A communication transmitted from Yi-An Huang, City Manager, relative to Cambridge Public Schools' long-term facilities condition assessment

EMPOWERING STUDENT EXCELLENCE PUBLIC SCHOOLS April 1, 2025 • CAMBRIDGE Created for CPS by DLR Group Capacity and Planning Analysis Facilities Condition Assessment,

Methodology • Assessment • Intro + Purpose • District Priorities Agenda • Findings

Goal CPS. vision to guide future Contribute to a unified decisions, ensuring the best learning environments for facilities and spending Overview DLR Group collaborated Schools (CPS) to assess and develop a global analysis for and Cambridge Public with the City of Cambridge ten school buildings. Executive Summary

What is DLR not? Cambridge (responsible to the people of Cambridge). The Cambridge Public Schools/City of Why does this matter? Important Distinction What is DLR? DLR has provided invaluable information and data points that the Cambridge Public Schools and City of Cambridge can and should incorporate into deliberations and school district's singular mission in serving and creating opportunities for students. An extremely valuable partner with a high decision-making in the months and years ahead. But CPS must establish its own objectives to ensure the appropriate questions guide discussions with an unyielding focus on the planning and analysis. level of expertise in the areas of K-12

Of Significant Consequence Eventual new construction and/or major DLR Report Impact: The DLR report implications for the entire CPS organization before a strategy is pursued. Future of 158 Spring Street (former KLo) feedback along with consideration of the facility's future potential, but must be renovations viewed in the context of community provide a capacity analysis reflective of Relatively Routine All decisions must be grounded in district-wide shared mission of improving opportunities for all students, with an emphasis on vulnerable populations. public dollars that is subject to the city's capacity to responsibly spend. Windows Roofs Alarms & Security HVAC (boilers, chillers, etc.) Plumbing Electrical (1) Capital improvements of this magnitude represent substantial investment of Common Theme Across this Continuum: DLR Report Impact: The DLR report appropriate prioritization. external experts helping to inform provides critical analysis through the lens of (2) From Relatively Routine to Significant Consequence Capital Improvements: Continuum of Projects:

2025 rollout issued; Draft report multi-phase 2024 community findings with Began sharing except recent construction facilities* of all CPS conducted DLR Group 2022-2024 in-depth analysis 2022 facilities long-term assessment (DLR Group) Commissioned Project Timeline

Sustainability + Building Performance. Sustainability and building performance Enrollment. Demographic and Enrollment drivers are directly connected to the future of Educational Practices. The buildings were assessed for educational adequacy - how District Operations. Building utilization, number of sections per grade and ability to Community. Consistent with CPS goals to provide equitable education opportunities, provide for special education and/or MLLs were assessed and considered. These are key community socio-economic data and school diversity data was included in the analysis of factors to serving students, families, faculty, and community most effectively. where investments are needed. which could negatively impact overall district performance and financial viability. well they enable education and support student and teacher engagement. are major priorities, with a goal for educational buildings to reach Net Zero Emissions by 2035. Grounding Principles 4 CPS. Future plans need to consider these forecasts to prevent over- and under-building

Achieving at least 3 strands per existing student population grade facilities Identifying locations that best serve in need of expansion • Identifying ways to provide better • Identifying locations for programs Utilize Equity + Diversity Metrics. Optimize operations by: Improve Capacity + Programs. underserved student populations. Investments for historically Ensure spaces that enable quality education consistent with recently built schools. electrification, reduce GHG emissions. accessibility, ensuring functionality of all to play and parking. Improved energy efficiency and systems. • Improve Educational Adequacy. Analysis Priorities • Improve Facility Condition. ADA • Meet Climate/Carbon Goals. • Improve Site Amenities. More access

90 CS 10 SHarI •A Fro puring then No Spoke -tion Resolution: na key. - riend angh Main Character: Jam je setting: sampain the Porest mmin about his su- situation: hiS FrIEnS. GNP overt Yo.ts saw A pravine and tawn the ravine he saw A CheCk so hs boys Left the trail and he lucy yang to see the creek Place he a Jamie was ummer brot danie doun the ravine -70% Conditions, Educational on research, standards, + expert Developed sustainability index for Adequacy, + Building Capacity. each building. input. Assessments used scoring rubrics based 10 buildings evaluated for Facilities Analysis Methodology •

issues, and rapid deterioration, returning a building higher cost to remediation if deferred further Requiring immediate action including a cited safety hazard Requiring appropriate attention to preclude predictable component to normal operation. component to normal operation. Representing a sensible improvement to the existing experiencing intermittent operations, potential life safety Requiring action in the next year including components conditions (not required for the most basic function of the facility; however, will improve overall usability and/or reduce long-term maintenance costs). 1 and areas of accelerated deteriorating, returning a building 3 deterioration, potential downtime, additional damage, and 5 be anden aken ceo atin would but seoul substantial work. Potentially Critical Recommended Does Not Meet Necessary- (Immediate) Not Yet Critical PRIORITY "Grandfathered" Current Code but defective or deteriorated, but is overall functional part useful life exceeded useful life exceeded useful life Defective or deteriorated in need of replacement; Critically damaged or in need of immediate repair; well B Good condition, but no longer new, may be slightly c Moderately deteriorated or defective, but has not A No vide are a pier new condin, may sil Cumenty tical Facilities Condition Rubric Excellent CONDITION Marginal Good Adequate Poor FCA ASSESSMENT CRITERIA

Comfortable and Resilient • Adaptability • Healthy Learning Environments • Flexibility • Easy to Maintain and Operate • Energy Efficient, Sustainable, • Thermally, Visually and Acoustically exists; does not function/needs to be replaced does not exist, but is needed educational needs educational needs exists; baseline functionality; doesn't support Functions well/good enough condition to support Functions excellently Not Applicable; not required N/A EAQ ASSESSMENT CRITERIA Performance Schools Invoke a Security Stimulating Architecture: High Environments that Connect Safe and Secure Supervision and Sense of Pride in the Community Innovative Learning A Community Resource Educational Adequacy Rubric

900 1200 1250 1200 Room Size (SF) Recommended Range 91-104% 60 50 50 60 37 37 SF/Student <84% or >115% 85-90% or 105-114% 18 18 20 25 25 25 per room Max Students Category Capacity Generating Rooms 6th-8th Humanities & Math 1st-8th SEI 6th-8th Science 1st-5th Homeroom Preschool JK/Kindergarten Not Ideal Ideal Acceptable The capacity for each room was calculated based on its use at the time of the site visit. Special Education classrooms are not included in capacity calculations. The factors used for these calculations can be referenced below: Capacity Analysis Rubric

or below the poverty line based on US Census Bureau ACS 5-year building additions/new construction with increased capacity based on site size as well as access to site play fields. capacity based on current room designations/usage at time of capacity. 90% and above utilization is optimal. Enrollment numbers for SY2022-2023 compared to building by the City. energy used per square foot. Rating based on utility data tracked student population per school based on SY2021-22 CPS data. color per school based on SY2021-22 CPS data. data (2015-2019) for Census Block Group at school building location. visit. (August 2022). 400+ Students is desirable. Poverty Percentage (Poverty): Percentage of population living at • Low Income Percentage (Low $): Percentage of low-income • Current Student Enrollment (Enrollment| Existing + Utilization): • Energy Use Intensity (Sustainability|EUI): Annual amount of • Site Expansion Potential (Expansion| Potential): Potential for • People of Color (POC): Percentage of population of people of • Current Building Capacity (Capacity|Existing): Enrollment emissions rating based on utility data tracked by the City. building conditions, scores based on walkthroughs in August does the building support the CPS educational criteria for 21st 2022. century schools? Scores based on walkthroughs in August (FCA| HVAC): FCA Scores for condition of HVAC systems based access into and throughout building. in August 2022. 2022. for condition of roof and exterior walls based on walk throughs on site size and availability of play areas (SF) and quantity of on walk throughs in August 2022. Educational Adequacy Assessment score (EAQ): How well • Facilities Conditions Assessment Score Total (FCA): Current • Building Accessibility (ADA): Current configuration and ADA • Greenhouse Gas Emissions (Sustainability | GHG): Annual GHG • HVAC (Heating, Ventilation & Air Conditioning) Systems score • Play and Parking Availability/Area (Site Play & Pkg): Based • Envelope score (Roof + Exterior Walls) (FCA|ENV): FCA Scores Evaluation criteria included: PURPOSE: Identify projects of "highest need" through a scoring system. Evaluation Criteria

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percentage, and percentage The buildings with the percentage, poverty most need are also some of and FCA. These were also of communities of color. highest low-income the lowest scoring in EAQ located in places with the Amigos School JK-8 Peabody School/Rindge Avenue Upper School Cambridgeport School Morse School Baldwin School Graham & Parks School Haggerty School Longfellow Building Fletcher Maynard Academy Kennedy-Longfellow School (Spring Street) evaluated sites. The complete ranking list is as follows: The Evaluation Rubric led to a facility high-need ranking from 1-10 of the Rubric Findings

2.17 2.28 2.61 3.72 2.50 2.28 3.28 2.22 2.83 2.67 2.78 Index Score Sustainability 74% 95% 69% 85% 95% 78% 90% 85% 87% 86% 101% Utilization 421 239 369 258 460 242 301 350 602 380 362 Capacity EAQ 2.63 2.06 2.43 2.32 2.14 2.91 2.72 2.44 2.25 2.78 Score 2.47 C 3 0 3 0 3 C 3 D 3 C-3 B- 3 FCA C 2+ D 2+ C- 2+ Score C- 2+ School Building Baldwin School Morse School District Average Kennedy-Longfellow School Fletcher Maynard Academy Graham & Parks School Longfellow Building Cambridgeport School Haggerty School Peabody School Amigos School JK-8 FCA & EAQ Assessment Summary

Totin 1095 are community assets, and secure access Public Spaces / Access. CPS schools buildings. Current furniture does not to public spaces is important. Furniture. Replacement needed in all offer variety of seating options or with windows had issues with glare. have windows and daylight, or spaces student movement. • Daylight/Glare. Many spaces did not TREE of buildings. Should be interspersed need of repair within 5 years. Area for major investment. major issue in most buildings. All in Learning Spaces. Mostly due to age throughout learning areas. Lack of Breakout/Extended Common Districtwide Issues • Support Spaces. More student + staff • MEP Systems. HVAC, plumbing a • ADA Accessibility.

program Closure of the Kennedy Longfellow School • Implementation of the universal preschool policy initiatives and structural changes to the necessitated by deteriorating facilities and/or considerably with greater uncertainty with district were not taken into account or and district; evolving CPS/DHSP relationship commissioned Multiple administration turnovers within city respect to revenue capacity funding opportunities (Tobin/DVUS, King/PAUS, King Open/CSUS) from the major construction projects incorporated into the report: • Four years have elapsed since the study was • While the report is comprehensive, significant • Ongoing capital improvement investments • Ongoing substantial debt obligations stemming • Financial climate and context have changed Disclaimers Qualifiers and

Questions?

APPENDIX

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yes 3.5 2.00 2.10 2.88 1.90 2.15 2.08 C 3-4 Building Systems Food Service Structural System Architectural (Exterior) Conveying System Resiliency: Generator or Batteries Potential Reuse Transportation Green Space Architectural (Interior) Learning Modalities Instructional Spaces Public & Support Spaces Hazardous Materials Present Educational EQ Security (distance to bus/T; EV parking) Site (Embodied Carbon) Functions Excellently 2.06 Nonexistent/ Full Replacement GHG EUI Renewable Energy Flood Plane Water Use Facilities Conditions Assessment Educational Adequacy Index Sustainability Index Amigos School (Pre-K - 8)

and support spaces below average Convenient location • Learning areas are at or • Lacks green space Summary • Lowest EAQ score • Not fully ADA compliant • Need more pull-out, public, • Needs more storage Amigos School (Pre-K - 8)

C 4 45 yes 2.80 2.86 188 2.88 2.05 2.29 Public & Support Spaces Architectural (Interior) Architectural (Exterior) Food Service Conveying System Educational IEQ Resiliency: Generator or Batteries Learning Modalities Potential Reuse Green Space Building Systems Site Structural System Instructional Spaces Hazardous Materials Present Transportation Security (Embodied Carbon) (distance to bus/T; EV parking) Functions Excellently 2.44 45 Nonexistent/ Full Replacement Renewable Energy GHG Water Use EUI Flood Plane Facilities Conditions Assessment Educational Adequacy Index Sustainability Index Baldwin School (Pre-K - 5)

neighborhood presence play space, drop-off areas, parking spaces and equipment spaces • Lacks variety in learning • Good ADA accessibility • EAQ score close to district avg. • Needs more breakout/support • Severely lacking green space, • Good location, great Summary Baldwin School (Pre-K - 5)

yes C 4 D 3 C 3 D 3 2.45 182 2.70 2.75 198 2.72 C 3-4 E 1-2 Public & Support Spaces Hazardous Materials Present Structural System Architectural (Exterior) Resiliency: Generator or Batteries Potential Reuse Green Space Food Service Architectural (Interior) Conveying System Building Systems Learning Modalities Instructional Spaces Site Transportation Educational lEQ (Embodied Carbon) Security (distance to bus/T; EV parking) Functions Excellently 2.32 4.5 D 3 Nonexistent/ Full Replacement Water Use Renewable Energy Flood Plane GHG EUI Facilities Conditions Assessment Sustainability Index Educational Adequacy Index Cambridgeport School (Pre-K - 5)

spaces spaces in Cambridge • EAQ just below district avg. • ADA accessible • Lacks designated drop-off • Good community access • Oldest public school building • Needs more admin + support Summary (Pre-K - 5) Cambridgeport School

3.5 в 3 yes 2.00 224 2.50 1.96 2.00 C 3-4 2.27 D 3-4 Public & Support Spaces Building Systems Architectural (Interior) Structural System Architectural (Exterior) Security Educational EQ Food Service Learning Modalities Resiliency: Generator or Batteries Instructional Spaces Conveying System Potential Reuse Green Space Site Transportation Hazardous Materials Present (distance to bus/T; EV parking) (Embodied Carbon) Excellently Functions 2.14 2 3.5 Nonexistent/ Full Replacement Renewable Energy EUI Flood Plane Facilities Conditions Assessment Water Use GHG Educational Adequacy Index Sustainability Index Fletcher Maynard Academy (Pre-K - 5)

TARRARAT Love how jean you read to me. I hope you Will remender rooms not sufficiently or spaces appropriately configured quality spaces, minimal small group • Lacks ADA accessibility, air • Limited options for expansion • Low EAQ score • Great transportation access • Caf, storage, health, conference • Lack of variety in learning Summary FMA (Pre-K - 5)

C 3 D 3 B 4 C 3 3.00 3.38 3.05 2.38 2.73 2.18 C 3-4 D 3-4 Structural System Food Service Building Systems Security Architectural (Interior) Educational IEQ Site Public & Support Spaces Conveying System Resiliency: Generator or Batteries Hazardous Materials Present Transportation Instructional Spaces Potential Reuse Green Space Architectural (Exterior) Learning Modalities (distance to bus/T; EV parking) (Embodied Carbon) Functions Excellently 2.72 3.5 C 3 Nonexistent/ Full Replacement Renewable Energy Water Use Flood Plane GHG EUI Sustainability Index Educational Adequacy Index Facilities Conditions Assessment lE Graham and Parks School (Pre-K - 5)

ino- Daniel Jaikumar Weissman learning spaces • Needs lighting upgrades • Good security and site access • "Above average" variety of • Good access to auxiliary spaces • Great transportation access • High EAQ score • Good outdoor/play space Summary Graham and Parks School (Pre-K - 5)

B 4 3.5 yes* 2.14 2.49 C 3-4 3.25 2.83 2.90 Resiliency: Generator or Batteries Public & Support Spaces Structural System Learning Modalities Food Service Green Space Educational IEQ Architectural (Interior) Architectural (Exterior) Potential Reuse Building Systems Conveying System Security Instructional Spaces Hazardous Materials Present Site Transportation (distance to bus/T; EV parking) (Embodied Carbon) Functions Excellently 2.63 C 2+; Nonexistent/ Full Replacement EUI Renewable Energy Water Use Flood Plane GHG Sustainability Index Educational Adequacy Index Facilities Conditions Assessment Haggerty School (Pre-K - 5)

district average issues spaces • Lacks variety of auxiliary • No drop-off areas • Side entrance accessibility • EAQ score slightly above Summary Haggerty School (Pre-K - 5)

4.5 D 2 1.81 2.37 yes 3.00 3.60 2.86 2.34 C 3.4 Conveying System Potential Reuse Building Systems Food Service Structural System Architectural (Exterior) Learning Modalities Public & Support Spaces Green Space Instructional Spaces Site Resiliency: Generator or Batteries Educational EQ Security Transportation Architectural (Interior) Hazardous Materials Present (Embodied Carbon) (distance to bus/T; EV parking) Excellently Functions 2.43 3.5 C-2+) Nonexistent/ Full Replacement GHG Renewable Energy Water Use EUI Flood Plane Facilities Conditions Assessment Sustainability Index Educational Adequacy Index Kennedy-Longfellow School

TAYSIA CARLAS some areas equipment • Building is "heavy and dark" in • Good security, easy to navigate • Good parking, outdoor spaces • Power access is limited • EAQ close to district average • Not ADA accessible • Some classrooms lack proper • Undersized learning spaces • Site is well-sized Summary Kennedy-Longfellow School

36 These are potential renovations and tentative and subject to capital funding appropriations. Instructional Aesthetic Operational Safety Impact Type Critical Disclaimer Reception area/lobby Flex space(s) Elevators Restroom floors Gymnasium Framing and drywall Cafeteria floor and ceiling Finish carpentry HVAC systems Sanitary systems and pest control Asbestos abatement Auditorium Potential Improvement PA systems Technology Plumbing systems 158 Spring Street Planned Renovations

3 3.5 2.5 D 3 yes 2.20 2.36 2.09 2.63 188 2.40 C 3-4 Resiliency: Generator or Batteries Conveying System Potential Reuse Public & Support Spaces Architectural (Interior) Structural System Learning Modalities Green Space Food Service Educational IEQ Instructional Spaces Site Building Systems Architectural (Exterior) Hazardous Materials Present Transportation Security (distance to bus/T; EV parking) (Embodied Carbon) Functions Excellently 2.25 3.5 D 2+ Nonexistent/ Full Replacement GHG Renewable Energy Water Use EUI Flood Plane Educational Adequacy Index Facilities Conditions Assessment lE Longfellow Building

VOAOS 14610 omel 68 program spaces air quality some repair • Lighting improvements needed • Good location • ADA accessible improvements • HVAC improvements will help • EAQ below district average • Needs more support spaces • Undersized public spaces • Needs better demarcation of • Sizable play spaces but need Summary Longfellow Building

yes в З 15 N/A 3.20 2.82 2.02 2.38 2.84 3.50 C 3-4 B 4-5 Food Service Structural System Public & Support Spaces Green Space Architectural (Interior) Conveying System Learning Modalities Security Hazardous Materials Present Resiliency: Generator or Batteries (distance to bus/T; EV parking) Building Systems Instructional Spaces Educational EQ Potential Reuse Site (Embodied Carbon) Architectural (Exterior) Transportation Functions Excellently 2.78 C 3 Nonexistent/ Full Replacement GHG Flood Plane Water Use EUI Renewable Energy Facilities Conditions Assessment Educational Adequacy Index Sustainability Index Morse School

Good security community connection amenities significantly Large site, good external • Capacity to expand • High EAQ • Mostly accessible • Varied learning spaces • Good public spaces / • Good "character" • Good lighting Summary Morse School

45 4 yes 2.95 2.36 2.73 3.50 3.50 C 3-4 3.09 Public & Support Spaces Architectural (Exterior) Educational EQ Food Service Building Systems Architectural (Interior) Conveying System Structural System Security Hazardous Materials Present Instructional Spaces Green Space Potential Reuse Transportation Resiliency: Generator or Batteries Learning Modalities (distance to bus/T; EV parking) Site (Embodied Carbon) Excellently Functions 2.91 B- 3 Nonexistent/ Full Replacement Renewable Energy Water Use Flood Plane EUl GHG Sustainability Index Facilities Conditions Assessment Educational Adequacy Index Peabody/RAUC School

LONES Well organized learning spaces located Support spaces centrally • Layout can be confusing • Good location • Good outdoor spaces • Good lighting • Highest district EAQ • Good air quality Summary Peabody/RAUC School