KITTERY SCHOOL DEPARTMENT

FEASIBILITY STUDY

FINAL REPORT

June 6, 2008

Prepared for:

Kittery School Department / Kittery School Committee

Prepared by:

141 Preble Street, Portland, Maine 04101 www.wbrcae.com

Kittery School Department Feasibility Study Final Report Table of Contents 6/6/08 I. Introduction II. Executive Summary III. Background/Scope of Project IV. Existing Conditions A. Frisbee Elementary School B. Mitchell Elementary School C. Shapleigh Middle School D. Traip Academy V. Interviews

Programming Project Committee Meeting

VI. Suggested School Use Options Group I VII. Public Meeting No. 1

Project Committee Meeting VIII. Suggested School Use Options Group II IX. Public Meeting No. 2 X. Conclusions XI. Appendices A. Existing Facilities Appraisals B. Structural Engineer’s Existing Conditions Reports C. Public Meeting Minutes D. Project Committee Minutes E. Interview Notes F. Frisbee Elementary School Renovation Identified Facilities Upgrades Cost Estimate G. School Location Map H. Enrollment Projections I. PowerPoint Presentations from Public Meetings

Kittery School Department Feasibility Study 6/6/08 I. Introduction Kittery, Maine, lies at the mouth of the Piscataqua River across Portsmouth Harbor from Portsmouth, New Hampshire, on the southern border of Maine. The town has a population of about 10,000 people. The community faces a rather uncertain future because, on the one hand, the town’s largest employer, Portsmouth Naval Shipyard, is experiencing a decline in its workforce; but on the other hand, the Shipyard offers some attractive redevelopment opportunities, and the community is growing slowly as a result of the in-migration of retirees and Boston-area commuters. The Kittery School Department is responsible for educating the children of the town, which covers 15 square miles of land area. The Department operates four schools: Mitchell Primary School, grades K – 2 Frisbee Elementary School, grades 3 – 5 Shapleigh Middle School, grades 6 – 8 Traip Academy, grades 9 – 12 Three of the four schools have excess space for their enrollments, at least by State of Maine Department of Education guidelines, although the community considers two of these to be intensively used. Two of the schools, Frisbee Elementary School and Traip Academy, are buildings of considerable historical significance to the Kittery community. Standard cohort-based enrollment projections show class size dropping gradually and then leveling off or climbing slightly, depending on the grade, over the next six to seven years. However, even with slowly growing enrollments, the existing schools have the capacity to comfortably house the predicted student populations. The perception of extra space in at least some of the Kittery schools, and very real budget pressures on both the School Committee and the Town Council, led the Council to request in mid-2007 that the School Committee investigate whether the Department’s students could be housed in three of the Town’s schools, thereby reducing staffing, maintenance and operating costs. In response, in November, 2007, the Kittery School Department issued a Request for Proposals for planning and design services directed toward preparing a Feasibility Study to investigate “multiple options and cost comparisons that will enable the School Committee to make informed decisions about the feasibility of: 1) continued operation of 4 schools, or 2) re-structuring the district to operate 3 schools.” Through a competitive process, WBRC Architects / Engineers of Portland, Maine, was retained to provide the architectural, engineering, and planning services to accomplish the study. During December, 2007, and early January, 2008, WBRC and the Project Committee, formed of members of the School Committee, Superintendent of Schools Larry Littlefield, and department Maintenance Director Jim L’Heureux, met to validate the scope of work, finalize

fees, and agree upon a project schedule. The School Committee members sitting on the Project Committee were:

• Jeffrey Pelletier, Chairman of the School Committee • Patti Ayer • David Batchelder

The outcome of these negotiations was a scope of work that was basically as originally crafted by the Department, though with the emphasis, at least through the beginning tasks, on the three newer buildings. Frisbee School was to be de-emphasized due to the amount of information already collected with respect to the historic building, and to the directive from the Town Council that the Department should investigate closing one school. Frisbee, being the oldest structure, the building most in need of significant repairs, and the facility with the lowest remaining debt service, was seen, prior to the study, as the one most likely to be closed. In any event, the Department’s RFP made it very clear that all options conceived as part of the study were to result in a “’first class’ learning environment for students and staff.” The following final report contains documentation of the project work. The sections of the report are based roughly on the chronological order of the scope of work. Because the work of the project was cumulative, it is essential that the reader understand the rationale behind the design and consideration of the various options in order to draw conclusions. The flow of ideas from initial data gathering through interviews of staff, through deliberations of the Committee, and then with public input factored in, leads directly to the options presented at the two public meetings. The last step in the process, not a part of this project, will be the School Committee’s consideration of the opinions and recommendations expressed by all parties involved, and the determination of whether one of the planning options presented fulfills the requirements of the School Committee, the Town Council, and the Kittery community. Project work was monitored by a review team that consisted of individuals in the following roles:

• Superintendent of Schools • School Administrators • Teaching and Support Staff • Maintenance Director • Custodial Staff • Project Committee (members of the Kittery School Committee) • WBRC Project Team - Project Architects - Structural Engineer - Mechanical/Electrical Engineer - Civil Engineer - Cost Estimator

It should be noted that the consultants were asked to develop scenarios, based on Committee and public input, and to present those scenarios to the community. They were not directed to

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make recommendations. Therefore the final report is a true documentation of the project process and proceedings, with information that will empower the School Committee and the community to decide how the educational needs of Kittery will best be met over the coming years.

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Kittery School Department 6/6/08 II. Executive Summary In November 2007, WBRC Architects / Engineers was retained by the Kittery School Department to study the condition and intensity of use of the community’s four public school buildings. Town officials had the perception that one or more of the schools had excess space at that time or would have excess space based on projected enrollments, which are projected to flatten out or decline modestly. Therefore the major emphasis of the Study was to see if any of the schools could be more intensively used, with or without renovation or expansion, to allow for the decommissioning of one or more of the other facilities. Over the period from December, 2007, through March, 2008, the consultant team reviewed conditions in the field; met with Kittery School Department administrators, teachers, and support staff; met with a Project Committee consisting of the Superintendent of Schools, the Department’s Maintenance Director, and members of the School Committee; and met with the School Committee and the public for two workshop sessions to gather input with regard to the existing conditions, existing use patterns, and potential use patterns of each of the four Kittery schools. As information was acquired, the architects and engineers generated a number of concepts for the use of the schools, based on a variety of grade configurations, cost ranges, and existing space reuse. Three of the schools – Mitchell Primary School, Shapleigh Middle School, and Traip Academy – were evaluated primarily with an eye toward making better use of existing spaces, with renovation if necessary; and toward determining expansion potential to allow these buildings to accept additional students if one of the schools was closed. Frisbee Elementary School was evaluated in more detail because of the need for extensive renovation of that facility, whether its use patterns were changed or remained the same. Each school was evaluated in detail by WBRC architects and engineers and by school officials most familiar with that school using the Council of Educational Facilities Planners International Appraisal Guide as the framework for the facility analysis. Using the results of the appraisals and facility evaluations, WBRC prepared the first group of design concepts and reviewed them with the Project Committee. Focused on providing a first class learning environment as efficiently as possible, the combined consultant and Project Committee team presented key findings with regard to existing conditions and potential changes to the public at a combined public forum and School Committee meeting. The opportunities and constraints offered by each school facility were reviewed. Three scenarios for change were reviewed in detail, while two others were discussed briefly. All of the suggested options included the recommendation that at least one of the existing schools be closed or its use as a public school be curtailed. Most of the options involved a three-school district while one called for only two of the existing facilities to continue in use as schools, with significant alterations and renovations. The design team sought to balance some fundamental issues that came to light during the data gathering phase of its work:

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• the historic and/or architectural character and value of each facility to the community; • the place of each school within the fabric of the community; • the condition of each property; • the site amenities and constraints offered by each facility; • the quality of program spaces and program delivery at each school; • the affect of change on students, teachers and staff at each facility; • the potential cost of change at each property; and • the amount of past and projected future public investment at each facility.

Public comment was thoughtful and constructive, recognizing the value of many of the recommendations while providing additional information and suggestions. After reflecting on the input from the meeting, the project team met to revisit the options presented and to consider new ones. As a result, several new scenarios were developed, and three of these were selected for discussion at the final presentation, as additional options to be evaluated by the public and by town and school officials. The three new options developed by the project team in response to the comments received at the first public meeting were:

• Two-School Scenario: Expand and renovate Shapleigh and Frisbee Schools to serve grades K through 6 and 7 through 12 respectively, at an approximate cost in 2008 dollars of $25 million to $27 million.

• Three-School Scenario: Expand Mitchell School to house grades K through 3; expand and renovate Shapleigh School to house grades 4 through 8; and renovate Traip Academy to continue to house grades 9 – 12, at an approximate cost of $5.7 million to $6.1 million.

• Four-School Scenario: Keep schools and grade groupings as they are today

but rehabilitate Frisbee to current standards and institute selective renovations at Traip Academy, at an approximate cost of $5 million to $5.4 million.

At the first public meeting, the Project Committee was asked to estimate the savings in operating costs that would result from the implementation of one of these three options. Savings would result from reduced staffing needs, reduced bussing expenses, reduced utility costs, and reduced maintenance costs. While acknowledging that such an exercise would require much more detailed analysis than could be accomplished as part of the Study, Superintendent Littlefield and members of the Committee, with School Department staff input, were able to provide some ballpark estimates as follows:

• Two-School Scenario: Annual savings in operating costs of about $720,000 to $1,000,000.

• Three-School Scenario: Annual savings in operating costs of about $450,000

to $600,000.

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• Four-School Scenario: Not estimated, but some annual operating cost savings

would be realized due to upgraded HVAC and lighting systems and improved energy efficiency of the building envelope at Frisbee School as a result of the substantial recommended renovation work.

Following the presentation, the School Committee accepted additional public input and then closed the process. The project team and the members of the public felt that the options presented at the two meetings represented a wide range of possible approaches to the problems at hand, and that the Committee was ready to deliberate among its members and discuss options with the Town Council and town administrators. The School Committee tasked the architects to document the project and the process in a final report. The data and recommendations contained in this report will inform the School Committee’s deliberations over the following few months and facilitate the choice of a course of action. The following pages present the project process and findings in detail. The Study showed that there are a variety of options available and worth considering, and it is the responsibility of the School Committee to apply community values to the options in order to determine the most appropriate course of action. It is apparent that there are several ways to accommodate current and projected enrollments in four, three, or even two, schools. There are sufficient expansion opportunities at all four schools to resolve the issues. In addition, although three of the four school sites are tight on land area, there may be ways to take advantage of opportunities at some sites to alleviate pressures at others. The continued use of Frisbee Elementary School for K-12 education is feasible, and the costs of renovating this building, although significant, are not out of line for correcting what are typical problems for a structure of this type, age and construction. Whether or not to continue using Frisbee is a question of community values as much as fiscal responsibility. Based on the comments received at the public meetings, the project team concludes that the fate of Frisbee will be decided based on further discussions at community forums. A wide range of choices and outcomes are presented in the Study. All the options presented to the community would maintain the Department’s high standards for educational programming. The project team – School Department members, school administrators, teachers and staff, and WBRC Architects / Engineers – believes that the Study provides information and guidance to enable the discussion that will lead to a first class learning environment for Kittery students that is sustainable for the Kittery community over the long term.

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Kittery School Department Feasibility Study 6/6/08 III. Background / Scope of Project A. Project Background The Kittery School Department, a municipal school district, operates four schools in the community. Although two of the schools seem, at first glance, to be tight in terms of space, all four offer more square feet per student than state school construction guidelines recommend, with two buildings having significantly more area per student. This situation is caused in part by declining enrollments, a trend that is expected to continue for a couple of years, followed by a flattening and then gradual increase. The surplus space in a couple of the schools has caused local officials to question whether the community needs to operate and maintain four schools. With operating costs and maintenance needs increasing, the Town Council is questioning whether the town can afford to continue with the status quo. The four schools are configured as follows: Mitchell Primary School, grades K-2, 50,690 sq. ft., February 2008 enrollment 241 Frisbee Elementary School, grades 3 – 5, 49,558 sq. ft., February 2008 enrollment 230 Shapleigh Middle School, grades 6 – 8, 70,103 sq. ft., February 2008 enrollment 215 Traip Academy, grades 9 – 12, 91,136 sq. ft., February 2008 enrollment 347 The schools are spread out over the town’s 15 square miles of land area and are within relatively short distances of each other, but they are not considered neighborhood schools because of their locations and their grade groupings. For example, all first graders attend the Mitchell School, which is at one of the far ends of the district on Kittery Point. Buses transport most students from their homes to their respective schools. While being of different vintages in terms of original construction, all four of the community’s schools are in satisfactory condition in most respects. Since 1992, all four have undergone major renovation, with three of the four expanding significantly. The buildings are well maintained, and by virtue of being in good condition and housing district-mandated small classes, classrooms are bright and spacious in all of the Department’s schools. Only the Frisbee Elementary School currently requires significant renovation to upgrade windows, roof, and building systems, while some components of Traip Academy will require major maintenance within the next few years. The community has strong ties to its schools, and the Department considers it essential to maintain this excellent relationship. Many programs and organizations, including the Kittery Recreation Department, the Department’s Adult Education Program, and the Head Start Program, among others, use school facilities year-round. Recent renovations have taken this intensive use into account, and to provide for 24/7 use is one way to assure buy-in for school construction projects by town residents and taxpayers.

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Through the Kittery School Department Feasibility Study, the School Committee sought to address examine several significant issues related to its mission to enhance educational programming throughout the school district for all students. The Committee charged the architects with the task of first coming to an understanding of the Town’s current educational practices and vision, and then to provide information on the Department’s school facilities that would enable the Committee to make informed decisions about the feasibility of continuing to operate four schools versus restructuring the district based on operating three or even two schools. Specifically, the School Committee charged the consultants to provide information to help the Committee determine if it is economically feasible in the short and long term to continue to operate four schools, including a renovated Frisbee School; estimate how much it would cost to renovate the Frisbee School to make the building “a first class learning environment;” and suggest viable and feasible grade level configurations and design options that would result in cost effective, efficient, high-quality educational programming in Kittery. To fulfill this charge, WBRC proposed to:

• Examine, explain the rationale for, and provide cost comparisons for multiple options for 1) educationally sound grade level reconfigurations for three- or two-school scenarios, and 2) for potential design concepts to accommodate these configurations.

• Review previously-compiled estimates of the cost of renovating Frisbee School for continued use, and enhance and update the cost estimate so the School Committee knows what would be required, at the concept level of detail, to make this building a “first class” learning environment.

In completing its work, WBRC focused on the Department’s definition of a “’first class’ learning environment:”

It is a school that provides the safest, cleanest, healthiest setting for students and staff where all of the external and internal elements and systems of the building are in the best possible operating condition for the long term. Internally, the classrooms and all learning spaces including the gymnasium, music room, art room, computer labs, library, specialty rooms, cafeteria, office spaces, storage spaces, staff work rooms, bathrooms, custodial closets, corridors and stairwells throughout the building are fully functional, furnished and appropriately equipped for educational purposes. All repair and maintenance issues are minimal and routine. All of the electrical, mechanical, plumbing, and technological systems are up to date, fully installed and fully functional. Externally, the grounds, playgrounds, parking lots, roofing and roof systems, and all structural elements of the building are of the highest quality and integrity.

This definition was applied to all four schools through the Facility Appraisal process promoted by the Council of Educational Facilities Planners International that was used to evaluate the physical and functional effectiveness of each school. In addition, this definition

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was used to facilitate the updating of the 2007 Frisbee Facility Upgrade Report scope of work and cost estimate that was prepared by the School Department. B. Scope of Project The scope of work for the Kittery School Department Feasibility Study was finalized by the School Department and WBRC Architects / Engineers to reflect the most immediate needs of the Department and the project budget. The Project Committee, appointed by the School Committee to oversee the project, was charged to study Kittery School Department buildings and space programming to determine the highest and best use of Department facilities for the foreseeable future. The Project Committee (hereinafter referred to as the Committee) asked the consultant to focus first on the Mitchell Primary School, the Shapleigh Middle School, and Traip Academy, to see if these three facilities could serve all grades in the Kittery system, taking into account enrollment projections, the conditions of the three building complexes (including adaptability and expandability), the characteristics of the sites, and other attributes such as locations within the community. At the same time that the architects were evaluating Mitchell, Shapleigh, and Traip, they were asked to evaluate available documentation and selectively review existing conditions with regard to Frisbee Elementary School. The goal of this component of the work was to validate the Feasibility Study – Facility Upgrade, Frisbee Elementary School Grades 3 – 5, April 25, 2007, as prepared by Jim L’Heureux, Maintenance Director, Kittery School Department. The purpose of this aspect of the work was to determine the order of magnitude of the anticipated cost of renovating the Frisbee School to continue in use as a school in order to compare options involving continued use of Frisbee with options that do not include continued use of this facility. With the results of the three-building study and an estimate of the approximate cost of renovating the Frisbee School building in hand, the Project Committee would be able to answer two basic questions: can the three newer buildings accommodate grades K – 12 according to the Department’s and the Community’s standards? and how much will it cost to make Frisbee ready for continued use? With answers to these questions, the School Department could move in either direction: use Frisbee as a school, or rely on the other three schools to serve Kittery students. If the study of the three buildings were to prove that the schools cannot meet the educational programming and other applicable requirements of the Department without the Frisbee School, then the Frisbee School Building and site would be further evaluated at the concept level of detail for continued use as a school, in its current grade alignment or in other alignment as suggested in this Study. 1. Kick-Off Meeting (1/28/08) The project manager and project planner from WBRC met with the Committee to confirm scope, fee and budget; and to establish the basic practical and philosophical parameters of the

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project. The project manager gathered available building documentation for the four Kittery school buildings while on site. 2. Field Assessment Architects and engineers (structural, mechanical/plumbing, electrical and civil) from WBRC evaluated the Shapleigh and Mitchell schools and Traip Academy to determine their suitability for rehabilitation, reconfiguration and/or expansion to allow new student configurations for all Kittery students at one or more of these three facilities. Work elements included walk-throughs of the buildings and sites, review of available documentation (original and renovation plans and specifications, engineering reports, facilities assessments, etc.); interviews with facilities managers, teachers and custodial staff; and preparation of appraisals documenting existing conditions and offering general recommendations. Project architects and the project engineers toured Frisbee Elementary School and reviewed available documents with regard to this building. This element of the scope focused upon a review and validation of the Department’s Feasibility Study – Facility Upgrade document dated April 25, 2007, and adjustment of the scope of work and cost estimate contained therein as appropriate. The result was a newly prepared preliminary estimate of the cost to rehabilitate Frisbee, using updated unit costs and per square foot costs, to inform the evaluation of the future role of this school building. 3. Programming/Interviews. The architects met with the Committee and members of the administration and staff, as directed by the Committee, to determine programming requirements for the reconfiguration of Shapleigh, Mitchell and Traip. These discussions involved the sizes, uses and characteristics of spaces and sites; enrollment projections; teacher/student ratios; grade distribution among the schools; and other information having to do with how the facilities are to be used by students, teachers, and administration. During the programming work, this group also considered the use of all school facilities by the community. 4. Analysis and Recommendations The WBRC team considered the existing conditions and cost information, as well as the results of the programming discussions, to develop scenarios for the configuration and use of the three schools in question, to determine if these properties can accommodate the entire school population of the Town of Kittery while functioning with a higher level of efficiency and delivering a “’first class’ learning environment for students and staff” at an acceptable cost. The consultants also considered options that included a renovated Frisbee School, either in whole or in part, in order to allow Frisbee to continue in use as a school or at least as a School Department-owned facility. The project team and the Committee generated a number of scenarios for the use of the subject facilities based on multiple grade alignment options. The scope and process were

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based on the group generating as many ideas as time allowed, and all options so identified were documented in meeting notes. 5. Meetings with the Project Committee The architects met with the Committee at strategic points in the process to present findings and discuss opportunities and constraints offered by different scenarios, and to prepare for public and School Committee meetings and presentations. 6. Public Meeting / Meeting with the Kittery School Committee The architects participated in and presented key findings at one public meeting/workshop, which was scheduled to occur concurrently with a regularly scheduled School Committee meeting. The purpose of this meeting was to review the findings of the existing condition assessment, to present the space program in outline form, and to place on the table the scenarios that the consulting team and the Project Committee determined to be appropriate for further discussion. These scenarios included various combinations of the buildings and sites under consideration. This meeting was the primary opportunity for members of the public to introduce additional ideas for the highest and best use of the Town’s school buildings, and to offer input with regard to the scenarios presented. The presentation slides are included in the appendix to this report. 7. Meeting with the Project Committee The architects and the Project Committee met shortly after the public meeting to consider the ideas and comments that were voiced at the Public Meeting. As a result, several new scenarios were put on the table, and three were selected for presentation at the final presentation, as additional options to be considered. 8. Final Presentation The project team and the Project Committee presented revised options to the public at a Kittery School Committee meeting. The scenarios presented reflected changes made in response to the comments received at the first public meeting and at the subsequent Project Committee meeting. Additional input was accepted, and then the School Committee closed the process and asked the architects to document the project and the process in a final report. The information contained therein would be used to inform the School Committee’s deliberations over the following few months and facilitate the choice of a course of action with regard to the Kittery schools. The presentation slides are included in the appendix to this report.

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9. Final Report This scope of work is summarized and documented, in narrative and graphic form, in the pages that follow. This report is being submitted to the Committee in hard copy (in a three-ring binder) and on a compact disc. Copies in either format will be available from the Kittery School Department. C. Deliverables Project deliverables will include: a. Existing facilities appraisals of the school buildings include information regarding site,

architectural, structural, mechanical, and electrical components and systems. Major code deficiencies are described where observed. Hazardous materials are addressed to the degree that they are identified and described in existing reports that were made available to the consultants. WBRC Architects / Engineers did not identify hazardous materials or recommending remedial actions as part of the scope of this project.

b. Interview and meeting summaries. These notes provide documentation of the Project

Committee meetings and the Public Meeting and Final Presentation. c. Re-use scenario documentation. WBRC prepared concept-level sketch floor plans for

re-use options selected by the Committee, rendered in color, for use in Project Committee, School Committee, and public presentations. The team also prepared a brief summary and concept-level cost estimate for each concept. The narratives and estimates were prepared in the form of handouts to accompany the graphics.

d. Frisbee cost estimate. The consultant team prepared a concept-level cost estimate for

rehabilitating Frisbee School (existing footprint and area) for continued use as a grade three-five elementary school. This estimate is an updated version of the April 2007 scope of work and cost estimate prepared by the School Department.

e. Final report. Deliverables ‘a’ through ‘d’ are compiled in this report and

supplemented with additional narrative and graphic materials as appropriate to present complete documentation of the project. The final report will be presented to the Committee in the form of one hard copy in a three-ring binder and in electronic format on a compact disc.

D. Schedule The project schedule was as follows: Kick-off meeting January 28, 2008 Programming interviews January 30 – February 28

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Project Committee meeting no. 1 February 25 Building/site assessment field visits January 30 – March 14 Project Committee meeting no. 2 March 19 Project Committee meeting no. 3 March 28 Public workshop/School Committee mtg April 1 Project Committee meeting no. 4 April 7 Final presentation/School Committee mtg April 15 Final report DRAFT submitted May 1, 2008

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Kittery School Department Feasibility Study 6/6/08 IV. Existing Conditions The following summaries present in outline form basic information on the current state of each of the four schools that comprise the Kittery School Department physical plant. Copies of the architects and engineers’ Facilities Appraisals are included in the appendices, which follow the report. A site aerial photo and architectural floor plans follow each building summary. A. Horace Mitchell Primary School 1. Address: 7 Mitchell School Lane 2. Principal: David Foster 3. Grade complement: K - 2 4. Current enrollment as of 02/08/08: 241 5. Projected enrollment as of 2016: 278 6. Current sq. ft. per student: 210 7. State guideline sq. ft. per student: 140 - 150 8. Date of construction: 1965 9. Date(s) of major alteration/expansion projects: renovated and expanded 1980, 2004 10. Portable/temporary facilities on site: none 11. Floor area: 50,690 sq. ft. 12. Acreage: 6 acres 13. Number of stories: 2 14. Current building replacement value for insurance purposes: $7,200,000 15. Bonding outstanding: $3,360,000 principal ($1,219,953 interest) as of 04/01/08 16. Historical or community significance: Located on the site of a much older school, built in 1905, in the coastal neighborhood of Kittery Point. A stained glass window from that original building is installed in the new school library. 17. Opportunities:

• Good condition • Modern plan • Substantial storage space • Ample learning spaces for current and projected enrollments • Sufficient support spaces for current and projected enrollments

18. Constraints: • Largest remaining debt service of the four schools • Relatively remote location • Site conditions (ledge, septic field) • Limited site area for expansion • Parking and vehicular/pedestrian circulation is problematic at peak times

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B. Frisbee Elementary School 1. Address: 120 Rogers Road 2. Principal: Wanda Avery (acting) 3. Grade complement: 3 – 5 4. Current enrollment as of 02/08/08: 230 5. Projected enrollment as of 2016: 258 6. Current square feet per student: 215 7. State guidelines sq. ft. per student: 145-155 8. Date of construction: 1941 9. Date(s) of major alteration/expansion projects: 1951, annex constructed; 1997, major renovation 10. Portable/temporary facilities on site: none 11. Floor area: 49,558 sq. ft. 12. Footprint: 32,930 sq. ft. 13. Acreage: 13 acres +/- 14. Number of stories: 2 15. Current building replacement value for insurance purposes: $5,000,000 16. Bonding outstanding: $650,000 ($87,132 interest) as of 04/01/08 17. Historical or community significance: Frisbee Elementary School, original building constructed in 1941, is the most intact of the older Kittery school buildings and is admired in the community for its classical architectural style, its prominent location, its elegant materials and generous classrooms, and its expansive site and natural environment (adjacent to Rogers Park and water frontage). 18. Opportunities:

• Town-owned land available for expansion, parking/bus access, and athletic/ recreational fields • On town utilities • Central, visible location • Historic building • “Good bones” of original building • Proximity to Rogers Park • Least debt service of the four schools

19. Constraints: • Significant renovation of existing physical plant is required for continued use in current grade alignment or for any other use • Substantial renovation/expansion would be required for additional grade(s)

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C. Shapleigh Middle School 1. Address: 43 Stevens Rd. 2. Principal: Wanda Avery 3. Grade complement: 6 - 8 4. Current enrollment as of 02/08/08: 215 5. Projected enrollment as of 2016: 245 6. Current sq. ft. per student: 326 7. State guideline sq. ft. per student: approximately 160* 8. Date of construction: 1956 9. Date(s) of major alteration/expansion projects: renovated and expanded 1996-97 10. Portable/temporary facilities on site: none 11. Floor area: 70,103 sq. ft. 12. Acreage: 5.31 acres 13. Number of stories: 2 14. Current building replacement value for insurance purposes: $7,200,000 15. Bonding outstanding: $3,105,000 principal ($617,981 interest) as of 04/08/08 16. Historical or community significance: Shapleigh Middle School is conveniently located off the Maine Turnpike and

is adjacent to Town-owned playing fields that represent the best outdoor athletic and recreational facilities in the community. Students and faculty

alike appreciate the spaciousness of this school. 17. Opportunities:

• Good condition • Ample learning spaces for current or projected enrollment • Sufficient support spaces for current or projected enrollment • Sense of spaciousness; big and bright • Adjacent to Town athletic/recreational facilities • On town utilities • Some under-utilized spaces available for other uses • Some expansion capability

18. Constraints: • Remaining debt service • Limited parking • Congested neighborhood location • Gymnasium not large enough for high school play • No playground at present

*Enrollments above were used to calculate square feet per student figures and are lower than national and state standards for middle schools. An approximation was used based on an interpretation of State of Maine school construction guidelines.

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D. Traip Academy 1. Address: 12 Williams Avenue 2. Principal: Pat Garnis 3. Grade complement: 9 - 12 4. Current enrollment as of 02/08/08: 347 5. Projected enrollment as of 2016: 261 6. Current square feet per student: 263 7. State guidelines sq. ft. per student: 190-195 8. Date of construction: 1906 9. Date(s) of major alteration/expansion projects: renovations, 1940, 1955-58, 1989, 1993; expansion, 1940, 1993 10. Portable/temporary facilities on site: none 11. Floor area: 91,136 sq. ft. 12. Footprint: 49,660 sq. ft. 13. Acreage: 7.25 acres 14. Number of stories: 3 15. Current building replacement value for insurance purposes: $11,450,000 16. Bonding outstanding: $1,380,000 ($86,356 interest) as of 04/01/08 17. Historical or community significance: Traip Academy was founded in 1905 as a private preparatory school, and remained a private academy until 1967. The first academy building was completed in 1905. A gymnasium was built in 1940, while the main classroom building dates from the mid-1950’s. The cafeteria wing was constructed in 1958. The original 1905 Academy building was demolished as part of a 1989- 1993 modernization and expansion project. Students, faculty, staff and visitors enjoy being able to interact with new and old architecture in the Atrium, at the heart of the school complex. 18. Opportunities:

• Scenic site and in-town location • Historical value of original building • Generally good condition with recent renovations and expansion • Sufficient learning spaces for current enrollment • Some under-utilized spaces available for other uses • Proximity to Portsmouth Naval Shipyard

19. Constraints: • Limited site area for expansion • Storage and support spaces are inadequate for current enrollment • Will need systems and building envelope renovations in near future • No outdoor athletic or recreational facilities on site • Insufficient parking • Poor vehicular circulation layout • Some internal security and circulation issues • Proximity to Portsmouth Naval Shipyard

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Kittery School Department Feasibility Study 6/6/08 V. Interviews / Programming / Project Committee Meetings At the same time that the project architects and engineers were reviewing existing conditions at the four Kittery schools, they were also interviewing teachers, administrators, and support staff to find out about key issues at each school and within the Kittery education community. Interview notes were then shared with the Project Committee at regular meetings prior to asking the public for input. Interviews Interviews typically took place at the School Department offices at Town Hall. The following are the individuals who were interviewed during the course of the project: Project Committee members: Jeffrey Pelletier, School Committee Chairman Patti Ayer, School Committee David Batchelder, School Committee Larry Littlefield, Superintendent of Schools Jim L’Heureux, Maintenance Director Faculty and Staff: Ed Callahan, Shop Steward, Custodians Union MaryBeth Carbine, Guidance Counselor, Shapleigh Middle School Doreen Carson, Teacher, Shapleigh Middle School Kathy Eames, Teacher, Mitchell Primary School Terri Hartley, Teacher, Mitchell Primary School Jolin Hayward, Special Education Teacher, Frisbee Elementary School Paul Marquis, Teacher, Traip Academy Sally Sullivan, Co-President, Kittery Education Association Andrew Weatherhead, Teacher, Frisbee Elementary School Amy Wilson, Teacher, Frisbee Elementary School Administration: Wanda Avery, Principal, Shapleigh Middle School, Frisbee Elementary School Jane Durgin, Special Education Director David Foster, Principal, Mitchell Primary School Pat Garnis, Principal, Traip Academy Scott Nason, Technology Coordinator Mike Roberge, Assistant Principal, Traip Academy Jennifer Van Deusen, Curriculum Coordinator

40

The interviews were conducted in small groups on February 15, March 10, and March 19, 2008. The architects took detailed notes at each meeting, and these notes are included in the appendix of this report. Although subjects covered in the interviews were wide-ranging, several common themes emerged. Quality of Education in Kittery Whatever the outcome of the process with regard to number of schools in operation and grade assignments, the ultimate goal should be to continue to provide the highest level of education for the students of Kittery. The pride of Kittery School Committee members, faculty, staff and administrators was evident at every session, and no one was interested in considering school use options that would result in the degradation of program delivery. Related to this discussion was the oft-spoken opinion that class size should not go up as a result of the redistribution of students among three schools; and that portable/temporary classrooms would not be used to house educational programs. Grade Groupings Another key and constant topic was grade groupings. Almost every conceivable grade combination was on the table for discussion. In general, people were happy with the current grade distribution of K-2, 3-5, 6-8, and 9-12. Most of those interviewed felt that the high school grade alignment of 9-12 should be maintained, although there was discussion of 7-9, 8-12 and 10-12 groupings early on. Middle school teachers liked the idea of bringing the 5th grade to Shapleigh if that school was to take another grade, as they felt that 5th and 6th graders had much in common and cross-grade teaching would benefit both age levels. If it was assumed that there would be three schools, then many interviewees felt that K-4, 5-8, and 9-12 would be most desirable, maintaining an elementary/middle school/high school approach. In the name of thinking outside the box, the idea of two schools was considered, with a K-8 school and a high school. In the name of consolidation and economies of scale, K-8 schools are experiencing something of a revival, but this concept did not garner much support among those interviewed. Everyone agreed that if grade groupings were changed, and particularly if school populations were enlarged at any of the schools, architectural measures would need to be taken to group appropriate grade levels in definable areas to foster a sense of security and community among students and teachers. Teachers asked the architects to keep social interactions in mind when considering introducing more students into existing spaces. Frisbee School The third of the most often discussed themes was the fate of Frisbee School. Frisbee has many supporters, for the reasons outlined under Opportunities in the Existing Conditions section of this report. The large site, the quality of the original building, the prominent location in the middle of town, the generous classroom size, the proximity to Rogers Park and consequent opportunities for outdoor education, the potential for inter-generational use,

41

and the multiple uses now being made of the facility (Head Start, SAFE) all contribute to interest in maintaining Frisbee as a Kittery school. The interviews brought out a commonly-held belief that Frisbee had not been very well maintained and that the major renovation of the building a few years ago did not address several basic needs of the structure that now require attention. The underlying assumption was that the taxpayers should understand that the building needs to be rehabilitated, regardless of use, and that the longer the work was put off, the more expensive and disruptive it would be. Other Issues The interviews often focused on the opportunities for renovation and expansion at each school. These discussions were tied to the realization that the Town was still paying for renovations and expansions at each school, though much more was owed on some schools than on others. In general, interviewees agreed that Traip offers little room for expansion, although there is underutilized space in the existing building complex that could be factored in. Shapleigh likewise has a significant amount of space that could be better used, but Shapleigh also has room for expansion. Those most familiar with Shapleigh noted, however, that parking is often a problem during peak times, community events in the school, and during athletic events. The Frisbee school site has the most room for expansion, but needs extensive renovation no matter what the grade alignment. Mitchell was seen as having minimal room for expansion, though a simple way to gain up to five additional classrooms became evident during the discussion. Interviews also included the discussion of how any of the schools could be adapted for non-school uses in the event any of them were closed. Many spoke of Traip as being the strongest candidate for a change in use due to its waterfront location. Frisbee was seen as a good candidate for re-use as housing, a town recreation center, a senior center, an early childhood center, or a combination of one or more of these uses. Shapleigh also was discussed as a potential town community/recreation center due to its adjacent athletic fields and adequate gym and other support spaces. Mitchell, due to its relatively remote location in a residential neighborhood with few services nearby was seen as the most problematic for re-use, but the possibility of a community center and/or conference center, and housing was also mentioned as a potential option. Many of those interviewed mentioned that all of the Kittery schools are heavily used by the community; and that even though scheduling competing activities and regular school use was sometimes difficult, public use should be encouraged in order to engage the citizens of Kittery with the schools. The School Committee members were concerned with all of the issues mentioned above, but also with the amount of debt remaining on each of the buildings. Mitchell and Shapleigh have the most debt service remaining, thus making the discontinuation of school use of these two buildings problematic for several years.

42

The interviews provided those most familiar with the four school buildings an opportunity to enlighten the architects with regard to details relating to the condition and use of each building. These details can be found in the interview notes. Project Committee Meetings Project Committee Meeting No. 1 The first Project Committee meeting took place on February 25, 2008, after the initial round of interviews. The agenda included a review of that interviewing session, as well as a report on the existing conditions assessments/appraisals at the four schools, and an initial discussion among committee members with regard to their thinking on grade groupings and school consolidation. The architects explained the Building Appraisal process that was being used to evaluate each building and site. The appraisal forms were being handed out to principals and to the maintenance director. The architects and engineers would also complete a set of forms. The architects would then compile the results in a set of master forms. The information in the appraisal forms would be added to that obtained through field observations by the consultants to complete the existing conditions assessment of the four school properties. The Committee then discussed the grade groupings suggested by the principals in the first interview session. Committee members suggested additional possible grade groupings including 7-9, 8-12, 4-7 at Shapleigh, and 8-12 at Traip. One distribution discussed in some detail was K-3 at Mitchell, 4-7 at Shapleigh, and 8-12 at Traip, assuming school use of Frisbee would be discontinued. The Committee charged WBRC with reviewing the building floor plans to see if this distribution of students would be feasible, given that each of the remaining three schools would be adding a grade. The Committee then moved to an in-depth review of the adequacy and space resources of each facility based on building condition and site opportunities and constraints. Among other related issues discussed was the concern that the School Department must not be caught short of space in the event that any number of scenarios that would run counter to enrollment projections would come to pass. Given the facilities option described in the previous paragraph, the group felt that the best way to maintain future flexibility to accommodate increased enrollment would be to maintain an interest in the Frisbee property, regardless of its primary use, as a recreation center or community center or Town offices. A discussion of remaining bond payments led the Committee to the conclusion that any option that considered the closure of Mitchell, Traip or Shapleigh was unrealistic, at least at first blush.

43

Project Committee Meeting No. 2 The second Project Committee meeting took place on March 19th, the same day as the interview process was completed. The meeting agenda consisted of the presentation of three school building use options prepared by the architects based on the previous Committee meeting and interview sessions; an update on the building/site appraisal process; and a review of the latest interview issues. With regard to the building appraisals, specific issues such as team teaching, special education, storage, and safety/security were addressed. The Committee and the architects also discussed applying sustainable design principals to any work that resulted from the project. The group then considered three building use options presented by the architect. The plans presented maintained the current program spaces in each building, and sought to assure that all facilities remaining in use as schools could be expanded and/or renovated in the future to cope with changes in enrollment projections. The first option considered involved the following grade groupings, student body and basic changes: Mitchell: grades K-3, 320 students, add 3-4 classrooms and a Special Ed room Shapleigh: grades 4-7, 295 students, add 3-4 classrooms and a Special Ed room Traip: grades 8-12, 420 students, add 3 classrooms and a Special Ed room Frisbee: maintain for use by Central Office as well as by municipal entities; use for Head Start and SAFE would continue The second option suggested the following configurations: Mitchell: grades 1-3 with no additions or renovations Shapleigh: grades 4-7 with improved utilization of existing spaces, no additions or renovations Traip: grades 8-12 with renovations and additions Frisbee: Kindergarten, Head Start, SAFE, and Central Office The third option: Mitchell: grades K-3 (see first option) Shapleigh: grades 4-7 with renovations only (see second options) Traip: grades 8-12 with renovations and additions Frisbee: Head Start, SAFE, Central Office, and municipal uses The Committee suggested that with any renovation or addition option, Frisbee could be used as flex space to house grades displaced during construction activities, and once the construction program is completed, Frisbee can be held in reserve for future school use if enrollments increase significantly.

44

Project Committee Meeting No. 3 The third Project Committee meeting was held on March 28th. The agenda was devoted primarily to planning for the first Public Meeting and presentation scheduled for April 1. The architects ran through a PowerPoint presentation they had prepared for delivery at the Public Meeting. After review and discussion of the presentation and the school use options, the Committee asked the architects to include two additional scenarios in the presentation. Both of these options included using the Frisbee School as a high school, while decommissioning Traip Academy and selling that property. The newly considered options were as follows: Fourth option: Shapleigh: grades K-6 Frisbee: grades 7-12 Fifth option: Mitchell: grades K-2 Shapleigh: grades 3-7 Frisbee: grades 7-12 WBRC was directed to prepare simple block diagrams to show the expansions of Frisbee and Shapleigh that would be necessary to implement either of these two scenarios. The architects agreed to provide pre-concept-level construction cost and project cost figures for the presentation. The meeting concluded with the group scheduling the next Committee meeting for April 7, 2008, and the final presentation/Community Meeting for April 15th.

45

Kittery School Department Feasibility Study 6/6/08 VI. Suggested School Use Options Group 1 The following narratives and graphics represent the five Kittery School use options that were presented at the first Public Meeting held on April 1, 2008. Four-School Option

• Frisbee School Annex, Kindergarten, Head Start, SAFE, Adult Education, and Central Office (Annex renovations) • Mitchell School, grades 1-3 (no work) • Shapleigh School, grades 4 – 7 (changes in use of existing spaces) • Traip Academy, grades 8 – 12 (addition and renovation)

46

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for p

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48

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49

Three-School Option, Minimal changes

• Mitchell School, grades K-3 (addition and renovation) • Shapleigh School, grades 4 – 7 (changes in use of existing spaces) • Traip Academy, grades 8 – 12 (addition and renovation)

50

Mitc

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54

Three-School Option, Addition and renovation at each school

• Mitchell School, grades K-3 (addition and renovation) • Shapleigh School, grades 4 – 7 (addition and renovation) • Traip Academy, grades 8 – 12 (addition and renovation)

55

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59

Three-School Option including Frisbee as High School

• Mitchell School, grades K – 2 (no work) • Shapleigh School, grades 3 – 6 (minimal renovation) • Frisbee School, grades 7 – 12 (additions and renovation)

60

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7-12

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= $

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Two-School Option including Frisbee as High School

• Shapleigh School, grades K – 6 (additions and renovation) • Frisbee School, grades 7 – 12 (additions and renovation)

64

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67

Kittery School Department Feasibility Study 6/6/08 VII. Public Meeting No. 1/Project Committee Meeting No. 4 The project process findings, and the five school use options developed by the Project Committee, were presented to the Kittery community at a Public Forum held on April 1, 2008, in the cafeteria of Shapleigh Middle School. The Public Forum was held in conjunction with a regular meeting of the Kittery School Committee. The input received at the Public Forum was recorded and considered by the Project Committee at a meeting of the Committee held at the Central Office on April 7, 2008. The discussion that ensued served as the basis for the final presentation of project findings that was scheduled for April 15, 2008. The following paragraphs summarize the public comments and School Committee responses from the Public Forum, and the discussion of the Project Committee at its fourth and final project meeting. Complete minutes are provided in the Appendices. Public Meeting No. 1 Superintendent Littlefield introduced the representatives of WBRC who outlined their findings, and reviewed and explained the options the Committee considered for reconfiguration of the schools. Options presented were:

• Close most of Frisbee School, keeping only the annex open for Kindergarten, Head Start, Adult Education programs, and Central Office. Grade 3 would go to Mitchell, Grade 4 would go to Shapleigh and Grade 8 would move from Shapleigh to Traip.

• Close Frisbee and do extensive work at the remaining three schools. Grades K-3

at Mitchell, Grades 4-7 at Shapleigh, and Grades 8-12 at Traip.

• Build additions at Mitchell and Traip and all grades would be the same as the preceding option but with more program spaces.

• Close Traip and do major renovations and additions at Frisbee, which would be

the new high school. Mitchell would stay as it is now, Grades 3-6 at Shapleigh and Grades 7-12 at Frisbee.

• A two-school scenario with renovations and additions at both Shapleigh and

Frisbee. Grades K-6 at Shapleigh and Grades 7-12 at Frisbee.

68

The last two scenarios proved to be the most expensive options. All of these options would involve bonding which would need both the approval of Town Council and the voters. Following the presentation, the Committee opened the podium for questions, comments, and concerns. Many questions concerned the cost of these changes and the anticipated cost savings to be achieved by reducing the number of schools in operation. The Committee agreed to provide more information in this regard at the second public meeting. Others asked about the schedule for construction and to what degree the operation of each school would be affected by the construction projects proposed. Several attendees wanted to make sure that the quality of education would remain the same or improve once the approved changes were implemented. The fate of Frisbee concerned many in attendance. The architects discussed their findings relating to this building, noting that the issues at Frisbee were not unusual for historic buildings of this vintage. However, these problems had not been addressed during the recent renovation and remained in need of attention. It was agreed that one way or another, town taxpayers would have to bear the costs unless the building was sold to a private party. Most who commented wanted the property to remain in town hands, citing the large land area, the prominent location within the town and on the water, and the historical value of the building to the community as reasons to maintain public control of the property. Other comments referred to using green design principals for whatever projects resulted from the study. Several ideas were put forward regarding specific energy-efficient systems such as solar collectors on the Frisbee roof or geothermal heating systems where appropriate. Several people suggested that the planning process and the school closing process should be conducted as openly and publicly as possible. Among a variety of suggestions regarding grade groupings was the strong recommendation that the 8th grade should remain at Shapleigh and not be moved to Traip due to the difficulty of transitioning at that age. Specific grade groupings were put forward, including grouping grades 5 – 8 at Shapleigh. There were many comments about the future use of Shapleigh, whether or not a playground was required if lower grades were added at that school, and also asking whether Shapleigh could become a community recreation and/or senior center. Others asked about correcting parking problems at Shapleigh, and that led to questions about whether any additional land could be acquired at Shapleigh for more parking, for building expansion, and/or for additional athletic fields.

69

The complete official minutes of this meeting can be found in the appendices of this report. Project Committee Meeting No. 4 The Project Committee met on April 7, 2008, to discuss the comments received from the Kittery community at the April 1 Public Forum. The conversation began with a question from the Committee to the architects: did the comments of the public cause the consultants to reconsider the options presented and/or to consider additional options? The architects responded with two suggested options that were modifications of scenarios that had already been considered. The group was surprised to find that the Committee had formulated a preferred scenario identical to one of the architects’ schemes prior to their arrival at the meeting. The newly proposed scenarios of both the architects and the Committee reflected a strong public preference, expressed at the Public Forum, for maintaining Traip Academy as a grades 9 – 12 school. The two options the architects suggested were:

• Mitchell School, grades K – 2 • Shapleigh School, grades 3 – 8 • Traip Academy, grades 9 – 12

• Mitchell School, grades K – 3 • Shapleigh School, grades 4 – 8 • Traip Academy, grades 9 – 12

These two options both maintain Traip as the traditional high school, while one keeps Mitchell School as it is and expands Shapleigh considerably, and the other expands both Mitchell and Shapleigh schools. After discussion among themselves and further consideration of public comments, the Committee proposed to present a new group of three options for consideration at the final public meeting. This group included the second of the architects’ two options. That scenario is referred to as the Three-School Option. The second option to be included in the final presentation is one of the two Two-School options presented at the first public meeting. The third option, included as a direct result of public input at the Public Form, is a Four-School option, maintaining the existing four schools with their current grade complements and with a fully renovated Frisbee School. The Committee directed the architects to generate concept cost estimates for these three options similar to those prepared for the first public presentation. The Project Committee, the Superintendent and the Maintenance Director agreed to develop estimates of the savings to be derived from reducing the number of Kittery schools from four to three or two. The same group also explored the site issues surrounding a major expansion of the Shapleigh School and the Frisbee School, including the potential for purchasing additional property adjacent to each school.

70

Also at this meeting, the architects reported on the detailed concept-level cost estimate that was being prepared with regard to he renovation of the Frisbee School. Although not fully complete at the time of the meeting, preliminary figures indicated that the renovation cost, using a scope of work similar to that developed by the Maintenance Director in the spring of 2007, was about $2.8 million construction cost (Mr. L’Heureux estimated about $2.9 million construction cost approximately one year ago).

71

Kittery School Department Feasibility Study 6/6/08 VIII. Suggested School Use Options Group 2 The following outline narratives and graphics represent the three Kittery School options that were presented at the second Public Meeting / Final Presentation held on April 15, 2008. Two-School Option

• Shapleigh School, grades K – 6 (add 14 classrooms with “house” design and re-use of existing underutilized spaces)

• Frisbee School, grades 7 – 12 (complete renovation, three major additions)

72

Shap

leig

h M

iddl

e Sc

hool

( K

-6 O

ptio

n )

LEG

END

:

Prop

osed

Add

ition

Prop

osed

Re-

use

2-st

ory

addi

tion

9

73

Fris

bee

Elem

enta

ry S

choo

l ( 7

–12

Opt

ion

)LE

GEN

D:

Prop

osed

Add

ition

2-st

ory

addi

tion

1-st

ory

addi

tion

2 to

3 s

tory

addi

tion

11

Ren

ovat

ion

74

Two

Scho

ol O

pti

on:

•S

hapl

eigh

Sch

ool (

K-6

) –A

dditi

on /

Ren

ovat

ion

= $3

MFr

isbe

e S

choo

l (7-

12) –

Add

ition

/ R

enov

atio

ns =

$13

.3M

-Fac

ility

Upg

rade

s =

$2.8

8M*

•P

roje

ct c

osts

(inc

ludi

ng s

ite c

osts

) wou

ld a

dd 3

5 to

45%

Tota

l

$19,

180,

000.

00

$6,7

15,0

00 t

o $

8,63

5,00

0

Tota

l Pro

ject

Cos

t: $

25,8

95,0

00 t

o $

27,8

15,0

00

Not

e: 2

008-

09 S

quar

e fo

ot e

stim

ated

pro

babl

e bu

ildin

g co

nstru

ctio

n co

sts

*Fac

ility

upg

rade

num

ber d

oes

not i

nclu

de a

ny e

xter

ior s

ite w

ork

12

75

Three-School Option

• Mitchell School, grades K – 3 (add five classrooms) • Shapleigh School, grades 4 – 8 (add 8 classrooms with “house” design) • Traip Academy, grades 9 – 12 (including cafeteria expansion and systems

renovations)

76

Mitc

hell

Prim

ary

Scho

olLE

GEN

D:

Prop

osed

Add

ition

2-st

ory

addi

tion

15

77

Shap

leig

h M

iddl

e Sc

hool

( 4

-8 O

ptio

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LEG

END

:

Prop

osed

Add

ition

Prop

osed

Re-

use

2-st

ory

addi

tion

17

78

Caf

eter

ia

Ren

ovat

ion

Trai

p A

cade

my

LEG

END

:

Futu

re

Ren

ovat

ion

Prop

osed

Ren

ovat

ion

Dis

trict

S

trg.

Tech

Ed.

19

New

Exi

t D

oor

Adu

lt Ed

.

New

Caf

eter

ia

Ent

ry

79

Thre

e Sc

hool

Op

tion

:

•M

itche

ll S

choo

l (K

-3) –

Add

ition

= $

1,10

0,00

0.00

Sha

plei

gh S

choo

l (4-

8) –

Add

ition

/Ren

ovat

ion

=$2,

295,

000.

00Tr

aip

Aca

dem

y (9

-12)

–R

enov

atio

ns =

$84

0,00

0.00

•P

roje

ct c

osts

(inc

ludi

ng s

ite c

osts

) wou

ld a

dd 3

5 to

45%

Tota

l

$4,2

35,0

00.0

0

$1,4

85,0

00 t

o $

1,91

0,00

0

Tota

l Pro

ject

Cos

t: $

5,72

0,00

0 to

$6,

145,

000

Not

e: 2

008-

09 S

quar

e fo

ot e

stim

ated

pro

babl

e bu

ildin

g co

nstru

ctio

n co

sts

20

80

Four-School Option

• Mitchell School, grades K – 2 (no work) • Frisbee School, grades 3 – 5 (renovation) • Shapleigh School, grades 6 – 8 (no work) • Traip Academy, grades 9 – 12 (including cafeteria expansion and systems

renovations)

81

Fris

bee

Elem

enta

ry S

choo

l23

LEG

END

:

Ren

ovat

ion

82

Caf

eter

ia

Ren

ovat

ion

Trai

p A

cade

my

LEG

END

:

Futu

re

Ren

ovat

ion

Prop

osed

Ren

ovat

ion

Dis

trict

S

trg.

Tech

Ed.

25

New

Exi

t D

oor

Adu

lt Ed

.

New

Caf

eter

ia

Ent

ry

83

Four

Sch

ool O

pti

on:

•M

itche

ll S

choo

l (K

-2) –

no w

ork

Fris

bee

Sch

ool

(3-5

) –fa

cilit

y up

grad

es =

$2,

880,

000.

00*

Sha

plei

gh S

choo

l (6-

8) –

no w

ork

Trai

p A

cade

my

(9-1

2) –

reno

vatio

ns =

$84

0,00

0.00

•P

roje

ct c

osts

(inc

ludi

ng s

ite c

osts

) wou

ld a

dd 3

5 to

45%

Tota

l

$3,7

20,0

00.0

0

$1,3

05,0

00 t

o $

1,67

5,00

0

Tota

l Pro

ject

Cos

t: $

5,02

5,00

0 to

$5,

395,

00026

Not

e: 2

008-

09 S

quar

e fo

ot e

stim

ated

pro

babl

e bu

ildin

g co

nstru

ctio

n co

sts

*Fac

ility

upg

rade

num

ber d

oes

not i

nclu

de a

ny e

xter

ior s

ite w

ork

84

Kittery School Department Feasibility Study 6/6/08 IX. Public Meeting No. 2 The Project Committee’s responses to public comments from the first Public Meeting, and the three Kittery School use options developed during the Project Committee’s meeting of April 7, 2008, were presented to the Kittery Community at a second Public Forum and Final Presentation of the Feasibility Study project held on April 15, 2008, at the Shapleigh Middle School cafeteria. WBRC architects presented a PowerPoint presentation, briefly summarizing the first presentation and then describing the new options formulated in response to the public comments of the first public meeting held on April 1. The three new (or revised) options were:

• A two school option with Grades K-6 at Shapleigh and grades 7-12 at Frisbee, with an estimated cost of $25.9 million to $27.8 million. This option involves substantial upgrades and three additions at Frisbee. This would include additions and renovations for classrooms, cafeteria, and gym spaces. Facility upgrades would include the boiler, roof, windows, sprinkler, masonry repair, electrical, and security items. Wings to create smaller learning groups would accommodate grade separation. At Shapleigh, a two-story, 14 classroom wing addition would be built to include space for special education and toilet facilities with the reuse of existing underutilized spaces for new classroom space. The building arrangement would allow for separation of classes by floor and wing. Parking would be expanded around the site where possible and a playground would be added for the younger student population.

• A three school option with Grades K-3 at Mitchell, Grades 4-8 at Shapleigh and

Grades 9-12 at Traip Academy, with an estimated cost of $5.7 million to $6.1 million. This option involves a 5 classroom addition at Mitchell to include special education programs and an 8 classroom addition at Shapleigh with the reuse of existing underutilized spaces for new classrooms. Traip Academy’s cafeteria would be expanded. This option allows for future expansion possibilities at Shapleigh and a future re-use alternative for the Traip Academy Tech Ed and District storage areas.

• A four school option with the grade groupings maintained as they are now with an

estimated cost of $5 million to $5.4 million. This option requires intensive work at Frisbee, renovations at Traip, and no changes at Mitchell or Shapleigh.

It is worth noting that any of the options would benefit from additional land area. Once an option is chosen, the purchase of adjacent property would be reviewed to determine how school needs could best be met.

85

Potential cost savings numbers were provided by the School Department. Option 3 showed no cost savings to the district, but savings were calculated for the other options. The two school option could save as much as $1 million per year and the three school option could save as much as $600,000. Both savings calculations represent potential annual savings by closing the buildings under each option. Savings would include some staff, grounds, maintenance, and utilities. However, they do not include costs involved in operating the proposed additions, debt service payments or bonding expenses. The estimated cost savings are not conclusive. Following the presentation, the floor was opened for questions, comments, and concerns. Several questions and comments related to the potential cost savings to be realized by closing one or more schools. It was suggested that more detailed cost studies than those in the architects’ scope should be conducted prior to any course of action being taken. Also under question was the length of time that would be required to implement any of the options. Process-oriented questioners wondered what the next step would be and who would make the final decision as to what option the district would put forward. One attendee commented that students, especially Traip students, were wondering what is going to happen to their schools and asked the Board to involve the students and listen to their suggestions and concerns. Others expressed concern for students’ health during construction, based on student experiences during the Mitchell School project. Finally, support continued for retaining Frisbee as a school in some capacity. Some speakers suggested the need to keep Frisbee part of the school system whether it is for just Head Start, Kindergarten and Central Office. They worried about the building’s ultimate future if it became a town building. Others remarked that the Town was going to need to keep Frisbee no matter what happens to it, and therefore the community should support Frisbee as a public site, as a school building or as a municipal building. The official minutes of this meeting are provided in the appendices of this report.

86

Kittery School Department Feasibility Study 6/1/08 X. Conclusions The Kittery School Department Feasibility Study, by design, does not present any recommendations with regard to a clear choice for realignment of Kittery’s schools. That decision must now be made by the School Committee. The Study provides the Committee with a wealth of information to use in making that decision. The Study findings show that the Frisbee School can be renovated to continue serving as a school successfully. Although the building is in need of significant repairs, Frisbee has many supporters in the Department and in the community as a whole. The study showed that the cost of bringing Frisbee up to current standards, while substantial, is not out of line with a building of its size and age; and the work needs to be done no matter which arm of town services is responsible for the building. The sentiment at public meetings seemed to be to bite the bullet and do the work that needs to be done, and once that decision is made, then decide whether Frisbee would best serve the community as a school, or in one of the many other uses suggested during the study process. The question of whether or not to rehabilitate Frisbee, in the end, seems to be separate from the issue of whether or not Frisbee should continue in use as a school. Over a dozen grade groupings were discussed as the question of how many schools the Town of Kittery needs was considered. Options with four schools (the current configuration), three schools, and two schools were considered and determined to be valid. The costs of many of the options were quite similar, with only the two-school options that included literally creating a new high school at Frisbee having extraordinary costs attached to them. Other options involving four or three schools were in the range of $1.2 million to $6.1 million, offering projected operational savings of around $.5 million per year. The study also confirmed what many townspeople acknowledged at the public meetings: that all four schools are very well maintained. The appraisal process resulted in very high scores for the Shapleigh and Mitchell schools, a good score for Traip, and a relatively good score for Frisbee, even in its current condition. These scores confirmed the initial impressions of the architects when they toured the schools and found them all to be far above average when compared to those of many other systems in Maine. The facilities reflect the commitment of the Department to broad goals of quality educational programs and specific goals such as small class sizes. The study process confirmed that the community is very supportive of its schools and their administrators, to the point that at the public meetings, the sentiment seemed to be that as long as the process is open and public and well-thought-out, as long as the education provided within the school walls is of high quality, and as long as cost savings are realized without compromising programming or process, the community will support change.

87

The options generated within the framework of the feasibility study prove that there are many options worth considering, and that it is really up to the School Committee and the community to apply values to the options to determine the appropriate course of action. For example, it is now apparent that there are several ways to accommodate current and projected enrollments in three, or even in two, schools. The study showed that there are expansion capabilities at all four schools, some with more than others but taken in total, enough to provide several viable options. The study also showed that although all but one of the sites are tight on space, there may be ways to take advantage of some sites that offer opportunities to alleviate pressures at other sites. Whether or not to continue using Frisbee as a school, once renovated, is as much a question of community values as it is one of fiscal responsibility. As was noted in the body of the study, if one assumes the building will not be demolished and will remain in public hands, Kittery taxpayers will have to foot the bill. Once that fact is acknowledged, and the community knows the scope of the renovation project, then the citizens of Kittery can move ahead with one of a number of desirable outcomes: school, community center, recreation center, a combination of two or all three of these uses, or other uses not yet imagined. On this basis, if further study (life cycle costing, operating cost analyses, etc.) shows that reducing the Kittery school facilities from four to three would result in significant savings in operating and maintenance costs, then the decisions can all be win-win. Whether Frisbee remains a school or not, the building should remain a community landmark. While generating the funds to rehabilitate Frisbee will certainly be a challenge in light of current town and school budget situations, the study has helped to move the dialogue forward by allowing people to acknowledge what needs to be done and who is responsible. Funding renovation and expansion projects at the other schools will be equally challenging, but the study provides a wide range of choices and outcomes, all of which maintain the Department’s high standards, for Kittery residents to consider. WBRC Architects / Engineers is pleased to have played a role in laying a solid foundation for the work to come. We look forward to assisting the School Committee, School Department, Town Council, and citizens of Kittery with realizing their goal of a first class learning environment that the community can afford.

88

Kittery School Department Feasibility Study 6/6/08 XI. Appendices A. Existing Facilities Appraisals B. Structural Engineer’s Existing Conditions Reports C. Public Meeting Minutes D. Project Committee Minutes E. Interview Notes F. Frisbee Elementary School Renovation Cost Estimate G. School Location Map H. Enrollment Projections I. PowerPoint Presentations from Public Meetings

89