Willie Ross School For the Deaf Campus Master Plan

WR SD Longmeadow, Massachusetts

The Willie Ross School For The Deaf Campus Master Plan A Comprehensive Landscape Guide for the WRSD Campus Enhancement Plan

Fiona Dunbar Cyndy Fine Ashley Pelletier Conway School of Landscape Design Spring 2009

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF

The Willie Ross School for the Deaf Campus Master Plan

WRSD

School History & Mission Context Existing Conditions Vision & Goals

1 2 3 4

Campus Plan

Design

Analysis

Introduction

seeks to unify indoor and outdoor spaces in which students learn, play, explore, and grow.

Access & Circulation Slopes, Soils, & Drainage Views Vegetation Legal & Utilities Sun & Shadow Summary Analysis

5 6 7 8 9 10 11

Deaf Design Considerations 12 Outdoor Education 13 Design Materials 14 Design Alternatives 15 Alternative I 16 Alternative II 17 Alternative III 18

LONGMEADOW, Massachusetts

Final Design: Overview

Final Design: Eastern Campus Planting Preparation Planting Plan Planting Schedule (1 of 2) Planting Schedule (2 of 2) Design Details

Final Design: Western Campus Planting Plan Planting Schedule Design Details

Phasing Plan & Cost Estimates Illustrative Design

Sustainable Design

19 20 21 22 23 24 25 26 27 28 29 30 31 32

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Index

WR Sd School History

Willie Ross, 1967

A rubella epidemic swept the eastern seaboard of the United States in the early to mid1960s, dramatically changing the lives of a group of Longmeadow parents. Their children, left Deaf or hard-of-hearing by the disease, were also left without the kind of education their parents envisioned for them: a day school where they could be educated alongside hearing students. Taking matters into their own hands, the parents established their own school, named for one of the students, the Willie Ross School for the Deaf.

Mission

THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

The mission of the Willie Ross School for the Deaf is to provide students with a program focused on academic excellence while encouraging social and emotional growth. The diverse student body, aged three to twenty-two, is taught skills to prepare each student for independent living upon graduation, including vocational training and a school-to-work job program.

Founding Families

Flora, campus sculpture

The school’s mission is accomplished through WRSD’s unique two-campus model and a high teacher-to-student ratio, on-campus counselors, and other specialized staff. After appropriate testing, some students are transferred to WRSD’s East Longmeadow campus to learn among hearing students in the public school system.

Simultaneous communication with American Sign Language (ASL) and oral speaking are used in all classrooms and the academic program is aligned with the Massachusetts Curriculum Frameworks, adapted for the Deaf and hard of hearing.

Academic Building

In 2009, as part of their Campus Enhancement Plan, the school purchased an abutting 3/4-acre property of undeveloped “urban wild” to increase its capacity for recreation and outdoor learning. Added to the existing 2-acre campus, this purchase of land more than doubled the open space available to students. Once integrated with the existing campus, the new parcel will offer WRSD students an exciting and convenient connection to the natural world. New opportunities for outdoor and environmental education will distinguish the school and complement its mission of academic excellence.

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

Current Student & Teacher

Western Parcel

SPRING 2009

School History & Mission

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WR Sd

Connecticut River

Longmeadow

THE WILLIE ROSS SCHOOL FOR THE DEAF

91

Hampden County, Massachusetts

5

MA CT Border

LONGMEADOW, Massachusetts

Neighborhood Aerial View

ay Stre

et

The Willie Ross School for the Deaf is located on the corner of Norway Street and Nevins Avenue in a quiet residential neighborhood of Longmeadow in Hampden County, Massachusetts. The small, private school is surrounded by single-family homes.

Norw

WRSD

Nev Route 5

ins A venu e

The campus is located one mile from Route 5 and less than two miles from Interstate 91.

Seventy-five percent of the school’s students live in Springfield, approximately five miles away, with most others coming from Holyoke, slightly farther north. Within just a quarter mile of the school is Raspberry Brook which flows below a canopy of deciduous trees.

Within a short walk of WRSD, the recreational facilities — in particular, the basketball court — of Greenwood Park are used by students for physical education classes.

A Greenwood Park

r

Raspbe

de

rr y Bro

ok

A'

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MA

CT

r Bo

CAMPUS MASTER PLAN

Nevins Avenue Looking North

FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN Medium density residential

A

NTS

Not for construction. This drawing is part of a student project and is not based on a legal survey.

WRSD

Norway Street

Medium density residential

Context

Greenwood Park

A'

SPRING 2009

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WR Sd Residential Neighborhood

Existing conditions

A'

The Willie Ross School for the Deaf campus has two distinct areas: the 2-acre eastern parcel, with the school's buildings, is manicured and maintained, and the 3/4-acre western parcel, which seems wild and untamed, but is littered with trash. The school consists of three buildings: the academic building, the student center, and the administrative offices; other structures on the site include a small gazebo, two small sheds, and fixed play structures. A large parking lot off Nevins Avenue holds twenty-six vehicles, with twelve additional spaces in a lot off Norway Street. For reasons of safety, a four-foot-high chainlink fence surrounds the main campus; it encloses the school from the public and separates students from vehicular traffic.Vegetation on the eastern side of the campus includes lowmaintenance shrubs and plants, four raised vegetable beds, several trees of varying size, and a large expanse of lawn. The western side consists of a mixed-hardwood woodland with a sparse understory, numerous invasive plants, and scattered spring ephemerals. The northwestern-most corner is an open, grassy knoll. Currently, only the eastern side of campus is used by the school community, and there is no direct access to the western side.

Grassy Knoll

Fence Woodland

Bus Drop-Off

Nevins Avenue Parking Lot WRSD Sign

Academic Building

B B'

Sheds Vegetable Beds

LONGMEADOW, Massachusetts

Play Structures

Norway Street

Student Center

THE WILLIE ROSS SCHOOL FOR THE DEAF

Gazebo Residential Neighborhood

A

Admin.

Offices

Student Center

Academic Building

A'

Section Looking West

Administrative Offices

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER

Nevins Avenue

A

20

40

Catch basin

Student Center

Section Looking north

Contour interval: 1 ft

0

B

60 ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Source of topographic survey: Smith Associates Surveyors, Inc.

Existing Conditions

Academic Building

B'

CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

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VISION

The Willie Ross School for the Deaf is committed to academic excellence and the success of its students. The values of the school community are reflected in its campus, which is a place of vitality where students learn and play in a safe setting, connections with the natural world are encouraged and facilitated, the Deaf culture is celebrated, and clear links exist between the classroom and the outdoors.

Safety

RECREATION EDUCATION

SITE COHESION

Goals

Program

Criteria • Paths not to exceed 5% slope, or 8% with railing; minimum 60" wide • Fences 4' high along property frontage; up to 6' high along rear and sides of property • Signs, placards, or other memorial feature to celebrate influential Deaf figures • 38 parking spaces required, each 9'x18'. One universally accessible space with a 5' buffer

Unify the campus’ indoor and outdoor elements to complement the school’s mission of academic excellence with new outdoor opportunities.

• • • • •

Create an outdoor environment that is enjoyed by students of a wide range of ages and that responds to a variety of interests and activities.

• Educational features • Natural features • Memorial honor garden

• Appropriate for students ages 3-22 • Comply with Massachusetts Educational Standards and subject matter • Use plants and natural materials in learning

Utilize the outdoor space for education, exploration, and environmental study in keeping with the Massachusetts education standards.

• Basketball court • Playing fields • Play structures

• Basketball court 42'x50' wide; hoop 10' high; regulation court lines • Playing field with turf, max. 2% slope, min. 1% • Use natural features and elements on site to encourage play, imagination, and exploration

Design a safe and secure landscape in which to play, learn, and explore the natural world.

• • • •

Accessible pathways Vegetation Seating and benches Fences Parking

Fencing Universal access paths Clear sight lines Safe, durable materials and structures

• Paths not to exceed 5% slope, or 8% with railing; minimum 60" wide • Fences 4' high along property frontage; up to 6' high along rear and sides of property • Universal access (ADA)

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Vision & Goals

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WR Sd Access & Circulation Willie Ross School for the Deaf students run and play freely throughout the central grassy area in the schoolyard. The open schoolyard is centrally located and easily accessible from the main gates and building entrances, and concrete walkways are wellmaintained, with smooth, even surfaces, and are comfortably wide at five feet. A fourfoot-high chain-link fence separates vehicles from on-campus pedestrians and keeps students safely within the school’s boundaries. Gates permit access from parking areas and the sidewalk to the campus’ pedestrian walkways. There are currently no points of access to the western parcel.

Norway Street

P (12 spaces)

Academic Building

Student Center

Vehicular off campus on campus parking student drop-off

P

P (26 spaces)

Pedestrian

sidewalk fence gate main path secondary path schoolyard main entrance secondary entrance ramp

P Administrative Offices

The school is accessed by Nevins Avenue and Norway Street. Low volume of traffic on these streets originates from the surrounding residential neighborhood and nearby Route 5. All students and faculty commute to the campus by small school buses or private automobile. Three curb cuts allow vehicular access onto the campus.

The parking lot off Nevins Avenue holds 26 vehicles and the lot off Norway Street holds another 12; both lots are used by faculty and staff, while most visitors use the Nevins Avenue lot. Students are dropped off and picked up by small school buses along Norway Street. For visitors entering the campus from the Nevins Avenue lot, way-finding can be confusing since several gates and all three building entrances are visible from the parking area, and only a small sign on the main gate provides direction.

Universally accessible pathways, in line with Americans with Disabilities Act (ADA) regulations, could be installed to connect the western parcel to the existing campus and to provide access throughout the western parcel. Building materials for pathways can be chosen to help create cohesion between the two parcels or to distinguish them from one another. Pathways should be at least five feet wide to comfortably accommodate several people walking side by side. Four-foot-high fencing could remain on the frontage of the school and additional fencing could be added around the remainder of the property to ensure student safety and create privacy from the neighboring homes.

The parking lots must accommodate at least 38 parking spaces, as required by town by-laws. The entrance experience and way-finding should be improved for the benefit of all students, staff, and visitors.

Nevins Avenue

No access

40

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Contour interval: 1 ft

20

LONGMEADOW, Massachusetts

Design Directives

Legend

0

THE WILLIE ROSS SCHOOL FOR THE DEAF

60 ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Access & Circulation

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SLOPE & Soils The eastern portion of the campus is relatively flat, with the greatest slopes at 8% and the majority under 3%. On the western parcel, slopes are steeper, in many areas measuring more than 15%. In the center of that parcel, the steepest slopes form a depression, while in the northwest corner, the grassy knoll represents the parcel's most level area, at 3-8% slope. Soils found on site are characterized as rapidly permeable with low water holding capacity. Soil tests in the western parcel (conducted by O'Reilly,Talbot & Okon Associates in December 2008) suggest that no major toxins are present, though coal ash was found at the southern end of the depression.

Design Directives Structures, facilities, and play areas best suited to level surfaces would more readily fit on the flatter, eastern half of the campus. Unless re-graded to diminish slopes, the steep terrain characteristic of much of the western parcel makes this area unsuitable for most structures and certain activities. Frequent use of areas prone to erosion should be discouraged. The addition of accessible pathways is required throughout the campus, which may call for re-grading of slopes in some areas of the western parcel to meet ADA requirements. O'Reilly, Talbot & Okon Associates recommended spreading landscape fabric and a six-inch layer of mulch on top of the soils to cover the coal ash.

Norway Street

Academic Building

catch basin

Stude nt Cent er

Slopes 0-3% 3-8% 8-15% >15% Administr

ative Offices

fast moderate slow puddling downspout outflow drain

Nevins Avenue

0

20

40

60 ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

LONGMEADOW, Massachusetts

DRAINAGE Water run-off on the eastern parcel drains away from the buildings and off-site into the town stormwater system or onto the western parcel. All campus buildings are equipped with rain gutters and downspouts which outlet directly onto the ground. One small area along a main campus pathway pools during storm events and can be icy in winter. Three drains are located around the student center and a fourth drain collects site run-off at the southeast corner of the Nevins Avenue parking lot.

Design Directives The flow of stormwater on the eastern half of the campus will not restrict design in this area. However, roof run-off might be captured for use on site or slowed to permit the water to percolate into the ground rather than flow into the stormwater system. For safety and convenience, any design should resolve the puddling problem along the main pathway. Strategies for mitigating run-off from parking lots should be utilized to filter pollutants before water enters the stormwater system.

If trees and understory vegetation are removed from the western parcel, as proposed by the school and Wayne Ottani, a certified arborist who has consulted with the school, drainage flows may increase, raising the likelihood of water collecting in, and overflowing, the catch basin. Any design must allow water to continue flowing off-site through the catch basin while properly covering the basin for the safety of students.

Contour interval: 1 ft

THE WILLIE ROSS SCHOOL FOR THE DEAF

On the western parcel, run-off from all points flows into a semi-covered catch basin at the southern end of the gulch, then into an underground pipe, and outlets across the street to the south, above Raspberry Brook. The condition of the pipe is unknown, but suspected to be in poor condition and the abutting neighbors have observed water pooling around the catch basin after large storm events.

Legend

Drainage

WR Sd

Slope, Soils, & Drainage

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

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WR Sd Views Clear sight lines are important at the Willie Ross School for the Deaf so that teachers can safely supervise their students, and everyone can communicate using sign language across distances. Sight lines are open across the eastern parcel, where there are few visual obstacles and trees have high limbs. However, on the western parcel, sight lines are significantly limited by many trees, dense understory vegetation, and variable slopes.Views into the western parcel from the eastern are attractive, though limited in length, due to the vegetation.

3

1

Norway Street

Academic Building

Student Center

1

2

Administrative Offices

Legend Views good bad

Partially obstructed views are created by the corners of buildings and several main pathways round building corners, which may be problematic or even hazardous to pedestrians merging from opposite sides of the corner who cannot hear or see others coming ahead.

The school’s location on a corner lot allows for visibility from neighbors and passersby along Norway Street and Nevins Avenue. The school buildings blend in with the surrounding residential context, though chain link fences and parking lots do not. The large Nevins Avenue parking lot is visually dominant from many angles within the campus, and as the main point of arrival for staff and visitors, the lot creates a poor and unwelcoming entrance experience.

Design Directives

Nevins Avenue

A visual connection between the eastern and western parcels could be created to help unify the campus. Sharp pathway intersections at the corners of buildings could be softened by rounding pathways away from corners to reduce pedestrian collisions. Poor views of parking lots from on and off campus could be improved by screening cars and pavement.

Sight lines clear obstructed sharp corners

2

40

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Contour interval: 1 ft

20

LONGMEADOW, Massachusetts

Clear sight lines should be maintained on the eastern parcel and could be improved on the western parcel with the removal of some trees and understory vegetation. Gathering spaces should enable clear views throughout so that all participants in a conversation or lesson can see the speaker using sign language.

3

0

THE WILLIE ROSS SCHOOL FOR THE DEAF

60 ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Views

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Vegetation Existing vegetation on the eastern parcel include several shade trees and closely sheared evergreen and deciduous shrubs planted around the buildings. Four raised beds are planted with vegetables and perennials.The gazebo is surrounded by mixed shrubs and perennials. A small entry garden by the gate to the Nevins Avenue parking lot is planted with arborvitae, juniper, and scattered perennials, with a lovely flowering, weeping crabapple punctuating the corner. brambles, saplings

Situated by the playground equipment is a large honeysuckle underplanted with ornamental grasses and nearby, the school’s sign is surrounded by sheared evergreen shrubs and a young maple, donated by the local garden club. The administrative offices are bordered with a mature dogwood, evergreen shrubs, and perennials. Large maples and flowering crabapple trees line Nevins Street just over the property line and provide shade and beauty for the south side of the campus.

forsythia cypress

turf grass

yew, euonymus

The 3/4-acre western parcel consists of mixed woods primarily made up of mature maples (silver, sugar, and Norway) in varying degrees of health, a few other hardwoods, an unusually large pear tree, and several standing dead trees. The sparse understory mostly includes invasive species such as honeysuckle, barberry, burning bush, bittersweet and periwinkle.

Several spring ephemerals and other groundcovers were also noted, including trillium, bloodroot, jack-in-the-pulpit, and false Solomon seal, scattered among ferns, pachysandra and grape vines.

maple Academic Building

viburnum

mixed hardwoods poplar maple

forsythia

honeysuckle & grasses

Student Center

spruce

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

Approximately one-third of the western parcel in the northwestern-most corner is a relatively flat but gently sloping grassy field surrounded by brambles, sumac, a large cypress tree, saplings, an old raspberry patch, ajuga and violets. Interspersed are invasives such as multiflora rose, honeysuckle, bishop's weed, burning bush, bittersweet and gil-over-theground.

DESIGN DIRECTIVES yew, juniper, euonymus, & arborvitae

mixed evergreen shrubs & groundcovers

dogwood

Administrative Offices

yew hedge

hemlocks

evergreen perennials

beech

maple crabapple

Contour interval: 1 ft

0

20

40

60 ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

maple

On the eastern parcel, the addition of native shrubs and perennials would provide food and habitat for birds, butterflies, and other pollinators, and interesting observation for the students. Shrubs or vines might be used to soften, camouflage or replace the chain link fencing currently surrounding the school. Such efforts might also help the school blend more with the residential neighborhood and lend the campus a less institutional look.

On the western parcel, understory and invasive plants should be removed so as not to encroach on native and other more desirable flora, and to open up sight lines. The woods should be cleared of deteriorating trees that could pose a safety hazard, with healthy trees remaining to provide high canopy and open site lines for safe student play, exploration, and education, as well as food and habitat for wildlife. A few standing dead trees could be left for wildlife habitat and student observation if they will not be a safety hazard.

CAMPUS MASTER PLAN

Large healthy trees can provide swing and tree house support and stumps of varying heights remaining from cut trees could be used for climbing and woodland seating. The grassy field’s border can be cleared of invasives and brambles, affording additional room for the potential perimeter walkway and leaving the area open for sports, gardens, and play space. Neglected berry canes could be pruned and maintained for human and wildlife food.

CONWAY SCHOOL OF LANDSCAPE DESIGN

Vegetation

FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER

SPRING 2009

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WR Sd 5'

15'

RESIDENTIAL ZONING

40'

Academic Building

15'

5'

Legal

setbacks

Utilities

40'

LONGMEADOW, Massachusetts

Conservation easement

Student Center

Legend

electric (overhead) gas

WRSD is located in Residential Zone A-1, requiring 40-foot frontage setbacks along the property boundaries of Nevins Avenue and Norway Street. Side property lines have 15foot setbacks for buildings and 5-foot setbacks for accessory structures, such as playground equipment. Fencing, 6-foot in height or less, may be erected directly on side and rear. Since a change in zoning laws in 2003, fencing is no longer allowed on front property lines; the existing chain link fence along the front of the property is grandfathered in, and would require a variance to alter. Signs in Residential Zone A-1 are not to exceed one square foot or two linear feet.

THE WILLIE ROSS SCHOOL FOR THE DEAF

Administrative Offices

The western parcel was purchased in early 2009 from a neighbor of the school. The parcel is under a conservation easement, which regulates that the sellers (also called grantors) “…grant to Willie Ross School for the Deaf Inc. (WRSD)... the perpetual, exclusive right and easement to use as though it were vested with full right and privileges of ownership, including but not limited to building structures, improvements, adding or subtracting plantings, trees, and/or soil or otherwise, including the right to exclude the grantor, successors and assigns from easement area within the land area more particularly described below.” In laymen's terms, WRSD is free to use this parcel as their own in accordance with Longmeadow town by-laws. There are no delineated wetlands on the WRSD campus and it is sited outside of any environmental jurisdiction zones.

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

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Contour interval: 1 ft

0

20

40

60 ft

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Not for construction. This drawing is part of a student project and is not based on a legal survey.

Legal & Utilities

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WR Sd SUN & Shadow

January 15 - 8 am

January 15 - 3pm

The large lawns to the east of the student center and academic building, as well as the grassy area in the northwestern corner of the property, are bathed in full to partial sunlight for most of the day throughout the year.The public faรงades of these two buildings face east, and are thus in shade every afternoon and evening, and the northern sides of all buildings are in shade daily. When covered in a full canopy of leaves, the woodland trees cast full shade on the understory below, with a small amount of dappled sunlight; when the trees are without leaves, the woodland understory is in partial shade. Tall trees in the woodland and specimen trees on the eastern side of campus cast lengthy shadows to the north, east, and west during the winter months.

THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

Design Directives

June 15 - 8am

Planting choices throughout the campus should be determined in part according to the distribution of direct sunlight hours each area receives. According to Wayne Ottani, a certified arborist who has consulted with the school, some trees are slated to be removed from the woodland due to their deteriorating health, but sufficient shade will remain to provide a pleasant shady area in hot weather, when much of the campus will be in full sun.

June 15 - 3pm

Design features, such as gathering areas and an outdoor classroom, can be appropriately located in part by understanding sun and shadow patterns, to assure that they are sufficiently shaded to be cool in hot weather and to avoid glare from the sun. Particularly in this community, where the language is visual, seating areas should be arranged so that students have their backs to the sun and can clearly see the teacher sign and speak.

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

September 15 - 8 am

N Not for construction. This drawing is part of a student project and is not based on a legal survey.

September 15 - 3pm

Sun & Shadow

SPRING 2009

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WR Sd SUMMARY ANALYSIS The campus has two distinctive parcels, one maintained, developed, and relatively flat, and the other steeper, unruly, and wild; currently, there is no connection between the two.

The eastern portion of the campus is manicured, maintained, and relatively flat, has clear sight lines, and can be traversed easily by pedestrians along paved paths and across the expansive lawn. Fencing surrounds this half of the campus, providing separation between pedestrian and vehicular circulation and keeping students safely within the campus boundaries. Way-finding is confusing for first-time visitors. Many positive views from inside the academic building look onto natural features outdoors, including several mature trees and some foundation plantings, while other windows face sides of buildings or parked cars, making for less desirable views. Water here flows off-site into the municipal stormwater system.

Academic Building

THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

Steep slopes, dense understory, many trees, and littered debris on the western campus parcel prevent easy physical access and limit sight lines in most areas. This half of the campus is defined by its untamed feel. Water flows in sheets down the steep slopes and is directed into a catch basin, which outlets across Nevins Avenue, and which has been known to back up, forming a small and temporary pond.

Student Center

Design Directives

Legend vegetation drainage no connection main entrance main path cars on campus schoolyard parking

Administrative Offices

A sense of cohesion between the two distinctive parcels can be created by using complementary vegetation, pathways, and fencing, and by linking indoor and outdoor spaces used by students of all ages and abilities for education and recreation. Way-finding for visitors and the entry experience for all should be improved using vegetation, signs, and navigable pathways to make the campus more inviting. Design on the western parcel should include universally accessible pathways while addressing potential erosion on steep slopes and incorporate clear sight lines. Fences will help create a safe environment as well as provide a consistent and unifying element throughout the site. All features of the design should appropriately acknowledge and address the special needs of the student population.

Vegetation, building materials, and pathways can help link the two parcels for a sense of cohesion on the campus. The character of the western parcel, undeveloped and wild, should be embraced to retain distinction from the eastern parcel.

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Contour interval: 1 ft

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20

40

60 ft

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Not for construction. This drawing is part of a student project and is not based on a legal survey.

Summary Analysis

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Design Directives

Spatial Landscape Arrangement Elements

Grouping & # of people signing

Small gatherings

2

3 • • • • •

Paths Seating areas Sharp corners Intersections Gathering spaces

• Increase width of paths for space enough to sign while walking

• Remove bollards or pathway obstructions • Use materials for way-finding cues • Avoid direct lighting and glare from sun Images adapted from: Deaf Diverse Design Guide http://www.dangermondarchitects.com/blog/

WR Sd

Large gatherings

4+

Teacher & Class • Gathering spaces • Outdoor classrooms • Larger spatial arrangement

• Sun should be behind group to avoid glare • Materials behind focal point should be similar in color and texture

When designing spaces for the Deaf, a number of considerations should be addressed.

Students at the Willie Ross School for the Deaf use American Sign Language (ASL) to communicate. Because ASL is entirely a visual language, the listener must always look at the speaker to follow a conversation and students must be able to see their teacher to follow a lesson. The chart to the left shows how gathering spaces should be arranged in order to ensure that all participants in a conversation can clearly see the person speaking.

The primary means of achieving this goal is to create spaces which allow people in a group to form circles or arcs. Whenever possible, bright or direct lighting and glare from the sun should be avoided as it poses a visual challenge when people are signing. Bright, busy background material can also distract from the person signing.Thus, gathering spaces should be arranged so that the sun is behind the group and background material should be relatively plain in color and texture.

THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

Pathways should be wide (ideally at least six feet) and clear of obstructions to accommodate two or more people speaking in sign language as they walk, and even providing space enough for a third person, uninvolved in the conversation, to walk alongside the other two, acting as the group’s eyes. Sharp turns at corners inside or outside buildings should be softened whenever possible, widening and rounding the pathways for foot traffic, or adding windows for transparency. Because Deaf people walking from opposite sides of the corners cannot hear others coming, collisions could occur where sight lines are highly limited.

George Balsley, who is Deaf and is an architect with Kuhn Riddle Architects in Amherst, Massachusetts, consulted with the design team. He confirmed the team’s research findings regarding the need for circular and arced spatial arrangements, minimal glare and background distraction, wide pathways, and rounded or transparent intersections.

Mr. Balsley explained the importance of eliminating or de-emphasizing structures such as access ramps and chain link fencing that convey an institutional feel since WRSD seeks to be a welcoming and comfortable place for students to learn, develop, and play. Creating universal access for all site users is crucial and can be done in a manner that does not separate or draw extra attention to people with disabilities who may need special means of access into buildings or outdoor spaces. Lastly, Mr. Balsley, who is familiar with the WRSD campus, stressed the need for a clear and welcoming entrance experience, which can establish a sense of comfort and ease, for all visitors, and in particular for parents visiting the school for the first time who may be nervous, unsure, and in search of a safe and special place for their child to learn and grow.

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Deaf Design Considerations

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WR Sd OPPORTUNITIES FOR ENVIRONMENTAL EDUCATION weather station

honeybee observation

A school landscape can be designed to incorporate and highlight plants and natural features that incite curiosity in children. Such dynamic and captivating play spaces and props promote opportunities for “accidental learning” simply through students’ interaction with, exploration of, and exposure to nature.

THEME GARDENS & Plants for Play Self-directed, engaging, hands-on features incorporated in the landscape can provide opportunities for environmental education informally as students spend time outside, or formally with guidance from teachers. Features can be designed to correspond with key curriculum concepts to help reinforce students' understanding of ecology, science, and natural systems.

solar bird bath

animal tracks in pavement

human sundial

pollinator garden bed

Photographs from Life Lab, Santa Cruz, California

root view box

wheelchair accessible garden bed

Theme Gardens

LONGMEADOW, Massachusetts

Plants

Farm Animal Garden

goat’s beard, cowslip, lambs ear, pigweed, ox-eye daisy

Literature Garden

plants students read about in books

Native Plant Garden

plants native to New England

Pizza Garden

garlic, oregano, basil, tomatoes, peppers, spinach

Pollinator Garden

flowering plants that attract butterflies, birds, bees, and bats

Salad Garden

lettuce, carrots, cucumber, arugula, spinach, edible flowers

Salsa Garden

cilantro, onion, tomatoes, garlic, chiles

Sensory Garden

plants with texture, fragrance, color, edibles, and sounds

Tea Garden

herbs for sun teas

Zoo Garden

bear’s breech, bird of paradise, monkey flower, bee balm, tiger lily

Play Features

THE WILLIE ROSS SCHOOL FOR THE DEAF

Plants

Climbing and swinging

red and sugar maples, beech, elm, hackberry, Eastern sycamore

Hiding spaces and quiet places

bamboo, willow, grasses, hedge maple, cutleaf birch, beautyberry, clematis

Play Props

arborvitae, fir, hemlock, pine, spruce, witch hazel, magnolia, maple, oak, viburnum, sumac, nannyberry, willow, akebia lamb’s ears, bayberry

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

flower tunnel

zoo garden bed SPRING 2009

Outdoor Education

13/32

Learning By The Yard

www.outbacksolution.net/sitebuildercontent

Photo from internet search

http://farm4.static.flickr.com/3638/...

Photo from internet search

THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

www.treehugger.com/tinkering-school-outdoor... www.ymcacolumbus.org/assets/images/image_outdoored.jpg

Andropogon Associates: Sidwell Friends School San Mateo Outdoor Education San Mateo Outdoor Education

Google Images search: outdoor education

Google Images search: wooden boardwalk

On-site Materials

Andropogon Associates: Avalon Park & Preserve

Trees in poor health on the western campus may be removed, providing an immediately available resource for utilitarian and play features on the campus. Stumps, trunks, logs, and branches can be used for seating, swings, railings, and more.

Charles M. Kozierok Andropogon Associates: Ross School

Google Images search: paths

Google Images search: paths

Universally accessible paths will be built on the western parcel. Paths can reflect the natural setting of the site if constructed with materials such as wood, stone, or gravel, and are integrated into the landscape.

Fiona Dunbar, photo from Occidental Arts & Ecology Center

Recreation & Education Features

www.downtownexpress.com/de_85/fence.gif CMG Landscape Architects: Gateway Childcare

Google Images search: fences, fencing

Google Images search: fences, fencing

Fencing Pathways & Boardwalks

Six-foot tall fencing will be installed surrounding the western parcel, and four-foot fencing will be maintained on the eastern parcel. Fencing can be used as a unifying feature in the landscape and to help the school's campus blend into the surrounding residential neighborhood.

WR Sd

Natural materials can be used to create play features and to incite curiosity and exploration for education.

Design Materials

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

14/32

Alternative I

Incorporated into the three design alternatives are the special considerations for designing for the Deaf, opportunities for outdoor education, and consistency in building materials and vegetation.

Each alternative meets the project goals of site cohesion, education, recreation, and safety. The following are common program elements found in each of the alternatives:

• enhanced heart of campus • improved entry experience • universal access throughout entire campus • access to western parcel • consistent use of materials Alternative II

• transitional space between indoors & outdoors

SITE COHESION

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

• 38 parking spaces

• spaces devoted to students of varying ages • outdoor classroom & group gathering areas • native plantings & wildlife attracting vegetation • wildlife food & habitat • honor garden

EDUCATION

• basketball court Alternative III

• swings & tree platform in woodland • playing field • existing play structures • seating, natural & formal

RECREATION

• 6' perimeter fence on western campus

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER

• 4' fence on eastern campus

Safety

CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

NTS

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Design Alternatives

15/32

WR Sd Zoo Garden Butterfly Garden

section view looking north

A

A'

Outdoor Classroom

Parking Tree House Field

Sign

6' Wooden Fence

4' Wooden Fence

Tree swings Academic Building

LONGMEADOW, Massachusetts

Trellis

Tree Stump Seats Grass River

ADVANTAGES

Trellis

Boardwalk

A

The western parcel is the primary place for creating opportunities for outdoor learning and enhancing play, with the eastern parcel remaining relatively unchanged. This design incorporates program elements placed in relative location to one another, as specifically requested by the client. To better link the two parcels, additional plantings are proposed on the eastern parcel, including a special Honor Garden which makes the center of the campus more inviting and appropriate for a wide range of ages.

THE WILLIE ROSS SCHOOL FOR THE DEAF

Bridge

Basketball Court Student Center Trellis

Existing Play Equipment

A' Vegetable Beds Trellis

• Honor garden is the focal point for the heart of the campus while highlighting notable Deaf individuals.

• Relocates gazebo and young children’s play area to create a special place for them and make central campus area welcoming to all ages.

• Maximizes amount of open play space throughout campus by retaining lawn area on eastern parcel and adding a field on the western parcel.

DISADVANTAGES

Honor Garden GazeboEarly

Childhood Play Area

Parking

Gazebo Parking

• Minimal and awkward connection between eastern and western parcels • Awkward entrance experience to western parcel due to cramped entry at southwest corner of student center and placement of basketball court • Location of basketball court will require significant re-grading, tree removal, the addition of impermeable surface, and the associated noise from playing students may be undesirable to nearby neighbors

Administrative Offices

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Contour interval: 1 ft

0

20

40

60 ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Alternative I

16/32

WR Sd section view looking north

A

A'

Rain Garden

Butterfly Garden

Basketball Court

6' Fence

The goal of this design is to incorporate educational features throughout the outdoor campus space. While the western parcel is intended to remain more “wild” for play, exploration, and learning, the eastern parcel is more formal with more defined landscaping and play spaces. Elements of the wild and formal are echoed throughout the property, creating cohesion and unifying two distinctive areas as one interesting, engaging, and beautiful campus space.

Parking

Educational Spaces

Field

Tree Platform

ADA perimeter Path

Woods

Early Childhood Play Area

Academic Building

Gazebo 4' Fence Sign

Deck

Dry Rock River

LONGMEADOW, Massachusetts

ADVANTAGES

Educational Spaces

Benches

A

THE WILLIE ROSS SCHOOL FOR THE DEAF

Student Center

Theme Gardens

Existing Play Equipment

A' Memorials Rising Spiral Path with Sensory Garden Parking

Parking

• Heart of campus designed to attract all ages and the circular form of the rising garden spiral unifies awkward space between the surrounding buildings.

• Education mirrored on the western parcel with “learning centers” while nature is reflected on the eastern parcel with additional plantings and use of natural building and play materials.

• Deck provides transition space as students move between inside and outside, and makes awkward space usable with new access from hallway.

DISADVANTAGES • Location of basketball court would entail loss of parking and re-grading in an area prone to erosion.

• The accessible pathway in the western parcel would require re-grading; meandering significantly to follow the contours, the additional length would add more impermeable surface to otherwise open areas.

• Rearranging parking configuration and the significant addition of paved pathways could be costly.

Administrative Offices

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Contour interval: 1 ft

0

20

40

60 ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Alternative II

17/32

WR Sd A

section view looking west

Basketball Court

A' The campus is defined by two distinctive halves: the western parcel is dedicated to nature, play, and exploration, and the eastern parcel is devoted to a welcoming, formal entry and campus center.This design strengthens the heart of the campus by creating a central focal point using pathways and plant materials to unify the space between buildings. Parking is redistributed to improve and clarify the entry experience. A sense of openness is created in the heart of the campus, improving the awkward space between the buildings and providing engaging landscape features for students.

4' Fence Parking Amphitheater

Field

ADA Perimeter Path

Academic Building

Woods

Parking

Swale

6' Fence Deck

Play Equipment

Courtyard Student Center

4' Fence

Outdoor Classroom Campus Entrance

Sensory Garden 4' Fence

Early Childhood Play Area

Gazebo

Sign Memorial Garden

Parking

Parking

Administrative Offices

• Entry experience is welcoming and easy to navigate with central courtyard as unifying feature.

• The western parcel is dedicated to play and informal experiential education opportunities.

• Deck links academic building and student center on either side of the hallway (new doors allow access through) and creates transition space between inside and outside.

• Fencing along Norway Street is minimized and dense planting blocks views of parking.

DISADVANTAGES • Visitors checking in first at the administrative offices could be confused when parking in the eastern lot since the main doors of the academic building will be the first and most visible entry.

• Redistribution of parking will be costly and add impervious surface.

• Placement of basketball court will require regrading and add impervious surface near an eroding slope.

CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Contour interval: 1 ft

40

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER

A

20

LONGMEADOW, Massachusetts

ADVANTAGES

Gathering Area with Butterfly Garden

0

A'

THE WILLIE ROSS SCHOOL FOR THE DEAF

60 ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Alternative III

18/32

WR Sd

butterfly garden rain garden

vegetated swale

stone dust path

THE WILLIE ROSS SCHOOL FOR THE DEAF

parking (18 spaces) athletic field

tree platform flower tunnel

basketball court Academic Building

woodland mulch path

bird sanctuary

benches

seating wall & ADA path

double glass doors

dry rock river

vegetable beds

deck boardwalk

play structures

Student Center

outdoor classroom woodland garden

Pathways and vegetation create a physical link between two previously divided and distinct parcels of land. An outdoor classroom, expanded play spaces, a basketball court, lush vegetation, seating areas, and improved access encourages greater use of the outdoor campus for education and recreation. The design takes into consideration the special needs of the students, who are Deaf and hard of hearing, with use of wide pathways, semi-circular gathering spaces, and clear sight lines. Play areas and social spaces are distributed throughout the campus to appeal to all students, who range in age from 3 to 22 years old. The entrance experience is improved by using vegetation, clear and universally accessible pathways, signs, and a trellis as visual cues for easy way-finding and a pleasant, welcoming arrival. Sight lines across the campus are clear, and accessible pathways and additional fencing help assure student safety. Specific plants are proposed to promote students' imaginative play and curiosity about the natural world. The design is discussed in greater detail on sheets 20 and 26.

LONGMEADOW, Massachusetts

WRSD sign

Flora the sheep welcome sign & flagpole

honor garden

early childhood play area gazebo

entry trellis van parking (2 spaces) Administrative Offices

parking (19 spaces)

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Contour interval: 1 ft

00

20 20

4040

6060 ft ft

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Final Design: Overview

19/32

EASTERN CAMPUS Design in Detail

1 10

Faculty, staff, and visitors enter through a wooden trellis, covered by bright, fragrant clematis as they walk onto the school campus. They are immediately greeted by Flora, the school’s beloved sheep statue, and a welcome sign directing visitors to the administrative offices. The entry experience is welcoming and easily navigable thanks to signs, clear pathways, vegetation, and other way-finding cues, such as the trellis.

Meanwhile, students dropped off and picked up by school buses along Norway Street pass the muchrequested basketball court. Before and after school, and during recess, middle and high school students are found playing basketball, socializing on benches nearby the court, or playing on the exercise equipment; the youngest children have a hub for play by the gazebo with springy riding toys; the elementary students run and play games across the grass, climb on the play structure, and sometimes join the basketball games.

The heart of the campus remains open and expansive, defined at the edges by vegetation and nearby pathways. The large lawn enables free play and is dedicated to use by students of all ages and abilities.

Low-maintenance vegetation borders the property to screen fencing, parking, and ADA ramps; anchor buildings to the landscape; add bright colors, interesting textures, and pleasant smells around the campus; and incite interest and curiosity in students.

1

A VEGETATED SWALE captures run-off from the parking lot and nearby downspouts, filtering out pollutants and funneling water into a rain garden to the west (see Sheet 25) where it can percolate into the ground.

2

The BASKETBALL COURT measures regulation size for a half court, at 42 feet by 50 feet. The court doubles as a bike track and skateboard area.

3

A five-foot wide concrete PATH links all indoor and outdoor access points. Its curvaceous layout eliminates sharp corners and blind intersections for pedestrians.

ADA regulation RAMPS are discretely incorporated into the landscape by screening them with vegetation, and at the academic building entry, by utilizing a gradually rising, curved wooden pathway.

6

7

Four raised VEGETABLE BEDS that can be tended by students are located in a sunny spot conveniently close to the classrooms. Planted with edibles, they can also be designed as THEME GARDEN BEDS, in which all plants in a bed fit a certain theme, such as “Pizza Bed” which holds plants like basil, oregano, tomatoes, garlic, onion, spinach, and peppers. (See Sheet 24).

4

Social spaces scattered throughout the landscape provide students places to sit, watch the schoolyard activity, and converse with one another. Backless BENCHES between the basketball court and grass field offer a place to wait for a turn in or watch the game. A ROCK SITTING AREA at the center of the accessible path into the academic building and a concrete SEATING WALL at the top of the path offers a clear view of the campus.

5

8

9

10

11 0

20

40 ft

N

2 basketball court

Academic Building WRSD sign

9

An Honor Garden memorializes important historical Deaf figures, each of whom is honored with a tile plaque inlaid on a wooden post. The memorials are stationed amongst lush vegetation, lining both sides of the walkway leading to the western campus, indicating entry into a special space, and encouraging reflection.

6

LONGMEADOW, Massachusetts

3

9 7 welcome sign & flagpole

8

entry trellis

3 10

PARKING is distributed to hold 18 vehicles in the Norway Street lot and 19 in the Nevins Avenue lot; the driveway off Nevins Avenue is expanded to hold 2 school vans. The new configuration adds one parking space to the site, with a total of 39 spaces.

Not for construction. This drawing is part of a student project and is not based on a legal survey.

THE WILLIE ROSS SCHOOL FOR THE DEAF

11

4

5

Student Center

Existing FOUNDATION PLANTINGS are supplemented with native plants. Planting choices reflect the need for low-maintenance species and the desire for color, texture, and other sensory features (see Sheets 2324). Many of the species used here are the same as those planted in the western campus.

For the safety of students, 4-foot-tall FENCING lines the parking lots and campus frontage along Norway Street. Vegetation screens the fences and helps the school to blend more into the surrounding residential neighborhood.

5

3

A WOODLAND GARDEN signals the transition from the eastern campus into the western campus. Here, path materials change from concrete to wood, while more densely planted vegetation and a trellis gateway link east and west all help link east and west as a unified campus.

The GAZEBO and EARLY CHILDHOOD PLAY AREA is relocated out of the center of the campus to devote a play space to the youngest children. This opens up the central area as an open play space for everyone, and diminishes the awkwardness of the space between the three buildings.

Norway Street

parking (18 spaces)

WR Sd

10 Administrative Offices

parking (19 spaces)

9

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

Nevins Avenue

SPRING 2009

Final Design: Eastern Campus

20/32

T1

western campus exotic invasives to be removed with roots:

BARBERRY

T5&6

spring ephemerals to be transplanted where necessary:

eastern campus

T2&3

transplants

T4

(See new locations Sheet 23) T1 yew T2-3 euonymus T4 yew T5-6 euonymus T7 maple T8 viburnum T9 honeysuckle T10 hosta/iris T11 kalmia T12 daylily/iris T13 rhododendron T14 cherry T15-18 euonymus T19-22 arborvitae T23 rudbeckia (3) 24-25 spirea T26 rhododendron T27 lecothoe T28 azalea T29 hosta 30 rhododendron T31 spirea T32 azalea T33-34 forsythia T35 euonymus T36 euonymus (2) T37 sand cherry T38 red-twig dogwood T39 hosta (mass)

T7

Academic Building

BLOOD ROOT

T8 Bittersweet

T33&34

FALSE SOLOMON SEAL

T9 MULTIFLORA ROSE

X

Trillium Student Center

BURNING BUSH

X XX X

JACK IN THE PULPIT

X X

T35

T26 T27 T24&25 T28 T29 T23 T30 T32 T31

T36(2)

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

removals X X X X

ornamental grass barberry (2) juniper groundcover (2) juniper shrub (2)

T14

HONEYSUCKLE

Violets

FERNS

GINGER

NTS

N

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Photographs from Ladybird Johnson Wildflower Center online plant database

T15 BISHOP'S WEED

T19&20

X T16

T21&22

T10

T11

X T18

T13

T17

key

Administrative Offices

X

CAMPUS MASTER PLAN

T12

T transplant (43) X removal (11) # current location

T37 T38 X

FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009 T39

Planting Preparation

21/32

WR Sd

Tp

THE WILLIE ROSS SCHOOL FOR THE DEAF

Pq Hm Ard

Ps Sp Ov Ad Hx

Ard

Ad

Po

Mc

Ov

Ac

Ov

Ta Mc

Planting plan

Ej Fg

All proposed vegetation, with the few exceptions of butterfly bush, lady's mantle, and two grasses, are native plants. Native plants have been chosen because they are low-maintenance, disease resistant, do not require staking, dead-heading, or watering once established, and provide food, habitat, and beauty for people and wildlife.

Fg

On the eastern campus, trees, shrubs, and soft-plumed grasses will line the interior spaces between pathways and buildings, creating soft edges and easy way-finding. The colorful, scented, and multi-textured gardens surrounding the campus sheep statue, Flora, will repeat the palette of the western campus' butterfly garden and, in conjunction with vine-covered trellises and blueberry bushes, create a lovely welcoming experience to the school.

Ta annuals

Co

theme gardens

Nf

Co F Po Ct Hm

Pv

Mc Er S Nf Ao Pp Ep P Vv Am S Er

Hg

Nf

S Er

Ao Ard P Ep Nf Pp Ep S Ps Aa Am Nf Hx Vv Am Am Nf Hx Am Sb Ca Nf Hx Ps Am Am P Vc Vc Cp Pv

Ov

Vc

Rh

Nf

See Sheets 23-24 for Planting Schedule and plant key. Plant numbers listed in the schedules may be reduced by as much as half in some areas, particularly shrubs in the woodland, as these shrubs will be planted among remaining mature trees not sited in the design

H

Hg Ms

Am

Sp

Az H

Fg

Ka

R H/I

Cs Pc

Ac

Eu

Lo

Ar

Fm Fm Le

Fm

Fm Fm

LONGMEADOW, Massachusetts

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

Fm H

SPRING 2009

NTS Not for construction. This drawing is part of a student project and is not based on a legal survey.

Eastern Campus Planting Plan

22/32

Location

GENUS SPECIES

COMMON NAME/ CULTIVAR

Nevins Entry Trellis

Cp

Clematis paniculata

sweet autumn clematis

Nevins Parking

Ov

Origanum vulgare

oregano

Pv

Panicum virgatum

switchgrass 'Northwind'

Ac

Acer sp.

maple

Lo

Lonicera

honeysuckle

Ej

Euonymus japonica

Ab

Thuja occidentalis

Pc Cs

southeast

Nevins Entry Borders Honor Walk

H

W 10'

USES/QUALITIES/TRANSPLANTS

1

P

$15

$15

GC

$6

$1,350

2-5' winter interest

6

G

$25

$150

-

- transplant T7

1

T

-

-

-

- transplant T9

1

T

-

-

Japanese euonymus

-

- transplant T15-18

4

T

-

-

arborvitae

-

- transplant T19-22

4

T

-

-

Prunus x cistena

purpleleaf sand cherry

-

- transplant T37

1

T

-

-

Cornus sericea

redosier dogwood

-

- transplant T38

1

T

-

-

Vc

Vaccinium corymbosum

highbush blueberry

3-10'

Am

Alchemilla mollis

lady's mantle

Pr

Prunus sp.

weeping cherry

Vc

Vaccinium corymbosum

highbush blueberry

Nf

Nepeta faassenii

catmint 'Six Hills Giant'

2'

Hx

Hemerocallis sp.

daylily 'Red Hot Returns'

Am

Alchemilla mollis

lady's mantle

3-6'

- lime green scented ground cover

3

S

$45

$135

27

P

$15

$405

1

T

-

-

7

S

$45

$315

50

P

$15

$750

2' 12-18" dark red ever-blooming cultivar

50

P

$15

$750

1'

75

P

$15

$1,125

1' 3-10'

1' clouds of chartreuse blooms - transplant T14 3-10' fall color, nectar, larval food, fruit for wildlife & humans 2' pollinator, herb 1'

Po

Physocarpus opulifolius

ninebark 'Coppertina"

Phlox stolonifera

creeping phlox 'Sherwood Purple'

6"-12"

- "An American treasure for the woodland…"

Ca

Cornus alternifolia

pagoda dogwood

10-25'

6-15' 4 season interest, berries for birds & people

Aa

Aruncus aethusifolius

dwarf goatsbeard

1' 12-18" fernlike foliage, creamy plumes

Hm

Hakonechloa macra

windgrass 'Aureola'

8"

N

Narcissus sp.

'Hawera,' 'Tete a Tete'

6-8"

Ard

Aruncus dioicus

goatsbeard

3-5'

Flora

Sb

Stachys byzantina

lamb's ear

Student Center Gardens

So

Physocarpus opulifolius

ninebark 'Coppertina'

S

Sedum sp.

'Autumn Joy,' 'Black Jack'

Er

Eupatorium rugosum

snakeroot 'Chocolate'

Wv

Veronicastrum virginicum

Culver's root

Ep

Echinacea purpurea

coneflower

3-4'

Pp

Phlox paniculata

garden or summer phlox

3-4'

P

Penstemon sp.

'Huskers Red'

2'

Ao

Aster oblongifolias

aromatic aster

2-3'

Nf

Nepeta faassenii

catmint

Am

Alchemilla mollis

lady's mantle

Academic Building South

Co

Cotinus obovatus

American smoketree

inside ramp

Mc

Muhlenbergia capillaris

hair-on muhly

path & corner

Pv

Panicum virgatum

switch grass 'Shenandoah'

Nf

Nepeta faassenii

catmint

Key Average plant size, installed D Deciduous trees, 6-10' S Shrubs, 3-5' P Perennials & vines planted 12-18" O.C. G Grasses planted 24" O.C. GC Ground covers planted 16" O.C. T Transplants Not for construction. This drawing is part of a student project and is not based on a legal survey.

6-12'

3-10' fall color, nectar, larval food, fruit for wildlife & humans

Ps

Woodland Garden

Type Unit $ Total

225

-

- fragrant late bloomer

#

-

6-10' shaggy bark/nectar, shelter for birds/favorite of Pandora butterfly caterpillar

12" lime green bamboo-like clumping grass - 250 mixed bulbs 3' creamy plumes tremendous source of nectar & pollen - velvety soft foliage

4

S

$45

$180

225

GC

$6

$1,350

1

D

$45

$45

15

P

$15

$225

25

P

$15

$375

1

B

$200

$200

3

P

$15

$45

15

P

$15

$225

6-12'

6-10'

5

S

$45

$225

2'

18"

45

P

$15

$675

- chocolate colored foliage

60

P

$15

$900

- whorled leaves, white/pink/laveder blooms

50

P

$15

$750

- numerous medicinal uses /bees & birds too

50

P

$15

$750

- species less prone to mildew magenta red flowers

30

P

$15

$450

- deep wine foliage, pinkish white tubular blossoms

27

P

$15

$405

- 'Fanny' loaded w/ blue purple blooms fresh fragrance

45

P

$15

$675

-

- -

30

P

$15

$450

-

- -

45

P

$15

$675

8-15' "smokey" blooms, brilliant fall color

2

D

$150

$300

- dramatic pink late season color

15

G

$25

$375

2-4' 3'

15-30' 3-6'

2-5'

5

G

$25

$125

-

-

15

P

$15

$225

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Eastern Campus Planting Schedule (1 0f 2) 23/32

Location

Vegetable Beds

GENUS SPECIES

Common name/ Cultivar

Hg

Hibiscus grandiflora

velvet mallow

F

Forsythia

PG

H

W 5-7'

tomatoes/onions/peppers

LG Academic Building East

Po

Physocarpus opulifolius

ninebark

Ad

Aster divaricatus

wood aster daylily 'Red Hot Returns'

USES/QUALITIES/TRANSPLANTS

#

transplant T33 & 34, divide larger of two shrubs to make three

Type

Unit $

Total

3

P

$15

$45

3

T

-

-

Pizza garden

-

-

-

-

Literature garden (plants students read about)

-

-

-

-

3

S

$45

$135

15

P

$15

$225

5

P

$15

$75

1

T

-

-

Hx

Hemerocallis

Vc

Viburnum calessii

sun-loving annuals

-

-

-

-

Ta

Taxus sp.

-

-

- transplants T1 & 4

2

T

-

-

Eu

Euonymus japonica

-

-

- transplants T2, 3, 5 & 6

4

T

-

-

Ov

Origanum vulgare

oregano

225

GC

$6

$1,350

Mc

Muhlenbergia capillaris

-

-

- -

10

G

$25

$250

Basketball Court Fence

Pq

Parthenocissus quinquefolia

Virginia creeper

Front Gate

Ac

Amelanchier canadensis

Canada serviceberry

10-20'

Norway Street Fence

Sp

Syringa pubescens ssp. patula

Korean lilac 'Miss Kim'

6-10'

Fg

Fothergilla gardenii

dwarf witchalder

ramp screen

Ms

Miscanthus sinensis

Zebra grass

north side

H

Hosta/Iris

transplant T8, shift south

Flower Box Sign Front Path

4-40'

3-6'

3-15' fruit for birds/leaves, caterpillar of Pandora sphinx moth

7

P

$15

$105

5-10' 4 season interest, berries for birds & people

2

D

$150

$300

5

S

$45

$225

19

S

$45

$855

6-10' late blooming very fragrant, compact form 2-6' pollinator, scented blossoms, fall color

Administrative Offices

south & east side

Norway Parking South

Vegetated Swale North

'Zebrinus' bright green striped with gold -

- transplants T10 &29

-

-

-

-

5

G

$25

$125

-

T

-

-

Ka

Kalmia

transplants T11

1

T

-

-

Rh

Rhododendron

transplants T13,26 &30

3

T

-

-

R

Rudbeckia

transplants T23, 3 groups

3

T

-

-

Sp

Spirea

transplants T24, 25 & 31

3

T

-

-

Az

Azalea

transplants T28 & 32

2

T

-

-

Fm

Fothergilla major

6

S

$45

$270

large witchalder

4-15'

6-12' pollinator, scented blossoms, fall color

H/l

Daylily/Iris

transplants T12

-

T

-

-

Ej

Euonymus japonica

transplants T35 & 36

3

T

-

-

H

Hosta

transplants T39, divide mass along south side of border

-

T

-

-

Le

Leucothoe

1

T

-

-

Ard

Aruncus dioicus

goatsbeard

10

P

$15

$150

Hm

Hakonechloa macra

windgrass 'Aureola'

Ps

Phlox stolonifera

creeping phlox

Tp

Thalictrum pubescens

king of the meadow

transplants T27 3-5' 8" 6"-12"

3' large creamy plumes tremendous source of nectar & pollen 12" lime green bamboo-like clumping grass 'Sherwood Purple' "An American treasure for the woodland…"

8' Estimated total

Key Average plant size, installed D Deciduous trees, 6-10' S Shrubs, 3-5' P Perennials & vines planted 12-18" O.C. G Grasses planted 24" O.C. GC Ground covers planted 16" O.C. T Transplants

Not for construction. This drawing is part of a student project and is not based on a legal survey.

20

P

$15

$300

100

GC

$6

$600

300

P

$15

$4,500 $24,130

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Eastern Campus Planting Schedule (2 0f 2) 24/32

93 94

98

97

96

95

grading plan vegetated swale

Between the northern property boundary and the asphalt surface of the Norway Street parking lot, the landscape is re-graded to create a vegetated swale. A swale is a depression in the ground, which forms a channel in which water can flow. The swale will capture stormwater run-off from the parking lot and nearby downspouts and help filter out pollutants before the water seeps into the ground in the rain garden (see Sheet 28) or flows into the town stormwater system. The swale will also keep run-off from flowing onto the neighboring property to the north, as it does following the current contours.

+96.0' 99.5'+ ramp 95.2' +

+ 97.0'

Student Center A

begin boardwalk ramp +93.2'

Key plan

Two new universally accessible wooden paths provide an enhanced entrance experience into the academic building and the western campus. The wooden ramp into the academic building will be at a grade of 8.3% (1:12) and will have railings 36 inches high, meeting the doorway landing 2.5 feet above ground level.The wooden boardwalk ramp begins leading onto the western campus and the deck, and will be at a grade of 5% (1:20), which will not require railings according to ADA standards. Both paths will have curbs built on either side, and the wooden decking should be constructed as close together as possible for safety and ease of circulation for wheelchair users.

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

NTS

N

Universal access paths

50'

Basketball Court Detail color coat system 6' Radius 2' Radius

19'-9" Radius 42'

14" Spaces 16" Marks

40mm (1.5") asphalt concrete surface course 60mm (2") asphalt concrete base course 200mm (8") aggregate base prepared subgrade

CAMPUS MASTER PLAN

Concrete path detail 19'

surface finish as specified 100mm (4") concrete slab reinforced with WWM if required 100mm (4") sand or aggregate base

3'

12'

A

The new, wooden universally accessible ramp curves around a gathering area with large rocks and wispy pink grasses. At the top is a seating wall, from which students have a view over the heart of the campus and lush vegetation in front of the student center.

FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

prepared subgrade

16'

Half Basketball court plan Not for construction. This drawing is part of a student project and is not based on a legal survey.

Eastern Campus Design Details

25/32

WR Sd

WESTERN campus in detail Students and teachers enter the western campus through glass double doors along the hallway that connects the student center and academic building, or through a woodland garden and trellis gateway. They walk out onto a spacious wooden deck with built-in seating, which provides an important transition space between indoors and outdoors, and can be used as an outdoor classroom or gathering area from which to see the goings-on throughout the rest of the site. A raised wooden boardwalk and stone dust path — both universally accessible — meander the perimeter of the parcel, threading through the woodland, around the athletic field and, where the two meet, cross the center of the site. Once off the accessible pathways, students may roam and play around the site as they please, exploring the natural features that surround them.

1

2

Across the stone dust pathway from the athletic field is a BUTTERFLY GARDEN, full of butterfly bushes and other plant species that attract pollinating insects, birds, bats, and butterflies. The garden sits atop a short GRASSY SLOPE, created from re-grading the athletic field, where students can sit and watch sports and pollinators.

A STONE DUST PATH surrounds the athletic field. Graded as ADA accessible, this path meets the raised boardwalk at two points to connect with the rest of the parcel.

3

The ATHLETIC FIELD measures approximately 120 feet by 70 feet, with a 2% slope, provides students a sunny, open area in which to play organized sports such as soccer and baseball.

4

All run-off on the parcel naturally flows into the catch basin, at the base of a DRY ROCK RIVER, whose shape mimics the flow of the water, while its structure offers an interesting place for students to play and explore On the occasion that the catch basin backs up in heavy storm events, the rock river will temporarily hold water.

5

6

0

7

A small OUTDOOR CLASSROOM comfortably seats about ten students for lessons taught under the shade of nearby trees. The area just behind the classroom is a BIRD SANCTUARY, with birdhouses and vegetation that attracts birds, where students might observe local species.

Six-foot WOODEN FENCES border the rear and sides of the property to ensure student safety and create privacy for and from neighbors.

20 ft

N

8

9

DOUBLE GLASS DOORS are installed in the hallway between the student center and academic building as the primary access point to the western woodland and athletic fields.

11

picnic tables

Not for construction. This drawing is part of a student project and is not based on a legal survey.

7 11

2

LONGMEADOW, Massachusetts

8

3 flower tunnel

shed

12

5

The WOODEN DECK offers a view of the woodland and has built-in benches at its periphery for use as an outdoor classroom, group gathering area, and transition space between indoor and outdoor activities.

A raised WOODEN BOARDWALK keeps foot traffic off easily erodible areas in the steep woodland, has minimal effect on tree roots below, provides a special vantage point from which to view the site, and makes the sloped areas of the western campus ADA accessible.

The boardwalk, beginning and ending at the deck, ranges in height from 0 feet to 6 feet off the ground and has a 36-inch-high railing all the way around. Above the dry rock river, and at the spur for the tree platform, are BENCHES on which students can sit, socialize, and observe.

THE WILLIE ROSS SCHOOL FOR THE DEAF

7

shed

A VEGETATED SWALE along the Norway Street parking lot funnels stormwater run-off into a RAIN GARDEN, where pollutants can be filtered and water slowed to percolate into the groundwater supply. Overflow from the rain garden will follow the natural contours, under the boardwalk, down to the catch basin. Boulders and plants will make this an interesting and exciting place for students to clamber and play when the rain garden is dry and to observe when it is full of water from storms.

Built off a spur from the boardwalk, a universally ACCESSIBLE TREE PLATFORM is nestled among the larger woodland trees, and can be accessed from the ground by a rope ladder. It measures 10 feet by 14 feet, with 36-inch-high railings, and stands 10.5 feet above the ground.

Scattered throughout the woodland area are SWINGS hung from tree limbs.

10

1

9

4

10 11

CAMPUS MASTER PLAN

6 catch basin

12

To help prevent erosion, mulch covers the ground below the woodland while groundcovers and shrubs will further stabilize the soil. A wood chip path provides a connection from the boardwalk to the central of the woodland area.

entry trellis to woodland garden

Final Design: Western Campus

FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

26/32

Ba Ap

Vn Bd Vv Hg

Er

Ao

Ep P

Pp

P

Ba Vn Vv Ao Pp Bd Ap Er P

Ap

WR Sd

Ad

Ca

Ad Hg

Hg

THE WILLIE ROSS SCHOOL FOR THE DEAF

Tp Oc Cl Rv

LONGMEADOW, Massachusetts

Planting plan C

Or

In specific areas in the western campus, such as the butterfly garden, all of the plants will provide nectar, pollen, larval food, or habitat for a variety of insects, birds, and bats. Trees and shrubs surrounding the outdoor classroom will offer birds berries and shelter. Shrubs will be used throughout the woodland to abate erosion and provide food and habitat for wildlife. Water-loving shrubs and plants will absorb excess rainwater which may periodically pool in the rain garden.

See Sheet for 28 for Planting Schedule and plant key.

Ca

(to be planted among existing trees)

Sr

Co

CAMPUS MASTER PLAN

Co Co

FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER

Co

CONWAY SCHOOL OF LANDSCAPE DESIGN

Sr

NTS

N

SPRING 2009

Tc

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Western Campus Planting Plan

27/32

Location

GENUS SPECIES

Common name/ Cultivar

H

W

Entry Trellis

Ct

Clemetis texensis

Texas clematis 'Dutchess of Albany'

Academic Building West

Ard

Aruncus dioicus

goatsbeard

3-5'

South Bank Erosion

Tc

Taxus canadensis

Canada yew

2-3'

Mid-Bank Erosion

Ca

Clethra alnifolia

summersweet

4-9'

Classroom/Bird Sanctuary Rain Garden

Butterfly Garden

Flower Tunnel

8-10'

Sr

Sambucus racemosa

common elderberry

5-10'

Vn

Viburnum nudum

possumhaw

6-12'

Rv

Rhododendron viscosum

swamp azalea

4-10'

Cl

Chelone lyonii

turtlehead

2'

Tp

Thalictrum pubescens

king of the meadow

8' to 6'

USES/QUALITIES/TRANSPLANTS - -

#

Unit $

Total

1

P

$15

$15

9

P

$15

$135

3-10' evergreen groundcover birdsberries/habitat/deer

13

S

$45

$585

4-12' superb nectar plant butterflies & friends

24

S

$45

$1,080

3' creamy plumes tremendous source of nectar & pollen

3-8' flowers nectar source/cover/birds relish early fruit 4-15' food/habitat for birds 3-5' honeysuckle-clove fragrancepollinators - late blooming butterfly attractor

15

S

$45

$675

4

S

$45

$180

11

S

$45

$495

27

P

$15

$405

clouds of white plumes, columbine-like foliage

27

P

$15

$405

regal, spectacular

Or

Osmunda regalis

royal fern

Oc

Osmunda cinnamomea

cinnamon fern

45

P

$15

$675

4' 6-12" edible "fiddleheads"/cinnamon stick like stems

27

P

$15

$405

Bd

Buddleia davidii

butterfly bush

Vn

Vernonia noveboracensis

New York ironweed

6'

70

P

$15

$1,050

80

P

$15

$1.200

Vv

Veronicastrum virginicum

Culver's root

3'

Hg

Hibiscus grandiflora

velvet mallow

4-7'

"lamb's ears on a shrub!"

45

P

$15

$675

100

P

$15

$1,500

Er

Eupatorium rugosum

white snakeroot 'Chocolate'

2-4'

chocolate colored foliage

30

P

$15

$450

Ep

Echinacea

coneflower

3-4'

Pp

Phlox paniculata

garden or summer phlox

3-4'

numerous medicinal uses /bees & birds too

40

P

$15

$600

species less prone to mildew, magenta red flowers

70

P

$15

$1,050

P

Penstemon

'Huskers Red'

Ap

Asclepias purpurascens

purple milkweed

2'

deep wine foliage, pinkish white tubular blossoms

70

P

$15

$1,050

1'

deep purple milkweed-ish flowers. MA endangered

80

P

$15

$1,200

Ao

Aster oblongifolias

aromatic aster 'Fanny'

Ad

Aster divaricatus

white wood aster

2-3'

blue purple blooms fresh fragrance

45

P

$15

$675

1-3'

disease resistant, upright, heart shaped leaves

70

P

$15

$1,050

Ba

Baptisia australis

false indigo

C

Clematis sp.

'Bill McKenzie'

30

P

$15

$450

1

P

$15

$15

4-7'

3-4' 6-10'

5' non-native shrub, variety of colors 2-4' deep purple fall blooms whorled leaves, white/pink/lavender blooms

3-4' deep blue flowers, ornamental oblong fruit pods profusion of yellow 2" flowers, silky seed heads in fall Estimated total

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

$16,020

Key Average plant size, installed D Deciduous trees, 6-10' S Shrubs, 3-5' P Perennials & vines planted 12-18" O.C. G Grasses planted 24" O.C. GC Ground covers planted 16" O.C. T Transplants

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Western Campus Planting Schedule

28/32

A'

vegetated swale

+98.0' +98.0'

To create an athletic field on the western campus, grading techniques of cut and fill will be used to lessen the current steepness of the slope, making it a slope of 2% at the maximum. This slope is nearly flat and will still facilitate drainage off the field.

Surrounding the field, and linked at either end to the boardwalk, will be a universally accessible path with a 5% slope.

+97.0'

begin path

+99.0' +89.5'

begin boardwalk +95.0'

field 2% slope 94.0' +

B + 93.0'

begin boardwalk

+86.5'

begin path

Key plan

+96.0'

+90.0'

A wooden boardwalk will create universal access throughout the woodland portion of the western campus, linking students to the deck, tree platform, and path to the athletic field. The boardwalk will be at a 5% slope and have 36-inch-high railings. At its highest point, it will be 6 feet above the ground (the tree platform will be 10.5 feet above the ground).

+93.0'

WR Sd THE WILLIE ROSS SCHOOL FOR THE DEAF LONGMEADOW, Massachusetts

Capturing water from the vegetated swale (see Sheet 25) will be a rain garden which will be graded to detain water, allowing the water time to seep into the ground. If, in heavy storm events, the rain garden overflows, the water will follow the contours of the landscape and flow into the catch basin beneath the rock river.

A

N

NTS

grading plan

wooden boardwalk athletic field & path

Infiltration swale detail 150mm (6") topsoil turf surface

600 min.

(24")

hand-placed stone 3'-4' 1.5 1

1.5  1

a-a' Section view of Western Campus

Not for construction. This drawing is part of a student project and is not based on a legal survey.

property line

accessible tree platform

boardwalk

boardwalk over dry rock river

wood chip path

property line

separator fabric 75-100mm (3"-4") washed stone 150mm(6") deep

B

Double glass doors from the hallway linking the academic building and student center serve as the primary entrance into the western campus. Students walk out onto the wooden deck, which serves as a gathering area and outdoor classroom; beyond, the boardwalk provides access to the perimeter of the site and a wood chip path leads down to the dry rock river.

150mm (6") min. aggregate base prepared subgrade

Western Campus Design Details

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

29/32

Phasing Plan

Eastern Campus

Vegetable & Theme Garden beds

Basketball Court

Parking

Ramp

Vegetated Swale

Early Childhood Play Area

Honor Garden Fencing

Woodland Garden

Western Campus Fencing

Butterfly Garden

Boardwalk, Gravel Path, & Playing Field

Phase 1

Item athletic field (turf)

Preparation

Phase 3

square foot

approx. 10,500 sf

rough grading & fine grading

turf options

hand seeded hydro-seeded sod

square foot acre square foot

benches (wood)

7 3

regular curved

bird houses boardwalk (wood)

square foot

approx. 2,575 sf

Item

Item Total

parking lot (asphalt)

$0.10-$0.12 & $0.15-$0.18

$1,050-$1,890

$0.15 $3,000-$4,000 $0.50-$0.60

$1,575 $750-$1,000 $5,250-$6,300

$1,000 $1,500

$7,000 $4,500

$30

$77,250

includes railings, joists, supports

deck (wood) includes railings, joists, supports

square foot

approx. 1,160 sf

$40-$50

demolition of asphalt parking lot double glass doors fence (wood, 6 ft. tall)

$46,400-$58,000 $3,000 $3,000

long straight bench round bench

acre

1.02 acre (890 sf)

$2,000-$4,000

$2,042-$4,084 $5,000-$7,000

linear foot

450 lf

$30

Flora relocation gazebo & springy toy relocation half basketball court (asphalt)

$13,500 $300-$500

fine grading

Dry Rock River

Phase 4

Phase 5

$2,000

Unit

Quantity Unit Cost

square foot

2804 sf

$3.50

$9,814

approx. 500 sf

$0.10-$0.12

$75-$90

LONGMEADOW, Massachusetts

3

$1,000

$3,000

square foot

600 sf

$0.10-$0.12

$60-$72

ton

27.5 tons (450 sf at max. 1 ft. deep)

$25

$688

$200

$400

includes excavation, grading, sub-grade material, top course material, etc.

picnic benches rain garden rough grading

river rock bed shed relocation soil amendment swale

2 cubic yard square foot

$30-$40 approx. 1,800 sf $0.10-$0.12 & $0.15-$0.18

$180-$324

approx. 475 sf

$40-$50

$19,000-$23,750

2

$2,000-$5,000

$4,000-$6,000

rough grading & fine grading

tree platform (wood)

square foot

includes railings, joists, supports

tree removal trellis (wood) vegetable bed relocation vegetation (see Sheets 23-24 & 28) WRSD sign relocation

$40,150

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

ESTIMATED TOTAL square foot

THE WILLIE ROSS SCHOOL FOR THE DEAF

item total

$12,000

includes excavation, grading, sub-grade material, top course material, etc.

memorial posts outdoor classroom

Accessible Tree Platform

*Changes within the 40-foot front setback off Norway Street — such as changes to the height and/or material of fencing, installing a basketball court, and adding parking spaces — must be reviewed and approved by the Longmeadow Planning Board.

Installation

Quantity Unit Cost

Unit

Deck & Double Doors Rain Garden

Phase 2 Demolition

Paths

Outdoor Classroom & Bird Sanctuary

Tree & Understory Removal

Legal & Permitting*

cost estimates

WR Sd

$262,000 $287,000

Phasing Plan & Cost Estimates

SPRING 2009

30/32

WR Sd

butterfly garden rain garden

vegetated swale

THE WILLIE ROSS SCHOOL FOR THE DEAF

stone dust path parking (18 spaces) athletic field

basketball court woodland

WRSD sign

Academic Building

LONGMEADOW, Massachusetts

benches seating wall & ADA path

double glass doors

dry rock river

vegetable beds

deck boardwalk

play structures

Student Center

outdoor classroom woodland garden

Norway Street

mulch path

bird sanctuary

Bus Drop-Off

tree platform flower tunnel

Flora the sheep welcome sign & flagpole

honor garden entry trellis

early childhood play area

van parking (2 spaces) Administrative Offices

parking (19 spaces)

gazebo

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

Nevins Avenue

N Not for construction. This drawing is part of a student project and is not based on a legal survey.

SPRING 2009

Illustrative Design

31/32

The Willie Ross School for the Deaf developed its Campus Enhancement Plan with sustainability as a goal. In accord with this intention, the Campus Master Plan plays an integral role in creating a healthy, academically stimulating and beautiful environment for the entire school community, its surrounding residential neighbors, and the larger contextual landscape and wildlife.

WR Sd

The design joins the established, developed eastern campus with the urban wild of the western campus through both physical and visual connections such as new doorways, trellised entries, wooden fencing and well-defined, legible walkways.

Property and building edges are softened with colorful, fragrant vegetation; native trees, shrubs, perennials and ground covers provide low maintenance beauty, food and habitat for people and wildlife. Other sustainable practices incorporated in the design are erosion control, stormwater management, and the re-purposing of elements such as tree trunks, stumps and mulch.

THE WILLIE ROSS SCHOOL FOR THE DEAF

Using the landforms to guide the design, the Master Plan supports the mission of the school as well as enabling WRSD to be responsible stewards of the landscape as well as their students.

LONGMEADOW, Massachusetts

CAMPUS MASTER PLAN FIONA DUNBAR CYNDY FINE ASHLEY PELLETIER CONWAY SCHOOL OF LANDSCAPE DESIGN

SPRING 2009

Not for construction. This drawing is part of a student project and is not based on a legal survey.

Sustainable Design

32/32

WRSD student drawings

An interest in nature is one of the best gifts that one can give to a child because wherever that child goes, he or she will find interest, awe, and comfort in the nature of the new place.

Edward Cheskey, Greening School Grounds

Conway School of Landscape Design 2009