IMAGINE INDIANA LIFE SCIENCES ACADEMY WEST

2.21.107 Introduction Imagine Indiana Life Sciences Academy West (Imagine ILSA West) is a charter elementary and middle school located on the west side of Indianapolis, Indiana. The school is the second Imagine charter school in Indianapolis, with Imagine Indiana Life Sciences Academy being the first. Overview Profile Completed: Location: Grades: Students: Year Organized: Square Footage: Fall 2010 4950 W 34th Street Indianapolis, IN 46224 Kindergarten-7th (8th grade to be added in 2011) 544 students 2009 58,000 SF with 2010-2011 addition 22,000 SF Learning Snapshot: Imagine ILSA West offers sciences, art, and music classes to students, broadening their life sciences curriculum. History Imagine ILSA West was started through Imagine Schools, a charter school management organization. With Eli Lily and other science and technology corporations, the desire of the board was to create a Life Sciences Academy because many minority students do not choose those fields for careers. This school was chartered after Imagine East, which was chartered in Indianapolis in 2008, and opened in 2009. The school facility hopes to become a high school and move to another elementary Figure 2.21.2: The exterior of the brick building displays the iconic Imagine Schools logo and school name. Figure 2.21.1 Students being led in by their parents at the main entrance, which is left open at this time. Figure 2.21.3: Keeping the original canopy, the charter school has maintained this space as their formal entry. By heightening security such as time-locked doors and cameras, the space is used for student drop-off. A New Architecture for a New Education Ball State University

2.21.108 school facility in the future. Imagine ILSA West is adjacent to an Indianapolis Public School (IPS) that is also an elementary school and is surrounded by residential neighborhoods containing mainly single-family dwellings. The school facility itself used to be a Christian Academy with offices and a sanctuary to the west, a gym to the east, and classrooms on the upper and lower floors. Much of the facility remained untouched after Imagine Schools bought it. Some interior walls were removed and altered, making sure the space fit the needs of the new charter school. One such altered area was the space above the gym. The space used to act as a mezzanine, wrapping two sides of the gym, but now one side is closed off and used for classrooms. Equipment was also updated and added, such as the elevators for disabled students, in the renovation from church to school. Philosophy Imagine West aims for the students to understand the importance of learning, and to gain the ability to do things for themselves. The teachers and administrators challenge the students to always do their best within the most caring and educational environment possible. Enrollment and Demographics Figure 2.21.4: Every Monday and Friday morning, for approximately 30 minutes, the school holds community and talks about upcoming events, classes, and school news. In the 2009-2010 school year, 493 students were enrolled, and in the 2010-2011 school year, 544 students attended the school showing a 3% growth from their target enrollment of 525. As of the 2010-2011 school year, the attendance rate of the students is at 92%. Because of rapid growth, teachers are learning Spanish and other languages through Rosetta Stone programs. In addition to fall enrollment, students enroll during the intercessions that occur every nine weeks. Students come from the surrounding neighborhoods, so some students walk to school while others have their parents drive them to school. The charter school provides five, originally seven, buses to students. Since opening, the school has added a grade level each year. In 2009, the school served Kindergarten to sixth grade, and in 2010, seventh grade was added. Imagine plans to add eighth grade in 2011. This will be the last year of adding grades. Ethnicity 2010-2011 74% African American 21% Hispanic 5% Caucasian <.01% Multiracial Enrollment by Grade Kindergarten- 102 students 1st Grade- 105 students 2nd Grade- 82 students 3rd Grade- 60 students 4th Grade- 58 students 5th Grade- 56 students 6th Grade- 54 students 7th Grade- 27 students 90% of the students from the first year reenrolled for the second year. This year also showed large growth in the number of Hispanic students (from 40 students to 140 students). Charter School Patterns of Innovation Mission The two Indianapolis Imagine Schools ILSA West and ILSA East, have the same mission statement since both are hoping to accomplish the same thing. Preparing students for lifetime achievement and the global future by creating an innovative and academically excellent school. (www. imagineschoolsilsaw.com) Figure 2.21.5: Community gatherings are held in the old sanctuary. The auditorium balcony is off limits to students. A Building Better Communities Project

2.21.109 Vision Imagine West plans to continue expanding, to reach enrollment capacity, and to build a defined culture within the school. This whole school culture is fostered through the community gathering held twice a week in the old sanctuary. As stated earlier, the charter school will expand to eighth grade only and maintain the same class sizes. The principal also stated that the goal is to have 80% of the students at their target growth level with the NWEA testing and for the school to maintain a good standing with ISTEP testing. Curriculum Imagine Life Science Academies base the curriculum on the sciences, but the schools also place importance on reading and the arts. Direct Instruction is a reading program to increase student reading levels and comprehension, and it is held each day for all students. This class is especially beneficial for Kindergartners to second graders, and for students that came to Imagine with lower than grade level reading skills. In addition, students can participate in the Advanced Reading Challenge, which is a program all Imagine Schools can use. Subjects are based on grade level achievement and the Indiana State Standards for each grade level. Students were tested in the 2009-2010 school year for their learning levels, and High Ability Teams (HAT) were formed for students that excel in specific subjects. Sacs N Math, for example is the fast-paced math program based on defined units that students use. A full-time science teacher was hired during the 2010-2011 school year, and science classes are held in a fully-equipped laboratory classroom. Figure 2.21.6: The science classroom now has a full-time science teacher, holding classes for various grade levels. The classroom has a vent hood, emergency eye-wash/shower station, and sprinkler system in place. Imagine West also places emphasis on the arts by providing art and music classes. A music teacher was hired during the 2010-2011 school year. The curriculum places importance on setting goals for higher education and other accomplishments, particularly with programs tailored to middle school students ready to attend high school. Community service is not a required component of the curriculum because it is a difficult commitment for the students parents; however, some classes participate in service programs for Riley Hospital, neighborhood clean up, Haiti Relief with the Red Cross, and sending books to Zambia school children. Figure 2.21.7: Students reviewing ISTEP testing and reading efficiency material. Classrooms are typically a small size throughout the school. A New Architecture for a New Education Figure 2.21.8: Some classroom activities like reading take place in the hallway. This hallway is located at the ramp leading to the lower level. Ball State University

2.21.110 Schedule Imagine West operates on a balanced year-round teaching and learning schedule, which means that students attend school for nine weeks, have an intercession of two weeks without school, then attend for another nine weeks. During the first week of the two-week intercession, students attend remediation programs based on NWEA test scores. For winter break, the school allows three weeks vacation, and six weeks during the summer. Teachers attend professional development programs during the intercessions. The shorter breaks between teaching sessions reinforce learning and decrease time spent on relearning and remediation of forgotten material. Community Enrichment All students and teachers attend Community Meetings on Mondays and Fridays at the beginning of the day in the auditorium. At these meetings, students recite the Pledge of Allegiance, and teachers and students give announcements. The theme of the week like helping others is also introduced during this whole school community meeting. After Community, all students attend Direct Instruction Reading classes until 10 AM. Then, students have their regular schedule, which varies by grade level. Higher grade levels move between classrooms, but younger grade levels stay in their classrooms. Each day runs from 8:00 AM to 3:00 PM. Imagine offers breakfast in the mornings at 7:15 AM for the students. The school contracts food services, and food is prepared off-site and warmed in the school s kitchen. In the first couple of years, two lunch periods existed, but in the future after the expansion, the schedule will accommodate four lunch periods. In the 2010-2011 school year, 89% of the students have free/reduced lunches while the remaining 11% are not eligible. Teachers Teachers change their teaching strategies according to test scores on the NWEA and ISTEP tests. They create goals every two weeks for their classes and for individual student improvement. Imagine also uses Teach for America teachers. Figure 2.21.9: Things such as the new addition, school equipment, and transportation are funded by both state programs and the investment company EPG. Figure 2.21.10: Trying to match the style of horizontal lines of the front facade, the new addition adds several classrooms and enough room to hold the higher grades, 6th-8th. Clubs/Activities Students may participate in basketball and cross country, and the school will have more sports, such as volleyball, football, softball, soccer, and baseball, in the future. Imagine West joined the Indiana Charter School Athletic Association, which was formed in 2010, and will allow for more sports and competition. In addition, the school offers before and after school care, with a charge for parents. Before school care is from 6:30 AM to 7:30 AM, and after school care is from dismissal to 6:00 PM. A supportive parent group helps with various fun events, like skating nights and movie nights, for students. Funding An investment company called EPG based in Kansas City helps fund the school. Imagine leases the building from EPG, but the Imagine West will own the building in ten years. EPG also paid for the school s expansion and new construction. No private donations are made Charter School Patterns of Innovation A Building Better Communities Project

2.21.111 to help fund the school, but they rent the auditorium on Sundays to a church for $1200.00 per month, and some groups rent the gym. For example, the ABA (American Basketball Association) is re-starting, and the organization plans to rent Imagine West s gym for practices. Facility Size: Architect: Year Renovated: Cost: 3 stories 58,000 SF with 2010-2011 2-story addition 22,000 SF Not Available 2009 (Addition in 2011) Not Available Introduction Originally a Christian Academy, Imagine ILSA West has utilized much of the existing facility, including the auditorium (old sanctuary), gym, classrooms, and offices. Some areas were reorganized and renovated to better fit the school s uses. The new addition will make move space for needed classrooms as enrollment increases at ILSA West. The adaptive reuse facility is a large part of the success of this school, providing Imagine greater opportunities for growth and development. Spatial Systems The school has two entrances. The main entrance is instantly noticeable with a large steel and glass canopy for student drop-off. The main entrance opens to a set of stairs leading to the front desk and lobby. The west wing consists of the faculty offices and the auditorium, while the east wing includes the gym, currently used as the cafeteria, and service spaces. Classrooms are located in the lower level and upper level, and temporary classrooms are in the auditorium and gym. Temporary Classrooms Classrooms Circulation Service Elevator/ Lift Figure 2.21.11: The lower level consists of grades kindergarten to 2nd grade with the science classroom and special needs rooms. The space also holds temporary classrooms in the cafeteria during construction. Access to New Addition Secondary Entrance Main Entrance Temporary Classrooms Offices Circulation Service Elevator/ Lift Circulation Service Elevator/ Lift Figure 2.21.12: The main level is divided into four areas: the front lobby, auditorium, offices, and gymnasium. The auditorium and gym (also temporary cafeteria) hold temporary classrooms while the new addition is being built. The second entrance of the school is connected to the gym, and it is used for bus drop-off and opens to a switchback ramp hallway. This entrance is also the handicap entrance for the school. The front entrance does have a small elevator for the half story rise from ground level to the lobby, but it is rarely used. Many of the corridor walls were kept, and some interior walls were moved to accommodate offices and classrooms. An open balcony in the gym, which originally accessed the third floor, was enclosed for more classroom and office space. The remaining balcony became a mezzanine, used as a temporary 5th grade classroom in the 2010-2011 school year. Temporary Classrooms Classrooms Figure 2.21.13: The upper level consists of classrooms and service spaces the students are not allowed into. The upper mezzanine of the gym is currently a classroom during construction. A New Architecture for a New Education Ball State University

2.21.112 In 2010, a two story addition was being constructed, expanding the school to Kindergarten through 8th grade for the following school year. Access from the rear of the main lobby will create three separate wings of the school. The addition is located on the north end of the building, accessed from the main lobby which separates the two halves of the original building. Circulation and Movement Two stories of the building are above grade, but the full basement is tucked away from the ground level, accessed by ramp in the school bus drop-off area. An enclosed hallway leads up to the gym or down to the classrooms. In the basement, classrooms of various sizes and types are on both sides of the hallway, including the science classroom with lab stations and equipment. Hooks for coats and backpacks line the hallways, and student artwork above personalizes the space. The basement however does not have any windows for daylighting. The permanent cafeteria is down the hall from the classrooms on the lower level, but several temporary classrooms have occupied this space during construction of the addition, moving the temporary cafeteria to the gym until the addition completion in 2011. Stairs from this space lead to the main lobby near the addition s entrance. On the main level, which is higher than ground level, users move between three main spaces. To the west are the faculty offices and auditorium, to the east is the gym and mezzanine access, and to the north is the addition. Students and faculty access the third floor, which only includes classrooms, from the west wing of offices and the lobby. A limited access elevator to the main and upper floors is available for disabled students in the administration offices. The third floor is similar to the basement in layout and design. Classrooms vary in size with the corridor weaving around classrooms. Hooks for coats and backpacks and personalized work line the hallways creating student ownership. Currently on one side of the building, this upper level has limited access to the rest of the building and main staircases. This will be altered with the new addition, but the upper level is also losing the few windows it has once construction is complete. The addition to the school will be accessible on the main and upper levels of the school through the north stair case and new hallway (replacing the north entrance, mimicking the main entrance). Charter School Patterns of Innovation Residential Imagine ILSA West Construction Figure 2.21.14: Currently expanding, Imagine ILSA West are constructing an addition as well as proposing a new playground by demolishing several out buildings owned by the school. Site Response A large parking lot surrounds the facility to accommodate educational use. When Imagine ILSA West purchased the original Christian academy, the parking lot was expanded by demolishing several vacant houses also owned by the school. The same tactic was used for the addition on the north side of the building, built where another parking lot existed. Houses to the northwest will be demolished to make space for a new playground. Residential neighborhoods surround the school on three sides. To the south is 34th Street, a busy street that school officials do not want students to cross if walking to school, creating a need for school bus transportation. An Indianapolis Public Schools (IPS) elementary, also experiencing renovation in 2010, sits to the west, across a less busy residential street with limited access due to the construction. Imagine Schools owns ten acres of nearby land, on which school officials hope to construct a new elementary school for Imagine ILSA West. The current facility would then become an Imagine Charter High School, serving both Imagine ILSA East and West charter schools. Figure 2.21.15: View of the two schools, Imagine ILSA with its new addition on the left, and the IPS elementary school on the right. The IPS is currently closed during renovation. A Building Better Communities Project

2.21.113 Mechanical Systems Because of the previous building function as a church academy, mechanical systems needed little change in the adaptive reuse process. Several new elevators were added for required ADA access to the front entrance and upper level. The lower level is accessible via the bus drop-off entrance on the east side of the building, with ramps to the basement. Although the school tried to keep most classrooms the same, some were changed to meet new functions and needs. Unchanged rooms use the original HVAC system, mainly located in the gym. The school changed several spaces to accommodate a classroom/ office/cafeteria setting, changing the need for ventilation systems. Individual units were installed on an as-needed basis. The units are mounted into the wall with flexible piping and tubing from the exterior of the building. The main handling units, which are much smaller compared to the gymnasium s HVAC units, are outside. This has allowed the school to remain flexible in classroom organization, particularly during construction with temporary classrooms. Security The security systems were planned by Imagine with the purchase of the building. No exterior systems exist, but the school has security systems at the main entrances to screen visitors. Figure 2.21.16: The exterior components to the individual HVAC units requiring little to no duct work in contrast to the larger and older systems just outside the gym. Figure 2.21.18: An example of the new individual HVAC units located throughout the building. Figure 2.21.17: View of the front desk, overseeing the main entrance and lobby. The controls for the locking mechanism of the front doors are located here along with monitors for several security cameras. Figure 2.21.19: The front desk areas also holds a computer station for parents and visitors to sign in. Name tags are provided along with registry systems for students pick-up. When visitors enter the main entrance and climb the stairs, they reach a front desk, located by the faculty office wing with seating to the side. Several partitions control access to the faculty offices and main lobby behind the desk. A computer console that visitors use to sign-in sits to the right of the desk. This system matches students to those permitted to pick up the students, such as parents and grandparents, and it connects to several sexual predator databases so no offender may enter the school. The gym is accessed directly from the greeting area and front desk with no partition controlling access. However, double doors are closed and locked when the gym is not in use. The front desk is staffed during the school day so someone is always watching the main entrance. The entrance is locked thirty minutes after school starts, and visitors must be buzzed in to enter the facility. Several security monitors on the desk control main corridors, stairs, entrances. The building organization ensures student safety, and parents and visitors have access to A New Architecture for a New Education Ball State University

2.21.114 the building when granted. Although the school tries to be part of the community, it must first protect students safety. S.W.O.T. Strengths The school provides classes for music, art, and physical education in addition to its strong curricular focus on the life sciences. The school provides bus transportation for students. The facility is large enough to accommodate both growth in student population and enrichment opportunities for classes and activities with spaces like the gymnasium and auditorium. A partnership with the Indianapolis Public School next door could provide greater learning opportunities and collaboration of curriculum and programs. The new playground could act as a community park. Planning should engage adjacent residential neighborhoods. Threats The new addition, while trying to match the character of the original building, is less effective in creating the best learning environment. Dropping from 7 buses to 5 could hinder the growth of the school. The location of the school near a busy road hinders kids walking to school. The partnership with EPG has allowed adequate funding for equipment needs and building expansion. Sources Community meetings allow students know what is going on in the school on a weekly basis, establishing a strong student culture. http://imagineschools.com/ Weaknesses Limited access for disabled students with a non-operable chair lift on the east bus drop-off ramp, and ramp access on the side entrance versus the main entrance. Budgetary concerns caused cuts in bus transportation. Figure 2.21.21: Within the first year of operation, a strong student culture was forged by holding community meetings every Monday and Friday. http://www.imagineschoolsilsaw.com/ Figure 2.21.22: The IPS elementary school next door, Carl Wilde Elementary School 79, is currently under extensive renovation. There is an opportunity as a future partner with Imagine West to share ideas, curriculum, and facilities. Temporary classrooms are hindering teaching curriculum. Ineffective use of spaces not designed to support a learning environment (i.e. the gymnasium being partitioned off for classroom use). The new addition seems to provide little daylight with small window apertures. The addition also blocks other classrooms from having access to daylight. Opportunities Continuing partnerships with other groups wishing to use the facility could bring more revenue and publicity. For example, the school is currently renting their gymnasium to an American Basketball Association (ABA) team. Figure 2.21.20: The large arterial roadway next to Imagine West separates the building from the residential community is serves. With cuts in bus transportation, the community may feel disconnected. Charter School Patterns of Innovation A Building Better Communities Project