educational specifications for nonnewaug high … the existing auditorium ... currently the parking...

EDUCATIONAL SPECIFICATIONS

FOR

NONNEWAUG HIGH SCHOOL

October 2012

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Rationale for the Project

Region 14 completed a needs assessment of its five buildings in the spring of 2006 and updated the

assessment during the 2011-12 school year. The survey concluded that the following work needed

to be done at Nonnewaug High School:

Increase the size of the cafeteria

Address the parking needs for faculty, students, and the public

Address safety concerns in the parking area; adequate lighting, and handicapped access

Address building security issues

Renovate the existing auditorium

Repair current athletic fields and tennis courts

Update building codes

Addresses the lack of air conditioning throughout the school

Address building structural issues

Size of the Cafeteria:

The existing cafeteria is able to accommodate approximately 288 students. Accommodating this

many students enhances the district's ability to offer a diverse schedule of courses to meet student

needs. Keeping the cafeteria to accommodate seating for approximately 300 students will allow us

to define the number of lunch waves to three, and allow for a more flexible student schedule. One

possible solution for grabbing additional space in this area would be to enclose the adjacent patio,

cover the floor with tile, and install a “moveable” wall. This space could be used to add space to the

cafeteria during the lunch waves while providing additional instructional areas at other times of the

day.

Address the parking needs for faculty, students and the public:

Currently the parking capacity at Nonnewaug High School is 277. At this time there are over 130

faculty and an additional 300 students seeking permission to park at the school. Woodbury and

Bethlehem are rural communities and students must use some mode of transportation to get to and

from the school. While busing is available, often after school activities and additional studies

require more flexible transportation. Over 200 students travel to the Vo-Ag center from 24 different

towns to attend school. With agri-science students required to have an SAE, vehicles are required

to get the students to these jobs. Additionally, the school is the main facility for district activities.

The limited parking often results in parents and student having to park on the adjacent streets, a

safety concern for the Region.

Renovate existing auditorium:

Nonnewaug High School was built in 1970. Since that time no additional work has been done to

the auditorium. The auditorium is used by the school on a daily basis and by the community

throughout the year. The mechanical systems are outdated, there is inadequate and missing seating,

poor acoustics, curtains in disrepair, and the lighting and sound systems are outdated and in need of

upgrading in order to meet the demands of today’s students and community.

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Repair current athletic fields and tennis courts

When the Nonnewaug High School athletic fields were first constructed in 1969 there were no

drainage systems and no irrigation system installed. Additionally the number of students and

activities has increased significantly since the school opened. Currently there are not enough fields

to support the number of activities operated by the school. Additionally, the demand on the fields

by the member towns increases the wear and tear on the fields. In a previous fall season, the CIAC

would not allow the school to use the fields for tournament games due to poor conditions. The

district has been budgeting funds each year in an attempt to bring them up to a reasonable level;

however, the cost involved to take them is to the next level is greater than the annual budget can

provide. With the addition of a new irrigation system, the grass growth of the complex has shown

significant improvement. However, the uneven playing surface continues to create unsafe playing

conditions.

Athletic Fields and Storage Concerns

Currently Nonnewaug High School houses 22 teams eligible for CIAC competition. These

programs include over 530 athletes participating over three seasons. All of these teams require

equipment which results in the need for storage capacity. NHS has one storage closet shared with

the physical education department. In addition, there are a handful of smaller storage closets

throughout the building housing some of the smaller equipment as well as outside storage

containers located on the athletic fields themselves. Properly accommodating and inventorying our

athletic equipment requires team storage closets separate from the physical education department.

Likewise, PE needs to have accessible storage for the supplies needed to develop programs

designed to improve student wellness.

On a given fall afternoon, NHS would have varsity and junior varsity programs holding practice

with football, boys and girls soccer, field hockey and cross country. These teams represent 235

student athletes. Our current field configuration includes the following:

One football field lined for soccer;

One soccer field;

One field hockey field;

A track and its enclosed field recently repaired to increase the space for another practice

facility.

All practice and game play must take place immediately after school to avoid darkness. A synthetic

surface field with lights would allow the teams to practice on adequate facilities accommodating all

levels of athletics. Lights would allow all teams access as well as our communities. This would also

allow the athletic department to have the flexibility to schedule games to more effectively manage

crowds and parking. With the length of the school day and the travel requirements of Berkshire

League and Pequot League schools, games may start at a later time if lights were available. When

soccer plays a game the same day as field hockey, many spectators attend, and the athletic complex

becomes congested. Currently there are only three portable restrooms.

In the fall of 2011, the NHS football team competed at a varsity level for the first time in two years.

The expectation is that a varsity program should be able to practice on a facility which would allow

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equipment to be easily accessible. Properly lining a football field can take up to five hours. On

game days, it can take up to three hours to prepare a field for competition. This set up includes

roping off multiple areas to assure crowd control and field preservation. A portable scoreboard

shared with the soccer team is also rolled onto the field. Often the scoreboard is inaccurate requiring

a backup timing system as well. A portable press box has been constructed for video taping and

coaches’ access and public address announcer and press space.

Current field conditions require that during the spring months, the JV baseball team needs to be

bused to an outside facility to play games and practice. Each trip costs the region $75.00. In

addition, when the varsity baseball team is playing, we are unable to accommodate our JV softball

team, as left field is located in the infield of the softball field.

Our tennis teams are transported off campus to a facility that includes two tennis courts. The tennis

courts on campus are unplayable. To assure proper skill development for competition, practice at

this facility could exceed three hours for each team. This amount of time requires a significant

commitment of time for a student athlete who may not be able to play in a competitive

interscholastic match due to limited court space. During the 2010-11 school year, the boys and girls

teams shared these courts for practice and match time. Physical education has removed tennis from

its curriculum due to the lack of usable, safe tennis courts. Students who acquire lifetime fitness

skills, such as tennis, are more likely to remain active in their adult lives, therefore reducing obesity

rates, which are at an all-time high.

Gymnasium

The gymnasium at NHS is used for all physical education classes. When there are two classes

scheduled for PE, the gym is shared. A dividing wall would allow teachers an opportunity to offer

two activities giving students a chance to explore a wide variety of physical activities, which will

increase moderate to vigorous physical activity for at least 50% of their class time as recommended

by the National Association for Sport and Physical Education (NASPE). The dividing wall will also

allow us to diversify our curriculum to include progressive physical education instruction, such as

circuit training, yoga, Pilates, and other wellness offerings. The gym will also require wireless

technology; a wireless connection is needed to include the technology necessary to assess students

as well as provide equipment, such as heart rate monitors and projectors that can be used in

differentiating our instruction to meet the needs of all students in physical education.

Locker Rooms

The locker rooms in the male and female sides are equally in need of renovation. Many of the

lockers are damaged and are not usable. The ventilation is in need of improvement. The physical

education department and the athletic teams also share the lockers. The girls’ lockers are tall

creating poor sight lines making it nearly impossible to monitor student activity and ensure student

safety. Separate areas are also necessary for coaches and teachers. The need for separate athletic

locker rooms would allow athletes to store personal equipment in assigned lockers for the season

without interfering with PE classes. With athletics and PE sharing one locker room, neither

department is able to offer suitable accommodations. The locker rooms also need to wireless

capacity for attendance and emergency procedures/communications. This would include the mat

room, training room, and the laundry/ice machine area adjacent to the locker room.

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Wellness Center

At the high school level, students participate in physical education in a significantly limited basis

(two semesters over a four year period). A new approach is needed at this time to engage students in

physical education focused on lifelong fitness. There are identified weaknesses in the traditional

practices of exclusively using competitive sports, such as baseball and softball, to offer our students.

Because of this, there are limited opportunities for students to select activities based on personal

interests and fitness. The addition of a wellness center with cardio-vascular fitness equipment will

allow students to experience a fitness program specifically designed for each student. A wellness

center complete with fitness assessment technology is essential for teaching key wellness skills, and

it will allow teachers to adequately monitor and assess student fitness levels. The additional

teaching space will allow us to offer diverse activities which will allow students to meet NASPE

requirements for physical education. NASPE recommends schools provide 225 minutes for middle

and high school students per week for the entire school year. Research makes it abundantly clear

students who acquire lifetime fitness skills are more likely to continue to be active later in life.

Conversely, students without these skills are less likely to pursue physical activity as adults.

As stated above, NHS has over five hundred athletes participating in interscholastic sports. This

facility would also allow our students to adequately train in the offseason. This type of training will

limit injuries and enhance athletic performance during the season.

Lack of Air Conditioning throughout the School

Currently only the Student Services portion of the facility is air conditioned. Various spaces within

the Academic portion of the building need to be air conditioned to provide an optimal learning

environment.

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Long Range Education Plan

The Region 14 Board of Education has adopted the following policies related to facilities:

Operations and Maintenance of Plant:

An effective educational program requires clean, healthful, safe, businesslike and attractive

physical facilities.

Security of Buildings and Grounds

Buildings constitute one of the greatest investments of the regional school district and the

communities of Bethlehem and Woodbury. It is in the best interest of students and

taxpayers to protect that investment…the Superintendent is directed to establish such rules

and regulations as may be needed to provide security.

Accident Prevention and Reporting:

The practice of safety shall be considered a facet of the instructional plan of the regional

school district by virtue of educational programs in traffic and pedestrian safety, fire

prevention, emergency procedures, etc...

Organizational Pattern:

Region 14 maintains five school buildings:

Nonnewaug High School Grades 9-12

Ellis Clark Vo-Ag Center

Woodbury Middle School Grades 6-8 (Pre-School)

Mitchell Elementary School Grades K-5

Bethlehem Elementary School Grade K-5

It is important to note that the Nonnewaug High School is also a vocational agricultural school,

which accepts students from 22 sending schools. Approximately 200 students from outside towns

attend NHS.

Relationship of Project to Regional Plan for Education

Nonnewaug High School is the only high school in Region 14. The district is committed to

maintaining this facility as a high school

Future Use of Facility

The district has no plans to use this facility other than for a high school. This project will allow the

district to update the facility so that it can continue to use the building at least 20 years.

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Learning/Educational Activities

This project will provide much needed enhancements to the current educational program provided

at Nonnewaug High School. It will also allow the district to implement a schedule which will

encourage in depth learning experiences, and more efficiently use the facility.

MISSION STATEMENT

The Nonnewaug High School community believes that all students have the right and

responsibility to achieve their full potential. To that end, we strive to provide students with

the knowledge, skills and understandings needed to become lifelong learners and

productive, compassionate citizens of the 21st century.

REGIONAL SCHOOL DISTRICT 14

COMMON CORE OF BELIEFS

The Nonnewaug High School community values:

• Lifelong learning

• Passion, effort, and determination

• Accountability and responsibility

• Mutual trust, honesty, and respect

• Fairness and justice

• Citizenship

Nonnewaug High School educators believe that:

• All students can learn

• Teachers are role models every moment of the day

• Teachers must be prepared, professional, reflective and intellectually curious

• Mutual respect and safety produce a positive learning environment

• Everyone brings a unique perspective to the community

What are some key beliefs of the Nonnewaug community about learning?

Nonnewaug Mission Statement

Providing a safe, supportive, respectful environment for all

Developing confident children

Building a cooperative partnership between the community, parents, teachers, and students

through ongoing communication

Developing responsible productive citizens

Instilling a passion for learning by addressing individual learning styles, and building on each

child’s strengths

Creating life-long learners and develop critical thinkers and effective communicators

Supporting each child’s transition through all stages of their educational growth

Improving student learning by enhancing the quality of instruction through professional

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development, evaluation and supervision

Stimulating the desire to strive for excellence

Working to secure the necessary resources to ensure equity and address educational needs

What are the current requirements for a Nonnewaug student to graduate?

Academic Information – Graduation Requirements

To receive a Nonnewaug High School diploma, students must earn 23 credits, demonstrate

mastery of specific performance standards, and be in attendance four years unless administrative

approval is granted for early graduation. The required credit distribution is defined below. A

credit is defined as the equivalent of one class period for each day of the school year.

Credits Required A full-year course is equal to one credit; a half-year course is equal to one-

half credit. In order to graduate from Nonnewaug High School a student must complete a

minimum of 23 credits as follows:

English 4.0

Mathematics 4.0

Social Studies 3.0 (including U.S. History/Civics)

Science 3.0 (including a lab science)

Technology .5

Physical Education 1.0

Health .5

Fine Arts or Vocational 1.0

Elective Courses 6.0

• Students in grades 9, 10, and 11 are required to take at least 5.5 credits per year

during the school day.

• For students planning to enroll in a university or college, a program of study which

includes four years of math, four years of science, and three years of the same world

language is strongly recommended.

• Sophomores, juniors and seniors in the Agriscience program must complete an

approved 200-hour Supervised Agricultural Experience (SAE).

As a result of educational reform mandates and increased expectations, increasing

graduation credit requirements to 25 is currently under serious consideration. Also

under consideration are additional credits towards STEM (Science, Technology,

Engineering, and Mathematics) courses and world language.

DISTRICT’S PERFORMANCE STANDARDS FOR GRADUATION

1. Definition

Writing: Students shall, prior to the completion of their senior year, read a work of fiction or non-

fiction designated as a District Performance Standard. They will respond critically in writing to a

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question or prompt. This response will be focused, organized, elaborated, and edited for Standard

English conventions.

Math: Students shall demonstrate their abilities as problem solvers. They must show that they can

utilize different sources of information to complete a variety of multi-step mathematical problems.

The students shall also explain or justify their work in writing.

Science: Science students must successfully complete a course in Physical Science and a course in

Biology. They must satisfactorily complete laboratory assignments, analyze data and formulate

conclusions as part of laboratory reports. The students must use mathematics to analyze data where

appropriate and be able to read and analyze scientific information available through text and online

reference materials.

Social Studies: Students will be able to identify specific demographic, political and physical

features. They will be able to read and analyze primary and secondary sources. Students will be

able to use those sources to write a four-paragraph essay that develops a thesis.

2. Demonstrated Mastery

Students will have demonstrated mastery of the district performance standards if they have:

ENGLISH

Achieved a minimum of Proficient Level on the Writing Across the Disciplines component

of the CAPT; or

During their junior or senior year achieve a minimum grade of 70% on a prompt designated

as a Writing Performance Standard. Two English teachers will read and grade the response.

The department chairman will read the response if there is a discrepancy of more that 10

points and will make the final decision; or

Achieve a score equivalent to the national average on the SAT II: Writing test or the SAT I

Writing component (beginning in March 2005); or

Achieve a final average of 70% or above in English 11 and English 12.

MATHEMATICS

Achieved a minimum of Proficient Level on the CAPT math assessment; or

Achieved a score of 450 on the SAT math assessment; or

Achieved a score equivalent to the national average on the SAT II; or

Achieved a final average of 70% or above in both an Algebra and a Geometry course; or

Satisfactorily completed a benchmark assessment that requires demonstration of basic math

operation, procedures, and application in Algebra and Geometry.

SCIENCE

Achieved a final average of 70% or above in both a physical and a biological science; or

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Achieved a final average of 65% to 69% in both a physical science and a biological science

AND met the minimum proficiency level of the state CAPT in Science.

SOCIAL STUDIES

Achieve a 70% or above in the three required social studies courses; or

Achieve a 70% or above in two of the three required social studies courses AND achieve

minimum proficiency on the CAPT Writing Across the Disciplines section; or

Pass a department exam designed to measure geographic skills, the ability to analyze

primary and secondary sources for content and point of view, and the ability to write a four

to five paragraph essay concerning those documents; or

Achieve a passing grade on the writing and geography sections of the final exam; or

Satisfactorily complete a project developed in conjunction with the social studies

department.

Transfers: If a student transfers into Nonnewaug High School after completing at least three

years in a high school in another district, he/she may be exempted from Nonnewaug’s

performance standards requirement for graduation.

Special Needs: Students with special needs may be exempt from district performance standards

for graduation as described in this policy if so indicated in their Individual Education Plan

(IEP).

Graduation Performance Standards Required

(For the Class of 2013 and beyond) Nonnewaug High School has defined three required

graduation performance standards, which we believe promote our mission:

1. Demonstrate mastery of each of the NHS Learner Expectations (LE) through assessments

embedded into our educational program.

NHS Academic Learner Expectations

LE 1: Students are critical thinkers, readers, listeners, and viewers.

LE 2: Students are logical and creative problem-solvers.

LE 3: Students are independent, technologically-adept learners.

LE 4: Students are effective communicators.

NHS Social Learner Expectations

LE 5: Students are self-directed, productive individuals.

LE 6: Students are collaborative, adaptable team members who respect diversity of

opinion and successfully work with others to reach a common goal.

NHS Civic Learner Expectation

LE 7: Students are conscientious, responsible adults who contribute to the welfare and

improvement of the local or global community.

2. Earn a minimum of 23 credits in the required areas.

3. Demonstrate proficiency in each content area of CAPT or an equivalent district assessment.

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What are the options for students who do not meet graduation performance standards?

Students who are not meeting proficiency in the graduation performance standards shown

above, may be required to do one (or more) of the following options:

Make arrangements for retesting to meet the CAPT/district assessment performance

standard.

Attend summer school to raise a grade to meet coursework requirements.

Return in a fifth year to a pre-arranged program to be determined by the appropriate department and

the School Counseling Department.

General Course of Study

Freshman Credits Sophomore Credit English (9) 1 English (10) 1

Mathematics 1 Mathematics 1

Social Studies 1 Science 1

Science 1 Social Studies 1

P.E. .5 Electives 1.5

Electives 1.0 P.E. 0.5

*Technology 0.5

Junior Senior

English (11) 1 English (12) 1

Social Studies 1 Mathematics 1

Mathematics 1 Electives 4

Health 0.5

Science 1

Electives 1.5

NOTE: Students in the General Course of Study should take three credits in a career sequence (i.e.

Technology Education, Business, Art, Music or Family & Consumer Science)

English courses are to be taken in sequence.

*Graduation requirements include: .5 Technology credit, 1 P.E. credit, and .5 Health credit. A

Technology course and P.E. are highly recommended the freshman year.

Nonnewaug High School students who fail a course during the normal academic year are eligible to

earn credit for that course through approved summer study, provided that the following rules are met:

A student must earn a final grade of at least 55%

A student may earn no more than two summer school credits in any summer;

A student may earn no more than 50% of the credit requirement of a specific subject area

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through summer study credits;

A student must earn the summer study credit during the summer immediately following the

academic year in which the student failed the Nonnewaug course.

College Preparatory Course of Study

Freshman Credits Sophomore Credits

English 1 English 1


History 1 History 1

Science 1 Science 1

Foreign Language 1 Foreign Language 1

P.E. 0.5 P.E. 0.5

Technology 0.5 Electives 1

Electives 0.5

Junior Senior

English 1 English 1


History 1 Science 1

Science 1 History 1

Foreign Language 1 Foreign Language 1

Health 0.5 Electives 1.5

Electives 1

COURSE REQUIREMENTS

Students must have a schedule that has 5.5 credits during the school day. Students under the following

circumstances only may elect to have a scheduled day for less than the requirement.

Release for an Alternative Program that is supported by the Board of Education

Release for a reduced schedule as recommended by the Guidance Department and

Administration

Seniors who need fewer than 5.5 credits to graduate.

ENGLISH DEPARTMENT

We believe that the mastery of one’s own language is the foundation of a complete education. The

major components of language study include proficiency and correctness in writing, comprehension

and discrimination in reading, listening and viewing, and clarity and precision in speech. As a

department, we are committed to providing all of our students with the stimulation and instruction to

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acquire these skills.

The scope of the curriculum and the variety of department activities come from recognition of the

standards of the community and the expectations of a global, technological society. Since other

courses build on English and since college and career opportunities demand superior language skills,

we believe evaluation standards should be high but reasonable enough to encourage our students in

pursuit of excellence. Finally, the study of language and literature helps students know themselves,

sort out their values, and appreciate the diverse cultures of our nation and our world. Because our

responsibility is great, as teachers and as individuals, we commit ourselves to flexibility,

understanding, and a continuous professional growth that will enable us both to lead and to serve our

students and our school.

The student, with the approval of the parents, has the responsibility to select the appropriate course

level: level 3 or level 2. The English department will recommend placement in a level based upon

the student's tests, academic attitude and ability, and classroom performance. Registration in an

Advanced Placement course requires attendance at a mandatory AP informational meeting for parents

and students in February of the junior year and an academic contract signed by the student and his or

her parent or guardian. To remain in a level one class, students must maintain a cumulative average

of 88% or above. In order to be promoted to a higher level class, students must earn an 88% or above

average in their current level. Students who wish to be promoted to a level one class must meet the

following additional criteria:

Teacher recommendation and Department Chair approval

Cumulative grade of at least 88% in eighth grade or most recent level 2 class

Excellent homework average

Appropriate class involvement

Ability to work independently, and

Ability to abstract information.

Superior writing skills.

MATHEMATICS DEPARTMENT

Whether in a career or as a consumer, everyday life experiences require the knowledge and

application of mathematics. Comprehensive and contemporary mathematics for grades kindergarten

through twelve is an integral component of the educational process.

The mathematics program at Nonnewaug High School is designed to increase reasoning skills,

strengthen problem-solving abilities, and promote an understanding of the power and beauty of

mathematics. Also, it is designed to develop academic skills and habits of inquiry and perseverance.

The ultimate goal of the program is to graduate individuals who are quantitatively literate and who are

ready to successfully handle the quantitative aspects of their lives.

In an effort to develop the diverse mathematical abilities of the students at Nonnewaug High School,

the mathematics program is organized into three sequences or levels. Each sequence covers the same

core material. The inclusion of additional topics and appropriately customized depth, pace, and

sophistication differentiates the levels. Each level is designed to challenge students while developing

their problem-solving ability as well as their verbal and written communication skills. All students

are expected to clearly explain and justify their problem-solving strategies. Cooperative learning,

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group projects and labs, as well as individual work (projects, tests, reports) will be used to assess our

students' ability and progress. Technology, in the form of calculators (hand held graphing

programmable calculators) and computers is integrated into curriculum to aid in the discovery of

important concepts and for problem solving.

The goal of each level is to fully develop the mathematical abilities of our students. They are

expected to be independent and self-motivated learners in order to achieve success in the mathematics

program. Students entering Level 1 mathematics courses are expected to possess highly developed

levels of initiative and self-motivation. Students at all levels are expected to continue to develop these

skills as they progress through the program. The members of the Mathematics Department

continually evaluate the appropriateness of the students' level placement in an effort to maintain an

appropriate degree of challenge.

To remain in the Level 1 program:

Good academic standing (70% or better)



Ability to work independently

Ability to abstract information.

To move into Level 1 from Level 2


Cumulative grade of at least 90% in most recent Level 2 course

Exhibits qualities of Level 1 student

Special cases will be considered by the department, Guidance, and Administration.

SCIENCE DEPARTMENT

The Science Department promotes a program of active student participation in the learning process.

The science curriculum is heavily lab-oriented and is designed to encourage both independent and

cooperative group problem-solving skills. The curriculum reflects the department's commitment to

producing students who understand scientific concepts and the vital contributions of science to

society. A firm understanding of the principles of science will enable our students to think

intelligently about current issues in science and technology.

The program requirements are one year of biology and one year of a physical science. Most post-

secondary schools prefer additional course work in science. The department strongly recommends

that students take additional courses beyond the two-credit minimum.

The criteria for placement in or promotion to level one Science classes are as follows:


Academic good standing (70%) in present level one class or 90% in most recent level two

class

Corresponding level one placement in Math program


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Ability to comprehend abstract information.

SOCIAL STUDIES DEPARTMENT

The Social Studies Department provides three required history courses to help all students achieve a

strong foundation in the historical factors that have shaped the world we have inherited. Students are

required to take these three history courses in order. On completion, they are expected to be able to

demonstrate the ability to make rational and informed decisions about the economic, social, and

political questions confronting them, their society, and the world at large. In particular, they will be

able to demonstrate knowledge of American history and government and to understand the duties,

responsibilities, and rights of United States citizenship.

The department offers all required courses at three levels. Placement in a Level 1 or Honors course,

requires the following:

Teacher recommendation or Department Chair approval

Cumulative average of at least 90% in eighth grade or most recent Level 2 class


Appropriate class participation


Ability to abstract information

Superior writing skills.

In addition to these required history courses, the department offers a variety of rotating elective

courses designed primarily to introduce students to several of the social sciences.

PHYSICAL EDUCATION DEPARTMENT

Physical Education is an integral part of the total education program, which aims through the medium

of various physical activities, such as games, movement, sports, dance, and related individual and

team activities, to make the maximum contribution to the optimum development of the individual's

potentialities. As part of the educational program, Physical Education subscribes to educational

objectives and makes a contribution to their realization through the opportunities, which its activities

provide.

Objectives of Physical Education

1. To improve biological growth and development.

2. To develop knowledge, skills, and attitudes to use in the attainment of optimal physical

fitness.

3. To develop motor movement skills and efficient management of the body.

4. To foster healthy social growth through interaction in games, sports, and other related

activities.

5. To provide opportunities that will help to develop a positive self image.

6. To provide activities, which meet the growth, needs of each student taking into consideration

his/her individual needs, capabilities, and interests.

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7. To develop an understanding and appreciation of rules, strategies, and procedures in a variety

of activities.

8. To instill an appreciation for the enjoyment and values of physical activity.

9. To provide knowledge for developing positive attitudes, behavior, and decision-making skills

in the areas of Health and Substance Abuse.

SPECIAL EDUCATION DEPARTMENT

Appropriate education for every Special Education student is the Least Restrictive Environment.

The Planning and Placement (PPT) Team in conjunction identify each student with various

diagnostic instruments and observations by professionals. The team develops an Individualized

Education Plan for each identified student in keeping with Region 14’s goal to provide a dynamic

and quality learning environment where each individual learner becomes a respected contributing

member of the community with values, skills, and resources that promote the advancement of

society.

WORLD LANGUAGE DEPARTMENT

The World Languages Department is committed to national and statewide standards for world

language learning. The following standards define what all students should know and be able to do as

a result of study in another language:

Communication

Students engage in conversations, provide and obtain information, express feelings and

emotions and exchange opinions.

Students understand and interpret written and spoken language on a variety of topics.

Students present information, concepts, and ideas to an audience of listeners or readers on a

variety of topics.

Cultures

Students demonstrate an understanding of the relationship between the practices and

perspectives of the culture studied.

Connections

Students reinforce and further their knowledge of other disciplines through the world language

studied.

Students acquire information and recognize the distinctive viewpoints that are available only

through the world language and its culture.

Comparisons

Students demonstrate understanding of the nature of language through comparisons of the

language studied and their own.

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Students recognize that cultures use different patterns of interaction and can apply this

knowledge to their own culture.

Communities

Students use the language both within and beyond the school setting.

Students show evidence of becoming lifelong learners by using the language for personal

enjoyment and enrichment.

Learning a new language is a sequential process, i.e., students build upon what they learned in Year I

for Year II and what they learned in Year II for Year III, etc. In that regard, students should achieve a

minimum competency of a grade of 73% before moving on to the next course in sequence. Students

who do not achieve that minimum competency level should consider taking the same level again.

The World Languages Department is proposing that the following guidelines be met when

determining the level one status of a student:

Good academic standing (88% or better)



Ability to work independently and abstract information.

AGRI-SCIENCE AND TECHNOLOGY DEPARTMENT

The Ellis Clark Regional Agri-Science program at Nonnewaug High School prepares students for

employment in agriculturally related fields and/or further study in collegiate level agriculture

programs. The curriculum combines practical training with academic preparation. Heavy emphasis

is placed on helping students develop a sense of responsibility for themselves and their community.

Students may apply to the program during any of their years at high school.

Notes:

All Freshman take introductory Agriscience units for a total of 1 credit.

All Junior/Senior (11-12) courses are for 1.5 credits, and Sophomore semester courses are

for .75 credits

All Junior/Senior (11-12) courses have an alternate year curriculum. Students should

check with the instructor to see what units will be covered for each year.

All 10th, 11th, and 12th grade students are required to maintain an approved Supervised

Agricultural Experience (SAE) Program of at least 200 hours per year.

Independent study courses are available

All Junior/Senior classes are Level 2.

ART DEPARTMENT

Art is a vital part of every child's development. Art is a way of understanding one's self, one's society,

and other cultures. Art provides the means for expressing and communicating thoughts, feelings, and

experiences. Art education provides the gifts of vision, appreciation, and joy for the student to take

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into the world. Every student at Nonnewaug High School will have a quality art education with

self-expression at the heart of the program.

Students will experience art as a visual language involving a unique body of knowledge. They will

develop perception, imagination, and the ability to communicate and think critically as they engage in

the program at every level.

Students will learn through a series of organized art experiences to look, discover, and understand.

Their original and creative work will tap inner resources and give a personal sense of satisfaction and

confidence.

BUSINESS DEPARTMENT

Business Education is structured to meet the needs of all students. The Business Department at

Nonnewaug High School opens pathways to higher education, future employment and life-long

learning by linking outstanding academic programs with technological studies. Courses offered

address the technological demands of today's economy and provide a foundation for advanced

studies. They also prepare students to become productive and contributing members of our ever-

changing society by providing the necessary skills and knowledge required for a successful career

in the twenty-first century. .

TECH PREP PROGRAM

Tech Prep is a partnership between Nonnewaug High School and Naugatuck Valley Community

College. Through this program, students have the opportunity to earn up to 9 college credits at no

cost for courses taken during their high school career. This gives students the opportunity to

explore select business courses and provides a head start on acquiring credits toward a college

degree. College credits earned through this program are transferable to many other colleges and

universities nationwide. The Tech Prep courses currently offered through the Business Department

are:

Accounting I & II (both courses must be completed to receive Tech Prep credit)

Marketing I & II (both courses must be completed to receive Tech Prep credit)

Business Law

Tech Prep criteria is described within each course description. Tech Prep is a federally funded

program available only to Junior and Senior students. Under no circumstances can a freshman or

sophomore receive Tech Prep college credit in any area.

FAMILY AND CONSUMER SCIENCES

The Family and Consumer Sciences is an integrated program in the art and science of quality living

in today's society. The students will learn to become more independent and resourceful in caring

for their own needs and the needs of those around them. Family and Consumer Sciences is an

integral part of the high school program. It affords students the opportunity to learn about

themselves and to develop skills and knowledge they will need and use in their daily lives. These

courses offer a wide variety of choices for students with different interest, and the program is

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designed to provide for individual differences in background and abilities. All students should

select at least one of the courses offered by the Family and Consumer Sciences Department during

his/her high school career.

MUSIC DEPARTMENT

Music Education prepares students to become active, culturally aware adults. Performing groups

require a student to discipline himself to a rigorous practice routine to acquire the necessary skills

and the discipline of working as a unit rather than as an individual. The process of being involved

in the creation of art stimulates creativity. Finally, Music Education should prepare students to be

musicians in the fullest sense of the word - sensitive and creative.

Music from all styles and historic periods will be studied, compared, and performed within each

year. Music history, theory, form, etc. should be learned not only in the specific classroom situation

but also as the various literature is rehearsed by the performing groups.

Music Education at the high school level will promote participation by anyone regardless of the

level of his/her ability. No one should be excluded from participation in some form or another. The

program will be designed to nurture and encourage growth of ability through performing

opportunities, classroom work, and one-on-one teaching at every level, so that all may reach their

full potential.

TECHNOLOGY EDUCATION

The Technology Education Program is an activity-oriented area designed to explore many aspects

of industry and technology. It has been developed with the idea of allowing the student to discover

his/her potential in the areas of communication, creativity and craftsmanship. Student discovery of

a vocational or a vocational interest is an important goal of this program.

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ENROLLMENT DATA AND PROPOSED PROJECT CAPACITY

Enrollment

Enrollment projections provided by the State Department of Education in November of 2005

projected an average enrollment at Nonnewaug High School of 827 students with a high of 872 in

2007-08. The enrollment estimates have been recently updated through a study conducted in June,

2012. A copy of the projection is below. The proposed project does not call for an increase in the

current footprint, other than the expansion of the cafeteria to allow for fewer lunch waves.

In addition to the students from Woodbury and Bethlehem, Nonnewaug High School is a Regional

Vocational Agric-Science School. Approximately 207 students from 24 sending towns attend NHS.

The district’s Agri-Science Advisory Committee is currently developing a long range plan to be

submitted to the Region’s Board of Education. The draft of the plan recommends the addition of

two new courses of study and a corresponding increase of another 20 to 30 of out of district

students.

Nonnewaug High School Enrollment

Grade 9 is the time when the opportunity to attend state technical high schools first becomes

available. In October 2011, 76.4 percent of the town's residents enrolled in Grade 9 were enrolled in

the district. An estimated 23 percent were enrolled in non-public schools in state. One student (0.6

percent) was enrolled in a state technical high school. No 9th graders were enrolled in a magnet or

another public high school. The table below presents actual enrollment from 2001 to 2011 at

Nonnewaug High School and projected enrollment to 2021. Enrollment increased from 787 students

in 2001 to 870 in 2007. That ended an 18-year period of enrollment growth. Enrollment eased to

816 students in 2011. Between 2001 and 2011 enrollment grew by 29 students or 3.7 percent. Public

high school enrollment statewide increased 6.9 percent in that period. I expect that Nonnewaug

High School enrollment will move downward for the next ten years. Next year's enrollment should

be 15-20 students less than this year's. I expect that enrollment will fall below 700 students in 2017

and be around 600 students in 2021. This is a decrease of over 210 students or almost 26 percent

from the current enrollment. I project that high school enrollment statewide will decrease 8.6

percent between 2011 and 2021. Over the ten-year projection period, I expect enrollment at

Nonnewaug High School will average about 700 students compared to 836 over the past ten years.

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Table - Nonnewaug High School Enrollment

Year Students Non-Residents

2001 787 198

2002 803 179

2003 807 197

2004 832 194

2005 855 208

2006 836 207

2007 870 212

2008 843 208

2009 842 211

2010 854 216

2011 816 213

2012 798 207

2013 772 210

2014 731 209

2015 737 209

2016 704 206

2017 695 205

2018 668 203

2019 646 201

2020 636 199

2021 604 197

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DETAILED DESCRIPTION

Current Status of Nonnewaug High School

Nonnewaug High School consists of 3 units – the 3 level Academic Unit, the 2 level Student

Services Unit and the single level Agri-Science Unit. The Academic Unit is connected to the

Student Services unit by a corridor at the first floor. The Agri-Science Unit is immediately adjacent

to the Student Services Unit but not directly connected to it.

The building is the OS-60 Zone and the Woodbury Aquifer protection Zone.

The Academic Unit is Construction Type 2C, non-combustible, unprotected. The Use

Group is E, Educational

The Student Services Unit is Construction Type 2C, non-combustible, unprotected. The Use

Groups are A-3, Assembly; S-2, Storage, Low; B, Business; and E, Educational. (Non-

separate mixed use)

The Agri-Science Unit is Construction Type 3B, non-combustible/combustible, unprotected

for the original building and 3A, non-combustible/combustible, protected for the addition.

The Use Groups are E, Educational, F-1 Factory and Industrial, Moderate; and S-1 Storage.

(Separate mixed use)

Academic Unit

The 3 level Academic Unit was built in 1970 with a flat roof. A sloping metal roof addition was

added in 1999. The Basement is approximately 16,130 SF, the First Floor is 58,320 SF and the

Second Floor is about 37,070 SF for a total of approximately 111,520. The building is not

sprinkled.

The exterior is primarily scored concrete block with a sloping standing seam metal hip roof.

Windows are aluminum framed single glazed projected units.

The interior is primary scored concrete block walls, VCT floors and suspended acoustic tile

ceilings. Doors are wood with hollow metal frames and a mix of knob and lever handle hardware.

The interior finished are in generally fair to good condition.

Student Services Unit

The 2 level Student Services unit was built in 1999. the Lower Floor is approximately 13,850 SF

and the First Floor is 18,180 SF, for a total of approximately 32,030 SF. The building is not

sprinkled.

The unit houses the school administrative offices, Cafeteria, Media Center and the Board of

Education offices.

The exterior is similar to the Academic Unit – scored concrete block with a sloping standing seam

metal hip roof. Windows are aluminum framed double glazed projected units.

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The interior is primarily gypsum board on metal stud walls, carpeted and VCT flooring and

suspended acoustic ceilings. Doors are metal with hollow metal frames and lever handle hardware.

The interior finishes are generally in very good condition.

Since the building is relatively new it appears to be code compliant – rated corridor walls have 20

min. rated doors with closures and all wall penetrations above the ceiling are sealed; all doors have

lever handles; hung ceilings are seismically braced; toilets are handicapped accessible and handrails

are code compliant.

Agri-Science Unit

The original single level Agri-Science Unit was built in 1970 with the Academic Unit. The building

had one addition in 1997 and currently occupies 34,350 SF. The building is not sprinkled.

The exterior is similar to the Academic Unit – scored concrete block with a sloping standing seam

metal hip roof. Attached glass greenhouses occupy the south side and a 2 story metal board-and-

batten Conservatory features the south side. Windows are aluminum framed double glazed

projected units.

The interior is a mix of gypsum wall board on metal studs and block masonry walls, and VCT

flooring, and suspended acoustic tile ceilings. Doors are wood with hollow metal frames and lever

handle hardware. The interior finishes are generally in good condition.

Since the building is relatively new it is generally code compliant – most fire rated walls have rated

doors with closers, and all wall penetrations above the ceiling are sealed; most doors have lever

handles; hung ceilings are seismically braced and toilets are handicapped accessible.

Expected Changes to Nonnewaug High School

Academic Unit

Correct all Building Code and Handicapped Accessibility Code violations including upgrade

of toilets, elevator, stairs, and fire safety of all penetrations in rated walls.

Replace all interior wooden doors in rated walls with solid core wood door with code

complaint hardware with proper ratings

Replace all ceiling tile and ceiling grids

Replace all Vinyl Asbestos Tile with Vinyl C Tile

Replace all carpet

Upgrade auditorium lighting, sound system, handicapped access and seating

Replace all original windows throughout the building

Air condition classrooms

Student Services Unit

Enclose Terrace at lower level for additional year round seating for dining area

Enclose stairs to terrace level for additional egress from dining area

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Agri-Science Unit

The building is classified as a separate space for building purposes and will be addressed in

a separate building project

Is the Connecticut State Department of Education (CSDE) making changes that will affect

Nonnewaug High School students?

Connecticut State Department of Education

The 2010 Connecticut General Assembly adopted legislation to increase graduation

requirements in Connecticut public schools beginning with the Class of 2018.

The new law increases the minimum credits required from 20 to 25

All students will be required to complete a “capstone project”

The legislation also calls for increased supports for students to help them to

succeed in the classroom and to graduate on time.

Why are these legislative changes important to Region 14 and NHS?

Many students graduate with fewer than 25 credits. These students will be required

to take more classes to meet the 25 credit minimum

Resources must be used to manage the completion of the capstone project

Increased supports, such as learning centers for core subjects (math, science, English,

social studies, and world language), will be necessary to meet the demands of

Response to Intervention (RTI). RTI involves providing scientific, research-based

instruction and intervention (SRBI) matched to student needs.

Have the Connecticut State University System schools made changes to their admission

requirements that will affect NHS graduates? In March of 2009, the Board of Trustees of the Connecticut State University System (CSUS)

voted to strengthen academic admission standards for students beginning as soon as 2015. A

25 credit minimum will be required for admittance.

Many NHS graduates apply to CSUS schools. In 2011 there were 114 CSUS applications

and 73 acceptances out of a graduating class of 212. Many of these students graduated with

less than 25 credits.

Some students will need to take additional courses. Below is a credit completion chart for

the class of 2010. This chart shows the number of credits earned by NHS graduates and the

number of additional classes needed to obtain 25 credits. It is estimated that approximately

1.4 additional teachers would be needed to bring these students to the required minimum for

credit hours.

How are the classrooms being utilized? Is there room at NHS to handle the additional

demands (capstone and additional credit requirements)?

The primary use of rooms at NHS is for classroom instruction. Students with a free block of

time are placed in study hall. Some learning centers have been established, primarily for 9th

and 10th

grade students. These learning labs are conducted in regular classrooms whenever

possible. The focus is primarily math and English support.

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BUILDING SYSTEMS

Security

Description of Description of Existing Conditions

Nonnewaug High School is current protected by an intrusion alarm system that monitors all outside

doors. We have an audible alarm within the building and motion detectors throughout the building.

There are a number of surveillance cameras throughout the inside and outside of the building.

Due to the campus like program, the facility is not “locked down” during the school day. Students

must pass from one building to another to get to class. Classroom doors can be locked with a key

from the outside and in order to prevent someone from entering the room.

Proposed changes:

Additional cameras should be added to monitor areas currently not covered both inside and outside

the building.

Public Address System


The public address system updated in 2005. The system allows the administration to make

announcements that can be heard both inside and outside the buildings

Proposed Changes

No changes are necessary at this time.

Technology


Region 14 currently utilizes a fiber optic based 100 Mbps dedicated Wide Area Network

(WAN) between each of the 4 remote facilities (BES, MES and WMS, STEP) and the Nonnewaug

High School and District Office. The network is fully monitored and maintained on a 24x7x365

basis and provides equal access to all students, faculty and staff to the recently installed CEN

connection. The district utilizes full 1 Gbps connections from each Main Distribution Facility

(MDF) to each Intermediate Distribution Facility (IDF) throughout most of the District with the

remainder scheduled to be fully upgraded later this year.

Our network is a full IP network that is utilized for the latest in video conferencing technology

through the deployment of an H.323 video conferencing system throughout the District. In

addition, the District utilizes a full IP based surveillance system that is comprised of 26 cameras and

25

covers all main entrances, hallways, parking areas and playgrounds throughout the district. The

network also provides two diverse paths to the Internet with one path provided through the CEN

network and a second path provided by our Wide Area Network service provider.

By deploying the high bandwidth network, not only is the District capable of meeting our faculty

and staffs needs for today, but into the foreseeable future as well.

All WAN services are e-rate eligible and have received e-rate funding for every year they have been

in the District.

Proposed Changes:

The Region does not anticipate any significant changes to technology as a result of this project.

Anticipated work would include tech upgrades in the auditorium and the extension of the wireless

network.

Phone System


The phone system was upgraded in 2003. An Avaia system was installed throughout the building.

Proposed Changes

No changes are contemplated at this time.

Clocks


The district abandoned the electric central time system a number of years ago due to the difficulty in

maintain and repairing the system. Currently the district uses atomic battery operated clocks throughout

the buildings.

Proposed Changes

There are no proposed changes to this system

Heating, Air conditioning and Air Conditioning

See Interior Building Environment Section for details regarding the NHS HVAC system.

26

INTERIOR BUILDING ENVIRONMENT


PLUMBING SYSTEMS

Domestic Water

The existing building is served by (2) newer wells drilled in the year 2000, located on the site.

There is a 10,000 gallon atmospheric domestic water storage tank buried adjacent to and into the

Boiler Room. Along with the storage tank, a 3,500 gallon pressurized water tank and system

controls are also located in the boiler Room. The system water booster pumps are two (2) Balder 5

Horsepower units. All of this equipment, except the pressure tank was installed in the year 2000 and

is in good condition. The pressure tank is original to the facility and has been maintained on a

regular basis and is reported to be in good condition.

Plumbing Fixtures

The newer building areas have plumbing fixtures that are in good condition and meet the ADA

accessibility codes. The older part of the original school has the original fixtures that appear to be in

good condition for their age, but would not meet current ADA code requirements. We would

recommend adding the proper ADA compliant fixtures.

Plumbing and Piping Systems

The existing waste, vent, and storm piping is cast iron and no problems were noted with the

systems.

Domestic hot water, cold water and recirculating hot water piping is copper with solder joints. No

problems were reported with these systems.

The Science Laboratories waste and vent system is an acid type glass piping system.

A LPG gas piping system is piped to the science lab areas and also the pilots of the oil fired boilers.

This is supplied from two 250 gallon LPG gas tanks located outside the facility.

The entire facility is served by an on-site septic system. The system has had some repairs to it since

being installed in 1970 and is in good working condition. A separate septic system was installed for

the Agri-Science Addition and is also in good working condition. The kitchen area, renovated in

2000/2001, waste system is piped to an on-site buried grease interceptor.

Domestic Hot Water Systems

Two 75 gallon oil-fired domestic water heaters were installed in the Boiler Room. These two water

heater serves the entire facility. The water heater has a heating capacity of 385,000 BTU with a

recovery rate of 373 gallons per hour at a 100 degree temperature rise. The original unit was

installed in 2003.

The hot water system is a single supply and return loop, with recirculation pump in the Boiler

Room.

27

Fire Protection

The high school and connecting building structures do not have sprinkler systems installed. There

are no standpipes at the stage or in stairwells. We would recommend adding a sprinkler system and

fire hose valves at the stage area in the future to comply with state building codes.

A 10,000 gallon buried water storage tank with a 6” threaded fire department connection has been

installed in an island courtyard in front of the buildings for use by the local fire department with a

pumper truck if needed.

MECHANICAL SYSTEMS

Boiler Plant

A central boiler plant is located within the High School. It consists of (2) 450Mills Series H.B.

Smith oil fired boilers. These boilers are original to the facility and are in good condition.

The adjacent Student Services Building is served by the same boiler plant serving the High School.

No additional boiler capacity was added when the Student Services Building was built. Because of

this, both boilers and associated equipment need to operate simultaneously to satisfy the heating

demand of both buildings. This should be evaluated as there is no back up in the event of (1) of the

boilers failing.

The hot water pumping system consists of two constant volume pumps connected to the boilers.

The pumps are base mounted type.

Heating, Ventilating, and Air Conditioning

Modular air handling units with hot water coils are mounted in mechanical rooms located in

penthouses or the Attic. These air handling units are constant volume and provide conditioned air to

the occupied spaces. There are individual, duct mounted, hot water reheat coils installed throughout

the building to provide additional heat and control for individual spaces. There are areas with

perimeter baseboard radiation, however, not in the classroom spaces.

Only limited areas of the building are air-conditioned. These areas are the Main Office, Media

Center, Computer Lab, and the Regional District #14 Offices located in the Student Services

Building.

General and toilet exhaust systems include roof mounted exhaust fans, ductwork, grilles, and

controls.

Building Management System

The temperature controls for the HVAC systems are a pneumatic system by Johnson Controls. It

consists of air compressors, pneumatic valves, pneumatic thermostats and associated equipment.

This equipment is original to the building and in good condition due to proper maintenance. There

are some areas that have been converted to an electronic type temperature control system. These

28

areas are problematic to the Owner due to bad equipment and bad installation techniques. Parts of

the building are currently being changed over to D.D.C heating controls and this process should

continue until the pneumatic system is removed.

Code Compliance

All systems should be evaluated as to code compliance for percentage of outside air and meeting the

requirements stated in ASHRAE 90.1, International Mechanical Code, as well as ASHRAE 62.

ELECTRICAL SYSTEMS

Main Service and Distribution

The building is served with a 2500A, 480/277V, 3-phase, 4-wire, main electrical service with circuit

breaker distribution. The main switchboard is manufactured by General Electric and is original to

the facility. Recently, a circuit breaker within the main switchboard failed and was replaced. The

equipment is in good condition, however, as discovered when the circuit breaker failed, replacement

parts are not easily obtained.

An 800amp, 480/277volt, 3-phase, 4-wire tap was made from the existing main switchboard when

the Student Services Building was added.

Distribution consists of 480/277volt, 3-phase, 4-wire panel boards, step-down transformers, and

208Y/120volt, 3-phase, 4-wire panel boards. Most of this equipment is original to the facility;

however, some additional panel boards were added during the Student Services building addition.

All of the equipment is in fair condition.

Low Voltage Systems

Fire Alarm System:

A Notifier System 5000 analog fire alarm system was installed throughout the entire facility at the

time of the Student Services Building addition. This system consists of manual pull stations,

horn/strobe units, smoke detectors, heat detectors, duct smoke detectors, etc. Although the entire

system is a voice evacuation type system, additional control of the voice system is required in

places of assembly, such as the Auditorium. This system needs to be replaced.

Lighting Systems

The original building consists of the originally installed light fixtures using T12 lamps and ballasts.

Areas of the building that were renovated when the Student Services Building was added have been

upgraded to energy efficient T8 lamps and ballasts. All of the lighting levels seemed to be adequate.

All T12 lamps and ballasts have been replaced with newer energy efficient lamps and ballasts.

A Dual Lite Model 120AM6 inverter system with batteries serves remote mounted emergency

lighting equipment throughout the original building. This system is located in the main electrical

room with the batteries being exposed. Some areas have had surface mounted 2-head self-contained

emergency battery units installed. The coverage and light levels of the emergency lighting systems

29

should be evaluated for code compliance. The batteries serving the inverter system should be in a

closed room with proper ventilation.

Proposed changes

Plumbing

Add an expansion tank to the domestic hot water system:

Fire Protection

Add sprinkler coverage to entire facility.

Electrical

New theatrical dimmer system and lighting.

Upgrade fire alarm system.

Upgrade receptacles in spaces for computers

Add a generator large enough to the necessities of the building. (Water, heat, lights, sewer

pumps, refrigeration)

Emergency Lighting system should be replaced

Mechanical

Boiler maintenance, boilers cleaned and checked.

Continue upgrade of temperature controls system.

Add new boiler for redundancy.

HVAC

Evaluate Air Handling Unit's and duct work for outdoor air percentage and air conditioning

(Code compliance)

Determine the feasibility of adding air conditioning to parts of the building currently without

air conditioning

30

BUILDING STRUCTURE

Description of Existing Structure

Nonnewaug High School complex is combination of the multi-story original high school building, and

original single story Vo-Ag school. In 1998 a multi-story addition to the high school and single story

addition to the Vo-Ag school were constructed.

The original high school building structure consists of structural steel beams supporting the reinforced

concrete slab at the Upper Floor and Mechanical Mezzanine floor slabs above the Upper Level Floor.

The typical roof framing consists of steel joists supporting metal roof deck. The joists span between

wide flange beams which are connected to the steel columns. The floor and roof framing transfer the

roof and floor loads to the wide flange columns which are supported by reinforced concrete

foundation walls, buttresses and footings. The exterior walls of the building are constructed of

concrete block cavity walls.

The original Vo-Ag wing was constructed with wide flange beams and columns which support the

roof deck and transfer the roof loads to the reinforced concrete foundations. The exterior walls are a

similar composition as the high school.

The recent addition includes a two story wing with classrooms, offices and Cafeteria/Kitchen and new

entrance to the school. The structure consists of steel beams supporting steel floor joist at the Main

Level floor. The floor slab is a 3” thick reinforced concrete slab on metal deck. At the roof, light

gauge metal trusses span between structural steel beams and perimeter light gauge metal stud walls.

There are also steel framing to support Mechanical Room floors in the Attic space and angle bracing

to provide lateral support. The entrances are framed with steel trusses and columns and the floor and

roof loads are transferred to the foundations below through the columns and bearing walls. The

foundations consist of reinforced concrete walls, buttresses and footings. The slab on grade is

constructed of concrete that is reinforced with wire mesh.

During the most recent addition, steel framing for a pitched roof was installed on top of the flat roof of

the original school building. Cross bracing straps were implemented to laterally brace the structure.

The fastener types and spacing of the roof framing to the existing roof structure was not visible in the

areas which were visible.

Description of Existing Conditions

There are three conditions which require remedial work:

The first condition involves the observation of considerable cracking and spalling of the exterior block

walls sporadically located around the perimeter of the original school.

Cracking and movement of the interior masonry is also apparent in the corridors and Gymnasium.

The exterior cracks and spalling will allow water to infiltrate the walls and increase the damage to the

block walls due to freeze / thaw cycles. Weep holes were not visible on south side of school in

several locations.

Corrosion has occurred to the underside of the original metal roof deck and roof joists in the

Gymnasium. Additionally corrosion of the metal roof deck is occurring at overhangs at main

31

entrances into the original school building. Rust is visible from the ground at these locations.

Cracking and spalling concrete is visible in the surface of the reinforced concrete walls and beams

which form the opening of the stairwell and passageway between the Front Entrance and the Outdoor

plaza that is adjacent to the new Cafeteria.

Proposed Changes

The condition at the exterior walls be further investigated to determine the possible causes. The

investigation should also include the movement observed to the interior masonry walls and pilasters.

The anchorage and bracing of the system should be analyzed as it is not clear as to method of

attachment to the existing steel framing and bracing of members.

The Gymnasium roof deck should be examined to determine the extent of the corrosion observed.

The steel joists should be cleaned of corrosion and repainted. Welds should be inspected at the

intersection of the joist webs to the top chords where the corrosion is present.

The corroded roof deck at the entrances should be investigated to determine the amount of

deterioration to the roof deck. Corrections will be provided based on the investigation.

At the areas where cracks have occurred in the concrete foundation walls and beams adjacent to the

stairs to the Cafeteria plaza, monitors should be installed at each crack.

32

SITE DEVELOPMENT

Parking and Circulation


Vehicular circulation on the site is extremely congested especially during the peak arrival and

departure times of the day. There is only one entrance/exit, located along Minortown Road, to

handle all traffic. The entrance drives splits, providing direct access into the primary parking area,

and continues into the bus loop around the front of the building. A perimeter road runs around the

building for emergency and maintenance use only. Immediately south of the main entrance there is

an additional parking area for faculty and staff.

Vehicular circulation has hazardous cross circulation. Exiting cars must be released in stages to

allow entering and exiting buses to travel through the bus loop. All traffic must travel across the bus

loop to get to the only drive exiting the site. This creates a significant traffic problem during the

afternoon dismissal. The busses are timed to arrive in stages as the bus loop cannot accommodate

all of them at one time. The smaller buses intentionally block the exit drive to allow buses in the

loop to depart. Cars are only allowed to cross the bus loop a few at a time to ensure the flow of the

busses is not interrupted. The Principal directs traffic every afternoon to ensure safe cross

circulation between buses, cars and pedestrians.

Parents wait in one of the service area access drives to pick up students as there is not a dedicated

student drop-off. Other parents park along Minortown Road to pick up students in order to avoid

the traffic congestion on site

The parking area is divided into sections for faculty/staff with a total of 277 spaces available. There

are 130 staff that park at the facility. There are over 400 students eligible to park. Additional

faculty/staff parking is located south of the bus loop adjacent to the service area. Student parking is

inadequate to allow all students who want to drive to be able to do so. With 200 out-of-district

students attending NHS, it is essential to provide enough parking spaces. Additionally, parking for

activities held at the fields is inadequate. Parents and visitors often park on the fire access road

behind the building.

Proposed Changes

The circulation pattern of the busses, cars and pedestrians must be revised to create alternatives that

will provide separation between these elements.

Additional lighting must be installed in the student/staff parking areas to improve the level of safety

and security.

Add additional parking to accommodate staff, students and parents.

Address parking needs by the athletic fields

Replace all driveway and parking lot pavement, curbing light poles, bases, wiring conduits and add

additional lights.

33

PEDESTRIAN CIRCULATION


Provisions for pedestrian circulation, including walkways and plazas are located adjacent to the bus

loop and building main entrances. Pedestrians can easily travel between parking areas, buses and

building entrances at the front of the school using these walkways. Within the parking areas,

however, there are no walkways and pedestrians must travel around parked vehicles and cross

access drives to reach walkways at the building.

Students are discharged into the main entrance and bus loop. Students depart from the main

entrance areas around the bus loop and travel along the adjoining walks to reach waiting buses. As

the bus loop cannot accommodate all of the buses, loading also takes place within the exit drive.

Students must cross exiting traffic and walk in the roadway to reach buses in this area. During the

peak of the dismissal, the smaller buses actually turn sideways, across the exit drive blocking all

traffic, to allow pedestrians to safely walk within the road.

As there is only one exit from the site, all vehicles from the parking areas must travel across the bus

loop to reach the exit drive. With buses entering the site, cars and buses exiting and students

walking in the roadways, circulation is congested and hazardous.

Proposed Changes

Pedestrian walkways must be improved to provide adequate space for travel adjacent to the

roadways and handicapped accessibility.

Bituminous pavement and curbing in the entrance drive, bus loop and student/staff parking areas

should be replaced.

HANDICAPPED ACCESSIBILITY


Travel across the site for handicapped individuals is challenging. Designated parking spaces are

remote from building entrances and do not conform to regulated design standards. Accessible

routes are also non compliant with excessively steep slopes and locations that force pedestrians into

vehicle travel lanes. Handicapped drop-off is not well delineated and is not accessible when buses

are parked in the bus loop

Proposed Changes

All handicapped parking areas, access routes and ramps must be revised and reconstructed in

accordance with current regulated design standards as required.

Handicapped accessible routes should be constructed from the building to all athletic facilities and

play fields.

A dedicated student drop-off area, including provisions for the handicapped, should be established.

34

ATHLETIC FACILITIES/FIELDS


The athletic field area is extensive, providing opportunities for numerous multi-use fields.

Delineated fields include softball, baseball, soccer and a new synthetic surfaced track. Additional

field area is available inside of the track, however, work has not been completed. There is also no

watering system is in place to maintain the fields. Additionally, the fields are uneven at best and the

current layout has a number of fields that overlap.

Three tennis courts are located north of the school; however, there are no provisions for access. All

pedestrians must climb the hill to reach the courts. The surface of the courts is severely cracked;

indicating failure in the subbase, and the courts should be reconstructed. There are no walkways or

accessible routes to the tennis courts and the adjoining grades are very steep

Vehicle access to the athletic fields has been provided along the perimeter road south of the school.

Pedestrian can access the athletic fields from stairs located west of the perimeter road along the rear

of the school.

Equipment storage for the athletic fields is limited. Several storage sheds and contains have been

placed throughout the field area.

Athletic fields are not handicapped accessible. Several access ramps have been constructed, after

the walks were installed, by placing bituminous concrete outside of the walkway, in the vehicle

travel lane. This is not only non compliant, it presents a potentially hazardous condition, placing

handicapped pedestrians on a steep incline within traffic areas.

Proposed Changes

Level all fields to assure proper grades

Reorganize fields to include the following:

2 Soccer fields

1 Baseball field

1 Softball field

1 Football field

1 Field Hockey field

1 Practice field located inside track

Provide adequate watering system to maintain fields

Repair the three existing tennis courts and add up to three additional courts and provide better

access.

Incorporate provisions for equipment storage and removal of the portable units.

Provide appropriate access to field for students and spectators

35

LANDSCAPING


The site has a significant number of large native evergreen and deciduous trees, located adjacent to

the main entrance and on the perimeter of the developed site. Additional ornamental trees and

shrubs have been installed along the main entrance drive, bus loop and at the building entrances.

Lawn has been established in the remaining open areas around the building and throughout the

athletic fields.

Proposed Changes

Maintain existing level of landscaping. Additional plantings are not needed.

36

COMMUNITY USES

Areas of Building Not Used by Students

Nonnewaug High School houses the Superintendent’s Office. Approximately 3,000 SF of the

Student Services Unit houses the Superintendent and associated staff offices. The remainder of all

facilities is used by students and faculty.

After Hours Use of the Facility

The towns of Woodbury and Bethlehem are fortunate to host many groups that provide a wide

variety of recreational and educational services to children and adults. Nonnewaug High School is

used by many of these groups on a daily basis. It is safe to say that an out side organization uses the

facility and the playing field 4-5 days per week throughout the year. Groups use classrooms, the

auditorium and the gymnasium on a daily basis.

Additionally, the Town of Woodbury operates an extensive Park and Recreational program for

children and adults. This program uses the school’s facilities on a year round basis.

educational specifications for nonnewaug high … the existing auditorium ... currently the parking...

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