camas school district hayes freedom high school...

CAMAS SCHOOL DISTRICT

HAYES FREEDOM HIGH SCHOOL

EDUCATION SPECIF ICATION

Camas , Wash i n g ton

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T A B L E O F C O N T E N T S

C A M A S S C H O O L D I S T R I C T • H AY E S F R E E D O M H I G H S C H O O L E D U C AT I O N S P E C I F I C AT I O N • 1 1 . 1 8 . 2 0 0 8

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C O N T E N T S

Participants .........................................................................................................................i

I . E X E C U T I V E S U M M A R Y

I I . V I S I O N D E V E L O P M E N T

District Mission and Beliefs ...............................................................................................II-1

Hayes Freedom High School Mission and Beliefs ..............................................................II-1

Project Goals .......................................................................................................................II-3

Facts and Parameters ..........................................................................................................II-4

Program Needs....................................................................................................................II-4

Concepts ..............................................................................................................................II-6

Tour of Truman High School ..............................................................................................II-7

I I I . P R O G R A M D E V E L O P M E N T

Narrative Program .............................................................................................................III-1

Numeric Program ..............................................................................................................III-11

Plan Test Diagrams ............................................................................................................III-15

I V . I M P L E M E N T A T I O N

Preliminary Project Schedule .............................................................................................IV-1

Preliminary Budget Estimate .............................................................................................IV-1

V . A P P E N D I C E S

A. Focus Group Interviews

B. Planning Committee Meeting Minutes

P A R T I C I P A N T S


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P A R T I C I P A N T S This document is the result of a collaborative effort to express the identity and envision the program for a new Hayes Freedom High School facility. Participants gave generously of their time, sharing their experience and thoughts to develop this planning document.

P L A N N I N G C O M M I T T E E

Mel Cardon, Board Member

Helen Charneski, Construction Manager, Camas School District

Gail Gast, Parent, Hayes Freedom High School

Amy Holmes, Principal, Hayes Freedom High School

Sarah Holven, Student, Hayes Freedom High School

Bette-Jo Poser, Parent, Hayes Freedom High School

Heidi Rosenberg, Capital Programs Manager, Camas School District

Shelley Ross, Counselor, Hayes Freedom High School

Monica Winkley, HFHS Teacher, Camas School District

F O C U S G R O U P I N T E R V I E W S

Lee Evans, English/Electives Teacher, Hayes Freedom High School

Nadia Hagen, Administrative Secretary, Hayes Freedom High School

Daniel Harvey, English/Electives Teacher, Hayes Freedom High School

Henry Liu, Science Teacher, Hayes Freedom High School

Jenny Mahone, Math Teacher, Hayes Freedom High School

Randy Poor, Special Education Teacher, Hayes Freedom High School

Shelley Ross, Counselor, Hayes Freedom High School

Stephanie Spencer, English/Computer Lab Teacher, Hayes Freedom High School

Monica Winkley, Social Studies Teacher, Hayes Freedom High School

M A H L U M A R C H I T E C T S

Gregg Stewart, Principal In Charge

Jamin Aasum, Project Designer

Jennifer Lubin, Programmer/Planner

C A M A S S C H O O L D I S T R I C T • H AY E S F R E E D O M H I G H S C H O O L E D U C AT I O N S P E C I F I C AT I O N • 1 1 . 1 8 . 2 0 0 8m a h l u m

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The purpose of this education specifi cation is to assess and quantify the needs of Hayes Freedom High School (HFHS) for the Camas School District. HFHS is an alternative high school program with about 150 students. It is currently housed in the original Camas High School building, along with several other programs.

The project team worked with a Planning Committee throughout the education specifi cation process. The process included a visioning workshop with the Planning Committee to develop goals and priorities, interviews with representatives from each area of the school to understand detailed planning needs, and a tour of a similar facility (Truman High School) to broaden perspectives. From this information, planning parameters were developed, including a narrative and numeric program describing the needs of the school, and a preliminary schedule and budget.

V I S I O N D E V E L O P M E N T

Hayes Freedom High School is a community of learning with high expectations, caring and hope. The educational culture supports learning and growth, is intentional, connects with the community, and is refl ective. The curriculum and instruction gives opportunity, direction for a new beginning and hope to every student.

The prioritized goals for the project include the following:

• The building should be a “safe haven;” protective and like a home

• Use the building and site as teaching tools

• Implement green building strategies to support an environmental stewardship focus

• Create a facility that is unique and strong

• Create a “place of pride” that is valued

• The building should display visible/active learning and student work/development

• Provide the space to build/create community

P R O G R A M D E V E L O P M E N T

The new Hayes Freedom High School will open with a capacity for 200 students, with the potential for expansion to accommodate 300 students.

The program includes seven general classrooms, a science lab, a resource room for learning support, a computer lab, small library, and cafeteria/commons with seating for 150 students. Support spaces include administration, family services, staff support and building support. Physical education space, including a weight room and lockers, was eliminated from the program due to budget constraints, but will be incorporated into the future expansion. Outdoor areas include space for basketball, hackeysack and seating areas. Parking for 25 cars is also included.

E X E C U T I V E

S U M M A R Y

E X E C U T I V E S U M M A R Y


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Key elements that are desired for the facility include:

• Classrooms sized to accommodate 30 students and identical for fl exibility

• Ample natural light and operable windows

• Passive supervision throughout the facility

• Areas for student display throughout the facility

• Ample storage for instructional materials and student belongings

• The school should feel visible, open, safe and welcoming

A summary of the Hayes Freedom High School program is shown below. Program reductions were required to meet budget constraints. The Reduced Ed Spec Program, which is approximately 20,000 square feet, aligns with the allocated budget. More detailed information about program areas and relationships is included in Section III- Program Development.

Numeric Program Summary Department

OriginalEd Spec Program

ReducedEd Spec Program

INSTRUCTIONAL AREAS 10,340 10,020

PHYSICAL EDUCATION 1,200 0

ADMINISTRATION 800 760

FAMILY SERVICES 450 420

STUDENT CENTER / FOOD SERVICE 2,810 2,660

STAFF SUPPORT 860 560

BUILDING SUPPORT 420 210

Total Assignable Square Feet 16,880 14,630

Total Building Gross Square Feet 23,407 20,250

I M P L E M E N T A T I O N

The preliminary project schedule accommodates a completion date of July 15, 2010, allowing 1.5 months for owner move-in before the start of school in September 2010.

The preliminary budget estimate includes a total construction budget range of $3.78 million to $3.83 million. This assumes a building cost of $153 per square foot and a site cost of $10 per square foot. It also includes a 5% design contingency and 4% per year infl ation to the midpoint of construction.

Refer to Chapter IV - Implementation for more detailed information on the preliminary schedule and budget estimate.


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V I S I O N

D E V E L O P M E N T

D I S T R I C T M I S S I O N A N D B E L I E F S

The mission of the Camas School District is to provide students with the ability to communicate effectively, use technology, reason, be self-confi dent, possess mental and physical health, and work effectively with others. In broader terms, our mission is to create a “learning community” where staff, students, and citizens are involved jointly in the advancement of knowledge and personal growth.

What we believe about education:

• We believe that each student has worth and dignity as a human being and deserves to be treated with respect in every situation.

• We believe that effective education results from a cooperative effort of community members, parents, students, and staff.

• We believe it is the school’s responsibility to provide varied, wide-open channels for communication among parents, community members, students and staff.

• We believe students will do what is expected of them and will work to improve if consistently confronted with high expectations by adults who demonstrate true caring.

• We believe that modeling is a powerful educational tool. We teach academic and behavioral excellence by demonstrating high quality performance.

• We believe school must be a joyful place. Everyone works hard at being the best that they can be. Students laugh and smile, secure in knowing what is expected of them. The climate is happy and satisfying to all concerned.

H A Y E S F R E E D O M H I G H S C H O O L M I S S I O N A N D B E L I E F S

In the interest of meeting the needs of all students in the Camas School District, the Camas School Board approved the recognition of Hayes Freedom High School as a stand-alone high school designed to provide personalized instruction and individual attention for high school students who prefer to direct their own educations to a greater degree than is possible in a traditional high school model. Hayes Freedom was named after Denis Hayes, a Camas High School graduate who is credited with developing Earth Day, and Freedom for our cherished belief in the importance of this attribute in education.

We are a non-traditional school where students and staff can learn, grow, and experience life and education in a way that works for each individual. Projects and courses are designed by staff to align closely to district, state and national learning standards, but these allow, and in fact require, students to take control of their own educational plans. It is a place where students can fi nd their own voices. Students learn quickly that they have both the right to their opinions but also the responsibility to listen to and respect the views of others.

Students at Hayes Freedom must be self-motivated, responsible, and willing to commit to both long- and short-term community-based service learning projects. A premium is placed on student integration of learning across disciplines. Hayes Freedom students are required to analyze problems from multiple viewpoints and articulate comprehensive responses.



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Hayes Freedom High School is a community of learning with high expectations, caring and hope. The educational culture supports learning and growth, is intentional, connects with the community, and is refl ective. The curriculum and instruction gives opportunity, direction for a new beginning and hope to every student.

We believe:

• Students thrive in a small caring community

• The student/teacher relationship promotes the unique success of all students

• Students receive more personal attention in a smaller environment when directed and supported by adults who know them well

• Guidance and learning occurs best within a respectful and nurturing relationship

• Intellectual development is essential to academic success and personal fulfi llment

• Curriculum and instruction should engage the talents and abilities of each student

• The program will provide avenues to empower students to make change

• There are many ways to learn and demonstrate academic skills

• The curriculum and instruction are responsive, fl exible, and creative

• Students demonstrate responsibility by contributing to their community

• Student commitment is essential to their own success and learning



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A visioning workshop was conducted with the Planning Committee on September 24, 2008, to develop goals, facts, needs and concepts for Hayes Freedom High School. Participants brainstormed ideas that were recorded on goal cards on the wall. The goals were then prioritized by the group.

The following list includes all ideas that were discussed. They will be used to guide the planning process.

P R O J E C T G O A L S

• Safe haven; protective; like a home (6 votes)

• Building and site as teaching tools (3 votes)

• Green building strategies to support environmental stewardship focus (3 votes)

• Unique and strong (2 votes)

• Place of pride; valued (2 votes)

• Building displays visible/active learning and student work/development (2 votes)

• Space to build/create community (2 votes)

• Image of the building as special (1 vote)

• Not institutional (1 vote)

• Native/integrated planting; make it look like it belongs (1 vote)

• Equity (1 vote)

• Make the space inviting and alive

• Connection to the exterior

• Explore grants and programs for sustainable strategies

• Environmental stewardship to develop student ownership and connection

• Develop ‘Jobs for the 21st Century’ opportunities (environmental)

• Hear the water and celebrate the rain

• Community can see students shine!

• Living building; self-sustaining building

• Connected to nature

• Opportunities to observe teacher interaction and learning

• Safe and secure environment

• Invokes a feeling of “I belong here”



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• Connected to the community and to the world

• “Seize the moment”

• Create passive supervision of exterior spaces, commons and other areas

F A C T S A N D P A R A M E T E R S

• School will open with 200 students with potential to serve 300 students in the future (with an expansion)

• 23 to 30 students per classroom

• School day is 8:30 a.m. to 2:00 p.m. with three 90-minute periods

• First phase of programming to be completed by November 10th, 2008

• September 2010 opening

• Currently HFHS has an open campus policy; but there is a desire for the campus to be closed if food service was available on campus

• The school has one bus at the school for morning drop-off and one for afternoon pick-up

• 25 students drive to school

• Existing halls are 18 feet wide and provide “hang out” space

• Very tight budget

P R O G R A M N E E D S

• (7) general classrooms

- Classroom square footage is less important if shared spaces are available

- Flexible seating in classrooms

- Cubbies or personal student storage space in each classroom

- Books are stored in classrooms and book room

• (1) science room

• (1) computer lab

• (1) resource room (ideally classroom size; can be used as a regular classroom)

• Cafeteria/commons with kitchen

- Hang out spaces in commons area (social hub)

- Refrigerator and microwave near kitchen and commons

- Possible two lunch periods (150 for lunch and 300 ultimately at events)

- Warming kitchen only (served by Liberty)



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• Library/book room

• Fitness room

- Space for yoga

- Some machines for lifting

• Administration area

- Principal offi ce

- Secretary offi ce

- Health room

- Waiting area

• (3) counselor offi ces with conference room and waiting area (family resource rooms)

• Staff workroom and lounge

• Students project storage space

• Display space for student art work

• Exterior space

- Garden teaching/learning space

- Exterior space off of the commons with basketball hoops, tables, benches, space for Frisbee and hackey sack

- Parking for 25 cars

• Environment

- Day light all spaces

- Operable windows

- Clear sight lines

- Peaceful space/place

- Places for quiet rest/learning

- Cave or darker space



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C O N C E P T S

• Building as part of a campus

• Seating integrated into the landscape

• School reveals itself at the entry

• Family Resource Center / Family Services

• Focal point on signature

• One entry, inviting and connected

• Principal’s offi ce can observe the school and students and is connected to learning

• Day starts and ends in the commons; students pass through to and from classes

• Health room by offi ces

• Hayes Freedom banner/coat of arms displayed

• Controlled access at entry

• Commons at the heart of the building

• All connected; all classrooms located together

• Use commons as a performance space

• Need to be able to lock down sections of the building for after-hours use, such as the commons and family services areas



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View of front entry

Truman High School:Plan Diagram

T R U M A N H I G H S C H O O L T O U R

The planning committee participated in a tour of Truman High School, an alternative high school in the Federal Way School District. The purpose of the tour was to broaden perspectives, develop a clearer sense of what works and doesn’t work, and to gain insight into planning the new Hayes Freedom High School.

Description

Truman High School is located in Federal Way, Washington. It is sited between a Boys’ and Girls’ Club center (including large gymnasium and fi tness room), and a Head Start facility. Truman has a current population of about 150 students, with a total capacity of 200. Students are in grades 9 through 12. Staff includes the principal, dean of students, nurse (three days per week) and counselor (one day per week).

The facility is approximately 25,000 square feet and includes 12 open learning spaces (classrooms). Each learning space is open, with a small quiet area where a student or teacher can work. Classrooms are divided with six on each side of the building. Each side also has a “project room” that can be closed off (the only closed space in the school). Rolling storage cabinets provide a drawer or cubby for each student. The administrative area has a conference room, offi ces and a health room. A warming kitchen serves about 50 students per day and the two common areas open onto an outdoor courtyard.



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Instructional Program

• Learning teams

- Seven learning teams in the school

- Each has a teacher and up to 15 students

- Provides a sense of community and integration for students

- Currently every teacher is responsible for all subjects, but this will be changing

- Teach using Socratic seminars with a written product

• Connection to the community

- Look outside the traditional “box” of the school to bring in the community

- Internships in the community

- Students create a project that gives back to the place of their internship

- Senior institute (three days of classroom work and two days of internship)

• Portfolio system rather than a credit/grading system

- Students move from grade to grade based on review of their portfolio

- Upon graduation they will have a body of work that displays the required learning

Classroom



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Tour Comments

Pros

• Truman is a place where everyone is respected and welcomed

• The building has a “nice feel” and is comfortable; includes high ceilings and ample natural light

• The confi guration of the building provides the ability to see all spaces in the school

• Administrative offi ce area was functional and cozy

• Exterior fi nishes were simple and functional

• The central spaces were welcoming and had a feeling of openness, with vaulted unfi nished ceilings, lots of natural light, operable windows, basic fi nishes and a comfortable atmosphere

• Student store with a coffee cart could be a money-maker at Hayes’ District offi ce site

• Aesthetics are good (open structure, concrete fl oor, etc.)

Cons

• Open learning environment of advisory rooms doesn’t fi t the Hayes Freedom approach (need more traditional classroom spaces)

• Administration is too far from student learning areas

• Principal does not need to have a view of the entry or bus drop-off

• What Truman would do differently: add a teachers’ workroom/lounge and more storage

Commons area



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Student store

View of ceiling in commons area


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P R O G R A M

D E V E L O P M E N T

The Hayes Freedom High School program was developed through an analysis of existing facilities, interviews with District and school representatives, and comparison with other similar facilities in the region. The narrative and numeric programs that were developed were then modifi ed to accommodate budget constraints. Therefore, all of the requested program elements are not included in the fi nal program. The original program interview minutes are included in Appendix A.

N A R R A T I V E P R O G R A M

Overall Building

The program includes instructional areas, a commons/cafeteria with warming kitchen, administration, family services, staff support and building support areas. The physical education areas were eliminated to meet the targeted program size, but will be included in the planning for future expansion to the school.

Key program goals for Hayes Freedom High School:

• Provide ample natural light and operable windows throughout the facility

• The school should feel visible, open, safe and welcoming

• Provide for passive supervision throughout the facility

• Classrooms should be sized to accommodate 30 students and should all be identical for fl exibility

• Provide areas for student display throughout the facility

• Provide ample storage for materials and student belongings

• Administration and Family Services should both be connected to the instructional areas, but be separated from each other

Relationship Diagram: Overall Building

ADMIN.

COMMONS/CAFETERIA

STAFFSUPPORT

FAMILYSERVICES

MAINENTRY

INSTRUCTIONALAREAS

KEY

Primary Relationship

Secondary Relationship

Visual connection



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Instructional Areas

The narrative program for instructional areas includes information about classroom space for English, math, social studies, and electives. Information from the interviews for each individual area is included in Appendix A.

Program Goals • General education classrooms should be identical for fl exibility

• Space for student work to be displayed outside of the classroom in hallways

• Individual storage areas are desired for students

Environmental Stewardship

• Ample natural light in the classroom is desired

• Large, operable windows are desired

• Local climate control

• Separate control of front and back lighting banks

Technology and Instructional Delivery

• Textbooks are checked out to individual students; remaining textbooks are stored in the classroom

• Paraprofessionals come into the classroom to help on a part-time basis

- Work with students in the classroom and in break-out space outside the classroom

• Observation-oriented learning/discussion groups

• Teachers prefer fl exible furniture; either desks and chairs or small tables and chairs

• Existing rectangular classroom shape works well for instruction

• Instruction often involves movement (push furniture to the edge of the room)

Student and Staff Flow

• 25-30 students per class typically

• Three classes per day (block schedule) plus advocacy class

• Computer lab is used on a sign-up basis when not used for technology instruction

Key Space Calculations

• Teachers prefer fl exible furniture; either desks and chairs or small tables and chairs

• Open bookshelf storage for 90 textbooks, 20 personal books, and reference books

• Storage for up to 60 student projects (poster board size)

• Calculators for math class are stored fl at in an open bin (30 calculators – one per student)

• Bins for math “toys” are 18” x 12” (8 bins total); includes rulers, protractors, and paper



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Space Program

• General classrooms

- Open shelving for book storage (90 textbooks and personal books)

- 15-20 storage units for student storage (backpacks and coats)

- Storage area (cabinet) for senior advocacy students to keep their best work for the year

- Area for slots or bins to turn in assignments

- Storage space for posters (boards); drawers would be best

• Computer lab

- Prefer a traditional tiered model

- Place to write beside computer station

- Media cart/screen, 30-35 computers, headphones and white boards

Special Equipment

• Two student computer stations in each classroom

• White boards at two locations in the classroom (front and side walls); additional large whiteboard is desired for math (one could slide over the other)

• One wall for world map (for social studies)

• Media cart/screen

• Bulletin boards

• Ample tack space inside and outside of the classroom

Relationships

• Individual or small group study area adjacent to the classroom is desired (break-out space)

- Requires good observation from the classroom

- This space could be shared

• Corridors are very active, even during class periods; a visual connection (glass) from the classroom into the corridor or other shared space would be a distraction for students

• Classrooms surrounding the commons would enhance the sense of community in the school, but noise could be an issue



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Relationship Diagram: Instructional Areas

Option 1

STUD.TLTS.

STUD.TLTS.

STAFFTLT.

CLASSROOM

CLASSROOM

CLASSROOM

CLASSROOM

CLASSROOM

CLASSROOM

CLASSROOMLIBRARY

SCIENCECLASSROOM

COMPUTERLAB

RESOURCEROOM

CLASSROOM

CLASSROOM

CLASSROOM

CLASSROOMCLASSROOM

CLASSROOM

COMPUTERLAB

CLASSROOM

SCIENCECLASSROOM

COMMONS / CAFETERIA

Relationship Diagram: Instructional Areas

Option 2

RESOURCEROOM

LIBRARY

KEY



Visual connection



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Science

Program Goals

• Science includes physical science, gardening, physics, biology, and chemistry

• All science storage should be adjustable


• There is a desire for many operable windows


• Science is taught with benches, including one demonstration bench in front


• Class size ranges from 16 to 33 students

• There is a paraprofessional in the classroom every other day


• 4 students per bench (with stools)

• 9 benches plus demonstration bench

Space Program

• (1) science room with 9 student benches (36 seats) and demonstration bench

• Prep room for chemical storage

• Storage for science kits, (20) microscopes, and student projects

• Cubbies for students personal belongings

Special Equipment

• Gas (for Bunsen burner), power outlet and sink at each lab bench

• Fume hood with gas and sink

• Eye wash

• Refrigerator, microwave, and dishwasher

• Data outlets at perimeter counter

• Long white board on teaching wall

• Teacher desk and four-drawer fi le cabinet

Relationships

• Science room should be on the fi rst fl oor



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Special Education / Learning Support

Program Goals

• Daily class for special education students

• Functions like a resource room (reading, writing, math)

• Behavior and learning disabled

• Would like to have a permanent home and not be “tent-dwellers”

• Students at Hayes Freedom High School are a big family


• Large windows to exterior; natural light is especially important for these students

• Operable windows


• Students work in groups, with up to four groups at one time

• Individual counseling and group therapy

• Each student has an individual education plan (IEP); must be stored in locking cabinet

• Students in special education are usually working on organizational goals

• Teacher rotates between three learning areas


• Maximum of 20 students

• Currently have 20 special education students out of the total student population of 150

Space Program

• Space for paraprofessional in the classroom (desk and computer)

• Area for computers; possibly use general computer lab

• Three learning areas in the classroom

• Space for students to store their work, and possibly for backpacks and coats

Special Equipment

• Technical equipment should be the same as a typical classroom (document camera, projector with computer hook-up, etc.)

• Three white boards and tack space

Relationships

• Special education room would benefi t from adjacency to the counseling area

• Special education should be integrated with classrooms, but away from administration

• Ideally have no doors between rooms and corridors, or all glass into common areas and corridors, to help kids see each other and feel like family



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Library

Program Goals

• Library may be used as a quiet commons

• Library should feel like a “haven;” quiet, cozy and comfortable

• Not like a classroom; should have different type of seating (possibly soft seating)


• Library is not staffed


• Plan for twice the current volume count

Space Program

• Book check-out area

• Computer stations for research (minimum of two)

• Teaching station with white board (for “mini lessons”)

• Seating area (soft)

Special Equipment

• Media cart/screen

• White board

• Built-in benches with lockable storage, to provide seating niches for reading (like a window seat)

Relationships

• Library could be open to the rest of the school if there was some degree of acoustical separation

• Library should be visible from common spaces for passive observation



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Commons / Cafeteria

Program Goals

• The commons is a place where the whole school can meet

• A place to “be with each other”

• Like the “Embassy Suites” model: a large central area with eating area off to the side

• Character of the space should include: calmness and serenity, openness and transparency, and bigger, louder, brighter


• Lots of large windows

• There should be an outdoor area associated with the commons, with both active (hackey sack, basketball) and passive (benches for seating) areas


• The commons is a social area

• Potential to have both quiet and active areas within the commons

• Provide secured after-hours access to the commons

• There should be passive supervision of the commons area

Space Program

• Small group or individual study areas (quiet)

• Soft seating area

• Table seating area

• Food prep area (with microwaves)

• Art alcove off of the commons for storage, with roll-up or double doors

Special Equipment

• No folding walls

Relationships

• Outside of the classrooms, the whole school should be open and everyone should be visible

• Commons should be close to Family Services

• Commons should be adjacent to an outdoor area



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Family Services

Program Goals

• The counseling center should be easily accessible to students and a “safe haven”

• Family services should be warm, welcoming, inviting, safe, private, effi cient and not cramped


• Family Services could be open after-hours and should have exterior access or secured access

• Police offi cers work with counselors

• Family services supplies food to students who don’t have any


• Four counselors total (three from Catholic Charities)

• Two counselors alternate days and one counselor is always on site


• Four people maximum at offi ce meetings

Space Program

• Three offi ces (desk and chair, four fi le cabinets, round table with four chairs)

• Conference room with seating for 12-15 people; no relite for privacy

• Waiting area with soft seating

• Storage area for extra clothing (large cabinet), art supplies, food

Special Equipment

• Microwave and sink for food preparation (unless use commons kitchen)

• White board, screen and smart board in conference room

Relationships

• Locate counseling in the classroom area and away from administration

• If counseling is adjacent to the commons, kitchen facilities could be used for food preparation

COUNSELOROFFICE WAITING

COUNSELOROFFICE

COUNSELOROFFICE

CONFERENCEROOM

Relationship Diagram: Family Services

KEY



Visual connection

EXTERIOR ACCESS



III-10

m a h l u m

a r c h i t e c t s

Administration / Staff Support

Program Goals

• School entry needs supervision


• Secretary takes attendance for late comers and students who have been absent; other attendance taken on computer at classrooms and compiled by secretary


• Plan for two secretaries at reception area

• Plan for one cot in health area

Space Program

• Reception area with two workstations (computer, fi le cabinet, printer) and waiting

• Principal’s offi ce with desk, chair, meeting area for four people

• Health room with one cot, sink, refrigerator, and supplies

• Conference room (possibly use family resource room for conferences)

• Security workstation, with computer to view security cameras

• Storage for student records and historical records (4 four-drawer fi le cabinets)

• Workroom with mailboxes, paper cutter, general supplies

• Staff lounge with double sink, dishwasher, tackboard for announcements, possibly drink machine (combined with enlarged workroom in reduced program)

Relationships

• Administration should be near instructional areas and does not have to be by main entry

• Health room should be visible from main offi ce area for supervision

• Administration should be by the workroom

• Security (police) should not be located by the Family Services

CONF.

HEALTHROOM

WORKROOM/STAFF LOUNGE

WAITING

MAIN ENTRY

SECRETARY

STAFFTLT.

TLT.

PRINCIPAL’SOFFICE

Relationship Diagram: Administration/

Staff Support

KEY



Visual connection



III-11

m a h l u m

a r c h i t e c t s

Building Support

• Provide ability to lock-down sections of the building for secure after-hours access (such as commons and Family Services)

• School-wide intercom system

• Remote-control window blinds

• Recycling center

• Composting bin

• Local climate control, to provide a better learning environment and save energy

Exterior Space

• There should be an outdoor area associated with the commons, with both active (hackey sack, basketball) and passive (benches for seating) areas

• Provide for passive supervision of exterior areas

• Outdoor covered seating with benches

• Garden/greenhouse area

• Parking for 25 cars

• Bicycle racks



III-12

m a h l u m

a r c h i t e c t s

N U M E R I C P R O G R A M

Program Summary

The proposed Hayes Freedom High School program is approximately 20,000 gross square feet. It is designed to accommodate a target population of 200 students, with the potential for future expansion to 300 students.

The program includes nine teaching stations, including seven classrooms, one science classroom and a resource room for special education. Other instructional areas include a computer lab and library. The program provides approximately 100 square feet per student.

Program reductions were required to meet budget constraints. Changes from the original program included reducing the resource room, deleting the weight room and lockers, reducing the commons/cafeteria, deleting the staff lounge and combining with a larger workroom, and small reductions in administration and support spaces. The physical education space that was deleted will be included as an additive alternate to the project or planned for future expansion. Both programs are shown for comparison purposes.

The program, summarized in the table below, is organized into categories by department or use. Each area is listed with the proposed space allocation in net square feet (NSF). The assignable square footage represents all areas used for program functions, such as classrooms, offi ces, custodial space, and restrooms. The building gross square footage represents the entire building area, including mechanical/electrical rooms, circulation space, and wall thickness, as well as all assignable areas. The total building gross square footage is the actual size of the building, and the area that is used for cost purposes.

Numeric Program Summary Department

OriginalEd Spec Program

ReducedEd Spec Program

INSTRUCTIONAL AREAS 10,340 10,020

PHYSICAL EDUCATION 1,200 0

ADMINISTRATION 800 760

FAMILY SERVICES 450 420

STUDENT CENTER / FOOD SERVICE 2,810 2,660

STAFF SUPPORT 860 560

BUILDING SUPPORT 420 210





III-13

m a h l u m

a r c h i t e c t s

Detailed Numeric Program

A detailed numeric space program is included below and on the following page. The program describes the following elements for each room listed: number of rooms provided (“rm”), space generator for the room (“sp gen”), net square feet per space generator (“nsf”), net square feet per room (“sf/rm”), and total net square feet (“total nsf”).

Detailed Numeric Program

rm sp gen nsf sf/rm total nsf rm sp gen nsf sf/rm total nsf

INSTRUCTIONAL AREAS

Classroom 7 30 seats 30 900 6,300 7 30 seats 30 900 6,300

Science Classroom 1 30 seats 40 1,200 1,200 1 30 seats 40 1,200 1,200

- Prep Room 0 1 1 rm 80 80 80

Resource Room 1 30 seats 30 900 900 1 16 rm 31 500 500

Library 1 1 rm 500 500 500 1 1 rm 500 500 500

Computer Lab 1 25 sta 36 900 900 1 25 sta 36 900 900

Student Toilets 2 1 rm 240 240 480 2 4 stalls 60 240 480

Staff Toilet 1 1 rm 60 60 60 1 1 rm 60 60 60

Subtotal - Instructional Areas 10,340 10,020

PHYSICAL EDUCATION

Weight Room/Lockers 1 1 rm 1,200 1,200 1,200 0

Subtotal - Physical Education 1,200 0

ADMINISTRATION

Waiting 1 7 seats 21.4 150 150 1 7 seats 20 140 140

Small Conference Room 1 8 seats 18.8 150 150 1 5 seats 20 100 100

Secretary Workstation 2 1 sta 100 100 200 2 1 sta 80 80 160

Security Workstation 0 1 1 sta 60 60 60

Health Room 1 1 cot 100 100 100 1 1 cot 100 100 100

- Health Toilet 1 1 rm 50 50 50 1 1 rm 50 50 50

Principal's Office 1 1 rm 150 150 150 1 1 rm 150 150 150

Subtotal - Administration 800 760

FAMILY SERVICES

Waiting 1 7 seats 21.4 150 150 1 4 seats 20 80 80

Large Conference Room 1 12 seats 20.8 250 250 1 12 seats 20 240 240

Counselor's Office 3 1 rm 150 150 450 3 1 rm 140 140 420

Subtotal - Family Services 450 420

STUDENT CENTER / FOOD SERVICE

Commons/Cafeteria 1 150 seats 15.0 2,250 2,250 1 150 seats 13.8 2,070 2,070

- Art Storage Alcove 1 1 area 30 30 30

Kitchen and Storage 1 1 rm 500 500 500 1 1 rm 500 500 500

Toilet 1 1 rm 60 60 60 1 1 rm 60 60 60

Subtotal - Student Center/Food Service 2,810 2,660

STAFF SUPPORT

Workroom 1 1 rm 350 350 350 1 1 rm 500 500 500

Staff Lounge 1 1 rm 350 350 350 0

Staff Toilet 2 1 rm 80 80 160 1 1 rm 60 60 60

Subtotal - Staff Support 860 560

Net Square Feet Net Square FeetOriginal Ed Spec Program Reduced Ed Spec Program



III-14

m a h l u m

a r c h i t e c t s

Detailed Numeric Program, Continued

rm sp gen nsf sf/rm total nsf rm sp gen nsf sf/rm total nsfNet Square Feet Net Square Feet

Original Ed Spec Program Reduced Ed Spec Program

BUILDING SUPPORT

Main Custodial Room/Office 1 1 rm 300 300 300 1 1 rm 150 150 150

Custodial Closets 2 1 rm 60 60 120 1 1 rm 60 60 60

Subtotal - Building Support 420 210


UNASSIGNABLE AREAS

Mechanical 500 500

Electrical 100 100

MDF 100 100

IDF 120 120

Circulation/Walls 24% 5,707 24% 4,800

Subtotal - Unassignable Areas 6,527 5,620


Square Feet Per Student 200 students 117 200 students 101



III-15

m a h l u m

a r c h i t e c t s

P L A N T E S T D I A G R A M S

The following diagrams refl ect potential room confi gurations for key program spaces, based on the square footages allocated in the numeric program. The diagrams serve as a test to verify that the square footage accommodates the necessary functions in the space, and do not depict fi nal designs or furniture layouts for these spaces.

Plan Test: Cafeteria2,070 square feet

168 seats


150 seats



III-16

m a h l u m

a r c h i t e c t s

Plan Test: Classroom900 square feet

28 seats / 32 seats


144 seats

Plan Test: Computer Lab900 square feet

27 seats / 28 seats



III-17

m a h l u m

a r c h i t e c t s

Plan Test: Science Lab1,200 square feet

24 seats


32 seats


24 seats



III-18

m a h l u m

a r c h i t e c t s

Plan Test: Counselor Offi ce

140 square feet

Plan Test: Conference240 square feet

12 seats

Plan Test: Principal Offi ce

150 square feet


a r c h i t e c t s

IV

.

IM

PL

EM

EN

TA

TI

ON

I M P L E M E N T A T I O N


IV-1

m a h l u m

a r c h i t e c t s

I M P L E M E N TAT I O N P R E L I M I N A R Y P R O J E C T S C H E D U L E

Preliminary key dates for the design and construction of Hayes Freedom High School are as follows:

Phase Start/Finish Date Duration

Schematic design Dec. 1, 2008 - Jan. 31, 2009 2 months

Design Development February 1 - March 15, 2009 2.5 months

Contract Documents March 15 - June 15, 2009 3 months

Bidding June 15 - July 15, 2009 1 month

Contract Negotiation/ July 15 - August 15, 2009 1 monthBoard Approval

Construction August 15 - July 15, 2010 11 months

Owner Move-In July 15 - August 31, 2010 1.5 months

School Starts September 2010

P R E L I M I N A R Y B U D G E T E S T I M A T E

The preliminary budget estimate is based on the ed spec program. These costs are for preliminary, order-of-magnitude budget discussions only. Estimates will be updated throughout the design process.

The estimate does not include state sales tax, cost for relocation of portable structure on site,or off-site costs (if any).

Program Elements Cost Per SF GSF Total Cost

Building $153.00 20,000 - 20,250 $3,060,000 - $3,098,250

Site $10.00 20,000 - 20,250 $200,000 - $202,500

Subtotal $3,260,000 - $3,300,750

5% Design Contingency $190,000 - $190,000

9.4% Infl ation (4% per year to midpoint of construction) $333,800 - $336,400

Total Construction Budget $3,783,800 – 3,827,150

Camas School District Budget Allocation $3,800,000

Difference $16,240 – ($27,150)


a r c h i t e c t s

V.

AP

PE

ND

IC

ES

A P P E N D I C E S : T A B L E O F C O N T E N T S


i

A P P E N D I C E S :

T A B L E O F

C O N T E N T S

A . F O C U S G R O U P I N T E R V I E W S

English/Computer Lab ........................................................................................................A1-1

Social Studies ......................................................................................................................A2-1

Math ....................................................................................................................................A3-1

Science .................................................................................................................................A4-1

Special Education ................................................................................................................A5-1

Library ................................................................................................................................A6-1

Commons ............................................................................................................................A7-1

Family Services ...................................................................................................................A8-1

Administration ...................................................................................................................A9-1

B . P L A N N I N G C O M M I T T E E M E E T I N G M I N U T E S ( O C T O B E R 2 3 , 2 0 0 8 )

A1-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : E N G L I S H / C O M P U T E R L A B

C A M A S S C H O O L D I S T R I C T . H A Y E S F R E E D O M H I G H S C H O O L E D U C A T I O N S P E C I F I C A T I O N . 1 1 . 1 8 . 2 0 0 8

E N G L I S H / C O M P U T E R L A B

G O A L S

Program Goals

• Flexible space

• Space for student work outside of classroom in hallway (glass-covered tack board)

• Cubbies are desired for individual student storage (backpacks and coats) within the classroom

• Supervision is needed to the main circulation space


• Natural light in the classroom is desired (don’t turn on lights currently)

• Operable windows are important

I N S T R U C T I O N A L D E L I V E R Y


• Observation-oriented learning/discussion groups

• Work in small groups

• Student presentations

• Book-based learning

• Teaching occurs with desks configured in a “horse shoe” shape with tables and chairs; later in the class period students break into groups by moving chairs around

• Paraprofessionals come into the classroom; often will work with students in break-out space outside the classroom

• Existing rectangular classroom shape works well for instruction

F U N C T I O N A L A N D S P A C E N E E D S


• Maximum class size of 25-30 students

• Special education assistant comes into the classroom

• Three classes per day including advocacy class


• Tables and chairs preferred over desks (easy to move into groups)



A1-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : E N G L I S H / C O M P U T E R L A B


D E S I G N C R I T E R I A

Space Program

• English classroom − Open shelving for book storage (90 textbooks and personal books) − Storage area (cabinet) for senior advocacy students to keep their best work for the year

• Computer lab − Ability for the instructor to see all of the students screens at one time, a traditional tiered

model is a possibility − Place to write beside computer station − Storage

Special Equipment

• Large whiteboard at teaching wall and small whiteboard on side wall for schedule

• Tack board in the classroom

• Media cart (prefer not to have ceiling projection)

• Printer at classroom and computer lab

• 2-3 computers in the classroom (?)

Relationships

• Ideally provide break-out space adjacent to the classroom; this space could be shared

• Computer lab located with the general classrooms

• Accessible to workroom

Character and Image

• Contained classroom

• Open feeling in the school

• Areas where small groups could work


Date: October 8, 2008

Time: 9:00 AM

Attendance: Stephanie Spencer, English Teacher

Gregg Stewart, Mahlum Architects

Jamin Aasum, Mahlum Architects

Heidi Rosenberg, Camas School District

A2-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : S O C I A L S T U D I E S


S O C I A L S T U D I E S

G O A L S

Program Goals

• Space for student work outside of classroom in hallway (display board)

• Cubbies are desired for individual student storage within the classroom


• Not discussed



• Instruction often involves movement (push furniture to the edge of the room)

• Paraprofessionals come in to help; prefer to have extra help done in the classroom and not have students pulled out

• Debate occurs every Friday; debate in teams with desks facing each other

• Students work on art projects, typically posters




• Use computer lab once a week





• Space for food storage


Space Program

• One classroom

Special Equipment

• (2) computer stations in the classroom

• Whiteboards at two locations in the classroom (front and side walls)

• One wall for world map

• Media cart

A2-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : S O C I A L S T U D I E S


Relationships

• Close to commons, possible use commons for art projects

Character and Image

• Flexible space

• Inviting to students



Time: 10:30 AM

Attendance: Monica Winkley, Social Studies Teacher




A3-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : M A T H


M A T H

G O A L S

Program Goals

• Not discussed


• Large, operable windows to the exterior are desired



• Most work is done in groups

• 10% of student population has attention deficit disorder

• Work packets for each student are kept in an open hanging file on a rolling cart

• Textbooks are checked out to individual students and they are encouraged to take books home

• All classes have a sign-out sheet, typically located on the wall by the door






• Calculators are stored flat in an open bin (30 calculators – one per student)

• Bins of “toys” are 18” x 12” (8 bins total); includes rulers, protractors, paper and other supplies


Space Program

• Area for slots or bins to turn in assignments

• Storage space for posters (boards); drawers would be best

Special Equipment

• (1) small whiteboard for schedule and (2) large whiteboards for working (one could slide over the other)

• Media cart

• Minimum of (2) computer stations in the classroom

• Ample tack space, inside and outside of the classroom

A3-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : M A T H


Relationships

• Small individual or small group study area adjacent to the classroom is desired; requires good observation from the classroom

• Corridors are very active, even during class periods; glass into the corridor or other shared space would be a distraction for students

Character and Image

• Not discussed



Time: 12:45 PM

Attendance: Jenny Mahon, Math Teacher




A4-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : S C I E N C E


S C I E N C E

G O A L S

Program Goals

• Science includes physical science, biology, gardening, physics and biology

• All shelving should be adjustable


• There is a desire for many operable windows



• Science is taught at benches

• Provide on demonstration bench at the front of the classroom



• Class size ranges from 16 to 33 students

• There is a paraprofessional in the classroom every other day

• Students will be at the benches during lectures


• 4 students per bench (with stools)

• 9 student benches and one demonstration bench


Space Program

• (1) science room with 9 student benches (36 seats) and demonstration bench

• Prep room for chemical storage

• Storage for science kits, (20) microscopes, and student projects

• Cubbies for students personal belongings

Special Equipment

• Gas (for Bunsen burner), power outlet and sink at each lab bench

• Fume hood with gas and sink

• Eye wash

• Emergency shower

• Fire blanket

A4-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : S C I E N C E


• Refrigerator, microwave, and dishwasher (located in the prep room)

• Data outlets at perimeter counter

• Long white board on teaching wall

• Teacher desk and four-drawer file cabinet

• Chemical storage, provide lip at shelves

• General storage: no glass front cabinet

• Dutch door at the prep room

Relationships

• Prep room should be adjacent to classroom

• Gardening is taught off site, there are not any specific space requirements for this program

Character and Image

• Not discussed



Time: 2:15 PM

Attendance: Henry Lui, Science Teacher



A5-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : S P E C I A L E D U C A T I O N


S P E C I A L E D U C A T I O N /

L E A R N I N G S U P P O R T

G O A L S

Program Goals

• Daily class for special education students

• Functions like a resource room (reading, writing, math)

• Would like to have a permanent home and not be “tent-dwellers”


• Large windows to exterior; natural light is especially important for these students

• Operable windows



• Students work in groups, with up to four groups at one time

• Individual counseling and group therapy

• Each student has an individual education plan (IEP); must be stored in locking cabinet

• Students in special education are usually working on organizational goals

• Teacher rotates between three learning areas



• Maximum of 20 students

• Currently have 20 special education students out of the total student population of 150

• Work we students with behavior and learning disabilities


• Not discussed


Space Program

• Space for paraprofessional in the classroom (desk and computer)

• Area for computers; possibly use general computer lab

• Three learning areas in the classroom

• Space for students to store their work, and possibly for backpacks and coats

A5-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : S P E C I A L E D U C A T I O N


Special Equipment

• Technical equipment should be the same as a typical classroom (document camera, projector with computer hook-up, etc.)

• Three white boards and tack space

Relationships

• Special education room would benefit from adjacency to the counseling area

• Special education should be integrated with classrooms, but away from administration

• Ideally have no doors between rooms and corridors, or all glass into common areas and corridors, to help kids see each other and feel like family

Character and Image

• Kids at Hayes Freedom High School are a big family



Time: 8:15 AM

Attendance: Randy Park, Special Education Teacher




A6-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : L I B R A R Y


L I B R A R Y

G O A L S

Program Goals

• Library may be used as a quiet commons


• Not discussed



• Not discussed



• Library is not staffed


• Plan for twice the current volume count


Space Program

• Book check-out area

• Computer stations for research

• Teaching station with white board (for “mini lessons”)

• Seating area (soft)

Special Equipment

• Not discussed

Relationships

• Library could be open to the rest of the school if there was some degree of acoustical separation

• Library should be visible from common spaces for passive observation

Character and Image

• Library should feel “haven” like, quiet, cozy and comfortable

• Not like a classroom; should have different type of seating (possibly soft seating)

A6-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : L I B R A R Y




Time: 9:00 AM

Attendance: Stephanie Spencer




A7-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : C O M M O N S


C O M M O N S

G O A L S

Program Goals

• The commons is a place where the whole school can meet; a place to “be with each other”

• Like the “Embassy Suites” model: a large central area with eating area off to the side


• Not discussed



• The commons is a social area



• Connection to the outside


• Lunch area; plan for two lunches at 150 students each

• Serving kitchen


Space Program

• Small group or individual study areas (quiet)

• Soft seating area

• Storage

Special Equipment

• No folding walls

• Provide a sink; could be used for an art area

Relationships

• Outside of the classrooms, the whole school should be open and everyone should be visible

Character and Image

• Calmness and serenity

• Open and transparent

• Bigger, louder, brighter

A7-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : C O M M O N S




Time:

Attendance: Nadia Hagen, Administrative Secretary

Henry Liu, Science Teacher

Jenny Mahon, Math Teacher

Randy Park, Special Education Teacher

Shelley Ross, Counselor

Stephanie Spencer, English Teacher


Monica Winkley, Social Studies Teacher



A8-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : F A M I L Y S E R V I C E S


F A M I L Y S E R V I C E S

G O A L S

Program Goals

• The counseling center should be a safe haven for students

• Counseling should be easily accessible to kids

• Provide acoustical privacy


• Not discussed



• Police officers work with counselors

• The counseling center supplies food to students who are in need

Future Trends

• Not discussed



• Four counselors total (three from Catholic Charities)

• Two counselors alternate days and one counselor always on site


• Four people maximum at office meetings

• Conference space for large group


Space Program

• Three offices (desk and chair, four file cabinets, round table with four chairs)

• Conference room with seating for 12-15 people; no relite for privacy

• Waiting area with soft seating for 3 to 4 people

• Storage area for extra clothing (large cabinet), art supplies, food

Special Equipment

• Microwave and sink for food preparation (unless use commons kitchen)

A8-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : F A M I L Y S E R V I C E S


Relationships

• Locate counseling in the classroom area and away from administration

• Possible to share conference room with administration

• If counseling is adjacent to the commons, it would be possible to use the kitchen facilities for food preparation

Character and Image

• The counseling area should be warm, welcoming, inviting, safe, private, efficient and not cramped



Time: 1:30 PM

Attendance: Shelley Ross, Counselor




A9-1

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : A D M I N I S T R A T I O N


A D M I N I S T R A T I O N

G O A L S

Program Goals

• School entry needs supervision

• Entry to be friendly and inviting, open to students and parents


• Not discussed



• Secretary takes attendance for late comers and students who have been absent; other attendance taken on computer at classrooms and compiled by secretary

Future Trends

• Not discussed



• Not discussed


• Plan for two workstations at reception area, on for the secretary and one for attendance (when the school is at 300 students)

• Plan for one cot in health area


Space Program

• Reception area with two workstations (computer, file cabinet) and waiting for 4 people

• Provide space for a printer and fax machine at the reception area

• Principal’s office with desk, chair, meeting area for four people

• Health room with one cot, sink, refrigerator, and supplies

• Toilet Room at the Health room

• Conference room (possibly use family resource room for conferences)

• Storage for student records and historical records (4 four-drawer file cabinets)

• Workroom with mailboxes, paper cutter, general supplies, copier, paper storage

• Staff lounge with double sink, dishwasher, tackboard, storage, possibly drink machine

• Staff toilets

A9-2

M A H L U M

a r c h i t e c t s F O C U S G R O U P I N T E R V I E W S : A D M I N I S T R A T I O N


Special Equipment

• All offices and conference rooms need soundproofing

Relationships

• Administration should be at the front door

• Health room should be visible from main office area for supervision

• Administration should be by the workroom

• Workroom and staff lounge should be adjacent

• Principal should be “accessible” to students to feel welcome and reflect an “open-door policy”

• Staff mailboxes should be located in workroom

• Record storage should be adjacent to the registrar

Character and Image

• Not discussed



Time: 3:00 PM

Attendance: Nadia Hagen, Secretary




© Mahlum Architects Form 0500 Minurte

Meeting Minutes

P R O J E C T : Camas School District ‐ Hayes Freedom High School Planning

P R O J E C T N O : 2008220.00

D A T E : 10‐31‐08 F I L E N A M E : M001jsl.doc

S U B J E C T : Planning Committee Meeting

M E E T I N G

D A T E : 10‐23‐08

T I M E : 10:30 AM

P L A C E :

A T T E N D E E S : F I R M : E - M A I L :

Helen Charneski Construction Manager

Amy Holmes Principal

Sarah Holven Student

Heidi Rosenberg Capital Programs Manager

Shelley Ross Counselor

Helen Charneski Construction Manager

Amy Holmes Principal

Gregg Stewart Mahlum Architects

Jamin Aasum Mahlum Architects D I S C L A I M E R :

The following represents the architect's understanding of discussions held and decisions reached in the meeting. Anyone with amendments to these minutes should notify the author within five (5) days of the minutes date in order to amend as appropriate.

DISCUSSION ITEMS

1.1 In a two‐story scheme, the first floor areas should include administration, science, kitchen/commons, and possibly the Family Resource Center.

1.2 Family services may be open during after‐school hours; there may be a need for exterior access.

1.3 There is a need to lock down sections of the building for after‐hours use, such as separating the classroom area from the commons.

© Mahlum Architects Form 0500 Minurte

1.4 Provide a connection between Family Services and the commons.

1.5 The library will be used for research; provide two computers.

1.6 There is a desire for an outdoor space off of the commons, with basketball hoops, tables, benches and space to play Frisbee and hackey sack. It should be a place where active and passive activities can exist together and students can hang out. Potentially design as a courtyard.

1.7 Allow for passive supervision at exterior spaces, commons and other areas.

1.8 Potential for a quiet area and an active area within the commons.

1.9 Provide 15‐20 storage units in each classroom for student storage (these should not be referred to as “cubbies,” because it is too “elementaryish.”)

1.10 Provide a work station for security. Security (police) should not be located by Family Services. If there are security cameras, there needs to be a plan to view the computer (this could happen at the security workstation).

1.11 There is one bus in the morning and one in the afternoon.

1.12 Plan for parking for 25 cars.

1.13 The resource center will be used as a regular classroom.

1.14 The principal’s office should be connected to the learning areas. This does not have to be at the entry. This could be two rooms – one for conference and one for the principal.

1.15 The seven general classrooms should be identical.

1.16 Provide an alcove for art storage off of the commons, with roll‐up or double doors.