Poplar School District Educational Planning Buildings Grounds Facilities For Pictures, Plans and Supporting Materials, Go To:

Poplar School District

Educational Planning

Buildings

Grounds

Facilities

For Pictures, Plans and Supporting Materials, Go To:http://www.poplar.k12.mt.us/trustees_documents_facilities_study_1.htm

http://www.poplar.k12.mt.us/trustees_documents_facilities_study_1.htm



Poplar School DistrictDistrict Mission, Vision and Beliefs

District Mission Statement

The mission of Poplar Schools, in partnership with families and community, is to deliver high quality education in a safe and culturally enriched environment.

District Vision Statement

Poplar Schools’ students will achieve the academic proficiencies to graduate high school and succeed in a global society.

District Belief StatementsWe believe:

In partnering with families and communities to ensure student achievement. In providing a multi-culturally enriched environment. In delivering a safe and non-threatening learning environment. That all of our students deserve highly qualified and effective educators In a rigorous and relevant education. In nurturing student potential and development. In valuing and safeguarding resources.

Poplar Elementary School

VISION FOR LEARNING

School Mission Statement

The mission of Poplar Elementary is to educate all students in academics and the social skills necessary for success. Our staff in cooperation with families and community will teach a

challenging and culturally enriched curriculum in a safe, creative environment.

School Vision Statement

Poplar Elementary School promotes an educational setting where children are central to the learning experience. Our staff will strive to meet the needs of our students, will honor their

cultural diversity within the community, and will provide the academics for success.

Belief Statements

At Poplar Elementary School we believe… Learning is a lifelong process All students can learn In respect for self, others and our environment

Poplar Middle School

VISION FOR LEARNING

School Mission Statement Our mission, in cooperation with family and the community, is to assure all students discover

knowledge for a successful, productive future. An enthusiastic and dedicated staff will utilize a challenging curriculum in a culturally rich and safe environment.

Poplar High School

School Mission, Vision, and Beliefs

School Mission StatementThe mission of Poplar High School, in cooperation with parents and community, is to develop exemplary citizens through enthusiastic and knowledgeable guidance and instruction in a culturally enriched environment.

School Vision StatementsThe vision of Poplar High School is to create a learning environment in which: Our communities and families will share their expertise. Our students will excel locally as well as globally. Our teachers and staff will educate and be members of a professional learning community. Our tribal cultures play an important role.

School Beliefs Children are a unique and precious resource In promoting a learning environment that is enjoyable, involves high expectations, and is

relevant to our lives and culture In providing a safe and secure environment for our staff, students, and community

members In demonstrating respect for ourselves and others, traditions and culture, and our

community and environment In supporting all areas of a healthy body, including physical, mental, emotional, social, and

spiritual health

Historical Changes in Education

1640-1900

ReadingWritingArithmeticCore American Values

Horace Mann & Common School Movement

1900-1940

AssimilationSocial engineeringNutritionImmunizationHealthVocational educationPractical artsPhysical educationSchool lunch program

Maria MontessoriWaldorfDewey/Progressive MovementCarnegie Units

1950-1960

Driver’s educationSafety educationForeign languageSex educationConsumer EducationCareer Education

PHS – Built1961

PES – Built1954

Poplar HS –1918


1970Special educationDrug & alcohol abuseParent educationCommunity educationGuidance counseling

Individually-basedlearningMiddle school philosophy

Open SchoolsCommunity Learning CentersMagnet SchoolsAlternative Learning Centers

1980

Keyboarding & ComputersMulticultural, gender-fair EdCognitive disabledEmotionally disabledEnglish as second languageBilingual educationEarly childhood educationFull-day kindergartenPre-school programsAfter-school programsGifted & talented program

Back-to-basics movementHouse Plans

1990

HIV/AIDS educationGang educationADADistance learningInternet technologies

Standards-based Education Movement

PHS – Recent Rebuild

1997

PMS – Built 1982

PES – Recent Addition

1987


2000

Interdisciplinary InstructionIntegrated curriculumCommunity of learnersAuthentic learning & assessmentSelf-directed, project-based & problem-based learning

Choice/vouchers movementHome-schooling

Studio learning modelSelf-directed learning environments

2020

Virtual schoolsLearning communities

Life-long learning facilitiesNetworks of learning settingsDistance learning centers


2030

Individual E-devicesCourse on lineVirtual learning experiencesLearning at homeCommunity centered, co-curricular activitiesGraduate at 16

Health issuesDifferent social interactionsIsolation

Need opportunities for connection

Where are they now?

Grade 12 - Class of 2014Grade 11 – Class of 2015Grade 10 – Class of 2016Grade 9 – Class of 2017Grade 8 – Class of 2018Grade 7 – Class of 2019Grade 6 – Class of 2020Grade 5 – Class of 2021Grade 4 – Class of 2022Grade 3 – Class of 2023Grade 2 – Class of 2024Grade 1 – Class of 2025Kindergarten – Class of 2026Head Start – Classes of 2027-2029

History:CHANGING EDUCATIONAL PRACTICES

20TH CENTURY• Teaching efficiency• Math/linguistic skills• Teach to the class

• Student sharing is cheating

• Teaching takes place in classroom

• Talk teaching• Tracking by “ability” levels• Departmental organization

EMERGING • Effective learning• Multiple intelligences• Students engaged in multiple

activities• Cooperative learning• Breakout groups• Community-based learning• Project learning• Heterogeneous groupings• Houses, academies

History:CHANGING EDUCATIONAL PRACTICES

20TH CENTURY• Uniform school paradigms• Hierarchical authority structure• School in relative isolation• Prep for “unknown” future• Grade levels taught separately• Rote learning• Breadth not depth• Wide choices in courses,

electives, and activities• Parent contact sporadic &

crisis driven• Circumstantial school size

EMERGING • Multiple school paradigms• Collective decision-making• High community participation• Prep for “unknown” future• Multi-grade learning• Critical thinking skills• Deep learning• Focused schools, fewer

choices• Parent contact regular and positive• Intentional school size

History:CHANGING EDUCATIONAL PLANNING

20TH CENTURYOVERALL PLANNING• Spaces optimized• Functions work in relative isolation• Few strategic relationships• Single function elementsCLASSROOMS• Isolated classrooms• Anonymous on corridor• Repeated sizes/shapes• Hard walls• Low SqFt/student• Tablet arm chairs

EMERGING OVERALL PLANNING• Spaces flexible• Functions relate to each other• Many strategic relationships• Multi-functioning elementsCLASSROOMS• Combinable classrooms• Classrooms clustered• Variety room sizes/shapes• Permeable edges• Higher SqFt/student• Student workstations

History:CHANGING EDUCATIONAL PLANNING

20TH CENTURYSPECIAL LEARNING AREAS• Few specialized areas• No SpEd or separate SpEd• Isolated “Vocational” spacesTEACHERS• Classroom is home base• Little access to outside worldLEARNING SUPPORT SPACES• Central administration• No/central guidanceCIRCULATION• Corridors• Movement only

EMERGING SPECIAL LEARNING AREAS• Many varied support spaces• Special Education in classrooms• Integrated “Career-Tech”TEACHERS• Planning centers are home base• Phones, internet everywhereLEARNING SUPPORT SPACES• Distributed leadership• Distributed, proactive guidanceCIRCULATION• Commons, break-out spaces• Social/learning experiences

Demographics

Economy

Technology

Social/Cultural

Diverse learners andincreased community use

New standards, changes incurriculum, longer school year, partnerships

More computers, self-directed learning

Extended-day, daycarelatchkey, safety issues, alternative &magnet schools, choice & vouchers

Societal Forces Impacting Education

Problems & Opportunities

More flexibility for alternate & future uses

Variety of learning settings beyond traditional self-contained classrooms

New arrangements from traditional

Strategies for shared community use

More complex infrastructure for technology & environmental controls


Impact of Educational Trends on Facilities

Flexibility limited by existing space

Traditional self-contained classrooms the accepted norm

New arrangements hard to create

Limited community use possible

Facilities not accommodating new technology well

Why facilities drive education


Study of June 2010 – CTA Architects Engineers

Immediate Concerns - Recommendations

Elementary School Sewer Pipe Replacement

Elementary School Rooftop Unit Replacement

Middle School Front Roof Reconfiguration

High School Freshman Academy


Levels of Facility Modification

Modernizationexisting facility updated structurally,

educationally and environmentally, future-oriented

curriculum-based factors

Remodelingchanges that might improve educational

effectivenessambient environmental factors

Rehabilitation deferred maintenance, to restore to same

conditionhealth & safety factors

Advantages/Disadvantages of modernization over replacement...

Advantages

[+] Loyalty to building, history, symbol of community[+] Assumes economy since reusing what you already have[+] Can sell to taxpayers, economically thrifty, replacement value

Disadvantages

[-] Building functional obsolete with respect to educational program[-] Educational obsolescence not perceived by citizens[-] Often places economy above educational values

Modernize or Replace?

Process

Vision

Plan

ArchitectureEducation++-

Fit Analysis

Vision

Vision

Plan

ArchitectureEducationAnalysis

VISIONING PROCESS

Conduct school/community workshops

- Conduct an organizational scan:

identify internal and external opportunities and threats,

document expectations- Develop a shared educational vision

Vision

Vision

Plan


VISIONING PROCESS- Though in declining enrollments, there has

been an increase due to the ripple effect of oil discoveries and harvesting in North Dakota

- Need to address the students prior to school- Relevance, Rigor and Relationships- Interdisciplinary academics, units and areas- Build learning around student interests,

trades, health care- Need for expansion of convertible aspects of

buildings allowing for change over time- Small learning communities, academies,

learning pods- Mastery Learning – advance within an

ungraded school – transition from time served to objectives achieved

- Teachers are isolated- Parking is at a premium- Climate control is essential- Technology integration- Security visibility- Control of access to facilities

Vision

Vision

Plan


VISIONING PROCESS- Storage- Auditorium Seating- Electrical power is limited- Alternative Learning Center is unattractive

and unappealing- Safety issues in winter to building access- Landscaping leads to vandalism- Playgrounds utilized inappropriately- Low graduation rates- Need for data to track students who have

departed- Lowered parental involvement after

elementary early grades- Need to improve interaction with the

community college- Movement into a Project Based Learning

Model

EXTERNALTRENDS

SOCIAL/CULTURALPOLITICALECONOMIC

DEMOGRAPHIC

INTERNALLIMITATIONS

PHYSICALSOCIAL/CULTURAL

POLITICALECONOMIC

PLANNINGSTRATEGIC

EDUCATIONALFACILITY

FISCAL/RESOURCE

Vision

Education Vision

Plan


EDUCATIONAL ADEQUACY

Conduct an educational needs assessment

(1) Critical review of educational programs - past, present, future

(2) Develop an idealized educational environment model

Education

Educational Adequacy:

Critical review of educational programs - past, present, future

Learning Process• Standards &

accountability• Program & curriculum• Assessment

Learning Organization• Time• Learning groups• Social groups• Staff• Partnerships

Learning Environment• Settings• Technology• Resources• Staff Development

Education

Educational Adequacy:

Develop an idealized educational model

Learning Process• Standards &

accountability• Program & curriculum• Assessment

Learning Organization• Time• Learning groups• Social groups• Staff• Partnerships

Learning Environment• Settings• Technology• Resources• Staff Development

Architecture Vision

Plan


FACILITY CONDITION

Conduct technical building survey

- Building systems performance- Environmental quality analysis- Functional use patterns analysis

Architecture

FACILITY CONDITION

Building systems performance

- Mechanical- Lighting- Electrical/Power- Life-cycle costing

Architecture

FACILITY CONDITION

Environmental quality analysis

- Asbestos- Air quality- Light quality

Architecture

FACILITY CONDITION

Functional use patterns analysis

- Class size- configuration- use patterns- circulation- bus traffic

Modernization Analysis Vision

Plan

ArchitectureEducationAnalysis++-

EDUCATIONAL ADEQUACY/FACILITY CONDITION

Assess the fit between educational model and existing buildings - Educational Adequacy- Facility Condition- Economic Feasibility

Improvements for Educational Adequacy- New wiring, spatial reconfiguration for new teaching practicescompromises due to existing structure

Improvements of Facility Condition- Healthfulness improvements: Lighting, heating, air conditioning, ventilation, renovating surfaces, window treatments, asbestos remediation- Safety improvements: ADA, site improvements, structural repairs, fireproofing, loose plaster

Economic Feasibility- Long term investment value, rate initial cost depreciates over time, not initial cost- Comparable analysis of replacement versus modernization cost

Modernization Analysis

Plan for Implementation Vision

Plan


MODERNIZATION PLAN

Develop plan for implementation

- modernization phasing options- financing plan- community relations plan

Current Facilities

Educational Adequacy: Visioning and Master Planning

Conceptual Building Concept

Conceptual building diagram with input from the futures team illustrating an ideal set of relationships between shared spaces such as library, cafeteria, gymnasium, performance and the specific needs of elementary, middle and high school learning communities.

The diagram reflects the creation of small learning communities of two grade levels organized around shared project areas, teacher planning centers, counselor offices, storage and restrooms.



Elementary School Middle School High School

1954 – 8,350 sq. ft. Elementary Gym

1982 – 47,434 sq. ft. – Gym, Offices, Restrooms, Classrooms

Built 1961 – 51,313 sq. ft.

1982 – 13,973 sq. ft. – Classrooms

1983 – 7,023 sq. ft. Classrooms



1983 – 1,892 sq. ft. Kitchen 1997 – 21,290 sq. ft. Classrooms

1987 – 18,639 sq. ft. Cafeteria & Classrooms

1984 – New Membrane on High School Roof

Total Square Footage – 70,143



Enrollment: 374 Enrollment: 235 Enrollment: 202

Projected: 400 Projected: 250 Projected: 215

General Application of Organizational Concept

Three alternatives were discussed based upon the following planning concepts:- 60 students per grade in clusters

of 4 adjacent classrooms, maintaining 1:15 teacher/student ratio.

- 60 future students in pre-K program focused on ages 0-4

- 125-135 SF/PK = 7,500-8,100 SF/grade, 7,500-8,100 SF

- 125-135 SF/K-4 = 7,500-8,100 SF/grade, 37,000-40,500 SF

- 150-165 SF/5-8 = 9,000-9,900 SF/grade, 36,000-39,000 SF

- 175-200 SF/9-12 = 10,500-12,000 SF/grade, 42,000-48,000 SF

Total: 840 Students = 123,000-144,000 SFReinforce recent plans submitted to Office of Public Instruction, based upon Larry Lezzotte Correlates.Reinforce the recently developed Title 1 School Improvement Plans submitted September 2013


Of NoteEnrollment: 2012-2013 – 811Projected Enrollment 2013-2014 – 865

Elementary School Modifications

Relocate reception and administration to the entry near the E Street West/ 4th Avenue West intersection

Create intentional grade groupings within building

Distribute special education and counselors throughout building


Of Note2013-2014 – All classrooms are utilized


Elementary School – Priority Project List

Priority Cost

1 Replace sewer pipes in oldest part of building High $98,438.

2 Replace 6 Rooftop HVAC units High $127,398.

3 ECM #7: Elementary Digital Controls High $156,600.

4 Egress Lighting High $16,900.

5 Install Fire Sprinklers High $337,840.

6 Reconfigure heaters in bathroom toilets Medium $12,000.

7 ECM #6: Occupancy Sensors Medium $5,500.

8 Mixing valves at classroom sinks Medium $7,000.

9 Loop to Cafeteria from 3rd/4th grade side Medium Not Estimated

10 Closer access to playground from lower grade side Medium Not Estimated

11 Cooling for Server Rooms Medium Not Estimated


Elementary School – Priority Project List

Priority Cost

12 Re-Grounding electrical Medium Not Estimated

13 Staff toilet for kitchen Low Not Estimated

14 Relocate main entry back to center Low Not Estimated

15 Elementary window replacement Low Not Estimated

16 Lighting Controls Low Not Estimated

Middle School Modifications

Create intentional grade groupings within building

Distribute special education and counselors throughout building


Of Note2013-2014 – The middle school through the school improvement process, began the transition to a model school with individual and common preparation periods, thematic units, grouping of grades in specific locations and rotating exploratories.


Middle School – Priority Project List

Priority Cost

1 Re-slope entry roof High $106,853.

2 ECM #5: Add Snow Melt Controls High $2,200.



5 Reconfigure for wet labs, teacher planning, etc. Medium Not Estimated


7 ECM #4: Repair Controls and Upgrade Existing Heat Recovery System

Low $23,000

8 ECM #8: Middle School Domestic Hot Water Replacement Low $26,000.


High School – Grade 9 Academy

Create self contained academy for grade 9

4 classrooms and a flexible lab


High School Modifications

Relocate Library to promote public access

Link Science to Family-Consumer Science Food

Link Art to Family-Consumer Science Textiles

Reclaim wood classroom



High School – Priority Project List

Priority Cost

1 Create Freshman Academy High $121,533.

2 ECM #1: High School Locker Room Make-Up Air Retrofit High $2,200.

3 ECM #2: Variable Speed Drive on High School Gym AHU High $5,100.

4 ECM #5: Add Snow Melt Controls High $2,200.


6 Replace remaining older section of roof Medium $264,000.

7 ECM #3: Replace Boilers in High School Medium $443,000.



10 Gymnasium balcony access restriction Low Not Estimated

11 Reconfigure Library, Computer Lab, etc. Low Not Estimated



High School – Re-Visioning Classrooms 2013-2014 - Alternative to Freshman Academy





Concerns Not Addressed

Buildings are not fully ADA compliant

ADA compliance is difficult without access efforts by the community

Staff Housing


Range of Possible Actions

Do nothing

Renovate existing for deferred maintenance

Alterations and additions to existing to address educational issues

Build new facilities

Create shared community-based & virtual learning facilities



Plan


Bibliography – Research SourcesAmerican Institute of Architects. (1999). Renovating Early and Middle 20th Century Schools. Washington: American Institute of Architects.Bird, K. (2001). Creating Communities of Learning. Retrieved from www.njstateplan.comCTA Architects Engineers, www.ctagroup.comHadden, P (2000). When the School Is the Community. Washington: Office of Educational Research and Improvement.

http://www.njstateplan.com/

http://www.ctagroup.com/


Plan


Maryland State Public School Construction Program (2002). Revitalization by Design. Retrieved from www.pscp.state.nd.us Miller, C (2005). Building Condition Survey Instrument. Retrieved from www.p12.nysed.gov/facplan/BCS_2005Popke, M (2006). Athletic Business. Retrieved from www.athleticbusiness.comUerling, D. (2002). Controlling Access to Public Educational Facilities. Scottsdale, AZ: Council fo Educational Facilities Planners.Veenendaal, A., Wijk, T. (1991). The Role of Educational Building in Urban Renewal. Gouda, Netherlands: Organization for Economic Cooperation and DevelopmentWarford, L. (1998). Community Learning Centers. Eugene, OR: Lane Community College.Weinstock, R (1978). The Graying of the Campus. Chicago: Educational Facilities Labs., Inc.Williams, J. (2002). Historic Schools Technical Assistance Consortium Final Report. Washington: National Trust for Historic Preservation.

http://www.pscp.state.nd.us/

http://www.p12.nysed.gov/facplan/BCS_2005

http://www.athleticbusiness.com/

Documents

Poplar School District Educational Planning Buildings Grounds Facilities For Pictures, Plans and Supporting Materials, Go To: