BVCAPS Educational Specifications

Blue Valley Unified School DistrictOverland Park, Kansas

Center for Advanced Professional StudiesFacility Design Guidelines

April 2008

table of contents

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project overviewpurpose of facility design guidelines 1location 2blue valley school district 4introduction 5education and financial feasibility report 8project overview 34process 35project goals and ideas 41steering commitee 44workshop participants 45

project contextsustainable strategies 47sustainable case studies 51local climate 60site analysis 64

planning conceptsplanning concepts 65technology concepts 66safety and security concepts 69flexibility and agility concepts 71

facility programoverview of program format 74facility program 75building diagram 81site diagram 821 student learning strands 832 administration and staff spaces 1213 community and stakeholder spaces 1394 facility management and support spaces 146

appendixglossary iplanning meeting one presentations A1planning meeting two presentations A17planning meeting two - visual listening A26planning meeting two - culture, experience, brand A31planning meeting three presentation A40

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purpose of facility design guidelines

The Facility Design Guidelines document is a guide for architects, educators, administrators, parents, and community members that identifies instructional, technological, and space requirements for Blue Valley Center for Advanced Professional Studies. After the collaborative workshops, this document is produced to represent the process of long term facility analysis, design and construction. There will be opportunities for the information presented in these pages to be further refined with user input during the next steps of the process.

The document is designed to:

1. Present an understanding of the basic philosophy and design parameters for Blue Valley Center for Advanced Professional Studies in Overland Park, Kansas.

2. Indicate spatial adjacencies and general performance requirements.

3. Identify programmatic needs and establish a base line for the scope of the project. 4. Present a snapshot in the development of the project process.

5. Serve as a working document that is compiled in a binder for ease in adding or replacing information as additional needs and changes occur.

The document is not intended to:

1. Limit design opportunities within the facility.

2. Standardize the building via implementation of component parts.

Over the course of the design phases, deviations may be necessary that do not meet the requirements of this document and need to be discussed with the project leadership for waiver. As a guideline, an acceptable range of deviation from the areas indicated in the space program is 2-3% for spaces smaller than 2000 sf and 1-2% for larger spaces. Classrooms should not be smaller than areas indicated.

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location

About Overland Park, Kansas

Overland Park is located about 12 miles southwest of Kansas City. It’s current population of approximately 177,000, represents about 1/3 of Johsnson County’s population. It is the second largest city in Kansas, comprised of 75.33 square miles.

project overview

((information from:http://www.opkansas.org)

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project overview

Blue Valley Mission Statement

The Blue Valley School District’s mission is unprecedented academic success and unparalleled personal growth for every student.

Overview of Blue Valley School District

The Blue Valley School District (USD 229) is committed to giving students an Education Beyond Expectations - an education filled with opportunities. This K-12 district encompasses 91 square miles in southeastern Johnson County, Kansas. More than 20,000 students attend Blue Valley’s 33 schools, and the district is committed to providing a personalized learning experience to every one of them. The district has five high schools (grades 9-12), eight middle schools (grades 6-8) and 20 elementary schools (grades K-5).

Special programs include:

Advanced Placement (AP) and other college credit courses

K-12 enrichments programs

Intervention programs for reading and math

The Blue Valley Academy, a non-traditional program for high school students

Mentoring programs, and

ACCESS, a program teaching independent living skills for students with moderate to severe disabilities.

The district’s Wilderness Science Center offers students of all ages hands-on environmental education in a 30-acre nature preserve adjoining an elementary school on the Blue River.

The Blue Valley School District provides not only a high quality education based on the mission and strategic plan goals of unprecedented academic success and unparalleled personal growth for every student, but it also allows opportunities for students to grow outside the classroom as well through a variety of extra- and co-curricular activities.

Blue Valley staff members are committed to helping students find their path to success. Together, we will enable each child to become more than he or she ever hoped to be.

(the above information is from http://www.bluevalleyk12.org/)

blue valley school district

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introduction

project overview

Project Introduction

Blue Valley School District is preparing students to become citizens of a twenty-first century diverse and global society. The school district is planning a unique new facility with a 250 student capacity, 11th and12th grade Center for Advanced Professional Studies of approximately 66,000 gross square feet.

In February through April of 2008, Perkins+Will, with NSP Architecture, facilitated a project programming phase. Collaborative workshops were held with a group comprised of administrators, teachers, board members and community members. Throughout the interactive meetings, the architects presented to the group and facilitated large and small group discussions. Concepts were developed by the participants during these planning meetings to create a program that will support the unique curriculum being developed.

Perkins+Will and NSP Architecture are pleased to be working with Blue Valley School District in the programming of their new Center for Advanced Professional Studies. To provide a conceptual foundation for the architectural design phases, the following document incorporates concepts explored in the collaborative workshops and provides a guideline for flexible facility models to support and enhance the forward thinking educational ideas developed by Blue Valley School District and the community of Overland Park, Kansas.

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why CAPS?

project overview

The Blue Valley School District was unified in 1965. Since that time, the district has grown between 3 and 20 percent each year.

The Blue Valley School District’s mission is unprecedented academic success and unparalleled personal growth for every student.

• The Blue Valley School District encompasses 91 square miles in southeastern Johnson County.

• The district is located in south Overland Park, KS, which was rated as the #1 suburb in the greater metropolitan Kansas City area by the Kansas City Star in November 2005.Facilities

• In Newsweek’s Top U.S. Schools list for 2007, Blue Valley accounted for 4 of 6 Kansas high schools making the list

• In the 2007 – 2008 school year our students earned the highest ACT score in district history (34) and the top score in the KC metro area (24.4).

• For the sixth year in a row all Blue Valley Schools and the District made Academic Yearly Progress (AYP) as mandated by the No Child Left Behind legislation.

To substantially improve the skills and ignite the interest level of high school graduates selecting life sciences research as a career path so they can be highly successful in contributing to this changing scientific field. Fewer graduating seniors are selecting the field of science as a career than were 20 years ago. While the field of science and research is increasing in the greater KC area, the graduates are not meeting the demand. In the recent issue of Business Facilities magazine, the nation’s premier site relocation resource, Kansas ranked in the Top 10 states in the nation in several key categories:

• 4th in bioscience investments

• 5th in bioscience research funding

• 10th in education climate

• 13th in educated work force

• And the highest concentration of employment in research, testing and medical laboratories

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Innovation is what will grow our economy and ensure that every family prospers in an increasingly competitive global market. Our students must acquire 21st century skills to be successful in the "Innovation Generation." Blue Valley's Center for Advanced Professional Studies (CAPS) will inspire students to succeed in the critical areas of Bioscience, Business, Engineering and Human Services.

CAPS is an example of how industry and our educational system can work together to produce personalized learning experiences that prepare the next generation of professionals for 21st century opportunities. Junior and senior level students from all Blue Valley high schools will join together in a unique learning opportunity to deeply explore their interests in a profession-based learning approach. Learning is student driven; teachers facilitate the learning process through problem-based projects comprised of authentic and relevant work assignments.

Students learn the professional skills necessary to succeed in today's fast-paced world, all before entering college or other post-secondary educational opportunities. CAPS is all about students solving real problems, with real tools (used by real professionals), being mentored by real employers, leading to real contribution.

(the above information is from http://www.bluevalleyk12.org/)

what is CAPS?

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education and financial feasibility report

Center Based Program Education and Financial Feasibility Report

CENTER BASED PROGRAM EDUCATION AND FINANCIAL FEASIBILITY REPORT

1.0 EXECUTIVE SUMMARY AND ADMINISTRATIVE RECOMMENDATION

During the summer of 2006, the Blue Valley Board of Education charged the superintendent to study the feasibility, both educationally and financially, of a program that would be targeted to provide unique student learning opportunities that currently do not exist in the school district. This charge was born out of the Strategic Plan’s commitment to investigate innovative programs that would aid in student achievement. From that original charge and the numerous focus groups, discussions, and committee meetings that followed, the idea of a Center Based Program (CBP) emerged and is presented in this report.

The purpose of this report is to address the questions raised by the BOE in its charge to the superintendent, and to surface other issues that will need discussion and resolution prior to full implementation of the CBP. The report describes the process followed for identifying areas of study, as well as perceived needs and concerns of offering a CBP. Details of identified program strands, rationale for selection of those strands and feedback from staff, students and parents will be addressed later in the document.

Two task forces led the research effort into a CBP. Dennis King led an educational task force (ETF) formed to review the curricular and interest area aspects of a CBP, as well as to develop a timeline for implementation. The ETF was comprised of district teachers from all curricular areas, as well as administrators and district coordinating teachers. A total of 37 people served on the committee. Once that committee finished its work regarding the curricular interest areas, Mike Slagle led an educational-business task force (BTF) to investigate the feasibility aspects of the CBP. The BTF was comprised of administration from the areas of human resources, business and finance, and planning and facilities.

It is believed, based on the analysis of the ETF, that a CBP would provide the following benefits to Blue Valley students:

increase opportunities to explore different interest paths prepare for lifelong learning increase options for non-college bound students provide authentic educational opportunities within the community allow for relevant and rigorous course of study within an interest areaexperience hands-on learning for all students integrate 21st century skills into the curricula

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Based on the analysis and discussion in this report, moving forward with a CBP is recommended. The CBP is recommended to be located in a free-standing building on the District Office Campus. It is recommended that the CBP consist of upper level (grades 11-12) courses in four interest areas – business, bio-science, human services and engineering. The CBP is recommended to be coordinated with entry level classes at the building level. Potential opportunities with the CBP include collaboration with professionals in the field, corporate collaboration, and career interest shadowing. A timeline for the opening of a CBP in the fall of 2010 is recommended, though with the opening of Blue Valley Southwest also scheduled for the fall of 2010, it is recommended that this issue be discussed further. Financial analysis suggests that the CBP can be operated by the district with little general operating fund impact on the system for the first two years. After that two year period, actual financial impact on the district will depend on program enrollment and level of corporate partnership/sponsorship.

2.0 CHARGE FROM THE BOARD OF EDUCATION AND WORK TO DATE

As part of the Strategic Plan commitment to investigate innovative programs that would aid in student achievement, the Board of Education (BOE) charged the superintendent to develop a study around the concept of a Center Based Program (CBP). Specifically, the charge the BOE gave to the superintendent was:

“By the end of January 2007, a preliminary report will be provided to the Board of Education regarding the interest on the part of students and parents in a school such as the Center Based Program. A final report, including administrative recommendations, will be provided to the Board of Education by April 1, 2007. The final report will include potential funding sources, potential corporate partners, cost, potential site, program initiatives/educational consideration and timeline for implementation.”

In November 2006, the Strategic Plan Oversight Committee1 recommended to the Board of Education that the district move forward with the exploration of a CBP. In December 2006, district administration presented the BOE with a preliminary report regarding the interest of students and parents in a school such as the Center Based Program. Twenty-five parent focus groups were facilitated by an outside consulting firm. Approximately half of the group included parents with no exposure to the district’s current, similar programs (such as BVTV and Health Careers). Parents with little or no exposure to these programs were cautiously apprehensive about the idea of a CBP, while parents who were familiar with the current programs were very supportive. The BOE gave its approval at the December workshop to continue with the exploration of a CBP.

In December 2006, under the leadership of Dennis King, a second committee was formed to review the curricular and interest area aspects of a CBP, as well as to develop a timeline for implementation. This committee was comprised of district teachers from all

1 This committee has the role of reviewing many of the initiatives of the Strategic Plan prior to review at the BOE level. This committee includes two BOE members, the superintendent’s cabinet, and representatives from the BVNEA and Communications Department.

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curricular areas, as well as administrators and district coordinating teachers. A total of 37 people served on the committee. Once that committee finished its work regarding the curricular interest areas, Mike Slagle led an effort to investigate the feasibility aspects of the CBP.

3.0 FORMAT OF THIS REPORT

This report presents the work of various committees and workgroups throughout the past year. Section 4.1-7 presents the feasibility study of the CBP, organized around the central questions to which the BOE is seeking answers, as evidenced by its charge to the superintendent. Throughout committee discussions this past year on the CBP, several other issues were raised that at some point will need further dialogue and resolution.Those issues are presented in section 4.8.

4.0 FEASIBILITY STUDY

The BOE has asked, by virtue of its charge, for information regarding the CBP. The information requested includes potential funding sources, potential corporate partners, cost, potential site, program initiatives and timeline for implementation. The purpose of this section is to provide information related to each of those topics.

4.1 Program Initiatives/Educational Considerations

4.1a Introduction

The process followed for identifying areas of study as well as perceived needs and concerns offering a CBP is presented in section 4.1. A brief review of literature as well as brief descriptions of what high schools across the country are providing in this area for their learners is discussed. Details of identified program strands, rationale for selection of those strands and feedback from staff, students and parents is also presented.

4.1b Overview

High school reform has long been a topic of study for educational researchers.Many are looking to find how schools can better prepare students for post-secondary education and entrance into the workforce. Much research has gone into identifying skills necessary to be successful in the 21st century. These “21st Century Skills” include digital age literacy, inventive thinking, effective communication and high productivity.North Central Regional Educational Laboratories suggests that schools embrace new designs for learning based on these 21st century skills in the context of rigorous academic content (Lemke 2003). These new designs come in many forms, but there are components that each have in common. First, authentic experiences for students are

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necessary. Breaking Ranks II suggests connecting “real-life applications of knowledge and skills to help students link their education to their future” (2004). A second critical component for enhancing student learning is removing the artificial dividing line between curricular areas. Interdisciplinary learning allows students to infuse information from a wide variety of sources into their learning, evaluate the information, and synthesize it into a solution to a complex problem. Howard Gardner, renown for his multiple intelligences theory, gave the following reply when asked what the context of the substance of education should be:

“…something which is a bit more eccentric: The necessity of being able to at least participate in interdisciplinary activity; That is, activity, which calls on you to bring together different sources of knowledge, to be able to synthesize them, judge them and so on” (Larsen 2002).

Lastly, the idea of personalizing the learning experience for the student is important. Another suggestion from “Breaking Ranks II” requires the school to actively involve the student in his or her own learning (Lemke 2003).

The challenge for schools is to effectively implement these general principles in the most effective method possible. It has been suggested that using workplace connections to structure learning experiences that contribute to the intellectual, social, academic, and career development of students will develop positive attitudes, knowledge, skills, insights, and habits (Lynch & Harnish, 1998). The advantages for the student reach beyond purely academic gains. Research indicates “that a career-focused secondary education experience facilitates adolescent identity achievement” enabling teenagers to develop a sense of purpose and identity that is beneficial (Allen, 1999). Breaking Ranks II also suggests taking advantage of learning opportunities which extend beyond the walls of the high school. Howard Gardner summed it up well when he stated the following:

“Students will have had opportunities to develop more targeted skills--those literacy, numeracy, and scientific skills that will allow them to probe more deeply into the disciplines. Rather than learning these in a rote manner, however, they will have had the opportunity to engage in a number of apprenticeships, where they beheld the most developed versions of these skills being usefully deployed. They will have participated in projects in which they could themselves draw on and cultivate these skills” (Gardner 1991).

It is that type of authentic, interest-based learning that the CBP is attempting to afford students in Blue Valley.

4.1c Goals and Objectives of the Center Based Programs (CBP)

The broad goals of the CBP are to increase student achievement and personalize student learning. The following objectives have been developed for the CBP to achieve those goals:

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1. Increase the rigor, relevance and relationships of each student in the CBP.

2. Provide authentic “hands-on” learning experiences for all students. 3. Integrate 21st Century learning skills into the curricula. 4. Challenge each student in a way which requires him to evaluate

and synthesize information from a variety of disciplines to solve a problem.

5. Provide authentic, educational internships and mentoring within the community.

6. Promote enthusiasm for lifelong learning through student interests.

The CBP will serve as an exemplar for high school reform nation-wide, as well as within Blue Valley.

4.1d Process for Developing Program Strands

In January, a task force comprised of educational professionals within the district was convened to assess the district and community’s needs and resources in order to make recommendations for areas of study that would be effective within a CBP.National programs were investigated to develop the types of programs that were available nationally as well as effective methods for implementing these programs. Although there are many different examples of interest-based programs, they generally fall into one of the following categories: magnet schools, magnet programs, academies or centers. The programs researched include the following:

A magnet program in the Pinellas County School District was discussed.They have schools within the district that address the following interest areas: health science, advanced technology, criminal justice, performing arts, and 21st century learning. These magnet schools were built with specialized facilities to meet the unique needs of their programs. Glen Oaks High School in Canton, Ohio is an example of career academies which have been effectively integrated into their school. They have the following academies available for students to choose from: arts and communication, business and marketing, human services, engineering and industrial, health science, and environmental science. All students are in a career academy with individual academies functioning as small schools within the school.Milliard School District outside of Omaha, Nebraska is in the process of developing a center where students can receive their core education around an interest theme as well as specialized classes in their chosen area. The three broad themes in Milliard’s center are business and finance, health and hospitality service.The Olathe School District is a neighboring district which has used the concept of magnet programs to engage students in specialized learning.They have programs at their various high schools in aerospace

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engineering, biotechnology, e-communication, geosciences and sports medicine. Montgomery County Schools in Rockville, Maryland, incorporates both academies as well as magnet programs within their district.

The task force outlined the benefits and concerns of all of these programs in relation to the characteristics of Blue Valley.

In addition to the national models, local data was analyzed by the task force.They examined student career interest data from Johnson County Community College (JCCC) and American College Testing (ACT), as well as focus group data from Blue Valley parents and students. ACT data showed student interests in health sciences, business, social sciences, arts, engineering and science. Although responses were wide-ranging in district focus groups, the areas students listed most frequently were health care, business, education and journalism.

The most comprehensive data set was from JCCC, which surveyed every Blue Valley senior. The following interest pathways were identified most often: human services, business, engineering, bioscience and arts. A more complete summary of data from these sources is in Appendix B. From the data available, the taskforce was able to develop several options for themes of study for the CBP. Those options were narrowed down in subsequent meetings after input was solicited from the educational staff of the high schools. A summary of the strengths and concerns produced by the educational staffs of the four high schools is listed in Appendix C. Community resources were then evaluated and different possibilities and philosophies for the CBP were discussed.Consensus was developed for the following themes by the taskforce: biosciences, business, engineering and human services. Minutes of individual meetings of the taskforce are included in Appendix A.

4.1e Local Basis for the Center Based Programs

In Blue Valley, we share many of the same concerns as the nation for the education of our children. We have concerns about college readiness and the ability of our students to sustain their education once they are admitted into college. As the world changes, so do the skills that promote success, both educationally and professionally.Our desire is to stay ahead of the curve by preparing our students and implementing innovative programs which are founded in current research. The BOE established the charge, but feedback from parents, students and our community has solidified the vision.

Feedback from various focus groups indicates that students want more relevance in their education as well as authentic and challenging work. They believe they are being adequately prepared for college, but maybe not for life. Some feel disengaged from their studies. Parents want positive connections for their students and the best preparation possible to enhance their students’ opportunities to be successful. Our community values education. Area businesses, as well as the Kauffman Foundation, have made

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commitments to support efforts to improve the skills of tomorrow’s workforce. They believe there is a need, yet see the potential for a bright future in the Kansas City area. It is believed that a CBP would provide the following benefits to Blue Valley students:


4.1f Strand Details and Program Philosophy

At this juncture in the process, details have not been fully developed, but many exciting possibilities have been discussed. The opportunity for interdisciplinary work is nearly limitless. It has been conceptualized that a wide variety of foundational skills, including the ability to present, collaborate, problem-solve, and appropriately use technology, will be woven through the fabric of each of the themed programs. A graphic depicting this “tapestry” of skills integrated into the strands is in Appendix C. The opportunities are available to personalize a student’s learning in ways never before possible.

While the skills and knowledge developed in a particular theme may be similar for two students, their experience while acquiring their learning can be tailored to suit the needs of each individual student. Student experiences, which may be different for each student, may include working in teams with students across themes. Although students may work on research in the biosciences, design projects in engineering and marketing in business, they may work together, interdependently, on a common project. Students would begin these unique experiences during their 11th or 12th grade years, after establishing a foundation in their home high school. This foundation, as well as continued learning at their home high school, would ensure a well-rounded education and a successful future. Examples of the articulation between the home high school courses and the CBP are provided in Appendix D.

It is also possible that the CBP serves as a place where a student can take a single specialized class which may not be feasible to offer at the comprehensive high schools. Within each of the broad themes at the CBP, there are many opportunities for students to customize their learning. A student with an interest in biosciences may choose a health-related path, while another chooses biotechnology or genetic and molecular biology or bioscience research. Strands within the human services theme may include education, law, public safety, social services, or hospitality and culinary arts. Engineering strands could include computer engineering, mechanical & industrial engineering, chemical engineering or engineering design. Business opens the door to specializing in international business, marketing and advertising, business technology or

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entrepreneurship. The idea is that the door is open to personalize the students’ learning in a way that increases their achievement.

4.1g Recommendations

In an effort to increase student achievement and to personalize learning for our students, we believe that it is necessary to further investigate CBP in order to develop an exemplar for high school reform. Once developed, it is our belief that the CBP will allow for unprecedented success for its students.

4.2 Potential Costs

Several potential costs were identified in the research phase of this project.Specifically, the following items as they relate to the CBP were discussed: certified staffing costs; classified staffing costs; building construction costs; on-going building costs; and administrative costs. Each of those items will be addressed individually.

4.2a Certified Staffing Costs

The CBP is expected to serve approximately 250 students in the morning session and 250 students in the afternoon session. This results in a full-time equivalency (FTE) enrollment of 250 students. Because of the unique enrollment nature of special courses2,we anticipate low student-to-staff ratios in these CBP classrooms. We have made the assumption to base a certified staffing cost on 15 students per classroom, which equates to 17 FTE teaching positions at the CBP. Thus, projected certified staffing costs3 for the CBP with a student enrollment of 250 FTE would be $1,105,000.

The 17 FTE teaching positions would allow for 85 teaching sections4 at the CBP.

4.2b Support Staffing Costs

It is estimated that a CBP will need a nurse, custodial staff, at least a ½ time bookkeeper, and two office support personnel. The total annual estimated cost5 for this staff is approximately $200,000.

2 Experience with our career technical education classes suggest that an assumption of 12 to 18 students per class is appropriate for cost estimates. We have used the midpoint of 15 students per class for the feasibility study. 3 This is estimated to be 250 FTE students divided by 15 students per class for a total need of 17 FTE teachers. Multiply 17 FTE teachers by a projected average teacher salary for 2010 of $65,000. 4 This is calculated by taking the 17 FTE teaching positions and multiplying that by 5, which is the number of teaching sections each teacher is involved in each day. 5 This is calculated by assuming an annual salary of $25,000 for custodial and office support persons, $65,000 for a nurse, and $35,000 for a bookkeeper.

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4.2c Building construction

The actual footprint and design of a building for the CBP will be determined at a later date. For now, cost estimates were arrived at by assuming construction costs on a 75,000 square foot, 25-classroom building on five acres with no cafeteria, auditorium or gym space. According to the Facilities and Operations Department, such a facility could be expected to cost between $16,000,000 and $18,000,000, depending on variables such as the number of highly specialized areas, the amount of equipment and technology, and the year the project is bid.

4.2d Building On-going Costs

On-going costs include utilities and insurance. According to cost estimates from the Business and Finance Department on similarly sized facilities, on-going costs are estimated to be about $100,000 annually.

4.2e Administrative Costs

The individual who would be charged with administering the CBP also may have significant other duties related to the CBP including, but not limited to fundraising, corporate contact and program development. Based on discussions with Human Resources about the administrative costs associated with a CBP, it is estimated that an annual cost of $100,000 would be appropriate for a qualified person capable of handling the above mentioned duties.

4.2f Discretionary Costs

Every school is allotted a budget for discretionary costs for items such as staff development, supplies, materials and postage. Using the Blue Valley Academy as a guide, a cost of $45,000 per year is assumed for the CBP.

4.3 Potential Funding Sources

4.3a General Operating Funds

The primary method of funding schools in Kansas is through the general operating fund. For every student, the state allocates a certain amount of money for education. For FY 2007, that amount is $4,316. This is a funding source that would be available to the CBP. However, using general operating funds for the CBP would require the district to make cuts or reductions in other areas to move money from those programs to the CBP. Making cuts in other areas for the CBP may be something the district may want to avoid as long as there are other funding sources available.

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4.3b New Facilities Weighting Money6

Per current state finance law, school districts are eligible for state funding beyond the base amount, for students enrolled in a new facility. Such funding is calculated to be 25 percent of the FTE of the students enrolled at the new facility. In a simple illustration, if the base aid per pupil is $4,000 for every one FTE student enrolled at the CBP, an additional $1,000 per student would be generated from new facilities revenue. There is no direct tax impact to the residents of Blue Valley with this funding stream for years 1 and 2, as all monies under new facilities weighting come from the state7.

4.3c Board of Tax Appeals (BOTA) Funding8

Per current state finance law, school districts which qualify9 may appeal for the costs of operating a new facility that are above what the new facilities money would provide. For example, if the cost of operating a new program in a new facility was calculated to be $1,000,000, and the new facilities weighting money was able to provide $250,000, a school district could appeal for the additional $750,000 of costs. Such an appeal is heard by the BOTA review panel in Topeka. The district has done this in the past with all of the new facilities it has opened. There is a direct tax impact on the taxpayers of the district, as all funds raised in support of the BOTA revenue stream are raised via local property taxation.

4.3d Capital Outlay

Per current state finance law, the district has the ability to raise local funds for capital construction projects. This fund cannot be used for operating expenditures. For example, capital outlay funds can be raised for the construction of a new facility, but not for the operation of the new facility. The current capital outlay authority that districts can work with is capped at eight mills of assessed value. There is a direct tax impact of the capital outlay funding source, as all monies are raised through property taxes. However, because school districts are capped at 8 mills, and the Blue Valley School District is

6 This weighting is allowed for costs associated with opening new school facilities. The weighting is determined by multiplying the enrollment in the new facility by a specified numerical factor (currently 0.25). In order to qualify for this weighting, the district must have utilized the full amount of its local option budget (LOB) authority authorized for the school year. The weighting is only available for the year in which facility operations are commenced and the following year. This weighting is capped to be 75% of year 2 cost in year 3, 50% of year 2 cost in year 4 and 25% of year 2 cost in year 5 of the facility. 7 After years 1 and 2, all new facilities revenue is generated from local property tax. 8 This weighting is allowed for additional costs incurred in staffing and operations in new facilities by rapidly growing districts that cannot be recovered from any other source. It is entirely raised locally and is obtained by an appeal to the State Board of Tax Appeals.9 Qualification for BOTA funding includes school districts who meet the extraordinary growth criteria, which Blue Valley current does. This criterion includes school districts who have an enrollment increase of greater than 1,200 FTE students over the past three years, or that have an average three year increase of at least 6 percent in FTE enrollment. Blue Valley meets the first criteria.

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currently levying the full 8 mills, the CBP would be funded from existing authority which may limit the revenue for other capital projects during the same period.

4.3e Staff savings

Because enrollment at the CBP will reduce the FTE enrollment at the sending high schools, there is an opportunity to offset some of the costs of operating the CBP by reducing staffing levels at the high schools. This is similar to what is currently being done at BV Academy. It is estimated that about 55 percent of the cost of staffing the CBP could be provided by the opportunity for staff savings at the sending high schools10.

4.3f Corporate Partnerships/Grants

Because of the uniqueness of the CBP, it may be possible to gain monetary support from corporate organizations. Additionally, the district will want to pursue potential grant opportunities for support of the CBP. Work in this area will intensify if the BOE gives direction for staff to move forward with the development of a CBP.

10 This is calculated by taking the 250 student FTE from each the five high schools (5 x 50) at a rate of 18 FTE students per teacher (250/18 = 13.8 = rounded to 13). Assuming that a 1-to-1 staff reduction will likely not be possible, the assumption is made that a 10 FTE staff savings is actually realized. Given the need in the previous section for 17 FTE teachers at the CBP, a staff reduction of 10 FTE at the building level allows for a 58% (10/17) economic opportunity gain.

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4.4 Operational Feasibility Analysis

Based on the costs and revenue streams described above, a feasibility plan for the operation of the CBP in the first four years of operation is presented.

Year 1 Year 2 Year 3 Year 4 Certified Staffing Cost $1,105,000 $1,279,200 $1,460,368 $1,648,782Support Staffing Cost $200,000 $208,000 $216,320 $224,972Building Ongoing Cost $100,000 $104,000 $108,160 $112,486Administrative Cost $100,000 $104,000 $108,160 $112,486Discretionary Cost $45,000 $46,800 $48,672 $50,618Total Costs11 $1,550,000 $1,742,000 $1,941,680 $2,149,344

Primary Revenue Streams

BOTANFW FTE Saving

BOTANFW FTE Saving

75% BOTA 75% NFW FTE Saving GOCorp/Grant

50% BOTA 50% NFW FTE Saving GOCorp/Grant

Financial Impact on General Operating Revenues of District

Low Low Moderate Moderate/High

4.5 Potential Site

After discussions with planning staff, and after considering the situational relationships of other potential sites, it is recommended that if a CBP is pursued by the district, that the site for such a program be located on the current District Office Campus. Transportation links to the site are outstanding12, the site is centrally located in the district, and the district already owns the land, thereby saving on land purchase costs.Planning staff has indicated that a site plan, complete with parking and area for future CBP expansion, could be developed to incorporate a CBP into the environs of the current campus.

4.6 Potential Corporate Partners

Because the curriculum and other details of offering instruction at the CBP has yet to be more fully determined, the identification of specific corporate partners can not be discussed in detail at this time. However, based on informal conversations with business and philanthropic organizations, there is great interest in the possibility of a CBP

11 An inflationary factor of 4% is added to each of the cost items beginning in year 2. Additionally, expansion of the CBP is anticipated in year 2, with 2 FTE staff members being added each year through year 4. This is done for illustrative purposes only, and does not necessarily presuppose that level of growth at the CBP in years 2, 3, and 4. 12 151st Street, Metcalf Avenue and Highway 69 would serve as major arterials for transportation to and from the site.

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in Blue Valley. Work in this area will intensify if the BOE gives direction for staff to move forward with the development of a CBP.

4.7 Timeline for Implementation

A timeline for implementation has been prepared to allow the BOE to view what work has been completed and what work is left to develop a CBP. Items checked have been completed. Items with an open o have yet to be addressed.

July 2006 Initial charge from BOE to explore possibility of CBP November 2006 Strategic Plan Oversight Committee recommendation December 2006 Develop advisory study teams January 2007 Research career pathway programs April 2007 Recommend 2-4 programs to BOE for fall 2008

Complete research on budget, sponsorship, site location, and timeline

o Summer 2007 Curriculum development/training on initial pathways o Fall 2007 CBP facility design started o Spring 2008 CBP facility design completed/construction process begins

Research additional pathways; report to BOE o Fall 2008 Implementation of initial career pathways at the high schools

Study additional career pathwayso December 2008 Recommend additional career pathways to BOE o Spring 2009 CBP construction continues o Summer 2009 Develop curriculum and training o Fall 2009 Implement additional pathways at the high schools o Fall 2010 Open CBP

4.8 Other Issues to Consider

4.8a Transportation

In all likelihood, because students going to the CBP would be juniors and seniors, transportation to and from the CBP would be via student vehicle. Experience with similar programs suggests that upper level students do not avail themselves of school provided transportation when private transportation is possible.

4.8b Certification Issues

The CBP will likely offer special classes that will require special expertise from a variety of areas. The district’s Human Resources Department is cognizant of the need for highly qualified individuals in the classroom, and that the development of coursework in a CBP will be coordinated with efforts to locate professionals with the proper certifications.

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4.8c What does this look like in the classroom?

Relative to the above point is what will the CBP model look like in a classroom? As an answer, it may be possible for a teacher to have primary teaching responsibilities in a classroom, but for other professionals in certain fields, such as medicine or business, to teach certain sections of a class for brief period of time. This is a detail that has yet to be worked out as the CBP comes in to clearer focus, but the opportunities for such symbiotic relationships are exciting, and may provide our students with unique learning opportunities.

4.8d Tax Impact of BOTA

The BOE will need to be cognizant of the tax impacts that may be necessary for support of the CBP. If one of the funding strategies is to support the CBP through BOTA appeal, a minor tax impact could be expected. This impact, coupled with the impact of a BOTA appeal for BV Southwest, may be an issue the BOE will want to consider. As of now, it is far too early for a projection of what those tax impacts may be. However, as a historical reference, when BV West opened, there was an approximate tax impact of 2 mills13.

4.8e State Finance Law

A couple of significant areas discussed in this study are predicated on the belief that state finance law will be similar between now and 2010, when the CBP is scheduled to open. Any changes in school finance laws could change the feasibility of opening a CBP.

4.8f Impact on Elective Areas

A common concern voiced by teachers during the research phase of this study is the impact the CBP may have on elective courses at the high schools. There is a possibility that implementing a new program in the district with additional elective offerings, such as the CBP, could affect enrollment in other elective areas. The Education Services Department is aware of this concern.

4.8g Timing With The Opening of BV Southwest

It was noted throughout many of the discussions that opening the CBP the same year as opening BVSW may cause stress on the system. Activities such as the ability to handle construction coordination, supply and equipment ordering and the general

13 On a $250,000 home, the tax impact of 2 mills is $52.90 per year.

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activities that go into opening a new facility are stretched whenever a facility the size of a new high school opens. Opening an additional facility the same year as a new high school may serve to stress the system. Additional discussion is recommended to determine if 2010 is the most optimal time for the CBP to open.

4.8h Consistency among the High School Schedules

Currently, all four high schools operate with a slightly different schedule. A CBP may require all schools operate from a common schedule, though this detail has not been completely explored and will require more discussion.

5.0 SUMMARY

It is believed that a CBP would provide the following benefits to Blue Valley:


Based on the analysis and discussion in this report, moving forward with a CBP is recommended. The CBP is recommended to be located in a free-standing building on the District Office Campus. The CBP will house upper level (grades 11-12) courses in four interest areas – business, bio-science, human services and engineering. The CBP will be coordinated with entry level classes at the building level. Potential opportunities with the CBP include collaboration with professionals in the field, corporate collaboration and career interest shadowing. A timeline for the opening of a CBP in the fall of 2010 is recommended, though with the opening of Blue Valley Southwest also scheduled for the fall of 2010, it is recommended that this issue be discussed further. Financial analysis suggests that the CBP can be operated by the district with little impact on the system for the first two years. After that two year period, actual financial impact on the district will depend on program enrollment and level of corporate partnership.

6.0 ACKNOLWEDGEMENTS

This report would not have been possible without the hard work and commitment of many individuals. The Blue Valley School District has outstanding people who are dedicated to improving student achievement. Their contributions and expertise to this report is gratefully acknowledged.

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Reference Page

Allen, A. (1999, May 18). Graduates of high school career magnets succeed at high rates[On line]. Available: http://vocserve.berkeley.edu/CW83/ExeSummary.html

Breaking Ranks II: strategies for leading high school reform (2004). Reston, VA: National Association of secondary school principals.

Gardner, H. (1991). The Unschooled Mind:How Children Think and How Sch. New York, NY: Basic Books.

Larsen, S. (June 5, 2002). HG_Larsen. Retrieved March 26, 2007 from Project Zero. http://www.pz.harvard.edu/PIs/HG_Larsen.pdf.

Lemke, C. (2003). enGauge 21st Century Skills. Retrieved March 26, 2007 from The Metiri Group/McREL. http://www.metiri.com/21/21%20Century%20Skills%20Final.doc.

Lynch, R.L., & Harnish, D. (1998). Preparing pre-service teacher education students to use work-based strategies to improve instruction. In Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond (pp. 127-158). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment and Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education

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APPENDIX A

Process

An initial committee charged with exploring the concept of Center Based Programs first met in July 2006. At that time, five primary tasks were identified including: gauging parent/student interest; determining the concept; investigating possible funding and costs; determining the location; and determining curriculum and college connections.

The first task was gauging student and parent interest in a CBP. If there was no interest in a CBP on the part of the parent and student community, then the BOE needed to know that. To that end, twenty-five parent focus groups were facilitated by an outside consulting firm. Approximately half of the group included parents with no exposure to our current, similar programs (BVTV and Health Careers). Parents with little or no exposure to these programs were cautiously apprehensive about the idea of a CBP, while parents who were familiar with our current programs were very supportive. Students surveyed said they were very interested in the possibility of a CBP, as long as scheduling issues could be worked out. Students who were familiar with current similar offerings (BVTV and Heath Careers) commented that expanding course offerings in this manner would be good for students.

In November 2006, the Strategic Plan Oversight Committee recommended to the Board of Education that we move forward with the exploration of a CBP. In December 2006, under the leadership of assistant superintendent Dennis King, a second committee was formed to review the curricular aspects of this type of program, as well as to develop a timeline. This committee was comprised of district teachers from all curricular areas, as well as administrators and district coordinating teachers. A total of 37 people served on the committee.

At its initial meeting on January 11, the committee was presented with examples of other Center Based Programs from around the nation and was asked to comment on their interests and concerns. Examples of Center Based Programs in Rockville, MD., Millard, NE., Pinellas County, Florida, and Canton, Ohio were reviewed. Among other things, the committee was impressed with the variety of career choices made available to students, as well as the hands-on opportunities, the interdisciplinary coursework being taught and facilities provided by some of the districts. Some of the concerns raised at the meeting included: scheduling; early identification; staffing; cost; admission process; accessibility for all students; and process for students to change pathways. Other questions raised during this meeting included:

Do larger numbers of students make it easier to execute the program? How can the program be managed to appeal to all levels of students? What do Blue Valley parents want in terms of structure? What would be the implementation process? How do you get the community involved?

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What are the long-term benefits? What grade levels would be allowed to participate? In order to fund this program, would other programs have to suffer? Once the core pathways have been established, can they be change? How will teachers adjust to “teaching out of the box?”

At the next meeting, held on January 31, the committee was charged with identifying six to eight programs to explore more in-depth. Information regarding student interest surveys, workforce needs, current programs and community resources was shared with the group. The committee was also provided with regional, state and national occupational outlook; career choice responses from the ACT for 2006 graduates; and a 2004 JCCC student interest survey.

The committee narrowed the scope of the potential programs to the following:

1. Health Care 2. Computer Technology/IT Networking 3. Business/International Studies 4. Engineering & Architecture 5. Human Services (law, education and hospitality) 6. Arts (graphic, communications, performing, visual, etc.)

A third meeting, held on February 20, presented the group with various pathway models to consider including an integrated model, specialization model, human services model, research and internship model and hybrid model. The group was charged with narrowing the selection to four pathways. After much discussion regarding strands and areas of interest, the following four pathways were selected:

1. Engineering2. Human Services 3. Bio Science 4. Business

Following the February 20 meeting and prior to the meeting on March 6, a group of committee members led by Dennis King visited each of the high schools during lunch to visit with classroom teachers and to gather their thoughts and concerns about the possibility of a Center Based Program. Some of the common themes that surfaced from these discussions include the following strengths and concerns:

StrengthsCould offer courses not available at the regular high schools Would facilitate positive interaction between schools and community businesses Would encourage individualized learning Would help keep students engaged Would expose students to different career options Could help provide specialized equipment that might not be accessible otherwise.

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ConcernsStaffing FundingTransportationPossible decrease in enrollment in high school elective courses Might force kids to choose to specialize to early

In addition to the four basic career pathways that have been identified (human services, engineering, bioscience and business), the following “strands,” which are interwoven through each of the pathways, have also been identified: communication and presentation skills; international perspectives; creativity and artistic skills; authentic projects; problem solving and research skills; digital literacy and technology integration; teamwork and collaboration; internships and job shadowing; curiosity and inventive thinking; ethics and environment; and analytical and evaluative thinking.

These strands were woven into each of the pathways to effectively integrate the 21st century skills required to maximize academic achievement in the areas of digital-age literacy, inventive thinking, effective communication and high productivity. According to Partnership for 21st Century Skills, The No Child Left Behind Act of 2001, which reauthorizes the Elementary and Secondary Education Act of 1965, identifies the core subjects as English; reading or language arts; mathematics; science; foreign language; civics; government; economics; arts; history; and geography. Framework for 21st century learning suggests that several significant, emerging content areas are critical to success in communities and the workplaces. These content areas are typically not emphasized in schools today and include: global awareness; financial, economic business and entrepreneurial literacy; civic literacy; and health and wellness awareness. Additionally, in order for 21st century assessment to be effective, it must measure core subjects; content; learning and thinking skills; ICT literacy; and life skills. Assessment should not be left to standardized tests alone.

During the March 6 meeting, the committee identified the following sub-fields for each of the four, designated career pathways.

Bio-Science Health Science Biotechnology Research and Development Biomedical Engineering Agriculture, Food and Natural Resources Pharmaceuticals Animal Science

Business Marketing, Sales and Services Business Management and Administration Hospitality and Tourism

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Business con’tCulinary Arts Finance International Business Information Technology Entrepreneurship Foreign Language and Culture :

Human ServicesLawPublic Safety and Security Govt. and Public Administration Education and Training Consumer Services Foreign Language and Culture

EngineeringArchitecture and Design Engineering Technology Communication Systems Research and Development Mechanical Engineering Chemical Engineering Electrical Engineering Computer Engineering Environmental Engineering Bio-engineeringAerospace Engineering Civil Engineering

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APPENDIX B

Student Interest Data

Johnson County Community College Survey Summary

0

100

200

300

400

500

600

700

800

Human Services Business Engineering BioSciences Arts AV Tech Military InformationTechnology

Transportation

2006 ACT Data Summary

Blue Valley Students Career Choice Response from ACT for 2006 GraduatesSource: 2006 ACT Report

0 20 40 60 80 100 120 1

Agriculture Sciences & Technologies

Architecture & Environmental Design

Business & Management

Business & Office

Marketing & Distribution

Communications & Comm. Technologies

Community & Personal Services

Computer & Information Sciences

Cross-Disciplinary Studies

Education

Teacher Education

Engineering

Engineering-Related Technologies

Foreign Languages

Health Sciences & Allied Health Fields

Human, Family & Consumer Sciences

Letters

Mathematics

Philosophy, Religion & Theology

Sciences (Biological & Physical)

Social Sciences

Trade & Industrial

Visual & Performing Arts

Undecided

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Student Focus Group Data Report

There were 16 student focus groups. The total participants of the student focus group were approximately 330.

Students were asked to note on an index card, what career, job or profession they were interested in, or what college major they were considering. The following is a list in chronological order of their choices.

Health Care (most just wrote “health care”, but some were specific: physician, psychologist, nutritionist, nurse, physical therapist, dentist, pharmacist) Business (include accounting, marketing, advertising) EducationJournalism/Writing ArchitectureLawMusic/Production Broadcast/Film ArtsBiosciences Interior/Fashion Design Veterinary Graphic Design Social sciences EngineeringCulinarySports Management Construction Science Cosmetology PilotAuto mechanics Law Enforcement Wedding Planning

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APPENDIX C

Summary of Strengths and Concerns from Teacher Meetings

Common Concerns StrengthsStaffing- Certification Offer courses not available

at individual schools. Funding Interaction w/ community

and business Specializing and selection

too early Individualizing learning

Elective decrease Elective / Enrollment in

current classes

Keep students engaged during HS (keep seniors in

school)Transportation issues Exposure to career options

Impact on activities and sports

Provide specialized equipment and facilities –

available at individual schools.

TrackingTransportation / logistics

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APPENDIX D

Tapestry of Integrated Skills

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APPENDIX E

Examples of High School Course Articulation to the Center

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Project Overview

In April of 2008, Blue Valley School District completed the programming process for it’s new Center for Advanced Professional Studies, with a capacity of 250 students. at approximately 56,000 square feet. Over 35 administrators, teachers, community members and stakeholders participated in the collaborative planning meetings. Through these interactive meetings, the group developed the framework for a unique learning environment that will support engaged learning and multiple learning styles.

Collaboration and innovation were major themes during the programming process. A major idea behind CAPS is to collaborate in a hands-on environment with professionals, peers and teachers in order to facilitate learning. This unique collaboration at a high school level, will lead to innovation. Therefore, it was important that an innovative facilitye support these ideas. Flexibility of all spaces was also major theme during the programming process, to allow for different uses for different needs and at different times of the day. Also, it was important to take into account flexibility of the entire facility to account for future unknown professions that the building might need to accomodate. By creatively thinking about scheduling and planning for flexibility of spaces, the workshop participants were able to successfully program the school to support the curriculum, students and learning facilitators of Blue Valley School District.

Transparency is another important feature of the program. Linking the strands together is a centralized commons area, open to all the strands via an atrium space. Surrounding the atrium are informal student areas, as well as project areaas for small group work. These innovation project areas are visible from the atrium, so all strands are connected visually. Finally, the lab spaces themselves have a transparent connection to the project areas. Incorporating natural daylight via a transparent connection to the outside from all spaces is makes for a desirable learning environment.

In the building diagram that was derived from the workshops, all strands face either north or south, the best and most easily controlled daylight. The centralized commons area maximizes daylight and views to the outdoors as well.

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process

The Programming Committees

The first and initial committee that was formed was the Steering Committee. The Steering Committee was charged with project oversight and was directly involved with the Perkins+Will and NSP Architecture team in developing a calendar of programming workshop sessions, providing an understanding of critical project issues, project history, establishing the project goals and bringing together a workshop committee.

The second committee that was formed was the Planning Committee. This was the group that participated in a series of planning meetings/charrettes designed to develop a facility program solution for the Center for Advanced Professional Studies and build consensus behind the solution. The Plannning Committee consisted of the administrators, board members, teachers, community members and stakeholders. Planning Committee operated by consensus, and served as project ambassadors who brought the meeting decisions to the larger school and community population.

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process

Programming Planning Meetings

The programming planning participants were led through a series of meetings designed to develop a facility program solution and build community consensus. During the workshops, the participants explored planning models for CAPS that carefully evaluated educational goals, space requirements and relationships. Each meeting focused on articulating, through small and large group discussions, the facility goals as they relate to its educational mission. Initial presentations were made by Perkins+Will and NSP Architecture on various related topics followed by small group work sessions that allowed specific topics to be explored in greater detail (All presentations can be found in the appendix of this document). The smaller groups were then asked to present their findings back to the whole group for discussion and consensus.

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February 29, 2008 April 4, 2008 April 18, 2008 TBD

• CAPS Report

• CAPS Planning

• Final Draft Program Presentation and Edits

• User Group Meetings to discuss detailed room requirements

• Draft Conceptual Program

• Program Review & • Large and Small

Group Discussions

• Draft Conceptual

• Review Building Diagram Options

• Site Diagrams

gDiagrams

• Site Analysis and Options

Program

• Program Review & Diagrams

• Large and Small Group Discussions

p


Meeting 1 Meeting 2Feb March April

Meeting 3

28212922 147 4 11 18

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process

Planning Meeting One - Looking to the Future

The intention for this planning meeting was threefold. First, it gave all participants an opportunity to meet each other, understand the magnitude of this effort and its schedule, and appreciate that numerous voices need to be heard and accommodated to reach consensus. Secondly, this meeting was geared toward establishing a common vision, mission, and set of goals for the project. Thirdly, this meeting established the types of programmatic spaces that were desired, to allow Perkins+Will to generate a draft program for Planning Meeting Two.

During the first workshop session, Superintendent, Dr. Tom Trigg, PhD. and Deputy Superintendent, Dr. Sue Dole, PhD., spoke to the group to summarize the history of events that lead to the process that the group was about to undertake and share the overall vision Blue Valley School District.

Local industry professionals then presented trends in their careers, and how those trends might manifest themselves into a career pathway/strand system. Expanding on that topic, Perkins+Will illustrated current societal, workforce, economic trends and highlighted some of the challenges facing the U.S. today and how they might impact the design of career based educational facilities. Along with this, images of other sample projects and ideas were presented of other career based schools as well as professional environments. This enabled the participants to evaluate what other facilities around the country and internationally are doing as well as the direction of 21st century facility design.

A large group discussion followed the presentations, to provide an opportunity for the group to react to issues and ideas presented. The participants were then asked to have small group discussions about what is currently happening in community businesses, what facilities, resources and organizations exist and what community business groups need to get engaged in the process. Then, the groups were asked to provide initial thoughts on the types of spaces that might be needed for the major strand areas and building amenities and support spaces.

All workshops ended with a recap of the results of that meeting and a “look ahead” at the next steps and meeting dates. This process established the vision for the project, generated excitement, and provided the necessary launching pad for the subsequent work of the programming committee.

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process

Planning Meeting Two – Facility Space Programming

The second planning meeting commenced with a brief review of the goals articulated during Planning Meeting One and a presentation of the agenda for Workshop Two. To determine the big ideas behind the CAPS facility, Eileen Jones of Perkins+Will introduced a “Visual Listening” exercise to determine the the groups response to images that portrayed various potential ideas for the CAPS model. The group placed dots on images they thought were relevant, and then explained why they chose that image. The purpose of the exercise was to discover qualities about the built environment, both visually and verbally, that might not easily be described in other ways. In other words, painting a picture of the future. (Details of this exercise can be found in the appendix of this document.)

project overview

At the meeting prior, the programming committee was asked to complete a homework assigment for this workshop. The homework focused on “Culture, Experience and Brand”. The pupose of the exercise was to discover the values that the space must portray or encourage, and begin to understand how the built environment can support these values. Each participant brought in an image or an object that answered questions about what they wanted the culture, experience and brand of CAPS to be. (Details of this exercise can be found in the appendix of this document.)

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process

project overview

As a follow up to the visual exercises, Steve Turckes and Aimee Eckmann presented examples of innovative work environments to the group. The committee was then asked to react to the presentation and the morning activities to summarize the vision of the CAPS facility. Next, Aimee Eckmann presented ‘Bubble Diagramming 101’ and Workshop Participants were lead through a series of exercises to enable them to articulate space needs visually through diagrams and begin to indicate desired relationships between major building components and the individual spaces contained in those components.

To begin to move the vision of the facility to a reality, Steve Turckes gave an introduction to the draft space program. This included describing the types of spaces to support the reseach/project based strands as well as all other support spaces in the facility. Small groups representing each strand reviewed the draft space program to determine if the right spaces were included, and their relationship to other spaces. Discussion included opportunities for sharing spaces, strategies for increasing usage and flexibility, verification of the types and quantity of spaces allocated, etc. It was during this time that the participants explored important issues that impacted the desired types of spaces and configuration, and bubble diagrams of the spatial relationships were produced.

At the end of the day, the meeting participants reconvened into the large group, and presented back their ideas from their small group discussions. As a group, they articulated the common goals, desires and space needs for the project for the design team to gain a general understanding of the key programmatic components and relationships for the project.

The Perkins+Will and NSP team left with enough information to prepare a more detailed draft program of spaces including how programmatic areas needed to relate to each other.

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process

Workshop Three – Facility Space Program Refinement

During the third planning meeting, Steve Turckes of Perkins+Will did a recap of planning meeting two and presented the final draft space program. The next presentation covered site analysis and site diagrams showing possible site layouts, overall building diagrams, and detailed diagrams of each strand and support spaces. After the presentation, the large group discussed initial thoughts on the diagrams. Then, the small groups met to discuss the detailed planning diagrams. They were charged with validating and challenging relationships between the spaces, possible improvements, opportunities for sharing space and the location of the spaces. Each of these groups, reported a summary of their discussion back to the large group.

To conclude, the large group finalized their diagram preferences and the space program while reflecting on the importance of the programming committee’s effort and the unique facility that would come from it.

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Building Diagram – Linear 2 Story Scheme

outdoor space

commons 1st floorhuman services 2nd floor staff

bioscience 1st floorbusiness 2nd floortoilet

receiving/mech

engineering 1st floorhuman services 2nd floor

tent

ial

diti

on

admin 1st floormp room 2nd floorlobby

td ktd k

distadmin

pot

add

outdoor workspaceoutdoor workspace

Building Diagram – Finger 2 Story Scheme

receiving/mech bioscience 1st floorbusiness 2nd floor st

air

or or

toiletsproject/student areadist

admin

stai

r

outdoor workspaceadmin

1st floorhuman servicesom

mon

s 1

stfl

oom

p ro

om 2

ndfl

oo potential addition

services 2nd floor

co m

project/student area toilets

stai

r

lobby


stai

r

Building Diagram – Atrium 2 Story Scheme

receiving/mech bioscience 1st floor

outdoor workspace

stair

receiving/mechbusiness 2nd floor

admin

toilets

project/student areadistt ti l

dist

1st floormp room 2nd floor

2 story commons/resource area

stair

project/student area

admin potential addition

outdoorspace

lobby


adminproject/student area lobby

stai

r

outdoor workspace

human services 2nd floor


outdoorworkspace

receiving/mech engineering 1st floorhuman services 2nd floor toilets

outdoorspace

3 story commons/

stair


distadmin potential

additionstair

proj area2nd floorresource area

mp room 1st floorhuman services 2nd floor

admin 1st floorbusiness 2nd floor

lobby

stair

business2nd floor

2 d floor

human services 2 floor

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project goals and ideas

During the programming phase of the project, recurring goals and ideas helped to shape the development of the Facility Design Guidelines. These ideas are intended to carry forward, guiding the decision-making process during the design of the new high school:

Presentation space

Reception area

Outdoor learning space

Organic, sensory experience

T t id i idTransparency – outside inside

Electronic media display

Height/opennessg p

Cyber café/technology

Collaboration

Symbol of strand

Meeting space/resource area

Flexibility

Transparency

N t diti lNon-traditional

Inspirational

Warm, intimate,

Collaboration

Fun!

Team-building

Unique

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Open ceiling - expose building systems, teaching tool, flexibility

TransparencyTransparency

Comfort helps with creativity

Multi-level, unexpected

Color, light, bright

Different types of furniture

Lighting defines spaces

Place to relax

A place where creativity happenA place where creativity happen

Openness

Outdoor seating, outdoor space

CAPS will have its own culture of 5 schools coming together, strands coming together

Clients are the kids, capturedifferent kinds of learners, tt i bl battainable by everyone

Students can personalize their learning

One of the most innovative schools, creative, out-of the-bo

Relevant learning through g gprofessional experiences

Multiple-uses, flexibility

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Spirit of innovation and discovery

InterdisciplinaryInterdisciplinary

Collaborative, personalized

The experience and how it is d li d ill k it idelivered will make it unique

Prepare students for a global society

Professional

Symbol for the future

Community/professionalCommunity/professional involvement

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steering committee

Blue Valley School DistrictDr. Tom Trigg, SuperintendentDr. Sue Dole, Deputy Superintendent – Education ServicesVerneda Edwards Executive Director – Curriculum & InstructionDonna Deeds, Executive Director - CAPSDave Hill, Executive Director – Facilities & OperationsJeff Christian, Design and Construction Manager

15020 Metcalf AveOverland Park, KS 66223913.239.4000 phone913.239.4150 faxwww.bluevalleyk12schools.org

Perkins+Will - ChicagoSteven Turckes, Principal, AIA, LEED AP, REFPJerry Johnson, Principal, AIA, LEED APEileen Jones, Principal, NCIDQ, LEED APAimee Eckmann, Associate, AIA, LEED AP

330 N. Wabash, Suite 3600Chicago, IL 60611312.755.0770 phone312.755.0775 faxwww.perkinswill.com

NSP Architecture - Overland ParkGary Nevius, Principal, AIACraig Serig, Principal, AIA

11011 Cody Street, Suite 175 Overland Park, KS 66210913.317.6772 phone913.469.0630 faxwww.nsp-a.com

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programming committee

continued on next page

Over 35 people participated in the collaborative programming workshops. The following pages list these participants:

Affholder, Linda DCT – Career & Technical Education

Bacon, Scott Principal

Burns, Carter Principal

Christian, Jeff Design & Construction Manager

Deeds, Donna Executive Director - CAPS

Dehart, Donna Family & Consumer Science Teacher

Dole, Sue Deputy Superintendent – Education Services

Eckmann, Aimee Architect, Perkins+Will

Edwards, Verneda Executive Director – Curriculum & Instruction

Feuerborn, Damon Industrial Technology Teacher

French, Dan Board of Education Member

Gold, Marilyn Health Careers Teacher

Hanna, Al Deputy Superintendent – Administrative Services

Hansen, Stacy Administrative Assistant – Deputy Superintendent, Education Services

Hill, Dave Executive Director – Facilities & Operations

Jones, Eileen Branded Enviroments Principal, Perkins+Will

Kessler, Eric Science Teacher

King, Dennis Assistant Superintendent – School Improvement

Kokoruda, Russ Executive Director – School Administration

Kreps, Angela CEO & President KansasBio

Lake, Tony Principal

LaTerza, Perri Career Pathways Coordinator

Matson, Sue Board of Education Member

McBride, Diana Business Teacher

McNerlin, Kristi Communications Manager

Moore, Bob Executive Director - Technology

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programming committee

Mosier, Mark Art Teacher

Murphy, Amy Principal

Nelson, Mike Industrial Technology Teacher

Nevius, Gary Architect, NSP Architecture

Robinson, Pam Board of Education Member

Sutcliffe, Trevor Computer Science Teacher

Trigg, Tom Superintendent of Schools

Turckes, Steven Architect, Perkins+Will

Willson, Brad Administrative Intern

Woods, Julia Director of Patient Care Services St. Lukes South

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sustainable strategies

Demands for improved student performance, concerns about student health and a continuing need for cost-effective facilities have focused attention on the integrated design approach known as green building.

Integrating green building techniques into school design can result in a demonstrated improvement in student performance, increased teacher satisfaction, reduced operating costs and a healthier indoor environment. For the planet, green building offers the promise of dramatically lowered air pollution, improved surface water quality, and the preservation of habitat and natural resources for future generations.

Green buildings do not necessarily cost more to design or build than conventional buildings. Sustainable design involves a range of choices that can be evaluated against the project criteria. Some strategies, like the use of recycled materials or native plant landscaping, cost the same or less than conventional choices, and can easily be incorporated. Other strategies, such as improved mechanical system efficiency, may involve higher capital costs, but will have significant long-term strategic or operational paybacks, and can be evaluated on that basis. This evaluation is known as life-cycle cost analysis.

Taking sustainable design one-step further, facilities can double as a teaching tools. Students learn through their school about native plant life, the power of sunlight, and the efficiency of building systems.

Sustainable design strategies such as—siting buildings with classrooms facing north and south to maximize energy efficiency and daylighting, using bioretension gardens (landscaping that minimizes stormwater runoff and provides natural filtration) and riparian buffers for storm water management, using natural ventilation, specifying recycled materials—are sensible design strategies.

The following pages include strategies for sustainabledesign, benefits of sustainable design, and examples of projects that incorporate sustainable ideas.

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Relevance of Sustainability

“Sustainable design provides for the demands of today whilst protecting the ability of future generations to meet their own needs.” [Brundtland Report]

A sustainable school not only embraces the concept of sustainability but is, in itself, a teaching tool for sustainability. Its design addresses the Triple BottomLine, namely environmental impacts, social concerns and economic performance.

Globally, buildings consume large amounts of resources and emit different types of pollution. It is very crucial that buildings are made sustainable so as to reduce the damage caused to the environment. The utilization of resources by buildings and the impact they generate is illustrated in the diagram below.

Resource flow through typical buildings

Financial returns

Waste

Emissions to air, water and soil.

OUTPUTS

Social impacts

Noise

Construction

Use

Maintenance

Renovation

Demolition

INPUTS

Energy 50% global energy [45% to operate 5% to construct]

Materials50% of all global resources 70% of global timber

Water40% of water used globally

Land 60% of prime agricultural land lost to farming is used for building purposes

Investment & cash

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Buildings over their lifetime impact two main issues, environmental and socio-economic. Within a sustainable building these impacts will be reduced substantially.

Environmental impact: Buildings impact the environment during construction, use and demolition. The major impacts are listed below:

Ozone depletion Ecological loss Fuel depletion Land depletion

Climate Change Waste Water Depletion Acid Rain

Socio-economic impact: There are many social and economic issues that are a by-productof the design of the built environment. Sustainable buildings will attempt to address these issues during the design stage. Socio-economic impacts include the following:

1. Indoor air quality

2. Student performance

3. Visual and thermal comfort

4. Ease of operation/maintenance

5. Ecological literacy/building as a teaching tool

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Higher Test ScoresA recent study of some schools in California, Washington, and Colorado indicates a strong correlation between increased daylighting and improved student performance. For example,students in classrooms with the most daylighting progressed 20% faster on math tests and26% faster on reading tests in one year than those in classrooms with the least amountof daylight. (See Daylighting Report on Office of Energy Website: www.energy.state.or.us/school/highperform.htm)

Increased Average Daily AttendanceImproving indoor air quality by controlling sources of contaminants, providing adequate ventilation, and preventing moisture accumulation can reduce the number of sick daysfor students and teachers, especially those suffering from asthma or other respiratoryproblems.

Reduced Operating CostsBy using less energy and water than standard schools, overall operating costs can be reduced. School districts can save 20–40% on annual utility costs for new schools and 20–30% for renovated schools by applying high performance design concepts. Savings can be used tosupplement other budgets, such as maintenance, computers, books etc.

Increased Teacher Satisfaction and RetentionHigh visual & thermal comfort, good acoustics, and fresh indoor air become positive factors in recruiting and retaining teachers and in increasing their overall satisfaction with work.

A sustainable learning center design will follow an integrated design approach. This is summarized in the diagram below:

Additional socio-economic benefits of sustainable learning center design

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Perkins + Will created a new middle school campus for 550 students at Woodward Academy in College Park, Georgia wwith a classroom building, dining hall and arts building enclosing a middle school quadrangle.

TThe facility is LEED Certified-Silver for sustainable design. It is heated and cooled by a geothermal field of piping extending under the courtyard in front of the building. The building is oriented for north-south exposure maximizingenergy efficiency. Many recyclable finish materials (i.e., linoleum and wood) were used. Storm water management sstrategies include bioretention gardens in the landscape design which clean the water and serve as detentionffacilities as well as the use of a green roof on the art building.

TThe dining hall opens onto the quad with a tree covered patio to accommodate outdoor dining. All of the artsclassrooms face north and have full glass walls to flood the space with natural light.

Daylighting strategies such as building orientation and sunscreens reduce heat gain and glare while allowing naturallight and reducing energy costs. The bioretention gardens lessen storm water to the municipal drainage system and also provide outdoor learning spaces for students.

Woodward Academy Middle School Campus. Sustainable strategies provide outdoor environmental learning opportunities.

sustainable case studiesexamples to be considered for Blue Valley Center for Advanced Professional Studies

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Storm Water ManagementTo clean the rain water coming off build-ing roofs and parking lots, Perkins+Will has designed bioretention gardens which collect the rain water from roof drains and pavement areas. These gardens are designed to hold water for a 24 hour period and allow it to slowly percolate through the soils where it is cleaned before returning to the natural stream system. The gardens are designed with plants which tolerate standing water well.

Sun Angles and DaylightingWhen siting the building, Perkins+Will oriented classrooms with a north/south exposure for energy efficiency, minimiz-ing heat gain from the hot west afternoon sun. On the south side of the building, sun screens and patterned glass are used to shade the direct overhead sun. Also taken into account wherever possible are the use of deciduous trees. These trees offer shade in the summer when the southern sun is high in the sky. In the winter when the trees loose their leaves, they allow the low winter sun to provide warmth in the building.

All classrooms have natural daylight reduc-ing the need for artificial lights in the building. Art rooms are located on the northern side of the facility where they get north light which is most consistent and glare free.

Conserving Natural Resources To help reduce the draw down of finite resources and construction waste, recycled wood from the trees on site were used for the stairs in the middle school. lobby. Similarly brick and stone pavers from the existing middle school complex were reset in this middle school courtyard. Existing trees were also relocated and transplanted on site.

Woodward Academy Middle School CampusCollege Park, GA


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Geothermal Heating And CoolingGeothermal heating and cooling has been used at all our projects at Woodward Acad-emy. Water source heat pumps are supplied with water circulated through pipes in the ground. Since the earth remains at a fairly constant temperature, less energy is needed to warm or cool the water which is used to condition the space, hence saving consid-erable energy. A geothermal system also reduces the need for mechanical equipment and mechanical space in the building, thus saving square footage.

Green RoofsGreen roofs provide a means for storm water management and provide insula-tion for buildings. Roof plantings collect rain water reducing the need for on site detention. They also can provide learning environments for students.

Woodward Academy Middle School CampusCollege Park, GA

sustainable case studiesexamples to be considered for Round Rock ISD High Schools

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Hector Garcia Middle School, one of three new middle schools in Dallas Independent School District’s 2002 Bond Program, provides a broad selection of learning opportunities and services planned to meet the developmental needs of the whole child.

The building’s layout nurtures social and academic development in a safe and secure environment. Supporting the neighborhood and community beyond school hours, the building is zoned to allow public access to the gymnasium, library, and performing arts areas.

The site location provided the opportunity to create a neighborhood and community asset. The North Oak Cliff neighborhood is a vital area within the city and offers many opportunities for synergy relationships with the new middle school. Downtownamenities, city parks, and the Dallas Zoo with a dart rail stop are located near the school site.

TThe school’s planning responds naturally to the site’s climate. North facing classrooms offer stunning views to the skyline, take advantage of indirect north light for optimal daylighting, and minimize cooling demand by facing classrooms away from Texas’harsh sun exposure. Grouping general sciences and classrooms along one exposure also allows a similar temperature demandffor similar academic spaces.

TThe building’s exposure to the east and west sun are minimized to further assist with cooling demand. The south façade is planned to buffer to the southern sun. Program spaces organized to the south require minimal natural light and are situatedwwith the ability to control the southern exposure.

Large volume and shared instructional spaces are located toward the south, allowing a direct connection to the school’s outdoor play areas. As specified in the school’s program, art rooms are located with exterior access, allowing the opportunity for creating outdoor art projects and display.

Hector Garcia Middle School. Building planning responds naturally to the surrounding environment and climate.


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Central Middle School. The school's landscape design acts as a demonstration of sustainability principles making it a symbol of the school's relationship with the wider surrounding environment.

The new Central Middle School is a replacement facility for a 100-year old school located on the same site in Columbus, Indiana's architecturally significant downtown district. Designed to serve 900 students in grades 6 through 8, the school demonstrates Bartholomew Consolidated School Corporation’s commitment to a middle school educational model.

Perkins+Will incorporated several sustainable features into the school's design. The classroom areas are designed to incorporate the optimal amount of daylighting opportunities. Immeasurable positive qualities are gained in the learning spaces through the effective daylight manipulation. Daylight harvesting became a major form generator for the building. Extensive studies were conducted to ensure that the natural light would be reflected and bounce further into the spaces, greatly reducing the amount of artificial lighting required. The school is oriented in order to take advantage of the prevailing winds. The wind forces are harvested to naturally ventilate and cool the interior spaces. Wind towers on the roof were coordinated to exhaust air from the inside of the building while louvers allow natural air to circulate and replace the exhausted air. The landscape design consists of outdoor classrooms, a typical recreational landscape, and an outdoor ecology laboratory. These components were designed with recycled and low embodied energy materials creating a "learning landscape" for the students.


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Located in Overland Park, Kansas, a southern suburb of Kansas City, Blue Valley Unified School District 229 serves over 20,000 students in grades Pre-K to 12. In the fall of 2006, Perkins+Will with HTK Architects and NSP Architects facilitated a series of participatory workshops resulting in a facility program statement for the District’s fifth High School to be ready for the 2010/2011 academic year.

The purpose of the programming and planning process, and the resulting space program, was to translate the educational goals and objectives of Blue Valley Schools into a flexible teaching and learning environment. The exciting new 300,000 square-foot, 9th through 12th grade comprehensive high school will provide spaces and functional relationships that reflect and support the curricular, instructional, and developmental needs of the district’s students both now and well into the future.

Some sustainable strategies that will be incorporated to gain LEED Silver Certification include a courtyard to provide a safe outdoor learning space, maximizing natural daylight throughout the building, a displacement ventilation mechanical system, bioswales, and using limestone found on the site as a building material.

Blue Valley Southwest High School. The District's fifth high school strives to become LEED® Certified - Silver for sustainable design.


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Alpharetta High SchoolAlpharetta, Georgia


Stretching across a ridge in the foothills of the north Georgia Mountains, Alpharetta High School is a jewel of academic design excellence. In addressing a concern for the impersonal culture of large schools, Alpharetta High School is designed to support a “school within a school” concept. The 1,850 student school population is divided between three classroom wings (or “houses”), where each wing is served by a core group of teachers. This smaller community, sharing the resources and benefits of a larger high school, allows faculty to personally know and guide the same group of students for their entire high school career. Students leave their houses for athletics, art, music and career technology classes, and may switch houses for some language and science courses. However, the classroom wings were designed with the flexibility to support a variety of other organizational models as well.

The classroom wings open to a linear spine connecting the building’s shared facilities: the media center, cafeteria, career tech components, arts and athletic facilities. In response to the client’s desire for a campus atmosphere, the arts and athletic facilities are located in separate buildings near the front door to facilitate public access during and after school hours.

Sustainable design is an essential part of Perkins+Will’s design philosophy, thus every effort was made to be environmentally responsible at Alpharetta High School. Nearly all instructional areas receive natural daylight, building materials include recycled content and trees removed from the site were harvested through timber companies. In an effort to limit impact on the Big Creek basin and surrounding neighbors, site storm water is controlled through a series of shallow rain gardens intended to help clean storm water run-off from the building and parking lots and rehydrate the water table prior to leaving the site.

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Blythewood High SchoolRichland School District Two

Columbia, South Carolina


Blythewood High School. New high school emphasizes a flexible, learner-centered facility designed to serve both the student population and the community-at-large.

Facility Guidelines were created for Blythewood High School through a collaborative, participatory process with the school district community. The guidelines put emphasis on the school being a flexible, learner-centered facility designed to serve both the student population and the community.

The building is broadly organized into academic and arts/wellness areas, connected by a cluster of central community spaces. The academic areas contain classroom space for both core and specialty curriculum, including science and vocational technology labs. The core classrooms are clustered into four student academic houses, each supported by its own grouping of satellite administration, resource, and breakout areas. The house concept reinforces smaller groups of students and encourages stronger student/staff interaction.

The central community spaces include the media center, commons/cafeteria, and cyber cafe; all located at the heart of the school near the main lobby making them easily accessible for daily student use as well as after-school, evening, or weekend events. The central administration and student activities center are also located here enabling school administrators to efficiently supervise student activity and ensure safety. Beyond the central community spaces are arts and wellness areas that include a 500-seat auditorium, music/art/drama classrooms, a 2,000-seat basketball gymnasium, auxiliary gym and locker rooms.

The school’s 140-acre site is geographically rich, with natural amenities such as a 10-acre lake, wetlands, and densely wooded areas. Facilities on the site include a 6,000-seat football stadium and play fields for baseball, football, softball, tennis, and track & field. Every element of the facility was carefully sited to preserve as much of the existing forest and wetlands as possible, while taking advantage of the views across the lake, the topography, the prevailing wind and solar orientations, and natural interactive opportunities afforded by the unique location.

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Mint Hill Middle SchoolCharlotte-Mecklenburg Schools

Mint Hill, North Carolina


Mint Hill Middle School. Learning communities for each grade and natural lighting for classrooms.Phase I of this 64-acre suburban site accommodates a new middle school fronting Idlewild Road in the town of Mint Hill. An el e men ta ry school will share the site in the next phase. The program total square footage for the 1200-student middle school is 152,143 square feet.

The site was master planned to accommodate the future elementary school, parking, service, and playfield requirements. Drawing on the suburban nature of the site, a spacious oval lawn connects the two schools. Bus and automobile parking surfaces will be shared between them, preserving green spaces for school activities.

The school's “finger-plan” design is organized around three daylighted grade houses for grades 6-8. A major daylighted circulation corridor, or “street,” connects the grade houses to the shared spaces of the program. The design takes full advantage of natural daylighting techniques via clerestory windows and lightshelves at the window wall. This strategy provides superior lighting for the individual classrooms as well as the shared common areas in each grade house.

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local climate

,

To design a sustainable school building it is crucial to understand the local environment,the climate and analyze the temperatures, humidity levels, available daylight etc. Data forthe Overland Park area is provided below.

Temperature

Heating and cooling degree days • Heating degree day: The cumulative number of degrees in a month by which the mean temperature falls below 65°F.

• Cooling degree day: The cumulative number of degrees in a month by which the mean temperature is above 65°F.

(information from: http://www.worldclimate.com)

((information from: http://www.worldclimate.com/)

Deg

rees

(F)

Deg

rees

(F)

25.731.3

42.6

54.5

6473

78.4 76.167.5

56.5

43

30.6

0102030405060708090

100

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Max. °F

Ave. °F

Min. °F

25.731.3

42.6

54.5

6473

78.4 76.167.5

56.5

43

30.6

0102030405060708090

100


Max. °F

Ave. °F

Min. °F

0 0 9106

252418

349130

18 0 0

945

689

324

135 5 0 5 56

279

657

1073

0

200

400

600

800

1000

1200


0

1217

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local climate

Wind Rose Diagrams

The wind in the Overland Park area is predominately from the south in the summer and predominately from the north and south in the winter months.

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local climateseasonal conditions and response

Spring

In the Overland Park area, the spring season is a mild time of year with more precipitation than any of the other seasons. Average springtime temperatures range from the low 40 °s to the low 80°s Farenheit. Wind is predominantly from the south.

Response to climate:• Heating is not typically required; internal heat gain from electric lights and people can increase the internal temperature bringing internal temperature within the comfort range on cooler days• Controlled natural ventilation can be provided during early to mid spring to provide a comfortable internal environment• Mechanical cooling may be required for some of spring• Building may utilize shading from the high south and low east & west sun to avoid overheating• Horizontal sun shading devices placed externally are recommended

Summer

The summer season is a hot and humid time of year. Average summertime temperatures range from average highs in the mid to upper 80’s to average lows in the 60’s (degrees Fahrenheit). Wind is predominantly from the south.

Response to climate:• Mechanical cooling will be required for most of the summer• Building may utilize shading from the high south and low east & west sun to avoid overheating• Horizontal sun shading devices placed externally are recommended

Autumn

From the late September into early November, the average temperature ranges from mid 40°s to high 70°s Farenheit. Wind direction is predominantly from the north and south. Autumn has almost as much precipitation as spring.

Response to climate:• Controlled natural ventilation can be provided during most of autumn to achieve daytime comfort cooling• Internal heat gain from electric lights and people can increase the internal temperature bringing internal temperature within the comfort range on cooler days

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local climateseasonal conditions and response

Winter

During the winter, daily average temperatures range from mid 20°s to 30°s Farenheit. Wind is predominantly from the northwest direction.

Response to climate:• Active heating is required• Building enclosure system should be well insulated.• Maximize passive solar heat gains from the low sun along the south facade.• Building may maximize protection from the cold southern/northern winds through its orientation and through utilization of coniferous vegetation.

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site analysis

Predominant Winter Winds

West 149th Terrace High Point 1010

Summer Sun

MartySetback

In Line Detention

Winter Sun

yS

treet

Low Point 995

Predominant Summer Winds

Sun995

Low Point 985

West 151st Street

985

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planning concepts

Key areas that are experiencing dramatic changes in educational facilities are technology, safety and security, and flexibility in the performance of spaces.

The space concepts included within this document are planned to accommodate spatial relationships necessary to support a contemporary educational facility. To further strengthen these relationships, planning concepts have been provided to offer guidance in the planning, design and decision making process for Blue Valley Center for Advanced Professional Studies.

planning concepts

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technology concepts

Technology is a key element in the creation of a contemporary high school. Just as technology is reshaping other institutions, it offers the high school exciting new ways not only to meet student and community needs but also to manage facility operations. Technology’s impact on the instructional environment should be reflected in the design of the facilities by accommodating technology infrastructure systems that account for advancements in both wired and wireless technologies.

New technology and interactive tools supporting collaborative activities over the internet are impacting facility power and data requirements. As educators, teachers, and students are developing new internet resources, facilities must be prepared to accommodate instant access to the internet. To accommodate this growing use of technology, each and every space–not just classrooms–in the new facility should be considered a potential learning environment. Access to areas of technology concentration for after hours use by students and community should also be a consideration in planning the campus.

New technology implies the need for comprehensive staff development programs, student access to technology applications, home-to-school access, technical support personnel, and a “positive” security system that encourages use and protects the learning center’s investment in technological tools. Other opportunities include provisions within the building for students to serve as informal “teachers” of technology. These spaces foster better student/teacher relationships while taking advantage of the student’s knowledge of technology. Informal spaces–even exterior spaces–should also be equipped with the potential for network connections and support impromptu learning opportunities.

As the facility is designed, it will be important for the design team to coordinate with Blue Valley’s Executive Director, working closely to identify facility design opportunities that support the use of instructional technologies. Examples of areas to discuss with the Executive Director are: access to power and data, controllable light levels, spaces equipped for independent and/or self directed instruction, and mechanical systems that will accommodate a potential heat gain from increased number of sources (computers, monitors, etc.).

To further the idea that the entire facility is a learning environment, the design of the building should also allow the possibility for digital expression, both audio & digital. While it is customary for classrooms to have a large format monitor, TV (not recommended), interactive white board or LCD projector, other opportunities include monitors or projection capabilities in conference rooms, informal student spaces, the cafeteria/multi-purpose room/gymnasium, and public lobbies.

The challenge with integrating instructional technologies into the design of an educational facility is directly linked to the magnitude of technological changes likely to occur over the next 25 years. Blue Valley Schools will successfully meet this challenge by acknowledging the many possibilities of technology and providing an agile infrastructure to accommodate them.

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technology concepts

Blue Valley School District is considering forward-looking technology strategies for implementation in the initial stages of the programming process. As the process moves into detailed design, additional detail and verification needs to occur with the administrators, educators, community stakeholders and the Executive Director to assure technology is up-to-date at the time of implementation. While meetings with the Executive Director are needed to further define the district’s direction for technology, the below assumptions were made for the programming phase. Over the course of the design phases, deviations that do not meet the requirements defined below should be discussed with the Executive Director and other project leadership.

The Center for Advanced Professional Studies is planning a wired and wireless network to support a variety of connectivity needs. The network will contain a local data network, an intranet for use by students and faculty, and accessibility to the internet from any space on campus. The system should also provide the flexibility to transmit television or cable information via the digital network.

Wired connections are envisioned for uses that need fast access to large amounts of data, for example multi-media and video functions. Wireless connections are envisioned to allow general connections to large amounts of users, for example a general classroom receiving instruction. Wireless technology also provides flexibility for mobile users and provides greater opportunities for formal and informal teaching and learning in spaces outside of the classroom, including the library, cafeteria/multi-purpose room, gymnasium, and other indoor and outdoor spaces.

Presentation should be a critical component to the technology plan at the The Center for Advanced Professional Studies. Spaces should be planned for digital projectors to allow images to be large enough for meaningful presentation of videos and images. Sound systems in learning spaces should also be planned for multi-media functions. Network connections for cameras will allow classrooms and other spaces to broadcast, receive, and participate in educational activities around the district’s campuses, the region, and the world.

To provide flexibility in room assignments, all classrooms are planned to have similar technology features. Wired network connections as well as wireless connections are planned for each classroom. The individual labs are planned to accommodate ceiling mounted projectors and a phone for inter-campus communication, with additional provision for their respective functions.

In planning the technology systems at The Center for Advanced Professional Studies, constant attention should be given towards flexibility to accommodate a variety of interactive activities as well as the agility to accommodate rapidly changing equipment and performance requirements.

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Technology mixed with other activitiesTechnology is only one aspect of projects and research for interdisciplinary curriculums. At the International School of Beijing, technology is integrated with other activities such as conference space, books, copy machines allowing the opportunity for self directed learning and working with project teams. Arrangements like this photo also allow students to multi-task: research, read, discuss, work, and meet with others.

At Blythewood High School in South Carolina, seen in the photo to the right, students spend time in a “cyber-cafe” that is located adjacent to the library. It is a common area in which the students can access the internet, read, eat, drink, or just hang out, much like what is offered at many contemporary bookstores.

Technology is getting smallerStudents can use palm devices, smart phones or laptop computers that provide access to information in remote locations, or perhaps more importantly, in locations where they are working on instructional projects. Although technology is getting smaller and access is becoming remote, power is still an issue as devices need to be charged or plugged into the electric system.

Access to a variety of technologyAt this public school in Aurora, Illinois students work in project teams. The students at the table in the foreground are working together on a presentation and viewing their collective efforts on the wall via a projection device. Other students in the room are working individually with the teacher serving as a guide.

Interactive electronic whiteboards, as seen in this classroom, can engage students through energized presentations and active learning. The touch-senstive display is connected to a computer and a digital projector. Teachers or students can use interactive programs and write digital notes on the electronic whiteboard which can be saved, printed or e-mailed.

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safety and security concepts

The successful creation of a safe and secure learning environment depends on the inte-gration of “active” and “passive” design strategies. The active approach uses hardware security systems such as cameras or motion detectors. Passive security is based on pro-gram and facility design, building and site configuration, and community participation. Passive measures for program and building configuration can be the primary means to foster safety and security while active security measures are applied where and when they are deemed necessary as a secondary precaution.

Further, The Center for Advanced Professional Studies can take advantage of building technology, signage and landscaping to further enhance campus security.

Passive Security ConceptsClassroom organization that minimizes student travel time Well defined entry sequence with a visitor check-in desk similar to

entrances at libraries, museums, or other public facilities.Planning that avoids blind spots, unnecessary corners, and corridor

recesses greater than one foot. Locating administrative and teacher preparation areas or offices with

good visual contact of major circulation areas [i.e., corridors, cafeteria, parent and bus drop-off, parking].

Locating actively programmed elements around the periphery of the school building so that there is “natural surveillance” from within the school to outdoor areas such as parking lots and playgrounds.

Minimizing windowless, blank walls at the periphery of the building, particularly when these uses face residential, play areas, courtyards and parking lots.

Planning spatial relationships in such a manner that there are natural transitions from one location to another.

Locating restrooms in close proximity to classrooms to minimize students wandering the halls.

Locating areas likely to have significant community [before/after school] uses close to parking and appropriately zoned so these areas can be closed off from the rest of the building.

Providing for natural integration of students and staff during class changes.

Providing a high degree of ‘transparency’ within the building.

Active Security Concepts A security consultant can help with system design and device location

and should be consulted during schematic design. When planning a security system, it is recommended to include a pro-

vision for accessing cameras and recorded data remotely in the event the building should become inaccessible.

Auto-connecting systems to police and fire authorities when an alarm is tripped should be considered.

planning concepts

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Uses of Technology for Security Providing phones in every instructional and support area. Building-wide public address system designed to be heard throughout

the school and on the play fields when needed. Motion or infra-red detectors which can also be configured to conserve

lighting costs. Video cameras that are used for instructional purposes could also be

used for security and risk management purposes during non-school hours.

Site Planning, Vehicular and Pedestrian Traffic The bus drop-off area may be at the curb or in a public right-of-way and

should be ‘connected’ to the building entries by wide, well illuminated open walkways.

The building envelope should be sensitive to how it responds to the proximity of pedestrian walkways. (Consider window size and location, climbing access to the roof, etc.)

Exterior play areas and open space should minimize ‘blind’ spots. Clear signage to indicate public entries with easily controllable entry

lobbies. A bus drop-off area separated from other vehicular traffic. Separate faculty/staff and community parking areas. Separate student [pedestrian] site circulation flow from roadways.

Landscaping and Lighting The use of high branching trees and low bushes to deter hiding. The use of an aesthetically pleasing–yet secure–perimeter fence around

the site. Building placement along the site perimeter to protect on site open

space. General, non-intrusive site lighting of all parking, pedestrian and entry

areas.General exterior building lighting and illuminate public areas, window

areas and potentially dark corners or surfaces. Security lighting at selected building and parking lots with photocell

timer with on/off capacity. Separate athletic fields from informal gathering areas. Locate athletic facilities used for after school events away from building

and consider perimeter fencing.

safety and security concepts

planning concepts

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Understanding that change is a constant for school and community facilities, these learning environments should be comprised of flexible, agile spaces equipped with the necessary tools and furniture to support the many varieties of teaching–including collaboration and self-directed learning, exploration and discovery–that are the trademark of superior and healthy educational environments. To accommodate an ever changing world of educational practice, these environments should be equipped to change not just year-to-year but day-to-day, even performing differently at different times during the day.

During meetings with workshop participants, concepts were explored that will create a flexible building to support changing program needs. In addition to supporting the demands of the unique program, the facility needs to accommodate learning in labs as well as hallways, the atrium, and other community spaces and shared areas.

Dynamic and agile learning environments that accept and respond to change, necessitate facilities to be designed to support multiple uses. In planning multi-functional spaces, recognition needs to be made that–while more cost effective to build fewer spaces–as the performance expectations of individual spaces increase, budgets need to be allocated to accommodate the needs of all of the multiple uses.

Strategies that support flexible and agile environments at The Center for Advanced Professional Studies include:

Creating spaces that can adapt to a variety of teaching and learning styles (lecture, team work, self directed, individual, etc.)

Providing movable and mobile storage and technology for building users to accommodate needed room changes.

Accommodating re-configurations of interior space by providing partitions that are de-mountable, movable, or at least non-load bearing.

flexibility and agility concepts

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Spaces that behave differently at different timesOne strategy to creating a flexible school facility is to provide spaces that are able to change their use during different times of the day. This cafe at a train station in Setagawa-Ku in Tokyo is a good example of a space that has the ability to change uses over the course of a day.

In the first diagram, a serving area is open to a cafe, providing a traditional service arrangement for a cafe. Visitors select their order and proceed to the dining area.

In the second diagram, the dining area is separated from the serving area. The dining area is available for meeting functions, while the serving area still operates for snacks.

In the final diagram, the serving area is closed completely and the dining area is opened to the adjacent spaces allowing a larger public space and opportunities for informal conversation.

planning concepts

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Learning environments equipped for fl exible layoutsClassrooms that are ready to meet the educational demands for the coming years will respond quickly and easily to a variety of teaching methods. Various strategies allow furniture to be grouped for lectures, seminars, small groups and project teams. In each configuration, teams need access to technology and presentation equipment. Teachers’ furniture can be mobile to allow the desk to also be a conference table and storage to move from room to room.

Science rooms and technology labs also need to be planned for changing configurations. Like general classrooms, science and research rooms need to accommodate lectures, small groups, seminars, experimental labs, and research activities.


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overview of program format

The programming section of the Facility Design Guidelines is organized into four interrelated sections. Individual sections identify spaces that are programmatically similar and strongly related to each other. Each space within the facility is identified in one of the following sections:

1 Student Learning Strands

2 Administration and Staff Spaces

3 Community and Stakeholder Spaces

4 Facility Management and Support Spaces

The beginning of each section provides a space program that indicates the name of each space, the quantity of the spaces and the size of the space. Following the space program are relationship diagrams that show how spaces within each section relate to each other. The program describes the net area which is the space required for specific activities; the grossing factor, which provides an allowance for circulation, restrooms, mechanical spaces, etc; and the total gross area which represents the required buildable area.

After the relationship diagrams are informational data sheets provided for each major space within the section. The data sheets are comprised of three types of information: a text section providing room data specific to the space; a room diagram showing a representative diagram that provides programmatic direction and adjacencies; and a relationship diagram that shows the interconnection of the space to related spaces. Listed furniture and equipment is as requested by users and will need to be coordinated with final space constraints and budget.

To begin the programming section, a program summary provides an overview of the space program and a diagrammatic overview of how the pieces of the Center for Advanced Professional Studies combine to form a complete environment.

facility program

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program summary

250 planned students, grades 11-12 CAPACITY NET SQUARE FEET GROSSING GROSS SQUARE FEET0 0 students total factor total

A. Area Summary1. Total area 38,890 nsf 1.45 56,391 gsf *2. Target area 38,483 nsf 55,800 gsf *

Difference 407 nsf 591 gsf

B. Capacity Summary1. Teaching Stations 152. Utilization Factor 85%3. Effective Student Capacity

Area Analysis1. Square feet per student: Planned 223 gsf2. Square feet per student: Actual 218 gsf

D. Area Comparison

305 students

259 students

250 students 259 students

04/24/2008 DRAFT

1. Student Learning Strands 78% 30,300 nsf 43,935 gsf2. Administration 7% 2,650 nsf 3,843 gsf3. Community 12% 4,800 nsf 6,960 gsf4. Facility support 3% 1,140 nsf 1,653 gsf

Total GSF 100% 38,890 nsf 56,391 gsf

E. Area Chart

* - does not include area for shelled space

Student Learning Strands78%

Administration7%

Community12%

Facility support3%

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SPACE DESCRIPTION Programmed Area NOTES250 planned students, grades 11-12 SPACES STUDENTS NET SQUARE FEET

teaching total each total each total

11 STUDENT LEARNING STRANDS

A. Engineering closest to Bioscience, overhead doors, outdoor access

1. CNC Lab ("Dirty" Lab) 1 1 20 20 3,000 3,000 12' clear ceiling, overhead door to CAD Lab

2. Welding/Spray Area - - - - - area with curtain, part of CNC lab

3. Project Storage - CNC 1 - - 600 600 adjacent to CNC lab and exterior

4. CAD Lab ("Clean" Lab) 1 1 20 20 1,200 1,2005. Print Room - 1 - - 150 150 connect to CAD/Digital Elec labs

6. Digital Electronics Lab ("Clean" Lab) 1 1 20 20 1,200 1,2007. Project Storage - Clean Labs 1 - - 150 150 connect to CAD/digital electronics

8. Project Area 1 - - 1,200 1,200 incl. project display/presentation/digital capabilities9. Project Area Storage - - - - 1 large storage room for CNC lab

10. Small Group/Resource Room 1 - - 150 150 1 small group room goes to storage

11. Student Storage 1 50 50 hooks/shelves in hallway for coats/backpacks

12 Informal student area 1 400 400

04/24/2008 DRAFT

12. Informal student area 1 400 40013. Toilets - - - see community spaces

Sub-Total: 3 10 60 8,100

B. Bioscience include outdoor lab

1. Bioscience/Animal Science Learning Lab 2 2 20 40 1,500 3,000 junior labs - moveable walls? Storage along moveable wall?

2. Bioscience/Animal Science Learning Lab 1 1 20 20 1,500 1,500 senior lab

3. Prep/Storage 2 - - 300 600 share with project area storage and project area

4. Greenhouse 1 - - auxiliary building

5. Outdoor Learning Lab 1 - -6. Project Area 1 - - 1,200 1,200 incl. project display/presentation/digital capabilities7. Project Area Storage 1 - - - - share with prep/storage

8. Small Group/Resource Room 2 - - 150 300 moveable walls?


10. Informal student area 1 500 500 incl. project display/presentation/digital capabilities11. Toilets - - - see community spaces

Sub-Total: 3 13 60 7,200

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04/24/2008 DRAFT

C. Business next to human services, 2nd floor

1. Interactive Media Lab 1 1 20 20 1,200 1,200 Combined 2100sf space, glass moveable wall between

1. Interactive Media Lab 1 1 20 20 900 900 Combined 2100sf space, glass moveable wall between

2. Video Production Lab - - - - - -3. Business Lab 1 1 25 25 1,200 1,200 door into 1200sf Interactive Media Lab

4. IT Lab 1 1 20 20 1,200 1,200 glass moveable wall next to 900sf Interactive Media Lab

5. Project Area 1 - - 1,200 1,200 incl. project display/presentation/digital capabilities6. Project Area Storage 1 - - 100 1007. Small Group/Resource Room 2 - - 150 300 moveable walls?


9. Informal student area 1 400 400 combine between business and human services

10. Toilets - - - see community spaces

Sub-Total: 4 10 85 6,600

D Human ServicesD. Human Services1. Human Services (Law) Lab 1 1 25 25 900 900 moveable wall with pre-teacher ed lab

2. Pre-Teacher Education Lab 1 1 25 25 900 900 moveable wall with human services lab

3. Pre-School/Daycare - - - - - - practicum (outside of school)

4. Health Professions Lab 1 1 10 10 1,200 1,200 CNA/CMA/EMT

5. Health Professions Room 1 1 25 25 900 9006. Health Professions Storage - 1 - - 150 150 between CNA Lab and Health Professions Room

7. Sports Medicine Lab 1 1 15 15 1,200 1,200 athletic training room function

8. Sports Medicine Storage - 1 - - 150 150 between Sports Med Lab and Health Professions Room

9. Project Area 1 - - 1,200 1,200 incl. project display/presentation/digital capabilities10. Project Area Storage 1 - - - - share stor. for health prof./sports medicine - door to proj. area?

11. Small Group/Resource Room 1 - - 150 15012. Student Storage 1 50 50 hooks/shelves in hallway for coats/backpacks


Sub-Total: 5 12 100 7,200

Total student learning spaces: 15 23 305 30,300


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04/24/2008 DRAFT

2 ADMINISTRATION AND STAFF SPACES

A. Offices adjacent to commons, close to the strands

1. Waiting Area 1 - 150 1502. Exec. Director's Office 1 - 150 1503. Security Office 1 - 150 150 near commons/entry

4. IT Office 1 - 100 1005. Career Counselor Office 1 - 150 1506. Conference room 1 - 200 2007. Copy Room 1 - 100 1008. Storage 1 - 100 1009. Toilet 1 - 50 50

Sub-Total: 9 - 1,150

B. Distributed Professional Areas locate between strands

1. Learning Facilitator/Visitors Workspace 2 - - 500 1,000 "flight lounge", hoteling spaces (4 teachers, 2 visitors)

2. Shared Private Phone Call Space 2 - 30 603. closet 2 - 20 404. Faculty toilet 2 - 50 100 near strands? Close to visitors/faculty office

- -Sub-Total: - 8 - 1,200

C. Clinic1. Clinic Office/Reception 1 - 150 1502. Office 1 - - -3. Cot area 1 - 100 1004. Toilet 1 - 50 50

Sub-Total: 4 - 300

13 - 2,650Total admin. and staff spaces:

2 administration and staff spaces

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3 community and stakeholder spaces



04/24/2008 DRAFT

3 COMMUNITY AND STAKEHOLDER SPACES

A. Lobby1. Lobby/Reception/Welcome Desk 1 - 900 900 receptions/presentation/display

Sub-Total: 1 - 900

B. Commons/Café1. Commons/Café (Retail) 1 - 1,800 1,800 include vending, retail compontent

2. Career Research Center/Resource Area 1 - - 600 600 lower ceiling with projection?

3. Vending - - - - alcove in commons area

4. Catering area 1 - 150 1505. Storage 1 - 150 150 area from multi-purpose room storage


C Community SpacesC. Community Spaces1. Community/Visiting Personnel Office - - - - moved into learning facilitator office

2. Multi-Purpose Room - - - -3. Multi-Purpose Room Storage - - - - moved adjacent to commons

4. Toilets 4 - 300 1,200Sub-Total: 4 - 1,200

Total community spaces: 8 - 4,800

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4 facility management and support spaces



04/24/2008 DRAFT

4 FACILITY MANAGEMENT AND SUPPORT SPACES

A. Property Control1. Central receiving / office 1 300 3002. Storage 1 150 1503. Recycling Storage/Collection Area 1 100 1004. Toilet / locker 1 50 50

Sub-Total: 600

B. Facility Support displacement ventilation/underfloor air - size req?/LEED Gold Certification1. Custodial Closets 4 60 2402. Distributed Mechanical Rooms - - - in grossing factor3. Chiller Room - - - in grossing factor4. Main Electrical - - - in grossing factor4. Main Electrical in grossing factor5. Electrical Closets - - - in grossing factor6. Water Heater/Boiler Room - - - in grossing factor7. Fire Pump - - - in grossing factor8. Fire Riser - - - in grossing factor9. MDF/Demark - - - in grossing factor10. IDF - - - in grossing factor11. Elevator & machine room 1 150 150 near main stairs for disabled students12. Freight elevator & machine room 1 150 150 near loading? For large equipment. One shared elevator?

Sub-Total: 540

C. Exterior Facilities1. Outdoor learning lab see Bioscience Strand

2. Staff Parking3. Vistor Parking4. Parent Queing Length5. Buses

Sub-Total: - -

Total facility management and support spaces: 1,140

TOTAL NSF 15 305 38,890

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building diagram

building diagramThe building diagram that was derived throughout the workshops and subsequent discussions is an atrium scheme. It provides exterior spaces accessed easily from the strands and the commons.

The atrium connects all three floors and has project areas surrounding it, directly outside of each strand. The diagram is zoned with the shared atrium easily accessible to students and the public with a secure entry point at the main administration area. The easily accessible outdoorsspaces can be used for outdoor projects.

This diagram maximizes daylighting potential, especially north/south daylight, which is the most easily controlled natural light.

This building diagram will be used to explain adjacencies in the following facility program sections.

business

3 /

stairpotential addition


3 story commons/resource areatoilets/

support

add t o

stair

distadmin

stairproject/student area

shelled space

outdooroutdoorworkspace

engineering

stair potential addition



toilets/support

add t o

stair

distadmin

lobby

stair

receiving/mech

adminlobby

bioscience

3 /




support

add t o

stair

distadmin


human services

first floor diagram

third floor diagram

second floor diagram

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site diagram

site diagramThroughout the workshops, the site plan was discussed and refined. There is one main access point onto the site. The main entry is from West 151st, which will provide a view of the building upon entering the site. Visitor and teacher traffic can enter or exit from Marty Street or West 149th Terrace. The two access points help alleviate traffic congestion and allow for safe traffic flow throughout the campus. Drop-off and parking are located directly south of the building, with easy access to the main building entry.

The site includes an area for possible future expansion of the facility to the east. Additional parking can be added to the south in the future, if needed.

West 149th Terrace

eet

Mar

tyS

tre

West 151st Street

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11 STUDENT LEARNING STRANDS

A. Engineering closest to Bioscience, overhead doors, outdoor access

1. CNC Lab ("Dirty" Lab) 1 1 20 20 3,000 3,000 12' clear ceiling, overhead door to CAD Lab

2. Welding/Spray Area - - - - - area with curtain, part of CNC lab

3. Project Storage - CNC 1 - - 600 600 adjacent to CNC lab and exterior

4. CAD Lab ("Clean" Lab) 1 1 20 20 1,200 1,2005. Print Room - 1 - - 150 150 connect to CAD/Digital Elec labs

6. Digital Electronics Lab ("Clean" Lab) 1 1 20 20 1,200 1,2007. Project Storage - Clean Labs 1 - - 150 150 connect to CAD/digital electronics

8. Project Area 1 - - 1,200 1,200 incl. project display/presentation/digital capabilities9. Project Area Storage - - - - 1 large storage room for CNC lab

10. Small Group/Resource Room 1 - - 150 150 1 small group room goes to storage


12 Informal student area 1 400 400

04/24/2008 DRAFT


Sub-Total: 3 10 60 8,100

B. Bioscience include outdoor lab

1. Bioscience/Animal Science Learning Lab 2 2 20 40 1,500 3,000 junior labs - moveable walls? Storage along moveable wall?

2. Bioscience/Animal Science Learning Lab 1 1 20 20 1,500 1,500 senior lab

3. Prep/Storage 2 - - 300 600 share with project area storage and project area

4. Greenhouse 1 - - auxiliary building

5. Outdoor Learning Lab 1 - -6. Project Area 1 - - 1,200 1,200 incl. project display/presentation/digital capabilities7. Project Area Storage 1 - - - - share with prep/storage

8. Small Group/Resource Room 2 - - 150 300 moveable walls?


10. Informal student area 1 500 500 incl. project display/presentation/digital capabilities11. Toilets - - - see community spaces

Sub-Total: 3 13 60 7,200

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04/24/2008 DRAFT

C. Business next to human services, 2nd floor

1. Interactive Media Lab 1 1 20 20 1,200 1,200 Combined 2100sf space, glass moveable wall between

1. Interactive Media Lab 1 1 20 20 900 900 Combined 2100sf space, glass moveable wall between

2. Video Production Lab - - - - - -3. Business Lab 1 1 25 25 1,200 1,200 door into 1200sf Interactive Media Lab

4. IT Lab 1 1 20 20 1,200 1,200 glass moveable wall next to 900sf Interactive Media Lab

5. Project Area 1 - - 1,200 1,200 incl. project display/presentation/digital capabilities6. Project Area Storage 1 - - 100 1007. Small Group/Resource Room 2 - - 150 300 moveable walls?


9. Informal student area 1 400 400 combine between business and human services

10. Toilets - - - see community spaces

Sub-Total: 4 10 85 6,600

D Human ServicesD. Human Services1. Human Services (Law) Lab 1 1 25 25 900 900 moveable wall with pre-teacher ed lab

2. Pre-Teacher Education Lab 1 1 25 25 900 900 moveable wall with human services lab

3. Pre-School/Daycare - - - - - - practicum (outside of school)

4. Health Professions Lab 1 1 10 10 1,200 1,200 CNA/CMA/EMT

5. Health Professions Room 1 1 25 25 900 9006. Health Professions Storage - 1 - - 150 150 between CNA Lab and Health Professions Room

7. Sports Medicine Lab 1 1 15 15 1,200 1,200 athletic training room function

8. Sports Medicine Storage - 1 - - 150 150 between Sports Med Lab and Health Professions Room

9. Project Area 1 - - 1,200 1,200 incl. project display/presentation/digital capabilities10. Project Area Storage 1 - - - - share stor. for health prof./sports medicine - door to proj. area?

11. Small Group/Resource Room 1 - - 150 15012. Student Storage 1 50 50 hooks/shelves in hallway for coats/backpacks


Sub-Total: 5 12 100 7,200

Total student learning spaces: 15 23 305 30,300

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strands

Student Learning StrandsThe student learning strand spaces are planned to provide flexible and agile, learning areas for 250 students in grades 11 and 12.

The student learning strands are broken down into the following groups:

1. Engineering

2. Bioscience

3. Business

4. Human Services

To provide flexibility and agility in the strand areas, raised access floors will be used wherever possible.

Participant drawn building diagram from planning meeting two.

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business

3 /




support

add t o

stair

distadmin


shelled space

outdooroutdoorworkspace

engineering

stair potential addition



toilets/support

add t o

stair

distadmin

lobby

stair

receiving/mech

adminlobby

bioscience

3 /




support

add t o

stair

distadmin


human services

strands

first floor diagram

third floor diagram

second floor diagram

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facility program

engineeringCNC lab (“dirty” lab)

3,000 sf

programFlexible, utility-instensive lab space for fabrication using CNC (computer numerical control) machines. Provide a clean area for CNC and “dirty” area for fabrication with power tools.

special considerations• specially ventilated areas where required

requested furniture and equipment• floor drains• workstation tables• locked storage• compressed air• sinks• welding area• power tools• CNC machines• tack board• marker board• AED and first aid kit

requested technology/power/communications• wireless capability• wired computer connection• ample outlets for power tools and CNC equipment• overhead, retractable outlets• clock• telephone/intercom system• interactive white board

room finishes• exposed painted structure• high output fluorescent lighting• painted CMU walls• polished concrete floor

outdoor workspace

welding

digital elec labcad lab

print

storagecnc lab

2 story space

print room

project area/ displaystudent

area

sm grplearning

facilitator/visiting personnel office

sm grpstudentstorage

projectstorage

commons/resource areastair

i i iadministration administration

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engineeringproject storage - CNC

600 sf

programSecure project storage space to support CNC lab.

special considerations• provide direct access to lab space

requested furniture and equipment• floor to ceiling heavy duty shelving• lockable base cabinets

requested technology/power/communications

• ample wall outlets

room finishes• acoustical ceiling tile• painted CMU walls• high output fluorescent lighting• polished concrete floor

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



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facility program

engineeringCAD lab (“clean” lab)

1,200 sf

programA flexible learning environment for CAD instruction designed to support a variety of teaching disciplines and styles (i.e. lectures, group projects and individual instruction).

special considerations• capability for digital display

requested furniture and equipment• moveable computer drafting tables• chairs• marker boards• tack boards• mobile demo station

requested technology/power/communications • wireless capability• wired computer connections• clock• ample wall outlets• interactive white board• telephone/intercom system

room finishes• acoustical ceiling tile• zoned indirect lighting (with occupancy sensors)• rubber floor tile

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



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facility program

engineeringprint room

150 sf

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



programSecure print room and storage area for CAD lab.

requested furniture and equipment• plotters• large work table• heavy duty shelving• storage for different sizes of paper, including rolls, and ink• flat file storage

room finishes• acoustical ceiling tile• rubber floor tile

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facility program

engineeringdigital electronics lab (“clean” lab)

1,200 sf

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



programA flexible learning environment for digital electronics instruction designed to support a variety of teaching disciplines and styles (i.e. lectures, group projects and individual instruction).

special considerations• capability for digital display

requested furniture and equipment• moveable tables• chairs• marker boards• tack boards• mobile demo station• plotter• upper and lower cabinets with worksurface and area for digital equipment

requested technology/power/communications • wireless capability• wired computer connections• clock• ample wall outlets• interactive white board• telephone/intercom system

room finishes• acoustical ceiling tile• zoned indirect lighting (with occupancy sensors)• rubber floor tile

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engineeringproject storage - clean labs

150 sf

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



programSecure project storage area for clean labs.

requested furniture and equipment• heavy duty shelving


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facility program

engineeringproject area

1,200 sf

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



programSpace immediately accessible from each strand that can be used as a break-out area for small group work or informal interaction.

special considerations• include display area for project work

requested furniture and equipment• lower cabinets with lockable, solid doors• tables• chairs• marker board

requested technology/power/communications• wireless capability• wired computer connection• ample wall outlets• clock

room finishes• acoustical ceiling tile• zoned indirect lighting (with occupancy sensors)• carpet tile

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facility program

engineeringsmall group/resource room

1 @ 150 sf

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



programSmall group rooms to provide an unscheduled break-out space for small groups of students and informal meetings.

special considerations• locate near learning facilitators and commons• provide glass into small group rooms for natural supervision

requested furniture and equipment• table• chairs• marker board

requested technology/power/communications • wireless capability• wired computer connection• ample wall outlets• clock

room finishes• acoustical ceiling tile• indirect lighting (with occupancy sensors)• carpet tile

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engineeringstudent storage

50 sf

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



programStorage area in each strand for student coats and backpacks.

requested furniture and equipment • hooks• shelving

room finishes• acoustical ceiling tile • carpet tile

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engineeringinformal student area

400 sf

programArea for informal student gathering. Moveable tables, chairs and lounge seating should be provided for comfortable and informal interaction.

special considerations• open and accessible near strands

requested furniture and equipment• tables and chairs• soft seating

requested technology/power/communications• wireless capability• telephone/intercom system• ample wall outlets

room finishes• acoustical ceiling tile • indirect lighting (with occupancy sensors)• carpet tile

outdoor workspace

welding


print

storagecnc lab

2 story space

print room


area

sm grplearning



projectstorage



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facility program

programHighly flexible labs modeled after professional lab spaces focusing on bioscience and animal science.

special considerations• consider moveable walls between rooms if possible with casework needs• capability for digital display

requested furniture and equipment • professional lab style tables with sinks• flexible height chairs• large demo table with sink• bio safety cabinets• fume hoods• areas for moveable equipment• upper and lower cabinets with lockable, solid doors• chemical resistant countertops• marker board• tack boards

requested technology/power/communications • wireless capability• wired computer connection• clock• interactive white board• telephone/intercom system• water/gas/electric• compressed air at demo station• overhead power• interactive white board

room finishes• acoustical ceiling tile • zoned indirect lighting (with occupancy sensors)• rubber floor tile

biosciencebioscience/animal science learning lab

2 @ 1500 sf - junior labs

1 @ 1500 sf - senior lab

casework

g w

all

casework casework

bi i l b bioscience labstor

age

stor

age

bi i l b

g w

all

wal

l

e w

all

teac

hing bioscience lab bioscience lab

prep

/s

prep

/sbioscience lab

teac

hin

teaching wall

mov

eabl

e

mov

eabl

e

project area/student

sm grplearning facilitator/visiting

studentstorage

project area/ displayarea

stair

personnel office sm grp projectstorage

stair

human services

commons/resource area below

human services

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facility program

bioscienceprep/storage2 @ 300 sf

programPrep room connected to two labs to share storage, equipment and preparation of in class experiments.

special considerations• provide ventilation for chemical storage

requested furniture and equipment• upper and lower cabinets with lockable, solid doors • chemical resistant countertops• sink• refrigerator• ice maker• freezer• dishwasher (fits under countertop)• mobile wardrobe cabinet• chemical storage cabinet• autoclave

requested technology/power/communications • wireless capability• wired computer connection• ample wall outlets• clock• telephone/intercom system• gas/compressed air connection

room finishes• acoustical ceiling tile• indirect lighting (with occupancy sensors)• rubber floor

casework

g w

all

casework casework


age

stor

age

bi i l b

g w

all

wal

l

e w

all

teac


prep

/s

prep

/sbioscience lab

teac

hin

teaching wall

mov

eabl

e

mov

eabl

e



studentstorage


stair


stair

human services


human services

99

facility program

© Perkins+Will


April 2008

99

facility program

bioscienceproject area

1,200 sf

casework

g w

all

casework casework


age

stor

age

bi i l b

g w

all

wal

l

e w

all

teac


prep

/s

prep

/sbioscience lab

teac

hin

teaching wall

mov

eabl

e

mov

eabl

e



studentstorage


stair


stair

human services


human services






100

facility program

© Perkins+Will


April 2008

100

facility program

biosciencesmall group/resource room

2 @ 150 sf

casework

g w

all

casework casework


age

stor

age

bi i l b

g w

all

wal

l

e w

all

teac


prep

/s

prep

/sbioscience lab

teac

hin

teaching wall

mov

eabl

e

mov

eabl

e



studentstorage


stair


stair

human services


human services






101

facility program

© Perkins+Will


April 2008

101

facility program

biosciencestudent storage

100 sf

casework

g w

all

casework casework


age

stor

age

bi i l b

g w

all

wal

l

e w

all

teac


prep

/s

prep

/sbioscience lab

teac

hin

teaching wall

mov

eabl

e

mov

eabl

e



studentstorage


stair


stair

human services


human services




102

facility program

© Perkins+Will


April 2008

102

facility program

bioscienceinformal student area

500 sf






casework

g w

all

casework casework


age

stor

age

bi i l b

g w

all

wal

l

e w

all

teac


prep

/s

prep

/sbioscience lab

teac

hin

teaching wall

mov

eabl

e

mov

eabl

e



studentstorage


stair


stair

human services


human services

103

facility program

© Perkins+Will


April 2008

103

facility program

businessinteractive media lab

1 @ 1200 sf

1 @ 900 sf

Business exterior

i t ti di IT l b b i l binteractive medialab

interactive media lab

IT lab business lab



studentstorage


stair


stair


programFlexible learning environment to support interactive media. Lab will support lectures, group projects and individual instruction.

special considerations• consider a moveable wall between the labs

requested furniture and equipment• computers• computer desks and chairs• modular tables and seating• marker boards• tack boards• mobile storage carts• mobile demo tables

requested technology/power/communications• wireless capability• wired computer connections• interactive white boards• clock• telephone/intercom system• ample wall outlets

room finishes• acoustical ceiling tile • zoned indirect lighting (with occupancy sensors)• carpet tile

104

facility program

© Perkins+Will


April 2008

104

facility program

businessbusiness lab

1,200 sf

Business exterior



IT lab business lab



studentstorage


stair


stair


programFlexible learning environment to support business curriculum. Lab will support lectures, group projects and individual instruction.


requested furniture and equipment• computers• computer desks and chairs• modular tables and seating• marker boards• tack boards• mobile storage carts• mobile demo tables• copier

requested technology/power/communications• wireless capability• wired computer connections• interactive white board/LCD’s• clock• telephone/intercom system• ample wall outlets


105

facility program

© Perkins+Will


April 2008

105

facility program

businessIT lab

1,200 sf

Business exterior



IT lab business lab



studentstorage


stair


stair


programFlexible learning environment to support IT instruction. Lab will support lectures, group projects and individual instruction.

special considerations• consider a moveable wall between the labs• include display area for project work

requested furniture and equipment• computers• computer desks and chairs• modular tables and seating• individual soft seating with laptop arm• marker boards• tack boards• mobile storage carts• mobile demo tables

requested technology/power/communications• wireless capability• wired computer connections• interactive white board/LCD’s• clock• telephone/intercom system• ample wall outlets


106

facility program

© Perkins+Will


April 2008

106

facility program

businessproject area

1,200 sf






Business exterior



IT lab business lab



studentstorage


stair


stair


107

facility program

© Perkins+Will


April 2008

107

facility program

businessproject area storage

100 sf

programSecure storage for media technology equipment such as cameras and portable equipment.

requested furniture and equipment • extra wide doors• shelving

requested technology/power/communications• wireless capability• wired computer connection• ample wall outlets


Business exterior



IT lab business lab



studentstorage


stair


stair


108

facility program

© Perkins+Will


April 2008

108

facility program

businesssmall group/resource room

2 @ 150 sf






Business exterior



IT lab business lab



studentstorage


stair


stair


109

facility program

© Perkins+Will


April 2008

109

facility program

businessstudent storage

100 sf




Business exterior



IT lab business lab



studentstorage


stair


stair


110

facility program

© Perkins+Will


April 2008

110

facility program

businessinformal student area

400 sf






Business exterior



IT lab business lab



studentstorage


stair


stair


111

facility program

© Perkins+Will


April 2008

111

facility program

human serviceshuman services (law) lab

900 sf

bioscience bioscience


stair

project area/ display

student area sm grp

learning facilitator/visiting personnel office sm grp student

storage

projectstorage

g

n

sports medicine lab

health professions lab

tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

programFlexible learning environment to support human services/law curriculum. Lab will support lectures, group projects and individual instruction.

special considerations• consider a moveable wall between the human services and pre-teacher ed lab

requested furniture and equipment• modular tables and seating• marker boards• tack boards• mobile storage carts• mobile workstations

requested technology/power/communications• wireless capability• wired computer connections• interactive white board• clock• telephone/intercom system• ample wall outlets


112

facility program

© Perkins+Will


April 2008

112

facility program

human servicespre-teacher education lab

900 sf



stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

programFlexible learning environment to support pre-teacher education. Lab will support lectures, group projects and individual instruction.

special considerations• consider a moveable wall between the human services and pre-teacher ed lab

requested furniture and equipment• modular tables and seating• marker boards• tack boards• mobile storage carts• mobile workstations



113

facility program

© Perkins+Will


April 2008

113

facility program

human serviceshealth professions lab

1,200 sfhealth professions room

900 sf



stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

programFlexible learning environment to support health professions curriculum such as CNA, CMA and EMT. Labs will support lectures, group projects and individual instruction.

special considerations• provide a door in between labs• direct access to storage room from health professions lab

requested furniture and equipment• modular tables and seating• marker boards• tack boards• mobile storage carts• mobile workstations• sink in health professions lab



114

facility program

© Perkins+Will


April 2008

114

facility program

human serviceshealth professions storage

150 sf



stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

programSecure storage area for the health professions lab.


room finishes• acoustical ceiling tile• carpet tile

115

facility program

© Perkins+Will


April 2008

115

facility program

human servicessports medicine lab

1,200 sf

programFlexible learning environment to support sports medicine curriculum such as physical therapy treatment and exercise. Lab will support hands on sports medicine instruction.

special considerations• provide direct access to storage room• locate near a toilet room with a shower

requested furniture and equipment• ice machine• refrigerator• freezer• sink• water cooler• extremity whirpool• taping tables• cardio equipment, resistance equipment and weights• slat wall• moveable marker board• full height wall mirror on one wall

requested technology/power/communications• wireless capability• wired computer connection• ample wall outlets




stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

116

facility program

© Perkins+Will


April 2008

116

facility program

human servicessports medicine storage

150 sf



stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

programSecure storage area for the sports medicine lab.



117

facility program

© Perkins+Will


April 2008

117

facility program

human servicesproject area

1,200 sf








stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

118

facility program

© Perkins+Will


April 2008

118

facility program

human servicessmall group/resource room

150 sf








stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

119

facility program

© Perkins+Will


April 2008

119

facility program

human servicesstudent storage

50 sf






stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

120

facility program

© Perkins+Will


April 2008

120

facility program

human servicesinformal student area

400 sf








stair


student area sm grp


storage

projectstorage

g

n

sports medicine lab


tora

ge

diti

onal

hum

aner

vice

s ro

oms

human services lab

healthprofessions

room mov

eabl

e w

all

pre-teacher ed lab

tora

ge

exterior

st ads mst

exterior

121

programming

© Perkins+Will

CAPS

April 2008

121


programming



04/24/2008 DRAFT

2 ADMINISTRATION AND STAFF SPACES

A. Offices adjacent to commons, close to the strands

1. Waiting Area 1 - 150 1502. Exec. Director's Office 1 - 150 1503. Security Office 1 - 150 150 near commons/entry

4. IT Office 1 - 100 1005. Career Counselor Office 1 - 150 1506. Conference room 1 - 200 2007. Copy Room 1 - 100 1008. Storage 1 - 100 1009. Toilet 1 - 50 50


B. Distributed Professional Areas locate between strands

1. Learning Facilitator/Visitors Workspace 2 - - 500 1,000 "flight lounge", hoteling spaces (4 teachers, 2 visitors)

2. Shared Private Phone Call Space 2 - 30 603. closet 2 - 20 404. Faculty toilet 2 - 50 100 near strands? Close to visitors/faculty office

- -Sub-Total: - 8 - 1,200

C. Clinic1. Clinic Office/Reception 1 - 150 1502. Office 1 - - -3. Cot area 1 - 100 1004. Toilet 1 - 50 50

Sub-Total: 4 - 300

13 - 2,650Total admin. and staff spaces:

122

programming

© Perkins+Will

CAPS

April 2008

122


programming

administration and staff spaces

administration spacesLocated at the main public entry to the building, the suite provides an administration and check-in area and provides a security checkpoint for the building.

The main office is the first point of contact for visitors to the school. The area should be inviting and have a clear line of sight into the building.

g

Building diagram illustrating administration spaces, resulting from discussions during planning meeting two.

123

programming

© Perkins+Will

CAPS

April 2008

123


programming

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior

waitingarea vestibule

director’sofficeconf room

counsoffice

IToffice

mainentry

exterior

offi ces

waiting area

150 sf

programThe waiting area is the first point of contact for visitors to the building. The area should also be inviting and allow a clear line of site to the main building.

special considerations• secure vestibule entry into this area for visitor check-in

requested furniture and equipment • soft seating• coffee tables or side tables• reception desk and chair• file cabinets• bookcases and display cases• tack board

requested technology/power/communications• wireless capability• wired computer connection• clock• telephone/intercom system• ample wall outlets• provide infrastructure for flat panel technology

room finishes• acoustical ceiling tile• indirect lighting (with occupancy sensors)• painted gypsum board walls• carpet tile

124

programming

© Perkins+Will

CAPS

April 2008

124


programming

offi ces

executive director’s office

150 sf

programPrivate office also used to hold formal meetings, small group discussions and informal gatherings.

special considerations• provide flexibility in office arrangement• provide acoustical treatment to maximize privacy

requested furniture and equipment • flexible, moveable furniture • desk with chair • small table with 4 chairs • file cabinet • bookcases • tall, lockable wardrobe cabinet• tack board

requested technology/power/communications• wireless capability• wired computer connection• clock• telephone/intercom system• ample wall outlets


corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

125

programming

© Perkins+Will

CAPS

April 2008

125


programming

offi ces

security office

150 sf


special considerations• provide acoustical treatment to maximize privacy• locate within main office area, with a view to the building entry/commons• provide control area for building security systems• provide view to hallway or commons



room finishes• acoustical ceiling tile• indirect lighting (with occupancy sensors)• painted gypsum board or CMU walls• carpet tile

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

126

programming

© Perkins+Will

CAPS

April 2008

126


programming

offi ces

IT office

100 sf


special considerations• provide flexibility in office arrangement• provide acoustical treatment to maximize privacy• locate near MDF room


requested technology/power/communications• wireless capability• multiple wired computer connections• clock• telephone/intercom system• ample wall outlets


corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

127

programming

© Perkins+Will

CAPS

April 2008

127


programming

offi ces

career counselor office

150 sf

programPrivate office used also for small team and individual meetings with students and parents.

special considerations• provide acoustical treatment to maximize privacy

requested furniture and equipment• flexible, moveable furniture • desk with chair • small table with 4 chairs • file cabinet • bookcases • tall, lockable wardrobe cabinet• tack board



corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

128

programming

© Perkins+Will

CAPS

April 2008

128


programming

offi ces

conference room

200 sf

programA location for formal meetings and presentations.


requested furniture and equipment• marker board• tack board• conference table• chairs• credenza with closed storage

requested technology/power/communications• wireless capability• wired computer connection• ceiling mounted projection system with screen (provide conduit)• telephone/intercom system• clock• ample wall outlets• provide infrastructure for flat panel technology

room finishes• acoustical ceiling tile • indirect lighting (with occupancy sensors)• painted gypsum board walls• carpet tile

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

129

programming

© Perkins+Will

CAPS

April 2008

129


programming

offi ces

copy room

100 sf

programCentralized mail and photocopy room for staff.

special considerations• located within administrative office area

requested furniture and equipment• marker board• tack board• copier• fax machine• mail slots

requested technology/power/communications• wireless capability• wired computer connection• telephone• clock• ample wall outlets


corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

130

programming

© Perkins+Will

CAPS

April 2008

130


programming

offi ces

storage

100 sf

programGeneral storage located within the administrative area for storage of office supplies.

requested furniture and equipment• storage shelves• locked file cabinets

room finishes• acoustical ceiling tile• fluorescent lighting (with occupancy sensors)• painted gypsum board walls• sealed concrete

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

131

programming

© Perkins+Will

CAPS

April 2008

131


programming

offi ces

toilet

50 sf

programFaculty restrooms located within the the main administrative area.

special considerations• extend walls to the bottom of the deck

requested furniture and equipment• floor drain• automatic flush toilet• lavatory (with hot/cold water)• soap dispenser• mirror above lavatory• paper towel dispenser

room finishes• lighting with occupancy sensors• full height glazed tile on all walls• ceramic tile floor• painted plaster ceiling

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

132

programming

© Perkins+Will

CAPS

April 2008

132


programming

visiting personnel

exteriorlearning

facilitator

p

corridor

workspace

privatephone

factoilet

corridor

distributed professional areas

learning facilitator/visitors workspace

500 sf

programCentralized location for learning facilitator and visitor collaboration and production.

special considerations• adjacent to toilet and private area for phone calls

requested furniture and equipment• marker board• tack board• moveable tables/chairs for collaboration and as a worksurface• printer



133

programming

© Perkins+Will

CAPS

April 2008

133


programming


shared private phone call space

2 @ 30 sf

programRoom within learning facilitator/visitor workspace for private phone calls

requested furniture and equipment• small table and chair



visiting personnel

exteriorlearning

facilitator

p

corridor

workspace

privatephone

factoilet

corridor

134

programming

© Perkins+Will

CAPS

April 2008

134


programming

programCloset to support the learning facilitator’s and visitors

special considerations• to be located within the learning facilitator/visitor workspace

requested furniture and equipment• storage shelves• hanging storage area

room finishes• acoustical ceiling tile• painted gypsum board walls• carpet tile


closet

2 @ 20 sf

visiting personnel

exteriorlearning

facilitator

p

corridor

workspace

privatephone

factoilet

corridor

135

programming

© Perkins+Will

CAPS

April 2008

135


programming


toilet

2 @ 50 sf

programCentrally located staff toilet within the learning facilitator/visitor workspace.

special considerations• provide adequate ventilation

requested furniture and equipment• floor drain• automatic flush toilet• lavatory (with hot/cold water)• soap dispenser• mirror above lavatory• paper towel dispenser

room finishes• fluorescent lighting (with occupancy sensors)• full height glazed tile on all walls• ceramic tile floor• painted plaster ceiling

visiting personnel

exteriorlearning

facilitator

p

corridor

workspace

privatephone

factoilet

corridor

136

programming

© Perkins+Will

CAPS

April 2008

136


programming

clinic

clinic office/reception

150 sf

programClinic waiting area for students waiting to see the nurse for medical treatment or distribution of prescription medicine. Also serves as an office area for the nurse.

special considerations• provide a comfortable environment

requested furniture and equipment • brochure display• upper and lower cabinets with under-counter refrigerator and sink• soft seating• nurses desk and chair• file cabinet• bookcases• tack board• tall, lockable wardrobe cabinet


room finishes• acoustical ceiling tile • indirect lighting (with occupancy sensors)• painted gypsum board walls• rubber floor tile

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

137

programming

© Perkins+Will

CAPS

April 2008

137


programming

clinic

cot area

100 sf

programCot area for students visiting the clinic that need prolonged supervision.


requested furniture and equipment • ceiling hung curtains• cots


room finishes• acoustical ceiling tile• indirect lighting (with occupancy sensors)• painted gypsum board walls• rubber floor tile

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

138

programming

© Perkins+Will

CAPS

April 2008

138


programming

clinic

toilet

50 sf

programToilet to support clinic area.


requested furniture and equipment• floor drain• automatic flush toilet• lavatory (with hot/cold water)• soap dispenser• mirror above lavatory• paper towel dispenser• grab bars

room finishes• fluorescent lighting (with occupancy sensors)• full height glazed tile on all walls• ceramic tile floor• painted plaster ceiling

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

139

programming

© Perkins+Will

3 community and stakeholder spacesCAPS

April 2008



04/24/2008 DRAFT

3 COMMUNITY AND STAKEHOLDER SPACES

A. Lobby1. Lobby/Reception/Welcome Desk 1 - 900 900 receptions/presentation/display

Sub-Total: 1 - 900

B. Commons/Café1. Commons/Café (Retail) 1 - 1,800 1,800 include vending, retail compontent

2. Career Research Center/Resource Area 1 - - 600 600 lower ceiling with projection?

3. Vending - - - - alcove in commons area

4. Catering area 1 - 150 1505. Storage 1 - 150 150 area from multi-purpose room storage


C Community SpacesC. Community Spaces1. Community/Visiting Personnel Office - - - - moved into learning facilitator office

2. Multi-Purpose Room - - - -3. Multi-Purpose Room Storage - - - - moved adjacent to commons

4. Toilets 4 - 300 1,200Sub-Total: 4 - 1,200

Total community spaces: 8 - 4,800

140

programming

© Perkins+Will


April 2008

community areas

community areas

These spaces activate the building, providing places for students, parents, faculty, staff and community members to eat, meet and learn. In addition, these spaces provide a place to exhibit and celebrate the success of students.

Building diagram illustrating community spaces, resulting from discussions during planning meeting two.

g

141

programming

© Perkins+Will


April 2008

programming

corridor

orcot pylet

let

clinicsecurity

lobby

stocot

room cop

toi

toi

office

exterior



counsoffice

IToffice

mainentry

exterior

lobby

lobby/reception/welcome desk

900 sf

programThe lobby serves as an entry into the school and an area to display student work and achievement to the community. The lobby should be linked to the major shared spaces.

special considerations

• locate lobby adjacent to commons

requested furniture and equipment

• display cases

requested technology/power/communications• wireless capability• wired computer connections• clock• ample wall outlets

room finishes• acoustical ceiling tile• painted gypsum board walls• carpet tile

142

programming

© Perkins+Will


April 2008

programming

programAn informal area to gather, connect with technology and purchase food/drink items throughout the day. The space can be utilized throughout the day and evening to accommodate a variety activities.

special considerations• atrium space, central to strands

requested furniture and equipment • soft seating• modular tables and seating


room finishes• acoustically absorbent wall surface• access floor tile

commons/cafe

commons cafe

1,800 sf

career research center/resource area

600 sf

studentt

sm grplearning

strand

rior

ng

nspac

e

stair

sm grp

storageprojectstorage


student area

learning facilitator/visiting personnel office

e w

all

exte

r

cate

rin

kitc

he

outd

oor

s

commons/resource area

project area/t d tlearning sm grpprojectt

mov

eabl

e

strand


student area

sm grp


sm grp

studentstorage

storage

strand

143

programming

© Perkins+Will


April 2008

programming

programAn area to purchase food/drink items throughout the day, with an after hours vending area

special considerations• adjacent to the commons

requested furniture and equipment • grab and go kitchen area • secure food/drink storage • sink(s) • work surface• checkout counter• vending area

requested technology/power/communications• wireless capability• wired computer connection• clock• telephone/intercom system• ample wall outlets/ outlets for special equipment

room finishes• acoustically absorbent wall surface• access floor tile

commons/cafe

catering area

150 sf

studentt

sm grplearning

strand

rior

ng

nspac

e

stair

sm grp



student area


e w

all

exte

r

cate

rin

kitc

he

outd

oor

s



mov

eabl

e

strand


student area

sm grp


sm grp

studentstorage

storage

strand

144

programming

© Perkins+Will


April 2008

programming

programStorage area for commons seating and related items.

special considerations• storage to have direct connection to commons

requested furniture and equipment • storage trolleys for tables/chairs

room finishes• acoustical ceiling tile• fluorescent lighting (with occupancy sensors)• sealed concrete

commons/cafe

storage

150 sf

studentt

sm grplearning

strand

rior

ng

nspac

e

stair

sm grp



student area


e w

all

exte

r

cate

rin

kitc

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outd

oor

s



mov

eabl

e

strand


student area

sm grp


sm grp

studentstorage

storage

strand

145

programming

© Perkins+Will


April 2008

programming

community spaces

toilets

4 @ 300 sf

programMultiple fixture toilet rooms for use by students and community


requested furniture and equipment• floor drains• automatic flush toilets• lavatories (with hot/cold water)• soap dispensers• mirrors above lavatory• paper towel dispensers

room finishes• painted plaster ceiling• full height glazed tile on all walls• ceramic tile floor

studentt

sm grplearning

strand

rior

ng

nspac

e

stair

sm grp



student area


e w

all

exte

r

cate

rin

kitc

he

outd

oor

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mov

eabl

e

strand


student area

sm grp


sm grp

studentstorage

storage

strand

146

programming

© Perkins+Will

CAPS

April 2008

146

4 facility management spaces



04/24/2008 DRAFT

4 FACILITY MANAGEMENT AND SUPPORT SPACES

A. Property Control1. Central receiving / office 1 300 3002. Storage 1 150 1503. Recycling Storage/Collection Area 1 100 1004. Toilet / locker 1 50 50

Sub-Total: 600

B. Facility Support displacement ventilation/underfloor air - size req?/LEED Gold Certification1. Custodial Closets 4 60 2402. Distributed Mechanical Rooms - - - in grossing factor3. Chiller Room - - - in grossing factor4. Main Electrical - - - in grossing factor4. Main Electrical in grossing factor5. Electrical Closets - - - in grossing factor6. Water Heater/Boiler Room - - - in grossing factor7. Fire Pump - - - in grossing factor8. Fire Riser - - - in grossing factor9. MDF/Demark - - - in grossing factor10. IDF - - - in grossing factor11. Elevator & machine room 1 150 150 near main stairs for disabled students12. Freight elevator & machine room 1 150 150 near loading? For large equipment. One shared elevator?

Sub-Total: 540

C. Exterior Facilities1. Outdoor learning lab see Bioscience Strand

2. Staff Parking3. Vistor Parking4. Parent Queing Length5. Buses

Sub-Total: - -

Total facility management and support spaces: 1,140

TOTAL NSF 15 305 38,890

147

programming

© Perkins+Will

CAPS

April 2008

147


facility management spaces

Dedicated building services areas which house mechanical and electrical systems, provide areas for building maintenance and cleaning, and storage for supplies and equipment.

outdoorworkspace


outdoorspace

3 story commons/

stair


distadmin potential

additionstair




lobby

stair

business2nd floor

2 d floor


148

programming

© Perkins+Will

CAPS

April 2008

148


l di

toilet

ship/receiving

storageloading

corridor

mechanical & custodial central receiving/office

300 sf

toilet/locker

50 sf

programSpace for efficient shipping, receiving, storage, and distribution of goods throughout the facility. Work space and break room for facility management staff.

special considerations• locate trash dumpsters adjacent to shipping/receiving• provide double doors• proper adequate ventilation

special considerations• locate with direct access to storage and toilet

requested furniture and equipment• mop sink• floor drain• washer and dryer• workbench• industrial shelving• desk and chair• marker board• tack board• file cabinet• lockers

requested technology/power/communications• wireless capability• wired computer connection• ample electrical outlets• clock• telephone/intercom system

room finishes• exposed, painted ceiling• painted CMU walls• slip-resistant, sealed concrete floor

149

programming

© Perkins+Will

CAPS

April 2008

149


mechanical & custodialstorage

150 sf

programSecure storage area for items being shipped or received. Supply storage for building maintenance.

special considerations• locate with direct access to shipping and receiving area• programmed spaces for maintenance are not to be utilized for electrical panels, data rooms, etc.

requested furniture and equipment• industrial shelving

requested technology/power/communications• ample wall outlets


l di

toilet

ship/receiving

storageloading

corridor

150

programming

© Perkins+Will

CAPS

April 2008

150


mechanical & custodialrecycling storage/collection area

100 sf

programDesignated are for recycling to be collected and stored until picked up.

special considerations• locate with direct access to shipping and receiving area• programmed spaces for maintenance are not to be utilized for electrical panels, data rooms, etc.

requested furniture and equipment• bins for recyclables


l di

toilet

ship/receiving

storageloading

corridor

151

programming

© Perkins+Will

CAPS

April 2008

151


outdoorworkspace


outdoorspace

3 story commons/

stair


distadmin potential

additionstair




lobby

stair

business2nd floor

2 d floor


mechanical & custodialcustodial closets

4 @ 60 sf each

programCustodial closets for cleaning and supplies distributed throughout the building

special considerations• provide adequate ventilation• programmed spaces for maintenance are not to be utilized for electrical panels, data rooms, etc.• floor drains

requested furniture and equipment• floor mounted mop sink with pivoting faucet arm• floor drain• first aid kit• exhaust fan• kick plate on door• mop rack• tool storage

room finishes• glazed tile on CMU walls• slip-resistant, sealed concrete floor

typical custodial closet location on each floor

152

programming

© Perkins+Will

CAPS

April 2008

152


outdoorworkspace


outdoorspace

3 story commons/

stair


distadmin potential

additionstair




lobby

stair

business2nd floor

2 d floor


mechanical & custodialelevator/freight elevator & machine room

2 @ 150

programElevators and machines room for ease of equipment and people moving throughout the building

special considerations• consider sharing one large elevator

typical elevator locations

i© Perkins+Will

CAPS

April 2008

i

glossary

Building ProgramA comprehensive document which presents building project requirements for use in subsequent building design phases. Information presented usually includes: project description, project goals or mission statement, site analysis, concept diagrams, facility space program, program relationship diagrams, and room data sheets. When Programming is combined with Master Planning, Master Plan Diagrams are also often included.

Capacity (Effective Capacity)The number of students which can be comfortably accommodated by a facility at any given moment. To determine the capacity of a school, the number of teaching stations is multiplied times the number of students per teaching station which is then multiplied by the requested utilization factor. The effective capacity accommodates the desired degree of flexibility within a school facility.

EfficiencyA measure of scheduled teaching stations: more teaching stations occupied by a section of students for more periods per day results in a higher efficiency. The higher the utilization factor, the higher the facility’s efficiency.

Gross Building AreaTotal building area, including areas of a building which are not assignable to programmatic functions. Gross area includes space for circulation corridors and stairs, wall construction, public toilets, mechanical rooms, closets, vestibules, lockers, etc.

Grossing FactorA number, greater than one, which is multiplied by an established net building area to estimate the total size of a proposed building. The grossing factor is estimated based on actual net-to-gross calculations of completed projects of similar function, size, geographic region, budget, etc. Once the building is designed, the gross building area can be directly measured from the drawings.

Master PlanPresents the idea and/or direction of the functional organization of the components of a campus on a site.

Net Program AreaThe areas of a building which are usable and assignable to programmatic functions. Net area does not include space for circulation (corridors and stairs), public toilets, mechanical rooms, closets, lobbies, vestibules, etc.

Program Relationship DiagramA graphic representation of optimal adjacencies of program components.

appendix

appendix

ii© Perkins+Will

CAPS

April 2008

ii

glossary

Room DataA detailed description of program requirements of a room or space, often presented with a graphic representation or diagram. Information may include occupancy, furniture, equipment, technology requirements, and any special finishes, technology, millwork/built-ins.

School ScheduleOrganization of time - number and duration of periods in a school day or week.

Site AnalysisAn objective, graphic examination of a project site which aids in the development of appropriate site utilization. Typically the analysis identifies existing conditions, main access roads, sun angles, topographic features, desirable and undesirable views, prevailing winds, noise, etc. The site analysis may indicate areas more suitable for building, distinguished from less suitable buildable areas. (Note: For the purpose of this process, the site diagrams and analysis provided are placed on a fictional site due to the unknown nature of the project sites.)

Space ProgramA list of rooms and spaces required by a school to facilitate its defined educational objectives. This list usually evolves to indicate specifics about each room or space such as the net area required, number of occupants, and miscellaneous comments.

Teaching StationAny space or place in which a group of students is gathered to learn. In middle schools and high schools that utilize a school schedule, teaching stations include not only classrooms, but also music rooms, science labs, art rooms, fitness rooms, gymnasiums, media center classrooms, theaters, etc. With the idea that each student can occupy only one place at a time, such “co-curricular” spaces relieve the quantity of general classrooms of a requirement to accommodate the entire student body at one time.

In elementary schools, classrooms are counted as teaching stations, while music rooms, art rooms, and other pull-out programs are not counted, as students are not scheduled in classrooms when a class, or students, participate in special programs.

Utilization FactorAn estimated percentage of time less than 100% in traditionally scheduled schools that a teaching station is planned to be in use by a section of students during the cycle of the school schedule. The utilization factor is closely related to the desired schedule model and accommodates the desired degree of scheduling flexibility. Utilization factors vary according to the specific scheduling and practices of an individual school.

appendix

A1© Perkins+Will

CAPS

April 2008

A1

planning meeting one

Ideas + buildingsthat honor the broadergoals of society

02.15.07

Blue Valley Schools

Blue Valley SchoolsCenter for Advanced Professional Studies – Workshop #1February 29, 2008

Steve TurckesAIA, REFP, LEED™ APPrincipal, Perkins+Will

Aimee Eckmann

Gary NeviusAIA, LEED™ APPrincipal

Craig SerigAIA, LEED™ APAssociate, Perkins + Will

AIA, LEED™ APPrincipal

• CAPS Report

• CAPS Planning





• Site Diagrams

• Large and Small G Di i


Planning Process - SynopsisFebruary 29, 2008 April 4, 2008 April 18, 2006 TBD




• Large and Small • Program Review &

DiagramsGroup Discussions

Meeting 1 Meeting 2

28212922 14

Feb March April7 4 11 18

Meeting 3

gGroup Discussions

Creating a Roadmap

From building planning diagram arrived at in Programming Phase

To actual building floor plan arrived at in Schematic Phase

Agenda – Planning Meeting 1, Day 1

Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00

Informal Interaction

Greetings, Project Rationale and Educational Mission

Overview of Programming Process

Trends/Direction/Future of Career Stands/Pathways

Break

Trends and Planning Drivers, Image Survey of Proj. and Ideas

Small Group Discussion

Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports

Final Comments, Next Steps, Adjourn


Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports


appendix

A2© Perkins+Will

CAPS

April 2008

A2

Considerations for Today

1. You will not agree with everything we say.2. Open your imaginations, be willing to “try on” ideas.3. Challenge your assumptions - your ideas about the

“way things are” - and look toward the future.4. Think about the impact of what is presented and

discussed today.5. Remember that understanding future trends, while

Considerations for Today (and future meetings)

grespecting the past leads to innovation.

6. There are no preconceived solutions.7. Think about the students and what it will take to

make them successful.8. Be “on the court”.9. Cell phones off or on Vibrate, please.10. Have fun!


Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports



Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports



02.15.07

Blue Valley Schools

Trends and Planning Drivers/Image Survey of Projects and Ideas


02.15.07

Blue Valley Schools

Trends/Direction/Future of Career Strands and Pathways


Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports



appendix

A3© Perkins+Will

CAPS

April 2008

A3

“We can’t solve problems by using the same kind of thinking we used when we created them.”

Albert Einstein

20th Century1900 – Life expectancy 47 yrs.1945 U.N. – 51 countriesEarly 20th – Agrarian Economy1900: 40% households farming

Mid 20th – Industrial EconomyEmployment – low or semi skilledPrepare students for agricultural

Change – what’s different?

21st CenturyToday - Life expectancy 77 yrs.2006 U.N. – 192 countriesInformation Economy2000: <2% households farming

Conceptual Age EconomyEmployment – highly skilledPrepare students to

and then industrial jobsWork was local, isolatedDisconnectedLow-techOnslaught of Baby BoomUnited States as preeminent

industrial power

innovate and createWork is global, collaborativeConnectedHigh-techBoomers retiring 8000/dayEmergence of China and IndiaNCLB

Schools, are they changing?

Change

library/media center

1. Globalization

2. Technological Change

Skills needed, how they are acquired, and the organization of work are all affected by digital globalization.

Periods of rapid technological change give rise to innovation and creativity, the outcomes cannot be known in advance.

Work is becoming independent of location and this will

The World Employment Report

3. Management Practices

4. Performance Driven

5. Project-Based Teams

Work is becoming independent of location and this willchange management practices.

Evidence shows that major gains in enterprise performance only occur where use of the new technology has been combined with changes in work organization.

Transformation of enterprise, resulting in changes in the organizations toward project-based teams.

What’s next for school facilities?

Change

What’s next for school facilities?

Change


appendix

A4© Perkins+Will

CAPS

April 2008

A4

6. Knowledge Workers

7. Creativity / Innovation

Wealth creation in the wealthiest countries relies less on physical inputs than on knowledge.

In rapidly evolving technologies, creativity and innovation will matter more than the physical plant, physical raw materials and investment capital.

“When you step into an intersection of fields, disciplines, or cultures, you can

“The Creative Class now compromises more than thirty percent of the entire

kf Th h i

The World Employment Report

disciplines, or cultures, you cancombine existing concepts in to a large number of extraordinary new ones”

Frans Johansson

“Disciplinary science is dead . . . most major advancements involve multiple disciplines”

Alan Leshner, CEOAmerican Association for the

Advancement of Science

workforce. The choices these people make already have a huge economic impact, and in the future they will determine how the workplace is organized, what companies will prosper or go bankrupt, and even which cities will thrive or wither”

self directed learning – at school and then work

analyze critical information

planning skills

utilize technical skills related to i f ti d i ti

21st Century SkillsVariety of skills required for the changing market

information and communication

problem solving

interpersonal skills- effectively communicate

global awareness and literacy

creativity and innovation

1. DAYLIGHTING:

2. ACOUSTICS:

3. INDOOR AIR QUALITY:

better performance on standardized tests –as much as 20% in math and 26% in reading.1

students in quieter schools score 20% higher on word recognition tests.2

poor IAQ reduces the ability to perform mental tasks requiring concentration, calculation or memory.3

Improving Student Performance

4. COLOR:

5. ERGONOMICS:

6. Small LearningCommunities

functional color schemes significantly reduce incidents of destructive behavior, aggressiveness.4

furniture designed for active and dynamic movement improves short term memory and learning.5

small learning community high schools experienced 59% fewer drop-outs and 60% fewer missed days ascompared to traditional high schools.6

¹ Pacific Gas and Electric report, www.h-m-g.com 2 John Lyons citing a Cornell University study, www.coe.uga.edu 3 United States Environmental Protection Agency 4 Harry Wohlfarth study of four elementary schools 5 Dr. Deiter Breithecker, ergonomic specialist 6 Bank Street College of Education, McKinsey analysis

Technology InfusionAnywhere anytime learningSmaller/portableUnencumberedFaster, CheaperMore Applications

Technology

To obtain 25% penetrationMy Treo 750

PhTwo classrooms full of inquisitive sixth- and seventh-graders were able to meet for the first time recently with the help of NASA -- an unlikely meeting as the two classes are more than 3,840 miles (approximately 7,100 kilometers) apart.

To obtain 25% penetration in U.S. homes it took:

Telephone – 35 yearsTelevision – 26 yearsPC’s – 16 yearsInternet – 7 yearsPDA’s – 3 years

PhoneContactsEmailWindowsMessagingCalendarInternetCameraVideoCalculatorAnd more

“ . . . America, as a whole, will do fine in a flat worldwith free trade – provided it continues to churn

t k l d k h bl t d

“World Flatteners” (Thomas Friedman’s)

#1 11/9/89#2 8/9/95#3 Work Flow Software#4 Open-Sourcing#5 Outsourcing

#6 Off-Shoring#7 Supply Chaining#8 Insourcing#9 In-forming#10 The Steroids

out knowledge workers who are able to produceidea-based goods that can be sold globally andwho are able to fill the knowledge jobs that will becreated as we not only expand the global economybut connect all the knowledge pools in the world.

There may be a limit to the number of good factoryjobs in the world, but there is no limit to thenumber of idea-generated jobs in the world”.

Today’s students are likely to change careers 14-15 times during their lifetimes

Student-Centered, PersonalizedFlexible and Differentiated Learning Environments – for ALL learnersFocus on Relationships, Rigor, and RelevancyMulti-use, Shared SpacesProfessional Learning CommunitiesUbiquitous Technology – integration and implementationInformal Learning – places for students to “hang out”Safety & Security

Directions in Education

Safety & SecurityShared Community and School UseSustainability – high performance designImproved Student Performance


appendix

A5© Perkins+Will

CAPS

April 2008

A5

Sustainability

We have not inherited the earth from our ancestors,we have only borrowed it from our children.

-Kenyan Proverb

Sustainability

Why be interested?

Lots of good reasons but consider these three. . .

Improved student performanceOperational savings means dollars to the bottom lineIt’s simply the right thing to do

“…every day the worldwide economy burns an amount of energy the planet required 10,000 days (27 years) to create.“Paul Hawken

It s simply the right thing to do

“The US spends more on trash bags than ninety other countries spend on EVERYTHING” Polly LaBarre “How to Lead a Rich Life,” Fast Company (March 2003)

Blythewood High School – Small Learning Communities

LEVEL 1

LEVEL 2

career-tech

lab

lab

building section diagram

Blythewood High School – Curricular Flexibility

academic wing diagram

prep

science careertech

Sustainable Design Strategies

long-term paybackimmediate payback

orientationbuilding massingwindow positionefficient site usage

glazing area and performancedaylight controls light shelvessolar shadingnighttime ventilationmixed mode

heat recoverydesiccant coolingevaporative coolingwind towers / scoopsgreen roofs

photovoltaicswind turbinesgeothermaldouble-skin facades

no cost low cost medium cost higher cost

mixed modeventilationreflective roofs

International School of Beijing


appendix

A6© Perkins+Will

CAPS

April 2008

A6

Blythewood High School – Program Integration

career-tech

lab

lab


Blythewood High School

Cyber Cafe

Curricular Flexibility and Small Learning Communities

Science1500 sf

Science1500 sf

Prep250 sf

ClusterCommons

Flex. CareerLabs

1150 sf

ClassroomsClusterAdmin.

Spec.Ed. Sm.

Gp.850 sf

Academy @ 998 - Academic Teams

1 2

Planned ProgramsCommunicationsGlobal IssuesEngineeringProfessional Science

43

Blythewood High School: Blythewood, SC

Media Center

Cyber CaféWireless AccessCasual Seating

DaylightViews

Culinary ArtsLab

(or dining)Books/Media

Food

Curricular Flexibility and Small Learning Communities

Science

S

CentralAdmin

S Cluster Commons

Environmental Sciences Cluster Diagram

ClusterCommons

Spec.Ed.

Flex. Career Labs

ClassroomsClusterAdmin.

Sm.Gp.

Cluster Commons


appendix

A7© Perkins+Will

CAPS

April 2008

A7

Academic Teams

1 2A

B

group

group

43B

Cgroup

group

group

group

Academic Teams

1 2

43

Presentation Forum

1 2

43 REALITY CENTER

Integral Administration

1 2

43 REALITY CENTER

WELCOME CENTER

Academic Teams

1 2

43

Academic Teams

1 2

43


appendix

A8© Perkins+Will

CAPS

April 2008

A8

Formal and Informal Interaction

1 2WORK

43 REALITY CENTER

EAT WELCOME CENTER

Artifacts and Evidence of Learning

academy @ 998 . buffalo ny

Building Plan


appendix

A9© Perkins+Will

CAPS

April 2008

A9

Concept Sketch Academy @ 998

Concordia International School – Shanghai

dining

assemblies

performances

fundraisers

banquets

pre-function space

conferences

large groups

break-out area


dining

assemblies

performances

fundraisers

banquets

pre-function space

conferences

large groups

break-out area

Waubonsee Academic BuildingMulti-Purpose Room


appendix

A10© Perkins+Will

CAPS

April 2008

A10


dining

assemblies

performances

fundraisers

banquets

pre-function space

conferences

large groups

break-out area


dining

assemblies

performances

fundraisers

banquets

pre-function space

conferences

large groups

break-out area

Round Rock High School #5Electronics Lab

moveable furniture

display

overheadutilities

1400 sf200 sf

Round Rock High School #5CAD Lab

display

utilties along the wall,no floor boxes

140 sf

1400 sf


dining

assemblies

performances

fundraisers

banquets

pre-function space

conferences

large groups

break-out area

Flexible Infrastructure


appendix

A11© Perkins+Will

CAPS

April 2008

A11

Round Rock High School #5Engineering Classrooms/Workroom

glass walls

375 sf

850 sf

850 sf

Northwestern UniversityFord Motor Company Engineering Design Center by Davis Brody Bond LLP

Flexible Science Labs

moveable tables

adjustableheight tables

utilitiesat perimeterpand/or overhead

Round Rock High School #5Flexible Science Classrooms with Project Room

perimeter sinksoverhead utilities

140 sf

i.e. - 9th Grade Science, Earth Science

window to corridor moveable wallsmoveable furniture

1000 sf 400 sf

1000 sf

Round Rock High School #5Health Sciences Lab

moveable wall

850 sf 1200 sf

Michael Berry Career CenterDearborn Heights, Michigan

by Fanning/Howey Associates, Inc.

Dental Assisting

Allied HealthMedical Assisting

Open Research Area


appendix

A12© Perkins+Will

CAPS

April 2008

A12

Round Rock High School #5Flexible Science Classrooms with Student Research Room

moveable furniture

display

1400 sf 1400 sf350 sf

i.e. - Physics, Biotechnology, Nanotechnology, Forensics

overhead utilities

shared small group room with utilities and glass into classrooms

perimeter sinks

1400 sf

140 sf

Powell Focht Bioengineering BuildingUniversity of California, San Diego

Carl Wunsche Sr High School by SHW Group

Professional Tower

First floor – career classes Second floor – academic classes

Technology Tower

Medical Tower

Carl Wunsche Sr High School by SHW Group

Flexible Classroom CART: Center for Advanced Research and Technology


appendix

A13© Perkins+Will

CAPS

April 2008

A13

Academy of Irving by Powell/PSP Architects

Courtroom

Tribune Interactive Chicago, Illinois

Digitas Bank of America

American Red Cross Broadcasting


appendix

A14© Perkins+Will

CAPS

April 2008

A14

Temple Hoyne Buell HallUniversity of Illniois, Champaign

Temple Hoyne Buell HallUniversity of Illniois, Champaign

DiamondCluster InternationalChicago, Illinois Glen Oak High School

Canton, Ohio

Perkins+Will Office Chicago, Illinois

American Hospital AssociationChicago, Illinois


appendix

A15© Perkins+Will

CAPS

April 2008

A15

Commons/GalleryOakton Community College Teacher Center – Flight Lounge Model

café tables café tables café tablesinfill wall system (gray

One square = One meter approx.

Infill existing window system with drywall partition to height of door head. Allow wood benches to remain. Same for all four bays.

Provide display hanging system or forbo on walls for student artwork.

internet carrels internet carrels internet carrels

lounge seating lounge seating lounge seating

tiles)

work / dining counter

kitc

hene

tte

refri

gera

tor

sink

mic

row

ave

isla

nd

copi

er

Drywall partition screen to the height of door heads (does not extend to ceiling).

Existing plaster ceiling and lighting system to remain.


Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports



Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports


Teacher Center – Flight Lounge ModelUniversity of Texas at Arlington Arlington, Texas

Digital Theater


appendix

A16© Perkins+Will

CAPS

April 2008

A16


Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports



Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports



Presentation

8:00

8:15

8:45

9:00

10:00

10:15

11:00





Break



Presentation

Discussion

Presentation

Presentation

Discussion

12:00

12:45

1:30

2:15

3:00

Lunch

Small Group Reports


Small Group Reports


• CAPS Report

• CAPS Planning





• Site Diagrams

• Large and Small G Di i






• Large and Small • Program Review &

DiagramsGroup Discussions

Meeting 1 Meeting 2

28212922 14


Meeting 3

gGroup Discussions


appendix

A17© Perkins+Will

CAPS

April 2008

A17

planning meeting two


02.15.07

Blue Valley Schools

Blue Valley SchoolsCenter for Advanced Professional Studies – Workshop #2April 4, 2008

Agenda – Planning Meeting 2

Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break

Innovative Work Environments

Large Group Discussion

Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch

Draft Conceptual Program / Diagramming 101


Small Group Reports



Presentation

Discussion

Small Group Discussions – Common Threads

A “do” environment, project areas, “imagination labs”Flexibility to accommodate future changesAgility, mobile, transformational environmentLarge, multi-use, flexible presentation spaceTransparencyOutdoor learning spacesProfessional look welcome centerProfessional look, welcome centerDifferent sized spacesInviting, engagingCommunity useUbiquitous technology24/7/365


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion

• CAPS Report

• CAPS Planning





• Site Analysis/Diagrams

L d S ll



• Visual Listening


• Program Review & Diagramming



• Large and SmallGroup Discussions

Meeting 1 Meeting 2

28212922 14


Meeting 3

p

appendix

A18© Perkins+Will

CAPS

April 2008

A18


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion

Innovative Professional Environments - IDEO Innovative Professional Environments - IDEO

• CAPS Report

• CAPS Planning






L d S ll









Meeting 1 Meeting 2

28212922 14


Meeting 3

p

Innovative Professional Environments


appendix

A19© Perkins+Will

CAPS

April 2008

A19

Innovative Professional Environments - IDEO Innovative Professional Environments – Bank of America

Communications

Innovative Professional Environments – Bank of America

Plaza garden

Sky garden

Innovative Professional Environments – Haworth


Associates Hub


Associates Hub

Daylight and Views


appendix

A20© Perkins+Will

CAPS

April 2008

A20


Work | Restore


Integrated Technology + Messaging


Refresh Lounge | Studio | Refresh


Work Styles

Break-Out Space


Studio | Teaming | Touch Down


Teaming | Break-Out | Casual Meeting | Display


appendix

A21© Perkins+Will

CAPS

April 2008

A21

Innovative Professional Environments – Cardinal Health Innovative Professional Environments – Bloomberg

Flexible technology

Innovative Professional Environments – REDBULL

Transparency

PlayGroup

Innovative Professional Environments – Mindlab

Write-able surfaces Privacy act

Innovative Professional Environments – Bloomberg

Flexible teaming

Open “snack bar”

Innovative Professional Environments – Bloomberg

Cultural place names Real-time communications


appendix

A22© Perkins+Will

CAPS

April 2008

A22

Innovative Professional Environments – Mindlab

Mobile work place Project room


Objects as space and place


Integrated technology

Innovative Professional Environments – Hyatt Corporate HQ


Unconventional meeting space


Unconventional meeting space

Teaming Computer Lab


appendix

A23© Perkins+Will

CAPS

April 2008

A23

Innovative Professional Environments – P+W New York

Hoteling | Pin-Up

Innovative Professional Environments – Resultech

Studio Concept


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion

Innovative Professional Environments – Resultech

Architecture as communication tool

Innovative Professional Environments –Stanford Center for Innovations in Learning


appendix

A24© Perkins+Will

CAPS

April 2008

A24


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion

Diagramming 101concept (idea)

planning diagrams

bubble diagrams

from:

to details

floor plans and sections

planning diagrams

Diagramming 101 – Examples

BUILDING DIAGRAM

ACADEMIC CLASSROOMS

Diagramming 101 – Process

ACADEMIC CLASSROOMS

SCIENCE AND VOCATIONAL TECHNOLOGY

Diagramming 101

From building planning diagram arrived at in Workshop Phase

To actual building floor plan arrived at in Schematic Phase

(after site selection)

Diagramming 101 – How to Read/Draw a Bubble Diagram


appendix

A25© Perkins+Will

CAPS

April 2008

A25

Diagramming 101 – Plan View

Axon(axonometric)

Plan

Diagramming 101 – Building Section

Section


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion


Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion

career-tech

lab

lab


Diagramming 101 – Building Section Agenda – Planning Meeting 2

Presentation

8:00

8:15

8:30

9:00

10:30

10:45

11:15


Tom Trigg

Recap of Workshop 1

Visual Listening

Break



Presentation

Discussion

Presentation

Presentation

Discussion

11:45

12:30

1:00

2:00

3:00

3:30

Lunch



Small Group Reports



Presentation

Discussion


appendix

A26© Perkins+Will

CAPS

April 2008

workshop 2 - visual listening

appendix

A27© Perkins+Will

CAPS

April 2008


appendix

A28© Perkins+Will

CAPS

April 2008


appendix

A29© Perkins+Will

CAPS

April 2008

planning meeting two - visual listening

appendix

A30© Perkins+Will

CAPS

April 2008

planning meeting two - visual listening

appendix

A31© Perkins+Will

CAPS

April 2008

The photographs and notes on the following pages are the result of the following homework assignment, given before Workshop 2:

Please bring to the session an image or object that best describes the concepts listed below and be prepared to explain why you selected each item.

1. Culture What is the culture we are trying to create within the new CAPS school? How does this differ from other school cultures? What will make this culture unique?

2. Experience Who are your “clients”? What experience do you want them to have in this environment? How do we craft an experience along the entire range of contact points?

3. Brand What are the Blue Valley CAPS brand attributes? What is the voice and tone of the brand? What will differentiate this brand from any other?

planning meeting two - culture/experience/brand

appendix

A32© Perkins+Will

CAPS

April 2008


Photo Compilation

Culture - Kids from all 5 schools coming together, different culture at CAPS because they will all be together

Experience - Clients are the kids

Culture - Sweet grass basket from South Carolina

African American traditional art form, unique to the US

All of strands are coming together in different ways to make something solid, useful and beautiful

Experience - 2nd Grade Class Photo

These are the kids that we will be serving at CAPS

Brand - Rock

Blue Valley is solid and will continue to be a solid district

Culture/Brand/Experience - Critical Thinking Wheel

Areas of comprehension, analysis performance and synthesis

Moving learning on to higher levels of critical thinking

Training kids for jobs that don’t exist

Preparing for the world of work

appendix

A33© Perkins+Will

CAPS

April 2008

Culture/Experience - Picture of Verneda’s Son

For learners who we won’t always capture in a traditional high school

Kids are the most precious commodity

Brand - What is best for kids

Culture/Brand/Experience - Business Card

Represents professionals

Joe Brown photo

Ready when he was 16 to take on the CAPS challenge

Culture - Nike

Decided to be different, decided to personalize - student can personalize their own learning

More investment in education = more meaningful education

Experience - Magnets

Clients are the students - Some may work individually, virtually, internationally, collaboratively

Brand - “50 Best Companies”

Goal is to be one of the 50 most innovative schools


appendix

A34© Perkins+Will

CAPS

April 2008

Culture – Albert Einstein

Didn’t fit in a traditional school

Most creative person is the scientist

Experimentation and depth of learning

Experience – Clients

Elizabeth - Kindergartner who loves school no matter what it looks like, will fit into High School and will fit into CAPS, loves the social part of school

Zach – Uncanny, peculiar insatiable curiosity, loves learning, likes the experience, he needs something different

Brand – Innovation in Education Relevant learning through professional experience

Culture - Gift from BVW industrial technology (pyramid paperweight)

Links to the high schools, image is different

Creative, out of the box – multiple uses, all kinds of reflections, refractions

Experience - Bend-able Happy Face

Smiling, happy, successful, moldable, changeable, will respond to stimulus

Brand - Nike

School has to be for everybody (attainable by everyone)

Kids are proud of it, but maintain school spirit from their high school


appendix

A35© Perkins+Will

CAPS

April 2008

Culture – Globe

Professional workplace, cross generational as well as global, everybody in the center is a learner (including the instructors)

High energy, highly competitive

Experience – Academic Beacon Students, business, faculty, community, state etc., empowering opportunities to achieve high expectations

Spirit of innovation and discovery, crafted with business partners

Branding – Pinnacle Award, Scales

Pinnacle of secondary education, transparency

Culture - Flywheel

Personalized student learning, to deliver an education beyond expectations

Always turning, always changing, flexible

Experience – Blue Valley Logo

How we deliver education beyond expectations

Brand - Global

Corporate, personalized, visionary academics, inspirational teaching


appendix

A36© Perkins+Will

CAPS

April 2008

Culture - Treo

Technology, innovation, future

Can personalize, can download

Experience - Magic wand

Open possibilities will seem more like play than work

Culture and Experience – 3-Way Switch

Turn the “light bulb” on from a couple different locations, interdisciplinary

Takes wires to connect – acknowledge different types of learners - kids get a great experience out of it

Culture – iPod nano

A culture changing device

Experience

How we use an iPod vs. how kids use it i.e. - two kids both listening to same ipod – it’s a collaborative, personalized experience

Branding

Provides a different experience

It’s the design that makes it different

The experience and how it is delivered will make it unique


appendix

A37© Perkins+Will

CAPS

April 2008

Leonardo DaVinci’s Vitruvian Man

Culture - Measuring out knowledge, renaissance of learning for students, eye opening, new ways of learning

Experience – Leonardo was a scientist and an artist – encourage interdisciplinary studies

Brand – Students should be able to answer the question “What is this facility?” as they would a well know work of art

Culture – Starbucks

Provides an experience, creates focus, personalized, connects to every person

Experience – Compass

Charting a course, creating a path

Brand – Globe

Beyond Blue Valley, beyond Kansas - prepare students for a global society

Culture - Portfolio

Professional environment

Clients – The Kids

Brand – Kirby Husker

Has one finger up in the air - think of kids as one at a time, personalize education


appendix

A38© Perkins+Will

CAPS

April 2008

Culture/Experience/Brand - Piece of a Mountain

Sense of pride, mountain as something to climb/accomplish, challenging,

Design a space for a location

Teamwork – important for process but also to get it up and running and for students, part of learning

Eiffel Tower

Culture/Experience - becomes a goal to see, image stays with you, enduring symbol, sits in a dynamic place accommodates lots of people, culture that has expanded to include many cultures, symbol for the future

Brand - Self-descriptive of what it is, where it is

Open Hand

Culture - Open, instructional, collaborative

Experience - Clients could be anybody, reaching to anyone

Brand - Peaceful, safe, invitational


appendix

A39© Perkins+Will

CAPS

April 2008

Culture/Experience/Brand - Malcolm Baldridge National Quality Award

Excellence in the program, quality, leadership, stewardship, mentorship

Make everybody better – lift everything up

External validation

Symbol of quality, quest for excellence – continually striving to be better

Not pictured:

Eric Kessler

Culture - Hand/Images of caves in Lascaux France

Innovative, artistic, experiential, learn about the world, global – 1st generation to be competing globally

Experience - Balance between professional/playful, youth/adulthood

Dan French

Common thread:

Partnerships of high school students coming together in common environment

Partnerships of companies

Brand education with the most touches into the community (non-educational institutions)

Pam Robinson

Telescope, focused instruction through a particular lens that sees the world beyond

Tony Lake

Culture/Experience/Brand -

Think to the future, be relevant to individual needs, attainable for all types of students, the best, cutting edge


appendix

A40© Perkins+Will

CAPS

April 2008

A40

planning meeting three


02.15.07

Blue Valley Schools

Blue Valley SchoolsCenter for Advanced Professional Studies – Workshop #3April 18, 2008

• CAPS Report

• CAPS Planning






L d S ll









Meeting 1 Meeting 2

28212922 14


Meeting 3

p

Workshop 2 Recap – Visual ListeningPresentation space

Reception area

Outdoor learning space

Organic, sensory experience

Transparency – outside inside

Electronic media displayElectronic media display

Height/openness

Cyber café/technology

Collaboration

Workshop 2 Recap – Visual ListeningSymbol of strand

Meeting space/resource area

Flexibility

Transparency

Non-traditional

InspirationalInspirational

Warm, intimate

Collaboration

Fun!

Team-building

Unique


Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00


Recap of Workshop 2, Revised Space Program

Large Group Discussion - Verify Space Program

Planning Area, Building and Site Diagrams

Break

Large Group Discussion - Thoughts on Diagrams

Small Group Discussion – Reaction to Diagrams

Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports

Large Group Discussion –

Finalize diagrams and program, thoughts and reflections


Workshop 2 Recap – Visual Listening

appendix

A41© Perkins+Will

CAPS

April 2008

A41

Workshop 2 Recap – Visual ListeningOpen ceiling - expose building

systems, teaching tool, flexibility

Transparency

Comfort helps with creativity

Multi-level, unexpected

Color, light, bright

Different types of furniture

Lighting defines spaces

Place to relax

A place where creativity happens

Openness

Outdoor seating, outdoor space

Workshop 2 Recap – Culture/Experience/BrandCAPS will have its own

culture of 5 schools coming together, strands coming together

Clients are the kids, capture different kinds of learners, attainable by everyone

Students can personalizeStudents can personalize their learning

One of the most innovative schools, creative, out-of the-box

Relevant learning through professional experiences

Multiple-uses, flexibility

Workshop 2 Recap – Bubble DiagramsHuman Services and Business

Workshop 2 Recap – Bubble DiagramsWhole Building

Workshop 2 Recap – Culture/Experience/BrandSpirit of innovation and

discovery

Interdisciplinary

Collaborative, personalized

The experience and how it is delivered will make it unique

Prepare students for a globalPrepare students for a global society

Professional

Symbol for the future

Community/professional involvement

Workshop 2 Recap – Bubble DiagramsEngineering and Bioscience


appendix

A42© Perkins+Will

CAPS

April 2008

A42


Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports





Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports




Site Analysis

Predominant Winter Winds

Summer Sun

Marty

Street

West 149th Terrace

Setback

In Line Detention

High Point 1010

Site Analysis

Predominant Summer Winds

Winter Sun

West 151st Street

Low Point 995

Low Point 985

tyS

tree

t

West 149th Terrace

Parking

Site Analysis – Building Placement

West 151st Street

Mar

t

Parking

Site StudyWith Streamway Relocation


appendix

A43© Perkins+Will

CAPS

April 2008

A43

Site StudyWithout Streamway Relocation

Building Diagram – Linear 2 Story Scheme

outdoor space

bioscience 1st floorreceiving/ engineering 1st floor

admin 1st floormp room 2nd floorlobby

commons 1st floorhuman services 2nd floor staff

bioscience 1 floorbusiness 2nd floor

outdoor workspace

toiletreceiving/

mech

engineering 1 floorhuman services 2nd floor

outdoor workspace

distadmin

pote

ntia

l ad

diti

on

West 149th Terrace

Site Diagram – Finger 2 Story Scheme

West 151st Street

Mar

tyS

tree

t


receiving/mech bioscience 1st floorbusiness 2nd floor

admin1st floormp room 2nd floor

outdoor workspace


stair

toilets

stair

project/student areadistadmin potential

additionoutdoorspace


outdoor workspace

distadmin

2 floorresource area


space

human services 2nd floor

lobby

stai

r

West 149th Terrace

Site Diagram – Linear 2 Story Scheme

West 151st Street

Mar

tyS

tree

t

Building Diagram – Finger 2 Story Scheme

receiving/mech bioscience 1st floorbusiness 2nd floor

outdoor workspaceadmins

1st

floo

r 2

ndfl

oor

stai

r

toiletsproject/student areadist

admin

stai

r

potential addition


admin 1st floorhuman services 2nd floor

com

mon

sm

p ro

om

project/student area toilets

stai

r

stai

r

lobby


appendix

A44© Perkins+Will

CAPS

April 2008

A44

West 149th Terrace

Site Diagram – Atrium 2 Story Scheme

West 151st Street

Mar

tyS

tree

t


receiving/mech engineering 1st floorhuman services 2nd floor

stair

toilets


distadmin potential

outdoorworkspace

stairoutdoorspace


student area admin



lobby

stair

paddition

stair

business2nd floor

proj area2nd floor

Bioscience

casework

teac

hing

wal

l

casework casework

bioscience lab bioscience lab

outdoor workspace

prep

/sto

rage

prep

/sto

rage

bioscience lab

teac

hing

wal

l

teaching wall

mov

eabl

e w

all

mov

eabl

e w

all


student area

stair

sm grp



engineering engineering

sm grp

studentstorage

projectstorage

Business

mass communicationslab

videoproduction

IT lab business learning lab

exterior


student area

stair

sm grp



human services human services

sm grp

studentstorage

projectstorage

Building Diagram – Atrium 3 Story Scheme – 3rd Floor

bioscience3rd floor


stair

toilets

potentialdist

adminstair low


student area

green roof/outdoor workspace

2nd floorproj area

below

potential addition

admin

stair

stair

2nd

floo

rpr

oj a

rea

be

potentialgreenhouse

location

West 149th Terrace

Site Diagram – Atrium 3 Story Scheme

West 151st Street

Mar

tyS

tree

t


appendix

A45© Perkins+Will

CAPS

April 2008

A45


student area

sm grp



Engineeringbioscience

sm grp studentstorage

projectstorage

bioscience

outdoor workspace


print room

welding

storagecnc lab2 story space


student area sm grp


Human Services


stair

business business

sm grp studentstorage

projectstorage

pre-teacher ed labsports medicine lab

cnc lab below health professions lab

exterior

addi

tion

al h

uman

serv

ices

roo

ms

Distributed Administration

exteriorlearning

facilitator workspace

private

visiting personnel

fac

corridor

privatephone

factoilet

corridor

Multi-Purpose Room

multi-purpose room

stor

age

ovea

ble

wal

l

exterior

m

Human Services - Continued

project area/ displayp

mmons/resource area below


projectstorage

business

exterior

pre-teacher ed labsports medicine lab

s health

professionsroom

stor

age

addi

tion

al h

uman

serv

ices

roo

ms

human services lab

healthprofessions

room

mov

eabl

e w

all

Administration

waitingarea

security lobby

corridor

vestibule


counsoffice

IToffice

storcot

room copy

toile

t

toile

t

clinicoffice

mainentry

exterior


appendix

A46© Perkins+Will

CAPS

April 2008

A46

Commons

exte

rior

cate

ring

ki

tche

n

outd

oor sp

ace

stair


sm grp

studentstorageprojectstorage


student area

sm grplearning


strand

ovea

ble

wal

l

o

strand


student area

sm grp


sm grp

studentstorage

projectstorage

m

Facility Management

toilet

ship/receiving

storageloading

corridor

Sustainability/Building as a Teaching ToolGreen RoofWoodward Middle School

Sustainability/Building as a Teaching ToolGreen Roof

1. DAYLIGHTING:

2. ACOUSTICS:

3. INDOOR AIR QUALITY:

better performance on standardized tests –as much as 20% in math and 26% in reading.1

students in quieter schools score 20% higher on word recognition tests.2

poor IAQ reduces the ability to perform mental tasks requiring concentration, calculation or memory.3

Improving Student Performance

4. COLOR:

5. ERGONOMICS:

6. Small LearningCommunities

functional color schemes significantly reduce incidents of destructive behavior, aggressiveness.4

furniture designed for active and dynamic movement improves short term memory and learning.5

small learning community high schools experienced 59% fewer drop-outs and 60% fewer missed days ascompared to traditional high schools.6

¹ Pacific Gas and Electric report, www.h-m-g.com 2 John Lyons citing a Cornell University study, www.coe.uga.edu 3 United States Environmental Protection Agency 4 Harry Wohlfarth study of four elementary schools 5 Dr. Deiter Breithecker, ergonomic specialist 6 Bank Street College of Education, McKinsey analysis

Sustainability/Building as a Teaching ToolRain GardenAlpahretta High School


appendix

A47© Perkins+Will

CAPS

April 2008

A47

Sustainability/Building as a Teaching ToolWind TurbinesNear North Apartments, Chicago, IL (Murphy/Jahn)

A petite, modular design that can accommodate city rooftops of many sizesContinuous energy production in variable city windsDoes not rotate in excess of 400 revolutions per minute (rpm)The first battery-free wind turbine

Excerpts from GreenSource Magazine, October 2007

Sustainability/Building as a Teaching ToolNatural Ventilation – Gale School Community Center, Chicago, IL

Sustainability/Building as a Teaching ToolLiving MachineDarrow School – New Lebanon, NY

Sustainability/Building as a Teaching ToolDaylighting/Flexibility/Reduce Future Remodel

Sustainability/Building as a Teaching ToolPermeable PavingMorton Arboretum – Lisle, IL

Sustainability/Building as a Teaching ToolBioswalesMorton Arboretum – Lisle, IL


appendix

A48© Perkins+Will

CAPS

April 2008

A48

Sustainability/Building as a Teaching ToolFlexibility/Reduce Future Remodel

Sustainability/Building as a Teaching ToolStormwater/Greywater – Lehman College Science Facility


Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports





Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports







appendix

A49© Perkins+Will

CAPS

April 2008


Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports





Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports





Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports





Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports





Presentation

8:00

8:15

8:45

9:15

10:00

10:15

11:00





Break



Discussion

Discussion

Presentation

Discussion

Discussion

12:00

12:45

1:45

2:45

Lunch

Small Group Reports





Documents

BVCAPS Educational Specifications