Cracks in the Asphalt

For Quincy Public Schools, Quincy, MA | By David Grist and Matt Harbut | Spring 2018 | the Conway School

Overview: Vision & goals

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Index Project overview 1

Vision and goals

2

Survey results

ike many schools across the U.S., Point Webster Middle School in Quincy, Massachusetts, has a playground that’s covered with asphalt. Few trees punctuate the vast expanse and stormwater is channeled away into the city’s stormwater system.

5

Childhood development

6

Surface cover

In 2018, Quincy Public Schools hired the Conway School to put some cracks in the asphalt and develop design concepts for a new schoolyard.

11

The Point Webster community envisions a green, healthy schoolyard, where learning begins in the classroom and extends into a playground with more plants and less asphalt. Children arrive ready to learn at a place where they feel safe and welcome.

Neighbors see the school as a hub for community and connection.

12

Outdoor classroom

13

Transfer zone: best practice vs. existing

14

Playground sports

L

7 Stormwater 9 Circulation 10 Parking

Criteria

Like many of the schools of its time, Point Webster has a playground that is mostly covered in asphalt.

Goals Improve safety for walkers, bicyclists and drivers— especially in the transfer zone (drop-off and pick-up).

Reduce the amount of paved surface and increase the onsite capture and treatment of stormwater runoff.

• Rework undefined transfer zone.

• Add new areas to plant trees, shrubs, and perennials.

• Evaluate parking capacity and need.

Summary: assets and constraints

• Rework existing green areas to increase their stormwater storage capacity.

Designate outdoor space for recreation, education, and connection to nature.

• Site potential locations for outdoor classrooms and other recreational spaces.

Designs 15

No. 1

16

No. 2

17

No. 3

19

No. 4

By David Grist and Matt Harbut Spring 2018

Demographics and environmental justice

A green, healthy playground for Point Webster Middle School Quincy, MA

4

Cracks in the Asphalt

Vision

Prepared for Quincy Public Schools

3 Context

1

Not for construction. Part of a student project and not based on a legal survey.

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Schoolyard survey and feedback

Getting feedback

T

O

n June 13, 2018, about 24 community members gathered to see draft designs and analysis from the Conway team.

Feedback included spirited discussion about improvements to the school. All agreed that further community input is needed.

• Add a play/workout equipment with signs that lead users through a fitness routine.

What about tire swings on the trees?

• What about food gardens and a composter?

• Any way to increase bus ridership and reduce the number of parents bringing kids by car?

• There was overwhelming support among students for the addition of a basketball hoop followed closely by creating more areas of flat surface, seating and grass. Adding playground equipment was also a popular answer.

• Teacher’s main concern in the outdoor classroom was flexible seating for students. Creating shade and providing writing surfaces came in at a close second and third respectively.

• Will turf grass be able to handle heavy traffic from the kids? It is a struggle to maintain grass in the areas that have it. What about using artificial turf?

By David Grist and Matt Harbut Spring 2018

From the community: neighbors, public officials and parents

A green, healthy playground for Point Webster Middle School Quincy, MA

From teachers

Cracks in the Asphalt

From students

Prepared for Quincy Public Schools

wo school-wide surveys were conducted to gather feedback from students and teachers. More than 300 students responded to a takehome survey that asked what could be done to improve the schoolyard.

In an online survey, 23 teachers responded to questions about outdoor classrooms. The answers were categorized and tallied and are displayed in the word clouds below.

2

Not for construction. Part of a student project and not based on a legal survey.

Residential

Parks

Commercial (stores, restaurants and other businesses)

Point Webster

Point Webster Middle School

Quincy 5 miles

City linked to Boston and harbor

100 ft.

Grass playground Asphalt playground

N

City center

N VT

Sources: Mass GIS, Data USA

Unpaved area

NH

Quincy Point neighborhood

MA

NY CT

RI

• Population: 93,177 people with a median age of 38.6.

• Part of the greater Boston metropolitan area.

• The largest universities are Quincy College, with 693 graduates, Eastern Nazarene College, with 359 graduates.

• The most common types of jobs held by residents of Quincy—based on the number of employees—are administrative, sales, and management. Compared to other census places, Quincy has an unusually high number of residents working in jobs that require computing and mathamatical skills.

1/4 mile

N

Neighborhood is densely populated

Asphalt covers most of the playground

• The school is surrounded by multi-family housing, duplexes, and apartment buildings.

• The fenced schoolyard sits high on the land.

• Bands of commercial buildings follow the major roadways.

• Quincy’s city center lies to the west.

• The nearest parks and playgrounds remain outside the neighborhood core—on the other side of busy streets.

• Neighboring homes are quite close, to the east and west, so the school should make sure residents are included in decisions that affect them.

• Vegetation is sparse: 18 trees and a few shrubs are scattered throughout the 3-acre site. Only five of the trees are native species.

By David Grist and Matt Harbut

Quincy Bay

A green, healthy playground for Point Webster Middle School Quincy, MA

Boston

Land use

Prepared for Quincy Public Schools

Boston Harbor

The School

Spring 2018

The Neighborhood

Cracks in the Asphalt

The City

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Context

3

Not for construction. Part of a student project and not based on a legal survey.

Environmental Justice Populations (2010) Minority and Income

C

ompared to the city of Quincy, Point Webster has a more diverse population of students.

Minority

• According to the 2010 US Census, more than 24% of the people in the area surrounding Point Webster identify as a race other than white and families earn less than the statewide median income ($62,072), qualifying them as an environmental justice community.

PW School

.5 miles

N

• According to research, residents in these communities may benefit from exposure to nature and may lack access to it elsewhere (Source: For more information see https://www.mass.gov/service-details/objectives-ofenvironmental-justice).

White

Selected Populations

% of School

% of District

% of State

First Language Not English

33%

38%

20%

English Learners

8%

15%

10%

Students With Disabilities

14%

18%

17%

High Needs

58%

56%

45%

Economically Disadvantaged (qualify for free/reduced lunch)

44%

36%

30%

P W S C H O O L

27%

Asian AfricanAmerican

5%

Hispanic

3%

Multiple

2%

93,177 people total.

White

41% 37%

Asian AfricanAmerican Hispanic Multiple

11% 8% 3%

357 students total.

A green, healthy playground for Point Webster Middle School Quincy, MA

Enrollment selected populations 2017-2017

Q U I N C Y

63%

Cracks in the Asphalt

• Compared to the City of Quincy, Point Webster has a more culturally diverse population of students, with a higher number of high needs, economically disadvantaged, and students learning English as a second language when compared to state averages.

By David Grist and Matt Harbut

• These communities sometimes experience a greater amount of environmental burdens while lacking access to beneficial environmental improvements.

Prepared for Quincy Public Schools

Income

Spring 2018

A diverse school in the city

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Demographics

4

Not for construction. Part of a student project and not based on a legal survey.

350 students total (based on 2017/2018 report)

6th grade

5th grade

Ages 11-12

Ages 10-11

7th grade

8th grade

95 students

83 students

Ages 12-13

Ages 13-14

Teenager

Adolescent

10

5th grade

entering a new school refining motor skills developing sense of right and wrong

11

6th grade

gaining more independence abstract thinking and problem solving social interactions are important self comparison

12

7th grade

rapid physical growth body and hormonal changes

8th grade

13 and 14

more reliant on peer relationships

developing sense of personal identity, focus on themselves seeking to expand intellectually thinking about the future

By David Grist and Matt Harbut

Source: For more information see childdevelopmentinfo.com

A green, healthy playground for Point Webster Middle School Quincy, MA

• Older teens may benefit from environments that encourage social interactions balanced with space for quiet reflection. A sense of connection to the larger community stimulates an expanding intellect and complex team-based activities allow for cooperation and exercise.

Prepared for Quincy Public Schools

• Younger children may prefer more open unrestricted play that requires boundaries to keep them safe. Fun, adventure and risk taking are encouraged with physical games and simple equipment.

99 students

Cracks in the Asphalt

73 students

Kids entering different stages of development may be more attracted to and benefit from different kinds of activities in the schoolyard. Point Webster has a diverse age range of students from 10 to 14. Throughout this time kids are developing physically, mentally and emotionally at a rapid pace.

Spring 2018

What’s the difference between a 5th grader and an 8th grader?

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Childhood development

5

Not for construction. Part of a student project and not based on a legal survey.

Surface cover

Watershed sub-basin Permeable (60%)

P

• 18 trees and a few small grassy areas contribute to the site’s half acre of permeable surface.

Street 4%

Impermeable (80%)

Building 28.5%

Street

• Increasing permeability at Quincy’s schools will help to protect the health of the watershed and create a greener environment for children to play and learn in.

Building

Permeable (20%)

Paved Play Area

Parking

Clifford Marshall 3.5 acres

Permeable 20% Impermeable (80%)

Parking 26.7%

Sidewalk 5%

• Clifford Marshall, a nearby elementary school, is a larger site with more than double the amount of permeable surface.

Point Webster 3 acres

Paved Play Area 13.9%

Impermeable (52%)

Permeable (48%)

Planting Beds 2%

Planting

Beds 500

Feet

Grassy Play Area

Grassy Play Area 4.63% Tree cover 14%

By David Grist and Matt Harbut

N

A green, healthy playground for Point Webster Middle School Quincy, MA

PW School

.32 miles

Cracks in the Asphalt

• 80% of the school’s 3-acre parcel is impermeable surface. The building and parking areas make up over half of the total surface area.

Prepared for Quincy Public Schools

oint Webster is surrounded by a densely populated neighborhood covered with impermeable material that can’t absorb rainfall. The school sits within a sub-basin of the Boston Harbor watershed, a large area that includes parts of metropolitan Boston, making it one of the most densely populated watersheds in Massachusetts. Forty percent 0f the watershed’s surface is impermeable.

Experts believe that anything above ten percent begins to stress local waterways.

Spring 2018

There’s a lot of pavement

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Impermeable (40%)

6

Not for construction. Part of a student project and not based on a legal survey.

When it rains

• Leaves trap rainfall and channel it to tree roots and soil. This reduces the amount of sediment, pollutants, and organic matter that reach nearby water bodies, where it can harm plants an animals.

• In a process called evapotranspiration, roots absorb water and release it as vapor through the leaves. A mature tree can store up to 100 gallons of water during large storms.

Soil infiltrates runoff Roots take up runoff

• On a large scale, trees have an increased impact: In New York City, street trees intercept 890 million gallons of stormwater per year, with a total value of over $35 million annually

Other benefits • Carbon sequestration: A mature tree can absorb and store as much as 48 lbs. of carbon dioxide (a greenhouse gas) per year.

Individual urban trees contain about four times more carbon than individual trees in forests .

• People pleasing: When people work together to plant and nurture trees, a greater sense of community develops. They see the follow-up care as stewardship—not maintenance.

• Pollution control: Trees absorb sulfur dioxide, ozone, soot, dust, and diesel emissions, improving air quality.

• Urban heat: Dark surfaces, such as asphalt, absorb more solar radiation than lighter colored surfaces—or vegetated areas. Cities can be 5 degrees warmer than surrounding rural areas. Through the effects of shade and evapotranspiration, trees can reduce peak summer temperatures.

• Wildlife habitat: Trees host birds, mammals, and insects, increasing biodiversity.

Three of the 18 trees in the schoolyard are Norway maples, which are considered invasive species. Even so, these trees provide numerous benefits, including capturing runoff and thriving in a difficult urban site.

By David Grist and Matt Harbut

How trees help reduce stormwater flows

A green, healthy playground for Point Webster Middle School Quincy, MA

Leaves capture rainfall

Cracks in the Asphalt

• In a big summer storm­—about an inch of • By expanding the amount of unpaved (pervious) area, the school could intercept and infiltrate rainwater in an hour—more than 8,000 gallons more of the stormwater it produces. of runoff flows from the site—enough to fill an average-sized (800 square feet) Quincy classroom.

Prepared for Quincy Public Schools

T

he Point Webster school building sits high on • Quincy’s stormwater system has its site, and water flows away from the building, more than 9,000 catch basins, where it collects in catch basins (storm drains) that connected by about 150 miles of pipe. connect to the City of Quincy’s stormwater system.

• Because the city’s stormwater system Because the site is 80 percent impervious, most is not connected to the sewer system, of the stormwater flows off the site, rather than there is little risk that heavy rainfall infiltrating into the ground. will overwhelm the system and • Only 6 percent of the rain that falls on the site is send untreated sewage into nearby absorbed by soil and plants. Asphalt and concrete waterways. However, the stormwater system will still carry surface pollutants to shed 61 percent of the rainfall as stormwater stormwater outfalls in Town River and Quincy runoff, while the roof sends 33 percent of rainfall Bay. directly into the city’s stormwater system.

Spring 2018

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Stormwater

7

Not for construction. Part of a student project and not based on a legal survey.

• In some areas, neighbors have asked for (and received) built-up asphalt curbs to redirect the school’s runoff.

1-foot elevation contours Catch basin (storm drain)

Flow of water across the schoolyard

Stormwater runoff flows to outfalls, which empty into nearby water bodies.

100 ft.

Sewage inflow pipe

Sewage flows to treatment plant.

Cracks in the Asphalt

Catch basins (storm drains) collect stormwater from paved surfaces.

A green, healthy playground for Point Webster Middle School Quincy, MA

Flows onto neighboring properties (no curbs).

N 100

Why Point Webster Feetshould capture more of its own runoff • Anything that enters the city’s system is discharged, untreated, into water bodies used for swimming, fishing and recreation.

• Excessive sediment (dirt and debris) that runs off paved surfaces can clog catch basins and require expensive clean-outs.

• Rainwater falling on paved surfaces can pick up many pollutants, including oil, fertilizers, pet waste and trash.

• Stormwater runoff is released at outflows along the bay, which can lead to beach closings if bacteria counts are too high.

1/2 mi.

N

Quincy Harbor

Town River Bay Town River

Spring 2018

• Some areas of the schoolyard lack curbs, so stormwater flows onto neighboring properties.

By David Grist and Matt Harbut

• Stormwater drains from building on all sides, flowing in to catch basins in the schoolyard and on surrounding streets.

Drainage

Prepared for Quincy Public Schools

School sits high on its site

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Stormwater

• Point Webster

Fore River

8

Not for construction. Part of a student project and not based on a legal survey.

Gym doors Kids sometimes use these doors to leave the gym.

Playground door Morning arrivals, recess, end-of-day exit.

• Buses use the U-shaped drive at the front of the school. The pattern varies and, starting in fall 2018, will include only one full-size bus.

Ridership on the school bus is low: fewer than 16 students per trip. To be eligible to ride the bus, students must live at least two miles away.

• Other than two picnic tables, there is no seating in the playground. Kickball and foursquare are played during recess.

Front door

Back of school

Most people use this door. Must buzz for entry.

Rarely used doors.

Accessible entrance

During warm weather, teachers take classes outside.

100 ft.

N

Midday (recess) At 11:20 a.m., the first of four recess periods begins.

Each grade has its own lunch period (20 minutes) followed by recess (10 minutes). .

Adjacent to ADA parking.

Dismissal By 2 p.m., parents have started to arrive for pickup.

At 2:35, it’s busy in the transfer zone as parents strategize to get in and out quickly.

Grass Staff entrance The transfer zone For parent drop-off and pick-up.

Kids

School buses

Cars

Spring 2018

After dismissal, the schoolyard clears out quickly, though community events sometimes take place

• Cars use the transfer zone on the east side for drop-off and pick-up. A thin, white line painted on the asphalt marks the zone. To avoid the congested area, some parents arrange to drop off and pick up their child a block or two away from the school.

By David Grist and Matt Harbut

The 7th and 8th graders gather on the east side, primarily in the paved area of the playground.

School staff tries to keep the younger grades (5th and 6th) toward the front of the school. During the day, there are times when the schoolyard is quiet. When possible, teachers take advantage of warm weather to have class outdoors—usually on the grass part of the playground.

at the school after hours.

The day begins at 7:30 a.m. as students arrive on foot and by bus and car.

About a quarter of the kids arrive by car with a parent.

A green, healthy playground for Point Webster Middle School Quincy, MA

ach school day begins with students arriving by bus. Other students come by car, bicycle and on foot. Based on limited observation, about 25 percent of the students are dropped off by parents. A survey would reveal the percentages of each mode of transport, but it varies considerably from day to day.

Morning

Prepared for Quincy Public Schools

E

Pedestrian Car Bus

Cracks in the Asphalt

Schoolyard pulses with activity from bell to bell

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Circulation

9

Not for construction. Part of a student project and not based on a legal survey.

22 spaces

11 spaces

33 spaces

Most of the school staff parks in the lot on the northwest side.

Some staff parks along the southwest side, at the back of the school.

The eastern lot is primarily used by parents during drop-off and pick-up.

Other users: visitors, school staff.

A

Total available spots: 66 Average filled each day: 55

22 spaces on the northwest side are generally filled to capacity.

11 spaces on the southwest side are sometimes used by staff.

The doors on this side of the building are exit-only.

100 ft.

N

33 spaces on the east side fill up during drop-off and pick-up.

A green, healthy playground for Point Webster Middle School Quincy, MA

e isl e id r a W nte ce

• Average daily use is 55 spaces, but a survey would help the school better understand how many spaces are actually required.

Wasted space

ADA parking, near accessible entrance

Cracks in the Asphalt

• With a more efficient allocation of parking spaces, more space can be used for other functions, such as planting or play.

Prepared for Quincy Public Schools

• The eastern parking lot is 50-75 percent empty—except during pick-up and drop-off. Space is wasted because the center aisle is 10 feet wider than necessary.

By David Grist and Matt Harbut

bout 34 percent of Point Webster’s parcel is used for parking and driveways. If you don’t include the school itself, 51 percent of the landscape surrounding Point Webster Middle School is “automobile habitat.”

Spring 2018

Parking dominates schoolyard

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Parking

10

Not for construction. Part of a student project and not based on a legal survey.

Transforming a schoolyard from gray to green

O

Establishing a clear traffic pattern will help improve safety and reduce back-ups on surrounding streets.

Channel stormwater into the ground When it rains, more than 80 percent of the school’s stormwater runs into catch basins, adding to the city’s stormwater burden.

Build green infrastructure

The school should partner with the City of Quincy to reduce stormwater that flows into the city’s system. Start by increasing the amount of space for trees, shrubs, grass and other porous surfaces.

Few trees and shrubs grow on school grounds, so students have little opportunity to connect with nature. Newly planted trees lack sufficient water and space to get established.

Make room for recreation The asphalt playground is cracked and slopes away from the building—with some areas of 15 percent slope.

By creating flat surfaces for play, the school can offer more recreation opportunities during and after school hours. A more park-like schoolyard will add much-needed green space in a densely populated neighborhood.

Playground asphalt is cracked and uneven; the grass area of the playground is mostly trampled to bare soil

Trees, shrubs and grass can play a double role at Point Webster: They create sponge areas—such as rain gardens—that beautify the campus and capture stormwater. Enlist students and community members in planting trees, so they become stewards.

By David Grist and Matt Harbut

The area for drop-off and pick-up needs more definition. Drivers do not follow the same traffic pattern. Walkers, bicyclists and cars move through the space at the same time.

Cracks in the Asphalt

Bring order to the transfer zone

A green, healthy playground for Point Webster Middle School Quincy, MA

Prepared for Quincy Public Schools

ne of the biggest challenges at Point Webster is the size of the site: 3 acres. The building itself takes up a third of the land, and neighboring homes are close to the schoolyard fence on all sides. To accommodate school programming and parking, every square foot must be used carefully.

Spring 2018

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Summary analysis

11

Not for construction. Part of a student project and not based on a legal survey.

This conceptual drawing of an outdoor classroom space is inspired by the BSI’s outdoor classroom design guide.

Urban Meadow

Gathering Area

1800 - 2500 sq. feet area Gate

Potential Outdoor Classroom Components • Diverse planting arrangements like the sample woodland and urban meadow provide a wide variety of experiences for students within a small, contained space. Plants are selected for their hardiness, low maintenance requirements and educational value.

• Fencing and gates keep students safe and can symbolize a shift from playing to learning.

Before

After

• Primary and secondary paths help protect plants from heavy foot traffic and allow smooth transitions between activities.

• A gathering space provides seating for a full class to enjoy large group activities and instruction.

• Experiments and written assignments can be completed on tables in the lab area. Equipment is staged and stored here.

• Planting space for students can be used for growing vegetables, herbs, and other plants.

Before and after photos of the Boston Schoolyard Initiative’s work with Otis Elementary, a 107-year-old school in East Boston.

• Seating arrangements offer options for individuals, small groups and an entire class.

Seating Fencing

What is it?

“Imagine a classroom with the sky for a ceiling and the earth as a floor. This classroom without walls is bustling with activity as young scientists explore the world of bugs and leaves, mathematicians measure rainfall, count seeds and graph their garden’s growth, dramatists rehearse their play on a windy stage, artists sketch shadows and light, and linguists name the landscape with a thousand words.”

-Kirk Meyer, Founding Director, BSI

Spring 2018

Primary Path

Secondary Path

Outdoor Classroom

South

By David Grist and Matt Harbut

These concepts serve as a reference for what is possible in outdoor classroom spaces.

Water Source

North

A green, healthy playground for Point Webster Middle School Quincy, MA

The Boston Schoolyard Initiative (BSI) was a 13-year project working with Boston’s public schools to create happy, healthy, and engaging outdoor environments for students. The project helped 88 schools redesign schoolyards and designed and funded the installation of around 30 outdoor classrooms. Lessons learned from these classrooms, in addition to feedback from students and teachers, can help establish criteria for an outdoor classroom at Point Webster Middle School. The conceptual diagram (at right) considers the relationship between paths and programmed spaces within an outdoor classroom.

Lab Area

Sample Woodland

Student Planting Area

Prepared for Quincy Public Schools

S

tudents at Point Webster spend the majority of their time at school indoors. Increasing access to natural spaces can lead to better performance and happier students and staff (Source: For more information see http://www.schoolyards.org/pdf/bsi_performance_ assessment.pdf). Outdoor classrooms allow children and educators to experience the benefits of interacting with nature while engaging with classroom instruction. Outdoor classrooms are meant to serve diverse curriculum needs across every subject and work best when designed to meet the needs of both teachers and students.

Cracks in the Asphalt

Moving class outside

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Design criteria: Outdoor classroom

12

Not for construction. Part of a student project and not based on a legal survey.

Kids wait here for pick-up

100 ft.

N

The zone is especially busy at pick-up time. Starting about a half hour before school dismissal at 2:30 p.m., parents begin forming a jumbled line with their cars. To get their bicycles, students must cross the zone.

Best practice

Vehicles approach in single file.

Keep buses out of the transfer zone.

Highlight the zone with pavement markings.

Ensure space for off-street queuing of cars.

Educate parents (and kids) so they know how to use the system.

Separate cars from bicycles and pedestrians.

Enter

One way Load and unload here. Important: Kids exit and enter on the passenger side—no crossing traffic.

Exit

Park and wait

Bicyclists Walkers 100 ft.

Source: “Safe Routes to School Guide” saferoutes.org

By David Grist and Matt Harbut

A

A green, healthy playground for Point Webster Middle School Quincy, MA

Cars flow through here

bout a quarter of the students are dropped off and picked up by their parents. In bad weather, the number increases. A thin white line, painted on the asphalt, is meant to guide traffic. Even so, drivers do not always follow the one-way flow.

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Bike racks

Spring 2018

A thin, white line marks the zone.

Prepared for Quincy Public Schools

Comparing existing conditions to best practice

Existing

Cracks in the Asphalt

Design criteria: The transfer zone

13

Not for construction. Part of a student project and not based on a legal survey.

T

Most of all, the designs are meant to spark discussion—and debate. They should move the project forward, continuing the conversation that started when someone first asked, “What if? ...”

A'

To create more flat space, the landscape will need to be reshaped in a process called grading. If the court were placed in the ell of the school—where the students play kickball now— the new contours would still have to meet existing ones on surrounding properties.

A

• Outdoor classroom • Improved transfer zone • Parking for school staff (about 55,) • Reduced stormwater runoff

1

Half court: 42 x 50 feet

The existing grade: Each line represents a 1-foot drop in elevation.

NEW GRADE Old grade

At the low point of the playground, there are three trees, which need to remain at the same grade. Despite How grading can create a flat area for recreation these constraints, grading can ensure (exaggerated to show change). a flat area for recreation —and opportunities for “green infrastructure.” In other words: more trees, more stormwater infiltration.

Kickball diamond: 50 x 50 feet

Basket ball full-court (middle school): 74 x 42 feet

Basketball full-court (high school): 84 x 50 feet

2 3 4

A green, healthy playground for Point Webster Middle School Quincy, MA

In addition, the existing grade around the doors to the gym would need to be preserved.

• Space for recreation

Doors to gym

How to make the land flat Once the asphalt is stripped, the contours of the land can be reshaped. At Point Webster, the rate-limiting factors include the building itself, which cannot be “buried” in the grading process.

Any new contours will need to blend into existing grades where The grade drops 6 feet from the ell of the school to the edge of the gym. they meet the building.

Most-wanted features

By David Grist and Matt Harbut

n a survey of Point Webster students, one of the most-requested features for the playground is a basketball court. School staff and parents have asked for it, too. Why basketball?

From principal Christine Barrett: “The kids are always going to the courts at the elementary school (1 mile away).

Having a basketball court will keep students engaged after school at Point Webster.”

Prepared for Quincy Public Schools

he design explorations in this document are not blueprints. They are sketches that ask questions, explore options and seek solutions.

I

By adding a hoop, the school could build more connections to the neighborhood, as the playground becomes a place to gather after school and on summer days.

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

From a survey of Point Webster students.

Cracks in the Asphalt

Making room for recreation

Key design elements

Spring 2018

Design criteria: Recreation

14

Not for construction. Part of a student project and not based on a legal survey.

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Design alternatives

Design No. 1 A reconfigured transfer zone ensures the efficient flow of cars and students. Kids get a basketball hoop and teachers get outdoor classroom space.

NTS

Outdoor classroom

N 50 ft.

Rain garden Cross section: Grading creates a gentle slope on the west side of the classroom pad.

(Section A to A�)

Shrub-filled swale A shallow depression draws stormwater away from the building, toward the grassy area to the southwest. Densely planted shrubs slow and absorb some of the water as it flows through the swale. Excess continues onto the grassy area in front of the transfer zone, where it can percolate into the ground.

10 ft.

Path

Sitting slope

Classroom

A slight depression collects stormwater runoff from the surrounding parking area.

Trees and shrubs in the garden are chosen for their ability to withstand cycles of flooding and drought. The rain garden could also be made deep enough to accommodate piped-in runoff from the school’s roof drains.

Accessible routes Walkways with grades less than 5 percent.

By David Grist and Matt Harbut

A green, healthy playground for Point Webster Middle School

Be

Grading that ensures a flat surface also makes a gentle slope down to the transfer zone. Contours are designed to move stormwater away from the building to areas with grass, trees and shrubs, where it can percolate into the ground. To increase stormwater infiltration, the court can be “paved” with a permeable play surface.

Cracks in the Asphalt

e

he

For drop-off and pick-up by parents in cars.

See detail on sheet 19.

nc

A flat surface for basketball also provides plenty of space for students to gather before school starts.

Benches around the court welcome spectators or small conversation groups.

Although the schoolyard is fenced, houses are close on the east and west sides.

Transfer zone

s

Basketball half-court

E do ast s or id

“I’m not trying to replicate the classroom outdoors. I’m trying to use the outdoors as an opportunity for learning—a change of scenery, literally.”

—a Point Webster teacher

Neighboring homes

A

New grading creates a gentle slope on the lawn to the west of the circle and comfortable seating on the ground.

Prepared for Quincy Public Schools

A'

By keeping the space unstructured­—a flat, open circle of about 2,000 square feet—teachers can use it in many ways, depending on subject and the types of students. For flexible seating, the school can still use folding camp chairs, arranged to fit the situation. Surface options include compacted gravel or a porous play surface.

15

Not for construction. Part of a student project and not based on a legal survey.

B'

Classroom space is tucked into the crook of the building, where there is shade and shelter. A basketball court is sited at the base of a gentle slope.

NTS

Basketball half-court

This area could also be used as an outdoor classroom.

Transfer zone For drop-off and pick-up by parents in cars.

See detail on sheet 19.

Outdoor classroom Set in the corner of the building, this classroom has much-needed shade in the afternoon. Because the space has no permanent features, it can be used as teachers wish. Surface options include grass, compacted gravel or a porous play surface.

The adjacent swale keeps stormwater runoff flowing away from the building, while infiltrating some of it at the same time.

It’s possible that the soil under the asphalt is contaminated, so it’s important to do a soil test for lead, cadmium, hydrocarbons and arsenic.

Swale

N 50 ft.

Plants should be chosen based on the soil test—and an analysis of infiltration (how quickly water moves through the soil).

B Rain garden A slight depression collects stormwater runoff from surrounding parking area. Trees and shrubs in the garden are chosen for their ability to withstand cycles of flooding and drought. The rain garden could also be made deep enough to accommodate piped-in runoff from the school’s roof drains.

Cross section: Looking northwest toward the school, from the parking lot.

Grading keeps all paths accessible. (Section B to B�)

B

For more resources on removing asphalt, see depave.org.

Accessible routes Swale

Classroom

Path

Gentle slope

Basketball

25 ft.

B'

Walkways with grades less than 5 percent.

The cornerstone

A green, healthy playground for Point Webster Middle School

E do ast s or id

e

A curved, grassy seating area is formed by contours that ensure flat areas for recreation. In addition, this grading shapes the land so the new walkways are accessible.

Neighboring homes

Cracks in the Asphalt

Gentle slope

Knowing the history of the site will help determine the condition of the soil under the asphalt. The school was built in 1907. Prior to that, the land that the school sits on was farmed. However, that soil could be covered by various types of fill and construction debris.

Prepared for Quincy Public Schools

What’s under the asphalt?

Grading will ensure a flat court, which can also be used for classroom space. The paved area also includes a pair of four square courts. A porous play surface is ideal, though the area could be paved with asphalt, with stormwater runoff channeled into an added swale at the back of the courts.

By David Grist and Matt Harbut

Design No. 2

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Design alternatives

16

Not for construction. Part of a student project and not based on a legal survey.

C'

By grading the land to create plenty of flat space, this concept emphasizes recreation.

NTS

Outdoor classroom

Basketball half-court

Neighboring homes st

do

or

A flat surface for basketball also provides plenty of space for students to gather before school starts.

Ea

Seating slope

Transfer zone

Gently sloping bank runs through the center of the playground—an effect of grading to create lots of flat space. Because of the 1-to-3 slope, it’s perfect for sitting.

C

50 ft.

N

Swale

Cross section: Looking northwest toward the school, from the parking lot (section C to C’).

Swale

Kickball

Path

Basketball

Gentle slope

Classroom

A shallow depression draws stormwater away from the building, toward the grassy area to the southwest. Densely planted shrubs slow and absorb some of the water as it flows through the swale. Excess continues onto the grassy area in front of the transfer zone, where it can percolate into the ground.

25 ft.

C'

Cracks in the Asphalt

Grass will not stand up to heavy play, so this area can be surfaced with porous play surface, artificial turf or asphalt.

A green, healthy playground for Point Webster Middle School

For drop-off and pick-up by parents in cars.

See detail on sheet 19.

Kickball diamond

C

Prepared for Quincy Public Schools

This space doubles as a four square court during recess. Like the other designs, it has no permanent structures so teachers can use it in many ways. The ideal surface is a porous play material, but asphalt or compacted gravel would also work.

By David Grist and Matt Harbut

Design No. 3

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Design alternatives

17

Not for construction. Part of a student project and not based on a legal survey.

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Design alternatives

Focus: the transfer zone A one-way flow—with plenty of space for pull-overs—allows for efficient and safe pick-up and drop-off.

One-way flow

NTS

Traffic enters from Lancaster Street and exits onto Grafton Street, which helps keep cars moving in a predictable manner. Because the kids can load and unload from the right side of the vehicle, they don’t have to cross traffic.

Curbs separate drivers from bicyclists and pedestrians, who can use a sidewalk that connects to Grafton Street as they move to and from the school.

Bi

cy cli

st

sa

nd

pe

de

st

ria

ns

Near neighbors An existing 6-foot fence separates neighboring properties from the zone, but many of the homes are just a few feet away. Ensuring an efficient flow of traffic will reduce congestion in the neighborhood.

20 ft.

N

Cracks in the Asphalt

Cars stay on the road

A green, healthy playground for Point Webster Middle School

Prepared for Quincy Public Schools

A new sidewalk on the northwest side of the driveway creates more area to transfer passengers. There is space for eight or nine cars, plus angle parking in the lot. Most of the driveway is wide enough to allow passing on the left. Ample queuing space will reduce traffic back-ups on Lancaster Street.

By David Grist and Matt Harbut

Ample pull-over area

Rain garden

RUNOFF RUNOFF

A slight depression collects stormwater runoff from the parking area­— and keeps it out of neighboring yards. Trees and shrubs in the garden are chosen for their ability to withstand cycles of flooding and drought.

The rain garden could also be made large enough to accommodate piped-in runoff from the school’s roof drains.

18

Not for construction. Part of a student project and not based on a legal survey.

180 Pleasant St. | Suite 211 | Easthampton, MA 01027 413-369-4044 www.csld.edu

Design alternatives Accessible routes

Design No. 4

Walkways with grades less than 5 percent.

Drop-off and pick-up flows through the u-shaped drive at the north end of the site, allowing green to expand eastward and opening space for an outdoor equipment area, half-basketball court, and outdoor classroom.

vehicle traffic

Pull-in

Lan

cast e

traffic conflict pedestrian traffic

r St

reet

B'

swale

Outdoor classroom Diverse shrubs enclose the classroom, providing learning opportunities and local wildlife habitat while two trees provide shade from morning sun.

ADA accessible pathways connecting the north entrance of the building to the east side door hug the edge of the classroom down to the parking area. Trees and benches border a curved path down a gentle slope that can serve as an extension of the classroom or a place for quiet reflection.

B

Ed wa rd s

The same unstructured space for the classroom is used here as is discussed in previous designs.

Str e

et

swale

Benches

Equipment area N

Swales

50 ft.

Grading ensures that water will be carried away from the building into shallow depressions filled with shrubs. Water is allowed to slowly infiltrate into the soil as plants soak up excess water and contaminants are filtered along the way.

Cross section Hill regraded to gentle 10% slope overlooking basketball court.

B

Classroom

Section B -B1

Gentle slope

Path

B' Basketball half-court

Eliminating the eastern driveway creates space for an area dedicated to outdoor equipment, a popular request on student surveys. The open format allows for various kinds of age-appropriate play or outdoor work equipment.

This flat area requires minimal regrading. Compacted gravel, mulch, or a porous play surface suited for safe impact can be used here.

By David Grist and Matt Harbut

The land here is flat currently and would require minimal grade change. Regrading along the hill to the west creates a gentle 10% slope that moves from the outdoor classroom east to the court’s entrance along the ADA accessible path. This provides space for supervisors and spectators to enjoy the game. Visibility is maintained in all directions, ensuring the court can be monitored for safe use.

A green, healthy playground for Point Webster Middle School

Basketball half-court

Cracks in the Asphalt

Drop-off and pick-up by buses, small vans and parents in cars takes place in the u-shaped drive.

Traffic leaving the west-side parking lot flows in the opposite direction of cars entering the u-shaped drive shown as a “X” on the map at right.

Buses, small vans, and the 20 plus cars typical most days require efficient movement to avoid potential conflicts and traffic backing up onto Lancaster Street. Children dropped off in pull-in along Lancaster Street would need to cross lanes of traffic to enter the school.

Prepared for Quincy Public Schools

Transfer zone

19

Not for construction. Part of a student project and not based on a legal survey.