Williamstown Planning Board Refining Campus Overlay Proposal

By Stephen DravisiBerkshires Staff
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WILLIAMSTOWN, Mass. — The Planning Board last week discussed bringing a campus overlay proposal to town meeting as soon as this May.
 
One member of the board and the town planner have been consulting with officials at Williams College on a potential fix to a long-term issue: The bulk of the college's campus is in the General Residence zoning district, where the kinds of buildings the school needs do not fit the regulatory regime.
 
Much of campus was built out before the advent of zoning, and those structures are protected by the rules around pre-existing non-conformity. But a lot of the school's infrastructure has been built since the town instituted zoning under a state-mandated exception created for academia.
 
"This is how these things get permitted now: I write a scoping letter that says, 'Williams College, you cannot do this building the way you want to do because of all these reasons in zoning, which is just a 1- to 4-family zoning district that we're trying to apply to this large institution,' " Community Development Director and Town Planner Andrew Groff told the board at its Oct. 14 meeting.
 
"And then the college goes to the Zoning Board of Appeals and says, 'Here's this voluminous set of case law from the last 40 years that says, the town is wrong.' That's why it feels like the college can do whatever it wants."
 
Statutes and judicial precedents in Massachusetts make it clear that local zoning cannot "practically prohibit" an educational use.
 
The Planning Board's current exercise would eliminate the need for an appeal to a ZBA which, essentially, has to grant relief from local zoning. An overlay district would provide for more predictable development of the campus that lessens the impact on adjoining neighborhoods, planners hope.
 
"We can craft our rules on how big things can be and where it can be in a way that directs them to put the most impactful stuff in a place where the town says, 'You know what? We know you should have a field house, but it should probably go over here, not over there,' " Groff said.
 
"If you're going to build a big art museum, we don't want it to go on Southworth Street," Chair Kenneth Kuttner said, referring to the long-abandoned notion that the college's art museum, currently under construction at the Field Park rotary, would go at the corner of Southworth and Main Street.
 
Groff said he uses the same example "all the time" in talking about the overlay.
 
He told the planners that the town could set reasonable limits on the height and bulk of buildings within a proposed overlay district.
 
A big issue for the five-member Planning Board: the geographic definition of the overlay district.
 
Groff told the board that he and member Samantha Page went through a mapping exercise with representatives from the college, and there was "good consensus on what the highest densities are."
 
"There was great clarity on the peripheries — the Taconic Golf Course and football field [to the south] to Cole Field [to the north]," Groff said. "There was less consensus on where we're going around the margins. The southwest sector of campus is medium density and flows toward the [Milne Public] library here. Where do we go with that? Same with Poker Flats."
 
"What we're waiting on from Williams is a better understanding of what is the bulk, height and size of their structures today and how we can apply that to a loosely form-based zone. That's what we can regulate: the bulk, size and height of structures."
 
Groff discouraged the board members from thinking in terms of how a building might be used and instead told them to focus on the dimensional limitations.
 
"I think the mapping exercise was useful even just preliminarily to sort of identify the areas where we definitely wouldn't want to see a structure with a big bulk," Page said. "I think there are some areas where it seems super clear and other areas where it's a little murkier where it's harder to figure out what feels appropriate in those transitional areas between the center of campus and the neighborhood surrounding it.
 
"It would be really nice for the college and the town to know what, explicitly, is appropriate in those areas."
 
Groff and Page asked their colleagues to use large maps that were provided to sketch out their own thoughts on how to define the campus core in advance of the board's Nov. 12 meeting.
 
Last Tuesday's meeting also saw the board divide up the work on proposing revisions to the town's subdivision rules and regulations. Among the topics that need to be addressed are stormwater, roads, "other improvements," categorizing developments by scale and addressing the collective ownership of infrastructure (commonly through a homeowners' association}.
 
The town has a Community One Stop for Growth grant from the commonwealth to pay for consultants to work with board members on some of the more technical aspects of the regulation, like stormwater management and road specifications. That grant is set to run out on June 30, Groff said.
 
The plan is to do a major overhaul of the subdivision regulations before the end of next year, he said.
 
Those regulations, unlike the zoning bylaw changes that the Planning Board spends most of its time developing, are not dependent on town meeting approval. The subdivision regs are a creation of the Planning Board, which can approve revisions on its own, Groff said.
 
"They can be changed through a public hearing process," he said. "We have a dedicated public hearing where we take testimony as opposed to [the board] making a decision and then another body [town meeting] making the final call. This board makes the final call."
 
In other business on Tuesday, the Planning Board heard a report from Page and Cory Campbell, who have been working on a proposal for a bylaw amendment that would encourage more "mixed-use" development in the Limited Business and Planned Business zoning districts.
 
"We talked a lot about the goals behind this project," Page said. "There are a lot of different elements of it. One is to improve the regulatory environment within our zoning so it's really straightforward and clear to develop mixed-use in the town's business districts, so that it's easy to do residential/commercial/office, some combination of those, within the business district.
 
"We want to create commercial areas that feel really lively, activated. They're pedestrian friendly, they align with desired design characteristics. … A big goal for this project is to make residential development a more standard part of mixed-use, especially in the areas of town that are really well suited for it … in the areas of town that have easy access to public utilities, that are walkable and bikeable that don't have as many natural resource considerations.
 
"In line with that, it would also lead to the growth of the tax base in this strategic way."
 
Campbell said it is possible the board may be able to bring a mixed-use bylaw amendment to the 2026 annual town meeting, but the deadlines are coming up fast.
 
"We're going to know by December whether this will happen next year," he said. "What I'm hoping to have well before the [November] meeting is basically an assessment report — assessment and recommendations. Then at the December meeting, I'm hoping to have the equivalent of a draft warrant article and possibly a draft FAQ.
 
"If that doesn't happen, I'm going to ease off. The pressure is off, but I'll continue to work on it, and the focus will be getting it ready for [town meeting 2027]."

Tags: overlay districts,   Williams College,   zoning,   

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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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