HMC Architects 2016 /Pre-k-12 Brochure

Architectural Services / Pre-K-12 Learning Spaces / 1

CREATING SCHOOLS FOR 21ST CENTURY STUDENTS

2016

CREATING SCHOOLS FOR 21ST CENTURY STUDENTS

ARCHITECTURALSERVICES

2 / HMC Architects

C.A.S.H. DESIGN AWARD OF EXCELLENCE

Pioneer School, Delano, CA


4 / HMC Architects


Firm History

Founded in 1940 by Jay Dewey Harnish in Ontario, California, Jack Causey and Mel Morgan joined Harnish to form Harnish, Morgan, and Causey in 1960. Jay Harnish retired in 1978, at which time the �rm became known as HMC Architects. Today, the �rm is one of the largest planning and design �rms headquartered in California with nine of�ces strategically located in California, Nevada, and Arizona.

HMC’s work is driven by our mission to collaboratively design a better future to improve and enrich people’s lives. Our professionals are passionate about putting design to work in the service of larger and more meaningful goals.

Number of Employees

295

Number of Licensed Professionals

• 102 Licensed Architects • 58 LEED-Accredited Professionals • 3 Certi�ed Interior Designers• 2 Construction Document

Technologists

ServicesHMC offers a wide range of services, including feasibility studies, planning, architecture, and interior design. Throughout the �rm’s history, HMC has established an unequaled reputation as an award-winning designer of education, healthcare, and government facilities for public and private clients.

Our in-house services include:

• Needs Assessments• Architectural Planning and Design• Interior Design• Sustainable Design:

CHPS, LEED, HPIG • DSA, CDE, OPSC, and DTSC

Coordination • Project Funding Assistance, including

Hardship Funding, High Performance Incentives, Prop 39, and Savings by Design

• Speci�cations and Technical Services• Construction Administration• Preparing documents for alternate,

fast-track, separate, or sequential bids or providing services in connection with bidding, negotiation, or construction prior to the completion of the Construction Documents Phase

• Coordination of interim housing• Value Engineering • Visiting Suppliers or Other Vendors• DSA Assistance for Non-HMC

projects• Master Planning• Educational Facility Programming• Educational Speci�cations• Facility Assessment and Audit• Local Bond Consulting• Site Selection Assistance• Staff Augmentation• Community Communication and

Outreach Strategy• Asset Management

FIRM OVERVIEW

We strive to create flexible learning environments that benefit your students, staff, and community and are adaptable over the long term to serve future generations.

HMC Studio Locations

Corporate Office

3546 Concours StreetOntario, CA 91764909-989-9979

633 W. 5th Street, Third FloorLos Angeles, CA 90071213-542-8300

1827 E. Fir Avenue, Studio 103Fresno, CA 93720559-322-2444

2100 Franklin Street, Studio 375Oakland, CA 94612415-777-9422

1001 N. 3rd Avenue, Studio 2Phoenix, AZ 85003602-575-2055

5190 Neil Road, Studio 440Reno, NV 89502775-322-9475

2495 Natomas Park Drive, Studio 655Sacramento, CA 95833916-325-1100

1570 The Alameda, Studio 330San Jose, CA 95126408-977-9160

341 S. Cedros Avenue, Studio BSolana Beach, CA 92075619-744-4077

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HELPING DISTRICTS BEST SERVE STUDENTS, STAFF, AND THEIR COMMUNITIES IS OUR FIRST PRIORITY

It All Starts with Listening to You

Our philosophy in programming is to listen more than we speak. Programming requires a careful understanding of a district’s needs and wants. The HMC project design team works with your stakeholders to craft a series of goals that help inform future decisions. We all help to facilitate a district’s user groups in focused discussions on spatial needs. After these needs are identi�ed and synthesized, we formulate a series of alternatives to consider.

Some of the tasks we complete during programming include:

• Preparation of a detailed work plan and schedule

• Establish the user groups with the campus project manager

Creating Learning Environments that are Comfortable, Efficient, and Cost Effective

We believe every dollar spent in a facility should relate to student success and outcomes.

With this in mind, we are able to leverage budgets and projects to the fullest. When we search for ways to “kill two birds with one stone,” we gain more support and buy-in from your district’s stakeholders. This applies to new buildings, remodels and infrastructure projects.

We have learned the importance of place-making in creating healthy learning environments where the student, faculty, and staff feel safe and the job of learning can get done. While scoping projects, we look for opportunities to further support teaching and learning styles, modes, and outcomes. The work on any campus is an opportunity to make this happen, from the scale of a classroom to the layout of the campus, as well as how it enhances and connects with its community.

• De�ne the vision and state the goals of the project

• Review conformance to the campus master plan

• Study the site requirements, including: �re access, pedestrian �ow, utilities, and landscape

• Develop building requirements, including: room size, adjacency, functional requirements, equipment needs, and utility needs

• Building system evaluation, including: structural, mechanical, electrical, and plumbing systems

• Conceptual cost estimate

• Documentation, a written report that includes: a written program, conceptual �oor plans, 3D block and stack diagrams, and Basis of Design narratives

We look for opportunities to further support teaching and learning styles, modes, and outcomes on all our projects.


We Want Your Projects to Be Successful

We maintain that excellent reputation by consistently delivering successful projects. While designing quality buildings on time and within budget is what we do, our greatest satisfaction comes from building lasting relationships with our clients.

We design schools, but �rst we design process.

You know your team and your constituents. You know who needs to be heard and who can put up roadblocks if ignored. We know the design process, and we know how to ask for and obtain the kinds of information that makes for a successful collaboration. Together, we construct a plan of action that brings the right people and information together at the right times to make well-conceived choices. Each project is different. Each school district operates with its own hierarchy, stakeholders, and constraints so our �rst step with you is to design the design process itself.

We keep you in the loop—in fact we build it around you.

We involve you deeply in the process of design. We are experts at helping groups brainstorm possible solutions, create consensus, and maintain progress toward collective goals. Clear pathways for information movement, our unique facilitated collaborative decision-making, and clear timetables help build on the trust and con�dence you’ve already generated to allow us to expedite a potentially complex and lengthy process of decisions. Instead, you become immersed in a team synergy where creativity and practicality come together effortlessly.

Technical Quality Control

Quality is an essential ingredient in any set of successful construction documents. Our quality control process for our documents begins in schematic design and runs continuously through the design process so the construction process becomes a validation of our quality control efforts.

The keys to our success in this area are:

• Assign a quality control reviewer to each project, typically someone from our construction administration staff, to perform independent reviews at each milestone phase of the project. This also helps with continuity through the construction process.

• Invite third party reviewers (optional), often contractors with whom we have good relationships, to review our documents and provide a bidder’s perspective on the viability of our documents.

• Biddability, constructability, program conformance, and code conformance, in addition to cost and schedule control, are all part of our evaluation of each project as we move through the phases of design.

• The end result of these reviews is high quality and concise documents that translate into creative design solutions, more accurate bids, and fewer change orders.

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ADAPTING ARCHITECTURE TO SUPPORT CHANGING EDUCATIONAL MODELSCalifornia public school districts are confronted with an ever-changing landscape of demands and limitations impacting curriculum, funding, operations, planning, student aspirations, and community expectations.

The change we seek is within the value of design, our abilities to collaborate and balance the equation of all things considered, and orchestrate the best possible outcomes. We look forward to partnering with you in addressing the issues of today and tomorrow, igniting a move towards excellence

in shaping and repurposing your District’s facilities, ful�lling community satisfaction, and inspiring your student’s consciousness, imagination and visions for an accomplished future.

Flexibility/Adapting to the Changing Needs and Priorities of a K-12 District

HMC is a learning organization, and we pride ourselves on—in addition to our technical architectural skills and knowledge—our understanding of and willingness to adapt to changing educational models.

In Finnish Lessons, the author, Pasi Sahlberg, points out that Finland has created the best educational system in the world not by setting as its goal the creation of the best educational system in the world, but rather by setting out to provide equal access to education for every child in Finland. And that meant meeting each child where he or she was in terms of their knowledge, learning strategies and capabilities. With that in mind, it’s very clear that 21st Century Education will be more:

• Individualized and personalized• Differentiated by educational level

attained (not necessarily/strictly by calendar age)

• Attuned to individual learning style• Project-based• Inter- and multi-disciplinary• Technology rich• Hands on

School facilities will have to change in order to support this new paradigm.

The challenge is that most school districts already have most of the classrooms they will have in the future, and most of those are quite �xed in size and con�guration due to the design of the original buildings they’re housed in, as well as the structural and cost limitations that constrain the possibilities for their recon�guration.

USS Midway Museum Classroom


The increasing use of “design-thinking” (idea, research, prototype, evaluate, repeat/re�ne) as a pedagogical tool means facilities will need to be con�gured in a variety of sizes and types to not just support, but to also encourage, the variety of educational experiences needed to reach each student’s full potential.

How do we turn what has typically been an educational monoculture into a rainforest of educational opportunities?

The adoption of Common Core is going to demand it. Campus changes—which could include both additions and deletions—will need to be carefully considered. Of course increased capacity needs to be accommodated, and parity needs to be taken into

account. But this kind of educational planning can reap large rewards:

• Some larger gathering areas can be created to allow for team teaching, guest speakers, and student presentations

• Pull-out spaces for small group or individual instruction can be created

• Hallways and corridors can be examined as potential learning spaces for individuals and small groups

• Furniture can be considered for �exibility, comfort for different-sized bodies, and ability to be easily relocated/recon�gured into self-directed individual and group settings

• Technology can be extended throughout the site to allow anytime/anywhere use of personal and portable digital devices

• Small and portable whiteboards can be provided—in addition to digital technology—to provide immediate teacher assessment capability

• Spaces for teacher collaboration must be provided to facilitate these new kinds of teaching and learning methods and to increase utilization rates of classrooms

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CASE STUDY: 21ST CENTURY EDUCATIONAL FACILITIES

ELEMENTARY SCHOOL MODERNIZATIONS, MILPITAS USD

As part of its ongoing efforts to deliver a 21st century education to its students, Milpitas Uni�ed School District (MUSD) is taking bold steps to transform its curriculum delivery and assessment methods and to adapt its facilities to better support this endeavor. With limited budgets for construction, however, the facility interventions have had to be strategic, targeted, and extremely cost-conscious. HMC worked with the District on this transformation at both Joseph Weller and Anthony Spangler Elementary Schools.

In addition to the needed HVAC system upgrades and carpet replacement throughout the campus, this project included the creation of what the District calls a Learning Space. Designed to assist MUSD with the collection of useful student assessment data, we created large open spaces out of former administrative support space at Spangler and out of former kindergarten classrooms at Weller and fully out�tted them with Chromebooks, lockable charging stations, wireless internet access, and �exible furnishings to support a variety of teaching and learning activities for multi-aged groups of students.

Spangler Elementary School, Milpitas USD


We’ll also need to take better advantage of outdoor spaces by designing landscapes that are not just easy to maintain and pretty to look at but also offer real opportunities for outdoor instruction and exploration. Places where students can have access to plants, dirt, and water, for example, in order to explore the nature of seeds and plants—by getting their hands dirty, growing things, observing what happens, possibly eating the healthy results and even, tying the activities to possible career pathways in the sciences. Critical thinking skills, cooperation, and collaboration result from this kind of activity.

Many stakeholders need to be a part of this discussion in order to make these changes rigorous and relevant to students, and teacher input will be needed in order for these changes to take effect in more than name only. We look forward to facilitating these conversations and exploring these new opportunities with you.

Projects exhibiting this kind of educational innovation include:

• Irvine High School #5. Irvine USD

• Polytechnic Elementary, Middle, and High School campuses, Polytechnic School, Pasadena

• Small Learning Communities for Bell, Fremont, Jefferson, Locke, and Manual Arts High Schools, Los Angeles USD

• Small Learning Communities for Birmingham, Dorsey, Hamilton, Los Angeles, San Fernando and Westchester High Schools (Group 3), Los Angeles USD

• New K-12 Charter School, Crosswalk/Hesperia Experiential Learning Pathways

• Westside Education Complex, Delano USD

• Orchard K-8 School Technology Upgrade, Orchard SD

• Learning Centers at Spangler and Weller Elementary Schools, Milpitas USD

• Palo Alto High School Tower and Theater Buildings Feasibility Study, Palo Alto USD

John Morse Therapeutic Center, Sacramento City USD

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PRE-K–12 PROJECTPORTFOLIOFrom the beginning, the firm has created architecture and interior design for public education that is inviting, high-performing, sustainable, and human-focused.

HMC has master planned, designed, and implemented many modernization and new construction projects for California school districts since building our �rst school in 1950.

Since then, HMC has earned its reputation as a designer of functional, practical and award-winning Pre-K–12 educational facilities. We have completed more than 7,500 new construction, modernization, and expansion Pre-K–12 projects in California.

The vast majority of our projects since then have taken place in phases, on occupied campuses, and so we are very familiar with the detailed level of planning that must be done to

ensure staff and student safety. We also understand the critical nature of construction schedules—school buildings must be ready to occupy before school starts—and moving students in and out of facilities is a big effort, one that should occur as few times as practicable over the course of a campus-wide modernization.

The projects illustrated on the following pages are a representative sample of our work over the past 10 years. These projects demonstrate the variety of size and types of project work HMC performs on a regular basis and highlights our expertise in the modernization and construction of new educational facilities.

Lexington Elementary School, Los Gatos Union School District


• Alhambra Uni� ed School District• Alvord Uni� ed School District• Arcadia Uni� ed School District• Banning Uni� ed School District• Bear Valley Uni� ed School District• Berkeley Uni� ed School District• Berryessa Union School District• Campbell Union High School District• Caruthers Uni� ed School District• Center Joint Uni� ed School District• Centinela Valley Union High School District• Central Union High School District• Chaffey Joint Union High School District• Charter Oak Uni� ed School District• Clovis Uni� ed School District• Coachella Valley Uni� ed School District• Colton Joint Uni� ed School District• Corona-Norco Uni� ed School District• Cupertino Union School District• Davis Joint Uni� ed School District• East Side Union High School District• El Centro Elementary School District• El Dorado County Of� ce of Education• Escondido Union High School District• Fallbrook Union Elementary School District• Firebaugh-Las Deltas Uni� ed School District• Fontana Uni� ed School District• Fremont Union High School District• Fullerton Joint Union High School District• Gold Oak Union School District• Grossmont Union High School District• Hacienda-La Puente Uni� ed School District• Hayward Uni� ed School District• Hemet Uni� ed School District• Hollister School District• Imperial County Of� ce of Education• Irvine Uni� ed School District• Los Angeles Uni� ed School District• Los Gatos Union School District• Los Gatos-Saratoga Union High School District• Milpitas Uni� ed School District• Montebello Uni� ed School District

• Morgan Hill Uni� ed School District• Murrieta Valley Uni� ed School District• Newport-Mesa Uni� ed School District• Oak Grove School District• Ontario-Montclair School District• Orange County Department of Education• Orchard School District• Pajaro Valley Uni� ed School District• Palos Verdes Peninsula Uni� ed School District• Placentia-Yorba Linda Uni� ed School District• Pleasanton Uni� ed School District• Pomona Uni� ed School District• Ramona Uni� ed School District• Redlands Uni� ed School District• River Islands at Lathrop• Riverside Uni� ed School District• Roseville Joint Union High School District• Salinas Union High School District• San Bernardino City Uni� ed School District• San Bernardino County Superintendent of Schools• San Diego Uni� ed School District• San Francisco Uni� ed School District• San Gabriel Uni� ed School District• San Jacinto Uni� ed School District• San Jose Uni� ed School District• San Lorenzo Uni� ed School District• San Lorenzo Valley Uni� ed School District• San Marcos Uni� ed School District• San Pasqual Valley Uni� ed School District• San Ysidro School District• Santa Ana Uni� ed School District• Santa Clara Uni� ed School District• Santa Cruz City School District• Santa Monica-Malibu Uni� ed School District• Saratoga Union School District• Scotts Valley Uni� ed School District• Simi Valley Uni� ed School District• Stockton Uni� ed School District• Sweetwater Union High School District• Torrance Uni� ed School District• West Contra Costa Uni� ed School District• Woodside School District

CALIFORNIA SCHOOL DISTRICT CLIENTSHMC Architects has completed thousands of new construction, modernization, and expansion Pre-K–12 projects in California since 1940. Pre-K-12 clients over the past � ve years include:

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LEXINGTON ELEMENTARY SCHOOLLOS GATOS UNION SCHOOL DISTRICT

While the original plan for Lexington Elementary School called for the renovation of the existing buildings, as it turned out, the level of renovation desired for these 30 to 60 year old buildings would have triggered the requirement to bring them up to current code, an expensive undertaking. Once the design team and Los Gatos USD agreed replacement was the better option, the design team looked for cost-effective ways to deliver the new school.

HMC developed a plan using customized prefabricated buildings to create, in a mix of single- and two-story con�gurations, new kindergarten and elementary level classrooms, a new library/media center, and a new administrative support services building. A new multi-purpose building

was constructed using conventional construction. The site design recon�gured the parking and drop-off areas for increased safety, created a clearly identi�able and secure main entry, and used the buildings to create an enclosed courtyard with classrooms and playground space that opens out to a view of the nearby hills.

Planning for energy ef�ciency netted the project $274,000 in HPIG funding, $124,000 above the minimum threshold modernization grant. Due to signi�cant geo-technical investigation costs and the resulting increased costs of foundations, the District experienced increased construction cost, but HMC Architects was able to assist LGUSD with obtaining $3.9 M in Facilities Hardship Funding from the state bond program.

Planning for energy efficiency netted the project $274,000 in HPIG funding, $124,000 above the minimum threshold modernization grant.


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PHILLIP M. STOKOE ELEMENTARY SCHOOLALVORD UNIFIED SCHOOL DISTRICT

Phillip M. Stokoe Elementary School at The Innovative Learning Center is an educational center for children from birth to 12 years old and for college students pursuing a career in teaching or related �elds. This 103,000-SF campus features six “villages,” each with learning suites serving a theme such as early childhood development, history/culture; language/literacy, and mathematics/science.

The Innovative Learning Center is a collaborative partnership between Alvord Uni�ed School District, Riverside Community College, La Sierra University and Riverside County Of�ce of Education. The Center fosters community participation in, and enhancement of, the learning process. College students receive the unique opportunity to train within a vibrant public elementary school and interact with K-6 students in a state-of-the-art learning facility.

The vision of the new learning community is to create a comprehensive, educational resource for children from birth to twelve years old, their families, student teachers and senior citizens.

�e Innovative Learning Center is a collaborative partnership between Alvord Unified School District, Riverside Community College, La Sierra University, and Riverside County Office of Education.


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PROTOTYPICALTWO-STORY ADDITIONSALVORD UNIFIED SCHOOL DISTRICT

As part of a district-wide modernization program, HMC designed a series of prototypical, two-story classroom buildings to be adapted to 14 school sites. The design approach was based on the idea that an increase in capacity should also enhance the function of the school. In addition to the classroom building additions, HMC also expanded libraries, renovated entry ways, added multipurpose buildings and added new gymnasiums on several sites. In our role as master architect, we were able to ensure a cohesive, coherent design style across all campuses, promoting parity


By designing prototype classrooms, we were able to ensure a cohesive, coherent design style and promote parity across all district campuses.

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MASTER PLAN AND NEW CONSTRUCTIONEL SOL SCIENCE & ARTS ACADEMY

El Sol Science and Arts Academy, a charter school in Santa Ana serving nearly 750 low-income children, has become an academic model for the nation, despite budget constraints and overcrowded deteriorating modulars. The �rst phase of campus development was a two-story, 19,000-SF Project Frog building. It included 12 new vitally-needed classrooms and a wellness center serving students, families and community members. The team of Project Frog, HMC Architects, and Bernards worked on a full campus master plan that allows El Sol to grow to 900 students, while moving students out of the portable classrooms that once dominated the campus.

El Sol’s new learning center optimizes itself around the very qualities that support how teachers teach best and how students learn best and features abundant natural light, superior indoor air quality, thermal comfort and daylighting autonomy.

Project Frog’s “Impact” Platform

Project Frog worked with HMC to identify the key drivers of education and collaborate on the system design. The design goal was to incorporate the attributes of good classrooms, while keeping the cost down by applying new materials, new technology, and innovation to the Project Frog system. It is a highly sustainable, technology focused solution.

The resulting building exceeds Title 24 energy-use standards by a wide margin and earns many of the points in the CHPS and LEED sustainable building models, speci�cally those which contribute toward high performance learning environments: daylighting, indoor air quality and acoustic performance.

El Sol’s new learning center optimizes itself around the very qualities that support how teachers teach best and how students learn best.


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CENTENNIAL HIGH SCHOOL MODERNIZATION AND ADDITIONS CORONA-NORCO UNIFIED SCHOOL DISTRICT

This 80,688-SF modernization and addition included a new, two-story 36-classroom building, a new student gathering quad, a new performing arts center, administration, multipurpose room, and kitchen building.

A primary issue was replacing and updating an overcrowded and aging high school facility, while maintaining student safety, school programs and services. We worked very closely with the principal, District and construction manager to develop a detailed construction phasing and implementation plan that protected the safety of the students and allowed school operations to continue.

Work included demolishing existing relocatable classroom buildings, relocatable buildings, performing arts center, ROP building, amphitheater, and a portion of the senior quad. New construction included a main quad and outdoor eating area, kitchen facility, multipurpose gym facility, performing arts center, and administration facilities.

A detailed construction phasing and implementation plan was developed to minimize disruption and maximize the safety of students.


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FREMONT ACADEMY OF ENGINEERING AND DESIGNPOMONA UNIFIED SCHOOL DISTRICT

HMC provided full architectural services to recon�gure Fremont Middle School to a grade 7-12 Academy of Engineering and Design. The school includes a new state-of-the-art enginineering lab and creative project space in a 3,500-SF freestanding building based on Project Lead The Way curriculum.


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The Middle School Enclave at Costa Mesa High School occupies the southern edge of an existing high school campus in the Newport-Mesa Uni�ed School District. Originally designed in the 1960s, Costa Mesa High School is a characteristically Southern California campus. It is comprised of an open mix of one- and two-story buildings, exterior circulation, and lots of space between the classroom buildings. Over the decades, the campus has been altered (usually by �lling in the courtyards), and these additions were not always sympathetic to the original vision for the campus that established a careful balance between open space and buildings.

The new Middle School Enclave recaptures the clarity of the school’s plan by orienting the new classroom wing parallel to those of the existing campus, allowing the building to complete the strong pedestrian axis that runs from the athletics area in the north, to the new middle school quad in the south. This quad is an important element of the Enclave, creating an appropriately scaled outdoor space for the younger students and their faculty. The quad enhances the identity of the middle school and provides space for graduation, assemblies, and enhanced teacher/student collaboration.

The south façade of the building creates a new community gateway on Arlington Boulevard. The new administration and classroom areas frame this two-story entry to the Enclave campus. A pedestrian bridge spans across this space, connecting the classrooms above and providing a secure area for student pick-up and drop-off below. This space is covered with translucent panels and open to the sky at its center. Above the entry façade, a system of perforated aluminum sunshades traverses the entry. These sunshades hold photovoltaic panels on their upturned surfaces, orienting them at the optimum angle to harvest solar energy. These panels, along with other high performance building design strategies, will create a highly ef�cient building, achieving LEED silver certi�cation. On the north side of the building facing the quad, a deep canopy of translucent panels, extends out to provide an outdoor lunch area at the west end of the quad.

MIDDLE SCHOOL ENCLAVE ADDITION NEWPORT-MESA UNIFIED SCHOOL DISTRICT


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The design for this 53,576-SF campus was inspired by the architectural history of the community. The architectural language of the buildings; simple masses of varying height, layered entries, thickened walls, and punched openings reference the city’s connection to historical mission style architecture. A 30-foot-high functioning bell tower recalls a prominent historical element, and acts to visually connect one’s approach to the site, while establishing a reference point for the campus. Covered walks and exposed woodwork reference the Craftsman in�uence on the school’s history.

PATRICIA BEATTY ELEMENTARY SCHOOL RIVERSIDE UNIFIED SCHOOL DISTRICT


�e interior spaces feature abundant natural light and exposed wood work to reflect the Cra£sman influence on the school’s history.

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San Marcos Elementary School (San Marcos ES) was built to replace the existing elementary school, originally built in 1948. San Marcos ES is located in a dense, urban neighborhood, with a largely Hispanic population, where 95% of the students are 2nd language English learners. The school has been in performance recovery status and has seen signi�cant improvement in the last two years. This trend is intended to be encouraged by the new facility. San Marcos ES partners with CSU San Marcos and functions as an instructional lab for their Education Department. Students from CSU San Marcos come to the school several days a week and observe the teaching and learning process.

SAN MARCOS ELEMENTARY SCHOOLSAN MARCOS UNIFIED SCHOOL DISTRICT

San Marcos ES partners with CSU San Marcos and functions as an instructional lab for their Education Department.


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CLEARWATER ELEMENTARY SCHOOL PERRIS ELEMENTARY SCHOOL DISTRICT


The campus features an agrarian aesthetic, which is a re�ection of the region’s history and context. Perris is known for its agricultural roots, and the use of raw, durable materials �ts the surrounding area well. Long, thin overhangs clad in simple metal �nishes are supported by exposed structure that creates pockets of shade to make outdoor spaces useful. All of the classrooms feature vaulted volumes of space supported by beautiful, exposed Alaskan yellow cedar glulam beams. Wood beams continue to the outdoor covered walks through large expanses of glass reinforcing the indoor/outdoor nature of the classrooms. The post and beam part is repeated in the media center, tech lab, and multipurpose buildings.

All of the educational spaces are intentionally designed to garner respect and pride in the facility by the community, students and staff. When asked by the community what the new school will be like, the Superintendent tells them, “It’s the school you’ve always dreamed of.”

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NEW K-8 SCHOOL SAN PASQUAL UNION SCHOOL DISTRICT

�e new elementary school incorporates the rural vernacular of the surrounding community it serves.


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SOUTH REGION ELEMENTARY SCHOOL #9LOS ANGELES UNIFIED SCHOOL DISTRICT

The campus includes 26 classrooms in a three-story building, a library, multipurpose room, administrative area, and a one-story kitchen facility. Traditional elementary school programs are enhanced and student-teacher interaction is facilitated through outdoor circulation paths.

To align with the District’s high performance standards and initiatives, Elementary School #9 incorporates sustainable features and is targeting 32 CHPS points. Ultimately, Elementary School #9 will be a community resource that will unite the neighborhood on a state-of-the-art campus.

Traditional elementary school programs are enhanced and student-teacher interaction is facilitated through outdoor circulation paths.


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NOGALES HIGH SCHOOL ROWLAND UNIFIED SCHOOL DISTRICT

HMC provided master planning and is currently providing architectural and construction administration services to the District. Cost control has been a priority to meet the tight budget. To maintain the $25M budget, HMC submitted estimates at each phase as well as performed value engineering and ultimately saved the District $1.4 M by delivering the project for $23.6 M.

The project includes a new building housing administration facilities and eight classrooms, a new 16-classroom building, a new multipurpose building, a new food service facility and a new maintenance and operations building. The project also involved campus-wide replacement of data, communications, and lighting.


HMC submitted estimates at each phase and performed value engineering to ultimately save the District $1.4 M.

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NESBIT SCHOOLBELMONT-REDWOOD SHORES SCHOOL DISTRICT

In order to respond to continued enrollment growth and the desire for a choice among educational options, the Belmont-Redwood Shores School District decided to add a two-story classroom building to its existing Nesbit Elementary School campus in order to create a K–8 school.

Designed to support the middle-school-within-a-school, the building, which includes six general education classrooms and two science/elective classrooms, small group break-out rooms, restrooms, and a satellite administrative suite, is designed to allow the addition of six more classrooms in the future should anticipated enrollment growth materialize.

The use of customized, prefabricated construction and the Lease/Leaseback delivery method allowed the project to be ready for occupancy just one year from the date of architect selection. Built over the course of a school year on a fully operational site, the project was completed in time for school to start, but not in time for �nished photography—the accompanying renderings and construction photo illustrate the scope and scale of the project.

The building’s shape de�nes a courtyard “quad” that, while designated for the middle school students, is still connected to the school as a whole, allowing a bit of separation and a sense of ascendancy for the older students, yet still obviously connected to and an integral part of Nesbit School.


�e school is designed to allow the addition of six classrooms should anticipated enrollment growth materialize.

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We approached the planning of this campus by �rst looking at the classroom. We decided early on that we would design this campus from the inside out, focusing on the quality and sustainability of the indoor and outdoor learning environments. The design team enlisted the help of our in-house sustainable design specialist for guidance on the selection of materials, building orientation and exceeding title 24 requirements. In the end, we had created a �exible learning environment that is both sustainable and affordable.

The campus is organized by grade level and grouped into learning villages. The outdoor stage serves as the heart of the campus and acts as an organizing

BING WONG ELEMENTARY SCHOOL SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT

element that exterior corridors circulate from. The classroom groupings are positioned along these breezeways. Adjacent to the stage, one can �nd the administration, multipurpose building and the lunch shelters. This is also the main access point to the playground area and doubles as an informal outdoor assembly/performance space.

Large overhead canopies provide year-round sun and rain protection for varying daily activities. The corridors are lined with canopies that will protect students and faculty from inclement weather while allowing natural light to �lter into both the indoor and outdoor learning environments.

Security is of primary concern in this school district. To address this interest we created a station point for supervision. From this area (just north of the outdoor stage) a teacher will have complete visual access to the main portion of the campus, which includes the exterior corridors and the entrance to the play �elds.

The Kindergarten and SDC Clusters are separately connected, and 1st-3rd grades are separated from the 4th-5th grade classrooms. As previously stated, all parts are joined by the heart of the campus—the outdoor stage—and �anked by the administration and multipurpose building.


�e corridors are lined with canopies that will protect students and faculty from inclement weather while allowing natural light to filter into both the indoor and outdoor learning environments.

44 / HMC Architects

WILLOW ELEMENTARY SCHOOLSAN YSIDRO UNIFIED SCHOOL DISTRICT


Willow Elementary School is programmed to accommodate 850 students for grades K-6 with space and �exibility for growth to accommodate 850 students for grades K-8 in the future. The design is based on the 79,000-SF educational program provided by the District (in collaboration with HMC Architects). The selected delivery method for construction is Lease-Lease-Back with the pre-determined construction company of Eleven Western Builders.

Responding to community input, the District asked that the school’s design re�ect the character of the neighborhood, incorporating the context of the existing neighborhood, and becoming an asset to the community. During numerous community input meetings, student safety and traf�c concerns were identi�ed as the major issues to be addressed and mitigated. Site environmental issues dealing with the natural vegetative state of the northern half of the site present several opportunities as well as setting some constraints relative in regard to generating a �nal design solution.

Student safety and traffic concerns were identified as the major issues for the community that were addressed and mitigated in the design of the campus.

46 / HMC Architects

PIONEER K-8 SCHOOLDELANO UNION SCHOOL DISTRICT

The complex, consisting of one elementary school (600 students) and one middle school (800 students) offers 62 classrooms, an administration building with a K-5 library, a kindergarten/preschool with six classrooms, multipurpose building with serving kitchen.

HMC reviewed Delano’s district-wide eligibility and funding options to help position the District for funding this project as well as future funding for all projects the District may be eligible for within �ve years. HMC also explored potential joint-use funding options and partners.

The team worked closely with the District to establish curriculum, education and program goals for the new K-8 project. The team also reviewed the proposed site for the new K-8 school in detail; helped strategize a plan and a budget to make the site ready once the building program was established, and put together a cost model and schedule to achieve those goals.

Integrating joint-use facilities into the campus for use by the high school and members of the surrounding community enhances the opportunities for students and conserves community resources. The new gym was designed to accommodate not only the needs of the Pre-K–8 school, but also the needs of neighboring Kennedy High School—whose existing gym is inadequate—and to host large community events. Two separate libraries, each supporting different grade levels, were designed with the intention of sharing one of them with the City by making it available for public use after school hours.

�e new gym was designed to accommodate not only the needs of the Pre-K–8 school, but also the needs of neighboring Kennedy High School—whose existing gym is inadequate—and to host large community events.


48 / HMC Architects

DAVES AVENUE ELEMENTARY SCHOOLLOS GATOS UNION SCHOOL DISTRICT

The scope of work at Daves Avenue Elementary involved the design of a new multipurpose building, a new two-story building housing seven classrooms and a �ex room, as well as the conversion of the former multipurpose building into a library. The new multipurpose building is designed for science classes and will also serve as the green room for theater productions and other performances.

HMC also modernized the school’s existing classrooms and worked to clarify and improve traf�c circulation. This school community was particularly interested in hardening the perimeter with buildings in order to “insulate” the playground at the center of the campus. The result is a protective campus with a well-de�ned and securable main entry that increases student safety without extensive fencing.

�e new multipurpose building is designed for science classes and will also serve as the green room for theater productions and other performances.


50 / HMC Architects

As the �rst of eight schools for a new 4,800-acre master-planned community, River Islands Technical Academy complements the nearby waterfront environment as an integral part of a new town center. Educational speci�cations for the District and intensive community involvement set the standards for additional facility development over the next 20 years.

The campus is visually linked to the town center and features a curvilinear concourse to invite the public to the performing arts center. The school also features an athletic complex, library, and community park. As part of an innovative program, the surrounding environment provides education opportunities along a paseo that connects to the school’s concourse and extends out to local agriculture, waterways, levee systems, and wetlands.

RIVER ISLANDS TECHNICAL ACADEMY BANTA ELEMENTARY SCHOOL DISTRICT


As the first of eight schools for a new master-planned community, the campus complements the nearby waterfront environment and is an integral part of a new town center.

52 / HMC Architects

SPRING LAKE K-6 SCHOOLWOODLAND JOINT UNIFIED SCHOOL DISTRICT

HMC Architects, in conjunction with the Woodland Joint Uni� ed School District, developed District-wide K-6 educational speci�cations to assist in the development of new facilities and the redevelopment of existing facilities to support the 21st Century student. The � rst rollout of these ed specs are being implemented for the new Spring Lake Elementary School in South Woodland. The District has limited funding for the project, so the design team has been exploring modular options for the construction on the nine acre site. The project will be phased starting with the K-3 program with grades 4-6 being added upon receiving additional funding.

New district-wide K-6 educational specifications are assisting in the development of new facilities and the redevelopment of existing facilities to support the 21st Century student.

Several key District initiatives have been included as the plans develop:

• Spaces have been added between classrooms to allow for staff collaboration, student collaboration and independent learning.

• A fully developed Student Center, out� tted with support services (counseling, psychologist, academic and social support, and speech therapy) more traditionally located in a central administration.

• Opportunities for community use of � elds, multipurpose rooms, and library functions with ease of access for community members.

The project will be completed in time for the 2017 school year.


54 / HMC Architects

PATHWAYS TO COLLEGE K-8 CHARTER SCHOOLHESPERIA UNIFIED SCHOOL DISTRICT

Located in Hesperia, California, the Pathways to College Charter School will provide a unique alternative learning opportunity to the community it serves. Rooted in the belief that at-risk students learn best while embraced in a family-like atmosphere, and with a charter focus of an environmental stewardship program, the school’s design supports curriculum outcomes; facilitates desired interaction between multi-age levels; and responds to its high desert environment. The educational speci�cations for an economical facility to replace the existing school of portables were developed with a stakeholder team of administrators, parents, staff, and Board members.

Crucial to its success, maintaining separation between grade levels while preserving a sense of shared learning is among the project’s most important design challenges. To that end, all grade levels are housed in building clusters that share access to the school’s forecourt. This forecourt is the school’s family room—a place where students of all ages may interact and learn in an outdoor atmosphere.

In this space there are shaded outdoor learning environments that provide space for learning gardens, outdoor gathering and other instructional opportunities.

Given its residential setting, building massing has been carefully studied, and a sense of residential scale is accomplished by visually scaling buildings through the use of color, texture, mass, and shadow play in the façade of the buildings. Solar orientation is a signi�cant factor in the placement of windows and overhangs. These measures will signi�cantly reduce glazing heat gain while allowing indirect, natural light to permeate the various learning environments. Spaces between paths have a combination of open grass & native planting areas. Way-�nding is enhanced by implementing bold colors at key entry points on the campus that are unique with each building. These colors are pulled directly from those found in the desert sky at sunset.


Rooted in the belief that at-risk students learn best while embraced in a family-like atmosphere, the school’s design supports curriculum outcomes.

56 / HMC Architects

CHAVEZ/HOLMES ELEMENTARY SCHOOL PORTABLE REPLACEMENTDAVIS JOINT UNIFIED SCHOOL DISTRICT

HMC provided architectural services for the demolition and removal of six portable classrooms (�ve 960-SF classrooms and one 1400-SF classroom) and their replacement with six newly constructed modular classrooms within the same footprint. HMC coordinated all work with the modular building manufacturer to assure all requested components are included in the design. HMC also assessed the path of travel and other accessibility requirements to the new structure.

Engineering work included site civil and site power, site signal pathway, building signal pathway, and a fully automated �re alarm system (including voice EVAC).


Six portable classrooms were demolished and replaced with six newly constructed modular classrooms within the same footprint.

58 / HMC Architects

Paying homage to its location amid 16 acres of almond orchards, the school draws inspiration from rural vernacular forms found in the Central Valley. The buildings mimic the color and design of classic barns. The “reading silo” will be adjacent to the school library and a small orchard of nonfruiting trees will be near the administration building. Additional design features include:

• Campus layout to provide optimal supervision

• Classroom corridor niches to provide alternative learning spaces

• Connection of views to exterior

This campus will be more energy-ef�cient than any other Clovis USD campus. Classroom wings are designed to take advantage of daylighting and minimize the need for arti�cial light. The school may also include solar panels and an energy-producing windmill.

ROGER S. ORAZE ELEMENTARY SCHOOL CLOVIS UNIFIED SCHOOL DISTRICT


�e buildings mimic the color and design of classic barns, drawing from the vernacular forms found in the Central Valley.

60 / HMC Architects

HILLCREST HIGH SCHOOL RENOVATIONS & NEW CONSTRUCTIONALVORD UNIFIED SCHOOL DISTRICT

Designed to accommodate increasing enrollment, Hillcrest High School is part of a district-wide addition and new construction program outlined by a comprehensive master plan. The school creates a safe, controlled campus; integrates new buildings with the existing landscape; and enhances the level of curb appeal at the more public face of the school.

Hillcrest High School provides play �eld, library, black-box theater, gymnasium, and aquatic center facilities for joint-use by the neighboring community. The campus integrates a nature trail that meanders along the southern boundary of the campus, weaving through the library, recreation and regional aquatics center. Several courtyards connect the learning community buildings, enabling a �ow of students and staff. Security and supervision are maintained via zoning: community/public zones sit at the site’s northern street edge while academic areas are protected to the south.


�e school creates a safe, controlled campus; integrates new buildings with the existing landscape; and enhances the level of curb appeal at the more public face of the school.

62 / HMC Architects

DIAMOND RANCH, POMONA AND GAREY HIGH SCHOOLS ATHLETIC FIELD UPGRADESPOMONA UNIFIED SCHOOL DISTRICT

As part of existing school modernization and improvements in the bond program passed in 2008 all three high schools received athletic stadium and �eld upgrades which brought athletic facilities into compliance with accessibility regulations and allowed for better utilization of the sites. The program included new bleachers, track, �eld, lighting, site work, restroom, scoreboards, and miscellaneous site circulation improvements.

�e modernization program included new bleachers, track, field, lighting, site work, restroom, scoreboards and site circulation improvements.


64 / HMC Architects

PERFORMING ARTS CENTER ST. FRANCIS HIGH SCHOOL

The theatre program at St. Francis High School offers a unique, four-year curriculum for serious theatre students. Prior to the development of the performing arts center, students had to hold productions in the high school gymnasium. The 20,000-SF Performing Arts Center opened in the spring of 2009.

The center features the 415-seat Graham Theatre, a �y tower, a professional-grade motorized orchestra pit, a pair of student dressing rooms, a set shop for scene construction, and the latest equipment for sound, lighting, and video production.


In addition to the fly tower and a professional-grade motorized orchestra pit, the theater features student dressing rooms, a set shop and the latest sound, lighting, and video production equipment.

66 / HMC Architects

SOBRATO FAMILY LEARNING COMMONS ST. FRANCIS HIGH SCHOOL

St. Francis High School is a college preparatory school committed to providing educational environments that encourage students to achieve their highest potential through spiritual, intellectual, and social development. To help achieve this vision, the school desired a vibrant center for learning and a hub of student activities and services. As the �nal element of a multi-phased new building campaign, HMC was commissioned to design the school’s new library and student center named the Sobrato Family Learning Commons. The new building is quickly becoming a part of the beloved landscape at Saint Francis High School that will meet the needs of the school for years to come.

The new two-story facility replaces the existing library and includes the renovation and modernization of the adjacent classroom building, Moreau Hall. The design team was challenged with seamlessly integrating the addition and the existing building. The new facility complements the existing campus architecture while updating the campus appearance with a more collegial feel. The materials on the �rst �oor were matched to the existing classroom building to provide a continuity of vocabulary at the ground level. The second �oor utilizes contemporary materials to bring a more mature presence to the campus.

Sustainable design strategies were incorporated from the initial stages of design through construction. The project is targeted for LEED Silver equivalent. Skylights and a light well with light diffusers help to bring natural light to the �rst �oor. The building was oriented to expose the library reading areas and student activity rooms to the north to maximize the use of daylight and exposure to exterior views. The book stacks are located on the west side of the building where there are a limited number of openings to protect the books from sun exposure and to minimize heat gain during the summer. In addition, a bio-swale was integrated in the site design to alleviate storm water runoff from the roof and site perimeter.


�e new building is quickly becoming a part of the beloved landscape at the school that will meet the needs of students for years to come.

68 / HMC Architects

ST. FRANCIS HIGH SCHOOL EVENTS CENTER & RASKOB GYM MODERNIZATION ST. FRANCIS HIGH SCHOOL

The renovation of existing 25,530 SF Raskob gymnasium and addition of a new two story 27,910 SF gymnasium that will be known as the Burns Familiy Pavilion. The facility features a practice gymnasium, a game gymnasium, a large lobby/walk of fame, of�ces for the Athletic Department, a multi-use exercise studio, a �tness wellness center, locker rooms and miscellaneous facility support spaces.

The Burns Family Pavilion is a competition facility featuring twice the �oor space as Raskob Gymnasium, a 5,000 square foot weight room and �tness center and modern locker rooms.

The facility features a practice gymnasium, a game gymnasium, a large lobby/walk of fame, of�ces for the athletic department, a multi-use exercise studio, a �tness wellness center, locker rooms and miscellaneous facility support spaces.

With two competition courts, this dynamic new facility meets the growing needs of the school’s athletic programs and also serves as the main event center on campus. From masses, sporting events, rallies, dances, intramurals and events for parents and alumni, this new facility touches the lives of every student and transform our campus forever.

The complete renovation of Raskob Gymnasium preserves its unique home court advantage with courtside seating while fully modernizing and retro�tting the facility. In addition to a competition court, this facility is the new home for the Athletic Department and includes four team rooms, a �lm room, and a multipurpose dance studio.

Lobby and Walk of Fame

Perhaps one of the most exciting features of this new center is its vast lobby that serves as the welcoming gateway for tens of thousands of guests that attend events at Saint Francis High School each year. The lobby showcases the schools rich history and includes concession stands and restrooms for use throughout the year.


�is project meets the California Green Building Code and be LEED Silver-equivalent.

70 / HMC Architects

HMC Architects provided architectural design services for the conversion of an existing computer lab classroom into a 1600-SF culinary arts facility.

The space features eight student cooking stations that included an accessible cooking station, a hospitality classroom instruction space with a teacher demonstration station that could also be used as a ninth student station, ware washing, dry storage, prep station and wall ovens for baking. The culinary classroom was designed on a strict budget while utilizing only residential cooking appliances and equipment.

In addition to design services for the renovation/conversion, HMC provided construction documents and construction administration services. The project, completed in the Fall of 2012, was a joint venture between Saddleback Valley USD and the Coastline Regional Occupational Program.

LAGUNA HILLS HIGH SCHOOL CULINARY ARTS CLASSROOMSADDLEBACK VALLEY UNIFIED SCHOOL DISTRICT

�e culinary classroom, designed on a strict budget and utilizing only residential cooking appliances and equipment, was a joint venture between Saddleback Valley USD and the Coastline Regional Occupational Program.


72 / HMC Architects

JOHN MORSE THERAPEUTIC CENTER CAMPUS MODERNIZATIONSACRAMENTO CITY UNIFIED SCHOOL DISTRICT

Any opportunity we have to positively affect the lives of less fortunate children makes for a rewarding process. We faced that challenge head on in the two-phased renovation of the John Morse Therapeutic Center. It is a small K–8 school serving students designated as having severe emotional disturbances. It is a caring community providing process and structure that enables students and families to make positive social, emotional and academic choices and become productive members of society.

During the �rst phase of the project, our task was to design an administrative space to allow the site team to better serve the community, teachers, therapeutic professionals and support staff—all while keeping the kids in a safe and secure environment. We were able to accomplish this by creating an open plan with increased visibility for the principal and the support team and creating subtle physical barriers separating students and exterior in�uences.

The second phase of the project is ongoing, and is rewarding in two separate and distinct ways:

Functionally, HMC was able to transform the interior and exterior of a typical elementary school multipurpose room into a multifunctioning therapy classroom space, indoor and outdoor dining commons, community center, all with an elaborate adjacent therapeutic garden plot. This will provide an excellent indoor/outdoor space where the kids are rewarded for their positive contributions.

Environmentally, HMC was able to transform the building into a high performance space receiving 37 DSA-HPI Points Veri�ed. With a minimum of 20 points required, we exceeded expectations by incorporating measures such as daylighting controls, minimal retro�t of existing mechanical units leading to superior energy performance, re-use of the existing structure and shell, creation of superior classroom acoustics, and enhanced commissioning. Within this $1.7M project, the District will be eligible for in grants excess of $300,000 through the HPI Program.


�e interior and exterior of a typical elementary school multipurpose room was transformed into a multifunctioning therapy classroom space, indoor and outdoor dining commons, community center, and an adjacent therapeutic garden plot.

74 / HMC Architects

POLYTECHNIC HIGH SCHOOLINDEPENDENT K-12 SCHOOL

HMC was selected by Polytechnic High School in 2007 to do a complete master plan for their 100-year-old K-12 campus to develop a educational and construction strategy for the next 100 years. The goals for the master plan included adding student capacity, adding and remodeling existing space to accommodate current and future curriculum needs, remodeling the existing historic building, adding parking, and �xing the current vehicular circulation. The phased build out of the master plan took approximately four years of careful planning and construction around the fully-operating campus.

�e project included a multi-phased build-out of the educational master plan including historical renovation and new construction.


76 / HMC Architects

LIBRARY/MEDIA CENTERORCHARD K-8 SCHOOL, ORCHARD SCHOOL DISTRICT

The goal of the design team was to provide the Orchard School with an attractive, functional, and sustainable library building design that could inspire students and teachers to make full use of the library services program.

Program elements of the addition include: an instructional area with tables, primary school reading area with tables, computer lab, audio table for students to listen to authors read their works, story area, soft seating area for student council and other campus group meetings, additional stacks to accommodate a 50% increase in the 18,000 volume collection, and display areas for important historical artifacts.

New energy ef�cient mechanical and electrical systems and a high performance exterior envelope are included. Sustainable strategies such as daylighting of interior spaces, natural ventilation, and shading of windows to reduce solar heat gain were employed to help the building achieve as close as possible to a carbon neutral footprint.

Daylighting of interior spaces, natural ventilation, and shading of windows to reduce solar heat gain were employed to help the building achieve as close as possible to a carbon neutral footprint.


78 / HMC Architects

EVENT CENTER ORCHARD K-8 SCHOOL, ORCHARD SCHOOL DISTRICT

The Orchard K-8 School initially lacked a gymnasium, so as part of the overall modernization effort on campus, HMC designed a new gymnasium with locker rooms as well as a performance stage and related stage support spaces. Our team also performed extensive site modi� cations in order to create athletic � elds and recon� gure existing play

areas. Major additions and revisions to the campus parking areas corrected traf� c � ow and improved safety.

The surrounding neighborhood is transitioning from light industrial uses into a new residential quarter of the city. Site improvements at the school have created a park setting linked to the new subdivisions by a gateway. It now

hosts soccer and little league games. Large play structures draw families with young children. Picnic-style seating is used by students during the day, and also serves as a venue for district-hosted community barbecues and nearby residents’ picnics. A quad area increases a sense of community aimed

for middle school students.

Picnic-style seating is used by students during the day, and also serves as a venue for district-hosted community barbecues and nearby residents’ picnics.


80 / HMC Architects

HMC worked with District leaders to review known existing facilities and de�ne the goals and criteria for audiovisual instructional technology. The project team:

• Identi�ed desired systems and appropriate image sizes for each classroom

• Provided catalog cuts of proposed equipment for review• Coordinated upgrades to existing infrastructure to

provide appropriate support for new equipment, including modi�cation of existing lighting systems

• Retro�ted casework at each classroom to provide a teacher A/V station

This technology upgrade was one in a of a series of projects completed at this site for which HMC provided master and implementation planning services along with the full complement of architecture and engineering services. These projects include: a signi�cant Library/Media Center expansion and renovation designed to make this facility the heart of the campus and extend student access to technology; design and construction of a new Event Center to add a performance venue for all grade levels at this K-8 school, to extend physical education offerings to the site’s middle school students, and to provide a much-needed community-access space for the neighborhood; the installation of solar panels to help offset ongoing operations costs of electricity; and various campus modernizations intended to upgrade educational opportunities for all students and staff.

TECHNOLOGY UPGRADESORCHARD K-8 SCHOOL, ORCHARD SCHOOL DISTRICT

In addition to campus-wide upgrades to audiovisual and instructional technology, the project included installation of solar panels to help offset ongoing operations costs of electricity.


82 / HMC Architects


WHY CHOOSE HMC?We will work closely with you and your community to envision and develop project solutions that enhance educational environments. HMC offers:

• 75 years of experience in the modernization and new construction of Pre-K-12 educational facilities.

• Understanding and knowledge of architecture to support 21st Century/next generation learning.

• Proven expertise to help clients create unique facilities to support and enhance educational outcomes.

• Local teams committed to your project for the duration of the work.

• Proven tools and processes to maintain budgets and schedules.

• Experience in all project delivery methods: lease-leaseback, design-build, and design-bid-build.

• In-house experts: DSA, sustainable design, interior design, educational planning, and funding specialists.

84 / HMC Architects

Leuzinger High School, Centinela Valley Union High School District


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