FACILITIES MASTER PLAN Facilities Master Plan Committee Mtg #3

FACILITIES MASTER PLAN Facilities Master Plan Committee Mtg #3 Redwood City School District Educating every student for success. June 9, 2014

intro & welcome / FMP Committee Mtg #3 June 9 th, 2014 6:00pm 8:00pm

agenda / FMP Committee Mtg #3 Welcome 5 minutes Facilities Needs Assessments 15 minutes Educational Research 15 minutes Guiding Principles 15 minutes Elementary and Middle School Program Opportunities 30 minutes Small Group Activity 30 minutes Next Steps Summer Schedule 10 minutes 2 hours total

build smart site observations

build smart / site observations Site Tour Process Interview with Principal Discussion about current dropoff/pick-up routines Discussion about recent modernization and/or new construction projects Discussion about highest campus priorities/needs Tour of site and spaces Entry/Exit & Parking Administration Classrooms Labs Specialty Spaces Library/Media Centers MUBs/MURs Food Service Locker Rooms Hardcourts & Playfields Family Centers

build smart / sample site assessment

build smart / site observations Drop-off/Pick-up Occurs along the street Occurs through a dedicated loop Safety & security concerns Campus Front Door Office location is easily identified Secure campus entry Curb appeal Campus Edge Family Center access Community access Proximity of play areas to adjacent streets

build smart / site observations Accessibility Access from parking lots to campus Access to office Access throughout campus

build smart / site observations Gathering Spaces Libraries MUBs / MURs Gymnasiums Theaters How are they currently used? How could they be used?

build smart / site observations Specialized Spaces Fitness Spaces Locker Rooms Elective Spaces Programs without a home

build smart / site observations Outdoor Environment Outdoor Learning Courts Outdoor Eating areas Outdoor Seating

build smart / site observations Outdoor Environment Gardens Community Access Running Clubs

build smart / site observations General Observations Functionality of rooms Day to day use Daylighting Furniture

build smart / site observations Building Components Building materials Systems and components Maintenance

inter + act / since we last met Principal Surveys due May 30 th Received 11 of 17 so far RCSD Online Surveys due June 2 nd Educational Visioning Tuesday, June 3 rd 40 Administrative Librarian Submissions 121 Teacher Submissions 20 M & O Staff Submissions 7 Instructional Aide Submissions Elementary School Focus Group (2) Middle School Student Groups Middle School Focus Group

create value research

FMP PROGRAM OPPORTUNITIES District Mission Educating every child for success. District Beliefs Children learn and succeed in a safe environment with challenging and enriching instruction. when all students and staff are held to high expectations. when each of us supports their intellectual, physical, social and emotional development. when they have caring adults in their lives. in a community that respects diverse backgrounds and treats everyone equitably. when their ideas and involvement are encouraged and respected. when families actively support their learning. when we work in partnership with families and community. when all employees are highly qualified, valued and respected. when each of us acts on the conviction that every child can and will learn. Linking Program Opportunities To District Beliefs The information shown in this section of each program opportunity illustrates how the program is tied to the District s Beliefs and Mission. The intent is to illustrate a clear connection between facilities and learning. Program Opportunities Through a series of outreach meetings, site tours and interviews, the program components that are outlined in this section illustrate the educational opportunities as part of the facility master plan.

classroom flexibility + agility program opportunities Match Kindergarten Classrooms to California Department of Education (CDE) standards. CDE requires 1350 SF / classroom space including dedicated restrooms. Providing Flexible Classrooms that allow for student collaboration and can be easily reconfigured between different modes of learning, including discussion, lecture, small group and individual focus. supporting research sharing space present, lecture, listen, focus collab-corner Break out space for group focus and collaboration active zone project supplies, student display, team break out Classrooms should be large and flexible enough to facilitate the use of a range of teaching methodologies, including group work, pair work, individual discovery-based learning and play. Size should also permit setting up different zones (or areas of interest ) within the classroom, with the use of different surfaces, textures and materials to enhance pupil engagement. (Darmody, Smith, Doherty, Designing Primary Schools for the Future, 2010) Architecturally well-defined behavior settings contribute to significantly greater degree of engagement with learning activities, more teacher involvement with children, less teacher interruptions, and more exploratory behavior, social interaction, and cooperative behaviors among children. (Moore, 1986) Linking Program Opportunities To District s Beliefs Children learn and succeed in a safe environment with challenging and enriching instruction. when each of us supports their intellectual, physical, social and emotional development. when their ideas and involvement are encouraged and respected. when each of us acts on the conviction that every child can and will learn. Supporting Links: http://www.crlt.umich.edu/sites/default/files/resource_files/crlt_no10.pdf http://www.academia.edu/3426075/designing_primary_schools_for_the_future http://www.cde.ca.gov/ls/fa/sf/completesch.asp http://www.lsfurnishings.com/pdfs/vs/vs%20flex%20class%20brochure%20final.pdf http://files.eric.ed.gov/fulltext/ed048668.pdf

technology integration upgrades program opportunities Implement the Education Technology Plan Technology throughout the campus spaces should allow for multiple learning opportunities. Library Media Centers at the Elementary and Middle School Levels should be a resource for students to not only find information but also to create information. The Library Media center should be a social space that encourages multi-media production for project based activities, adjacent technology lab that is connected to the media center. At the Middle Schools the technology space as an innovation center, encouraging more collaboration. Integrate Technology into the Visual and Performing arts: Digital Arts, Multimedia Production and Video editing are skills all students benefit from. 21 st Century + Common Core RCSD education technology plan Infrastructure in Facilities Linking Program Opportunities To District s Beliefs Children learn and succeed in a safe environment with challenging and enriching instruction. when all students and staff are held to high expectations when each of us supports their intellectual, physical, social and emotional development. supporting research Successful technology integration generally involves three key principles: Students playing an active role in their learning and receiving frequent, personalized feedback Students critically analyzing and actively creating media messages Teachers connecting classroom activities to the world outside the classroom when their ideas and involvement are encouraged and respected. LCAP Goal: 6. Enhance Technology (infrastructure) Supporting Links: http://www.edutopia.org/technology-integration-research-learning-outcomes https://net.educause.edu/ir/library/pdf/pub7101.pdf

student collaboration space program opportunities Library Media Centers at the Elementary and Middle School Levels should allow for student collaboration, idea sharing and team work. Multi-purpose Rooms at the Elementary and Middle School Levels support social and group learning activities by extending the learning day and connecting the student community. Learning courts allow for breakout space for instructional use. include a quad with an amphitheater for outdoor gathering Linking Program Opportunities To District s Beliefs Children learn and succeed when all students and staff are held to high expectations supporting research In this global community, where information can be shared instantaneously and the ability to work together is critical to our collaborative future, the trend toward collaboration and group learning may be one of the most important issues facing universities today. (Sinclair, 2007) In a review of 90 years of research, Johnson, Johnson and Smith found that cooperation improved learning outcomes relative to individual work across the board. Similar results were found in an updated study by the same authors that looked at 168 studies between 1924 and 1997 (PRINCE, M. Does Active Learning Work? A Review of the Research. 2004) The best of these facilities are informed by user-centered studies that tap into the genuine needs of [students] and the faculty who teach them. These leading-edge spaces also provide opportunities to showcase student art and projects, hear intriguing lectures, and find ample opportunities for social engagement. (ARL, CNI, SPARC, 2009) when each of us supports their intellectual, physical, social and emotional development. in a community that respects diverse backgrounds and treats everyone equitably. when each of us acts on the conviction that every child can and will learn LCAP Goal: 7. Library Evolve into Resource Center Supporting Links: http://publications.arl.org/rli264/8#/rli264/8 http://net.educause.edu/ir/library/pdf/eqm0740.pdf http://www.physics.emory.edu/~weeks/journal/prince-2004.pdf

student services + faculty collaboration space program opportunities Student Services are the entry to the campus and the information center for student support. Creating a welcoming entry at the ES and MS level that grows to a very Academic setting at the HS level. Conference rooms should be available for staff to meet internally, with faculty and with parents. Faculty Collaboration Spaces to encourage collaboration should be provided, supporting the Professional Learning Communities in the District. Provide a Parent Volunteer Workroom and Parent Education room with adjacency to the front of campus, allowing for community access during the school day and in the evening. Provide Family Resource Centers with adjacency to the front of the campus, allowing community access during the school day. supporting research Content focus, active learning, and coherence exhibited a positive relationship to changes in teachers knowledge and skills and changes in teaching practices... The extent to which each of these three professional development features was increasingly evident in professional learning community activities, teachers indicated increasing levels of change in their knowledge, skills, and practices. (Graham, 2007) Students described their teachers as understanding, helpful, friendly, and easily accessible. Students reported feeling well known, supported, and respected by their teachers The students perceived their team as a learning community (Boyer & Bishop, 2004) Supporting Links: http://www.nrccte.org/sites/default/files/external-reports-files/12-008_ijer_v21_no2_fnls.pdf http://www.dropoutprevention.org/effective-strategies/career-and-technology-education-cte Linking Program Opportunities To District s Beliefs Children learn and succeed when all students and staff are held to high expectations. when they have caring adults in their lives. when we work in partnership with families and community. when all employees are highly qualified, valued and respected. LCAP Goal: 5. Support Professional Development 8. Support Staff Collaboration

safety + security program opportunities Access control is one of the key elements when determining effective placement of a school building. The access-controlled zone may range from a complete physical perimeter barrier (full control) to relatively minimal anti-vehicle protection with full pedestrian access, or simple electronic monitoring of the perimeter. (Buildings and Infrastructure Protection Series Primer to Design Safe School Projects in Case of Terrorist Attacks and School Shootings FEMA-428/BIPS-07/January 2012, Edition 2 Dept. of Homeland Security ) Create or Maintain a Single Point of Entry at Student Services areas at campuses, while maintaining an open and cooperative image to the community. supporting research The majority of school crimes are perpetrated by students or other people who already have access. Hence, it has been very difficult to find strong evidence of the efficacy of fences. - (Berry, R. The Impact of School Fences on Public Health, 2009) To maintain safety in a nurturing learning environment, school districts must re-examine their use of zero tolerance policies; ensure educator control over school discipline; and foster communication and understanding among all stakeholders in the community, including students, educators, parents and School Safety Agents (SSAs). -Safety with Dignity, NYCLU.org Linking Program Opportunities To District s Beliefs Children learn and succeed in a safe environment with challenging and enriching instruction. when each of us supports their intellectual, physical, social and emotional development. when we work in partnership with families and community. when each of us acts on the conviction that every child can and will learn. Supporting Link: https://ccrec.soe.ucsc.edu/sites/default/files/langhout_annear_2010.pdf

hands-on-learning / career technical education program opportunities Provide Flexible Design Labs for Elementary School sites, including a material processing space and storage. This space should have an adjacent outdoor green house. Providing adjacency between Science, Technology and Art at the Middle School level. This connection provides a synergy between these programs allowing students to think critically and prototype ideas. Linking Program Opportunities To District s Beliefs Children learn and succeed in a safe environment with challenging and enriching instruction. supporting research Through exploration, children acquire social, cognitive and physical skills (Designing Primary Schools for the Future, the Economic and Social Research Institute, Darmody, et al. 2010) When students can see a connection between what they are learning today and doing tomorrow, they re more successful in college, and ultimately the workplace Tom Torlakson, 2010, Superintendent of Public Instruction when each of us supports their intellectual, physical, social and emotional development. when their ideas and involvement are encouraged and respected. when each of us acts on the conviction that every child can and will learn. Supporting Links: http://www.nrccte.org/sites/default/files/external-reports-files/12-008_ijer_v21_no2_fnls.pdf http://www.dropoutprevention.org/effective-strategies/career-and-technology-education-cte

impact of facilities on student achievement program opportunities From studies regarding indoor air quality, day lighting, view windows, to condition of facilities in terms of graffiti, or perceived condition, there has been much research that shows that the quality of school facilities has a mediating impact on students attitudes, behavior, and achievement as well as teacher attitudes and rates of retention. supporting research In almost all cases, the better the built environment is, the more positive the impact on students' test scores is: test scores between students in substandard buildings compared to students in better school environments differed by 5 to17 percentile points (Earthman, 1998) Results confirmed a link between the quality of school facilities and student achievement in English and mathematics. As well, quality facilities were significantly positively related to three school climate variables. Finally, results confirmed the hypothesis that school climate plays a mediating role in the relationship between facility quality and student achievement. (Cynthia Uline, Megan Tschannen-Moran, (2008) "The walls speak: the interplay of quality facilities, school climate, and student achievement", Journal of Educational Administration, Vol. 46 Iss: 1, pp.55 73) Supporting Links: Linking Program Opportunities To District s Beliefs Children learn and succeed in a safe environment with challenging and enriching instruction. when each of us supports their intellectual, physical, social and emotional development. when their ideas and involvement are encouraged and respected. when each of us acts on the conviction that every child can and will learn. http://www.cefpi.org/i4a/ams/amsstore/itemview.cfm?id=106 http://citiesandschools.berkeley.edu/reports/ccs2012cak12facilities.pdf http://www.cde.ca.gov/ls/fa/sf/documents/roundtablereport.pdf http://www.21csf.org/best-home/docuploads/pub/210_lit-review-lettersize-final.pdf http://www2.ed.gov/offices/oese/archives/inits/construction/impact2.html http://repository.tamu.edu/bitstream/handle/1969.1/85819/mcgowen.pdf http://www.designcouncil.org.uk/documents/documents/publications/the%20impact%20of%2 0School%20Environments_Design_Council.pdf http://eric.ed.gov/?id=ed441329

enrich lives guiding principles

create value / draft guiding principles Redwood City School District students deserve the best: Quality facilities that support programs infused with the character, culture, creativity and innovation for which Silicon Valley is known. Facilities envisioned through a transparent stakeholder driven process to determine the long range plan goals and recommendations. Forward looking facilities that offer opportunities for well-rounded development of a student s academic, arts, athletic and social skills.

create value / draft guiding principles Facilities that offer good stewardship by respecting environmental and energy resources to maximize dollars dedicated to the classroom. Flexible and agile 21 st Century technology rich environments that are able to evolve with the learning needs of tomorrow s students. Facilities that are welcoming, healthy, safe and secure centers of the community offering services, joint-use and partnership linkages.

create value / draft guiding principles Equitable facilities that provide parity of learning opportunities for all students. Resulting in schools that mirror the revitalization of the Redwood City community Schools in which students, staff, parents and the local community can take pride.

supports all learners flexible / adaptive Large, medium, small, groups enrich lives Facility Standards reflective project based learning engagement / collaboration technology rich student centered sustainable

CONNECT / LCAP GOALS 1. Reduction in Class Size 2. Continue Physical Education 3. Equitable Mental Health Services 4. Growth of the Community School Model 5. Support Professional Development and Staff Collaboration 6. Enhance Technology (infrastructure) 7. Library Evolve into Resource Center

SCHOOL CAPACITY PLANNING CRITERIA Loading Standards Transitional K 24 28 students per classroom AM/PM schedule Impacts K 3 rd Grade 24 students per classroom 4 th 8 th Grade 27 students per classroom Number of classrooms Location on campus Ideal grade level groupings 1. Reduction in Class Size

KINDERGARTEN / TK Planning Criteria: Located near Admin and front of the school Transitional K or Pre-school located new Kinder, near parking lot Appropriate sized rooms with access to restrooms, outdoor play, shade Associated with small tutoring room 1. Reduction in Class Size

PHYSICAL EDUCATION OFF. 120SF STOR. 300SF ACTIVITY ROOM 960 SF ACTIVITY ROOM 960 SF ACTIVITY ROOM 960 SF ACTIVITY ROOM 960 SF BOYS CHANGING 600 SF GIRLS CHANGING 600 SF Planning Criteria: Playfields: All weather track All weather fields Connect to Gym? Indoor PE space 2 classrooms at ES (60 students) 3-4 classrooms at MS 3 classrooms at K8, with direct connection to changing rooms Potential connection to Multi-Use Building, adjacent to fields, near locker rooms Office for PE Teachers Storage for equipment, recess supplies Technology ready, audio/visual Divider wall between spaces Sports flooring Additional Focus Group Input: All weather track, ¼ mile at MS s MS locker rooms undersized at MIT Renovation needed in MS locker rooms Review blacktop areas at impacted sites, resurfacing needed at some sites 2. Continue Physical Education

STUDENT SUPPORT CENTER CONF. RM. 300 SF 12-15 People PSYCH. 200 SF WAITING AREA 200 SF SPEECH 200 SF COUNSELOR 200 SF Specialized Intervention or Staff Support 600 SF Planning Criteria: Consolidate student services into a space equal to 1.5 classrooms, remaining 600 SF could be used for: Teacher Work/Planning Room Tutoring/Intervention Reading Specialists Located near the main office Offices, acoustically separated for confidential meetings Comfortable seating and environment This function is needed at all schools 3. Equitable Mental Health Services

Storage GROWTH OF COMMUNITY SCHOOL MODEL Existing Community Schools Fair Oaks K5 Kennedy 6-8 Taft K-5 (in 2 yrs will be K8) Hoover K8 Garfield K8 Hawes K5 (pending) OFFICE 120 SF OFFICE 120 SF CONF. RM. 300 SF 8-10 People OFFICE 120 SF WAITING 300 SF TO STREET ACCESS OFFICE 120 SF T 130SF OUTDOOR SPACE W/ SHADE COMMUNITY ROOM 700-800 SF FAM. RM. 80 SF KITCHENETTE 1000 SF Potential Future Sites Selby Lane K8 Roosevelt K8 Gill K5 Family Center Planning Criteria: The size of approx. two classrooms Access to public street Family Room changing area Restrooms and shower Outdoor space shade and play area Community Room for parent classes and meetings, resource storage 4. Growth of the Community School Model

SUPPORT PROFESSIONAL DEVELOPMENT Copier 120SF Resource 300SF Lounge 600 SF Planning Room 300 SF (2 groups of 3-4 Teachers) ACTIVITY ROOM 960 SF Planning Criteria: Dedicated work space On planning days 3 to 4 teachers working together, need layout space, adult size furniture Place for teacher resources, shelving Space needs to be tech ready Area should be secure to pin up reports e.g. charting student progress Writing surfaces for planning, pin up areas Additional Focus Group Input: Copier should be in a closed area for acoustic reasons Provide a Parent Resource Room in the Admin., approx. 400 SF to maintain confidential setting Operable Wall between Planning Room and Lounge to allow for small group meetings 5. Support Professional Development and Staff Collaboration

SHORT THROW PROJECTIO ENHANCE TECHNOLOGY WRITING SURFACES LARGE FORMAT INTERACTIVE TV WRITING SURFACES Te ch coordinated with room l a y o u t MOBILE FLEXIBLE FURNITURE WI FI ACCESS POINTS 6. Enhance Technology (infrastructure)

21C LEARNING SPACES

21C LEARNING SPACES

21C LEARNING SPACES TODAY Planning Criteria: Discussion POSSIBILITIES Lecture Collaborative activities can be enhanced by the furniture Technology needs to adapt to a more flexible layout FMP to address base infrastructure needs electrical upgrades, standard classroom tech package, MDF room upgrades etc. Material finishes should allow for messy project work Maximize all wall surfaces for display, presentation no front of classroom Group Work Project / Problem Based Additional Focus Group Input: Comfort of space air conditioning or natural ventilation, improve thermal control, good air quality, views and natural daylight More electrical outlets in the room Sinks in classrooms Display outside classrooms for showing student work (physical and digital) Less built in casework in classrooms, possible storage addition to offset loss of storage (elementary school level)

RCSD STATUS OF TECHNOLOGY UPGRADES Phase 1 Schools (completed) Ford Gill Orion Adelante Clifford Cloud North Star Kennedy Phase 1 Scope Completed: Wireless access points (every other room) VOIP cabling More date drops Re-wiring of IDF/MDF Cisco phones Bells and clocks and Intercom Core switches at MDF s Phase 2 Schools (FCC denied E-rate/Unfunded) Fair Oaks Garfield Hawes Hoover McKinley Roosevelt Selby Lane Taft Facilities Master Plan Scope: All Phase 1 scope not completed at Phase 2 schools Additionally at all schools: o WiFi at exterior areas, fields o Air conditioning at MDF rooms o Security at labs o Equipment Storage (200 SF) o Standard classroom tech package o (1) Computer Lab needed for assessment 6. Enhance Technology (infrastructure)

LIBRARY AS RESOURCE CENTER Select Upgrades Various, Flexible Furniture Types Innovation Center Doubles as Professional Development Lab Interactive Media Library Transition from a space that allows students to access content to a space that allows students to create content. Teaming Tables, floor power Student Zone Huddle Boards Media Stations with Nesting Tables + Chairs on Casters Graphics + Research Stations Outdoor Reading Garden Mobile Stacks / Allow for Personalization of Space + Creating New Zones Impromptu Brainstorming Space Flexible Connection / Extends the Library Future Proofing 7. Library Evolve into Resource Center

What I wish my school had or was like Sports fields Bright classrooms airy with natural light and views Comfortable place for lunch and hang out More trees and shade (Tea Garden) Water fountains in every classrooms free water bottles Modern attractive design, exciting places to learn Bigger classrooms More variety of food choices Air conditioning/natural ventilation for classrooms Rolling chairs - new furniture, more comfortable Real grass artificial turf too hot Carpet in classrooms more comfortable environment Library and Gym areas to hang out air conditioned Needs or Issues Basketball equipment - need more sports Library small and have to be quiet, want this space to be more like Starbucks Cafeteria too small, loud and too hot, ventilation needed Want shade area to eat outside Restrooms too hot, need better ventilation and lighting Acoustics issues noise from 2 nd floor Furniture old Locker rooms need better ventilation, too small Hallways crowded Field and blacktop surface uneven/deteriorating Should have lockers - don't want to carry books More technology and upgraded computers Food lines too long, people cut in Bike storage not secure (Kennedy) Window curtains too old, need to be replaced Student Input Electives desired Cooking Class Photography - digital arts Wood shop - construction

Additional Program Opportunities

v small break-out space for small group activities, quiet study some rooms with operable walls to allow for co-teaching reading storage storage elec outdoor learning classroom classroom classroom staff girls flex space girls boys boys line of roof overhang rain garden rain garden Space with access to water, shared Learning Environment Qualities K, Pre-K

Day light, views, cross ventilation LED indirect /direct pendent lighting Acoustically sound sliding wall white board surface Mobile furniture, different learning settings through furniture types learner responsive Learning Environment Qualities K, Pre-K

Flexibility Sustainability Learning Settings v Access to a different type of spaces, lowered ceiling, lighting quality, sound control Daylight, views, cross ventilation Building as Teaching Tool connection to nature and the built environment Outdoor Connections Diverse Spaces Technology Integrated Learning Environment Qualities K, Pre-K

Transparency L shaped space for a different learning settings Expandable space for small group activities Classroom Classroom Hallway/Breakout Space Classroom Classroom Roll-up glass door Access to water classrooms Exterior entries, frees up shared break out space Learning Environment Qualities - New

Natural daylight and views, access to outdoors Flexible Furniture solutions, WiFi access Individual work area, different learning setting from the classroom Adjacent break-out space visibility into classroom, technology access Learning Environment Qualities - New

MAKER SPACE K8 Planning Criteria: Hands-on opportunities Flexible space & furnishings Perimeter casework and sinks Tech ready - dual use space Separate storage for Art/Science Centrally located on campus Dedicated outdoor lab space with access to water, power, shade Group Media Lab (assessment room) with Make Space to allow for cross over of curriculum activities design / construction Nueva School Innovation Lab Hillsborough, CA TECH STOR 200SF MEDIA LAB 1,200SF MAKER SPACE 1,200SF STOR 200SF access to outdoor space water, shade, seating Learning Environment Qualities - New

STEAM / STEM ELECTIVE Middle School Resource Space Specialized Equipment Access to Technology Small Group Planning Space Digital Center Recording Studio Filming Access Editing Rooms Digital Storage Open Space for Projects Large working Surfaces Interactive Lecture Mobile Storage Systems Creative Learning Systems Computer Pods for Teaming Access to different Programs Flexibility Divider Walls Connection to Technology Learning Environment Qualities - New

STEAM / STEM ELECTIVE Middle School Interactive presentation space Opens up to outdoors Display space for student work One wall base cabinet storage Drop down power High and low table activities High ceilings, varied lighting fixtures Mobile storage units Some permanent sinks Learning Environment Qualities - New

GYM / ASSEMBLY / ASB Middle School Planning Criteria: Location for larger Fitness Lab (60-90 students) Small stage for assembly and presentation Lobby/concession associated with ASB functions Possible location for Music / Drama Classrooms Good quality sound system and acoustics for assemblies Retractable Bleachers for Athletic Events and Assemblies CTRL. 75SF STOR. REST ROOMS. LOCATION FOR FITNESS LAB PRACTICE GYM 7,000 SF LOBBY ASB PROJ. PREP STAGE ASB Classrm CONCESSIONS ASB STORE

STUDENT UNION Middle School Planning Criteria: Evolution of the Cafeteria Outdoor Connections School Community Display Digital resources Easily Accessible hours and location Bridge to independence for students, place to study before and after school Technology rich

Evolution of the Café-Gym-Atorium STUDENT UNION LARGE FORMAT PROJECTION SKYLIGHTS ABOVE ASB SPACE / SHARED DISPLAY WRITABLE WALL SURFACES TEAMING ZONE UNDER LOWER CEILING OUTDOOR CONNECTIONS COLLABORATIVE SPACE FOR STUDENTS FLEXIBLE SOFT SEATING ACCESS TO FOOD COURT TO LIBRARY Focus Group Concerns: How to maintain supervision Impact on custodial staff/upkeep

FOOD SERVICE Planning Criteria: Adequate amount of refrigeration for storing fresh produce with direct access from the Kitchen Direct access to outdoor weather protected lunch shelter Food court layout at Middle Schools Good acoustic qualities of the space Improve design of food service spaces to support staff work flow and student queuing improve access and reduce congestion

SITE & COMMUNITY USE ELEMENTS Planning Criteria: Shade sails, seating for outdoor learning opportunities Improve student social spaces Diverse types of spaces; learning gardens, reflective, hands-on play Parking/drop-off improvements Field and blacktop refurbishment Dedicated space for parents/pto Gathering spaces for PTO, storage Waiting area for parents in main office Fields artificial turf, community use Better signage Lock down vs ease of access Security solutions

group activity / 30 minutes What does a 21 st Century Classroom mean to you?

zoom out / schedule & next steps Make-up Meeting Tuesday, Sept. 9 th 6:00-8:00pm Meeting #4 Monday, Sept. 15 th 6:00-8:00pm Meeting #5 Tuesday, Oct. 21 st 6:00-8:00pm Meeting #6 Tuesday, Nov. 18 th 6:00-8:00pm FMP Process Overview Progress to Date Next Steps Demographic Trends Online Survey Results Elementary Program Standards Town Hall Process Draft Elementary School Site Master Plans Town Hall Feedback Middle School Program Standards Draft Middle School Site Master Plans Program Costs & Funding Opportunities Scope Prioritization Voting Master Plan Program Recommendations

Q&A

we believe that a sustainable master plan is 1. people driven 2. research informed 3. learner centered 4. exploratory 5. transparent 6. implement-able 7. long range

LPA creating sustainable places and spaces that enrich the lives of those who use them