Download Educational Specifications for Nonnewaug High School

EDUCATIONAL SPECIFICATIONS
FOR
NONNEWAUG HIGH SCHOOL
October 2012
Rationale for the Project
Region 14 completed a needs assessment of its five buildings in the spring of 2006 and updated the
assessment during the 2011-12 school year. The survey concluded that the following work needed
to be done at Nonnewaug High School:
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Increase the size of the cafeteria
Address the parking needs for faculty, students, and the public
Address safety concerns in the parking area; adequate lighting, and handicapped access
Address building security issues
Renovate the existing auditorium
Repair current athletic fields and tennis courts
Update building codes
Addresses the lack of air conditioning throughout the school
Address building structural issues
Size of the Cafeteria:
The existing cafeteria is able to accommodate approximately 288 students. Accommodating this
many students enhances the district's ability to offer a diverse schedule of courses to meet student
needs. Keeping the cafeteria to accommodate seating for approximately 300 students will allow us
to define the number of lunch waves to three, and allow for a more flexible student schedule. One
possible solution for grabbing additional space in this area would be to enclose the adjacent patio,
cover the floor with tile, and install a “moveable” wall. This space could be used to add space to the
cafeteria during the lunch waves while providing additional instructional areas at other times of the
day.
Address the parking needs for faculty, students and the public:
Currently the parking capacity at Nonnewaug High School is 277. At this time there are over 130
faculty and an additional 300 students seeking permission to park at the school. Woodbury and
Bethlehem are rural communities and students must use some mode of transportation to get to and
from the school. While busing is available, often after school activities and additional studies
require more flexible transportation. Over 200 students travel to the Vo-Ag center from 24 different
towns to attend school. With agri-science students required to have an SAE, vehicles are required
to get the students to these jobs. Additionally, the school is the main facility for district activities.
The limited parking often results in parents and student having to park on the adjacent streets, a
safety concern for the Region.
Renovate existing auditorium:
Nonnewaug High School was built in 1970. Since that time no additional work has been done to
the auditorium. The auditorium is used by the school on a daily basis and by the community
throughout the year. The mechanical systems are outdated, there is inadequate and missing seating,
poor acoustics, curtains in disrepair, and the lighting and sound systems are outdated and in need of
upgrading in order to meet the demands of today’s students and community.
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Repair current athletic fields and tennis courts
When the Nonnewaug High School athletic fields were first constructed in 1969 there were no
drainage systems and no irrigation system installed. Additionally the number of students and
activities has increased significantly since the school opened. Currently there are not enough fields
to support the number of activities operated by the school. Additionally, the demand on the fields
by the member towns increases the wear and tear on the fields. In a previous fall season, the CIAC
would not allow the school to use the fields for tournament games due to poor conditions. The
district has been budgeting funds each year in an attempt to bring them up to a reasonable level;
however, the cost involved to take them is to the next level is greater than the annual budget can
provide. With the addition of a new irrigation system, the grass growth of the complex has shown
significant improvement. However, the uneven playing surface continues to create unsafe playing
conditions.
Athletic Fields and Storage Concerns
Currently Nonnewaug High School houses 22 teams eligible for CIAC competition. These
programs include over 530 athletes participating over three seasons. All of these teams require
equipment which results in the need for storage capacity. NHS has one storage closet shared with
the physical education department. In addition, there are a handful of smaller storage closets
throughout the building housing some of the smaller equipment as well as outside storage
containers located on the athletic fields themselves. Properly accommodating and inventorying our
athletic equipment requires team storage closets separate from the physical education department.
Likewise, PE needs to have accessible storage for the supplies needed to develop programs
designed to improve student wellness.
On a given fall afternoon, NHS would have varsity and junior varsity programs holding practice
with football, boys and girls soccer, field hockey and cross country. These teams represent 235
student athletes. Our current field configuration includes the following:
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One football field lined for soccer;
One soccer field;
One field hockey field;
A track and its enclosed field recently repaired to increase the space for another practice
facility.
All practice and game play must take place immediately after school to avoid darkness. A synthetic
surface field with lights would allow the teams to practice on adequate facilities accommodating all
levels of athletics. Lights would allow all teams access as well as our communities. This would also
allow the athletic department to have the flexibility to schedule games to more effectively manage
crowds and parking. With the length of the school day and the travel requirements of Berkshire
League and Pequot League schools, games may start at a later time if lights were available. When
soccer plays a game the same day as field hockey, many spectators attend, and the athletic complex
becomes congested. Currently there are only three portable restrooms.
In the fall of 2011, the NHS football team competed at a varsity level for the first time in two years.
The expectation is that a varsity program should be able to practice on a facility which would allow
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equipment to be easily accessible. Properly lining a football field can take up to five hours. On
game days, it can take up to three hours to prepare a field for competition. This set up includes
roping off multiple areas to assure crowd control and field preservation. A portable scoreboard
shared with the soccer team is also rolled onto the field. Often the scoreboard is inaccurate requiring
a backup timing system as well. A portable press box has been constructed for video taping and
coaches’ access and public address announcer and press space.
Current field conditions require that during the spring months, the JV baseball team needs to be
bused to an outside facility to play games and practice. Each trip costs the region $75.00. In
addition, when the varsity baseball team is playing, we are unable to accommodate our JV softball
team, as left field is located in the infield of the softball field.
Our tennis teams are transported off campus to a facility that includes two tennis courts. The tennis
courts on campus are unplayable. To assure proper skill development for competition, practice at
this facility could exceed three hours for each team. This amount of time requires a significant
commitment of time for a student athlete who may not be able to play in a competitive
interscholastic match due to limited court space. During the 2010-11 school year, the boys and girls
teams shared these courts for practice and match time. Physical education has removed tennis from
its curriculum due to the lack of usable, safe tennis courts. Students who acquire lifetime fitness
skills, such as tennis, are more likely to remain active in their adult lives, therefore reducing obesity
rates, which are at an all-time high.
Gymnasium
The gymnasium at NHS is used for all physical education classes. When there are two classes
scheduled for PE, the gym is shared. A dividing wall would allow teachers an opportunity to offer
two activities giving students a chance to explore a wide variety of physical activities, which will
increase moderate to vigorous physical activity for at least 50% of their class time as recommended
by the National Association for Sport and Physical Education (NASPE). The dividing wall will also
allow us to diversify our curriculum to include progressive physical education instruction, such as
circuit training, yoga, Pilates, and other wellness offerings. The gym will also require wireless
technology; a wireless connection is needed to include the technology necessary to assess students
as well as provide equipment, such as heart rate monitors and projectors that can be used in
differentiating our instruction to meet the needs of all students in physical education.
Locker Rooms
The locker rooms in the male and female sides are equally in need of renovation. Many of the
lockers are damaged and are not usable. The ventilation is in need of improvement. The physical
education department and the athletic teams also share the lockers. The girls’ lockers are tall
creating poor sight lines making it nearly impossible to monitor student activity and ensure student
safety. Separate areas are also necessary for coaches and teachers. The need for separate athletic
locker rooms would allow athletes to store personal equipment in assigned lockers for the season
without interfering with PE classes. With athletics and PE sharing one locker room, neither
department is able to offer suitable accommodations. The locker rooms also need to wireless
capacity for attendance and emergency procedures/communications. This would include the mat
room, training room, and the laundry/ice machine area adjacent to the locker room.
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Wellness Center
At the high school level, students participate in physical education in a significantly limited basis
(two semesters over a four year period). A new approach is needed at this time to engage students in
physical education focused on lifelong fitness. There are identified weaknesses in the traditional
practices of exclusively using competitive sports, such as baseball and softball, to offer our students.
Because of this, there are limited opportunities for students to select activities based on personal
interests and fitness. The addition of a wellness center with cardio-vascular fitness equipment will
allow students to experience a fitness program specifically designed for each student. A wellness
center complete with fitness assessment technology is essential for teaching key wellness skills, and
it will allow teachers to adequately monitor and assess student fitness levels. The additional
teaching space will allow us to offer diverse activities which will allow students to meet NASPE
requirements for physical education. NASPE recommends schools provide 225 minutes for middle
and high school students per week for the entire school year. Research makes it abundantly clear
students who acquire lifetime fitness skills are more likely to continue to be active later in life.
Conversely, students without these skills are less likely to pursue physical activity as adults.
As stated above, NHS has over five hundred athletes participating in interscholastic sports. This
facility would also allow our students to adequately train in the offseason. This type of training will
limit injuries and enhance athletic performance during the season.
Lack of Air Conditioning throughout the School
Currently only the Student Services portion of the facility is air conditioned. Various spaces within
the Academic portion of the building need to be air conditioned to provide an optimal learning
environment.
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Long Range Education Plan
The Region 14 Board of Education has adopted the following policies related to facilities:
Operations and Maintenance of Plant:
An effective educational program requires clean, healthful, safe, businesslike and attractive
physical facilities.
Security of Buildings and Grounds
Buildings constitute one of the greatest investments of the regional school district and the
communities of Bethlehem and Woodbury. It is in the best interest of students and
taxpayers to protect that investment…the Superintendent is directed to establish such rules
and regulations as may be needed to provide security.
Accident Prevention and Reporting:
The practice of safety shall be considered a facet of the instructional plan of the regional
school district by virtue of educational programs in traffic and pedestrian safety, fire
prevention, emergency procedures, etc...
Organizational Pattern:
Region 14 maintains five school buildings:
Nonnewaug High School
Ellis Clark Vo-Ag Center
Woodbury Middle School
Mitchell Elementary School
Bethlehem Elementary School
Grades 9-12
Grades 6-8 (Pre-School)
Grades K-5
Grade K-5
It is important to note that the Nonnewaug High School is also a vocational agricultural school,
which accepts students from 22 sending schools. Approximately 200 students from outside towns
attend NHS.
Relationship of Project to Regional Plan for Education
Nonnewaug High School is the only high school in Region 14. The district is committed to
maintaining this facility as a high school
Future Use of Facility
The district has no plans to use this facility other than for a high school. This project will allow the
district to update the facility so that it can continue to use the building at least 20 years.
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Learning/Educational Activities
This project will provide much needed enhancements to the current educational program provided
at Nonnewaug High School. It will also allow the district to implement a schedule which will
encourage in depth learning experiences, and more efficiently use the facility.
MISSION STATEMENT
The Nonnewaug High School community believes that all students have the right and
responsibility to achieve their full potential. To that end, we strive to provide students with
the knowledge, skills and understandings needed to become lifelong learners and
productive, compassionate citizens of the 21st century.
REGIONAL SCHOOL DISTRICT 14
COMMON CORE OF BELIEFS
The Nonnewaug High School community values:
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Lifelong learning
Passion, effort, and determination
Accountability and responsibility
Mutual trust, honesty, and respect
Fairness and justice
Citizenship
Nonnewaug High School educators believe that:
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All students can learn
Teachers are role models every moment of the day
Teachers must be prepared, professional, reflective and intellectually curious
Mutual respect and safety produce a positive learning environment
Everyone brings a unique perspective to the community
What are some key beliefs of the Nonnewaug community about learning?
Nonnewaug Mission Statement
 Providing a safe, supportive, respectful environment for all
 Developing confident children
 Building a cooperative partnership between the community, parents, teachers, and students
through ongoing communication
 Developing responsible productive citizens
 Instilling a passion for learning by addressing individual learning styles, and building on each
child’s strengths
 Creating life-long learners and develop critical thinkers and effective communicators
 Supporting each child’s transition through all stages of their educational growth
 Improving student learning by enhancing the quality of instruction through professional
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development, evaluation and supervision
Stimulating the desire to strive for excellence
Working to secure the necessary resources to ensure equity and address educational needs
What are the current requirements for a Nonnewaug student to graduate?
Academic Information – Graduation Requirements
To receive a Nonnewaug High School diploma, students must earn 23 credits, demonstrate
mastery of specific performance standards, and be in attendance four years unless administrative
approval is granted for early graduation. The required credit distribution is defined below. A
credit is defined as the equivalent of one class period for each day of the school year.
Credits Required A full-year course is equal to one credit; a half-year course is equal to onehalf credit. In order to graduate from Nonnewaug High School a student must complete a
minimum of 23 credits as follows:
English 4.0
Mathematics 4.0
Social Studies 3.0 (including U.S. History/Civics)
Science 3.0 (including a lab science)
Technology .5
Physical Education 1.0
Health .5
Fine Arts or Vocational 1.0
Elective Courses 6.0
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Students in grades 9, 10, and 11 are required to take at least 5.5 credits per year
during the school day.
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For students planning to enroll in a university or college, a program of study which
includes four years of math, four years of science, and three years of the same world
language is strongly recommended.
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Sophomores, juniors and seniors in the Agriscience program must complete an
approved 200-hour Supervised Agricultural Experience (SAE).
As a result of educational reform mandates and increased expectations, increasing
graduation credit requirements to 25 is currently under serious consideration. Also
under consideration are additional credits towards STEM (Science, Technology,
Engineering, and Mathematics) courses and world language.
DISTRICT’S PERFORMANCE STANDARDS FOR GRADUATION
1. Definition
Writing: Students shall, prior to the completion of their senior year, read a work of fiction or nonfiction designated as a District Performance Standard. They will respond critically in writing to a
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question or prompt. This response will be focused, organized, elaborated, and edited for Standard
English conventions.
Math: Students shall demonstrate their abilities as problem solvers. They must show that they can
utilize different sources of information to complete a variety of multi-step mathematical problems.
The students shall also explain or justify their work in writing.
Science: Science students must successfully complete a course in Physical Science and a course in
Biology. They must satisfactorily complete laboratory assignments, analyze data and formulate
conclusions as part of laboratory reports. The students must use mathematics to analyze data where
appropriate and be able to read and analyze scientific information available through text and online
reference materials.
Social Studies: Students will be able to identify specific demographic, political and physical
features. They will be able to read and analyze primary and secondary sources. Students will be
able to use those sources to write a four-paragraph essay that develops a thesis.
2. Demonstrated Mastery
Students will have demonstrated mastery of the district performance standards if they have:
ENGLISH
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Achieved a minimum of Proficient Level on the Writing Across the Disciplines component
of the CAPT; or
During their junior or senior year achieve a minimum grade of 70% on a prompt designated
as a Writing Performance Standard. Two English teachers will read and grade the response.
The department chairman will read the response if there is a discrepancy of more that 10
points and will make the final decision; or
Achieve a score equivalent to the national average on the SAT II: Writing test or the SAT I
Writing component (beginning in March 2005); or
Achieve a final average of 70% or above in English 11 and English 12.
MATHEMATICS
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Achieved a minimum of Proficient Level on the CAPT math assessment; or
Achieved a score of 450 on the SAT math assessment; or
Achieved a score equivalent to the national average on the SAT II; or
Achieved a final average of 70% or above in both an Algebra and a Geometry course; or
Satisfactorily completed a benchmark assessment that requires demonstration of basic math
operation, procedures, and application in Algebra and Geometry.
SCIENCE
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Achieved a final average of 70% or above in both a physical and a biological science; or
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Achieved a final average of 65% to 69% in both a physical science and a biological science
AND met the minimum proficiency level of the state CAPT in Science.
SOCIAL STUDIES
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Achieve a 70% or above in the three required social studies courses; or
Achieve a 70% or above in two of the three required social studies courses AND achieve
minimum proficiency on the CAPT Writing Across the Disciplines section; or
Pass a department exam designed to measure geographic skills, the ability to analyze
primary and secondary sources for content and point of view, and the ability to write a four
to five paragraph essay concerning those documents; or
Achieve a passing grade on the writing and geography sections of the final exam; or
Satisfactorily complete a project developed in conjunction with the social studies
department.
Transfers: If a student transfers into Nonnewaug High School after completing at least three
years in a high school in another district, he/she may be exempted from Nonnewaug’s
performance standards requirement for graduation.
Special Needs: Students with special needs may be exempt from district performance standards
for graduation as described in this policy if so indicated in their Individual Education Plan
(IEP).
Graduation Performance Standards Required
(For the Class of 2013 and beyond) Nonnewaug High School has defined three required
graduation performance standards, which we believe promote our mission:
1. Demonstrate mastery of each of the NHS Learner Expectations (LE) through assessments
embedded into our educational program.
NHS Academic Learner Expectations
LE 1: Students are critical thinkers, readers, listeners, and viewers.
LE 2: Students are logical and creative problem-solvers.
LE 3: Students are independent, technologically-adept learners.
LE 4: Students are effective communicators.
NHS Social Learner Expectations
LE 5: Students are self-directed, productive individuals.
LE 6: Students are collaborative, adaptable team members who respect diversity of
opinion and successfully work with others to reach a common goal.
NHS Civic Learner Expectation
LE 7: Students are conscientious, responsible adults who contribute to the welfare and
improvement of the local or global community.
2. Earn a minimum of 23 credits in the required areas.
3. Demonstrate proficiency in each content area of CAPT or an equivalent district assessment.
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What are the options for students who do not meet graduation performance standards?
Students who are not meeting proficiency in the graduation performance standards shown
above, may be required to do one (or more) of the following options:
 Make arrangements for retesting to meet the CAPT/district assessment performance
standard.
 Attend summer school to raise a grade to meet coursework requirements.
Return in a fifth year to a pre-arranged program to be determined by the appropriate department and
the School Counseling Department.
General Course of Study
Freshman
English (9)
Mathematics
Social Studies
Science
P.E.
Electives
*Technology
Junior
English (11)
Social Studies
Mathematics
Health
Science
Electives
Credits
1
1
1
1
.5
1.0
0.5
1
1
1
0.5
Sophomore
English (10)
Mathematics
Science
Social Studies
Electives
P.E.
Credit
1
1
1
1
1.5
0.5
Senior
English (12)
Mathematics
Electives
1
1
4
1
1.5
NOTE: Students in the General Course of Study should take three credits in a career sequence (i.e.
Technology Education, Business, Art, Music or Family & Consumer Science)
English courses are to be taken in sequence.
*Graduation requirements include: .5 Technology credit, 1 P.E. credit, and .5 Health credit. A
Technology course and P.E. are highly recommended the freshman year.
Nonnewaug High School students who fail a course during the normal academic year are eligible to
earn credit for that course through approved summer study, provided that the following rules are met:
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A student must earn a final grade of at least 55%
A student may earn no more than two summer school credits in any summer;
A student may earn no more than 50% of the credit requirement of a specific subject area
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through summer study credits;
A student must earn the summer study credit during the summer immediately following the
academic year in which the student failed the Nonnewaug course.
College Preparatory Course of Study
Freshman
English
Mathematics
History
Science
Foreign Language
P.E.
Credits
1
1
1
1
1
0.5
Technology
Electives
0.5
0.5
Junior
English
Mathematics
History
Science
Foreign Language
Health
Electives
1
1
1
1
1
0.5
1
Sophomore
English
Mathematics
History
Science
Foreign Language
P.E.
Credits
1
1
1
1
1
0.5
Electives
1
Senior
English
Mathematics
Science
History
Foreign Language
Electives
1
1
1
1
1
1.5
COURSE REQUIREMENTS
Students must have a schedule that has 5.5 credits during the school day. Students under the following
circumstances only may elect to have a scheduled day for less than the requirement.
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Release for an Alternative Program that is supported by the Board of Education
Release for a reduced schedule as recommended by the Guidance Department and
Administration
Seniors who need fewer than 5.5 credits to graduate.
ENGLISH DEPARTMENT
We believe that the mastery of one’s own language is the foundation of a complete education. The
major components of language study include proficiency and correctness in writing, comprehension
and discrimination in reading, listening and viewing, and clarity and precision in speech. As a
department, we are committed to providing all of our students with the stimulation and instruction to
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acquire these skills.
The scope of the curriculum and the variety of department activities come from recognition of the
standards of the community and the expectations of a global, technological society. Since other
courses build on English and since college and career opportunities demand superior language skills,
we believe evaluation standards should be high but reasonable enough to encourage our students in
pursuit of excellence. Finally, the study of language and literature helps students know themselves,
sort out their values, and appreciate the diverse cultures of our nation and our world. Because our
responsibility is great, as teachers and as individuals, we commit ourselves to flexibility,
understanding, and a continuous professional growth that will enable us both to lead and to serve our
students and our school.
The student, with the approval of the parents, has the responsibility to select the appropriate course
level: level 3 or level 2. The English department will recommend placement in a level based upon
the student's tests, academic attitude and ability, and classroom performance. Registration in an
Advanced Placement course requires attendance at a mandatory AP informational meeting for parents
and students in February of the junior year and an academic contract signed by the student and his or
her parent or guardian. To remain in a level one class, students must maintain a cumulative average
of 88% or above. In order to be promoted to a higher level class, students must earn an 88% or above
average in their current level. Students who wish to be promoted to a level one class must meet the
following additional criteria:
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Teacher recommendation and Department Chair approval
Cumulative grade of at least 88% in eighth grade or most recent level 2 class
Excellent homework average
Appropriate class involvement
Ability to work independently, and
Ability to abstract information.
Superior writing skills.
MATHEMATICS DEPARTMENT
Whether in a career or as a consumer, everyday life experiences require the knowledge and
application of mathematics. Comprehensive and contemporary mathematics for grades kindergarten
through twelve is an integral component of the educational process.
The mathematics program at Nonnewaug High School is designed to increase reasoning skills,
strengthen problem-solving abilities, and promote an understanding of the power and beauty of
mathematics. Also, it is designed to develop academic skills and habits of inquiry and perseverance.
The ultimate goal of the program is to graduate individuals who are quantitatively literate and who are
ready to successfully handle the quantitative aspects of their lives.
In an effort to develop the diverse mathematical abilities of the students at Nonnewaug High School,
the mathematics program is organized into three sequences or levels. Each sequence covers the same
core material. The inclusion of additional topics and appropriately customized depth, pace, and
sophistication differentiates the levels. Each level is designed to challenge students while developing
their problem-solving ability as well as their verbal and written communication skills. All students
are expected to clearly explain and justify their problem-solving strategies. Cooperative learning,
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group projects and labs, as well as individual work (projects, tests, reports) will be used to assess our
students' ability and progress. Technology, in the form of calculators (hand held graphing
programmable calculators) and computers is integrated into curriculum to aid in the discovery of
important concepts and for problem solving.
The goal of each level is to fully develop the mathematical abilities of our students. They are
expected to be independent and self-motivated learners in order to achieve success in the mathematics
program. Students entering Level 1 mathematics courses are expected to possess highly developed
levels of initiative and self-motivation. Students at all levels are expected to continue to develop these
skills as they progress through the program. The members of the Mathematics Department
continually evaluate the appropriateness of the students' level placement in an effort to maintain an
appropriate degree of challenge.
To remain in the Level 1 program:
 Good academic standing (70% or better)
 Excellent homework average
 Appropriate class involvement
 Ability to work independently
 Ability to abstract information.
To move into Level 1 from Level 2
 Teacher recommendation and Department Chair approval
 Cumulative grade of at least 90% in most recent Level 2 course
 Exhibits qualities of Level 1 student
 Special cases will be considered by the department, Guidance, and Administration.
SCIENCE DEPARTMENT
The Science Department promotes a program of active student participation in the learning process.
The science curriculum is heavily lab-oriented and is designed to encourage both independent and
cooperative group problem-solving skills. The curriculum reflects the department's commitment to
producing students who understand scientific concepts and the vital contributions of science to
society. A firm understanding of the principles of science will enable our students to think
intelligently about current issues in science and technology.
The program requirements are one year of biology and one year of a physical science. Most postsecondary schools prefer additional course work in science. The department strongly recommends
that students take additional courses beyond the two-credit minimum.
The criteria for placement in or promotion to level one Science classes are as follows:
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Teacher recommendation and Department Chair approval
Academic good standing (70%) in present level one class or 90% in most recent level two
class
Corresponding level one placement in Math program
Appropriate class involvement
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Ability to work independently
Ability to comprehend abstract information.
SOCIAL STUDIES DEPARTMENT
The Social Studies Department provides three required history courses to help all students achieve a
strong foundation in the historical factors that have shaped the world we have inherited. Students are
required to take these three history courses in order. On completion, they are expected to be able to
demonstrate the ability to make rational and informed decisions about the economic, social, and
political questions confronting them, their society, and the world at large. In particular, they will be
able to demonstrate knowledge of American history and government and to understand the duties,
responsibilities, and rights of United States citizenship.
The department offers all required courses at three levels. Placement in a Level 1 or Honors course,
requires the following:
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Teacher recommendation or Department Chair approval
Cumulative average of at least 90% in eighth grade or most recent Level 2 class
Excellent homework average
Appropriate class participation
Ability to work independently
Ability to abstract information
Superior writing skills.
In addition to these required history courses, the department offers a variety of rotating elective
courses designed primarily to introduce students to several of the social sciences.
PHYSICAL EDUCATION DEPARTMENT
Physical Education is an integral part of the total education program, which aims through the medium
of various physical activities, such as games, movement, sports, dance, and related individual and
team activities, to make the maximum contribution to the optimum development of the individual's
potentialities. As part of the educational program, Physical Education subscribes to educational
objectives and makes a contribution to their realization through the opportunities, which its activities
provide.
Objectives of Physical Education
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To improve biological growth and development.
To develop knowledge, skills, and attitudes to use in the attainment of optimal physical
fitness.
To develop motor movement skills and efficient management of the body.
To foster healthy social growth through interaction in games, sports, and other related
activities.
To provide opportunities that will help to develop a positive self image.
To provide activities, which meet the growth, needs of each student taking into consideration
his/her individual needs, capabilities, and interests.
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7.
To develop an understanding and appreciation of rules, strategies, and procedures in a variety
of activities.
To instill an appreciation for the enjoyment and values of physical activity.
To provide knowledge for developing positive attitudes, behavior, and decision-making skills
in the areas of Health and Substance Abuse.
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SPECIAL EDUCATION DEPARTMENT
Appropriate education for every Special Education student is the Least Restrictive Environment.
The Planning and Placement (PPT) Team in conjunction identify each student with various
diagnostic instruments and observations by professionals. The team develops an Individualized
Education Plan for each identified student in keeping with Region 14’s goal to provide a dynamic
and quality learning environment where each individual learner becomes a respected contributing
member of the community with values, skills, and resources that promote the advancement of
society.
WORLD LANGUAGE DEPARTMENT
The World Languages Department is committed to national and statewide standards for world
language learning. The following standards define what all students should know and be able to do as
a result of study in another language:
Communication
 Students engage in conversations, provide and obtain information, express feelings and
emotions and exchange opinions.

Students understand and interpret written and spoken language on a variety of topics.

Students present information, concepts, and ideas to an audience of listeners or readers on a
variety of topics.
Cultures
 Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
Connections
 Students reinforce and further their knowledge of other disciplines through the world language
studied.

Students acquire information and recognize the distinctive viewpoints that are available only
through the world language and its culture.
Comparisons
 Students demonstrate understanding of the nature of language through comparisons of the
language studied and their own.
15

Students recognize that cultures use different patterns of interaction and can apply this
knowledge to their own culture.
Communities
 Students use the language both within and beyond the school setting.

Students show evidence of becoming lifelong learners by using the language for personal
enjoyment and enrichment.
Learning a new language is a sequential process, i.e., students build upon what they learned in Year I
for Year II and what they learned in Year II for Year III, etc. In that regard, students should achieve a
minimum competency of a grade of 73% before moving on to the next course in sequence. Students
who do not achieve that minimum competency level should consider taking the same level again.
The World Languages Department is proposing that the following guidelines be met when
determining the level one status of a student:




Good academic standing (88% or better)
Excellent homework average
Appropriate class involvement
Ability to work independently and abstract information.
AGRI-SCIENCE AND TECHNOLOGY DEPARTMENT
The Ellis Clark Regional Agri-Science program at Nonnewaug High School prepares students for
employment in agriculturally related fields and/or further study in collegiate level agriculture
programs. The curriculum combines practical training with academic preparation. Heavy emphasis
is placed on helping students develop a sense of responsibility for themselves and their community.
Students may apply to the program during any of their years at high school.
Notes:
 All Freshman take introductory Agriscience units for a total of 1 credit.
 All Junior/Senior (11-12) courses are for 1.5 credits, and Sophomore semester courses are
for .75 credits
 All Junior/Senior (11-12) courses have an alternate year curriculum. Students should
check with the instructor to see what units will be covered for each year.
 All 10th, 11th, and 12th grade students are required to maintain an approved Supervised
Agricultural Experience (SAE) Program of at least 200 hours per year.
 Independent study courses are available
 All Junior/Senior classes are Level 2.
ART DEPARTMENT
Art is a vital part of every child's development. Art is a way of understanding one's self, one's society,
and other cultures. Art provides the means for expressing and communicating thoughts, feelings, and
experiences. Art education provides the gifts of vision, appreciation, and joy for the student to take
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into the world. Every student at Nonnewaug High School will have a quality art education with
self-expression at the heart of the program.
Students will experience art as a visual language involving a unique body of knowledge. They will
develop perception, imagination, and the ability to communicate and think critically as they engage in
the program at every level.
Students will learn through a series of organized art experiences to look, discover, and understand.
Their original and creative work will tap inner resources and give a personal sense of satisfaction and
confidence.
BUSINESS DEPARTMENT
Business Education is structured to meet the needs of all students. The Business Department at
Nonnewaug High School opens pathways to higher education, future employment and life-long
learning by linking outstanding academic programs with technological studies. Courses offered
address the technological demands of today's economy and provide a foundation for advanced
studies. They also prepare students to become productive and contributing members of our everchanging society by providing the necessary skills and knowledge required for a successful career
in the twenty-first century.
.
TECH PREP PROGRAM
Tech Prep is a partnership between Nonnewaug High School and Naugatuck Valley Community
College. Through this program, students have the opportunity to earn up to 9 college credits at no
cost for courses taken during their high school career. This gives students the opportunity to
explore select business courses and provides a head start on acquiring credits toward a college
degree. College credits earned through this program are transferable to many other colleges and
universities nationwide. The Tech Prep courses currently offered through the Business Department
are:



Accounting I & II (both courses must be completed to receive Tech Prep credit)
Marketing I & II (both courses must be completed to receive Tech Prep credit)
Business Law
Tech Prep criteria is described within each course description. Tech Prep is a federally funded
program available only to Junior and Senior students. Under no circumstances can a freshman or
sophomore receive Tech Prep college credit in any area.
FAMILY AND CONSUMER SCIENCES
The Family and Consumer Sciences is an integrated program in the art and science of quality living
in today's society. The students will learn to become more independent and resourceful in caring
for their own needs and the needs of those around them. Family and Consumer Sciences is an
integral part of the high school program. It affords students the opportunity to learn about
themselves and to develop skills and knowledge they will need and use in their daily lives. These
courses offer a wide variety of choices for students with different interest, and the program is
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designed to provide for individual differences in background and abilities. All students should
select at least one of the courses offered by the Family and Consumer Sciences Department during
his/her high school career.
MUSIC DEPARTMENT
Music Education prepares students to become active, culturally aware adults. Performing groups
require a student to discipline himself to a rigorous practice routine to acquire the necessary skills
and the discipline of working as a unit rather than as an individual. The process of being involved
in the creation of art stimulates creativity. Finally, Music Education should prepare students to be
musicians in the fullest sense of the word - sensitive and creative.
Music from all styles and historic periods will be studied, compared, and performed within each
year. Music history, theory, form, etc. should be learned not only in the specific classroom situation
but also as the various literature is rehearsed by the performing groups.
Music Education at the high school level will promote participation by anyone regardless of the
level of his/her ability. No one should be excluded from participation in some form or another. The
program will be designed to nurture and encourage growth of ability through performing
opportunities, classroom work, and one-on-one teaching at every level, so that all may reach their
full potential.
TECHNOLOGY EDUCATION
The Technology Education Program is an activity-oriented area designed to explore many aspects
of industry and technology. It has been developed with the idea of allowing the student to discover
his/her potential in the areas of communication, creativity and craftsmanship. Student discovery of
a vocational or a vocational interest is an important goal of this program.
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ENROLLMENT DATA AND PROPOSED PROJECT CAPACITY
Enrollment
Enrollment projections provided by the State Department of Education in November of 2005
projected an average enrollment at Nonnewaug High School of 827 students with a high of 872 in
2007-08. The enrollment estimates have been recently updated through a study conducted in June,
2012. A copy of the projection is below. The proposed project does not call for an increase in the
current footprint, other than the expansion of the cafeteria to allow for fewer lunch waves.
In addition to the students from Woodbury and Bethlehem, Nonnewaug High School is a Regional
Vocational Agric-Science School. Approximately 207 students from 24 sending towns attend NHS.
The district’s Agri-Science Advisory Committee is currently developing a long range plan to be
submitted to the Region’s Board of Education. The draft of the plan recommends the addition of
two new courses of study and a corresponding increase of another 20 to 30 of out of district
students.
Nonnewaug High School Enrollment
Grade 9 is the time when the opportunity to attend state technical high schools first becomes
available. In October 2011, 76.4 percent of the town's residents enrolled in Grade 9 were enrolled in
the district. An estimated 23 percent were enrolled in non-public schools in state. One student (0.6
percent) was enrolled in a state technical high school. No 9th graders were enrolled in a magnet or
another public high school. The table below presents actual enrollment from 2001 to 2011 at
Nonnewaug High School and projected enrollment to 2021. Enrollment increased from 787 students
in 2001 to 870 in 2007. That ended an 18-year period of enrollment growth. Enrollment eased to
816 students in 2011. Between 2001 and 2011 enrollment grew by 29 students or 3.7 percent. Public
high school enrollment statewide increased 6.9 percent in that period. I expect that Nonnewaug
High School enrollment will move downward for the next ten years. Next year's enrollment should
be 15-20 students less than this year's. I expect that enrollment will fall below 700 students in 2017
and be around 600 students in 2021. This is a decrease of over 210 students or almost 26 percent
from the current enrollment. I project that high school enrollment statewide will decrease 8.6
percent between 2011 and 2021. Over the ten-year projection period, I expect enrollment at
Nonnewaug High School will average about 700 students compared to 836 over the past ten years.
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Table - Nonnewaug High School Enrollment
Year
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
Students
787
803
807
832
855
836
870
843
842
854
816
798
772
731
737
704
695
668
646
636
604
Non-Residents
198
179
197
194
208
207
212
208
211
216
213
207
210
209
209
206
205
203
201
199
197
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DETAILED DESCRIPTION
Current Status of Nonnewaug High School
Nonnewaug High School consists of 3 units – the 3 level Academic Unit, the 2 level Student
Services Unit and the single level Agri-Science Unit. The Academic Unit is connected to the
Student Services unit by a corridor at the first floor. The Agri-Science Unit is immediately adjacent
to the Student Services Unit but not directly connected to it.
The building is the OS-60 Zone and the Woodbury Aquifer protection Zone.



The Academic Unit is Construction Type 2C, non-combustible, unprotected. The Use
Group is E, Educational
The Student Services Unit is Construction Type 2C, non-combustible, unprotected. The Use
Groups are A-3, Assembly; S-2, Storage, Low; B, Business; and E, Educational. (Nonseparate mixed use)
The Agri-Science Unit is Construction Type 3B, non-combustible/combustible, unprotected
for the original building and 3A, non-combustible/combustible, protected for the addition.
The Use Groups are E, Educational, F-1 Factory and Industrial, Moderate; and S-1 Storage.
(Separate mixed use)
Academic Unit
The 3 level Academic Unit was built in 1970 with a flat roof. A sloping metal roof addition was
added in 1999. The Basement is approximately 16,130 SF, the First Floor is 58,320 SF and the
Second Floor is about 37,070 SF for a total of approximately 111,520. The building is not
sprinkled.
The exterior is primarily scored concrete block with a sloping standing seam metal hip roof.
Windows are aluminum framed single glazed projected units.
The interior is primary scored concrete block walls, VCT floors and suspended acoustic tile
ceilings. Doors are wood with hollow metal frames and a mix of knob and lever handle hardware.
The interior finished are in generally fair to good condition.
Student Services Unit
The 2 level Student Services unit was built in 1999. the Lower Floor is approximately 13,850 SF
and the First Floor is 18,180 SF, for a total of approximately 32,030 SF. The building is not
sprinkled.
The unit houses the school administrative offices, Cafeteria, Media Center and the Board of
Education offices.
The exterior is similar to the Academic Unit – scored concrete block with a sloping standing seam
metal hip roof. Windows are aluminum framed double glazed projected units.
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The interior is primarily gypsum board on metal stud walls, carpeted and VCT flooring and
suspended acoustic ceilings. Doors are metal with hollow metal frames and lever handle hardware.
The interior finishes are generally in very good condition.
Since the building is relatively new it appears to be code compliant – rated corridor walls have 20
min. rated doors with closures and all wall penetrations above the ceiling are sealed; all doors have
lever handles; hung ceilings are seismically braced; toilets are handicapped accessible and handrails
are code compliant.
Agri-Science Unit
The original single level Agri-Science Unit was built in 1970 with the Academic Unit. The building
had one addition in 1997 and currently occupies 34,350 SF. The building is not sprinkled.
The exterior is similar to the Academic Unit – scored concrete block with a sloping standing seam
metal hip roof. Attached glass greenhouses occupy the south side and a 2 story metal board-andbatten Conservatory features the south side. Windows are aluminum framed double glazed
projected units.
The interior is a mix of gypsum wall board on metal studs and block masonry walls, and VCT
flooring, and suspended acoustic tile ceilings. Doors are wood with hollow metal frames and lever
handle hardware. The interior finishes are generally in good condition.
Since the building is relatively new it is generally code compliant – most fire rated walls have rated
doors with closers, and all wall penetrations above the ceiling are sealed; most doors have lever
handles; hung ceilings are seismically braced and toilets are handicapped accessible.
Expected Changes to Nonnewaug High School
Academic Unit








Correct all Building Code and Handicapped Accessibility Code violations including upgrade
of toilets, elevator, stairs, and fire safety of all penetrations in rated walls.
Replace all interior wooden doors in rated walls with solid core wood door with code
complaint hardware with proper ratings
Replace all ceiling tile and ceiling grids
Replace all Vinyl Asbestos Tile with Vinyl C Tile
Replace all carpet
Upgrade auditorium lighting, sound system, handicapped access and seating
Replace all original windows throughout the building
Air condition classrooms
Student Services Unit


Enclose Terrace at lower level for additional year round seating for dining area
Enclose stairs to terrace level for additional egress from dining area
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Agri-Science Unit

The building is classified as a separate space for building purposes and will be addressed in
a separate building project
Is the Connecticut State Department of Education (CSDE) making changes that will affect
Nonnewaug High School students?
Connecticut State Department of Education
 The 2010 Connecticut General Assembly adopted legislation to increase graduation
requirements in Connecticut public schools beginning with the Class of 2018.
 The new law increases the minimum credits required from 20 to 25
 All students will be required to complete a “capstone project”
 The legislation also calls for increased supports for students to help them to
succeed in the classroom and to graduate on time.
Why are these legislative changes important to Region 14 and NHS?
 Many students graduate with fewer than 25 credits. These students will be required
to take more classes to meet the 25 credit minimum
 Resources must be used to manage the completion of the capstone project
 Increased supports, such as learning centers for core subjects (math, science, English,
social studies, and world language), will be necessary to meet the demands of
Response to Intervention (RTI). RTI involves providing scientific, research-based
instruction and intervention (SRBI) matched to student needs.
Have the Connecticut State University System schools made changes to their admission
requirements that will affect NHS graduates?
In March of 2009, the Board of Trustees of the Connecticut State University System (CSUS)
voted to strengthen academic admission standards for students beginning as soon as 2015. A
25 credit minimum will be required for admittance.
Many NHS graduates apply to CSUS schools. In 2011 there were 114 CSUS applications
and 73 acceptances out of a graduating class of 212. Many of these students graduated with
less than 25 credits.
Some students will need to take additional courses. Below is a credit completion chart for
the class of 2010. This chart shows the number of credits earned by NHS graduates and the
number of additional classes needed to obtain 25 credits. It is estimated that approximately
1.4 additional teachers would be needed to bring these students to the required minimum for
credit hours.
How are the classrooms being utilized? Is there room at NHS to handle the additional
demands (capstone and additional credit requirements)?
The primary use of rooms at NHS is for classroom instruction. Students with a free block of
time are placed in study hall. Some learning centers have been established, primarily for 9th
and 10th grade students. These learning labs are conducted in regular classrooms whenever
possible. The focus is primarily math and English support.
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BUILDING SYSTEMS
Security
Description of Description of Existing Conditions
Nonnewaug High School is current protected by an intrusion alarm system that monitors all outside
doors. We have an audible alarm within the building and motion detectors throughout the building.
There are a number of surveillance cameras throughout the inside and outside of the building.
Due to the campus like program, the facility is not “locked down” during the school day. Students
must pass from one building to another to get to class. Classroom doors can be locked with a key
from the outside and in order to prevent someone from entering the room.
Proposed changes:
Additional cameras should be added to monitor areas currently not covered both inside and outside
the building.
Public Address System
Description of Description of Existing Conditions
The public address system updated in 2005. The system allows the administration to make
announcements that can be heard both inside and outside the buildings
Proposed Changes
No changes are necessary at this time.
Technology
Description of Description of Existing Conditions
Region 14 currently utilizes a fiber optic based 100 Mbps dedicated Wide Area Network
(WAN) between each of the 4 remote facilities (BES, MES and WMS, STEP) and the Nonnewaug
High School and District Office. The network is fully monitored and maintained on a 24x7x365
basis and provides equal access to all students, faculty and staff to the recently installed CEN
connection. The district utilizes full 1 Gbps connections from each Main Distribution Facility
(MDF) to each Intermediate Distribution Facility (IDF) throughout most of the District with the
remainder scheduled to be fully upgraded later this year.
Our network is a full IP network that is utilized for the latest in video conferencing technology
through the deployment of an H.323 video conferencing system throughout the District. In
addition, the District utilizes a full IP based surveillance system that is comprised of 26 cameras and
24
covers all main entrances, hallways, parking areas and playgrounds throughout the district. The
network also provides two diverse paths to the Internet with one path provided through the CEN
network and a second path provided by our Wide Area Network service provider.
By deploying the high bandwidth network, not only is the District capable of meeting our faculty
and staffs needs for today, but into the foreseeable future as well.
All WAN services are e-rate eligible and have received e-rate funding for every year they have been
in the District.
Proposed Changes:
The Region does not anticipate any significant changes to technology as a result of this project.
Anticipated work would include tech upgrades in the auditorium and the extension of the wireless
network.
Phone System
Description of Description of Existing Conditions
The phone system was upgraded in 2003. An Avaia system was installed throughout the building.
Proposed Changes
No changes are contemplated at this time.
Clocks
Description of Description of Existing Conditions
The district abandoned the electric central time system a number of years ago due to the difficulty in
maintain and repairing the system. Currently the district uses atomic battery operated clocks throughout
the buildings.
Proposed Changes
There are no proposed changes to this system
Heating, Air conditioning and Air Conditioning
See Interior Building Environment Section for details regarding the NHS HVAC system.
25
INTERIOR BUILDING ENVIRONMENT
Description of Description of Existing Conditions
PLUMBING SYSTEMS
Domestic Water
The existing building is served by (2) newer wells drilled in the year 2000, located on the site.
There is a 10,000 gallon atmospheric domestic water storage tank buried adjacent to and into the
Boiler Room. Along with the storage tank, a 3,500 gallon pressurized water tank and system
controls are also located in the boiler Room. The system water booster pumps are two (2) Balder 5
Horsepower units. All of this equipment, except the pressure tank was installed in the year 2000 and
is in good condition. The pressure tank is original to the facility and has been maintained on a
regular basis and is reported to be in good condition.
Plumbing Fixtures
The newer building areas have plumbing fixtures that are in good condition and meet the ADA
accessibility codes. The older part of the original school has the original fixtures that appear to be in
good condition for their age, but would not meet current ADA code requirements. We would
recommend adding the proper ADA compliant fixtures.
Plumbing and Piping Systems
The existing waste, vent, and storm piping is cast iron and no problems were noted with the
systems.
Domestic hot water, cold water and recirculating hot water piping is copper with solder joints. No
problems were reported with these systems.
The Science Laboratories waste and vent system is an acid type glass piping system.
A LPG gas piping system is piped to the science lab areas and also the pilots of the oil fired boilers.
This is supplied from two 250 gallon LPG gas tanks located outside the facility.
The entire facility is served by an on-site septic system. The system has had some repairs to it since
being installed in 1970 and is in good working condition. A separate septic system was installed for
the Agri-Science Addition and is also in good working condition. The kitchen area, renovated in
2000/2001, waste system is piped to an on-site buried grease interceptor.
Domestic Hot Water Systems
Two 75 gallon oil-fired domestic water heaters were installed in the Boiler Room. These two water
heater serves the entire facility. The water heater has a heating capacity of 385,000 BTU with a
recovery rate of 373 gallons per hour at a 100 degree temperature rise. The original unit was
installed in 2003.
The hot water system is a single supply and return loop, with recirculation pump in the Boiler
Room.
26
Fire Protection
The high school and connecting building structures do not have sprinkler systems installed. There
are no standpipes at the stage or in stairwells. We would recommend adding a sprinkler system and
fire hose valves at the stage area in the future to comply with state building codes.
A 10,000 gallon buried water storage tank with a 6” threaded fire department connection has been
installed in an island courtyard in front of the buildings for use by the local fire department with a
pumper truck if needed.
MECHANICAL SYSTEMS
Boiler Plant
A central boiler plant is located within the High School. It consists of (2) 450Mills Series H.B.
Smith oil fired boilers. These boilers are original to the facility and are in good condition.
The adjacent Student Services Building is served by the same boiler plant serving the High School.
No additional boiler capacity was added when the Student Services Building was built. Because of
this, both boilers and associated equipment need to operate simultaneously to satisfy the heating
demand of both buildings. This should be evaluated as there is no back up in the event of (1) of the
boilers failing.
The hot water pumping system consists of two constant volume pumps connected to the boilers.
The pumps are base mounted type.
Heating, Ventilating, and Air Conditioning
Modular air handling units with hot water coils are mounted in mechanical rooms located in
penthouses or the Attic. These air handling units are constant volume and provide conditioned air to
the occupied spaces. There are individual, duct mounted, hot water reheat coils installed throughout
the building to provide additional heat and control for individual spaces. There are areas with
perimeter baseboard radiation, however, not in the classroom spaces.
Only limited areas of the building are air-conditioned. These areas are the Main Office, Media
Center, Computer Lab, and the Regional District #14 Offices located in the Student Services
Building.
General and toilet exhaust systems include roof mounted exhaust fans, ductwork, grilles, and
controls.
Building Management System
The temperature controls for the HVAC systems are a pneumatic system by Johnson Controls. It
consists of air compressors, pneumatic valves, pneumatic thermostats and associated equipment.
This equipment is original to the building and in good condition due to proper maintenance. There
are some areas that have been converted to an electronic type temperature control system. These
27
areas are problematic to the Owner due to bad equipment and bad installation techniques. Parts of
the building are currently being changed over to D.D.C heating controls and this process should
continue until the pneumatic system is removed.
Code Compliance
All systems should be evaluated as to code compliance for percentage of outside air and meeting the
requirements stated in ASHRAE 90.1, International Mechanical Code, as well as ASHRAE 62.
ELECTRICAL SYSTEMS
Main Service and Distribution
The building is served with a 2500A, 480/277V, 3-phase, 4-wire, main electrical service with circuit
breaker distribution. The main switchboard is manufactured by General Electric and is original to
the facility. Recently, a circuit breaker within the main switchboard failed and was replaced. The
equipment is in good condition, however, as discovered when the circuit breaker failed, replacement
parts are not easily obtained.
An 800amp, 480/277volt, 3-phase, 4-wire tap was made from the existing main switchboard when
the Student Services Building was added.
Distribution consists of 480/277volt, 3-phase, 4-wire panel boards, step-down transformers, and
208Y/120volt, 3-phase, 4-wire panel boards. Most of this equipment is original to the facility;
however, some additional panel boards were added during the Student Services building addition.
All of the equipment is in fair condition.
Low Voltage Systems
Fire Alarm System:
A Notifier System 5000 analog fire alarm system was installed throughout the entire facility at the
time of the Student Services Building addition. This system consists of manual pull stations,
horn/strobe units, smoke detectors, heat detectors, duct smoke detectors, etc. Although the entire
system is a voice evacuation type system, additional control of the voice system is required in
places of assembly, such as the Auditorium. This system needs to be replaced.
Lighting Systems
The original building consists of the originally installed light fixtures using T12 lamps and ballasts.
Areas of the building that were renovated when the Student Services Building was added have been
upgraded to energy efficient T8 lamps and ballasts. All of the lighting levels seemed to be adequate.
All T12 lamps and ballasts have been replaced with newer energy efficient lamps and ballasts.
A Dual Lite Model 120AM6 inverter system with batteries serves remote mounted emergency
lighting equipment throughout the original building. This system is located in the main electrical
room with the batteries being exposed. Some areas have had surface mounted 2-head self-contained
emergency battery units installed. The coverage and light levels of the emergency lighting systems
28
should be evaluated for code compliance. The batteries serving the inverter system should be in a
closed room with proper ventilation.
Proposed changes
Plumbing
 Add an expansion tank to the domestic hot water system:
Fire Protection
 Add sprinkler coverage to entire facility.
Electrical
 New theatrical dimmer system and lighting.
 Upgrade fire alarm system.
 Upgrade receptacles in spaces for computers
 Add a generator large enough to the necessities of the building. (Water, heat, lights, sewer
pumps, refrigeration)
 Emergency Lighting system should be replaced
Mechanical
 Boiler maintenance, boilers cleaned and checked.
 Continue upgrade of temperature controls system.
 Add new boiler for redundancy.
HVAC
 Evaluate Air Handling Unit's and duct work for outdoor air percentage and air conditioning
(Code compliance)
 Determine the feasibility of adding air conditioning to parts of the building currently without
air conditioning
29
BUILDING STRUCTURE
Description of Existing Structure
Nonnewaug High School complex is combination of the multi-story original high school building, and
original single story Vo-Ag school. In 1998 a multi-story addition to the high school and single story
addition to the Vo-Ag school were constructed.
The original high school building structure consists of structural steel beams supporting the reinforced
concrete slab at the Upper Floor and Mechanical Mezzanine floor slabs above the Upper Level Floor.
The typical roof framing consists of steel joists supporting metal roof deck. The joists span between
wide flange beams which are connected to the steel columns. The floor and roof framing transfer the
roof and floor loads to the wide flange columns which are supported by reinforced concrete
foundation walls, buttresses and footings. The exterior walls of the building are constructed of
concrete block cavity walls.
The original Vo-Ag wing was constructed with wide flange beams and columns which support the
roof deck and transfer the roof loads to the reinforced concrete foundations. The exterior walls are a
similar composition as the high school.
The recent addition includes a two story wing with classrooms, offices and Cafeteria/Kitchen and new
entrance to the school. The structure consists of steel beams supporting steel floor joist at the Main
Level floor. The floor slab is a 3” thick reinforced concrete slab on metal deck. At the roof, light
gauge metal trusses span between structural steel beams and perimeter light gauge metal stud walls.
There are also steel framing to support Mechanical Room floors in the Attic space and angle bracing
to provide lateral support. The entrances are framed with steel trusses and columns and the floor and
roof loads are transferred to the foundations below through the columns and bearing walls. The
foundations consist of reinforced concrete walls, buttresses and footings. The slab on grade is
constructed of concrete that is reinforced with wire mesh.
During the most recent addition, steel framing for a pitched roof was installed on top of the flat roof of
the original school building. Cross bracing straps were implemented to laterally brace the structure.
The fastener types and spacing of the roof framing to the existing roof structure was not visible in the
areas which were visible.
Description of Existing Conditions
There are three conditions which require remedial work:
The first condition involves the observation of considerable cracking and spalling of the exterior block
walls sporadically located around the perimeter of the original school.
Cracking and movement of the interior masonry is also apparent in the corridors and Gymnasium.
The exterior cracks and spalling will allow water to infiltrate the walls and increase the damage to the
block walls due to freeze / thaw cycles. Weep holes were not visible on south side of school in
several locations.
Corrosion has occurred to the underside of the original metal roof deck and roof joists in the
Gymnasium. Additionally corrosion of the metal roof deck is occurring at overhangs at main
30
entrances into the original school building. Rust is visible from the ground at these locations.
Cracking and spalling concrete is visible in the surface of the reinforced concrete walls and beams
which form the opening of the stairwell and passageway between the Front Entrance and the Outdoor
plaza that is adjacent to the new Cafeteria.
Proposed Changes
The condition at the exterior walls be further investigated to determine the possible causes. The
investigation should also include the movement observed to the interior masonry walls and pilasters.
The anchorage and bracing of the system should be analyzed as it is not clear as to method of
attachment to the existing steel framing and bracing of members.
The Gymnasium roof deck should be examined to determine the extent of the corrosion observed.
The steel joists should be cleaned of corrosion and repainted. Welds should be inspected at the
intersection of the joist webs to the top chords where the corrosion is present.
The corroded roof deck at the entrances should be investigated to determine the amount of
deterioration to the roof deck. Corrections will be provided based on the investigation.
At the areas where cracks have occurred in the concrete foundation walls and beams adjacent to the
stairs to the Cafeteria plaza, monitors should be installed at each crack.
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SITE DEVELOPMENT
Parking and Circulation
Description of Existing Conditions
Vehicular circulation on the site is extremely congested especially during the peak arrival and
departure times of the day. There is only one entrance/exit, located along Minortown Road, to
handle all traffic. The entrance drives splits, providing direct access into the primary parking area,
and continues into the bus loop around the front of the building. A perimeter road runs around the
building for emergency and maintenance use only. Immediately south of the main entrance there is
an additional parking area for faculty and staff.
Vehicular circulation has hazardous cross circulation. Exiting cars must be released in stages to
allow entering and exiting buses to travel through the bus loop. All traffic must travel across the bus
loop to get to the only drive exiting the site. This creates a significant traffic problem during the
afternoon dismissal. The busses are timed to arrive in stages as the bus loop cannot accommodate
all of them at one time. The smaller buses intentionally block the exit drive to allow buses in the
loop to depart. Cars are only allowed to cross the bus loop a few at a time to ensure the flow of the
busses is not interrupted. The Principal directs traffic every afternoon to ensure safe cross
circulation between buses, cars and pedestrians.
Parents wait in one of the service area access drives to pick up students as there is not a dedicated
student drop-off. Other parents park along Minortown Road to pick up students in order to avoid
the traffic congestion on site
The parking area is divided into sections for faculty/staff with a total of 277 spaces available. There
are 130 staff that park at the facility. There are over 400 students eligible to park. Additional
faculty/staff parking is located south of the bus loop adjacent to the service area. Student parking is
inadequate to allow all students who want to drive to be able to do so. With 200 out-of-district
students attending NHS, it is essential to provide enough parking spaces. Additionally, parking for
activities held at the fields is inadequate. Parents and visitors often park on the fire access road
behind the building.
Proposed Changes
The circulation pattern of the busses, cars and pedestrians must be revised to create alternatives that
will provide separation between these elements.
Additional lighting must be installed in the student/staff parking areas to improve the level of safety
and security.
Add additional parking to accommodate staff, students and parents.
Address parking needs by the athletic fields
Replace all driveway and parking lot pavement, curbing light poles, bases, wiring conduits and add
additional lights.
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PEDESTRIAN CIRCULATION
Description of Existing Conditions
Provisions for pedestrian circulation, including walkways and plazas are located adjacent to the bus
loop and building main entrances. Pedestrians can easily travel between parking areas, buses and
building entrances at the front of the school using these walkways. Within the parking areas,
however, there are no walkways and pedestrians must travel around parked vehicles and cross
access drives to reach walkways at the building.
Students are discharged into the main entrance and bus loop. Students depart from the main
entrance areas around the bus loop and travel along the adjoining walks to reach waiting buses. As
the bus loop cannot accommodate all of the buses, loading also takes place within the exit drive.
Students must cross exiting traffic and walk in the roadway to reach buses in this area. During the
peak of the dismissal, the smaller buses actually turn sideways, across the exit drive blocking all
traffic, to allow pedestrians to safely walk within the road.
As there is only one exit from the site, all vehicles from the parking areas must travel across the bus
loop to reach the exit drive. With buses entering the site, cars and buses exiting and students
walking in the roadways, circulation is congested and hazardous.
Proposed Changes
Pedestrian walkways must be improved to provide adequate space for travel adjacent to the
roadways and handicapped accessibility.
Bituminous pavement and curbing in the entrance drive, bus loop and student/staff parking areas
should be replaced.
HANDICAPPED ACCESSIBILITY
Description of Existing Conditions
Travel across the site for handicapped individuals is challenging. Designated parking spaces are
remote from building entrances and do not conform to regulated design standards. Accessible
routes are also non compliant with excessively steep slopes and locations that force pedestrians into
vehicle travel lanes. Handicapped drop-off is not well delineated and is not accessible when buses
are parked in the bus loop
Proposed Changes
All handicapped parking areas, access routes and ramps must be revised and reconstructed in
accordance with current regulated design standards as required.
Handicapped accessible routes should be constructed from the building to all athletic facilities and
play fields.
A dedicated student drop-off area, including provisions for the handicapped, should be established.
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ATHLETIC FACILITIES/FIELDS
Description of Existing Conditions
The athletic field area is extensive, providing opportunities for numerous multi-use fields.
Delineated fields include softball, baseball, soccer and a new synthetic surfaced track. Additional
field area is available inside of the track, however, work has not been completed. There is also no
watering system is in place to maintain the fields. Additionally, the fields are uneven at best and the
current layout has a number of fields that overlap.
Three tennis courts are located north of the school; however, there are no provisions for access. All
pedestrians must climb the hill to reach the courts. The surface of the courts is severely cracked;
indicating failure in the subbase, and the courts should be reconstructed. There are no walkways or
accessible routes to the tennis courts and the adjoining grades are very steep
Vehicle access to the athletic fields has been provided along the perimeter road south of the school.
Pedestrian can access the athletic fields from stairs located west of the perimeter road along the rear
of the school.
Equipment storage for the athletic fields is limited. Several storage sheds and contains have been
placed throughout the field area.
Athletic fields are not handicapped accessible. Several access ramps have been constructed, after
the walks were installed, by placing bituminous concrete outside of the walkway, in the vehicle
travel lane. This is not only non compliant, it presents a potentially hazardous condition, placing
handicapped pedestrians on a steep incline within traffic areas.
Proposed Changes
Level all fields to assure proper grades
Reorganize fields to include the following:
2 Soccer fields
1 Baseball field
1 Softball field
1 Football field
1 Field Hockey field
1 Practice field located inside track
Provide adequate watering system to maintain fields
Repair the three existing tennis courts and add up to three additional courts and provide better
access.
Incorporate provisions for equipment storage and removal of the portable units.
Provide appropriate access to field for students and spectators
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LANDSCAPING
Description of Existing Conditions
The site has a significant number of large native evergreen and deciduous trees, located adjacent to
the main entrance and on the perimeter of the developed site. Additional ornamental trees and
shrubs have been installed along the main entrance drive, bus loop and at the building entrances.
Lawn has been established in the remaining open areas around the building and throughout the
athletic fields.
Proposed Changes
Maintain existing level of landscaping. Additional plantings are not needed.
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COMMUNITY USES
Areas of Building Not Used by Students
Nonnewaug High School houses the Superintendent’s Office. Approximately 3,000 SF of the
Student Services Unit houses the Superintendent and associated staff offices. The remainder of all
facilities is used by students and faculty.
After Hours Use of the Facility
The towns of Woodbury and Bethlehem are fortunate to host many groups that provide a wide
variety of recreational and educational services to children and adults. Nonnewaug High School is
used by many of these groups on a daily basis. It is safe to say that an out side organization uses the
facility and the playing field 4-5 days per week throughout the year. Groups use classrooms, the
auditorium and the gymnasium on a daily basis.
Additionally, the Town of Woodbury operates an extensive Park and Recreational program for
children and adults. This program uses the school’s facilities on a year round basis.
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