Problem Statement

Problem Statement and Rationale for the Amherst Community 

Overview 

Amherst’s elementary school facility, originally constructed in 1967, and much of its infrastructure, are nearing the end of their functional service life and no longer meet current educational programming requirements, building codes, or industry standards for school design and performance (see references below). While routine maintenance and capital repairs have extended the building’s usability, the facility has not undergone comprehensive modernization. As a result, significant deficiencies now exist across building systems, spatial configuration, and life safety infrastructure. 

These conditions necessitate a comprehensive implementation of a long-term capital solution, whether through renovation, addition/renovation, or replacement. 

Existing Conditions and Problem Statement 

The existing facility exhibits systemic deficiencies, including aging infrastructure, outdated building systems, inefficient space, and non-compliance with current codes and educational specifications. Deferred maintenance and piecemeal upgrades have resulted in a building that is operational but increasingly inefficient, costly to maintain, and misaligned with current educational delivery models, particularly in Special Education and Specials. 

Key Factors Driving the Need for Renovation 

1. Building Systems and Infrastructure Deficiencies 

Primary building systems, including mechanical (HVAC), electrical, and plumbing (MEP), are at or beyond their expected useful life. 

• HVAC systems lack modern controls, ventilation standards, and energy-efficiency features, resulting in inconsistent thermal comfort and indoor air quality issues. Some equipment locations inhibit maintenance. 

• Electrical infrastructure is undersized and not configured to support current technology loads, including instructional technology, security systems, and building automation. 

• Plumbing systems exhibit ongoing reliability issues, increased maintenance demands, and risk of failure due to age and material degradation. 

• Lighting is end-of-life and not energy efficient. Controls are not energy efficient. Lighting and controls should be replaced 

Collectively, these deficiencies limit operational performance and increase lifecycle costs.

2. Educational Program & Learning Environment

The facility’s spatial configuration reflects outdated educational models and does not support contemporary teaching methodologies. 

• Classrooms lack flexibility, appropriate square footage, and adjacent spaces necessary for differentiated instruction and collaborative learning. 

• There is insufficient space for specialized programming, including special education, intervention services, and student support functions. 

• A multipurpose room used for physical education instruction, cafeteria, and student assembly spaces significantly impacts the ability to schedule programming that is responsive to student needs and forward-thinking. 

• The building lacks an appropriate meeting space for professional learning, parent meetings, and teacher collaboration, hindering our ability to effectively work with families and provide meaningful learning opportunities for educators. 

The building does not meet current design standards for 21st-century learning environments and forces reliance on portable classrooms that create inconsistencies in learning. 

3. Space Utilization and Capacity Constraints 

The existing building does not provide adequate capacity or functional layout to support current and projected enrollment. 

• Inefficient circulation and layout reduce usable program space. 

• Critical program areas are either undersized or repurposed from non-ideal spaces. ● Reliance on portable classrooms indicates a deficiency in permanent building capacity.

• Reliance on mobile carts for some programming and teachers 

• The lack of confidential meeting spaces for counselors and school psychologists limits the ability to flexibly meet the needs of students 

These conditions impact both educational delivery and operational efficiency. 

4. Life Safety, Code Compliance, and Security 

The facility predates modern building codes and school security standards, resulting in multiple areas of concern. 

• Building layout and entry conditions do not support controlled access or modern security protocols. 

• Modular classrooms are detached from the main building, creating safety, accessibility, and operational challenges. 

• Combustible wood structures on the attic catwalk pose a hazard to the overall building. ● The attic sprinkler system is absent.

• Accessible (ADA) toilets and sinks are lacking throughout the main building and the portables. ● Emergency egress doors are undersized. 

• Smoke walls in corridors do not exist due to walls not extending to the roof, non-compliant doors, and undampered vents in the corridor wall. 

Upgrades are required to align with current life safety codes, accessibility requirements (ADA), and best practices in school security design. 

5. Operational Inefficiencies 

Clark-Wilkins is experiencing rising costs to maintain aging infrastructure. 

• Maintenance is largely reactive, addressing system failures rather than implementing planned lifecycle replacements. 

• Energy performance is poor relative to modern standards, resulting in elevated utility costs. ● Continued investment in short-term repairs does not address underlying system obsolescence. 

From a capital-planning perspective, the current approach is neither sustainable nor cost-effective over the long term. 

Rationale for Investment 

Amherst has historically demonstrated a commitment to high-quality public education, responsible stewardship of public funds, and proactive long-term planning. Continued investment in a facility with systemic deficiencies does not align with these priorities. 

A comprehensive renovation or replacement project presents an opportunity to: 

• Deliver a code-compliant, safe, and secure educational environment 

• Align the physical plant with current and future educational programming needs ● Improve building performance, energy efficiency, and operational sustainability ● Eliminate reliance on temporary modular facilities 

• Reduce long-term capital and operating costs through strategic investment 

Conclusion 

The existing elementary school has reached a point where continued incremental investment is no longer sufficient to address its underlying deficiencies. The decision facing the community is not whether improvements are required, but rather how to implement a comprehensive, fiscally responsible solution that addresses long-term needs. 

A well-planned capital project will position Amherst to meet current demands while providing flexibility for future growth, ensuring that the facility supports the community’s educational mission for decades to come.

SAU 39 References: 

• Amherst District Wide Masterplan_Lavalle-Bresinger_2020 

• Amherst Schools - MEP FP Assessment - Wilkins Elementary 

• Amherst Schools - MEP FP Assessment - Clark Elementary 

• RPF Environmental (RPF) asbestos reinspection for the Amherst School District 2023 

NH Regulatory References: 

• NH Ed 306 – Minimum Standards for Public School Approval 

  • • • This section establishes the statewide operational and educational standards that all public schools in New Hampshire must meet in order to maintain approval status 

• NH Ed 306.07 – School Facilities (page 7 of link) 

  • • • This is the primary facilities-specific regulation within Ed 306 and is one of the most frequently referenced standards during school construction, renovation, and facility assessment projects 

• NH Ed 321 – School Building Construction 

  • • • Ed 321 governs the planning, approval, and construction of public school facilities in New Hampshire

2025 NESDEC School Enrollment Projection Reports