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WALTHAM PUBLIC SCHOOLS
MASTER PLAN
Space Utilization Study
Waltham, Massachusetts
December 12, 2014
Submitted by,
Symmes Maini & McKee Associates
Cambridge, MA
SMMA No. 13093.00
Space Utilization Study WALTHAM PUBLIC SCHOOLS TOC | 1
WALTHAM PUBLIC SCHOOLS MASTER PLAN SPACE UTILIZATION STUDY
Table of Contents
1 | EXECUTIVE SUMMARY
1.1 Acknowledgements
1.2 Introduction
1.3 Background
1.4 Space Utilization: Educational Evaluation and Program
2 | SPACE UTILIZATION AND CAPACITY ANALYSIS
2.1 Class Sizes
2.2 Elementary Schools
2.3 Middle Schools
2.4 High School
2.5 Decommissioned Buildings
2.6 Capacity Analysis
3 | DESCRIPTION OF PROGRAMS
3.1 Pre-Kindergarten
3.2 Special Education (SPED)
3.3 English Language Learners (ELL)
3.4 Drama
3.5 Elementary Science
3.6 Chapter 74
4 | ENROLLMENT PROJECTIONS
5 | RECOMMENDATIONS AND OPTIONS
5.1 Elementary Schools
5.2 Middle Schools
5.3 High Schools
5.4 Focus Groups and Community Meetings
5.5 Recommendations to the School Committee
5.6 Next Steps
Space Utilization Study WALTHAM PUBLIC SCHOOLS TOC | 2
6 | APPENDIX
6.1 New England School Development Council, NESDEC
6.2 Future Think
6.3 Meeting Minutes
Section 1 EXECUTIVE SUMMARY
WALTHAM PUBLIC SCHOOLS MASTER PLAN
Space Utilization Study
1 | EXECUTIVE SUMMARY
Space Utilization Study WALTHAM PUBLIC SCHOOLS 1 | 1
EXECUTIVE SUMMARY
1.1 ACKNOWLEDGEMENTS
Symmes Maini & McKee Associates (SMMA) would like to acknowledge the
participation and guidance provided by the school committee, district
administration, principals, teachers and staff of the district.
School Committee
Jeanette A. McCarthy, Mayor, Chairperson
John B. Graceffa, Vice Chairperson
Dr. Susan Nicholson, Superintendent and Clerk of the School Committee
Marian K. Parrella, Administrative Assistant to the School Committee
Margaret Donnelly
Kathleen Dowcett
John A. Frassica
Stephen Rando Jr.
Edmund Tarallo
School Principals
Dr. Nadene Stein, Northeast Elementary
Ross Mulkerin, Whittemore Elementary
Jane Gately, MacArthur Elementary
David Castelline, Fitzgerald Elementary
Jennifer Hacker, Stanley Elementary
Maureen Taddeo, Plympton Elementary
Elizabeth S. Gavin, McDevitt Middle
John Cawley, Kennedy Middle
Gregory DeMeo, Waltham High School
1 | EXECUTIVE SUMMARY
Space Utilization Study WALTHAM PUBLIC SCHOOLS 1 | 2
1.2 INTRODUCTION
This Space Utilization Study is intended to:
Determine current space usage within each of the 6 elementary schools, 2
middle schools, and the high school
Determine the program allocations and the implication of the demand for
specialty programs including but not limited to Pre-K, Special Education, ELL,
and Chapter 74 on each school.
Review current enrollment data and projected enrollment for all grades PreK to
grade 12
Formulate space utilization options and recommendations for the district and
individual schools as appropriate
Facilitate focus groups and community meetings to determine feedback on
options as they are developed
Provide a facilities utilization plan that provides a set of alternative options to
respond to rising enrollments
This report documents both the process and the resulting recommendations arrived
at by SMMA with direction and feedback provided by the School Committee, focus
groups, and community meetings.
Based on the educational delivery needs, enrollment and projected growth of the
district, conceptual options were developed.
1.3 BACKGROUND
SMMA was tasked to review Waltham Public Schools’ buildings to determine the
capacity of each school and for the overall district based on current use. The study
involves analyzing the special programs at each school to determine the amount of
space required in addition to typical classrooms.
The principals, and key staff were interviewed to better understand how the school
currently function educationally and how they might change in the future to improve
21st Century teaching and learning methodologies.
1.4 SPACE UTILIZATION: EDUCATIONAL EVALUATION AND PROGRAM
In February of 2014, SMMA met with the principals of each school to understand the
needs of the school as related to teaching and learning and to evaluate how each
space in the schools were being used, or had originally been programmed for use.
Over the years since some of the schools were built or renovated, changing
demographics have altered some space usage, especially for ELL and SPED
requirements.
1 | EXECUTIVE SUMMARY
Space Utilization Study WALTHAM PUBLIC SCHOOLS 1 | 3
Space Types, Numbers and Sizes
The numbers and types of teaching spaces identified by the principals in each
school was entered into the MSBA’s “Summary of Spaces” spreadsheet along with
the number and sizes of teaching spaces in the current building. The Summary of
Spaces identifies all program spaces needed within the school for teaching, support
functions, administration etc. (summary included at end of this section).
At the elementary and middle schools, spaces were evaluated for size and quantity
and are for the most part in line with current state standards. This is reflective of their
newness.
Waltham High School has a number of areas that do not meet current guidelines for
size and quantity as recommended by the MSBA. Some of the areas do not meet
guidelines because they are undersized, others lack upgrades in technology and
modern amenities. The areas that are most out of compliance include:
Core Academic (general classrooms)
Core Academic (Science)
Special Education
Media Center
Music
Medical
Special Programs
Special programs throughout some of the district’s schools were evaluated in order
to understand current and future space needs. At the Northeast and Stanley
Elementary Schools, the PreK program, its needs, growth, and space utilization were
evaluated. At the High School, future growth of Chapter 74 programs were
discussed and the space required to effectively serve the existing programs.
As a follow-up to these meetings, in March of 2014 SMMA met with the district’s
Directors of Special Education and English Language Learners (ELL) to determine
the existing space utilization and evaluate future growth needs within each of the
programs.
21st Century Teaching and Learning Ideas
Although many alternative delivery ideas were discussed with the principals as part
of the interviews, implementation of many of them require modifications to
curriculum, professional development for teachers, different types of furniture,
and/or space including break-out space. Examples can include:
Breakout rooms or areas for individual, pair or small group learning. This could
be for: differentiated learning to accommodate certain learning styles;
independent study; tutorial or remedial teaching. These types of spaces can be
beneficial at all grade levels.
1 | EXECUTIVE SUMMARY
Space Utilization Study WALTHAM PUBLIC SCHOOLS 1 | 4
Maker Spaces: hands on space, often with age appropriate tools to create,
prototype, and test ideas and projects, most often related to Project Based
Learning. These types of spaces can be beneficial at all grade levels.
Project Based Learning: This learning modality meets curriculum content goals
by asking students to address deep, open-ended situations, such as solving
problems or inventing things. It is naturally inclined to interdisciplinary learning
and student collaboration, both highly valued 21st century learning values
Flexible and ergonomic furniture - typically light weight, easy to move and
more comfortable than the traditional hard plastic or wood furniture. It
recognizes that individuals learn better when one is comfortable
Active Learning (vs. passive learning): any situation where students are
participatory and involved often by making, doing, role playing, discussing,
debating etc, vs. just listening to the teacher
Flipped Classrooms: a delivery process in which the curriculum content:
lecture, video, reading or other is provided to the student to experience outside
the classroom (homework) and class time is used for discussion with and
between the students. A component of Active Learning.
Teacher Planning Areas - where teachers from the same or different
disciplines can plan curriculum delivery using the above or other methodologies.
1.5 ENROLLMENT PROJECTIONS
SMMA reviewed the 2013-2014 enrollment projections as provided in the
Demographic Report (included at end of this section). NESDEC’s report indicates
that the two largest contributing factors to enrollment growth are the number of
births to Waltham residents and new in-migration to the district. They determined
that the primary reason that Waltham Public Schools is seeing an overall enrollment
increase is due to larger populations if Kindergarteners replacing smaller graduating
classes.
In addition, SMMA engaged Future Think to verify the results found in the NESDEC
projections report. Future Think also provided their own enrollment projections
based on the cohort survival model which analyzed the following data: births,
historical enrollment and survival ratios, community demographics, and housing
information. The data from their projects was within 1% of the values found in the
NESDEC report (full report included at end of this section).
CAPACITY ANALYSIS
Based on the information that was gathered through meetings with principals, key
staff, and program directors, available general education classrooms and classroom
maximum capacities allowed SMMA to determine building capacities based on
current use.
1 | EXECUTIVE SUMMARY
Space Utilization Study WALTHAM PUBLIC SCHOOLS 1 | 5
Current Available Classrooms Current Capacity Capacity
Avg
Capacity
Without Pre-K
Classrooms With Pre-K Classrooms
2014 - 2015
Enrollments
(9/17/14)
# of Pre-
K
Classrms
# of
Kinderg
arten
Classr
ms
# of Gen Ed
Classrooms
(1-5)
# of Gen Ed, plus
Art, Science and
Voc (6-12)
Total
Classrms
(K +
Grade
Level)*
Current
Average
Capacity
Capacity
@
15/Class
for Pre-K,
18
students
per class
Capacity @
18 students
per class K,
23 Grades
1-12
Current
Capacity @
18 students
per class
Current
Capacity @
18 students
per class K,
23 Grades 1-
12
PreK 171 12
14 180
Northeast ES 368 8 4 16 20 18 360 440 504 624
Whittemore ES 435 0 5 21 26 17 468 573 468 573
MacArthur ES 372 0 4 16 20 19 360 440 360 440
Fitzgerald ES 513 0 5 23 28 18 504 619 504 619
Stanley ES 454 4 5 19 24 19 432 527 504 619
Plympton ES 439 0 5 19 24 18 432 527 432 527
ES total (K-5) 2581 12 28 114 142 18 2556 3126 2772 3402
McDevitt MS 556 0 0 34
520 665
Kennedy MS 540 0 0 39
597 762
Waltham HS 1453 0 0 92
1408 1799
*Classroom counts exclude dedicated ELL and SPED classrooms and specialized classrooms (Band, Chorus, Chapter 74 spaces)
Middle School Note: 85% utilization factor applied. Does not consider team teaching
High School note: 85% utilization factor applied. Chapter 74 Spaces not included
Section 2 SPACE UTILIZATION AND CAPACITY
ANALYSIS
WALTHAM PUBLIC SCHOOLS MASTER PLAN
Space Utilization Study
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SPACE UTILIZATION
INTRODUCTION
The Waltham School District serves a large urban and suburban community.
Facilities currently occupied and maintained by the Waltham School Department
consists of nine schools, totaling 1,188,700 GSF and serving a total population of
over 5,130 students.
Waltham Public School District is comprised of 6 elementary schools, 2 middle
schools, and 1 high school. Currently, 3 elementary schools feed into each
middle school, and all feed into the high school. In addition to the active school
buildings, SMMA evaluated plans and visited the sites of the Fitch School and the
Lawrence School which are both not being used by the districts as educational
buildings currently.
Schools Address Grades
Population
(app date
10/1/14)
Acres GSF Building Date
Elementary Schools
Northeast ES 70 Putney Lane PreK - 5 476 30.56 92,170 January 2004
Whittemore ES 30 Parmenter Road K - 5 435 1.97 83,000 1927, addition 1977,
addition in 2008
MacArthur ES 494 Lincoln Street K - 5 372 21.45 78,239 January 2006
Fitzgerald ES 140 Beal Road K - 5 513 2.48 77,040 1945, addition 1947,
addition in 2008
Stanley ES 250 South Street PreK - 5 518 4.98 94,200 January 2003
Plympton ES 20 Farnsworth Street K - 5 439 1.33 79,007 2005
Middle Schools
McDevitt MS 75 Church Street 6 - 8 556 9.31 129,020 September 2003
Kennedy MS 655 Lexington Street 6 - 8 540 43.80 173,000 September 2006
High School
Waltham HS 617 Lexington Street 9 - 12 1,453 30.69 383,000
1969, Vo Tech outbuilding in
1998, Fine Arts Center
Renovation 2001
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The District faces many challenges regarding its facilities. The three most
prominent issues are:
Capacity/Overcrowding: Overcrowding is a current problem that will only be
exacerbated by the anticipated future growth.
Lack of appropriate spaces: Each of the buildings lack spaces for 21st century
education. Lack of smaller spaces for resource, private meetings, and one-
on-one interactions with students puts additional pressure on larger
classrooms.
Small landlocked sites: Small lot size limits the potential for expanding
existing buildings in order to address capacity needs.
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Other district-wide issues include:
Special Programs: As described in Section 2, the needs and space requirements
for special programs in the district is also increasing proportionately to the overall
population increase. Some of the examples of these programs and PreK, Special
Education, ELL, and others.
Limited Technology: The Waltham School Department is aggressively working
towards a 21st century educational model that includes integrating technology in
the classrooms. Assuring that each school has the capability of supporting 1:1
with wireless bandwidth will be a challenge, particularly in buildings with older
infrastructure.
Dedicated Program Spaces: The district is working very hard to maintain
dedicated classrooms or teaching spaces for drama and science at the
elementary schools.
2.1 CLASS SIZES
In accordance with the school department and school committee targets, and
teacher contractual language:
Class size targets are: maximum of
PreK: <18 students
Kindergarten and Grade 1: <18 students
Grades 2-5: 18 - 20 students
Grades 6-8: 18 students
Grades 9-12: 15-25 students
It must be noted that these target (ranges) are lower than the MSBA guidelines.
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2.2 ELEMENTARY SCHOOLS
Northeast Elementary School
Facility Type Elementary School
Year Built 2004
Grade Configuration PreK / 5
Student Enrollment 476
Gross Square Feet 92,170
Administrative Organization
Principal Dr. Nadene Stein
Assistant Principal Robert Marino
Discussion
The school was constructed in 2004 as part of a master plan for updating
Waltham’s elementary and middle schools. Northeast elementary is located in the
northern part of Waltham, the school houses the districts Intensive Resource
Room (IRR) Special Education program as well as being one of two schools to
house the PreK program.
Northeast elementary has 6 PreK classrooms, 5 Kindergarten classrooms, 18
general education classrooms, and 4 classrooms dedicated to the IRR program
(grades K-5). Northeast maintains dedicated rooms for science, drama, and ELL
that are all full sized classrooms in addition to a dedicated computer lab.
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Northeast Elementary School – First Floor Program
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Northeast Elementary School – Second Floor Program
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Site Analysis
This site diagram shows the layout of the existing external spaces including
buildings, parking, green / recreational space, vehicular circulation, activity nodes,
pedestrian entrances, and service entrances. Due to the fire lane, heavily wooded
areas adjacent to the building, and site circulation, additions of modular
classroom on site do not have the potential to be connected to the building.
Site Plan: Northeast Elementary School
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Whittemore Elementary School
Facility Type Elementary School
Year Built 1927, Add/Reno 2008
Grade Configuration K-5
Student Enrollment 435
Gross Square Feet 83,000
Administrative Organization
Principal Ross Mulkerin
Assistant Principal Stephen Duffy
Discussion
The school was constructed in 1927 and renovated with additions in 2008 as part
of a master plan for updating Waltham’s elementary and middle schools.
Whittemore Elementary is located in the central part of Waltham, the school
houses several SEI classrooms.
Whittemore elementary has, 4 Kindergarten classrooms, a Kindergarten ELL pull-
out classroom, 15 general education classrooms, and 4 SEI classrooms (grades 1-
5). Whittemore also still has a dedicated computer lab in the building. Due to the
ELL demands in this neighborhood district, the Language Based Resource Room
Special Education program is in process or moving in its entirety to Fitzgerald
Elementary which will allow for an additional classroom in the 2014-2015 school
year.
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Whittemore Elementary School – First Floor Program
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Whittemore Elementary School – Second Floor Program
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Whittemore Elementary School – Third Floor Program
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MacArthur Elementary School
Facility Type Elementary School
Year Built 2006
Grade Configuration K-5
Student Enrollment 372
Gross Square Feet 78,239
Administrative Organization
Principal Jane Gately
Assistant Principal Seeley Okie
Discussion
MacArthur was constructed in 2006 as part of a master plan for updating
Waltham’s elementary and middle schools. MacArthur elementary is located in the
northern part of Waltham, the school houses the districts Resource Room (RR)
Special Education program.
MacArthur elementary has 4 Kindergarten classrooms, 15 general education
classrooms, and 5 classrooms dedicated to the RR program (grades 1-5).
MacArthur also still has a dedicated science classroom, math lab, drama room,
ELL support, and an unused classroom that are all full sized classrooms in
addition to a dedicated computer lab.
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MacArthur Elementary School – First Floor Program
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MacArthur Elementary School – Second Floor Program
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Site Analysis
This diagram shows the layout of the existing external spaces including buildings,
parking, green/recreational space, vehicular circulation, activity nodes, pedestrian
entrances, and service entrances. To the west of the building, there are wetlands
with setbacks that limit construction on that side of the building. Modulars could
be placed to the south of the existing building attaching either to the building near
the gymnasium, or the classroom wing to accommodate additional growth.
Site Plan: MacArthur Elementary School
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Fitzgerald Elementary School
Facility Type Elementary School
Year Built 2008
Grade Configuration K-5
Student Enrollment 513
Gross Square Feet 77,040
Administrative Organization
Principal (FY 2013-2014) David Castellini
Principal (current) Jennifer Santillo
Assistant Principal Kevin Kmiec
Discussion
The school was constructed in 2008 as part of a master plan for updating
Waltham’s elementary and middle schools. Fitzgerald elementary is located in the
eastern and central part of Waltham, the school and houses the districts
Language-Based Resource Room (LBRR) Special Education program as well as
being one of two schools to house the PreK program.
Fitzgerald elementary has 5 Kindergarten classrooms, 20 general education
classrooms, 3 SEI Classrooms, and 2 classrooms dedicated to the LBRR program
(grades 3-5). Fitzgerald also has a dedicated computer lab.
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Fitzgerald Elementary School – First Floor Program
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Fitzgerald Elementary School – Second Floor Program
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Space Utilization Study
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Fitzgerald Elementary School – Third Floor Program
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Site Analysis
This diagram shows the layout of the existing external spaces including buildings,
parking, green / recreational space, vehicular circulation, activity nodes,
pedestrian entrances, and service entrances. The site is very constraining and
provides little space for attachment. The only place that modulars could be added
is to the south of the building adjacent to the existing loading dock. Steep grade
changes would also make this attachment challenging.
Site Plan: Fitzgerald Elementary School
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Stanley Elementary School
Facility Type Elementary School
Year Built 2003
Grade Configuration PreK-5
Student Enrollment 518
Gross Square Feet 94,200
Administrative Organization
Principal Jennifer Hacker
Assistant Principal Stephen Kanode
Discussion
The school was constructed in 2003 as part of a master plan for updating
Waltham’s elementary and middle schools. Stanley Elementary is located in the
southern part of Waltham, the school houses the districts Teaching Academic and
Social Curriculum (TASC, formerly PDD) Special Education program as well as
being one of two schools to house the PreK program.
Stanley Elementary has 4 PreK classrooms, 5 Kindergarten classrooms, 17
general education classrooms, and 7 classrooms dedicated to the TASC program
(grades K-5). Stanley also has 2 dedicated classrooms for ELL, and one for SEI
instruction that are all full sized classrooms in addition to a dedicated computer
lab.
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Stanley Elementary School – First Floor Program
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Stanley Elementary School – Second Floor Program
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Stanley Elementary School – Third Floor Program
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Space Utilization Study
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Site Analysis
This diagram shows the layout of the existing external spaces including buildings,
parking, green / recreational space, vehicular circulation, activity nodes,
pedestrian entrances, and service entrances.
Site Plan: Stanley Elementary School
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Plympton Elementary School
Facility Type Elementary School
Year Built 2003
Grade Configuration PreK-5
Student Enrollment 439
Gross Square Feet 79,007
Administrative Organization
Principal Maureen Taddeo
Assistant Principal Alexander Audette
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Plympton Elementary School – First Floor Program
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Plympton Elementary School – Second Floor Programming
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Space Utilization Study
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Plympton Elementary School – Third Floor Programming
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Space Utilization Study
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Site Analysis
This diagram shows the layout of the existing external spaces including buildings,
parking, green/recreational space, vehicular circulation, activity nodes, pedestrian
entrances, and service entrances.
Site Plan: Plympton Elementary School
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2.3 MIDDLE SCHOOLS
Waltham is served by two independent middle schools that are roughly equal in
size.
The traditional organization of middle schools are Team centric set up around the
core subjects of English Language Arts, Social Studies, Math and Science. Four
teachers, each with a dedicated classroom, would make up each team. In an ideal
world, the classrooms would be clustered and adjacent to project areas and
SPED classrooms/support.
McDevitt Middle School was originally designed to be Waltham’s high school
before the new high school was built in 1969. McDevitt has a reasonable physical
team organization plan thoughtfully renovating the existing historic building with
new additions for gymnasium and cafeteria. Kennedy Middle School was
designed as a junior high school that had a departmental organization rather than
a team organization. The building addition in the early 2000's largely maintained
the double loaded corridor/departmental organization due to the existing building
configurations and site limitations.
To the extent possible, the Kennedy School has organized the classrooms by
teams by grade, typically with science class/labs remote from the team. The team
teaching model with dedicated core specific classrooms is a preferred
pedagogical model but is somewhat less efficient in its classroom utilization
metric, not uncommon in the modern middle school.
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McDevitt Middle School
Facility Type Middle School
Year Built 1902, Renovated 2003
Grade Configuration 6-8
Student Enrollment 556
Gross Square Feet 129,020
Administrative Organization
Principal Elizabeth Gavin
Assistant Principals William Hart
Meghan Branco
McDevitt Middle School is organized with three teams for each grade level of
grades 6, 7 and 8 = 9 teams. Each team consists of approximately 95 - 100
students, slightly larger than an ideal size of 72 students per team or the school
committee target of 18 students per class.
Included in the school are the following:
24 total General Education classrooms and 6 Science classrooms serve 6
teams (2 teams/grade).
2 dedicated Computer labs
1 dedicated Drama classroom
SPED classrooms including those that serve Learning Center, TASC, LBRR,
and Resource.
2 Technology (Computers and Shop) Classrooms located at the garden level
According to the MSBA Summary of Spaces form, a population of 556
students would require 19 Classrooms that are 950 SF in a MSBA new
construction project. (Also assumed 23 students per class.)
Additional students would put demand and burden on the relatively small
shared central spaces (gymnasium, cafeteria, kitchen, administration, and
nurse) which limit the school’s potential for growth/additions.
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McDevitt Middle School – Garden Level Floor Program
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McDevitt Middle School – First Floor Program
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McDevitt Middle School – Second Floor Program
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McDevitt Middle School – Third Floor Programming
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Site Analysis
This following diagram shows the layout of the existing external spaces including
buildings, parking, green / recreational space, vehicular circulation, activity nodes,
pedestrian entrances, and service entrances.
Site Plan: McDevitt Middle School
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Kennedy Middle School
Facility Type Middle School
Year Built 2006
Grade Configuration 6-8
Student Enrollment 540
Gross Square Feet 173,000
Net Educational Square Feet
Administrative Organization
Principal John Cawley
Assistant Principals Kevin Gildea
Laura Smith
Kennedy Middle School is organized with two teams for each grade level of
grades 6, 7 and 8 = 6 teams. Each team consists of approximately 95 - 100
students, slightly larger than an ideal size of 72 students per team at 18 students
per class.
Included in the school are the following:
28 total General Education classrooms and 6 Science Labs serve 6 teams (2
teams/grade).
2 Dedicated Computer labs
1 Dedicated Drama classroom
3 Dedicated ELL Classrooms
According to the MSBA Summary of Spaces form, a population of 540
students would require 20 Classrooms that are 950 SF in a MSBA new
construction project. (Also assumed 23 students per class.)
Large shared central spaces (field house, cafeteria, and auditorium) provide
potential for growth/additions.
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Kennedy Middle School – First Floor Program
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Kennedy Middle School – Second Floor Program
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Space Utilization Study
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Site Analysis
This following diagram shows the layout of the existing external spaces including
buildings, parking, green/recreational space, vehicular circulation, activity nodes,
pedestrian entrances, and service entrances.
Site Plan: Kennedy Middle School
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Space Utilization Study
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2.4 HIGH SCHOOL
Waltham High School
Facility Type High School
Year Built 1969
Grade Configuration 9-12
Student Enrollment 1453
Gross Square Feet 383,000
Net Educational Square Feet
Administrative Organization
Principal Gregory DeMeo
Discussion
Both the quantity and quality of spaces will be addressed in a comprehensive
feasibility study. For the most part it is the quantity of spaces that address the
question of capacity.
1. The quantity of spaces that contribute to the determination of capacity- are
there enough classrooms and other teaching spaces to serve the current
population; also 5 years from now and 10 years from now?
2. Quality of spaces - most of the classrooms, SPED rooms, science lecture /
labs and other teaching spaces across the school are undersized when
compared to the MSBA space guidelines for new construction.
Determination of "capacity" in high schools involves a large number of variables.
Those variables taken by themselves can result in differing capacities, therefore
we are identifying a range of capacity.
General Education Classrooms:
There are 61 current classrooms. Although many of these fall below the MSBA
standards for classrooms for a new building, they are not significantly undersized.
In addition, for a building serving the future population of 1853 students, a new
building as part of an MSBA project would only include 63 classrooms.
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/43
Science Lecture/Labs:
There are currently 16 science classrooms that are significantly undersized and do
not meet the goals for current educational delivery. The projected enrollment of
1852 students would support only 16 science labs in a new MSBA project.
Although there are currently the correct amount of spaces, the quality and size is
inadequate.
CTE/Chapter 74 Programs/Vocations:
There are currently many Chapter 734 program offerings at Waltham High School
however many of the spaces are in need of upgrades and larger spaces.
Additionally, the School Committee has expressed an interest to expand CH 74
program offerings including culinary arts and cosmetology among others.
Core Spaces:
Student Dining: The area designated for student dining is relatively large, and
will easily support an increased population of 1853 students.
Library/Media Center: The existing space is 50% under the MSBA guidelines
for an increased population of 1853 students. Although this is an important
space in support of teaching and learning, it does not contribute to the
capacity discussion.
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/44
Waltham High School – Basement Floor Program
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/45
Waltham High School – First Floor Program
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/46
Waltham High School – Second Floor Program
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/47
Waltham High School – Third Floor Program
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/48
Site Analysis
This following diagram shows the layout of the existing external spaces including
buildings, parking, green / recreational space, vehicular circulation, activity nodes,
pedestrian entrances, and service entrances.
Site Plan: Waltham High School
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/49
2.5 DECOMMISSIONED BUILDINGS
As a part of the capacity study, SMMA visited 2 additional school properties in the
district, the Lawrence School and the Fitch School.
Lawrence School
Approximate GSF = 13,000
Currently 7 classrooms approx. 650-750 NSF (total of 4,775 NSF)
Currently 6 small group/office spaces approx. 125-355 NSF (total of 1,525
NSF)
Challenges:
o All classroom type spaces are small, as shown on the plan below - None
of the rooms are the appropriate size for PreK (1,200 NSF typical)
o Currently classroom size and quantity can only accommodate 72 of the
current 193 Pre K students in District
o None of the rooms contain toilets, this would need further discussion with
educators. PreK rooms typically contain a privacy toilet room within the
classroom.
o Because of small classrooms sizes it would require additional teachers in
the District
o Any addition will require accommodation of the steep slope behind
school (total site is 3.7 acres)
o Central Administration currently uses 6,600 NSF, the building would
require moderate renovations to meet the needs of the Central Office
o Requires relocation of the Facilities Department who currently use the
building for storage
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/50
First Floor Plan
Second Floor Plan
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/51
Third Floor Plan
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/52
Fitch School
Approximately GSF 40,500
Currently 19 classrooms approx. 600-910 NSF (total of 15,024 NSF) –
could accommodate up to 227 PreK students (currently 193 in District)
Miscellaneous Offices, Library, Gym, Cafeteria
Challenges:
o Building has been sitting vacant for many years
o None of the rooms are the appropriate size for PreK (1,200 NSF
typical)
o None of the rooms contain toilets, this would need further discussion
with educators
o Because of small classrooms sizes it would require additional
teachers +5
o Limited parking (+/- 20 parking spaces) available on site.
First Floor Plan
Second Floor Plan
2 | SPACE UTILIZATION
Space Utilization Study
WALTHAM PUBLIC SCHOOLS 2/53
2.6 CAPACITY ANALYSIS
Based on the information that SMMA attained as indicated above by school,
capacities were able to be determined. In the chart shown below, the number
of available classrooms for general education as currently used and varying
quantities of students determines the capacities as shown.
Current Available Classrooms
Current
Average
Capacity
Capacity without
PreK Classrooms
Capacity with
PreK
Classrooms
2014 -
2015 E
nro
llments
(9/1
7/1
4)
# o
f P
reK
Cla
ssro
om
s
# o
f K
ind
erg
art
en
Cla
ssro
om
s
# o
f G
en E
d C
lassro
om
s
(1 -
5) #
of G
en E
d, p
lus
Art
, S
cie
nce a
nd
Vo
c (6
-12)
To
tal C
lassro
om
s
(K +
Gra
de L
evel)*
Curr
ent A
vera
ge C
ap
acity
Cap
acity @
15/C
lass f
or
Pre
K,
18 s
tud
ents
per
cla
ss
Cap
acity @
18 s
tud
ents
per
cla
ss K
, 23 G
rad
es 1
-12
Curr
ent
Cap
acity @
18
stu
dents
per
cla
ss
Curr
ent
Cap
acity @
18
stu
dents
per
cla
ss K
, 23
Gra
des 1
-12
PreK 171 12
14 180
Northeast ES 368 8 4 16 20 18 360 440 504 624
Whittemore ES 435 0 5 21 26 17 468 573 468 573
MacArthur ES 372 0 4 16 20 19 360 440 360 440
Fitzgerald ES 513 0 5 23 28 18 504 619 504 619
Stanley ES 454 4 5 19 24 19 432 527 504 619
Plympton ES 439 0 5 19 24 18 432 527 432 527
ES Total (K-5) 2581 12 28 114 142 18 2556 3126 2772 3402
McDevitt MD 556 0 0 34
520 665
Kennedy MD 540 0 0 39
597 762
MS Total 1096 0 0 73
1117 1427
Waltham HS 1453 0 0 92
1408 1799
*Classroom counts exclude dedicated ELL and SPED classrooms and specialized classrooms
(Band, Chorus, Chapter 74 spaces)
Middle School Note: 85% utilization factor applied. Does not consider team teaching
High School note: 85% utilization factor applied. Chapter 74 Spaces not included
Section 3 DESCRIPTION OF PROGRAMS
WALTHAM PUBLIC SCHOOLS MASTER PLAN
Space Utilization Study
3 | DESCRIPTION
Space Utilization Study WALTHAM PUBLIC SCHOOLS 3 | 1
DESCRIPTION OF PROGRAMS
SPECIAL PROGRAMS
SMMA met with the directors of the district’s special programs to learn about their
current space utilization, current space needs, and projected growth by individual
schools and throughout the district.
3.1 PRE-KINDERGARTEN
Northeast and Stanley Elementary Schools house the district’s PreK program. The
district program is designed to be an inclusive Special Education program. One
portion of the program is the integrated classrooms which combines Special
Education students with typically developing peers. For more information on space
utilization, see Section 2 of this report.
3.2 SPECIAL EDUCATION (SPED)
Each Waltham elementary school (with the exception of Whittemore) houses one of
the Special Education district-wide programs. A listing and description of all district-
wide Special Education programs is included as Appendix XXX. Additionally, each
school houses a Special Education Resource Room. Kennedy Middle School
houses the self-management and CORE programs. McDevitt Middle School houses
the LBRR and TASC programs. Both middle schools have learning centers and
resource rooms. The ABLE program, CORE and resource rooms are at Waltham
High School.
Elementary Schools
Schools Grades Total
Population
SPED
Population
% SPED
Population Special Education Programs
Northeast ES PreK - 5 367 123 25.6%
− Intensive Resource Rooms (IRR)
− Coaches Corner (Literacy and Math
Coaches)
− PK Speech, Reading
− Community walk-ins
− Learning Center
− Preschool (7 rooms), K Inclusion,
Speech, OT, PT
Whittemore ES K - 5 438 55 10.6%
− K Inclusion
− Reading
− Speech and Language
− District Reading office
− OT/PT
− Math and Challenge Coach
− Title 1
3 | DESCRIPTION
Space Utilization Study WALTHAM PUBLIC SCHOOLS 3 | 2
Elementary Schools
Schools Grades Total
Population
SPED
Population
% SPED
Population Special Education Programs
MacArthur ES K - 5 355 58 16.3%
− Resource Rooms (RR) for Special
Education
− Learning Center
− Math Lab
− Reading
− OT/PT
− Challenge
− Speech
− K Inclusion
Fitzgerald ES K - 5 483 71 14.7%
− Language Based Resource Rooms
(LBRR) for Special Education
− K Inclusion
− Learning Center
− Reading
− Speech and language
− OT/PT
− Math Coach
− Literature specialist
− Challenge
Stanley ES PreK - 5 428 119 27.8%
− TASC (K-5, 5 rooms)
− Preschool (4 rooms)
− K Inclusion
− Learning Center
− Reading
− OT/PT
− Speech
Plympton ES K - 5 443 63 14.2%
− Successful Start (with Quiet Room)
K-5 (3 rooms)
− K Inclusion
− Resource Room (RR) (4 grades, 2
rooms)
− Speech/Literacy
− Reading
− OT/PT
* Excludes PreK
Enrollments as of 4/30/14
3.3 ENGLISH LANGUAGE LEARNERS (ELL)
Each Waltham school provides services for English Language Learners (ELL). When
a student enters the district, they are tested in the Parent Information Center (PIC)
located at the high school to determine their level of need and English competency.
Depending on the results of the proficiency exam, students can be placed in
Sheltered English Immersion (SEI) classrooms, or receive ELL pull-out services. ELL
pull-out spaces typically must provide enough space for 8-10 students to be
working together at the same time. Often, this service can be provided in a half-
sized classroom.
Included as an appendix are plans from each of the schools highlighting the current
use for ELL dedicated spaces.
3 | DESCRIPTION
Space Utilization Study WALTHAM PUBLIC SCHOOLS 3 | 3
Building Number of
English Learners ESL Program
Northeast ES 48 (1) ELL pull-out classroom
Whittemore ES 202 (4) ELL Self-Contained Classrooms, (1) Small ELL
pull-out area, (1)Kindergarten pull-out classroom, (1) ELL pull-out classroom
McArthur ES 43 (1) ELL pull-out classroom
Fitzgerald ES 70 (3) ELL Self-Contained Classrooms (one of which
is a very small instructional area for 3rd graders), (1) ELL pull-out area in the back of the library
(very small).
Stanley ES 105 (1) ELL Self-Contained Classroom, (2) ELL pull-out classrooms
Plympton ES 104 (2) ELL Self-Contained Classrooms, (1) ELL pull-out classroom (shared with other teachers)
McDevitt MS 4 No ELL program
Kennedy MS 67 (3) ELL Self-Contained Classrooms, (1) ELL pull-out classroom
Waltham HS 110 (6) ELL Self-Contained Classrooms (include ELL classes and sheltered, self-contained history,
math and science classes) / Parent Information
Center (PIC) is housed here.
3.4 DRAMA
In the elementary schools, Waltham has a commitment to offering drama education
for all students K-12. At Northeast and MacArthur elementary schools, both middle
schools, and the high school, dedicated classrooms are available for instruction. In
schools that have had to reclaim these rooms, instruction occurs on the stage.
3.5 ELEMENTARY SCIENCE
Waltham offers science instruction in a dedicated classroom at Northeast and
MacArthur elementary schools. Although this is not a typical elementary school
dedicated space, it is supported greatly by the community. In the schools that have
had to reclaim these rooms, science is provided from a cart that is wheeled into K-5
classrooms.
3 | DESCRIPTION
Space Utilization Study WALTHAM PUBLIC SCHOOLS 3 | 4
3.6 CHAPTER 74
Waltham High School is home to a developed Career and Technical Education
program (CTE). Many of the programs are Chapter 74 certificate programs.
Chapter 74 programs are not part of a typical MSBA standard high school project
however they are very important in the development of a comprehensive high school
program. The future of the CTE program may include additional programs that not
currently exist at Waltham High School but offered at Minuteman Regional
Vocational Technical School. Currently, 60 students attend MRVTS which is an
expense and disruptive loss of resources for the district.
Current programs available:
Automotive Technology - Chapter 74
Business (Non-74)
Carpentry & Cabinetmaking - Chapter 74
Career Exploratory - Chapter 74
Child Care - Chapter 74
Collision Technology - Chapter 74
Culinary Arts (Non-74)
Electrical - Chapter 74
Electronics - Chapter 74
Family & Consumer Science (Non-74)
Graphic Arts (Non-74)
Graphic Communications - Chapter 74
Metal Fabrication - Chapter 74
Technical Education (Non-74)
TV Broadcasting - Chapter 74
Y.T.E. (Non-74)
Potential future programs:
Culinary Arts – Chapter 74
Cosmetology
Plumbing
Daycare
Section 4 ENROLLMENT PROJECTIONS
WALTHAM PUBLIC SCHOOLS MASTER PLAN
Space Utilization Study
4 | ENROLLMENT PROJECTIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 4 | 1
ENROLLMENT PROJECTIONS
INTRODUCTION
SMMA reviewed the 2013-2014 enrollment projections which were provided in the
Educational Consultant RFQ (Included as Appendix XXX). NESDEC found in their
report that the two largest contributing factors to enrollment growth are the number
of births to Waltham resident and the in-migration to the district. They determined
that the primary reason that Waltham Public Schools is seeing an overall enrollment
increase is due to larger populations if Kindergarteners replacing smaller graduating
classes.
In addition, SMMA engaged Future Think to verify the results found in the NESDEC
projections report. Future Think also provided their own enrollment projections
based on the cohort survival model which analyzed the following data: births,
historical enrollment and survival rations, community demographics, and housing
information. The data from their projects was within 1% of the values found in the
NESDEC report. Full report included as Appendix XXX).
A factor that must be reviewed in the enrollment discussion is the withdrawal figures.
The district provided a chart to SMMA indicating that 215 students left the Waltham
Public Schools choosing to attend other districts in state, out of state and to private
parochial schools. What is important to note is that the enrollment is increasing
despite these individuals leaving the district indicating that in-migration is still larger
than out-migration in Waltham.
Schools *Current
Enrollment
2018 - 2019
(5 years)
2023 - 2024
(10 years)
Delta from Current
Enrollment to 2024
10 Years %
Change
Northeast ES 367
Whittemore ES 441
MacArthur ES 367
Fitzgerald ES 483
Stanley ES 427
Plympton ES 451
Total ES 2536 2,831 2,825 311 +12%
McDevitt MS 531
Kennedy MS 551
Total MS 1,082/1,200 1,273 1,396 314 + 29%
+/-120 +/-75 +314
+/-125
above 5 year
NOTE: Total for Each M.S. Grade Level ~460 Students.
Waltham HS 1,397 1,514 1,853 456 + 33%
+117 +339
4 | ENROLLMENT PROJECTIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 4 | 2
Actual WPS Numbers
Actual Actual
Actual v's
Actual
Actual Actual
Actual 4/30/14
v's Actual
9/12/14
2013-
2014
2013-
2014
#
Delta % Delta
2014-
2015
2014-
2015
#
Delta % Delta
2015-
2016
#
Delta
%
Delta
9/27/13
(2)
4/30/14
(2)
9/12/14
(2)
4/30/15
(2)
Pre-K 153 193 40 20.73%
171
-22 -12.87%
Northeast ES 367 367 0 0.00%
370
3 0.81%
Whittemore ES 441 438 -3 -0.68%
433
-5 -1.15%
MacArthur ES 367 355 -12 -3.38%
371
16 4.31%
Fitzgerald ES 483 483 0 0.00%
516
33 6.40%
Stanley ES 427 428 1 0.23%
449
21 4.68%
Plympton ES 451 443 -8 -1.81%
439
-4 -0.91%
2536 2514 -22 -0.88%
2578
64 2.48%
? ?
McDevitt MS 535 531 -4 -0.75%
556
25 4.50%
Kennedy MS 546 551 5 0.91%
540
-11 -2.04%
1081 1082 1 0.09%
1096
14 1.28%
? ?
High School 1397 1397 0 0.00%
1453
56 3.85%
? ?
Total students 5167 5186 19 0.37%
5298
112 2.11%
? ?
4 | ENROLLMENT PROJECTIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 4 | 3
Projected NESDEC numbers Versus WPS actual
Projecte
d Actual
Proj. v's
Actual Projected Actual
Proj. v's
Actual
Projected
Proj V's Actual
2014-2015
2013-
2014
2013-
2014
#
Delta
%
Delta
2014-2015
2014-
2015
#
Delta
%
Delta
2015-2016 # Delta % Delta
10/01/13
(1)
9/27/13
(2)
10/01/14
(1)(3)
9/12/14
(2)
10/01/15
(1)(3)
Pre-K 156 153 -3
-
1.96
%
158 171 13
7.60
%
160 -11 1.25%
Northeast
ES 371 367 -4
-
1.09
%
386 370 -16
-
4.33
%
395 25 2.18%
Whittemore
ES 443 441 -2
-
0.37
%
461 433 -28
-
6.37
%
471 38 2.18%
MacArthur
ES 359 367 8
2.24
%
373 371 -2
-
0.63
%
382 11 2.18%
Fitzgerald
ES 488 483 -5
-
1.06
%
508 516 8
1.57
%
519 3 2.18%
Stanley ES 432 427 -5
-
1.28
%
450 449 -1
-
0.22
%
460 11 2.18%
Plympton
ES 448 451 3
0.73
%
466 439 -27
-
6.12
%
476 37 2.18%
2541 2536 -5
-
0.20
%
2644 2578 -66
-
2.56
%
2703 125 2.18%
McDevitt
MS 529 535 6
1.20
%
538 556 18
3.16
%
561 5 4.11%
Kennedy
MS 548 551 3
0.47
%
559 540 -19
-
3.44
%
583 43 4.11%
1077 1086 9
0.83
%
1097 1096 -1
-
0.09
%
1144 48 4.11%
High
School 1389 1397 8
0.57
%
1393 1453 60
4.13
%
1424 -29 2.18%
Total
students 5163 5172 9
0.17
%
5292 5298 6
0.11
%
5431 133 2.56%
(1) Values based on Enrollment projections from NESDEC
(2) Values provided by Waltham Public Schools
(3) NESDEC Values extrapolated per school based upon current % of distribution
4 | ENROLLMENT PROJECTIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 4 | 4
Withdrawal Figures as of 9/11/2014 (sorted by school/grade)
School Grade Moved In
State
Moved Out of
State/Country
Private
School
Home
School
Dropped
Out
TOTALS
HS 9-12+ 15 12 14 0 2 43
McDevitt MS 6-8' 7 3 6 16
Kennedy MS 6-8' 20 5 6 31
Fitzgerald ES K-5 14 8 1 23
MacArthur ES K-5 18 3 3 24
Northeast ES PK-5 8 6 2 16
Plympton ES K-5 15 7 1 23
Stanley ES PK-5 18 5 1 24
Whittemore ES K-5 9 5 1 15
TOTALS 124 54 33 2 2 215
Section 5 RECOMMENDATIONS AND OPTIONS
WALTHAM PUBLIC SCHOOLS MASTER PLAN
Space Utilization Study
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 1
OPTIONS AND RECOMMENDATIONS
INTRODUCTION
As a part of the capacity analysis development, SMMA acquired feedback from the
community, focus groups, the school committee, and educators regarding the future
of programs, approach to curriculum, and enrollment concerns.
5.1 ELEMENTARY SCHOOLS
The study found with the projected enrollment increase of 311 students, 15-17
additional classrooms would be required throughout the district. This quantity is
large enough to indicate a new building, a large scale renovation of a
decommissioned building, or reclaiming rooms from each of the 6 elementary
schools. Some of the strategies that were targeted include:
Move adults before you move students – Creating more effective shared teacher
spaces
Implement inclusion strategies for special programs including SPED and ELL.
Explore switching program locations in most overcrowded schools
Creating break-out spaces in corridors for small group instruction, challenge,
etc.
Subdividing classrooms from full size to half size to accommodate programs
that have smaller populations. Creating appropriately sized small group rooms.
More precisely, SMMA indicated the following strategies could be implemented
immediately in the elementary schools:
Increase class size by 3 students per class above the established goals.
o Current average class size: 18.9 students
o Add 3: 21.9 students
o MSBA standard: 23 students
Move drama to the stage. This strategy could reclaim 2 classrooms in the
schools that still have a dedicated classroom.
Move science to a cart. This strategy could reclaim 2 classrooms in the schools
that still have a dedicated classroom.
Subdivide full size classrooms to serve small populations as indicated above.
Some of the challenges which were identified for any solution are listed below:
Redistricting will be a major component to all solutions.
Cost of renovations - with or without the MSBA.
Costs of a comprehensive renovation or replacement of the High School, with or
without the MSBA.
Laptop carts will cost approximately $40,000 each
(As an example to provide one in each Elementary School = $240,000)
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 2
At the Middle Schools, creating a 5 subject cluster would affect scheduling and
staffing.
SPED program shifts will impact students with certain needs significantly.
Potential relocation of any SPED program will require close coordination with
educators.
Reclaiming Rooms
One of the concepts discussed in an effort to provide for increased enrollments was
reclaiming existing classrooms that currently exist within the district schools.
One option is to reclaim the drama and science rooms. At MacArthur and Northeast
elementary schools, there are still dedicated classrooms for drama and science
instruction. In the other four elementary schools, these rooms have already been
reclaimed in order to provide for current enrollment capacity. Reclaiming these
rooms would require redistricting to be implemented. On the other hand, should
there be a desire for educational equity, the four elementary schools that do not
have drama classrooms would need to reclaim these for dedicated use which puts
additional burden on those four schools.
Additionally, MacArthur has an unused classroom that is currently being used as
storage. This classrooms should be reclaimed as a general education classroom.
Redistricting will be required should this strategy by employed.
In many of the schools, small group instructional spaces are required to meet the
needs of 21st century education. Some of these small groups occupy full size
classrooms because smaller spaces do not exist in the schools currently. By
creating some half size classrooms for these small groups, full-size classrooms
could be recaptured for general education classrooms. An example of this
implementation is shown below.
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 3
RECLAIMED CLASSROOM STRATEGIES
Northeast Elementary School – 2nd Floor Reclaimed Classroom Strategic Options
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 4
Whittemore Elementary School – 1st Floor Reclaimed Classroom Strategic Options
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 5
Whittemore Elementary School – 3rd Floor Reclaimed Classroom Strategic Options
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 6
MacArthur Elementary School - 1st Floor Reclaimed Classroom Strategic Option
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 7
MacArthur Elementary School – 2nd Floor Reclaimed Classroom Strategic Options
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 8
Fitzgerald Elementary School – 1st Floor Reclaimed Classroom Strategic Option
Fitzgerald Elementary School – 2nd Floor Reclaimed Classroom Strategic Option
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 9
Fitzgerald Elementary School – 3rd Floor Reclaimed Classroom Strategic Option
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 10
Stanley Elementary School – 2nd Floor Reclaimed Classroom Strategic Option
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 11
Plympton Elementary School – 2nd Floor Reclaimed Classroom Strategic Option
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 12
Plympton Elementary School – 3rd Floor Reclaimed Classroom Strategic Option
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 13
Existing Classroom Example
Proposed Classroom Sub-division
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 14
Reclaimed Classroom Opportunities
Quantity Size of
Classroom
Classroom Location
Reclaiming
Classrooms
Drama 2 1.0 Northeast, MacArthur
Science 2 1.0 Northeast, MacArthur
Other 3 1.0 LBRR to Fitzgerald (Gain = 0), Empty
Classroom at MacArthur, Math Lab at
MacArthur, Large Corridor at MacArthur
2 .5 District Reading Office at Whittemore,
Drama Office at Whittemore
Sub-Dividing
Classrooms
Northeast ES 1 .5
Whittemore ES 1 .5
MacArthur ES 2 1.0
2 .5
Fitzgerald ES 1 .5
Plympton ES 2 .5
1 1.0
Total Reclaimed
Classrooms
10 Full Size
Classrooms
9 Half Size
Classrooms
Modular Classrooms
SMMA evaluated the addition of portable classroom buildings to the elementary
schools and middle schools to provide the capacity for additional students. The
chart included below provides some estimated costs for modular construction on
the sites with available space. Also included below are plans showing locations of
potential modulars at elementary schools.
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 15
Modular Classrooms and Cost Impacts by School
# of Modulars
Possible
Per site cost for 3 yr
lease
Per site cost for
Permanent
Northeast ES 4 $661,440.00 $1,728,000.00
Stanley ES 6 $864,480.00 $2,376,000.00
MacArthur ES 8 $1,087,520.00 $3,024,000.00
McDevitt MS 6 $776,800.00 $2,160,000.00
Kennedy MS 6 $776,800.00 $2,160,000.00
*Costs include foundations and utilities
MacArthur Elementary School – 4 to 6 Portables Possible (Modulars)
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 16
Fitzgerald Elementary School – 3 Portables Possible (Modulars)
5 | OPTIONS AND RECOMMENDATIONS
Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 17
Stanley Elementary School – 4 to 5 Portables Possible in 2 Locations (Modulars)
SUMMARY
0-1 Year =
• Design / Acquire / Install Portable Classrooms as needed
• Design and Bid interior renovations to: subdivide classrooms; reclaim certain
rooms; create learning environments in corridors, etc.
• Explore location for Early Childhood Center – schedule will determine need /
schedule for additional portables
• Determine best locations for SPED programs
• Review needs for Drama, Challenge, etc.
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5.2 MIDDLE SCHOOL
SMMA developed a list of options and strategies that could be implemented in
phases to address the additional student capacity at the middle schools.
Short-Term Strategies
Acoustically “fix” McDevitt classroom(s) behind stage and move the music
room back into this location – gains one or two rooms.
Divide full sized SPED class rooms at Kennedy to accommodate additional
growth (See Reclaimed Classrooms above for description).
Increase class sizes to maximum 25 students per room:
o Kennedy School:
Currently: ±93 students - increase to 100 students at 25/CR; adds a
total of 49 students
o McDevitt School:
Currently: ±89 students - increase to 100 students
Midterm (5 Year) Strategies
Kennedy School:
Increase by 70 students equals 12 students per cluster
Use foreign language rooms/schedule to increase team size (22
students/CR).
Add one additional cluster.
Modular classrooms (Refer to images above)
McDevitt School:
Modular classrooms (Refer to images above)
Long-Term (10 Year) Strategies
Kennedy School:
Add cluster/new science lab
1st floor north wing – permanent construction
Addition at courtyard corridor (see diagram below).
Increase by 25 students at 25/CR distributed between each cluster.
If foreign language or fifth subject is added to each cluster class size will be
21/CR.
McDevitt School:
No Change
These changes will result in a 60/40 split between populations at Kennedy than
McDevitt
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MSBA Funded Projects
Waltham may opt to complete any selected work on their own without the help of
the MSBA however it is of note that there are additional challenges with any project
that works with the MSBA in renovations/additions to existing buildings. Some of
the challenges particular to the middle schools are indicated below.
No dedicated auditorium in middle school
No dedicated drama classroom in middle schools
ELL classrooms not a defined use per MSBA
23 students / class – Grades 1 – 12
Chapter 74 Program requirements requires DESE approval and definition
not defined in MSBA standard space summary
85% utilization rate for classrooms
Typically 8% student population standard for SPED space – will require
significant DESE involvement to indicate that with a larger SPED population,
more spaces are required.
Options
Review ELL “Team”/Cluster Options at Kennedy School
o Create a floating team (or half team); loss of specialist space
Modular classroom “cluster” at McDevitt
Create a small “magnate or District Charter” School
Move 8th grade out of Middle School – to High School or other available
site
o From Kennedy = 200 students
o From Kennedy and McDevitt = 400 students
Modular Classrooms
o SMMA evaluated the addition of portable classroom buildings to
middle schools to provide the capacity for additional students.
o The chart included above provides some estimated costs for
modular construction on the sites with available space.
o Also included below are plans showing locations of potential
modulars at elementary schools.
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John F. Kennedy Middle School – 6 Portables Possible (Modulars)
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John F. Kennedy Middle School – 1st Floor Plan Option
John F. Kennedy Middle School – 2nd Floor Plan Option
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John W. McDevitt Middle School – 1st Floor Plan Option
John W. McDevitt Middle School – Garden Level Plan Option
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John W. McDevitt Middle School – 2nd Floor Plan Option
John W. McDevitt Middle School – 3rd Floor Plan Option
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John F. Kennedy Middle School – Long Term Option, Permanent Addition
SUMMARY
• 0-2 Years = Additional capacity required; ±120 students across both schools.
Increase class size to 25 students per class. Design / Acquire / Install Portable
Classrooms as needed
• 3 Years = McDevitt will be at maximum capacity, Need to start addition at
Kennedy
• 5+ Years = 70 additional students; 0 capacity at McDevitt; 70 at Kennedy
• 10 Years = 125 additional students total (TBD)
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5.3 HIGH SCHOOL
MSBA PROCESS
Waltham has submitted an SOI to the MSBA regarding a comprehensive project for
Waltham High School. Although any feedback will not be available until January
2015, the process that will begin should Waltham be invited into the program are
indicated below.
Statement of interest submitted
Invitation to participate (October/November 2014)
o City Prepares Application (6 months)
Acceptance into Feasibility Study (Schematic Design)
o 10+12 months determining new or renovation
MSBA Approval
o Local Approvals and Votes
Design Phase(s) (Design Development of Contract Documents)
o Determine CM or Design/Bid/Build Process Permitting
Bidding
Contraction – 2½ to 4½ years
MSBA Challenges
In addition to the amount of time investment in the MSBA process, there are also
challenges for any project between what a new MSBA project invests in compared
to the existing building structure.
GSF today: 383,386
Gross sf @ 1397 students: 238,887*
Gross sf @ 1514 students: 249,810*
Gross sf @ 1853 students: 294,627*
Below are images that SMMA developed which indicate the portions of the High
School that are 25% or more undersized (shown in red) those that are undersized
(shown in orange) and those that are oversized (indicated in green). It is evident in
these drawings that the classrooms spaces are the most significantly undersized
while the central shared spaces in the building including the gym, cafeteria, and
music spaces are larger than what would be typically permitted in a new MSBA
funded project.
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MSBA Space Comparison Plans
In addition to spaces that vary in size, many of Waltham High School’s existing
spaces are outside of what would be included in an MSBA project. Indicated in blue
are district spaces including the district’s print shop, central administration, Parent
information center, and many others. The green spaces show curriculum and
offerings that are not part of the typical MSBA project including the technology and
Chapter 74 programs. Shown in orange are spaces that also would not be included
in a MSBA funded project including lecture halls, non-Chapter 74 programs, grade
level house offices, and scope above what the MSBA accounts for based on
population of students.
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Program & Support outside MSBA Scope
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Renovation Challenges
The code also presents challenges when renovating an existing building. Shown
below is a breakdown of how the code evaluates renovation projects based on
assessed value of the building. The example shown illustrates how if the science
labs alone were renovated up to current 21st century educational standards that the
value of the renovation would trigger a full ADA and code upgrade to the building
which includes all components of accessibility as well as seismic and energy
upgrades which can become very costly.
Assessed value of Waltham High School: $20,417,900
When 50% of the building area is renovated requires full seismic upgrades.
(Level 3 Renovation Project)
If LESS than 30% of the full and fair cash value of the building ($6,125,370)
AND :
o The work costs LESS than $100,000 then only the work being done
must comply.
o The work costs MORE than $100,000 then all work must comply
and there must be an accessible main entrance, toilet room, and
drinking fountain provided.
If MORE than 30% of the full and fair cash value of the building ($6,125,370)
THEN:
Entire project required to comply with all State codes
o For Example:
12 Science Labs +/-18,480 nsf @ $300/sf = $5.5M
16 science labs (MSBA value based on 2024 estimate of
1853 students)
+/- 23040nsf @ $300/sf = $6.91M
MSBA Requirements for Science Labs
The science labs at Waltham High School have not been renovated since the
building opened in 1969 and are in need of upgrades to provide current technology
and teaching philosophies.
Typical Existing Labs at Waltham High School
1,005 nsf
50(-) sf per student (20 st.)
Plus 125 sf prep room
One exit
16 Labs
Note: -435 net sf Delta or 30% Undersized
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A new science lab to meet 21st Century educational standards meets the criteria
indicated below.
1,440 nsf
60 sf per student (24 st.)
Plus 200 sf shared prep room
Two exits
12 Labs (1,397 students)
13 Labs (1,514 students)
16 Labs (1,853 students)
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Significant renovation would be required to bring these existing labs up to the
current teaching and learning standards. Shown below are examples of a typical
MSBA standard science lab and prep area as well as the renovations that may be
required should the science labs at Waltham High School be renovated in place. It
is worth noting that SMMA is not recommending this approach and science labs
location and adjacencies should be evaluated as part of a feasibility study.
5 | OPTIONS AND RECOMMENDATIONS
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MSBA Model Labs
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Waltham High School – Second Floor Science Labs
Waltham High School – Third Floor Science Labs
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Waltham High School – Existing Science Labs (enlarged plans)
Waltham High School – Renovated Science Labs (enlarged plans)
5 | OPTIONS AND RECOMMENDATIONS
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5.4 FOCUS GROUPS AND COMMUNITY MEETINGS
SMMA conducted meetings with focus groups and the community in order to
determine their feedback regarding the direction of options being developed. The
minutes from these meetings are included as Appendix XXX
Comments and Recommendations
Enrollment becomes “critical” in 4 years
8th Grade to HS Not Preferred
Tours of State-of-Art New High Schools
o Newton North High School
o Quincy High School
o West Springfield/Tewksbury/Franklin (model schools)
o Wellesley High School
Detailed Site analysis and Investigation
o Existing School Site
o Fernald Site
o Others?
Visioning Workshop(s)
Contact MSBA
o SOI Status
During the community groups, many concerns were brought to attention through
question and answer portions of the presentations which were then shared with the
focus groups. These include the following:
Q. Concerns for maintaining Science and Drama specialist classrooms was
discussed. Will these be maintained?
A. There is no assumption for a start date and no recommendations made by the
focus groups as yet. The goal of the study is to provide a comprehensive and
acceptable plan for the school committee’ consideration.
Q. What are the concerns for Kindergarten students in a classroom without a
restroom when all other kindergarten classrooms have a restroom?
Q. Concerns for maintaining small class sizes. Mention was made of the Mayor’s
commitment to smaller class sizes. Will these be maintained?
A. No decisions have been determined yet in our investigation.
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Q. What work will be done in September of 2014?
A. There is no assumption for a start date and no recommendations made by the
focus groups as yet. SMMA mentioned that there will likely be short-term, mid-
term, and long-term goals.
Q. Are the middle schools sized to accommodate the larger populations that are
coming in the future?
A. The middle schools are currently not feeling overburdened. The middle schools
have a unique challenge in the cluster teaching and how larger populations will
impact the clusters.
Q. Regarding teaching throughout the day, as a teacher, there is a need for smaller
group activities for all different types of students for pull-out and small group
instruction.
Q. What is the condition of the Fitch School or others that were decommissioned?
Would the district consider re-opening a school to handle the growing
population?
A. The Fitch School has been decommissioned for years bringing it back to service
would require a major renovation project.
The focus groups consisted of the following individuals:
Superintendent of Schools
Elementary School Principals
SPED Director
ELL Director
School Committee Members
Teachers
Options
Confirm area and individual program space requirements relative to MSBA and DOE
Chapter 74 guidelines. Confirm existing building area net and gross square footages.
Increase Utilization rate of classrooms (this would mean no dedicated
teacher classroom).
Relocate Central Administration Offices off site.
o Confirm area and individual program space requirements relative to
MSBA and DOE Chapter 74 guidelines.
Do not recommend adding Chapter 74 Programs to the HS immediately
Resize Chapter 74 spaces for modern technologies and program uses.
Relocate Chapter 74 programs off site:
o In the City
o With Vocational/Technical cooperative model
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Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 39
Construction Project to accommodate population growth & program
requirements (temporary or permanent?).
Renovations
Addition/Renovation
Build new High School:
o At current HS site
o At alternative site in City
5.5 RECOMMENDATIONS TO THE SCHOOL COMMITTEE
Based on the feedback received in the community meetings and focus groups,
SMMA developed a list of questions to be evaluated by the School Committee to
provide a greater understanding of the district’s goals and gives direction for the
options developed. This memorandum is included in the report as Appendix XXX.
The questionnaire was also distributed to parents and teachers in the district. It was
available on the website, sent home as a mailer, and translated into several
languages to be sure to get a variety of responses.
The answers, as determined by the school committee, which factored in parent and
teacher feedback, are indicated below.
1. Do you support redistricting at the elementary schools?
Yes, in a limited capacity
2. Do you support increase in class sizes up to the MSBA values?
18 for Pre-K – No
23 for K-5 – No
23 for 6-8 – No
23 for 9-12 – No
3. Do you support the removal of dedicated PC labs at the elementary schools?
Qualified Yes, determine bandwidth for laptop carts.
4. Do you support adding 4 dedicated science classrooms back to those
Elementary School’s (Whittemore, Stanley, Fitzgerald, Plympton) that have
needed to reclaim them for general education classrooms (Would create
science equity throughout)?
Yes
5. Do you support reclaiming 2 Elementary School classrooms that are dedicated
Drama at MacArthur and Northeast (would create drama equity throughout)?
No – they would like a dedicated drama room if there is space.
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6. Do you support the creation of a taskforce which would meet with educators to
further understand the implications of relocating or adjusting SPED programs?
The task force would be charged with determining the best inclusion strategies
and locations for the Districts programs for the long-term, which would require
them to be relocated only once to minimize any detrimental effects on their
movement educationally. And to determine the quantity and locations for
creation of half size classrooms and creation of differentiated learning spaces
(for pull-out, challenge, etc.) throughout the ES?
Yes
7. Do you support the relocation of Pre-K as a dedicated early childhood center to
an alternative location?
Yes
If Yes – The District should convene a taskforce to determine the best location
for this program
8. Do you support the addition of modular classrooms at locations that have been
identified to accommodate them (Fitzgerald, MacArthur, and Stanley)?
Fitzgerald – Yes
MacArthur – Yes
Stanley – Yes
9. Do you support beginning Middle School visioning workshops?
Yes
10. Do you support adding a 5th core subject to the Middle School cluster to allow
for clusters to absorb a large population (from est. 100 to est. 125 each)?
Yes
11. Do you support beginning High School visioning workshops which may address
the curriculum as a whole?
Yes
12. Do you support attending tours with staff to comparable comprehensive and
high achieving School's in the area? (could be scheduled Summer 2014)
Yes
13. Do you support moving forward with a feasibility study/site analysis which would
mirror the MSBA process for the High School in advance of any potential MSBA
decision on your SOI in the fall?
Yes
14. Do you support the relocation of central administration out of the High School to
an alternative location?
Yes
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Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 41
15. Do you support conducting a comprehensive feasibility study which would
determine the condition of the physical building and plant and propose options
for re-use including professional cost estimates (Lawrence School and Fitch
School)?
Yes for both
16. Do you support the creation of an alternative high school?
Yes
Based on the decisions that were determined by the school committee which
factored in community and focus group input, SMMA has developed a list of options
for the district.
As mentioned earlier, redistricting is critical in any and all opportunities in the district
because of the overcrowded schools in the southern portion of Waltham and the
available space in the schools in the northern part of town. The committee’s
decision to redistrict in a limited capacity will allow for some relief in the schools that
are seeing the most overcrowding.
5.6 NEXT STEPS
Cost of renovations to the middle and elementary schools- with or without the
MSBA
Costs of a comprehensive renovation or replacement of the High School - with
or without the MSBA.
Laptop carts will cost approx. $40,000 each (As an example to provide 1 in each
Elementary School = $240,000)
At the Middle Schools, creating a 5 subject cluster would affect scheduling and
staffing.
SPED program shifts will impact students with certain needs significantly.
Potential relocation of any SPED program will require close coordination with
educators so that any shifts only occur once.
SUMMARY
Enrollment becomes “critical” in 4 years
0-1 Year =
8th Grade to HS Not Preferred
Tours of State-of-Art New High Schools
o Newton North High School
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Space Utilization Study WALTHAM PUBLIC SCHOOLS 5 | 42
o Quincy High School
o West Springfield/Tewksbury/Franklin (model schools)
o Wellesley High School
Detailed Site analysis and Investigation
o Existing School Site
o Fernald Site
o Others?
Visioning Workshop(s)
o Start Dialog Now
Contact MSBA
o SOI Status
Feasibility Study
o Start the process now
1-2 Years = Design and Bid HS Project
3+ Years = Begin Construction project (Add/Reno or New)
6-7+ Years = Project Complete