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One possible approach to defining the 'core' of Williams College's campus that was considered by the Planning Board. The image is from a 2020 landscape study commissioned by the college.

Williamstown Planners Dig into Idea of College Zoning Overlay

By Stephen DravisiBerkshires Staff
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The west side of Southworth Street was singled out during the Planning Board's discussion about distinguishing residential areas from the campus core. 
WILLIAMSTOWN, Mass. — The Planning Board last week discussed an initiative to create an overlay district to address the reality of having a college campus in the middle of the General Residence zoning district.
 
Samantha Page and Community Development Director Andrew Groff recently met with school officials, including Williams' associate vice president for campus planning and operations, to talk about what such an overlay district could look like and how it might streamline the evolution of the college campus.
 
"I think we're all agreed there could be significant improvements to the process as far as how the college brings large projects for review either with the Planning Board or the Zoning Board," Page told her colleagues. "On our side, I think we see room for improvement so we have a better sense of what may go where.
 
"It seems like we're all on the same page."
 
Groff explained the reason for the conversation, including an extreme hypothetical that an overlay district could help the town avoid in the future.
 
The issue is that Massachusetts does not allow municipalities to constrain non-profit colleges and universities through traditional zoning. Towns can regulate "height, size and bulk of structures, but you can't do so in a way that would practically prohibit them from conducting their educational use," Groff explained.
 
That is why Williams was able, recently, to build its science center buildings, which never would have been permitted in GR for any other property owner.
 
The Planning Board hopes that, through an overlay district, the town will be able to define parts of Williams' campus that can be more intensively developed and parts where development is more constrained.
 
"What we're saying, as a municipality, is, 'OK, we're not going to practically prohibit Williams' [land] use,'" Groff said. "We're going to allow them the bulk, size and height of structures they need in what we'll define as the core of their campus. We hope to work with them and agree on what we all believe that [core] is. We can share that judgment and say, 'You can do this here.' "
 
But, if the overlay also covers parts of campus that are not in the "core," the town could have some protection against undesirable development, in a hypothetical that Groff laid out.
 
"In the future, when we're all long gone, if someone at the college decides, 'We're going to build something wild like a 15-story building on Cole Field,' the town will have a tools to say, 'We're not practically prohibiting your educational use [by saying no], because you could do something appropriate in the campus core. This area should not be for that,'" Groff said. "We can't do that today.
 
"An overlay district is an instrument for defining that. I think the goal is to work with Williams to give them predictability so they can plan."
 
Roger Lawrence asked if the idea was to create a two-tier approach to the land currently occupied by the college: "a denser core and a second level that's more residential."
 
Groff replied that the overlay district could also include a third "tier," to cover the college's main athletic fields: Cole Field at the north end of campus and Weston Field to the south.
 
"Something Andrew talked about was trying to use housing as a way to define borders of the campus," Page said. "Like Southworth Street does have residential housing. The college does own property there. Can that area be strengthened as a residential neighborhood, as a way of clearly defining that edge of the campus? … I think they're amenable to something like that."
 
Lawrence asked if thought was given to increasing the amount of housing on Southworth while preserving the neighborhood's character.
 
Groff, while emphasizing that talk of a zoning overlay is in its initial stages, said creating that zoning tool could help preserve the neighborhood in question.
 
"It's a wonderful residential street," he said. "And you, as the casual observer, have no idea that [almost] everything to the west as you're looking north is owned by Williams. That's probably never going to change, but there's no reason not to, sort of, hold their feet to the fire and say, 'This is where the campus stops, and you're going to reinforce that boundary.' We can partially do that through zoning.
 
"We can't say, 'No, you can't use that as, say, faculty offices or something.' But you can incentivize our bulk, height and size of structure rules to make it so it's logical and practical to do [residential] there and legalize denser, town-house style housing. It meets a need for them, and it forces other, larger structures away."
 
Lawrence suggested that with townhouses and infill development, the college could "functionally double" the amount of housing on the west side of Southworth Street.
 
Cory Campbell said the college should be encouraged to develop more in areas that don't "abut up against non-Williams property."
 
"The point on Southworth Street was you could use it as a residential campus boundary if you're essentially restricting it to a different kind of multifamily, not undergraduate students," Groff said. "The people who live there today are mostly faculty apartments and staff. But you can easily allow them some increased density down there without 'lopsiding' the street and filling it in completely.
 
"You use that regulation to incentivize neighborhood-scale apartments for the college faculty and staff. And you disincentivize the use of their 'trump card,' so to speak, the fact that they're exempt from use zoning. You make it easier to do [other projects] up by Mission Park. The answer is, 'Why would we do it over there when it's so easy to do it over here?'"
 
The overlay district, with Page as the point person, is just one project on the Planning Board's radar this year.
 
In other business last Tuesday, the board heard a report from Lawrence and Ken Kuttner on the open space residential development proposal that they have been working on.
 
Groff shared a model subdivision regulation developed by the Pioneer Valley Planning Commission that he said the board could use in developing an updated Major Residential Development bylaw.

Tags: overlay districts,   Planning Board,   Williams College,   

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Puppets Teach Resilience at Lanesborough Elementary School

By Breanna SteeleiBerkshires Staff

The kids learned from puppets Ollie and a hermit crab.

LANESBOROUGH, Mass. — Vermont Family Network's Puppets in Education visited the elementary school recently to teach kids about being resilient.

Puppets in Education has been engaging with young students with interactive puppets for 45 years.  

The group partnered again with Bedard Brothers Chevrolet, which sponsored the visit. 

Classes filtered through the music class Thursday to learn about how to be resilient and kind, deal with change and anxiety, and more.

"This program is this beautiful blending of other programs we have, which is our anxiety program, our bullying prevention and friendship program, but is teaching children the power of yet and how to be able to feel empowered and strong when times are challenging and tough," said program manager Sarah Vogelsang-Card.

The kids got to engage with a "bounce back" song, move around, and listen to a hermit crab deal with the change of needing a new shell.

"A crab that is too small or too big for its shell, so trying to problem solve, having a plan A, B and C, because it's a really tough time," Vogelsang-Card said. "It's like moving, it's like divorce of parents, it's changing schools. It's things that children would be going through, even on a day to day basis, that are just things they need to be resilient, that they feel strong and they feel empowered to be able to make these choices for themselves."

The resiliency program is new and formatted little differently to each of the age groups.

"For the older kids. We age it up a bit, so we talk about harassment and bullying and even setting the scene with the beach is a little bit different kind of language, something that they feel like they can buy into," she said. "For the younger kids, it's a little bit more playful, and we don't touch about harassment. We just talk about making friends and being kind. So that's where we're learning as we're growing this program, is to find the different kinds of messaging that's appropriate for each development level."

This programming affirms themes that are already being discussed in the elementary school, said school psychologist Christy Viall. She thinks this is a fun way for the children to continue learning. 

"We have programs here at the school called community building, and that's really good. So they go through all of these strategies already," she said. "But having that repetition is really important, and finding it in a different way, like the puppets coming in and sharing it with them is a fun way that they can really connect to, I think, and it might, get in a little more deeply for them.

Vogelsang-Card said its another space for them to be safe and discuss what's going on in their life. Some children are afraid because maybe their parents are getting divorced, or they're being bullied, but with the puppets, they might open up and disclose what's bothering them because they feel safe, even in a larger crowd. 

"When we do sexual abuse awareness that program alone, over five years, we had 87 disclosures of abuse that were followed up and reported," she said. "And children feel safe with the puppets. It makes them feel valued, heard, and we hope that in our short time that we're together, that they at least leave knowing that they're not alone."

Bedard Brothers also gave the school five new puppets to use. Viall said the puppets are a great help for the students in her classroom, especially in the younger grades. 

"Every year, I've been giving the puppets to the students. And I also have a few of the puppets in my classroom, and the students use them in small groups to practice out the strategies with each other, which is really helpful," she said. "Sometimes the older students, like sixth graders, will put on a puppet show. They'll come up with a whole theme and a whole little situation, and they'll act it out with the strategies for the younger students. It's really cute, they've done it with kindergarteners, and the kids really like it."

Vogelsang-Card said there are 130 schools in Vermont that are on the waiting list for them to come in. Lanesborough Elementary has been the only Massachusetts school they have visited, thanks to Bedard Brothers. 

"These programs are so critical and life-changing for children in such a short amount of time, and we are the only program in the United States that does what we do, which is create this content in this enjoyable, fun, engaging way with oftentimes difficult subjects," she said. "Vermont is our home base, but we would love to be able to bring this to more schools, and we can't do this without the support of community, business funders or donors, and it really makes a difference for children."

The fourth-grade students were the first class to engage with the puppets and a lot of them really connected with the show.

"I learned to never give-up and if you have to move houses, be nervous, but it still helps," said William Larios.

"I learned to always add the word 'yet' at the end," said Sierra Kellogg, because even if she can't do something now, she will be able to at some point.

Samuel Casucci was struck by what one of the puppets talked about. "He said some people make fun of him if he dresses different, come from different place, brings home lunch, it doesn't matter," Samuel continued. "We're all kind of the same. We're all kind of different, like we have different hairstyles, different clothes. We're all the same because we're all human."

"I learned how to be more positive about myself and like, say, I can't do this yet, it's positive and helpful," said Liam Flaherty.

The students got to take home stickers at the end of the day with contact information of the organization.

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