the regular academic environment.Special education students that should be
productively integrated into appropriately sized general education classroom are awkwardly jammed
into the corner of a classroom, compromising the intended integration experience. The number of
students who can be integrated is restricted by available classrooms space.
As indicated in the NEASC report, deficiencies in appropriate and available teaching,evaluation and
counseling spaces creates numerous challenges toward delivering the necessary services to students.
The NEASC report also correctly identifies the absence of dedicated spaces where teachers can
collaborate and plan together.
Tw 9f the high 3ch6-ol's highly popular computer applications programrs(�'omputer Repair and -i
COip�ter-Aided Drawing I Design) have been eliminl6ted'du2to lack 4fspace..The.space previohsly
occFupled by these 6rdgrams w,as needed fora critical engm�ering program (Project'Lead the vVai).As
enrollment in the'engineer ng progra6 repidly creases,studenienrolim nt is restricted by the;
availability of space and the only way t�accommddate new classes wo Adlbe to eliminate other i
programs.
Many library/media center programs have been eliminated because the former space has been reduced
to a fraction of its required size.The school had a critical need for the Wayshak FabLab (fabrication lab)
and the Mac Lab in order to provide students an opportunity for hands-on learning and the integration
of science, math,and engineering. There was no available space for its implementation so the school
had to take over a portion of the already-undersized library/media center. Limited space for the
fabrication lab restricts the number of students who can participate and the only option for expansion
would be to further encroach on the Library/Media center space.
WHS forecasts that current enrollment will remain strong and that increased enrollment will occur in the
near future.The expansion of 21st century learning opportunities and programs as well as the increasing
demands of high needs students(Currently at 43%of enrollment)will continue to require additional
space. These needs are constrained by the lack of classroom space and shortage of smaller spaces for
specialized 1:1 and small group instruction as well as a lack of adequate therapeutic, collaboration and
conferencing spaces.
Currently, a math class is held in a space with stadium style seating arrangement, making flexible
grouping impossible and creating obstacles for students with physical challenges. A physics course is
taught in two separate but attached spaces with poor sight lines between the two areas. Small group
28
reading instruction takes place in retrofitted inadequate and under-equipped former storage and office
space. Some of the areas used for instruction are in traffic patterns needed to reach other small group
instructional areas.This creates a safety hazard and is highly disruptive to the instruction or counseling
being provided.The limited space within the building often requires that we place students who need
additional counseling and instruction within loud or disruptive spaces that are not conducive to their
specific needs.
As indicated in the NEASC deficiencies,there is no space available for teacher collaboration and
planning.The high level of classroom utilization also prohibits these spaces from being available for this
purpose.
The concrete and masonry 1929 building presents numerous challenges to the availability of both wired
and wireless data access.The structural configuration of the 90yr old building has thwarted numerous
attempts at providing improved technology access.Without a major technology upgrade within the
school,there will be inadequate bandwidth for electronic standardized testing such as PARCC and MCAS
2.0.AP testing already has to be administered offsite due to spatial limitations and technology
challenges.
The nurse's area has 2 treatment rooms with poor and non-existent sight lines for monitoring
students. There is one small counseling room within the nurse's suite, but it is a retrofitted former
closet space and lacks the appropriate privacy,size,ventilation, etc.
An ! adequate number of physical educat on teachi�j sfatiop (as per MSBA guidelines) requirgs that
mu tiple classes tayght within the sam space sirhyltaneously. ;
The Choralprogram rs now hmitgd to approximately 25students and'the ea�d program is limited to 0 students,
bout as a result of space deficiencies. This`prohib;t$continuity of a v(able feeder program from the m dd�le
school.The high school Drama program at WHS was eliminated due to lack of space,and is now an after-school
program.
Our TV/Radio/Video class no longer has the ability to utilize general classrooms due to their high
utilization rate.
Our Life Skills program(LEAP)can no longer be conducted at the high school because overcrowded conditions
prohibit us from being able to provide a fully effective range of life skills training.This program has been moved to
the Administrative Building,although it would be much better suited for a high school campus among the general
academic population.
The physical education space is a full teaching station (3000sf) under MSBA guidelines, and although
perhaps not as critical as academic space,the shortage of teaching stations results in a loud and chaotic
attempt at 100% utilization of the gymnasium space throughout the school day with as many as 3 or
more PE classes often occurring simultaneously.Although theoretically possible,this compromises the
individual programs and never allows for use of the full-size gymnasium space at any time.
Outdoor spaces such as Victory Field are utilized as often as possible, but as reported elsewhere herein
the school campus lacks any outdoor space and the closest field area (Victory Field) is located 1/3 mile
from the school campus.This results in significant loss of instruction time, and creates significant
challenges for students with disabilities.
29
While the WHS administration has been creative with the reconfiguration of space in the current facility,
we are now at the point where lack of space and outdated facility configuration is having a serious effect
on our educational program.
An increasing number of special education students with high needs(43%)combined with a general lack of quality,
flexible classroom space and severe shortage of smaller spaces for specialized 1:1 and small group instruction
makes the continued delivery of this program very challenging. There is no space available for OT services,and
the overscheduled gymnasium space provides no relief.Three small office spaces were converted to resource
classrooms,and other former storage and office space has been converted for testing and counseling. Many of
these spaces are poorly located and lack the necessary privacy and confidentiality.Some are located in undesirable
high traffic areas,and some spaces require that student traffic move through an occupied counseling or tutorial
space in order to get to an adjacent space,resulting in constant disruption to students who are already easily
distracted.
Teacher collaboration areas have been converted to classroom and resource space and the high
utilization rate of general classrooms leaves no available space for teacher planning and collaboration.
Technology has greatly assisted collaboration among teachers and staff, however the power of face-to-
face interaction has yet to be replicated by technology. Human interaction is everything, especially in a
creative, innovative, and knowledge-intensive sector such as education. The strength of any creative
organization is shaped as much by the day-to-day chance contact of its members as it is by formal
gat erings such-as schechJled appointments. Critical information leading to educational.innovation
often tomes from,informal encounters between teachars frdm varying`dis�ciplines and backgrounds. The
WateAown High School should include spaces which prorhofe this interaction while also suppl rting a
variety of professjonal actiJitins.
Please also provide the following:
Cafeteria Seating Capacity: 204
Number of lunch seatings per day: 3
Are modular units currently present on-site and being used for classroom space?: NO
If"YES",Indicate the number of years that the modular units have been in use:
Number of Modular Units:
Classroom count in Modular Units:
Seating Capacity of Modular classrooms:
What was the original anticipated useful life in years of the modular units when theywere
installed?:
Have non-traditional classroom spaces been converted to be used for classroom space?: YES
If"YES",indicate the number of non-traditional classroom spaces in use: 5
Please provide a description of each non-traditional classroom space,its originally-intended use
and how it is currently used (maximum of 1000 characters).:
S Computer Lab to regular classroom
Faculty room to IDS Commons
Conference room to Academic Support classroom
30
Tiered science lecture space to math classroom
Guidance Conference Room to Career Counseling Center
1st floor classroom to Robotics Lab
Classroom being used as a science lab
Faculty Room to Math Lab
Electrical program eliminated and classroom to Tech Services
Automotive program eliminated and classroom large equipment storage
3 office spaces to resource classrooms
3 small offices(147-172 sq.ft.)to testing/counseling
3 spaces(74-325 sq.ft.)to counseling space.
Assessments and AP testing moved to Central Office
Please explain any recent changes to the district's educational program,school assignment polices,grade
configurations,class size policy,school closures,changes in administrative space,or any other changes that
impact the district's enrollment capacity(maximum of 5000 characters).:
No changes have been made to the district's program or policy that result in increased enrollment;
however, many changes have been made to accommodate the increased enrollment and the space
limitations and overcrowding at the high school. Non-traditional classroom spaces have been converted to
be used as classroom/counseling/small group instruction spaces. Class schedules and offerings have
been modified to increase classroom utilization.Science programs and offering have been modified to fit
within the spatial limitations.We have not reconfigured grade configurations at this point. We have
moved some programs out of the high school building.Program course offerings hovebeen eliminated to)
accommodate,other ritical programs. Many meetings,are now held off-iite at the Administra}14.Offices
fas a remedy for the li ckI available space.All gthe'r school,buildmgs 6rekat capacity and area so_ sing
4 I spaces in non-t aditi `n_ ajways in order to me t oOr educational priorities. - --j
t � ' � � �
What ire the districts curre it Mass size policies/(maximum of 560-character3)?: ;
While we do not have an official class size po(icy in Watertown,we try to keep high school College Prep in
the low 20s,with Honors and AP classes being larger. A review of our current general academic classroom
use would yield a class size of 24+.We attempt to keep middle school classes in the mid-20s. At the
elementary level,in grades 4-5 classes are at or below 24;grades 2-3 at 22 and at or below 20 in grades
pre-K-1.,This has been a district and community commitment,although we are not always able to
achieve those levels. Using"average class size"could be misleading,as our special education classes are
usually very small,thereby skewing the average.
Priority 3
Question 1: Please provide a detailed explanation of the "facility-related"issues that are threatening
accreditation. Please include in this description details related to the program or facility resources(i.e.Media
Center/Library,Science Rooms/Labs,general classroom space,etc.)whose conditions or state directly threatens
the facility's accreditation status.
The school has been placed on warning status by the New England Association of Schools and Colleges
(NEASC).
NEASC Report findings(2016):
- The school site and plant do not support the delivery of high quality school programs and services.
- The science labs do not provide adequate space for lab instruction
31
Inadequate space for classroom activities
The science labs lack necessary amenities for lab instruction
The lack of classroom space for band instruction limits enrollment and does not accommodate all
students who want to enroll
The lack of classroom space for choral instruction limits enrollment and does not accommodate all
students who want to enroll
The lack of space for instrumental practice limits enrollment and does not accommodate all students
who want to enroll in orchestra
The lack of conference space for teachers and absence of any teacher collaboration space
The lack of space for teacher/parent meetings
The aging and deteriorated student bathroom facilities
The failure of plumbing fixtures,including drinking fountains
Ceiling leaks in areas such as the former teachers lunch room(currently used as support classroom
and conference)
Inoperable windows in the 1929 building(with no other means of ventilation)
Lack of handicap accessibility.This includes no HC accessibility from the main parking lot and a main
building entry which has been adapted as feasible,but remains non-compliant.
Lack of outdoor academic and physical education space and the poor condition(needs upgrades)of
the fields(Victo Field)_which are 1/3 mile away and utilized by the school
G - Lack of Dn site pIldIng
- , � I ,
- Poor condition o' locker rooms and tramers'room ((14cl upgrade)
9 1 f 3
PH rO3- ) i
Question 2: Please describe the measures the district has taken to mitigate the problem(s)described above.
As a result of the facilities deficiencies and in anticipation of the potential lass of accreditation,the District and the
Town of Watertown approved funding for a comprehensive school facilities assessment study which began in
2013.The report was completed by Oudens Elio Architecture LLC on March 13, 2014 and the district subsequently
submitted an S01 to the MSBA identifying the high school as the district's highest priority.
In 2015 the District again submitted an SOI to the MSBA identifying the Watertown High School as the district's
highest priority.
In 2016 the District again submitted an SOI to the MSBA identifying the Watertown High School as the district's
highest priority.
In February of 2016 the District and the Town of Watertown approved additional funding for an updated
assessment and Facilities Master Plan Study.The Study was awarded to Symmes,Main!&McKee Associates and
was completed on December 1,2016.
In December 2016 NEASC placed the District on warning status for having a school site and plant that do not
support delivery of high quality school programs and services
32
In January 2017,the District developed,and the City accepted,it's Capital Improvement Plan(CIP)for 2018-22
which began to address some of the systems issues listed in the NEASC findings. Unfortunately,the amount
available for the CIP allows only for modest mitigation work, not addressing the full and comprehensive needs at
the high school.Additionally,the District and the City are hesitant to invest significant funds in the high school
without a comprehensive and funded solution for addressing all educational and facility needs at the high school.
In March of 2017 the District received the support of the School Committee and City Council in submitting an
updated S01 identifying the Watertown High School as the District's highest priority.
In the meantime,over the past several years the district has taken numerous steps to minimize the impact of the
space limitations on educational programs. Many of the steps taken by the district to minimize Priority 3 impacts
are similar to those summarized under Priority 2 as follows:
-The small group seminar room was converted to a math classroom.This space is not ideal,as it has stadium style
seating which limits the flexibility of the classroom and poses significant challenges to students who have physical
limitations on mobility.
-The two adjacent resource rooms in the NW corner of the building were converted to a science(physics)
classroom.The two spaces still have a restrictive opening between them which limits sightlines and compromises
instruction.
-40QOsf of existing spaces was removed from,the library/media enter to create a much-needed engineering-
fabrication lab.This is a,signd(calt compromise to former`m'edie center progr fn , but was the only space
available for the critical'Pands-on learning need.
-Ferrer teacher collaboration and planning space has been converted''to classroom space and resource space.
This has proven to be a significant compromise•to teacher collaboration but h`as provided some relief to
overcrowded classrooms and a lack of special education space.
-The school schedule has been modified to reduce course offering and increase classroom utilization to
approximately 90%. In order to get over 90%utilization of classrooms,the schedule has to limit flexibility for
many students.Additionally,these classrooms are rarely availably for other critical needs such as teacher
planning and collaboration.
-The drama program has been eliminated from the school space such that this space can be available for general
classroom instruction. It is now an after-school program.
-The Life Skills(LEAP)program has been moved out of the high school and into the school administration building.
This requires students to walk across a busy street and displaces them from their peers.
-The computer applications courses have been eliminated to allow this space to be utilized for Project Lead The
Way.This is a growing program and must systematically increase PLTW course offering in order to remain
accredited.This growth will exacerbate current space limitations.
-Science curriculum and offerings have been altered to fit available space constraints. Experiments and labs have
been limited nd truncated in order to address safety concerns in overcrowded lab spaces.
33
-Student dining policy has been modified to allow students to be seated or standing in alternative locations in and
around the cafeteria without having to be seated in a chair. Dining options have been minimized, limited,and
altered to allow faster and more efficient service.Students stand at counters;sit under the staircase,we
squeeze in extra chairs; use the courtyard in good weather;some seniors with senior privilege leave the
building. Many of these measures results in students crowding into designated egress pathways,which makes
exits for emergency reasons more difficult and unsafe. We make pre-made boxed salads due to lack of room
for a salad bar.Students are prohibited from choosing a soup option.
-Former storage areas and closets have been converted to tutorial,counseling,testing,and small group
instruction spaces.
-TV/Radio/Video production activities and classroom instruction have been consolidated to the studio area. No
use of general classrooms..
-Choral and Band programs have placed caps on student enrollment. Chorus rehearses in the hallways and lobby.
This creates acoustical problems for non-music classes in the area.Class size is limited by the physical space of
the Chorus Room since the hallway and lobby are not always available for rehearsal,and are not appropriate
for instruction.
-Music practice rooms have been converted to individual computer lab stations.
-We limit student access to the Student Career Center so that this space can a so be used for conference,tutorial,
�cobnseling,and testing.
W I generally prohibit sets and S�aging from being plagedbn the stage in order to keep this space avail' bl' for
ac demic instruction.
Additionally,the District has used local funds for capital improvements for repairs to plumbing fixtures, repainting,
roof repairs,floor finishes,etc.,in order to keep the building serviceable. Many major systems(HVAC, plumbing,
roof,windows,electrical)remain in need of major upgrades or complete replacement but the District has held off
on these upgrades pending the fate of the high school building.The existing 1929 academic building has many
physical constraints which have prohibited its reconfiguration and the District has been hesitant(recently)to
invest major funding in a building which may never be able to meet the 21"Century educational program needs of
the high school.
Priority 3
Question 3; Please provide a detailed explanation of the impact of the problem described In this priority on
your district's educational program. Please include specific examples of how the problem prevents the district
from delivering the educational program it is required to deliver and how students and/or teachers are directly
affected by the problem identified.
As identified in Priority 2,the following are impacts on the District's educational program that would
also apply to Priority 3:
Science lab schedules have been constantly modified over the past several years as a result of the
34
limited number of appropriately sized science/lab classrooms and the limited lab facilities within those
classrooms.The unfortunate result is students have less time than desired in lab instruction. None of the
science classrooms are appropriately sized to support both classroom and lab instruction, and the
requirement of these spaces to operate in either one mode or the other greatly limits the desired
classroom and lab time for learning. Science labs are located in the 1929 building and remain in their
original size and configuration.Science safety standards have advanced significantly since 1929 and
research suggests that overcrowding in science classrooms is the number one concern among high
school science teachers. Research also supports a statistically significant correlation between space per
student and the frequency of incidents and accidents in the science classroom.Students conducting
science activities often work with equipment and chemicals/biologicals/physicals that pose safety risks,
especially if not handled properly. Handling science equipment and chemicals safely requires sufficient
individual work space. Inadequate science equipment and facilities also contribute to safety concerns,
and these classrooms do not include many modern safety amenities. Exhaust fans have been retrofitted
over the exterior windows in some science labs as a means for providing minimal ventilation and
exhaust.The International Building Code (IBC) requires that educational science laboratories have a
minimum of 50 square feet net per person. The MSBA standards require an allotment of 60 net square
feet per student in science laboratory environments.Current science labs at Watertown High School
have less than 40 square feet per student, creating an unacceptable and overcrowded condition during
lab ratory.pract ice. f )
The current layout,of srhall classrooms stacker) aldrg',,corridorsj inhibits the best prac ices of
collabpration andj plannin`g_-for-project-basedf interdiscipiinary lea�nin _opportunities. ndersized
classrooms do not allow cflntemporary`pedagggjcal objectives of stulent centered classroomis with a
variety of seating-configurations. In older to,prepare studentssfor tp&essful adulthood (n ihe 21st
Century, educational classroom environments must work to engage all learning types in a blended
learning environment where students have opportunities to learn in multiple styles but are also guided
by teachers in completing self-directed inquiry and investigation through research and hands-on
activities. The WHS staff includes an energized and collaborative team that understands the evolving
social and educational demands of the 21st Century. Their strengths can be reinforced in appropriately
sized classroom spaces that allow for a variety of learning styles and activities to help facilitate the
necessary teaching, learning, research, and investigation. Unfortunately, current classroom space
limitations require students to sit in tightly packed rows in an industrial revolution model identical to
classroom instruction of the 19`h Century. Teachers who are highly trained and motivated to facilitative
varying and flexible learning styles and strategies are restricted to the long outdated educational
practices of the 191"Century by the limited and overcrowded classroom space.
The limited size of academic classrooms also prohibits the necessary and required integration of special
education students into the regular academic environment. Special education students that should be
productively integrated into appropriately sized general education classroom are awkwardly jammed
into the corner of a classroom, compromising the intended integration experience. The number of
students who can be integrated is restricted by available classrooms space.
35
Deficiencies in appropriate and available teaching,evaluation and counseling spaces creates numerous
challenges toward delivering the necessary services to students.
As a result of the significant need for additional classroom and special education space, teacher
collaboration spaces have been converted to other uses and are no longer available. Technology has
greatly assisted collaboration among teachers and staff, however the power of face-to-face interaction
has yet to be replicated by technology. Human interaction is everything, especially in a creative,
innovative, and knowledge-intensive sector such as education. The strength of any creative organization
is shaped as much by the day-to-day chance contact of its members as it is by formal gatherings such as
scheduled appointments. Critical information leading to educational innovation often comes from
informal encounters between teachers from varying disciplines and backgrounds. The Watertown High
School should include spaces which promote this interaction while also supporting a variety of
professional activities.
Two of the high school's highly popular computer applications programs have been eliminated due to
lack of space.The space previously occupied by these programs was needed for a critical engineering
program (Project Lead the Way).As enrollment in the engineering program rapidly increases,student
enrollment is restricted by the availability of space and the only way to accommodate new classes would
be to eliminate other programs.
May ibrary/media center programs have been eliminated'because the fermer space has been reduced
to a fr iction of its required sI4.The school had a critical need;for the Wayshak FabLab (fabrication lab)
in order to provide`stdclent 3 an opportunity for hands_-on learning and the;integration of scie `ce,;math,
an er gineering.,The{e was no available'space for its implementation so the school had to take over a
po I io 1 of the already-undersiied library/media center. Limited space for he fabrication lab restticts the
number of students who can participate and the only option for expansion would be to further encroach
on the Library/Media center space.
WHS forecasts that current enrollment will remain strong and that increased enrollment will occur in the
near future.The expansion of 21st century learning opportunities and programs as well as the increasing
demands of high needs students (Currently at 43%of enrollment)will continue to require additional
space. These needs are constrained by the lack of classroom space and shortage of smaller spaces for
specialized 1:1 and small group instruction as well as a lack of adequate therapeutic, collaboration and
conferencing spaces.
Currently, a math class is held in a space with stadium style seating arrangement, making flexible
grouping impossible and creating obstacles for students with physical challenges.A physics course is
taught in two separate but attached spaces with poor sight lines between the two areas.Small group
reading instruction takes place in retrofitted inadequate and under-equipped former storage and office
space. Some of the areas used for instruction are in traffic patterns needed to reach other small group
instructional areas.This creates a safety hazard and is highly disruptive to the instruction or counseling
being provided.The limited space within the building often requires that we place students who need
additional counseling and instruction within loud or disruptive spaces that are not conducive to their
specific needs.
The concrete and masonry 1929 building presents numerous challenges to the availability of both wired
36
and wireless data access.The structural configuration of the 90yr old building has thwarted numerous
attempts and providing improved technology access.Without a major technology upgrade within the
school,there will be inadequate bandwidth for electronic standardized testing such as PARCC and MCAS
2.0.AP testing already has to be administered offsite due to spatial limitations and technology
challenges.
The nurse's area has 2 treatment rooms with poor and non-existent sight lines for monitoring
students. There is one small counseling room within the nurse's suite, but it is a retrofitted former
closet space and lacks the appropriate privacy,size,ventilation, etc.
An inadequate number of physical education teaching stations (as per MSBA guidelines) requires that
multiple classes be taught within the same space simultaneously.
The Choral program is now limited to approximately 25 students and the Band program is limited to 50 students,
both as a result of space deficiencies. This prohibits continuity of a viable feeder program from the middle
school.The high school Drama program at WHS was eliminated due to lack of space,and is now an after-school
program.
Our TV/Radio/Video class has been forced to consolidate activities within the studio in order to refrain
from using highly utilized and unavailable general classrooms.
Our`Lif Skills program(LEAP)can nolonger be conducted If tJ e} gh school becayse overcrowded con ttions - }
pro iib t us from bei�g'gble to provide a fully effective ragge o�life•skills training This program has bee Moved to
the Administrative Building,although it would be much,petter suttee for a high school campus among the general
academic populatioh, riven the space provided in She/4'0 stra[ion Bui di g is undersized, result�ng in a
lac�oi'transitional'w6rk wif h Our 18-22-year-old students )
The physical education space is one full teaching station (3000sf) under MSBA guidelines,and although
perhaps not as critical as academic space,the shortage of teaching stations results in a loud and chaotic
attempt at 100% utilization of the gymnasium space throughout the school day with as many as 3 or
more PE classes often occurring simultaneously.Although theoretically possible,this compromises the
individual programs and never allows for use of the full-size gymnasium space at any time.
Outdoor spaces such as Victory Field are utilized as often as possible, but as reported elsewhere herein
the school campus lacks any outdoor space and the closest field area (Victory Field) is located 1/3 mile
from the school campus.This results in significant loss of instruction time (24-minute loss in a 57-minute
period), and creates significant challenges for students with disabilities.
While the WHS administration has been creative with the reconfiguration of space in the current facility,
we are now at the point where lack of space and outdated facility configuration is having a serious effect
on our educational program.
An increasing number of special education students with high needs(43%) combined with a general lack of quality,
flexible classroom space and severe shortage of smaller spaces for specialized 1:1 and small group instruction
makes the continued delivery of this program very challenging. There is no space available for OT services,and
the overscheduled gymnasium space provides no relief.Three small office spaces were converted to resource
classrooms,and other former storage and office space has been converted for testing and counseling. Many of
these spaces are poorly located and lack the necessary privacy and confidentiality.Some are located in undesirable
37
high traffic areas,and some spaces require that student traffic move through an occupied counseling or tutorial
space in order to get to an adjacent space,resulting in constant disruption to students who are already easily
distracted.
The industrial arts classroom requires students to navigate stairs in order to gain access to the school's CNC router
and other hands-on instructional amenities.This presents an obstacle for students with physical challenges.
There is no space available for occupational and physical therapy and the school's fitness room (possible option)is
located in the basement level and is only accessible via stairs.
Please also provide the following:
Name of accrediting entity(maximum of 100 characters):
New England Association of Schools and Colleges(NEASC)
Current Accreditation Status: Please provide appropriate number as 1=13assed,2=Probation,
3=Warning,4=Lost:
3
If"WARNING", indicate the date accreditation may be switched to Probation or lost:
10/1/2018
If"I'R?BATION';indicate t�he'date accreditation ma6bd-lost:
Pie isJ provide the date of the first accreditation(rl4it that resulted in your current accreditation
sta ,use
1 ,9/8/2016
Please provide the date of the follow-up accreditation visit:
N/A
Are facility-related issues related to Media Center/Library? If yes, please describe in detail in
Question 1 below:
YES
Are facility-related issues related to Science Rooms/Labs? If yes, please describe in detail in Question
1 below:
YES
Are facility-related issues related to general classroom spaces? if yes, please describe in detail in
Question 1 below:
YES
Are facility-related issues related to SPED? If yes, please describe in detail in Question 1 below:
YES
Are facility-related issues related to support spaces? If yes, please describe in detail in Question 1
below:
38
YES
Are facility-related issues related to"Other"? If yes, please identify the other area below and describe
in detail in Question 1 below:
NO
Please describe (maximum of 100 characters):
Priority 4
Question 1: Please describe the conditions within the community and School District that are
expected to result in increased enrollment.
Because of its proximity to urban areas and access to public transportation and highways,Watertown is a very
desirable community in which to live and has recently seen unprecedented residential development. Three large-
scale residential apartment and condo communities have been built and another is in process. The three
completed developments constructed in one of our three elementary school districts is putting intense pressure on
that school's already overcrowded facility. The developments in process are projected to increase enrollment in
another elementary school beyond its capacity. In addition,development of multi-family housing from existing
single-family stock is ongoing and expanding. Since 2000,enrollment has increased steadily(see below)and we
project significant enrollment increases due to the current and planned development in Watertown. Redistricting I
at the elementary level in nottan option,a allielementary,sc�sools,,are beyondlcagacity. For example,ik e
ele ier tary school opeGlass 4fourth grades move betwee three spaces for glassroom instruction The classroom
teafher uses a large jnoyable tariff to carry classroom materials from place to p)ac?. Currently all eleme�taYy
school. as well as the i)igh sch'oollare bejrond,capacity. The total enrollment by grade at the elementary schools is
larglerthan the current enroll 1 er1t by grade,in'l he rnld le school,thus we expgctlhe middle school to e t
capacity within the next two years.
The information on enrollment given below is a projection of students currently enrolled and includes conservative
projections of the number of school age students which will be generated from new developments already in
construction or pipeline.
43%of Watertown's student population is classified as"high needs." We are mandated by the Department of
Elementary and Secondary Education to provide small group instruction to these students,which requires
additional learning spaces. Many of these students require small group instruction,therefore creating the need for
smaller spaces.
If the SO]for the high school results in the District being invited to commence a feasibility study,
solutions for the high school could potentially address the space needs across the district. For example,
options considered could include reconfiguration of the current grade structure of 9-12 high school, 6-8
middle school, and grades preK—5 for elementary schools could potentially change to 8-12 high school,
5-7 middle school, and grades preK-4 for elementary schools. This would resolve overcrowding across
all grade levels; however, such changes would require significant discussion within the City during the
feasibility study period.There is also a strong interest in simply addressing the high school needs
through a dedicated high school project for the current grade configurations,while simultaneously
addressing space needs at the elementary level through dedicated solutions at those schools.
39
HIGH SCHOOL ENROLLMENT PROJECTIONS using current students*.
2015-2016: 705, 2016-2017: 708,2017-2018: 742,2018-2019: 742,2019-2020: 758,2020-2021: 785
*Additional information will be provided to the MSBA upon the completion of the Enrollment student
projection study that includes the impact of the new housing stock on school enrollment.
Priority 4
Question 2: Please describe the measures the School District has taken or is planning to take in the
Immediate future to mitigate the problem(s)described above.
Watertown Public Schools has utilized all available spaces in its facilities to mitigate the overcrowding experienced
at all the district schools. Office and other non-instructional spaces have been reconfigured as much as
possible and repurposed to instructional space. At this time, even those spaces are now utilized to their
maximum effect and there are no more spaces to be repurposed. WPS administration has met, and continues
to meet, on a regular basis with the Building&Grounds Subcommittee of the School Committee to explore all
options. Suggestions have been made to explore the use of modular classrooms. However,due to the lack of
space around the buildings,these classrooms can only be used to a limited degree. Alternative spaces in the
Ad inistrative Building are being used for assessment and testing,and an expansion ofthejstate mandated
integr ted preschooi,and a special educa ion,program for1,8t22;year-old students. The District has also
corti_missioned a se�oni(study ofpenrollme�t,i$rojectiogs Which includes an examination of the impact of the
ne aild planned hdusing stock onschoo(enrollment/We are hopeful that the success of our SO1 will help us
ad Tells the high school needs,such thatwe can also begin implementing long-term solutions forjal4viating
ove crowding at the elementary Schools..These considerations may include giade`'reconfigurations or fnay simply
involve additional expansion of our elementary schools.
Priority 4
Question 3: Please provide a detailed explanation of the impact of the problem described in this
priority on your district's educational program.Please include specific examples of how the problem
prevents the district from delivering the educational program it is required to deliver and how
students and/or teachers are directly affected by the problem identified.
WHS faces serious and significant challenges in supporting a 21"century education and reconciling an increasing
demand for special high needs students (44%).The challenges are detailed in Priorities 2 and 3 above,and include
a general lack of quality,flexible,and appropriately sized classroom space and severe shortage of smaller spaces
for specialized 1:1 and small group instruction. Classrooms sizes are insufficient for contemporary pedagogical
needs and objectives. Varieties of teacher-student seating configurations supporting learning that is not lecture-
based are impossible. Our Special Education program is very constrained bythe lack of space. A Life Skills
program for 18-22-year-old students was moved to the Administrative Building which separates these students
from their peers, there is no space available for OT services, 3 office spaces converted to resource classrooms, 3
other offices ranging are used fortesting and counseling resulting in distraction and confidentiality challenges
and 3 spaces ranging are used as counseling space resulting in the same confidentiality challenges. Assessments
and AP testing have been moved to the Administrative Building. The Fine and Performing program has had
reductions in offerings and must use acoustically challenged and challenging nontraditional spaces next to non-
40
musical classrooms for instruction and practice. Multiple Physical Education classes must meet in the gymnasium
with relief only in favorable weather when students walk 1/3 mile to Victory Field for class. This results in loss of
instructional time as well as presents challenges for students with special needs. The Career Technology
Vocational Education program has reduced class offerings in order to add an Engineering Technology program
mandated by Project Lead the Way. The TV/Video/Radio production class must meet in the Watertown Cable
Access studio.Classrooms and laboratories for core academic programs are in serious need of upgrading due to
the fact that the dimensions and proportions of these spaces, as well as lack of provision for wiring for
technology upgrades,are effectively encoded into the physical structures of the building making our 1:1
Chromebook Initiative seriously challenging. Laboratory space is either under-provided or is provided in spaces
too constrained dimensionally. The English and Social Studies labs have been converted to other uses either
full or part time. Smaller teaching,evaluation and counseling spaces in proximity to,but separate from,
classrooms are lacking as are teacher support spaces.
Please also provide the following:
Cafeteria Seating Capacity: 204
Number of lunch seatings per day: 3
Are modular units currently present on-site and being used for classroom space?: NO
If"YES", indicate the number of years that the modular units have been in use:
Number of Modularr Units: ;
3 Classroom count in Modular Urs?
Seating Ca}pacjty of Modular classrooms i Yff 3 j
What was theorigirial anticipated useful llfillhyearsof the modular units when theyw(rel
installed?! i I
Have non-traditional classroom'spaces been converted to be used for classroom space?: YES
If"YES',indicate the number of non-traditional classroom spaces in use: 5
Please provide a description of each non-traditional classroom space, its originally-intended use
and how it is currently used(maximum of 1000 characters).:
S Computer Lab to regular classroom
Faculty room to IDS Commons
Conference room to Academic Support classroom
Tiered science lecture space to math classroom
Guidance Conference Room to Career Counseling Center
1st floor classroom to Robotics Lab
Classroom being used as a science lab(nowater in room forwet labs)
Faculty Room to Math Lab
Electrical program eliminated and classroom to Tech Services
Automotive program eliminated and classroom large equipment storage
3 office spaces to resource classrooms
3 small offices(147-172 sq.ft.)to testing/counseling
3 spaces(74-325 sq.ft.)to counseling space.
Assessments and AP testing moved to Central Office
Two former small group instruction rooms have been combined to form a physics
classroom
A former industrial arts classroom has been converted to a fitness/wellness room
41
Please explain any recent changes to the district's educational program,school assignment polices,grade
configurations,class size policy,school closures,changes in administrative space,or any other changes that
impact the district's enrollment capacity(maximum of 5000 characters).:
No changes have been made to the district's program or policy that result in increased enrollment;
however, many changes have been made to accommodate the increased enrollment and the space
limitations and overcrowding at the high school. Non-traditional classroom spaces have been converted to
be used as classroom/counseling/small group instruction spaces. Class schedules and offerings have
been modified to increase classroom utilization.Science programs and offering have been modified to fit
within the spatial limitations.We have not reconfigured grade configurations at this point. We have
moved some programs out of the high school building. Program course offerings have been eliminated to
accommodate other critical programs. Many meetings are now held off-site at the Administrative Offices
as a remedy for the lack of available space.All other school buildings are at capacity and are also using
spaces in non-traditional ways in order to meet our educational priorities.
The lack of available space continues to place pressure on the class size guidelines currently supported
within the district. If class size if forced to increase,the overcrowding within the relatively small high
school classrooms will be exacerbated.
What are the district's current class size policies(maximum of 500 characters)?:
While we do not have an official class size policy in Watertown,we try to keep high school College Prep in
the low 20s,with Honors and AP classes being larger. A review of our current general academic classroom
- use would yield a class size of24-2$.We attempt to keep middle school classes in thelmid-20s. At the
elementary level, in�rades 3-5 classes are in the hs aud,pelow 20 in igra';des pre-K-2,although we are not
always able,to'achieve those levels. Using"average class side"could�e misleading,as our special
education classes are usually very small,thergbyskewmg th8,average. i i
lI ,
Priority 5
Question 1: Please provide a detailed description of the issues surrounding the school facility systems
(e.g.,roof, windows,boilers,H VAC system,and/or electrical service and distribution system)that you
are indicating require repair or replacement.Please describe all deficiencies to all systems in sufficient
detail to explain the problem.
Many of the facility system issues and deficiencies are detailed as part of the responses above.The
following is a summary of above items and some additional deficiencies.
• The majority of the building was constructed prior to the current understanding of the
importance of building insulation and an appropriately designed building envelope.There is no
insulation in the majority of exterior walls and very limited insulation in roof areas. Most
windows are at least 38 years old and are poorly insulated,failing windows.The City has made
upgrades to lighting to reduce electrical consumption, but the building continues to cost
significantly more to operate than the middle school and the elementary schools, as the primary
building envelope and heating design is circa 1929.
• The exterior building envelope is failing and significant moisture is entering the building in many
areas.
• Plumbing issues-lines have rotted within walls, original pipes from initial construction phases.
Internal plumbing and heating distribution in the 1929 and 1950 buildings have never been
42
replaced. Failures which result in leaks and the displacement of classrooms are common.Two
science classrooms were completely destroyed by a burst pipe and flooding in 2012.Aged piping
and poor building insulation are a recipe for continued emergency failures.
• Four different construction phases 1929, 1950 (2 story addition in NE and SE corners), 1979
(addition at south elevation and auto shop in NE) and 2004 (small cafeteria addition).The
majority of core academic instruction occurs in a circa 1929 building.
• Tiles are lifting and curling on the central stair(inserted as part of 1979 construction) as a result
of poorly designed roofing and flashing conditions which allows moisture infiltration and the
significant vibration caused by student movement in the stairway.
• Many of the unit ventilator valves leak and the floors in the surrounding areas have been
compromised. Piping to the unit ventilators is deteriorated and there is concern that replacing
the valves will cause more damage. Current approach is to replace badly damaged floors as-
needed.
• Door hold open devices on many fire doors are inoperable which often results in these doors
being held open manually. In the event of a fire,they would not close properly if held open
manually.
• Single elevator is old and unreliable. Doors oftepsl$m closed and the eleva6r'is oftel'o4t-of-
service for repairs.
i A
i• i The extensive'nuim erlof deficienc%ies and the magnitude oof their repair/replacement Tsled to
i the systems being Cepiaired only iR emergency situatioltsa:
• Ejector pump concerns-lower level fitness center, floats are constantly in need of repair.
Sewage on occasion has backed up into the building.
• There is an active gas line under the building footprint.A leak in this line just outside of the
building in the parking lot required school to be cancelled.
• Water leakage at louvers and leaks are dependent upon the window direction.
• Filing motor joints, exterior walls in notable areas of distress. Entire exterior envelope is in
need of significant work.
• Localized peeling paint,varies throughout the building.
• Door/hardware issues. The hardware on all doors, with the exception of some exterior
replacements is from initial construction. Lock sets cannot be repaired or replaced. Much of
the door hardware is not ADA compliant.
43
• HS kitchen limited due to space for the number of students being served.
• HVAC-a DDC system was added to a HVAC which is barely functioning, compounding
occupancy issues within the school.
Approximately half of the Univents have been replaced to improve fresh air within the building.
However,this heating design approach is circa 1929 and still leaves uneven and unreliable
heating conditions within the building.Additionally,the hot water piping supplying these units is
part of the aged original piping described above.
• Boiler room issues- 2001 boiler install,all crawl space piping is original with the buildings initial
construction and in need of replacement.
• Hot water heaters, 16 years old, should be nearing the end of their operational cycle. (One
actually failed this fall and had to be replaced as an emergency repair.)
• Condensate boiler feed is in need of immediate repair, currently leaking on a continual basis.
• Electrical panel in the boiler room a safety concern, bus system exposed. Needs to be
upgraded.
+-- HVAC systems are not on generator, school is`designated a shelter. Even the small a istl�ng
diesel generator is 6dfunctiohinj.
[• Fire alarmtsystem, adllressable.system witb'no-voice-communication, smoke detectipr-a
coverag�el l' i
• Fire protection, sprinklers in wood shop and science labs, remainder of school grandfathered.
• Exterior walls are weathered, efflorescence exists, and there are visible cracks. Extensive
repairs are necessary.
• Cracks in foundation
• Window wall system failing-numerous locations-window glazing is failing. Seals are failing.
Windows should be replaced.
• Roof in need of complete removal and replacement. Roof and uninvent leaks leading to ceiling
staining or damaged,missing ceiling tiles, stained ceilings.
Generator issues/concerns-diesel generator-underground storage issue (2001), vendors will not
deliver fuel due to the condition of the tank.
• Walkways, exterior stairs, entrance, handicap ramps, are all deteriorating and in poor
condition.
44
Priority 5
Question 2. Please describe the measures the district has already taken to mitigate the
problem/issues described in question 1 above.
Large scale maintenance and upgrades of school department facilities is supported through the city's capital
maintenance plan. This five-year plan is updated each year with significant input from the school department and
is prioritized for critical projects. For example,several floors were replaced at the middle school and
replacement windows for a significant portion of the middle school is currently planned.
Reduced funding in the maintenance department from 2010 through 2014 did not allow for the
implementation of any major repairs and resulted in only the most critical needs being addressed throughout
the district. However, over the lasttwo years, budget increases have allowed WPS to better fund overall
repair and maintenance needs. Though all safety issues are addressed immediately,other maintenance issues
are still addressed asthey become critical. These constitute situations such aswater leaks, ceilings falling and
walls being compromised. WHS is built over an active sewer line which at times can backup and has the
possibility of creating serious health issues. While preventive maintenance is completed on a regular schedule,
the age of the building creates more issues than can be addressed through this preventive maintenance
schedule. For example, there was damage due to a burst pipe in the science lab area. Though the labs were
rebuilt and brought to current standards,they were not available for 3years due to discovered infrastructure
problems that required significant structural code updates before the rooms could be occupied.
Man't y ' alor system (FjVAC, pW�bing,roof,windows,ele4trrcgl)at the high school remain in need of 'aj6r
upgra�es or complete rgplacei6nt but the District hasp'el� off on these upgrades' pending the fate of�heihigh
school.uilding.Th4xi�ting 1929 academic.building has many physical constr fnts which have prohibited is
reconfiguration and the District h{as been hesitant(recently)to invest major fu Idling in a building whichm y never
be ble to meet the 21"Century educational pr'ogram'needs of the high school. -
Priority 5
Question 3: Please provide a detailed explanation of the impact of the problem/issues described in
Question 1 above on your district's educational program.Please include specific examples of how the
problem prevents the district from delivering the educational program it is required to deliver and how
students and/or teachers are directly affected by the problem identified.
Much of the core academic instruction occurs in the circa 1929 building.Extremely uneven heating in a building with
uninsulated exterior walls affects student learning.The temperature reaches eighty degrees in some rooms and
simultaneously falls to below 50 degrees in other rooms. Many windows do not open and many of these spaces rely
on the windows for fresh air ventilation. Many teachers complain of students falling asleep in classrooms that are
too hot and lacking attention span in classrooms that are too cold.
Original plumbing distribution systems and hot water heating systems in the 1929 building and the 1950 building fail
routinely,and result in leaks in classrooms and hallways.Leaks in classrooms can displace an entire classroom and
leaks in hallways create unsafe conditions. School maintenance staff have repeatedly warned of the dangers
associated with a failed hot water heating line in close proximity to students. In 2012 failed plumbing piping resulted
in a weekend flood that destroyed two science classrooms.The damage was so significant that the classrooms were
45
unavailable for three years as insurance and structural compliance issues complicated and delayed the process.
The aging infrastructure and poured-in-place concrete structural design compromises the delivery of quality 21"
century education. Wiring is inflexible and unable to be effectively upgraded for current technology because a
lack of provision for wiring for technology upgrades is effectively encoded into the physical structures of the
building. Numerous attempts at improving wireless and wired data distribution have been
disappointing, as the concrete structure makes wireless access challenging and also challenges the
installation of cabling.WHS has a 1:1 Chromebook Initiative which is challenging to implement because of this
impediment and makes the need to upgrade immediate and essential. Without a major upgrade,we will not be
prepared forthe day when standardized testing(such as PARCC and MCAS 2.0) requires electronic testing as we
have inadequate bandwidth in the building and difficulty retrofitting the building due to its 90-year-old architectural
structure. Also,the addition of connected devices degrades response time significantly.
Science classroom and labs have aging plumbing,electrical,and gas systems; many of which are no longer
functioning properly.Classrooms and laboratories are in serious need of upgrading in order to provide
appropriate electrical and technology amenities.
The roof is currently 15 years old and was a cost-effective re-roof to an already poorly draining roof
system. It was intended to be an economical means for buying an additional 15 years of service without
completely a costly and complete removal and replacement. It has now begun to allow leaking in several
compromised areas and often results to internal disruption inside the building.
}
Pricirit 5
Question 4.,Please describ�h�w addressing the school facfiftortem�ybu identified in Questidn 1
above-will exterid.the useful life of the fa"c!IityIthat is the subject of this SOI and how It will improve
your district's educational pragram.
With its 90-year-old architectural structure and undersized academic classrooms and science labs,Watertown
High School has many challenges which might possibly prohibit it from being viable school for 21"Century
education to high school students. Suggestions from the Schools Facilities Assessment conducted in 2014, and
the subsequent master plan study in 2016 indicate that some building challenges could be mitigated through
comprehensive renovation, but also indicate that there may be many inherent compromises in the reuse of
the existing 1929 building. A comprehensive feasibility study to determine the fate of the high school
building is in order, as a major comprehensive renovation/expansion project or a complete replacement
building appears to be the only way to remedy the core infrastructure constraints within this facility.
Please also provide the following:
Havethe systems identified above been examined by an engineer or othertrained building professional?:
YES
If"YES", please provide the name of the individual and his/her professional affiliation(maximum
of 250 characters):
SCHOOL FACILITIES ASSESSMENT
March 13, 2014
Prepared By:
Oudens Ello Architecture, LLC
46
46 Waltham Street,Suite 210
Boston, MA 02118
T. 617.422.0980
Watertown Facilities Master Plan Study
December 1, 2016
Prepared by:
SMMA
Cambridge, MA
The date of the inspection: 3/13/2014 and Summer 2016
A summary of the findings(maximum of 5000 characters):
See attached 2014 Assessment and 2016 Study
Priority 7
Question 1: Please provide a detailed description of the programs not currently available due to
facility constraints, the state or local requirement for such programs,and the facility limitations
precluding the programs from being offered.
WPS supports;an educational vision'Which has Fj�e,Esser)tial Compoherjts: 1)A Safe and Carl!ngzSchool
Environment,12)Reasonable Class Sizes and Time-On,Leorning 3)gWfde Range ofcurricul `r
Opportunities 4)Tiered-instruction for all leainots,and 5)Systems of support. All of these ee septial
components of our educational vision are compromised by our current high school facility betake the
facility cannot support the fundamentol tenets of our vision`and,goals date to its construction,isize, age,
and layout of spaces'per the needs of bu'r unique student body of which 43%are categorized as high
needs.
There are several important special educational programs which have been uniquely tailored to our
student population at the elementary level and as these students move through the schools,there are
no appropriate places/spaces to receive these students in the high school. Atthis point in time,many
Special Education classrooms at the high school are designated to the basement/ground level which
renders little pride of place and are inadequately sized for flexibility of use or need for students that fall
into the categories of: Specific Learning, Health,Communication, Intellectual, Neurological, Emotional,
Autism, Developmentally Disabled, Multiple Disabilities, Physical,Sensory:Vision, Hearing and Deaf-
Blind.
Watertown High School takes pride in offering many specialized instructional programs for students with
learning challenges and needs.We believe that keeping students in their hometown high school is not
only less expensive than utilizing special education outplacements,but is also in many of our students'
best interest in terms of their sense of community, opportunity to be included in activities and clubs and
also an easy transition to less intensive programming as the students gain skills and strategies for
inclusion into the mainstream classrooms for even part of their day. We lack the ability to adequately
site those programs throughout the building.
We offer a Life Skills program for significantly challenged young adults 18-22 (LEAP). We are unable to
47
provide a fully effective range of life skills training for these students due to lack of space to house a
kitchen,washer/dryer, etc.We have been forced to move this program across the street and into
the administration building,which provides numerous challenges to both teachers and students.
Conferencing space is quite limited. We have a high percentage of our students on IEP's(23%)and thus
have many team meetings that need to be held to manage the special education students' educational
programs in accordance with all special education rules and regulations. It is very difficult to find
confidential and adequate space for these meetings in the building. This also impacts counseling
sessions.
A good number of our students receive counseling as part of their educational program.Our counseling
spaces are inadequate and perhaps some of the most tired and dreary of any spaces in the building.The
counseling space in the nurse's area is a retrofitted closet.The main counseling area has inadequate
counseling office spaces adjoined by a common room.These arrangements provide some of the least
comfortable spaces in the building, and they are used by students with some of the greatest needs.
Testing space is also limited.Advanced Placement testing has to take place in another building altogether
(currently at the Central Office).Testing for individual students to determine their needs and disabilities
takes place in the aforementioned inadequate counseling spaces.
There are many areas of the building which do not meet Americans with Disabilities(ADA)
federal regulations and/or Massachusetts Access Board requirements.The numerous additions I
and the original 19�9 wilding result in several level`changes within the building.Additionally,
( ' door open4ngs and a2ess areas within the�ujlding have never`be6 reconfigured to Go�ply
i with current standards,as the building's physical structure prohibits these aiteration4 4or
- ) hardwareand access to plumbing fixtures is non-compliant. f !
t 13
Science labs lack accessible lab station's,and"they are small and Inadequately equipped to adequately
service any of our students. The department and the district have done their best to address this
insufficiency byapplying for various equipment and technology grants. Science is a discipline whereby
students learn best through laboratory experimentation and hands on activities. Due to the small size of
our science labs and the large numbers of students that we move through our science classes there is
less opportunity for each individual student to personally engage in those activities, since it is necessary
in almost all cases,to limitthe amount of time students have accessto lab stations.Contributing to the spatial
challenge is the fact that spaces never intended for lab use have been retrofitted to become science
and math labs. A mathematics classroom,for instance, has a tiered floor, making flexible grouping all
but impossible and presents challenges for students with disabilities. A physics classroom is in a corner
that essentially divides the room into two attached spaces with poor sight lines between the two
pieces of the room.
The library has been reduced by more than half in order to accommodate a fabrication lab and a
Mac lab. It was designed and constructed prior to accessibility regulations and guidelines,
therefore many areas present challenges to our students needing physical accommodations. It is
not configured nor structured to provide an accessible and appropriate digital environment for a 21st
century Library/Media center.
The Fine Arts classes are forced to share auditorium and stage space with general academic classrooms
and other specialized needs.Watertown High School has a vibrant, but small choral music program of
48
only about 25 students. The choral room could not reasonably hold more than this number of students,
even though a music program can gain a critical mass and make most effective use of their curriculum
opportunities with larger numbers of students. The chorus can sometimes be found practicing in
hallways or the lobby due to the inadequate space of the chorus room.
We have no room in the building for additional computer lab space for use with whole class instruction
ortesting.Without a major upgrade,we will be inadequately prepared forthe day that standardized
testing (such as PARCC) requires electronic testing. In addition to this concern,there is inadequate
bandwidth in the building and difficulty retrofitting the building, due to its90-year-old architectural
structure,walls,etc.
Watertown High School has a vibrant Robotics club,which could easily be supported bythe engineering
design/robotics class during the school day. However,the Robotics lab has very limited area for
instruction, as the area is almost entirely dedicated to construction and parts storage. We need an
additional classroom space in order to expand the robotics/engineering program to become part of
the credit-bearing, daytime instructional opportunity for students.
We do not have any specialized space forenriching electives such as Drama. We would not be able to
schedule such a class in the auditorium since the auditorium is frequently used for other purposes.
Many of the existing classrooms are old,inflexible and in many cases too small to handle increased
enrollment(e.g., English and History classrooms that typically accommodate 20-21 students now
handle between 28 and 29 students; and in some ,cases;the classrooms have tiered seating'`ma ang
them inacc`ggssible to hahclicapped students). Ajsogle`e.IQvator serve's the entire High School pail ding and
j does not prbvide access to all areas. It is outdated and often out-of-sgrvice for repairs.
The deli very'of Physic al Education Instruc�lon,Is hampered bythe fact that building is landlocked with
virtually no green space: The town has field space which may be used for physical education Insruction,
but it is remote from the building.The for students to walk several blocks to their physical education
classes reduces the amount of class time. Additionally, the limitations of the indoor space available
for physical education have been well documented herein.Athletics and intramural programs are
limited bythe lack of both outdoor and indoor athletic spaces. Many intramural programs may not run
at all since the school has to share town fields with the middle school and the recreation department
forpractices and games. The lack of open green space adjacent totheschool building limits thetypes
of physical and social outdoor activities and experiences that can often be among the most enriching
and memorable for students of their school days.
Priority 7
Question 2: Please describe the measures the district has taken or is planning to take in the
immediate future to mitigate the problem(s)described above.
The district has moved classrooms as necessary to accommodate specific student needs.This is
challenging and the result often involves many compromises.
We have converted regular classrooms to science classrooms,but they lack the necessary lab amenities.
We have completed numerous capital improvement projects to alter and improve spaces,as detailed
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Priority 5 above.
We have modified class schedules to increase utilization of all spaces to over 90%,with some spaces
utilized 100%of the time.
Many spaces serve multiple purposes all day long.For example,the stage is utilized for chorus, band,and
general academic. Unfortunately,it is so highly scheduled that drama had to be eliminated from the
regular school day and is only available after school.
We accessed insurance funding to make small improvements in two science classrooms/labs in
2012/2013.The labs were initially destroyed by an aging plumbing pipe that burst inside a wall/ceiling
area. Unfortunately,a large portion of the insurance funding was absorbed by unanticipated(structural
code compliance)conditions found inside the floors during the restoration process.We used grant
funding to update the technology in these rooms. The work was an obvious improvement,but did not
address the inadequate size of,or limited number of lab stations in the remaining science classrooms.
Numerous spaces inside the building have been converted from storage or closet space to serve as
educational space,as detailed herein.
Programs and courses throughout the high school have been eliminated, modified,or restricted;as
detailed herein.
Pridrity 7 E
91 4 } ,
Question 3: PleasB p�ovid�a detailed explanatloh of thelit�pdct of the problem described m this
pri�Zrity on your district's etluc�ationai rggram.FPleaseincludeSpecific;examples of how the problem
prevents-the dfstc"W rom dellyering the educa'tiotial program it is req rlr¢d to deliver and how 1
students and/or teachers are directly affected by the problem identified.'
Watertown High School takes pride in offering many specialized instructional programs for students with
learning challenges and needs. We believe that keeping students in their hometown high school is not
only less expensive than utilizing special education outplacements,but is also in many of our students'
best interest in terms of their sense of community, opportunity to be included in activities and clubs and
also an easy transition to less intensive programming as the students gain skills and strategies for
inclusion into the mainstream classrooms for even part of their day. We lack the ability to adequately
site those programs throughout the building. In one case a larger classroom is"divided in half' by use of
a divider wall of filing cabinets.
We offer a Life Skills program for significantly challenged young adults 18-22 (LEAP). We are unable to
provide a fully effective range of life skills training for these students due to lack of space to house a
kitchen,washer/dryer,etc. We have moved this program to the Administrative Building which is not ideal
since is separates these students from the general student population.
Small Group Reading instruction takes place in retrofitted office/conference space,which is inadequate
and under equipped.Some of the instructional spaces are in a traffic pattern to reach other small group
instructional areas.
Students practice chorus in the hallway area and the lobby in order to find more space for practice, but
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this does not increase the number of students that can fit into the class.
Science is a discipline whereby students definitely learn best through laboratory experimentation and
hands on activities. Due to the small size of our science labs and the large numbers of students that we
move through our science classes(most classes are in the mid-twenties in number of students),there is
less opportunity for each individual student to personally engage in those activities,since it is necessary
in most cases,to share lab stations with another student.
The retrofit of this building to accommodate the instructional needs that we have has caused us to have
teachers and classes in unusual spaces. A mathematics classroom,for instance, has a tiered floor,
making flexible grouping all but impossible. A physics classroom is in a corner that essentially divides the
room into two attached spaces with poor sight lines between the two pieces of the room.
Our counseling spaces are inadequate and perhaps some of the most tired and dreary of any spaces in
the building.The counseling space in the nurse's area has the appearance of a retrofitted closet. The
main counseling area has inadequate counseling office spaces adjoined by a common room. These
arrangements provide some of the least comfortable spaces in the building,and students with some of
the greatest needs use them. The nature of this deficiency structural, and the ultimate solution requires
additional space. We currently use makeshift areas such as a corner of the cafeteria for some of our
counseling.
The absence of tither collaboration and plagning,space provides many challernges to cross- _)
i discipline instruction_ a'nd limits the amount of time for discussion of specific student needs.
i Inadequate,bar dwicl~h in the building and difficyfty retrofitfing the b ildl'Ing,due to its 90-yearlrA
.i i
architecture! structure,Llis, etq`make they integration of fe�chnology very challenging. Mary
teachers have removed technology applications from their,ins4ucJion as a result of p�orl
reliability on technology systems. Users cannot be on multiple wireless devices in thesame area at
the same time without causing a slowdown to the speed of the device, or sometimes, being bumped off
of the network altogether.
We have a high percentage of ourstudents on IEP's (23%) and thus have many team meetings that
need to be held to manage the special education students' educational programs in accordance with all
special education rules and regulations. It is very difficult to find confidential and adequate space for
these meetings in the building.
Testing space is also limited. Advanced Placement testing has to take place in another building
altogether(currently at the Central Office). Testing for individual students to determine their needs and
disabilities takes place in the aforementioned inadequate counseling spaces.
At this time, the daytime instructional programs share some tools and equipment with the robotics club,
but we cannot offer a full engineering or robotics STEM program during the school day due to insufficient
space. To offer the entry Engineering course,we eliminated Computer Repair and Solid Works programs.
Enriching electives provide an opportunity to spark an interest orto more fully engage students in the learning
environment.Accessing such engagement through students' interests and/or strengths, improves the experience
and dedication of students to take responsibility for their overall learning. We currently cannot offer electives
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such as Drama, due to lack of appropriate space for the instruction.
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