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The Committee’s goals are to explore options for building improvements in five interrelated areas:
During more than 40 community and public meetings, including weekly meetings with the architects, 11 options have been considered ranging from $7 million worth of safety and security upgrades to over $200 million for a new school building.
The preliminary feasibility study has not found an option that addresses both the educational delivery and the physical environment of the building for less than $100 million. No previous study had indicated the extent of work required to improve building comfort. Significant energy and comfort improvements are only possible if both the mechanical systems and a portion of the building exterior envelope are replaced, which would cost upward of $40 million.
The Facility Study Committee is now seeking feedback from the community to consider the pros and cons of various approaches and to understand what the community views as a responsible level of investment in the existing building.
 Significant data and presentation material can be found on the Andover High School Facility Study Committee webpage: http://www.aps1.net/1932/Data-and-Presentations
Andover High School is seriously overcrowded. Based on current educational state standards, it is lacking in both number and size of classrooms. According to MGT’s report, the school’s current enrollment means its space ranks as “inadequate” with a utilization rate of 117 percent. The pressure for space at this facility is predicted to increase to 130 percent by 2025-26.
Specifically, an analysis by HMFH Architects (hired to perform a preliminary feasibility study in 2017) showed 80 percent of Andover High’s core classrooms are smaller than the recommended 850 to 950 square feet, 72 percent of science classrooms are smaller than the recommended 1,000 to 1,400 square feet, and special needs space is only 53 percent of the recommended area. Based on MSBA’s current standards for academic areas, the capacity of AHS is approximately 1,400 students. However, the school’s current enrollment already stands at 1,800 with an increase to over 1,900 projected over the next twenty years.
Shared spaces are also too small or insufficient in number. The limited size of the current cafeteria and serving area requires four lunch periods, each with 450 students moving through tight spaces, complicating and disrupting class schedules. The library is roughly half the size needed for the current enrollment. About 25 rooms designed for other uses—including teacher workrooms and teacher dining areas—have been converted into classroom space, and remaining teacher resource areas are crowded and poorly distributed. To accommodate student schedules, 75 percent of faculty members must shuttle among multiple classrooms each day with no appropriate space to prepare lessons, evaluate student work, store materials, or meet with students. Between-class time that could be devoted to conferring with students is instead spent carting materials to the next classroom. Teachers are scattered throughout the building instead of being grouped by department, which impedes professional collaboration. Small classrooms and inflexible furnishings limit instructional options and negate the opportunity for some educational services, including areas for hands-on experimentation and collaboration, for student projects that require extensive space to complete over a period of days or weeks, and for advanced-level classes that enroll small numbers of students. Students are turned away from some popular classes because the small, repurposed instructional areas cannot hold all the students who wish to enroll.
Other concerns: No fire sprinklers exist in 65 percent of the building, including the entire original building, the Dunn Gym and the Collins Center; the fire alarm is not audible in all areas; certain areas of the school are difficult to monitor for security; the site needs improvement for accessibility, traffic flow and avoidance of vehicular and pedestrian conflicts; mechanical systems—particularly those that support climate control—are ineffectual and beyond their usable life; windows are beginning to fail; the Collins Center floods periodically as a result of the high water table near the orchestra pit; water in the science labs is often unusable for experiments because of undesirable color and temperature; and there is an insufficient number of classroom/office electrical outlets, elevators (only one to serve the entire school), and accessible restroom facilities and other features that promote accessibility.
 Educational standards as used by the Massachusetts School Building Authority (MSBA) for the construction of modern school facilities
The climate control systems in Andover High are well maintained and actively managed, even earning Energy Star rating for the efficiency of current systems. However, these current systems rely on old technology and major components—including boilers and unit ventilators —that are reaching the end of useful life and need replacement.
HVAC experts have observed that meaningful replacement of Andover High’s aging climate control technology would best be supported by also upgrading other critical energy components. For example, almost all high school windows are drafty and do not sufficiently block UV light, allowing heat loss in the winter and heat gain in the summer.
But most notably, the current building is constructed of concrete with no insulation in the original exterior walls and with floors that create a “thermal bridge” by extending past the building façade, thereby drawing heat out of the building in the winter and increasing room temperatures in the warmer months. Replacing the extensive unit ventilator system without also addressing the building envelope of the original building would provide only very limited climate improvement.
Additionally, in each classroom, unit ventilators bring outside air into the building to reduce carbon dioxide (CO2) levels. When rooms are overcrowded, CO2 increases faster than heating elements can keep up with the airflow, resulting in cold outside air being blown into classrooms throughout the winter. The unit ventilators are also loud and distract from learning.
A facility project that simply replaces unit ventilators in-kind—rather than upgrading the heating technology and improving the building envelope—will bring a continuation of the same climate control problems, and may not even save money in the long run.
In addition to solving these problems, a modern climate system would bring an opportunity for replacing the unit ventilation system with a displacement air system similar to the system installed at Bancroft Elementary. This would increase comfort during shoulder seasons and allow year-round use of the building.
 Unit ventilators are the large boxes typically seen under windows along exterior walls to heat outside air as it enters classrooms during cold weather. The technology they use has been largely unchanged in over 60 years.
A demographic study was conducted in October 2017 by Cropper GIS, an outside company with expertise in school population projection. Information from that report was used to set a target enrollment for Andover High School construction at 1,900 students.
The report can be found on the Andover High School Facility Study Committee project website.  Cropper GIS presented its report for discussion at a Tri-Board (School Committee, Finance Committee and Board of Selectmen) meeting on November 9, 2017, and that replay can be found in the Andover TV archives.
Cropper GIS intends to update its projections as new demographic data, including Andover school enrollment numbers, become available: at this time, however, the target capacity for the high school remains at 1,900 students.
 The Cropper GIS Demographic Report is on the AHS FSC website: http://www.aps1.net/1932/Data-and-Presentations
 The Cropper GIS Tri-Board presentation can be viewed at: http://andover.vod.castus.tv/vod/?video=148ee011-8dc9-4df1-a5da-6c4520593ba0
The high school was originally designed for three grades (10 through 12) and approximately 1,200 students. The main building was constructed in 1966, and the Collins Center was added in 1983.
By 1994-95, enrollment had already grown to 1,270 students in grades 9 through 12. The high school was partially renovated in 1995 to accommodate the addition of grade 9 and an enrollment of up to 1,500 students. That renovation included the addition of a science wing at the rear of the school, a new entrance and art classrooms, a field house, an expanded gym and an expanded cafeteria. The Collins Center and field house are large structures and are used extensively by the community, leaving the space available for school programs less than the total square footage implies.
Based on current space guidelines, the capacity of Andover High is approximately 1,400 students. Meanwhile, current enrollment is just under 1,800 with a projected increase to 1,900 over the next twenty years.
Yes, Andover can ask the state for assistance through the Massachusetts School Building Authority (MSBA) program. Acceptance to the MSBA core program is highly competitive, with only 18 percent of submissions accepted in 2017 (15 of 83). However, partnership with the MSBA can result in significant financial assistance for design and construction, in the range of 40 percent of eligible costs.
The first step to potential partnership is the submission of a Statement of Interest (SOI) to the MSBA. Each year, districts are invited to submit SOIs in April, and acceptance or denial is usually announced by December. The SOI outlines the problem(s) related to a specific school building—such as over-capacity enrollment or facility condition—but does not propose a preferred solution. Decisions about facility renovation versus reconstruction are determined through a later “feasibility study” as part of the MSBA process.
An SOI  for West Elementary was submitted to the MSBA in April 2017, outlining significant facility concerns. The school was accepted into the MSBA program in December 2017. In May 2018, Andover Town Meeting approved funding for the West Elementary feasibility study, which is being led by the West Elementary School Building Committee. 
An SOI  for AHS was submitted to the MSBA in the spring of 2018 and we expect to learn in December whether this site is accepted into the program.
 For more information about the MSBA process, visit their website: http://www.massschoolbuildings.org/
 The SOI submitted for West Elementary can be found here: http://andoverma.gov/DocumentCenter/View/4916/West-El-SOI-Submission
 The West Elementary School Building Committee website can be found on the Town of Andover website: http://andoverma.gov/747/West-Elementary-School-Building-Committee
 The Statement of Interest for AHS submitted to the MSBA can be found at: https://www.aps1.net/1932/Data-and-Presentations
Although the initial plan was to explore options for Andover High that did not involve MSBA partnership, the AHS Facility Study Committee and the School Committee, with the support of the Board of Selectmen, decided to submit an SOI to the MSBA in April 2018. The year-long AHS feasibility study had revealed that improvements to AHS will be more complex and expensive than anticipated. Given the competitive nature of MSBA acceptance and the lengthy program timelines, along with the potential high cost of the project, seeking MSBA assistance is a responsible step in order to explore all options.
Additionally, the Andover High School Facility Study Committee continues to investigate options and seek community feedback on AHS improvements that could be town-funded and not require MSBA partnership.
The Facility Study Committee has developed several primary paths and is seeking community feedback on these options:
A. Construction using financial resources from the town only. This option allows the town to pursue improvements to Andover High immediately, with the next step being financial approval for design funds by a vote at Town Meeting. This option would require Andover taxpayers to fund the project and would not provide any state reimbursement. However, the project could be done on the timeline and to the specifications determined by the Andover community alone.
The Facility Study Committee has worked with HMFH Architects to develop potential options for town-funded improvements. After considering eleven options, the Committee narrowed their choices to four. Following is a general summary of the four best options (still identified by their original option numbers), with significantly more detail available on the AHS Facility Study Committee website.
B. Construction with MSBA Assistance (financial reimbursement from the state). The district has submitted a Statement of Interest to the Massachusetts School Building Authority requesting the state to partner with Andover to improve the high school. Acceptance to this program is highly competitive, and the timeline for any potential construction is unclear and dependent on the state. We will learn in December 2018 whether Andover High has been accepted into the MSBA program.
If Andover High School is accepted into the MSBA program, the next step is a feasibility study. This study would inform the MSBA decision as to whether a new high school would be built or the current high school would be renovated/expanded.
The MSBA will only partner with a district to produce a 50-year facility solution, and it is possible that both Option 4 and Option 5 above could meet that requirement. However, with construction costs escalating an average of four to five percent each year, MSBA timelines would also increase the overall cost of these projects.
C. No construction. The community could decide that the expense or other downsides of pursuing improvements at Andover High are not worth the investment.
If Andover partners with the MSBA, a decision to build new or renovate existing will be made after an extensive feasibility study is conducted in conjunction with the MSBA. However, it is worth thinking about the pros and cons of each approach, particularly if Andover decides to undertake a high school project without MSBA assistance.
Some factors to consider in making a decision between new construction and an
• New construction is more costly than an addition/renovation.
• An addition plus renovation may be more environmentally friendly if it creates less demolition waste by reusing large parts of a building we already have.
• An addition plus renovation would have less impact on athletics because playing fields would largely be maintained, whereas new construction would likely take the space of existing playing fields.
• A newly constructed building would have a shorter construction timeline than a comprehensive addition plus renovation project.
• New construction would have a limited impact on academics during construction. While any renovation would be phased to minimize disruption, renovations are inherently complicated and disruptive. The phased approach of an addition/renovation project would also drive a longer construction timeline than would a new building.
• Once open, a newly constructed building would be more efficient to operate than an addition/renovation, with fewer break/fix activities and more routine maintenance.
If the community does nothing, it is estimated that $20 million will still need to be spent over the next ten years on the existing building, including maintenance costs, replacement of boilers, replacement of heating and ventilation units as they fail, and upgrades for ADA compliance. The town will also need to update the fire prevention and sprinkler system at an additional cost of $7 million.
Moreover, a “do nothing” approach would fail to address identified deficiencies in the physical condition of the school and site and their corresponding impact on the educational program.
Over the past decades, education has changed significantly. Not only are we providing high-quality programming and services for students with disabilities that require particular kinds of spaces, but the very nature of how we educate students has evolved. The curriculum has expanded to include such subjects as engineering, robotics, programming, and graphics that require space for specialized equipment, as well as space for student projects and for students to work in collaborative teams. Most courses now integrate project-based learning and collaborative group work, requiring that classroom space be capable of being organized in different ways for changing activities. With a more personalized curriculum, schools require media centers and other areas where students can work either privately or in small groups on projects, online courses, and research. In addition, a number of courses are now co-taught, integrating two subject areas such as English and social studies into American Studies and World Studies courses. Spaces to accommodate new teaching methodologies and new curricula are being designed into all new-school construction. A renovation or reconstruction of Andover High School would provide for an enriched and expanded curriculum and learning experience for students.
In December 2018, we will find out if Andover High has been accepted into the MSBA program. If Andover is accepted, the next steps are strictly prescribed by the state, and the next community decision point will be a request at Town Meeting to fund the required feasibility study.
If Andover High is not accepted into the MSBA program, there will need to be a decision to either pursue a building project without MSBA assistance or to resubmit a request to the MSBA for consideration in 2019.
If the community favors improving Andover High using town financial resources only (no MSBA partnership), there will need to be a decision about which option should be pursued
(addition/partial renovation, addition/full renovation, or new school), and design funding would be requested at Town Meeting.
The community is being asked to weigh in on these issues, either at the October community forum, by attending facility committee meetings, or by reaching out to members of the facility committee or School Committee.
The Andover High School Facility Study Committee continues to meet to develop options for both town-funded and MSBA paths. Community feedback is critical at this stage. The next significant decision point will be in December 2018 when the district learns whether or not AHS has been accepted into the MSBA program. This information will have significant impact on both potential costs and timelines for any AHS facility project.
Acceptance to the MSBA program would provide considerable financial assistance (upwards of 40 percent of eligible costs). However, the program prescribes specific steps that generally take longer to complete than do projects that are solely district/town-funded. As such, taking advantage of MSBA’s significant monetary assistance would delay the completion of construction by at least one year beyond the time required for a self-funded project.
Andover is one of the few communities in eastern Massachusetts that has not invested in a new high school or undergone a major renovation of an existing high school in the past 20 years.
For example, fairly new high schools can be found in the nearby communities of North Reading
(opened 2015), Wilmington (2015), Methuen (2014), Dracut (2014), Tewksbury (2012), Bedford
(2008), Lawrence (2007), Reading (2007), Chelmsford (2006), and North Andover (2004). Billerica will be opening a new facility in 2019), while Lowell, Groveland, West Newbury and Merrimac are either currently building or designing new high schools or are undergoing comprehensive addition/renovation projects.
Like many districts that saw baby boomer population spikes, Andover undertook several school building projects in the 1950s and 1960s and has a history of building or renovating multiple schools at the same time. West Elementary, Doherty Middle, and Sanborn Elementary were all built in 1951. Andover High School, Sanborn Elementary, and South Elementary were partially renovated in 1995. High Plain Elementary and Wood Hill Middle were built in 2002. Those schools have aged significantly and/or outgrown their capacity over time.
In 2016, the town hired a national facility assessment and planning organization (MGT of America Consulting) to assess the state of our facilities and help develop a long-term plan to address facility needs. The MGT study  concluded that the school facilities with the greatest needs are West Elementary and Andover High School.
The West Elementary building was constructed in 1951 and requires extensive physical improvements. Andover High was constructed in 1966 and renovated in 1995. It is severely overcrowded and requires additional and larger classrooms, as well as larger special-use areas
(notably cafeteria, special education, and collaborative spaces). The district is proceeding on parallel paths to consider renovation or replacement of both of these schools.
 The full MGT of America Consulting study can be found on the APS district website: http://www.aps1.net/1781/Facility-Forums---MGT-Facility-Plan
Only one facility project can be submitted to the MSBA as “district priority” in any year. To determine which site that would be, during the fall and winter of 2016 the School Committee held several community forums, met with teachers and principals, toured buildings, consulted with architects, walked sites, observed student traffic patterns, calculated enrollment projections, consulted with experts who have gone through similar analyses, reviewed prior space studies, and discussed facility priorities at many School Committee meetings.
Ultimately, the School Committee voted to submit an SOI for West Elementary while simultaneously convening a Facility Study Committee to determine which, if any, town-funded improvements could be made to Andover High without MSBA partnership.
The Massachusetts School Building Authority (MSBA) partnership is highly competitive and can provide considerable financial benefit, upwards of 40 percent of reimbursable costs to Andover. However, the timelines—from acceptance into the program until a renovated/reconstructed building is opened—are lengthy (typically four or more years) because each step follows a detailed, state-prescribed process.
A new-construction high school has never been built in Massachusetts without MSBA partnership, likely because these large facilities are the most expensive building investments a town ever makes. Some communities have chosen to undertake elementary school construction projects or high school renovations without MSBA assistance, relying entirely upon municipal funding. Town-managed projects can move at their own pace, which is generally faster than the MSBA process. With construction costs estimated to escalate at least four to five percent each year, moving quickly can reduce overall construction costs.
Committee is taking specific steps prescribed by the state process. Most notably, funding for a
“feasibility study” was approved by Town Meeting in May 2018, and the study is expected to be complete in early 2020. The feasibility study will recommend a “preferred solution” to address West’s facility needs—either a building renovation or a total replacement—to be considered by the community at the 2020 Town Meeting. This step would also require a debt exclusion vote of the community shortly after Town Meeting.
The Andover High School Facility Study Committee was formed in January 2017 and has been conducting a preliminary feasibility study with the architecture firm HMFH. The Study Committee has developed many options for improvements at Andover High, ranging from $7 million worth of safety and security upgrades to over $200 million for a new school building.  Additionally, the Study Committee recommended to the School Committee that an SOI for AHS be submitted to the MSBA in order to pursue the potential option for state partnership. The SOI was submitted in April 2018. For both of these projects, community feedback is critical. Meetings of both committees are open to the public and notifications are posted to the Town of Andover website. Meetings are also videotaped and can be viewed from the Andover TV website. 
 Details on these options can be found in presentations on the AHS Facility Study Group website: http://www.aps1.net/1932/Data-and-Presentations
 Notification of both West Elementary and AHS building committee meetings are posted to the Andover Town website: http://andoverma.gov/calendar.aspx
 Replays of both West Elementary and AHS
The MSBA process is stringent and lengthy, with each step prescribed by state law.
The West Elementary building project was accepted into the MSBA program in December 2017, which started the “eligibility period” and allowed creation of the West Elementary School Building Committee.
In May 2018, Andover Town Meeting approved funding for the West Elementary feasibility study. The study is expected to be completed in early 2020 and will yield a “preferred solution” to address facility needs through either a building renovation or replacement.
Bidding for design and construction would follow. It takes 16 to 24 months to complete renovation or new construction, depending on the project size and complexity.
The town has a robust maintenance program and the Department of Facilities employs staff in the trades of carpentry, energy management, HVAC, painting, plumbing, masonry, security, electrical and fire systems. The department also manages maintenance and construction projects and uses in-house staff for many small construction projects throughout the schools.
At each school, custodians regularly perform minor repairs and preventive maintenance in addition to routine operations such as cleaning and stocking. Additionally, the town work control center has tradespeople on call around the clock to address repair needs, major equipment services, and acute problems.
Andover buildings are well maintained and run efficiently. We are not in need of facility improvements because of a lack of maintenance. Instead, renovations or additions are being considered because some buildings have passed their expected lifespans and/or exceed the enrollment for which they were designed, particularly as educational requirements and space standards have changed over time.
Yes, the high school will continue to be maintained and improved, particularly with respect to safety and security. As systems need repair, they will be replaced. Nothing will be left in a state of failure. However, major capital projects—such as a request for new boilers—will be postponed until the community has settled on a facility upgrade path.
In general, significant facility projects are funded by the town through a debt exclusion. In this process, voters give the town permission to borrow money outside the limitations of Massachusetts Proposition 2½, and taxes are increased to pay back the loan during the term of repayment (usually 30 years).
The town would ask voters for this approval in two separate forums, first at Town Meeting and then by holding a ballot box vote. Both votes would need to pass in order to approve the debt exclusion.
 A debt exclusion is not the same as an override. Generally, with a debt exclusion, voters allow an increase in taxes only to pay back specific project debt over the duration of a loan. An override allows an increase in taxes that will be ongoing and used for operating costs. Historically, Andover has passed debt exclusions for facility projects. Andover has never passed an override.
The Wood Hill Middle School, High Plain Elementary School and Bancroft Elementary School building projects were all-new construction and all were completed on time and on budget. Each of these three projects was managed by a separate School Building Committee. The 1995 Andover High School renovation project did take longer than anticipated and required some additional funding. Renovations tend to be more complex than new construction because unanticipated challenges are sometimes discovered when existing walls and other structural components are removed.
The scope of potential construction projects has not yet been defined—including the fundamental question of whether each school would be a renovation or a reconstruction; therefore, costs are unknown. However, we can estimate the impact to the average tax bill using various cost levels and other assumptions.
If voters approve a debt exclusion, new debt could be taken on by the town and loans would be paid over many years by an increase in property taxes over the life of the loan. At the same time, existing exempt debt (financing High Plain, Wood Hill and Bancroft school construction, for example) is being paid off, with a notable drop to come in the year 2022. Estimates show that the FY18 average tax bill was about $9,600 and that $270 of that amount was applied to existing exempt debt.
Total exempt debt—existing plus that from any new projects approved by voters—will have a bearing on the town’s repayment schedule and, therefore, on residential taxes in any given year.
The Town has put together preliminary debt scenarios based on various assumptions about construction project costs, interest rates and loan terms. These estimates show that for every
$10,000,000 of debt incurred, we can expect an average tax bill impact of between $38.00 and $47.80 in the first year of loan repayment. The annual cost to taxpayers would gradually decrease after the first year as interest payments on the debt decrease and as existing debt for other town projects expires.
Andover High School is not only a school, but also a community center that hosts arts, athletics and community education events. The high school is used seven days a week from early morning until late in the evening and accommodates many community functions. A facility that can support an array of community activities adds value to all the residents in a community.
In addition, the quality of education in a community has a direct impact on the attractiveness of the community to homebuyers and, as a result, on the property value of homes. Families desiring to send their children to high-performing schools are able to choose among communities. A critical factor in that choice is the physical condition and attractiveness of the schools that children will attend. Because all children in Andover will attend Andover High School (unless they choose a private school), homebuyers and the community as a whole have a strong interest in the conditions at Andover High School. Therefore, maintenance of school facilities is a valuable investment that provides a return to everyone in the community.
Research shows that the physical condition of the learning environment has a strong influence on student performance. Conditions such as temperature control, ventilation, lighting, and sufficiency of space are factors that affect learning. To maintain the high quality of performance Andover has achieved and to sustain the attractiveness of its schools in comparison to surrounding communities, it is essential that Andover’s school facilities provide sufficient space for current educational programming as well as physical conditions that support high-quality learning.
The 2016 MGT facility study also identified Shawsheen and Doherty as high-priority buildings due to their physical conditions.
Shawsheen has long been identified as a structure beyond its useful life and an expensive building to operate. Attempts to move Shawsheen classrooms to Bancroft as part of that building project were only partially successful; K to 3 moved and the preschool remained. The Andover High School Facility Study Committee recommended a pre-school not be included in a high school project primarily due to site constraints. The district continues to explore options for Shawsheen, including co-location with a new West Elementary, separate construction elsewhere, and partnership with outside organizations for preschool space.
In May 2018, Town Meeting approved funding of approximately $80,000 for a facility study of Doherty that can help inform decisions for near- and long-term facility improvements.
Additionally, as part of the West Elementary feasibility study, there may be opportunity to include an evaluation of a middle school on the West Elementary campus. This approach could potentially free up the West Middle building for swing space during a future Doherty renovation or to provide additional capacity to an AHS campus, though these options would not be feasible for many
with a new West Elementary, separate construction elsewhere, and partnership with outside organizations for preschool space.
Additionally, as part of the West Elementary feasibility study, there may be opportunity to include an evaluation of a middle school on the West Elementary campus. This approach could potentially free up the West Middle building for swing space during a future Doherty renovation or to provide additional capacity to an AHS campus, though these options would not be feasible for many years.
At the beginning of the long-range planning process, a survey of parents and a community forum were held to collect input on facility conditions and concerns. The AHS Facility Study Committee has held several community forums and tours of Andover High School. The Committee also collected data from the AHS faculty. The Committee has presented its current findings to the Select Board, the Finance Committee and the School Committee.
Both the West Elementary School Building Committee and the Andover High School Facility Study Committee meet regularly. Notice of these meetings is posted on the town website and the public is encouraged to attend.
The next community forum to collect additional feedback is scheduled for October 2 at 7:00 p.m. in the Collins Center. Tours of the high school facility will be held the same evening, beginning at 6
Ultimately, the Andover community will need to decide the level of financial investment that should be made to improve school facilities.
Both the Andover High School Facility Study Committee and the West Elementary Building Committee have the critical goals of gaining community feedback and adjusting potential options to meet community expectations.
In addition to attending facility committee meetings and community forums, you are encouraged to reach out to members of each facility committee or the School Committee to provide your thoughts. Andover High School Facility Study Committee members may be contacted at: AHSFSC@andoverma.us.
The cost estimates provided by HMFH are based on current construction prices and assume that construction will commence in 2020 if funded by the town, or in 2022 if accepted for partnership with MSBA. A responsible contingency has been added to cover unknowns. Factors impacting the final budget include cost escalation variables, subsurface conditions uncovered by geotechnical and geo-environmental investigations, final development of sustainable goals and strategies, traffic-study-related site costs, and programmatic decisions. The final budget is usually determined at the end of the schematic design phase of the project, which has not yet begun.
Note: If you choose to exclude your child from any of the screenings, please notify the nursing office in writing annually.
Massachusetts School Immunization Requirements 2022-2023
A valid physical must be submitted for all 10th grade students. Student athletes must submit one annually per MIAA guidance.
If your student asks you to dismiss them for health reasons, please direct them to come to the clinic and we will evaluate and treat accordingly.
The athletic user fee is due at the time of registration. Payment is made by credit card through PayPal as part of the on-line registration process. It is important that the email address entered for on-line registration be the same email address used when payment is made through PayPal. The athletic user fee is a maximum of $450 per student, per academic year,with a maximum of $900 per family. If applying for a waiver of the athletic fee, information on how to do so is included in the on line registration process along with a link to download the form. The waiver form is also available at the Athletic Office. The completed waiver form along with the required supporting documentation must be submitted to the Andover Public Schools Business Office or dropped off at the Athletic Office.
Instructional Assistants (IAs) are an important part of the educator team, working under the direction of the special education teacher and/or the special education program head and in collaboration with classroom teachers. IAs assist students with self-help tasks designed to enhance learning, behavior, social-emotional development, activities-of-daily-living, and access to the general curriculum by and for students with identified educational disabilities. In Andover, IAs are not assigned to classrooms or teachers, but rather assigned to individual students through the IEP process. The notable exception is that each kindergarten classroom includes an IA to facilitate learning as part of the classroom team. In some districts, employees in similar positions may hold the title of Paraprofessional or Education Support Professional (ESP).
There are no specific licensing or DESE requirements to become an IA. The qualifications for the role are listed in the job description as: 1. Minimum of two years of college or equivalent two years’ experience working with children, 2. Ability to understand student curriculum and to implement multiple teacher-directed activities, and 3. Knowledge of use of computers, including the application of classroom and adaptive technologies.
Through an agreement reached in 2019, IAs in Andover also have an opportunity to receive training and earn qualification for the roles of Registered Behavior Technician (RBT) and Literacy Tutor. There are plans to expand this program and to add an Applied Behavior Analyst (ABA) role, though this work has been delayed during the pandemic. These differentiated job roles include additional financial compensation.
The FY2022 operating budget (2021/22 school year) supports 230.48 FTEs (“full time equivalents”) of Instructional Assistants. There approximately 240 employees serving in the IA role, and as of November 1, 2021, approximately 76% were full-time 1.0 FTEs.
Table 1 shows the number of IA FTEs budgeted compared to student enrollment. Note the number of IAs has not decreased despite a decline in student enrollment. This was an intentional decision of the School Committee in the FY2022 budget in order to address potential learning loss as a result of the pandemic and remote learning. The increase of IA FTEs between FY2019 and FY2020 was to accommodate additional learning time in the student school day, and while FTE increased, the number of IA staff filling those roles did not.
Per the IA collective bargaining agreement (Article IV), full-time (1.0 FTE) union members work 7 hours per day for either 184 (employees hired before July 1, 2014) or 182 days per year, for a total of 1,288 or 1,274 hours per year.
The School Committee and the Union had a collective bargaining agreement in effect from September 1, 2017 to August 31, 2020. The parties had scheduled negotiations for a successor agreement to start in March of 2020, but this schedule was disrupted when school districts across Massachusetts closed to in-person instruction because of the COVID-19 pandemic. Negotiations between the parties began in August of 2020 but were paused to allow the Union and the Committee to engage in negotiations regarding the impacts of operating during the pandemic and the impacts associated with implementing hybrid and remote models of instruction. Negotiations for a successor IA agreement resumed in November of 2020. Between August of 2020 and May of 2021, the parties held eight bargaining sessions.
With the 2021 fiscal year deadline approaching (June 30, 2021) and no bargaining progress being made, an impasse was reached, affording the parties an opportunity for state assistance in reaching an agreement. The Massachusetts Department of Labor Relations (DLR) appointed a mediator, and he held five sessions in June and July of 2021. When these mediation sessions were unsuccessful at bringing negotiations to resolution, the DLR moved the parties to fact-finding.
The fact-finding hearing was held in Andover on November 9, 2021. Post-hearing briefs were originally due from each party on December 23, 2021, however the Union asked for and received two extensions on the submission of their brief. Ultimately, the fact-finder received the information necessary to inform her report on January 15, 2022, and issued her report on February 18, 2021.
As outlined on the DLR website, "At the conclusion of fact-finding, the fact-finder must submit his or her report to the parties and the DLR. The recommendations contained in the report are advisory and do not bind the parties." The School Committee and Union have bargaining sessions planned the week after February vacation to continue working toward an agreement.
As is typical in union contracts, Instructional Assistant hourly rates vary based on an employee’s “step,” where employees start at step 1 and move up a single step with each year of earned experience in the district. For the current 2021/22 school year, Andover IAs have been offered hourly rates between $18.24 and $27.41, depending on tenure with the district.
However, by law, the district cannot pay union employees increases without a signed collective bargaining agreement (CBA). Because the CBA expired in August 2020 and there is no successor agreement in place, Andover IAs are still being paid at the negotiated 2019/20 school year rate, which is between $16.45 and $26.31 per hour.
The hourly rates proposed by the School Committee for each of the three years of the contract can be found in Table 2. Note the salary rate proposal includes the addition of a new step 10, and also increases the 16+ year longevity bonus from $650 per year to $750 per year paid as part of the hourly rate. (This longevity increase is in addition to the longevity bonuses of 2.5%, 3.0%, 3.5% and 4.0 % of total hourly pay provided after 10, 15, 20 and 25 years of service, respectively. For example, a full-time IA with 17 years in the district would receive $1,235 in longevity bonus pay in addition to the pay rate on the top/asterisk step.)
As part of the bargaining process, both the Union and School Committee were required to provide their last-best offers to a state fact-finder. In comparing those last-best offers, the School Committee’s offer is more generous than what the Union proposed in the first two years of the contract (the 2020/21 and 2021/22 school years), and the Union’s proposal exceeds the School Committee’s offer in the third year (2022/23).
Specifically, Table 3 shows the difference in hourly rate proposals. The yellow highlights show where the School Committee has offered a higher hourly rate than the Union requested.
IAs have been offered rate increases on each step of the salary table between 12.5% (bottom step) and 6.7% (top step), whereas the IA union proposed increases between 21.9% (bottom step) and 13.1% (top step) over the term of the contract. However, this does not consider the annual automatic step increases IAs receive with each year of earned experience.
When step increases are also considered, under the School Committee’s proposal, an IA who was on step 1 during the 2019/20 school year and travels to step 4 over the course of the three-year contract would earn an additional $5.97 per hour, which is an increase of 36.3%; an IA on step 2 that travels to step 5 would earn an additional $6.05 per hour, which is a 33.8% increase; and so on until you get to the top of the proposed scale where Andover’s most tenured IAs would go from $26.31 to $28.08 per hour, an increase of $1.77 per hour or 6.7%.
Table 4 shows the percentage pay increase offered to IAs over the three-year term of the contract.
The IA proposal exceeds settlements agreed to by other Andover school and town unions including teachers, administrators, occupational and physical therapists, secretaries, licensed practical nurses, custodians, and food services (SEIU 888), town firefighters (Local 1658), facilities and public works (AFSCME 1704), police patrol (NEPBA Local 9), police superior (NEPBA Local 99), public safety communicators (NEPBA Local 109), and Independent employees.
Cost-of-living (COLA) salary adjustments agreed to with school unions are described in Table 5.
Yes. Andover Public Schools consistently looks to two sets of districts for pay and benefit comparisons:
For the 2021/22 school year, the average starting salary for IAs within Andover’s demographically comparable districts is $18.73 per hour and the average top salary is $23.14 per hour (versus $18.24 and $27.41 offered in Andover).
Table 6 is a graphical depiction how Andover’s offer compares on each step to hourly rates in demographically comparable districts. Andover rates are indicated by the yellow line with blue dots.
For the 2021/22 school year, the average starting salary for IAs within Andover’s geographically competitive districts is $17.35 per hour and the average top salary is $23.46 per hour (versus $18.24 and $27.41 offered in Andover).
Table 7 is a graphical depiction how Andover’s offer compares on each step to hourly rates in geographically competitive district. Andover rates are indicated by the yellow line with blue dots.
No. The School Committee investigated this possibility as negotiations approached the last week of the 2021 fiscal year (June 2021). By law, the school department cannot carry funds from one fiscal year to the next, so the deadline to provide retroactive pay increases for the 2020/21 school year was June 30, 2021. The School Committee’s labor counsel clarified it is illegal to change pay for union employees without agreement from the Union, even if that change is for more money.
Yes. While hourly base wages are important and the most significant component of earnings, it is not the full breadth of compensation offered to Andover’s Instructional Assistants and funded by Andover’s taxpayers.
Additional pay and benefit components include:
Yes, IAs who works 20 or more hours per week (0.57 FTE or greater) during the school year are offered a full year of health insurance benefits, matching the benefit offered to all other union and non-union town and school employees. More than 99% of IAs at Andover Public Schools have access to health insurance benefits.
Employees can choose from individual and family plans, and the town pays either 81.1% (hired before July 1, 2017) or 70.0% (hired after July 1, 2017) of the total Network Blue New England health care premium. For Andover Instructional Assistants, the average annual health care benefit (town cost) is $6,991 for those on individual plans, and $19,466 for those who on family plans.
Further, IAs who are retired from Andover Public Schools receive health insurance benefits for themselves and their families until they reach the age of 65 and become Medicare eligible.
More information on town and school health insurance benefits can be found on the Human Resources website.
Yes, IAs have an opportunity to earn a pension from the Town of Andover through the Andover Contributory Retirement System. (Note, this is unlike teachers, who receive pension benefits from the Massachusetts Teachers’ Retirement System).
The Andover Retirement Board is the sole authority to set employee eligibility and retiree benefits. Andover retirement plan information can be found on their website. As a summary, employees hired before July 1, 2021 earn retirement eligibly and corresponding pension benefits for working 20 or more hours per week. In April 2021, the Retirement Board changed the threshold to 30 hours per week for employees hired since July 1, 2021.
No. The terms and conditions of the most recent collective bargaining agreement – which expired August 31, 2020 – remain in full effect until a successor agreement is reached.
The School Committee understands that every individual constituent group will advocate for budget spending that aligns with their highest priorities, including the focused support IAs are putting toward higher pay for their important roles.
There are numerous funding requests for School Committee consideration as they weigh which areas of investment which will provide the best possible educational opportunities for 5,600 Andover Public School students. Significant community input from a wide range of stakeholders informs the school budget, and the School Committee and superintendent develop a package of spending that is ultimately recommended to Andover voters for their consideration at Annual Town Meeting.
As of early February 2022, operating budget has been discussed at more than a half-dozen public meetings, and the School Committee voted to recommend a FY2023 operating budget increase of 3.68% higher than FY2022. The proposed budget allows for the fair and competitive IA pay increases proposed by the School Committee, and also provides investment in other critical areas including social-emotional learning, core math curriculum, instructional technology, staff professional development, and reduction of student fees. It also supports a plan to address long-standing facility needs at Doherty Middle School and Andover High School. More detail on the FY2023 school operating budget is on the APS website.
Yes, the School Committee has heard the request to pay Instructional Assistants a “living wage,” and responded with an offer that exceeds that threshold.
In the negotiations process, Andover IAs pointed to the MIT Living Wage calculator to provide the definition of a “living wage.” This calculator broadly considers a number of important factors and ultimately determines a per-hour living wage rate.
Per MIT, the living wage for an individual employee is $17.74 per hour statewide or $18.88 per hour for Essex county. In addition to other financial components, the School Committee has proposed hourly rates for the current school year of between $18.24 per hour (step 1) and $27.41 per hour (top step).
There are some nuances to the MIT methodology that are not directly comparable to Andover Instructional Assistants. For example, it would not be appropriate to translate MIT’s hourly rate into an expected annual living wage for Andover IA because MIT “consider(s) full-time work to be year-round, 40 hours per week for 52 weeks, per adult,” or 2,080 hours per year. IAs work approximately 62% of those total hours (1,288 or 1,274 hours per school year). Additionally, MIT estimates the typical Essex County employee pays $847 more per year on health insurance than the average Andover IA. Nonetheless, the MIT calculator provides a helpful metric in roughly defining an hourly living wage.
Children can submit cash or check in a pre-payment envelope that they can obtain from the cafeteria staff. Please include the student’s full name and grade on the pre-payment as well as the front of the check or the front of the envelope so it is deposited into the correct account. If you are prepaying, check is preferred and should be made out to Andover School Nutrition. Lost cash cannot be tracked back to your child. All deposits will be completed daily, both to your child’s account and to the bank.
Yes, you may submit payment by creating an account at www.sendmoneytoschool.com. To create an account for your child, you will need to know their student ID number. The student ID number can be found on the attached balance letter. Please call the School Nutrition Office if you are having trouble locating your child’s ID number.
NOTE: The student ID number is NOT the same as their PIN number!
The child’s ID number is used for setting up the student’s online account at www.sendmoneytoschool.com. The student’s PIN number is a 5 digit number that is used at the register when they go to purchase a meal or snack. They enter their PIN number at the time of service into a PIN pad and it is used to withdraw payment from their account.
See the image below for guidance on differentiating routing (transit) number and account number. It is important that you enter this check correctly. If you don’t, the check will be returned, your child will not receive the money into their account, and the account will be charged a $2.50 processing fee.
No – your child will have the same ID and PIN number for all 12 years that they are enrolled in Andover Public Schools
The money within the child’s account can be used to pay for breakfast, lunch, milk and snacks. This helps the lunch lines move faster so that each student has ample time to enjoy their meals. It also prevents students who are receiving meal benefits from being overtly identified.
This form of payment is only allowed at the high school. Elementary and middle schools require that money is put onto the account for payment.
No! Any balance in a child’s account, whether positive or negative, carries with them to the next school year and each year after that. We highly suggest depositing money at the end of the school year so that your student starts off in September with a positive balance and so that you have one less worry on the first day of school.
No. This information is securely contained within the POS system and every child’s meal is processed the same way. The prepayment and online account system makes it easy to protect students from being identified as receiving free or reduced meals. If your child is receiving reduced meals, you will make deposits in the same way as described above.
No. Students who qualify for free or reduced-price meals receive only one breakfast and one lunch at the free or reduced-price. Any second meals or a la carte items must be paid for and will be charged to the student’s account. If your child purchases second meals, snacks or ice cream, please make sure you deposit money into their account to avoid a negative balance.
Students are always offered 5 components at lunch: grains, meat or a meat alternate (protein), fruits, vegetables, and milk. Students must take at least 3 of these components as part of their lunch, and one of those components must be a fruit or vegetable. However, students are allowed to take all 5 components if they wish to do so. If students do not take at least 3 of these components, they will be charged at a la carte pricing for each individual food item. This is usually more expensive than taking the 3-5 components and paying the set school lunch price.
For breakfast, we always offer fruit, grains, milk and protein. Students must take 3 food items for their breakfast or they will be charged a la carte pricing. NOTE: A la carte pricing is NOT included in the free or reduced-price meal benefits so your child will be charged a la carte pricing.
Breakfast at the elementary and middle schools are $1.75. At high school, breakfast is $2.25. Elementary lunch is $3.15, middle school lunch is $3.35 and the high school lunches are $3.65, except for pizza which is $3.50. Second lunches are $2.35 at all schools.
Elementary ($1.75 for breakfast; $3.15 for lunch):
Middle ($1.75 for breakfast; $3.35 for lunch):
High School ($2.25 for breakfast; $3.65 for lunch depending on the serving line):
The West Elementary facility project is intended to work in collaboration with the Massachusetts School Building Authority (MSBA) in order to address and resolve the identified physical and educational deficiencies of West Elementary School, as well as potentially the Shawsheen Preschool. West Elementary School was built in 1951 and added to in 1968. The Shawsheen facility was constructed in 1923. Both facilities are past their functional life in terms of building systems and instructional programming.
The MSBA is a state government authority that partners with local communities to create affordable, sustainable and energy-efficient public schools across Massachusetts. Created in 2004, the MSBA provides reimbursements to communities based on a predetermined percentage of eligible school construction costs. The MSBA’s revenue stream consists of one penny from the state’s 6.25 percent sales tax. In order to receive partial reimbursement from the MSBA, the district/community must adhere to a multi-year/multi-step process of planning, document submission/review, vendor selection, and negotiations with the MSBA.
In 2012, the district’s Plant and Facilities Department worked with Pare Corporation to pinpoint needed site improvements districtwide. West Elementary was identified as a priority, with major concerns involving inadequate exterior lighting, ponding/poor drainage near the playground, inadequate parking, deteriorating driveways and walkways, and multiple instances of non-compliance with the Americans with Disabilities Act. Much of this exterior maintenance was deferred, awaiting a decision about the viability of the overcrowded building.
In January 2016, the Town of Andover and Andover Public Schools (APS) contracted with MGT of America Consulting to evaluate the condition of every district building and then develop a master plan to address facility needs through 2026. MGT presented its report in June 2016. Next, the School Committee undertook further research and gathered input from interested stakeholders through surveys, tours, and forums. In December 2016, the School Committee identified West Elementary as its top building improvement priority based on the overcrowding of the building and the numerous facility deficiencies that have a negative impact on student outcomes, some of which are cited below.
The classrooms in the 1968 addition, which represents a large portion of classrooms at West Elementary School, were designed around the open-school concept prevalent in the 1960s and have been walled into separate rooms, thereby creating problems in heating and ventilation as well as for usable space for classroom and support programs. In addition, the two pod areas that were added in 1968 pulled away from the main infrastructure and have since been bolted to the main structure to ensure no further separation. The plumbing is antiquated and insufficient as demonstrated by having only one toilet for 110 boys in the pod for grades 2 and 3. Over sixty percent of the windows are not double-paned and are in need of replacement to maintain heat in the winter. Many of the building systems and site conditions are in poor order and would require significant investment to repair or replace. The classrooms are outdated in terms of providing a modern instructional program with varied space and room configurations. The main administrative office is poorly located for effective supervision and coordination. The sprawling structure of the building with its numerous exterior entryways compromises supervision, security and safety.
Over a period of months, the West Elementary School Building Committee considered several options for renovating and adding to the current West Facility as opposed to building a new school. Multiple factors were discussed.
Construction of a new facility:
The Committee determined that an addition/renovation would fail to adequately address the problems of the current West Elementary facility and would not be a responsible use of funds for the long term. The Committee decided that the construction of a new school, with a preschool wing attached, constitutes the most cost-effective means of providing a physical environment that can support high-quality education services for the identified student population for the next 50 years.
OVERCROWDING: West Elementary School is grappling with severe overcrowding. Inappropriate spaces such as repurposed closets and offices, the cafeteria, stage, and hallways have been converted to provide small-group instruction, ELL programming, and special education services. In 2016-17, some of West’s kindergarten students had to be relocated to other district schools because of lack of space. However, relocating students is not a viable long-term solution, because Andover’s elementary schools lack the combined capacity to serve the projected growth in overall elementary enrollment. The district’s current K-5 capacity is 2,718; MSBA projects enrollment will reach 3,011 by the year 2026 and MGT projects it will reach 3,025.
EDUCATIONAL NEEDS: West Elementary lacks adequate space that is appropriately configured within the building and that is outfitted to meet the educational needs of its student population (e.g., one kindergarten classroom had to be placed in the grade 5 wing; that classroom lacks a bathroom). Current classrooms do not meet MSBA size guidelines, do not allow flexible use of space, and lack storage capacity. There is a lack of adequate space and appropriate facilities to address the needs of English language learners and students with special needs, including building accessibility.
HEALTH AND SAFETY: West Elementary is an outdated and aging facility that has demonstrated the potential to have a negative impact on the health and safety of students and staff. Excessive lead in a section of water pipes and in a dozen faucets and drinking fountains was remediated in 2017. Following a 2017 report from EBI Consulting, steps were taken to mitigate issues related to dust, moisture and mold; the air quality is tested and monitored regularly. The building lacks a fire suppression system. The administrative offices are in the center of the building, making it difficult to control and monitor access to the building.
AGING STRUCTURE AND MECHANICAL SYSTEMS: The condition of the West Elementary facility is in serious decline. The aging structure and mechanical systems (plumbing fixtures, temperature controls, electrical outlets) result in higher maintenance and operating costs, as well as increased energy consumption. Two pods were added in 1968 to house the classrooms for grades 3-6. After decades of use, and now serving grades 2-5, the pods pulled away from the main structure and had to be bolted back in place in 2017. Part of the basement is prone to minor flooding, and fending off mold is an ongoing battle.
SITE AND GROUNDS: Echoing the Pare Corporation’s 2012 report, the MGT report in 2016 rated the West Elementary site and grounds as “poor” (scoring 69 out of 100).
The current building was constructed in 1951. A 1956 addition enabled the school to serve grades K-6. Another expansion in 1968 added a media center, cafeteria, auditorium, gym, two classroom pods, and other spaces. In 1988, West was reconfigured to serve grades K-5, in alignment with the district’s other elementary schools.
The current building has 90,611 square feet. Much of the school was built in an open-space concept without classroom walls, causing visual and auditory distractions. In 2001, the classrooms in the two pods were walled in, creating problems with heating and ventilation. Considerable time and expense have been devoted to unsuccessful attempts—such as movable partition walls—to remedy these design flaws that impede teaching and learning.
In 2013, the Town of Andover commissioned Barry Bluestone, Director of the Dukakis Center for Urban and Regional Planning at Northeastern University, to perform a demographic and economic analysis of Andover to illuminate future trends. Bluestone found that Andover was growing at a faster rate than other Greater Boston communities, in general, and forecast significantly more growth between 2020 and 2030. He also projected the aging of Andover’s population so that during that decade the number of Andover residents in their 70s would grow by 99.4% and the number in their 80s would grow by 61.0%. Over the coming decades, these individuals likely would downsize from larger single-family homes to other types of residences. He pointed out that “aging Boomers may wish to ‘age in place’ but not in their current homes” and projected that this phenomenon would open up a significant number of homes to new and younger families moving into Andover.
Working from the 2010 census, Cropper GIS conducted an analysis of householders’ ages in each of Andover’s elementary school attendance areas. The study found that, of the five schools, West Elementary School’s attendance area had the highest proportion of householders (27.7%) ages 65 years and older, while also having the lowest proportion of householders (45.1%) between the ages of 35 and 54. These findings mean that West Elementary is likely to see the most significant increase in enrollment as older individuals downsize.
Based on Bluestone’s analysis, coupled with significant home and apartment construction in Andover over the past decade, the school district pursued three demographic forecasts. MGT of America projected elementary K-5 student population reaching 3,025 within the next decade. A second analysis, by Cropper GIS, projected elementary enrollment reaching approximately 2,800. The third analysis, by MSBA, provided a ten-year projection averaging 2,939. The total K-5 capacity of Andover’s elementary schools as assessed in 2016 was 2,718, although that figure has since been reduced due to the conversion of space for programs for English language learners and students with special needs. None of the population analyses considered the projected increase in kindergarten enrollment once tuition for full-day kindergarten is eliminated, which will take place in 2020-21. Given that both the South Elementary and Sanborn Elementary facilities will last for several more decades and are already near or above capacity, West Elementary will need to be of sufficient size to absorb future enrollment increases throughout the district.
MSBA, which tends to be conservative in its enrollment projections, authorized West Elementary to be built for 925 students in order to address enrollment growth over the coming decade, understanding that the district would need to redraw elementary school attendance areas to address current and projected overcrowding at several of the schools. Although economic trends and the coronavirus pandemic have delayed the downsizing by senior citizens and the resulting movement of new families into the community, the rapid growth of apartment complexes and home construction in Andover combined with future downsizing trends will necessitate building a school of sufficient size to address future enrollment needs for a minimum of twenty to thirty years.
With a current enrollment of nearly 600, West Elementary is essentially at capacity. Since West’s building was last expanded in 1968, the following streets and areas have been developed: Andover Country Club Lane, Trevino Circle, Cormier’s Way, Crenshaw Lane, Muirfield Circle, Ivana Drive, Swan Lane, Trumpeters Lane, Dove Lane, Bobby Jones Drive, Westminster Road Way, Endicott Road, Wescott Road, Worthen Place, Haskell Road, Shadow Lane, Scotland Drive, Stafford Lane, Warwick Circle, Stirling Street (upper), Whittemore Terrance, Southridge Circle, Irongate Drive, Sutton Way, Pauline Drive, Noel Road, Powder Mill Square, Michael Way, Bryan Lane, Heritage Lane, Delisio Drive, Ruggerio Way, Meadow View Lane, Newman Hill Road, and perhaps others. Numerous new projects are under construction or in the planning phase in Andover, which will put additional pressures on providing adequate instructional space for new students.
Requirements for learning environments—particularly around special education, English Language Learning (ELL), and remedial education service delivery—have changed in the decades since the facility was constructed or enlarged, requiring significant additional instructional space.
West Elementary is the district’s largest elementary school by enrollment; its utilization rate now stands at 100% (which means every space is in use) and is projected to reach 116% by 2026.
Small-group instruction, ELL programming, and special education services take place in repurposed closets, the cafeteria, stage, hallways and learning spaces that are disconnected from students’ primary learning setting. Some of the repurposed closets have no windows and no means of receiving heat or ventilation.
The MGT Master Facilities Study scored West Elementary “poor” for educational suitability (69 out of 100), citing specific concerns that the current classrooms fail to meet MSBA size guidelines, do not adequately support educational programming, do not provide flexible use of space, and lack sufficient storage.
The current pressure on capacity at West is being felt most keenly at the kindergarten level, as more students (currently 92%) enroll in full-day kindergarten rather than half-day. In 2013-14, West served 42 children in full-day kindergarten, compared with 77 in 2019-20.
In 2019-20, West Elementary School students were served by 120 faculty members, administrators, and support staff. Office spaces and conference rooms are almost non-existent, having been turned into instructional areas. Parking space is insufficient to accommodate staff, visitors, and delivery vehicles.
The overcrowding is detrimental to the educational program. Classrooms are too crowded to support student collaboration, hands-on authentic learning, and the creative instructional approaches that teachers yearn to implement. The school has only one small maker space, though MSBA recommends two. From the arts to the sciences and from technology to physical education, the school lacks available and appropriate spaces to offer the depth and breadth of curriculum and support services that the students deserve—a condition that over time has a negative impact on both student achievement and teacher morale.
If approved, the West Elementary project will provide a facility to accommodate a K-5 population that is approximately 50 percent larger than West’s current student body. The student population at West will include not only the growth in student population within its own current district, but also students redistricted from other elementary schools to relieve overcrowding at those schools and enable them to provide improved instruction. The new West Elementary School will be designed to support the educational needs of students in alignment with up-to-date pedagogy and instructional materials/equipment. It will provide BRIDGE program students, who are on the autism spectrum, with appropriate small-group and therapy spaces, and will continue to serve medically fragile children above the age of five. The building will also provide adequate meeting/office/planning space for the adults who are tasked with delivering high-quality education programs.
Another key component of this building project will simultaneously address the facility and education programming needs of the current Shawsheen special education preschool population. A specially designed wing will be attached to West Elementary to expand the district’s ability to provide an appropriate education and related services to the students now served at Shawsheen Preschool and to increase the number of such students who can be served.
The site (driveways, sidewalks, playing fields, exterior lighting, etc.) will be redesigned for safety, ADA compliance, and to support the instructional program.
Shawsheen has long been identified as a structure beyond its useful life and an expensive building to operate. Attempts to move Shawsheen PK-3 classrooms to Bancroft as part of that building project were only partially successful; grades K-3 moved but the special education preschool program remained at Shawsheen. Major issues with the Shawsheen facility and location are as follows.
Opened in 1923 to grades 1 through 7, the Shawsheen School now houses only the district’s PreK special education programs, particularly for students with severe autism, developmental delays, and other significant disabilities. The school does not share a campus with any other Andover school, contributing to a sense of isolation for its relatively small staff and student population. The aging building, designed for a much different educational era, places significant limitations on service delivery and also presents safety concerns. The facility is situated on a hill and has entrances at multiple levels along the hill. Although outwardly a three-story structure, the building is internally divided into five separate levels with limited accessibility between levels. There is no one place that all five levels intersect, making the use of an elevator unfeasible. The one handicap ramp leading into the facility is not code compliant; it leads to the building’s only chair lift, which itself enables access to only two of the five levels. The restrooms and cafeteria are on different levels; although these areas have been renovated in an effort to address student needs, they remain largely inadequate. Some stairwells are small, particularly those leading to some restrooms, making it difficult for adults to provide hands-on assistance as needed on the stairs. In the nurse’s clinic, all medical treatment must be carried out in a single open area; the bathroom is not handicap accessible and is not large enough for medical assistance to be provided without compromising the student’s privacy. Some facets of best-practice instruction and therapy are limited by the old design of the Shawsheen structure; for example, given the high ceilings, there is not a safe place to mount a ceiling beam for suspending a swing for sensory therapy. Areas of the building have been divided to support programming; for example, what was once the auditorium is now divided into a music room, library, and classrooms with some of these spaces accessible only by stairs. Inordinate amounts of time that would otherwise be devoted to instructional activities must instead be spent assisting students to move among the multiple levels, often with only one child at a time able to use the lone chairlift. The multiple levels of the building also compromise egress in the event of a fire or other emergency. These accessibility issues are in part responsible for out-of-district placements that currently cost Andover taxpayers more than $400,000 per year.
Although the foundation and exterior structure of this 100-year-old building are solid, building systems are highly inefficient and at the end of their useful life. The age of the building systems makes it difficult to maintain a safe and healthy temperature in the school. In the winter, there are areas that remain very cold and during a heat wave the school can become oppressively hot. The building’s high ceilings preclude proper cooling from portable units, and at times the school has been closed due to excessive heat. The inability to control classroom temperatures is a serious issue because it hinders the use of Shawsheen for housing the extended school year services that are mandated for most young children with identified educational disabilities. Finally, despite its reputation as an excellent PreK program, Shawsheen is not eligible to apply for National Association for the Education of Young Children (NAEYC) accreditation status because of the health and accessibility issues within the building.
At each school, custodians regularly perform minor repairs and preventive maintenance. Additionally, the town work control center has tradespeople on call around the clock to address repair needs, major equipment services, and acute problems.
Andover buildings are well maintained and run efficiently. We are not in need of new facilities because of a lack of maintenance. Rather, some buildings have passed their expected lifespans and/or exceed the enrollment for which they were designed and/or do not meet today’s educational requirements.
Yes, West Elementary will continue to be maintained, particularly with respect to safety and security. As systems need repair, they will be addressed. Any critical items that fail (such as a boiler) will be replaced. However, major capital improvements that are non-critical (such as new windows) will not be undertaken.
Shawsheen accepts new students throughout the school year on a rolling basis; the enrollment grows as children turn three years old. The school often ends the year with more than 100 students. Shawsheen’s enrollment in April 2020 was approximately 100 students, including ±35 typical peers. The new preschool wing will be able to accommodate a combined total of 130 students (those with special needs plus typical peers), a capacity that is based on projected population growth over time.
West El’s enrollment in 2019-20 was nearly 600 students. The capacity of the new elementary school will be 925 K-5 students. MSBA, which tends to be conservative in its enrollment projections, has authorized West Elementary to be built for 925 students in order to address their projection of enrollment growth over the coming decade, as outlined in question # 7. Additionally, West houses the districts most intensive special education programs that often require varied configurations and additional space to serve the educational needs of children enrolled in these programs. Finally, this allows for the district to continue working toward the goal of smaller elementary class sizes, a desire of both Andover educators and parents. It is critical given projections that the school is constructed to address growth for the next 50 years and to ensure that the significant growth anticipated in the current decade does not result in the school opening at capacity, thereby leaving the community in a similar situation as exists today.
Including the wing for the preschool population, the capacity of the entire proposed facility will be 1,055 PreK-5 students.
Yes. A redistricting plan will be developed as the West Elementary project nears completion. As part of its enrollment projections, MSBA understands that the district would need to redraw elementary school attendance areas to address current and projected overcrowding at several of the district’s other elementary schools. Several APS elementary schools are currently at capacity, requiring the conversion of non-instructional spaces to instructional purposes to support student needs. Students will be redistricted to the new West Elementary in order to relieve the overcrowding at the other four elementary schools. The redistricting will also enable us to eliminate Sanborn Elementary School’s modular classrooms, which are well beyond the end of their useful life.
APS has an additional 83 students (ages 3-22) in out-of-district special education placements. If West is constructed in a way that gives it adequate space, makes it physically accessible, and enables it to offer programming that accommodates the needs of these current out-of-district students, we anticipate that a number of them in PreK-5 will choose to return to Andover.
A new school is projected to have a useful life of 50 years. Sanborn Elementary and South Elementary were partially renovated in 1995 and are in substantially good condition. High Plain Elementary was constructed in 2003 and Bancroft in 2014. If approved, the new West Elementary will be the last elementary school to be built in Andover for the foreseeable future. Therefore, it is critical that this proposed facility address the enrollment needs that will emerge over the coming decades.
Over the past decades, the delivery of K-5 education has changed significantly. Spaces to accommodate new instructional methodologies are being incorporated into the design of a new school.
Larger classrooms that align with MSBA’s recommended size will enable teachers to provide more differentiated learning activities and to group students flexibly to promote their engagement. The larger classrooms will also accommodate the space-intensive FOSS science curriculum and the classroom libraries that are essential to the district’s integrated approach to literacy and social studies.
The new school will include physical accessibility of all spaces and equipment, complementing the teachers’ use of universal design for learning strategies that provide access to the curriculum for all students. Other features will include spaces for teacher collaboration, classroom furnishings that allow for flexible use—particularly for project-based learning and team teaching, venues to display student work, two maker spaces to promote authentic learning, and school-wide integration of technology.
To support the development of smaller learning communities , each grade’s classrooms (K-5) will cluster around its own Neighborhood Commons. Each commons will be furnished with comfortable seating and tables that students can re-arrange during the day to fit their needs for collaborative work. This Neighborhood Commons approach will ensure that students are known well by a number of peers and adults who work closely with them, thereby supporting social-emotional growth. The Commons will also promote students’ development of independence and self-directed learning. This design element is similar to the one implemented at Bancroft Elementary school.
The BRIDGE program for students on the autism spectrum will have large classrooms, each with a bathroom and adjacent breakout area. A separate sensory room will be provided. All classrooms will have special attention to lighting, color, auditory conditions, visual distractions, and safety factors.
Spaces dedicated to specific purposes will include an expanded medical suite; a multipurpose room and a technology-supported fitness room, both equipped for PE; a literacy suite for reading intervention; and rooms for speech, occupational, physical, and behavior therapy. There will also be a number of small instruction areas, plus offices for psychologists, social workers, coaches and others whose services require confidentiality. Finally, the proposed West Elementary will feature a staffed Family Resource Center to help connect families with resources in the school and community.
The enlarged and appropriately outfitted facility will reduce the inordinate amount of time that administrators must now devote each day to juggling the schedule and room assignments for itinerant support staff and special activities. As proposed, the new school will also have enhanced security features such as electronic door monitoring and door locks.
By physically co-locating the PreK program and the West K-5 facility, the transition of preschool BRIDGE students to West will be smoother and more effective. Staff from both programs, especially teachers and therapists, will have opportunities to confer with each other and observe each other’s classrooms to ensure that each student entering West is provided with the necessary supports from day one. The provision of instruction and related services for these children with extensive needs can become seamless from preschool to elementary school. In addition, the delivery of services by itinerant staff will be made more efficient by the programs’ physical proximity.
The proposed special education preschool wing will include spaces and features specifically designed to address the special needs of this preschool population. The spaces/features include a sensory-friendly adaptive PE room; a sensory therapy room, an occupational therapy room, and a physical therapy room—all with equipment that is size-appropriate for preschoolers; and a nurse’s clinic with accessible bathroom. On two levels as opposed to the current Shawsheen’s five levels, the proposed facility will facilitate faster and safer movement of students among the special service areas.
The preschool will have its own entrance off the parking lot. The preschool wing will also include a parents’ waiting room and therapy space to serve the 40-50 preschool students who receive only speech and language therapy and only by appointment.
Shawsheen Preschool, built in 1923, has a substantial number of students in the PreK BRIDGE program who move into West’s BRIDGE program and other special education programs at kindergarten age. Connecting the PreK program to the West Elementary facility will provide a consistent and supportive environment over a period of several years and limit disruption for this particular group of students when they transition to the elementary program. It will also enable efficiency in special education service delivery among staff who can serve students PreK to grade 5.
Several designs have been considered. The preferred solution will be submitted to the MSBA in August 2020. This design has three stories, with approximately 204,903 square feet. The building will be centrally located on the site behind the current building. The site includes 300 parking spaces and three age-appropriate play areas plus field areas in the front of the building where the current structure stands. The wetlands area behind the school will serve as an environmental education site for students. The co-joined preschool wing will have two stories.
The current school site encompasses 11.8 acres of developed and wooded land. The new school will be located within the same property as the existing facility; however, the footprint of the new school will be larger. To enable construction to take place while school is in session, the new facility will largely be set behind the position of the current school.
Participation in the MSBA grant program for school building construction requires a thorough examination of potential site options throughout the town. The site that was chosen was identified as part of the Feasibility Study phase of the project.
Two items in our proposal have been the subject of multiple conversations and negotiations: the flexitorium and the mechanical penthouse.
The current West Elementary School has a traditional-style auditorium with a stage and rows of fixed seats on a sloped floor. MSBA does not approve/fund auditoriums for elementary schools and instead recommended that West have a standard elementary cafetorium, which allows a cafeteria to adjoin the physical education space to be combined into one large space when needed. West’s stakeholders disagree with this approach; they believe that a cafetorium concept provides only limited access to the PE/assembly space for instructional needs since substantial time is taken up each day with serving lunch as well as the set-up, cleaning, and take-down of furniture. In addition, the cafetorium’s movable wall allows noise to penetrate from the cafeteria, which greatly interferes with students’ ability to hear their PE teacher’s directions or to hear presenters during an assembly. Because the current auditorium has been deeply integrated into the instructional program at West, the administration, staff and parents at West proposed a 6,000 square foot flexitorium instead of a cafetorium. The flexitorium is a large room with fixed walls where lunch would not interfere with instructional activities. The flexitorium could be used for many flexible purposes throughout the instructional day/year, such as performing arts classes, multi-class demonstrations by guest presenters, exhibits of science projects and visual art displays, grade level projects and activities, and capstone presentations. MSBA has indicated that it will not reimburse for any portion of a flexitorium. The projected cost of the flexitorium is $6 million, which would be funded fully by Andover taxpayers. Further discussions are needed with West faculty, district administration, town administration, and residents.
The proposed plan for a new West Elementary included a mechanical penthouse, in which the school’s mechanical equipment is enclosed in a room on top of the school. MSBA had previously approved this architectural best practice at Woodhill/High Plain and at Bancroft. The district/town proposed paying for this enclosure because it offers enhanced efficiency, longevity, and ease of maintenance. The MSBA now requires that the equipment at West must be left on the roof exposed to the elements. If it is enclosed, the district/town must not only pay for the enclosure but must also subtract 8400 square feet from the allowable space for the school. The district/town have requested reconsideration by the MSBA. To ensure that the project continues to move forward without delay, the Building Committee has removed the mechanical penthouse from the plan unless/until the MSBA changes this requirement.
As proposed, the existing West facility will be demolished in two stages. In stage one, prior to construction, the existing 1969 classroom wing will be demolished to allow space for the new building’s footprint. As a result, ten temporary modular classrooms will be placed elsewhere on the site during the construction process. In stage two, once construction is finished, the modular classrooms will be removed and the remainder of the existing building will be demolished, making way for the rest of the site work, which will include sports fields, play structures, the driveway, parking area, and landscaping.
Ownership and management of the aging Shawsheen building and the site would revert to the Town of Andover. The school’s long history has contributed to the building’s being viewed as a beloved town building and landmark. An architect for historic properties concluded that the building is sound and could be repurposed. Possible suggested uses include senior housing, offices, small condos, town document storage or other community purposes.
The new facility will be built behind the existing building. Therefore, the construction process may limit the use of the fields and playgrounds that are currently in that same location. However, construction should not be disruptive to the operation of the school, with the exception of the ten classes that will need to temporarily relocate to modulars.
It is likely that the construction process will be of great interest to the students, and some concepts will be incorporated into the curriculum where appropriate. One or two members of the engineering/design team may be invited to explain the project to students in grades 4 and 5 and to answer their questions. Watching the new school rise from the earth may spark some students’ interest in exploring engineering careers. Other students may find fertile ground for authentic learning projects or topics for capstone projects.
The new building will be erected largely independent of either West or Shawsheen, thereby minimizing the impact on staff during construction, with the exception of the ten classrooms that need to temporarily relocate to modulars. Staff from the current West and Shawsheen schools will shift to the new/renovated building in their current capacities. More personnel will be added to serve West’s student population as the enrollment rises.
(Projected dates are in italics)
Andover Town Meeting approved funding for West Elementary
Feasibility Study to investigate multiple facility options for West
Ultimately, the Andover community will need to decide the level of financial investment that should be made to improve school facilities. The West Elementary School Building Committee has a goal of gaining community feedback and adjusting potential options to meet community expectations. Cost estimates are based on current construction prices and assume that construction will begin in 2022. The project budget will be established upon completion of the Schematic Design phase of the project. Current projections are in the range of ± $155.5 million, which includes architectural and engineering design fees, construction, and furniture, fixtures, and equipment.
The project will be jointly funded by the MSBA and the Town of Andover. The Town’s base reimbursement rate for this project has been estimated by the MSBA to be in the range of 40 to 42 percent. The higher figure includes an incentive for a plan that incorporates energy efficiency and preventive maintenance. The final rate will be determined later in the process. However, because MSBA utilizes a set cost per square foot and only reimburses for spaces it has approved, the actual reimbursement rate is likely to be in the range of 25 to 30 percent.
With Bancroft, for example, the final construction cost was $49.5M; MSBA accepted $36M as eligible project costs and then reimbursed $15.8M. Thus, although we were approved for a reimbursement rate of 43.9 percent for Bancroft, the actual reimbursement rate was 31.9 percent.
MSBA makes several adjustments that affect the bottom-line reimbursement rate. For example, the estimated cost to build West Elementary is $599 per square foot, but MSBA will reimburse us at a rate of only about $350 per square foot. The town will also be required to fund any design elements that MSBA deems ineligible for reimbursement.
In general, significant facility projects are funded by the town through a debt exclusion. In this process, voters give the town permission to borrow money outside the limitations of Massachusetts Proposition 2½, and taxes are increased to pay back the loan during the term of repayment (usually 30 years). The town would ask voters for this approval in two separate forums, first at Town Meeting and then by holding a ballot box vote. Both votes would need to pass in order to approve the debt exclusion.
A debt exclusion is a funding mechanism in which voters allow an increase in taxes only to pay back specific project debt over the duration of a loan. A debt exclusion is not the same as an override. An override allows an increase in taxes that will be ongoing and used for operating costs. Historically, Andover has passed debt exclusions for facility projects. Andover has never passed an override.
The current estimated cost of the project is $155.5 million. However, over the coming months and through the Schematic Design process, adjustments will be made. The final projection will be refined before going to Town Meeting.
While the specific project cost is still unknown, we can estimate the impact to the average tax bill using various cost levels and other assumptions. If voters approve a debt exclusion, new debt could be taken on by the town and loans would be paid over many years by an increase in property taxes over the life of the loan. At the same time, existing exempt debt (financing High Plain, Wood Hill and Bancroft school construction, for example) is being paid off, with a notable drop to come in the year 2022. Estimates show that the FY18 average tax bill was about $9,600 , of which $270 was applied to existing exempt debt.
Total exempt debt—existing plus that from any new projects approved by voters—will have a bearing on the town’s repayment schedule and, therefore, on residential taxes in any given year.
The Town has put together preliminary debt scenarios based on various assumptions about construction project costs, interest rates and loan terms. These estimates show that for every $10,000,000 of debt incurred, we can expect an average tax bill impact of between $39.00 and $47.80 in the first year of loan repayment. The annual cost to taxpayers would gradually decrease after the first year as interest payments on the debt decrease and as existing debt for other town projects expires.
MSBA would no longer support the project. The building project would be halted.
MSBA will would no longer support the project. The building project would stop.
Inflation is a significant contributing factor to the difference in cost between the two schools. Though Bancroft was completed in 2014, it was bid in October 2011 with a construction cost of $308 per square foot. Inflation in the construction industry has averaged about four to five percent a year. About ten years will separate the bids for Bancroft and the likely bids for the new West Elementary. At the time West Elementary goes to bid in 2021, the estimated cost will be $599 per square foot. The budgeted construction cost of Bancroft was $49,550,000. If built at the cost of current construction, Bancroft would cost $95 million to construct today.
Another part of the additional cost is due to the larger size of the building proposed for West. Bancroft was originally constructed to accommodate 640 students in grades K-5, although space has now been allocated for a new districtwide special education program reducing building capacity. Its current enrollment is 567 and its footprint is about 105,000 square feet. West Elementary is being planned for a K-5 enrollment of up to 925 students. Including the preschool wing, the new West Elementary will have twice the square footage of Bancroft.
A third factor is the variety of spaces being proposed to serve West’s students with special needs. West provides the district’s BRIDGE program for students on the autism spectrum. These students are served in essentially self-contained classrooms, with an assistant assigned to each student. West also offers the partial inclusion SAIL program for students with developmental delays in multiple areas of functioning. Finally, West serves the district’s elementary-age students who are medically fragile. All of these student groups receive a variety of related services (such as physical, occupational, and speech therapy), which require pull-out spaces for individual or small-group instruction.
The fourth factor in the cost is the inclusion of the PreK wing (to replace the Shawsheen Preschool), which Bancroft does not have. Shawsheen has about 39,460 gross square feet, but some of this space is not suitable for use by its current students. The PreK wing joined to West Elementary will have about 31,899 gross square feet. The estimated construction cost of the preschool wing is $19.1 million. In general, MSBA does not provide financial support for construction of preschools. However, when the preschool is connected to another building (as this plan proposes) and when there is continuity of programming for students (as this plan specifies), MSBA will apply its reimbursement rate to the building structure itself—but will not pay for furnishings, fixtures, or equipment. From that perspective, this plan to join the preschool to the new West Elementary provides a significant financial benefit to Andover.
The final factor is the proposed flexitorium (see FAQ #21), which has an estimated cost of $6 million.
Some of the expense of a new building will be offset by the reduced annual cost of maintaining and repairing two aging facilities and by consolidating two facilities onto one site. If some of the students with special needs who are currently served in out-of-district programs decide to return to the new West Elementary, the district will also have lower costs for out-of-district placements.
The most recent construction project—the all-new Bancroft Elementary School—was completed on schedule and under budget. The budget for Bancroft was $49,550,000. The final cost of the project was $49,009,860. Wood Hill Middle School and High Plain Elementary School were all-new construction; both were completed on time and on budget. Each of these projects was managed by a separate School Building Committee; however, for all three schools the architect was SMMA, who is also the architect for the proposed West Elementary school.
The quality of education in a community has a direct impact on the attractiveness of the community to homebuyers and, as a result, on the property value of homes. Maintenance of school facilities is a valuable investment that provides a return to everyone in the community. To maintain the high quality of performance that Andover has achieved and to sustain the attractiveness of its buildings in comparison to surrounding communities, it is essential that Andover’s school facilities provide sufficient space for current educational programming as well as physical conditions that support high-quality learning.
Yes, the Andover High School Facility Study Committee was formed in January 2017 and conducted a preliminary feasibility study with the architecture firm HMFH. At the recommendation of the Study Committee, a Statement of Interest was submitted to the MSBA in April 2018; it was turned down in December 2018. The SOI was revised to address some of the concerns of the MSBA and resubmitted in April 2019; it was turned down in December 2019. It was revised once more to address other issues raised by the MSBA and was submitted in April 2020. A response from the MSBA is anticipated by early 2021. At that time, a decision will be made as to next steps with regard to the high school.
Chairperson, Professor, Massachusetts School of Law
Member, Town Resident, Independent Design Consultant
Up-to-date information is posted on the West Elementary School Building Committee website.
This site also has an abundance of archived information, such as the minutes of past School Building Committee meetings and reports from the various consultants.
Meetings of the School Building Committee are livestreamed and archived on Andover TV and may be watched on Comcast 99 and Verizon 43.
Parents and guardians of current Shawsheen and West Elementary students will receive project updates on the district’s website and via email from the District.
You can get involved by attending a meeting of the West Elementary School Building Committee (SBC). Meetings are open to the public and notifications are posted to the Town of Andover and Andover Public Schools websites.
Next Steps: It is still too early to respond to some questions, such as those pertaining to the possible construction process. However, to ensure that we don’t lose track of your concerns, we will gradually add those questions to the list below and will answer them at the appropriate time as the hoped-for building process unfolds. You are invited to submit your questions to: Paula Colby-Clements.
The operating system on a PC is “Windows”. The operating system on a Mac is “Mac OS X”. The operating system is what you see after you turn on a computer for the first time, but before you install any programs.The OS in iOS stands for Operating System. Thus iOS is the base software that allows all other apps to run on an iPhone, iPod Touch or iPad.
Some operating systems include games or utilities. For example Windows comes with Solitaire and iOS devices come with programs to play music and videos.
iOS Apps - http://www.aps1.net/index.aspx?nid=1316
OSX Apps - http://www.aps1.net/index.aspx?nid=1364
Typically, if software is requested and is approved through the software procurement procedures it will then be made available in Self Service. If you do not see a software title available in Self Service, you can request it through Self Service area under Mac App Request.
An acceptable use policy (AUP) is a policy that outlines, in writing, how a school or district expects its community members to behave with technology. Similar to a Terms of Service document, an AUP should define publicly what is deemed acceptable behavior from users of hardware and information systems such as the Internet and any applicable networks. Many schools address both acceptable and unacceptable online behavior in their AUPs – not only prohibiting certain behavior (for example, plagiarism, pirating, visiting non-school related sites, etc.), but also defining positive goals for incorporating technology into the school day. Additionally, AUPs also can help comply with E-rate requirements set forth by the Children’s Internet Protection Act (CIPA).
A Web 2.0 site may allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to websites where people are limited to the passive viewing of content. Examples of Web 2.0 include social networking sites, blogs, wikis, folksonomies, video sharing sites, hosted services, web applications, and mashups.
From Wikipedia, the free encyclopedia
Yes, Web 2.0 tools (websites) must comply with the FTC’s COPPA rule. COPPA basically says the following: Websites can’t target children, collect information from them, and then market to them without the parent’s permission. Parents sign the agreement giving their permission for students to use the Internet as teachers and administrators deem appropriate and as described in the district’s Acceptable Use Policy (AUP). In addition, “COPPA allows . . . schools to act as agents for parents in providing consent for the online collection of students’ personal information within the school context” (COPPA FAQs).
TEACHER WEBSITES DISCLAIMER:
Warning. You are leaving the Andover Public Schools website. Andover Public Schools provides links to these sites for informational purposes only, and the presence of the link is not an endorsement of the site. Every reasonable effort is made to present current and accurate information; however, information changes over time, and external links may be removed. This is beyond our control. Please let us know if there are existing external links which you believe are inappropriate.
Andover Public Schools has been using Aspen since 2008 with success. We are now implementing the Family Portal so parents, teachers, and administrators can work together and communicate more effectively and efficiently.
Online Help: Click to open online help, then click Using the Student and Family Portal. A table of contents, index, and search feature make it easy to find the information you need.
User Guides: Click to open, download, and print a PDF version of Using the Family Portal.
Quick Reference Cards: Select a topic to view a quick reference card.
1. In the top right corner of the page, click Set Preferences.2. Click the Security tab.3. Enter your Primary email.4. Select a Security question.5. Enter you Security answer.6. Enter and Confirm answer.7. Click OK. You will return to your Family Portal page.
Morning half-day Kindergarten is from 8:45 am to 11:15 am.
Go to our Employment website at Open Employment Opportunities, create a login, answer all questions, and then upload your resume, cover letter, transcripts and any other related supported documentation.
Thank you for your interest in working for the Andover School District!
If you are a teacher or administrator contact the Director of Human Resources, Thomas Howard via Email or 978-623-8511.
All other employees should contact Elena Kothman via Email or 978-623-8541.
For general inquiries regarding your retirement account with MTRS, please call (617) 679-6877 or you can e-mail them at firstname.lastname@example.org.
Bus information for 2022-23 school year were posted in Aspen on August 15, 2022. Please check your family Aspen account. If you need a password reset, please visit our self-service password tool: APS Password Self-Service. If you do not know your Aspen Family Portal login information, please email email@example.com.
If you are a custodial parent/guardian and would like to request your child's full bus route to be emailed, please contact Cindy Button.
Some families will experience a change in bus number and/or bus driver. Some bus routes may also have changed. It will be important that you review all information posted for this school year.
For eligible students in grades K-5, please call your school and they will contact Central Office to set up school transportation. Please note that it takes several days before transportation will begin.
For eligible students in grade 6-12, contact Cindy Button, Transportation Manager, by phone at 978-247-7065 or email firstname.lastname@example.org. If your student is in grade 7-12, the bus pass fee will need to be paid before it can be issued. If you utilize transportation after the start of the school year, the bus pass fee will be pro-rated according to the Transportation Policy.
Seating on the bus is typically assigned by age/grade level with the youngest students taking the seats in the front of the bus and older students moving towards the rear of the bus.
In general, all students are expected to board the bus and sit in an appropriate seat. Students are expected to remain seated at all times, facing forward and speaking quietly only to other students who are next to them. Click here to view Student Conduct on Buses.
Please contact the principal where your student attends school to voice your concerns.
Students should be at the bus stop 10 minutes prior to the posted arrival time. If the bus is late, we ask families to wait at least 10 minutes after the posted time. Construction, detours, traffic, trains and inclement weather are all factors in arrival and departing times. Parents/guardians are responsible for students’ behavior while waiting at the bus stop.
The district policy is kindergarten students need to be escorted to and from the bus stop by a parent/guardian or responsible adult. Kindergarten students WILL NOT be released in the afternoon if there is no parent/guardian at the stop and in clear view of the driver. They will be returned to school and will need to be picked up there. Parents/guardians are responsible for students’ behavior while waiting at the bus stop. Click here for more “Kindergarten Bus Information.”
Each year, as the bus population changes, it may become more efficient to have a group stop in a slightly different location to accommodate the most children in one stop. Unless you are in a unique circumstance, bus stops can and will be moved to make routes more efficient.
Unfortunately, it would add a considerable amount of time to bus routes if we agreed to such requests for everyone.
No. Bus stops will likely be farther from your house than they were for elementary school. The buses have to provide service to the entire town for elementary, middle and high schools. It isn’t possible to provide the same level of neighborhood service as student’s transition to middle and high schools. Students in grades 7-12 may be as far as 1 mile from their bus stops. Click here For the School Committee guidelines for Student Transportation. (EEAA)
The policy currently adopted by the Andover Committee states, students in grades K-6 are eligible to ride the bus if the distance from the student’s residence to school exceeds 1.5 miles. Students in grades 7-12 are eligible to ride the bus if the distance from the student’s residence and school exceeds 2.0 miles. This distance is determined by using our in-house program called "Versatrans." By using only one source for all calculated distances, we are able to eliminate questionable distances caused by using different programs like Google Maps, Yahoo Maps, or MapQuest.
From time to time, special circumstances may exist that make your family's needs unique. Bus stops are created to make routes efficient and safe. It is our policy to create group stops whenever feasible so we can pick up as many children as possible at each stop. Door-to-door stops increase the time of bus runs, and are therefore avoided unless necessary. A bus stop that is not located in your line-of-sight from your home does not constitute a hardship. A bus stop may be around a curve or corner from your home, or across the street, if it is more sensible when creating an efficient bus route. If you feel you have an extraordinary circumstance that needs to be accommodated, please contact us to discuss your situation.
The Andover Transportation Department evaluates every proposed school bus stop for safety. The Department considers if the bus stop needs to be driver door side pickup/drop off or not. We evaluate the walk to the bus stop, and the proposed areas where students will stand and wait. The Transportation Department receives support and collaborates with the Andover Police Department’s Safety Officer.
Eligibility for bus transportation is determined based upon a student's permanent residence. If a student who is not eligible goes to another family's home or to a relative's home after school, that student is not eligible for bus transportation, even if the friend’s or relative's home is more than 1.5 miles from school (or in a safety zone). It will become the responsibility of the relative or friend to provide transportation to or from school, or for the parents/guardians to make other transportation arrangements, if the friend or relative is unable or unwilling to provide transportation.
No. We only transport students from their permanent residence to and from school. Parents must make arrangements for other transportation.
No. Riders in grades 6-12 are required to have a bus pass, however, only riders in grades 7-12 are required to purchase a bus pass. There is no fee for a bus pass for grade 6. In addition, all students will be assigned a specific bus number which will be printed on their bus pass. Students must ride the bus they are assigned each day. Students will not be permitted to ride on a different bus. Click here for Bus Pass information.
No. We contract buses for the school year. Bus passes allow for school transportation service for the entire school year.
If your family is eligible for Family Financial Assistance, you may have your bus fee waived. If you feel you do not qualify within the free or reduced lunch guidelines, financial assistance may still be available to you if you meet the income requirements. Click here for the Waiver Income Guidelines. Information and application can be found here. Please note you must submit a new application each school year even if there have been no changes in your status.
Please call the transportation office at 978-247-7065 or email email@example.com.
Our transportation service is contracted with Trombly Bus. Please contact them directly at 978-937-3422 X2.
Our specialized transportation service is contracted with NRT Bus and OBAS. Please call them directly.
NRT – 978-664-1277 X5
OBAS – 617-832-5620
For specialized transportation, our service is contracted with NRT Bus and OBAS. Please contact them directly at
No, unfortunately in most cases the bus cannot go back and pick up your child. Our buses run on a 2-tier system. If we send a bus back for your student, all of the students on the bus will be late AND the bus will be late for the next tier.
Yes, all of our buses are equipped with surveillance cameras. In addition to the cameras, all buses also have GPS Systems.
NRT and OBAS provide our specialized transportation services. NRT or OBAS will call contact you within 24 hours of when transportation is due to begin with an approximate pick-up and drop off time. Please be ready 10 minutes before the scheduled pick-up time and allow the driver 10 minutes after your scheduled drop off time.
If your student is going to be out of school for a day, please call:
If you require a change your student’s transportation schedule for any reason, please call the Student Services Office at 978-247-7051 or email firstname.lastname@example.org
No. Our bus companies will not transport a student who attends a school in a City or Town that has cancelled their Public Schools due to weather conditions. Also, they will not transport a student who lives in a City or Town that has cancelled their Public Schools for the day due to weather conditions. NRT Bus respects the decision of each local area in determining the safety of their road conditions for student transportation. Click here to view NRT’s Snow Policy.
Yes, Andover provides transportation to Montessori, Pike and St. Augustine Schools as long as your student’s permanent address is in Andover. We transport according to Andover Public School calendar.
If you would like to speak to Ms. Bonnie Fields, LPN, call (987) 247-8202.
To register your child for grades K-5 at South School, you must be a resident of the neighborhood district for South Elementary and your child must be 5 years of age before September 1st. To obtain the registration packet, please see the link below. Once you have completed all 22 pages, please bring the "COMPLETED" packet to South School between the hours of 9am - 1:00pm along with you your child's Birth Certificate or Passport, most recent Immunization Records and current Physical Exam (dated within one year), and all required Proof of Residency documentation and Notarized Proof of Residency page. Acceptable proof of residency documents are listed in the Registration Packet (some examples: property tax or utility bill, a purchase and sales agreement for new home buyers, or a lease agreement for renters, utility bills, and/or a current license with your new address on it). If you are a new home buyer, we understand that you might not have utility bills when registering but we expect them to be send in within the next month. Please note, the District age requirement for entering Kindergarten is five years of age before September 1 of that school year. The age requirement for entering first grade is six years of age before September 1 of that school year. For questions, please call the office at (978) 623-8830.
Click on this link and submit this form as soon as possible.
All students in the Andover Public Schools are to attend the school to which they are assigned subject to districting regulations.
Yes. The original budget included both a Design & Estimating Contingency ($8,618,276) and an Escalation/Market Condition Contingency ($5,688,062). These funds were fully re-allocated into the construction cost as the design and bidding processes progressed. Due to unprecedented rates of cost escalation, a budget deficit arose when the bids were received.
While each process has its advantages and disadvantages and each is authorized by State law, the benefits of the Construction Manager at Risk method include:
Early bids are typical in a project of this size. The benefits include:
Contingencies are built into the budget to cover unanticipated conditions, particularly those which may be found during site excavation and demolition of the existing structure. For example, a pipe covered with asbestos was found underground during site excavation that needed to be abated. The increases in contingencies correspond to the increases in construction costs and minimize likelihood of future budget shortfalls. If contingency funds are not used at the end of the project, they can be re-purposed by a vote of Town Meeting.
No. The budget shortfall is a result of conditions happening throughout the economy and is being seen at numerous other school construction projects in the state.
Given the constraints of Proposition 2 ½, the full amount of the budget shortfall could not be funded within the operating budget without severely impacting Town and School services. Efforts are underway to refine and hopefully reduce the amount of money that will be requested at the Special Town Meeting. These efforts already have proven successful.
Yes. To keep the project on track, contracts have been awarded for the specific trades needed to allow construction to continue between now and Special Town Meeting. However, unless there is an affirmative vote at Special Town Meeting, the additional contracts needed to complete construction cannot be awarded.
A delayed construction approach is highly unlikely to lead to lower costs. Much more likely is that it would result in increased costs. Even in non-inflationary times, construction costs tend to increase by 4%-6% annually. In this period of high inflation, costs are increasing much more rapidly. In 2021, for example, construction costs rose by approximately 15%. Even assuming a return to more typical increases, cost increases of more than $650,000 could be expected for each month of delay in construction. Among the reasons why a delayed construction approach likely would lead to higher costs are the following:
Teachers, staff, and administrators at both schools provide excellent education to our students. However, there are inherent limitations at each of the buildings that impact the overall quality of education that can be provided, and which will persist for as long as those schools remain in operation. These limitations include:
The two basic options are: 1) to adjust the scope of the project and complete it within the original budget; or 2) to seek funding at a subsequent Town Meeting so that a project of similar size and scope as the currently proposed school could be completed. Both options have significant negative consequences.
If the additional funds are approved at the Special Town Meeting, the remaining contracts needed to complete construction will be awarded and a Guaranteed Maximum Price (GMP) will be agreed to with the construction manager, Gilbane, at which point the risk of construction cost overruns, including for work performed by subcontractors, shifts to the construction manager. When combined with the recommended increases to the contingency funds, these factors make it highly unlikely that there will be a need for any future budget requests, if the current request is approved.
The Town does not need to borrow all the money that Special Town Meeting approves. If the Town borrows less than the authorization, the impact to taxpayers will be less.
Town Meeting can vote to re-purpose funds from a previous borrowing authorization.
We considered this option and determined it would not be appropriate to add to the scope of the project at this time, even though these items were included in the original design. However, we are hopeful that the installation of the second elevator in the West El wing will eventually be funded through other mechanisms.
Like the above, we do not think it is appropriate to add to the scope of the project. However, we are hopeful that solar panels will be added at some point through other funding mechanisms.
The new West Elementary and Shawsheen Pre-K School will support grades PreK-5 with an enrollment of 130 PreK Students and 925 K-5 students. The building will be located to the west and behind the current West El and will have a total of 191,028 gross square feet. The site measures 33.99 acres and is made up of 5 contiguous lots, some of which are heavily wooded with numerous wetlands. The site development includes approximately 266 dedicated parking spaces, play structures, open field play and paved play areas and two ball fields. Dedicated bus lanes and parent drop off/pick up are designed to alleviate the current traffic congestion and safety concerns. The building is being designed as an all-electric building, to achieve Net Zero Ready when open.
The plan configuration for the new facility is made up of three classroom wings and a gymnasium wing organized around a central core that contains shared program spaces serving the school. The building features a mix of single story high-bay spaces for the Music and PE curriculums, two story construction incorporating the main entry and Media Center as well as the Shawsheen Pre-K wing, and three-story construction that incorporates all the K-4 grade level classroom spaces in two three-story wings with the 5th grade classrooms oriented around a roof garden with greenhouse on the third floor of the central core.
The main West El entry flows into a lobby area that opens to the Cafetorium, and is flanked by the main administration area, offering a passive view of students and visitors as they pass through the security vestibule upon entry. The Gymnasium and associated spaces are located north of the Cafetorium. Music classrooms are located directly behind the Cafetorium Platform to allow them to function in a green room capacity, and art spaces are located on the first floor as part of one of the two three-story academic wings. The media center is positioned on the second floor, just above the main entrance and administration area.
The two-story Shawsheen Pre-K wing is connected to the K-5 program spaces through a small and transparent hallway, providing desired autonomy for the program which is currently located in a different building in a different area of Town. The Pre-K wing has its own main entrance and admin area, which will simplify the circulation within the site and provide the Pre-K program with its own sense of identity.
Over the past decades, the delivery of K-5 education has changed significantly. Spaces to accommodate new instructional methodologies are being incorporated into the design of the new school. Larger classrooms that align with MSBA’s recommended size will enable teachers to provide more differentiated learning activities and to group students flexibly to promote their engagement. The larger classrooms will also accommodate the space-intensive FOSS science curriculum and the classroom libraries that are essential to the district’s integrated approach to literacy and social studies.
The new school will include physical accessibility of all spaces and equipment, complementing the teachers’ use of universal design for learning strategies that provide access to the curriculum for all students. Other features will include spaces for teacher collaboration, classroom furnishings that allow for flexible use—particularly for project-based learning and team teaching, venues to display student work, two makerspaces to promote authentic learning, and school-wide integration of technology.
To support the development of smaller learning communities, each grade’s classrooms (K-5) will cluster around its own Neighborhood Commons. Each commons will be furnished with comfortable seating and tables that students can rearrange during the day to fit their needs for collaborative work. This Neighborhood Commons approach will ensure that students are known well by several peers and adults who work closely with them, thereby supporting social-emotional growth. The Commons will also promote students’ development of independence and self-directed learning. This design element is similar to the one implemented at Bancroft Elementary School.
The BRIDGE program for students on the autism spectrum will have large classrooms, each with a bathroom and adjacent breakout area. A separate sensory room will be provided. All classrooms will give special attention to lighting, color, auditory conditions, visual distractions, and safety factors. Spaces dedicated to specific purposes will include an expanded medical suite; a multipurpose room and a technology-supported fitness room, both equipped for PE; a literacy suite for reading intervention; and rooms for speech, occupational, physical, and behavior therapy. There will also be a number of small instruction areas, plus offices for psychologists, social workers, coaches, and others whose services require confidentiality.
The enlarged and appropriately outfitted facility will reduce the inordinate amount of time that administrators must now devote each day to juggling the schedule and room assignments for itinerant support staff and special activities. As proposed, the new school will also have enhanced security features such as electronic door monitoring and door locks.
By physically co-locating the Shawsheen Pre-K program and the West K-5 facility, the transition of preschool BRIDGE students to West El will be smoother and more effective. Staff from both programs, especially teachers and therapists, will have opportunities to confer with each other and observe each other’s classrooms to ensure that each student entering West El is provided with the necessary supports from day one. The provision of instruction and related services for these children with extensive needs can become seamless from preschool to elementary school. In addition, the delivery of services by itinerant staff will be made more efficient by the programs’ physical proximity.
The proposed special education preschool wing will include spaces and features specifically designed to address the special needs of this preschool population. The spaces/features include a sensory-friendly adaptive PE room, a sensory therapy room, an occupational therapy room, and a physical therapy room—all with equipment that is size-appropriate for preschoolers. It also will include a nurse’s clinic with an accessible bathroom. On two levels as opposed to the current Shawsheen, which was built in 1923 and has five levels, the new Shawsheen will facilitate faster and safer movement of students among the special service areas.
The preschool will have its own entrance off the parking lot. The preschool wing will also include a waiting room for families and therapy space to serve the 40-50 preschool students who receive only speech and language therapy by appointment only.
The current Shawsheen Preschool has a substantial number of students in the PreK BRIDGE program who move into West’s BRIDGE program and other special education programs at kindergarten age. Connecting the PreK program to the West Elementary facility will provide a consistent and supportive environment over a period of several years and limit disruption for this particular group of students when they transition to the elementary program. It will also enable efficiency in special education service delivery among staff who can serve students PreK to grade 5.
Site preparation work began in April of 2022 during the spring school vacation. This work will continue until the end of this school year and will include:
Immediately following the end of the school year in June 2022, full construction activities will begin.
At the beginning of the 2022-23 school year in August 2022, family drop-off and pick-up will take place at a single-entry point at the southwest corner of the current West El. Families will continue to enter the site from the same location on Beacon Street as they do now but will exit the site onto High Plain Road. Bus drop-off and pick-up will continue in its current fashion at the semi-circle off Beacon Street. New parking areas will be established during the construction period but there will be no loss of total parking spaces.
Construction vehicles will approach the site from the north and will enter through a new temporary construction driveway to be built on the northern side of West Elementary on Beacon Street. They will exit from the same driveway and proceed to the north. The travel route to the site will be via Rte. 495, to Route 28, to Mt. Vernon Street, to Beacon Street, and reverse upon exiting the site.
We will be using numerous methods to keep families, staff, neighbors, and others aware of changes in traffic circulation. Among others, these methods may include our website, mailings, emails, social media, and public meetings. See FAQ #24 for further discussion on getting more information about the project.
Site work may be performed Monday through Friday, 7:00 a.m. to 6:00 p.m. If exceptions to these hours are needed, approval is required, and advanced notice will be provided. Business hours for administrative staff will be Monday through Friday, 6:30 a.m. to 6:00 p.m. Also, it should be noted that construction site vehicles will not enter or exit the site during the time of school drop-off from 8:15 a.m. - 9:15 a.m. and school pick-up from 3:00 p.m. - 4:15 p.m. on school days.
Yes. The two play areas behind the school, one of which currently serve grades 2 & 3 and the other grades 4 & 5, will be relocated during construction. New play areas will be established to the south of the school near the current K & 1 play area and in front of the school.
The two baseball/softball fields and the soccer fields behind the current West El will no longer be available as of spring recess in April 2022. When construction is complete in the fall of 2025, there will be two new turf baseball/softball and soccer fields at the front of the site where the current West El is located.
We are working with the construction manager, Gilbane Building Company, to minimize disruptions to the operation of the current West El during construction. Gilbane will be limiting its site activities during morning drop off and afternoon pick-up.
Moreover, the construction process will be of great interest to the students, and thus some building concepts will be incorporated into the curriculum where appropriate. One or two members of the engineering/design team may be invited to explain the project to students in grades 4 and 5 and to answer their questions. Watching the new school rise from the earth may spark some students’ interest in exploring engineering careers. Other students may find inspiration for authentic learning projects or topics for capstone projects.
We expect that the new West El will welcome its first students at the beginning of the 2024/2025 school year, in late August/early September of 2024. The new Shawsheen Preschool is expected to open during the summer of 2025. The new Shawsheen will not open at the same time as the new West El in order to allow demolition of the existing West El and the establishment of new playing fields and parking areas to be completed during the 2024/2025 school year and to ensure a smooth transition to the new Shawsheen for our youngest learners.
The Massachusetts School Building Authority (MSBA) divides its process into eight separate modules. We completed Module 5, Funding the Project, in the summer of 2021 when Andover voters approved project funding at the 2021 Annual Town Meeting and at the polls. In addition, the West Elementary/Shawsheen Preschool Building Committee authorized the extension of contracts for the Owners’ Project Manager (PMA Consultants) and the architect (SMMA) and authorized the entry of a contract with Gilbane Building Company as the construction manager. The Town also entered into a final Project Funding Agreement with MSBA which sets the terms for reimbursement by MSBA of a portion of approved project costs.
The project is now at the end of Module 6 of the MSBA process, the detailed design phase. Since the fall of 2021, we have submitted to the MSBA a detailed design report and 60% and 90% construction documents. A 100% package is expected to be submitted in July of 2022 which will allow Gilbane to move forward with construction bids and awards.
Module 7, construction, is also now underway and we expect to complete the project, Module 8, in the fall of 2025.
The total project budget, as approved by Andover voters, is $151,661,968. Andover is eligible for a maximum grant from the MSBA of $38,442,820 (25.35% of total project costs), which makes the anticipated Town share $113,219,148 (74.65% of total project costs). As the design documents are being prepared, costs are evaluated by two sets of estimators. At the time of the preparation of the 90% package, the estimators determined that the project was over budget by approximately $5.5 million, due to market conditions including supply chain issues, fuel costs and the war in Ukraine. In order to keep the project within budget, the Building Committee made the decision to reduce some construction features, as well as to move available money within budget categories and to use some of the contingency funds built into the budget.
While difficult, this decision allows the project to move forward without an impact on education and with only limited impact on the overall look and feel of the new school. Moreover, the bidding process will be designed in a way that will allow some of the reduced construction features to be restored should future circumstances allow.
Andover’s share of project expenses is being funded through what is referred to as a debt exclusion to Proposition 2 ½. This debt exclusion was approved by Andover voters at the June 5, 2021, Annual Town Meeting and at the polls on June 15, 2021. With this debt exclusion, there will be an increase in property taxes in excess of the limits in Proposition 2 ½ for the 30-year term of the borrowing to fund the project. The borrowing for the West El/Shawsheen project is estimated to result in a tax increase of $24.84 on the average annual single family tax bill in Fiscal Year 2023; $213.27 in Fiscal Year 2024; and $401.71 in Fiscal Year 2025 and for the remaining years of borrowing.
Yes. A redistricting plan will be developed as the West Elementary project nears completion and likely will go into effect at the beginning of the 2025-2026 school year. As part of its enrollment projections, MSBA understands that the district will need to redraw elementary school attendance areas to address current and projected overcrowding at several of the district’s other elementary schools. Several APS elementary schools are currently at capacity, requiring the conversion of non-instructional spaces to instructional purposes to support student needs. Students will be redistricted to the new West Elementary in order to relieve the overcrowding at the other four elementary schools. The redistricting will also enable us to eliminate Sanborn Elementary School’s modular classrooms, which are well beyond the end of their useful life.
There are numerous definitions of “Net Zero Ready” but generally it is taken to mean that all of a facility’s energy needs can be obtained from a combination of on-site and off-site renewable sources. The new West El will be an all-electric facility. Also, it has been designed and will be constructed so that solar panels can be installed both on the roof and in the parking areas. Thus, the new school is properly characterized as being “Net Zero Ready.”
The Massachusetts School Building Authority (MSBA), the Town’s partner in this project and which is funding about 25% of the overall costs, will not pay for the installation of solar panels. However, they have agreed to a roof design that can accept solar panels if the Town decides to pursue such a project. Similarly, the necessary conduits will be installed in the parking areas so that solar awnings could be installed if the Town decides to pursue that approach.
This has not yet been determined. Roof-top solar panels are estimated to be capable of supplying about 24% of the school’s energy needs and parking lot solar canopies are estimated to be capable of supplying about 52% of the school’s energy needs. The specific combination of on-site and off-site sources will be determined as construction of the new school gets closer to completion and will be based on a combination of complex technical, economic, and legal factors. Nevertheless, it is anticipated that at least some of the school’s energy needs will come from on-site.
Once construction of the new West El is finished, the existing building will be demolished, making way for the rest of the site work, which will include sports fields, play structures, the driveway, parking area, and landscaping.
The Owner’s Project Manager is PMA Consultants, LLC [Braintree, MA].
The project Architect/Designer is SMMA (Symmes Maini & McKee Associates) [Cambridge, MA].
The construction manager is Gilbane Building Company [Boston, MA].
School Committee Chairperson
School Committee Member
Director of Facilities
APS Assistant Superintendent of Finance and Administration
Town Finance Director
Member, West Elementary Principal
Member, Town Resident, Former West Elementary Principal
Member, Shawsheen Early Childhood Coordinator
Member, APS Program Head for Intensive Programs
Member, Town Resident, Construction Project Executive
Member, Town Resident, Construction Director of Improvement & Innovation
Member, Town Resident, Architect (focus: K-12 public schools)
Member, Town Resident, Real Estate Attorney, Chair of AHS Facility Study Committee, Chair of Bancroft Elementary School Building Committee
We have been using a variety of communication methods to get timely and relevant information to all those who have an interest in or who may be impacted by this project: West El and Shawsheen parents, guardians, and staff; neighbors; the broader Andover school community; and the Andover community at large. We have hosted a number of public forums to update the community on the project. Up-to-date information is posted on the website of the West Elementary School Building Committee: http://www.aps1.net/2208/WESP. This site also has an abundance of archived information, such as the minutes of past School Building Committee meetings and reports and presentations from the various consultants.
Meetings of the School Building Committee are live streamed and archived on Andover TV and may be watched on Comcast 99 and Verizon 43. Meetings are open to the public and notifications are posted to the Town of Andover and Andover Public Schools websites. Information also is posted on Facebook at: https://www.facebook.com/WestElShawsheenPreschoolProject
Any questions or concerns about the project can be sent by email to the chairperson of the Building Committee, Joel Blumstein, at: email@example.com
Please review the symptom checklist and procedures.
Please leave a brief message on the Wood Hill Middle School absentee line at (978) 247-8802.
Non-valuable items, such as clothing and lunch boxes, can be found in the lost and found in the cafeteria. Cell phones, cameras, and iPods are usually dropped off in the Main Office if found. In addition, your student could check with a custodian to see if anything was found.