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NEW SAN CLEMENTE SCHOOL AT THE ORIGINAL SAN CLEMENTE SCHOOL SITE QKA Proj. # 1153.01

Programming Manual November 9, 2011

DRAFT Larkspur-Corte Madera School District 230 Doherty Drive Larkspur, California 94939

Quattrocchi Kwok Architects 636 Fifth Street

Santa Rosa, CA 95404 P: 707.576.0829

TABLE OF CONTENTS

Introduction 2

Acknowledgements 3

New San Clemente School Program 4

1. Learning Suites A. Breakout Spaces

2. The Central Café/Performance/Library/Administration A. Entry/Gallery/ Administration/Parent Space B. The Central Café C. Performance Space D. Library E. Food Service

3. Outdoor Spaces

4. Technology

5. Other Required Attributes

6. Optional Facilities to be Master Planned A. Preschool and Before School/After School Facility B. Multiuse Building/Small Gymnasium

Larkspur-Corte Madera Educational Specifications To be provided in the near future by the LCMSD

Appendix

o Programming Committee Meeting Minutes

San Clemente School 1 Quattrocchi Kwok Architects

Introduction

The vision of the Larkspur-Corte Madera School District is to provide an extraordinary 21st Century education for

each child in a positive, supportive, inclusive environment where each student can thrive. This document provides

the Program Requirements for a replacement school on the existing San Clemente School Campus which will

address current overcrowding at Neil Cummins and Hall Middle School as well as provide facilities for

projected increases in enrollment. The objective of this Program Document is to insure that the new school

supports the future needs of students, teachers, administrators and others of the school community.

Programming Overview

Our first and most important task is to listen to all of the project stakeholders and to understand their needs for the

new school. As a result, the San Clemente School Programming Committee includes representatives from LCMSD

Facilities and Operations, Administration, Curriculum Development, Internet Technology and several Faculty

members. A detailed list of all Committee participants can be found in the Acknowledgements section following.

The Committee’s function was to provide insights and understanding of the physical requirements for a 21st

Century School, as directed by the Facilities Expansion Committee, which forwarded their recommendations to

the Board of Trustees in May 2011.

Method for Information Gathering

The Programming Committee met with members of the Design Team of Quattrocchi Kwok Architects in a series of

committee meetings. Detailed Record notes from these meetings are included in the Appendix section at the end

of the Program. These meetings were structured to focus first on the “big picture” project issues, such as site and

context, and then moved to discussions of curriculum and functionality. Other programming meetings focused on

the detailed requirements including Library, Café, Learning Suites and Visual and Performing Arts. The final

meetings reviewed and commented on drafts of this Program and all comments are incorporated. A separate

Configuration Committee is still in the process of determining grade level configurations at all Larkspur-Corte

Madera schools. Absent their final findings, this Program Document does not address grade level requirements,

and may need to be adjusted to fit the chosen configuration.

In addition to the scheduled committee meetings, some members of the Committee along with the Design Team

toured the Google corporate headquarters in Mountain View to gain first hand impressions of cutting edge small

group learning spaces. Although more like a college campus, the Google campus exemplifies the concept of

providing flexible spaces for 21st Century learning (and working).

San Clemente School 2 Larkspur-Corte Madera School District

Acknowledgements

There were many who helped in the development of this building program for San Clemente School. The

list of participants below attended Programming Committee meetings, and gave their time to personally

describe their insights, goals and aspirations for the new school.

We sincerely thank all of the participants of the San Clemente School Programming Committee. Without

crucial input from these individuals, the Program would not be the valuable document it has become.

San Clemente School Programming Committee

Larkspur–Corte Madera School District Valerie Pitts, Ed.D., Superintendent LCMSD Administration Wolf Gutscher, Director, Operations and Sustainability Don Matthews, Director of Curriculum Development Nick Mitchell, Internet Technology Daniel Norbutas, Hall MS Principal Megan Kelly, Hall MS Asst. Principal Leslie Beatson, Neil Cummins ES Principal Michelle Walker, Neil Cummins ES Principal

Contributing Teachers and Site Staff Layne Dorr Amy Friedricks, Visual/Performing Arts Lucia Cortwright, 3rd Grade Anne-Marie Skaags, 2nd Grade Carol Halpern, Librarian Design Team Mark Quattrocchi, Principal, QKA Jon Stong, Project Architect, QKA Stan Clark, Associate, QKA

San Clemente School 3 Larkspur-Corte Madera School District

New San Clemente School Program

The new San Clemente School will support a pedagogy for 21st Century Learning Environments. The facilities

must allow for future changes in technology and teaching methodology while providing the opportunity for

learning to occur anywhere, anytime.

1. Learning Suites:

• There will be a mixture of double and triple loaded Learning Suites in the first phase of San Clemente

school that will accommodate approximately 300 to 350 students. Upon completion of the second

phase of construction, Learning Suites will accommodate approximately 400 to 450 students. The

number of double and triple loaded Learning Suites will be determined during design and may also

be influenced by the findings of the Configuration Committee. It is acknowledged that these numbers

may need to change based on configuration decisions and class loading factors.

• Team teaching will occur – It is envisioned that two-teachers will work with groups of 40 to 50

students and three teachers will work with groups of 60 to 75 students in large, flexible and highly

transparent spaces that accommodate a variety of sized groups.

• The Learning Suites will be open teaching environments that accommodate a large group, 2 groups,

3 groups or other divisions. Room layout and furniture will be flexible to allow for ease of movement

and reconfiguration.

• Within the spaces there will be access to:

o “Campfire” spaces to allow storytelling or presentations. Campfire spaces may be

designed differently for different grade levels and can include raised steps, softer finishes or

changes in ceiling height.

o “Watering Hole” is an attribute of the Learning Suite that accommodates large gatherings

for group work and socializing.

o “Cave” spaces foster self-directed learning or exploration for small groups or individuals.

These are seen as nooks within the Learning Suite and Breakout spaces that are immediately

accessible (see below).

• Changes in room use and layout can be accommodated by a variety of design elements including:

o Moveable furniture such as bookcases.

San Clemente School Larkspur-Corte Madera School District

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o Sliding or rolling panels that define space, provide pin-able or writable surfaces and give

some acoustical separation.

o Large folding or rolling transparent walls that may connect to other spaces or to outdoor

spaces.

o Separate lighting and mechanical controls for zones within Suites.

• Other Learning Suite features include:

o A sense of drama and importance in design – these must be exciting spaces that are light

filled and open. Higher ceilings are desirable.

o Abundant daylight – providing ability to darken room.

o Transparency to other spaces and gathering areas.

o Provide work counters and sinks.

o At least two big sinks inside; plus one outside.

o Provide a process and presentation wall

o Limited storage – The expectation is high utilization of technology for storage and

information retrieval rather than traditional file cabinets.

o Provide state of the art wireless and wired data access and digital display capabilities.

o Quality, durable materials – limited or no carpeted floors.

o Immediate access to outdoor small group learning space with paved and landscaped

areas. Wind protection is critical for the success of these spaces.

o All Learning Suites should include elements of a “Da Vinci Studio” (i.e. have work surfaces,

materials storage, power, wet capabilities and an outdoor work area). Learning Suites will

be outfitted to allow teaching and student exploration into visual arts. Likewise, the “Da Vinci

Studio” elements of the Learning Suites will accommodate science, applied technology and

other hands-on learning.

o Provide ceramics kiln and drying room with rolling racks adjacent to at least one Learning

Suite and accessible to all other Suites.

o Superior acoustic performance is vital for these large shared Suites.

A. Breakout Spaces:

Breakout spaces are discussed with Learning Suites because they are an integral part of the Learning

Suite concept. The number and location of Breakout spaces will be determined in schematic design,

and may be limited depending on project budget.


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• Breakout spaces MAY be separate spaces that are acoustically separated with windows and

doors OR can be simple nooks in a Learning Suite or circulation area. Each Learning Suite to

have a combination of these two types.

• A prototype 6-8 student breakout space will be approximately 150 sq. ft. But provide a variety

of sizes; some to accommodate 10-12 users.

• It is highly desirable that at least one enclosed breakout space for 10 to 12 be provided within

each Learning Suite. Provide windows and door from Learning Suite into this space.

• If the budget allows, provide two breakout spaces of varied sizes at each Learning Suite.

2. The Central Café/Performance/Library/Administration Space:

The central public space at San Clemente will be a flexible combination of facilities encompassing a Café,

Performing Arts spaces, Library, entrance Gallery, and Administration spaces. Each of these spaces is

separately described below, but it is the intention that they be substantially co-located so their concurrent use

can animate the overall space. The overlap and inter-relationship of these functions are critical components of

the design. The Café space at Google serves as a good example of what this space could be for San

Clemente School.

A. Entry/Gallery/ Administration/Parent Spaces:

• The new Entry/Administration space will be the prominent connection to parents and the general

public. It provides greeting for visitors, serves as place of student pride and becomes another

meeting/teaching space. Components of this area include:

• Bus and Parent drop off areas; Staff parking for 50; Visitor parking for 10

• Easily recognizable entrance to the Administration space while providing a connection to the heart of

the school.

• Defensible and easily supervised paths to the interior of the campus.

• Parent courtyard or gathering spaces at drop off area with benches and wireless access.

Acoustically separate from teaching spaces.

• Lobby/Gallery appropriately sized and suitable for flexibly displaying student work, open to parents

at drop-off and pick-up times. But provide physical cues to "go no further" into the school unless for

specific purpose.

• Provide Conference space for 12-15


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• Office for Principal near entry with direct view to heart of campus.

• Staff room (See Other Required Attributes, re: Google's "Mini Cafes.") This will also provide another

flexible conference space. Centrally locate for ease of staff access and provide amenities that attract

use and collaboration. Provide a food preparation area including sink, range/oven, dishwasher,

and space for microwave(s) and full size refrigerator. These kitchen amenities can be used by

teachers for student culinary projects.

• Staff workspace with supply storage shelves and casework.

• Records and secure storage room; minimally sized, as records are anticipated to be available

electronically.

• Nurse with casework, sink, and attached toilet room.

• Three flexible spaces for assessment, counseling, therapist, reading specialists etc. Location will

depend on final school design. Locate some of these spaces with the Learning Suites.

• Provide flexibility of spaces to allow for change in use and/or occupancy

B. The Central Café

• The large Google café is a good model for this space, which will be the interior focal point of the

campus and provides the space for performance, eating and physical education activity.

• For performances, should comfortably hold 200-300 adults in chairs; for assemblies should hold

500 students/staff with many students sitting on the floor, and for dining should hold up to 225

students on rainy days (450 master planned students/2 lunch periods or a single "flip/flop lunch

period).

• Dining will typically happen outside at covered and uncovered tables plus tables and seat walls

distributed throughout the school’s central courtyard. The covered space should be directly adjacent

to the Food Services space.

• During rainy days students can sit in the Café and the covered areas directly outside the Café.

• Provide a raised but accessible platform for presentation and performance, as further discussed

below.

• Include these accessory spaces: Table/chair storage, secure AV storage, and athletic equipment

storage and possibly a physical education office.

• Provide adjacency to the central courtyard with large operable glass walls – provide ability to

somewhat darken the Café’ for digital projection.


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• Also provide adjacency to Entry Gallery and Administration areas, Toilet Rooms, the Library and

Kitchen/Food Service.

• Immediate adjacency to Learning Suites not critical, but retain the synergy that existed between the

Google Café and the overlooking work, lounge, and circulation spaces. This imagery and lively

interior was greatly admired by committee members.

• For indoor athletics provide durable surfaces and appropriate flooring, but do not need to provide

Basketball or Volleyball capability – this decision may be reviewed should the school become a K-8.

C. Performance • Provide a separate Performing Arts practice and teaching space adjacent to Café’s performance

platform. It should accommodate 40-students for choir, band, dance, and drama. Floor to be flat

with movable risers; adjacent storage for instruments, sheet music and equipment.

• Include a non-proscenium performance space that faces into Café, perhaps on a low raised platform

like at Google. Provide access from the back of platform to the Performing Arts practice space.

• The size of the platform will be determined during schematic design, but a platform sized for an

entire class is desirable.

• Provide an exterior amphitheatre with partially covered stage located in the school’s central courtyard.

• Acoustically engineered performance and practice spaces.

D. Library • The Library Reading space may be co-located with the main Café space, and may at times be open

to the Café so that patrons can go out to work at Café tables.

• Acoustically separate the Library from the Café space, so that the Library may be used when there is

an event in the Café. Use movable glass walls or closing glass doors.

• Provide secure, separable space for book, media and resource storage.

• Provide flexible openings into Café space for reading and study. Ensure that one such access is not

through the Cafe and is convenient to the rest of the school.

• Provide circulation desk with direct visual access to entrance/exit points.

• Large enough for a class-sized group meeting of 25-30.

• Easily reconfigurable for multiple small groups.

• Use rolling shelves at center; taller wall mount shelves at perimeter.

• Target collection is approximately 18,000 volumes.

• Provide full technology for data access and presentation as for classroom spaces


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E. Food Services: • Provide a warming kitchen only. (A teaching kitchen would be nice, but not practical to share with

the main serving kitchen.) Inclusion of dishwashing may be desirable. District to study and advise on

compostable paper products in comparison with washed dishware.

• Two (2) lunch periods are expected, or a "flip/flop" single lunch period with two servings.

• Outdoor eating is encouraged whenever weather permits. Provide significant covered area for

outdoor eating.

• Locate speed lines or food court within the foodservice area, rather than a serving window to the

Café space. No point of sale (POS) equipment needed. Design to quickly serve up to 225.

• Separate food service from the indoor eating area, but provide a connection to either indoor or

exterior dining seating. Ideally serving area is easily isolated from main space when desired – this

allows serving to happen independent of the café space when needed.

3. Outdoor Spaces:

• Share fields with the adjacent school owned park.

• Provide hard-court area for tether ball, 4 square, 1 to 2 volleyball courts, 3 basketball courts and

ball walls – QKA to use CDE standards for planning hard-court areas.

• Provide multiple play areas. Separate play areas for K-1 and upper grades. Final grade level

configuration may modify this.

• Provide appropriate play structures for the age group determined by configuration.

• Amphitheatre with covered stage at central courtyard.

• Provide differentiated outdoor meeting spaces for different group sizes.

• Provide reading and study areas for quiet play.

• Lots of shade

• Wind protection.

• Maintain ability for all exterior areas to be easily supervised.

• Provide outdoor equipment storage for balls and play equipment.

• Provide accessibility to toilet rooms and to Central Café space.

• Provide for outdoor eating. See notes at Food Service.

• Protect student gathering and play areas from front of school.

• Provide garden and growing spaces.

• See previous notes for outdoor spaces serving the Learning Suites.

• See previous notes for Entrance and Vehicular related outdoor spaces.


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4. Technology:

• The pace of change in technology requires schools to provide maximum possible flexibility in all

spaces. To this end, all Learning Suites will be designed with flexible infrastructure for technological

improvements.

• Technology to be easily accessed and used as a tool to support teaching functions.

• Specific technology requirements to be determined by District and designers during Schematic

Design.

5. Other Required Attributes:

• Staff toilet rooms. May be a single set of toilet rooms if conveniently located; or may be two sets of

adult toilet rooms depending on site configuration.

• Student toilet rooms: Provide at least two sets of dispersed student toilet rooms.

• Provide at least one set of student toilet rooms that are directly accessible from the playground.

• Kindergarten classrooms do not need internal toilet rooms, but they do need to be immediately

accessible.

• Provide at least one large special needs toilet and changing room.

• The Google Mini Cafés were appreciated as casual destinations to bring people together. They are

seen as a potential model for the Staff Collaboration Room as a place to encourage continuous staff

dialog. Essentials are good natural light, an interesting connection to the exterior and attractive

design. Plus food preparation features described under the Administration section.


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6. Option Facilities to be Master Planned.

Identify appropriate places on Campus for the following optional facilities that may be added at a future

date.

A. Preschool and Before School/After School Center:

• Master plan for the equivalent of four classroom spaces with related toilet rooms and other support

spaces including outdoor play areas.

• Locate to be somewhat autonomous and independently accessible for drop off and pick up.

• Facilities may be leased out.

B. Multiuse Building/Small Gymnasium:

• Master plan for an Indoor Athletics facility large enough to accommodate volleyball and full court

basketball.

• Although the Cafe/Performance Space is designed to serve many indoor movement activities, it is

not designed for basketball and volleyball.

San Clemente School Program Appendix

Programming Committee Meeting Minutes

o Programming Committee Meeting #1; August 23, 2011

o Programming Committee Meeting #2; August 30, 2011

o Programming Committee Meeting #3; September 13, 2011

o Programming Committee Meeting #4; September 27, 2011

o Programming Committee Meeting #5; October 25, 2011


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MEETING RECORD 1128.01- B.2

August 23, 2011 7:30 am LCM District Office

Larkspur‐Corte Madera School District – New San Clemente School Programming Committee Meeting No. 1

Attendees:Valerie Pitts [email protected] Don Matthews [email protected] Gutscher [email protected] Megan Kelly [email protected] Daniel Norbutas [email protected] Amy Friedricks [email protected] Layne Dorr [email protected]

Leslie Beatson [email protected] Michelle Walker [email protected] Stan Clark [email protected] Mark Quattrocchi [email protected]

Mark Quattrocchi reviewed the history of the project and the need to commence programming for the new San Clemente School now to ensure the school is ready for occupancy in fall 2014. Mark proposed a schedule for future meetings (subsequently revised as follows):

All meetings are at the LCM District office on Tuesday mornings at 8 am: 1. Aug. 30th Programming Meeting No. 2 2. Sept. 13th Programming Meeting No. 3 3. Sept. 15th Tour of Google by some members of this committee 4. Sept. 27th Programming/Schematic Design Meeting 5. Oct. 11th Schematic Design Meeting No. 1 6. TBD Other Design meetings

• Programming for San Clemente must proceed without waiting for the Configuration Committee, whose work will begin soon. The committee felt that much of the inherent flexibility needed in spaces would accommodate a variety of grades, and the Configuration Committee’s work will be complete when grade‐level specific information is needed.

• Attendees (above) are the core members of the Programming Committee. Subsequent Design Committee will be created and will include others such as members of the community.

Programming Definition & Deliverables By Department of Education standards, Programming, also known as Educational Specifications, has two areas:

1. Educational Program – Typically provided by the District, Education Program provides the curricular and pedagogical underpinnings of the school. Topics include teaching methodologies and how they impact design, learning concepts such as project based, inquiry based, etc. and other elements of the school’s Education Program that are impacted by facilities.

LCM Programming Meeting No. 1 August 23, 2011 Page 2 of 4

2. Building Program – The Building Program translates the language of the educational needs into the language of buildings. The Building Program provides written and area information such as number of spaces and their relationships, amenities, support spaces, outdoor spaces including outdoor learning and gathering and other facilities that ultimately will be designed by the architect.

It is anticipated that by the end of September, the Programming document will be complete and design of the school will commence by the beginning of October. Shortly after the completion of the Programming document, a cost estimate will be provided to verify costs are aligned with budgets.

Phasing The new San Clement School is master planned for as many as 450 students. However the school is anticipated to be completed in phases, with the first phase opening with capacity for 300 to 325 in fall 2014.

Programming Topics

LEARNING SUITES

• Team teaching will occur – It is envisioned that two‐teachers will work with groups of 40 to 50 students in large, flexible and highly transparent spaces that accommodate a variety of sized groups.

• The Learning Suites will be open teaching environments that accommodate a large group, 2 groups or other divisions. Room layout and furniture will be flexible to allow for ease of movement.

• Within the spaces there will be access to: o “Campfire” spaces to allow storytelling or presentations. Campfire spaces may be designed differently

for different grade levels and can include raised steps, softer finishes or changes in ceiling height. o “Watering Hole” is an attribute of the Learning Suite that accommodates large gatherings for group work

and socializing. o “Cave” spaces foster self‐directed learning or exploration for small groups or individuals. These are seen

as nooks within the Learning Suite and Breakout spaces that are immediately accessible (see below). • Changes in room use and layout can be accommodated by a variety of design elements including:

o Moveable furniture such as bookcases. o Sliding or rolling panels that define space, provide pin‐able or writable surfaces and give some acoustical

separation. o Large folding or rolling transparent walls that may connect to other spaces or to outdoor spaces.

• Other Learning Suite features include: o Abundant daylight – providing ability to darken room. o Transparency to other spaces and gathering areas that fosters a sense of community. o Provide work counters and sinks. o Limited storage ‐ Emphasize reliance on technology for information retrieval rather than file cabinets. o Technology Everywhere – Further exploration into school‐wide technology will occur in future meetings. o A sense of drama and importance in design – these must be exciting spaces that are light filled and open. o Quality materials – limited or no carpeted floors. o Immediate access to outdoor work, exploration and learning space – paved and landscaped area.


• It is anticipated that one or more of the Learning Suites will be outfitted to accommodate science – this will be

further defined in future meetings. BREAKOUT SPACES

Breakout spaces are discussed with Learning Suites above. The number and location of Breakout spaces will be discussed in future meetings, and may be limited depending on project budget. Features include:

• Breakout spaces could be separate spaces that are acoustically separated that have windows and doors OR can be simple nooks in a Learning Space or circulation area.

• Breakout spaces can be shared and need not be a “room” • A 6‐8 student breakout space is approximately 150 sq. ft. • It is hoped to provide two to four difference sized breakout spaces for each Learning Suite

DA VINCI STUDIO

The Da Vinci Studio is a space under consideration that allows for a variety of student work. The Studio is a highly flexible space that would not necessarily be an “assigned” space to any one teacher or even subject area. The Studio allows a variety of uses such as robotics, renewable energy lab, nanotechnology, visual arts, culinary arts and other specialties that may not necessarily occur in the Learning Suites. This space requires highly durable materials, immediate access to outdoors for deliveries and work, abundant services including power. The Da Vinci Studio will be explored in future meetings. OTHER SPACES BEING EXPLORED

The committee had a lively discussion on other spaces and explored ways to combine and re‐envision including: • Library: What is the nature of a 21st century library? Will there be as many books ‐ or any books ‐ and will

students use a library as it is envisioned now? Looking at the way students use libraries today, often times they are used for work and access to technology as much (or even more so) than they are used for access to books. With an ever increasing access to printed media through technology, is a “separate” library still needed? Discussion included considerations for combining with other spaces such as cafeteria and maybe even administration.

• Combining Food Service/ Cafeteria with Library: Could a 21st approach to these traditionally separate spaces be to create a café or student union? Imagery for this includes what is seen at your average Barns and Nobles bookstore. Given that libraries are used as much for a place to simply work (together and alone) could the area of these two spaces merge to create an efficiency of space and a more appropriate use? This line of thinking will be further explored in future meetings. Other comments: o The Library‐Café could have roll up glass doors to an outside teaching, gathering and eating spaces. o It is anticipated there will be more than one eating time and that seating can occur indoors in the café and

outdoors.


• Administration, Entry, Gallery Space and Parent Areas: As with Libraries and Cafeterias, these spaces are

often thought of as separate with few linkages. The Committee explored this premise and questioned its relevance. Could the “entry” also serve as a gallery for two and three dimensional student work while creating a place of welcoming for visitors and a gathering place for parents? Ideas including merging these spaces with the administration as a flexible space that could serve as a student teaching space or an after‐hours meeting space. Other related topics: o Further discussions with combining these functions looked into the possibility of even combining with the

library‐café uses discussed above. o Administration should to be centrally located and feel it is part of the community, yet needs to be

accessible and view the school’s entry. o Parent spaces discussed above is important to LCM staff ‐ located at the Entry and close to

Administration. The care and control of a parent space is a complex task. o Three is a need for a PTA/ SPARK office.

• Transparency: As these uses above are defined and combined, the Committee sees a need for transparency throughout. Glass walls – fixed and moveable – are encouraged to create a sense of community. If there is a library, it should not be placed behind solid walls.

• Outdoor Spaces: This topic was only lightly discussed but included: o Create variety of outdoor spaces including central outdoor gathering onto which the Learning Suites face o Consider outdoor performance area as part of a central gathering area. o Give consideration to the locations of noisy outdoor spaces and quiet indoor spaces. o Provide outdoor work and learning areas off of Learning Suites. o Careful design consideration must be given to wind. San Clemente is immediately adjacent to the bay and

can get quite windy. o Provide covered and not covered outdoor gathering areas. o Beware of seagulls….

Next Steps

Next meeting is Tuesday August 30 at 8:00 AM at District Office (Note some members of this group meet earlier for other District work). Topics for our next meeting include: • Review notes from 8/23 meeting with particular attention to review of Learning Suites • Discuss the nature of, and potential combination of the Library, Cafeteria, Entry, Administration, Gallery and

Parent Space. • Discuss the role of Visual and Performing Arts including spaces needed. • Other School needs including Multi‐purpose space, playground, fields, parking and pick‐up/ drop‐off.


August 30, 2011 8:00 am L‐CM District Office

Larkspur‐Corte Madera School District New San Clemente School ‐ Programming Committee Meeting No. 2

Attendees:Valerie Pitts [email protected] Leslie Beatson [email protected] Wolf Gutscher [email protected] Megan Kelly [email protected] Daniel Norbutas [email protected] Amy Friedricks [email protected] Don Matthews [email protected]

Michelle Walker [email protected] Stan Clark [email protected] Mark Quattrocchi [email protected] Jon Stong [email protected]

All meetings are at the LCM District office on Tuesday mornings at 8 am: 1. Sept. 13th Programming Meeting No. 3 2. Sept. 15th Tour of Google by some members of this committee 3. Sept. 27th Programming/Schematic Design Meeting 4. Oct. 11th Schematic Design Meeting No. 1 5. TBD Other Design meetings

Programming Topics General

• The group reviewed notes from the August 23 meeting and discussed programs and spaces from that meeting.

• The group broadly discussed the future of schools… for example might some students be sometimes off campus in the community, the workplace or studying elsewhere? Is the long term vision that there are 450 students in school, full time, 6 hours a day? In the end the committee agreed to design the school for the expected population with an expectation of facility flexibility to allow for a variety of uses for spaces.

• NOTE – these notes augment the August 23 notes and should be thought of together.

Learning Suites • Mark Quattrocchi reviewed the count of Learning Suites. There will be six to seven (double loaded)

Learning Suites in the first phase of SC school that will accommodate approximately 300 to 350 students. Upon completion of the second phase of construction, the count of all Learning Suites will be eight or nine for approximately 400 to 450 students.

• Process wall at Learning Suites – Could be a big sheet of paper, or electronic screen, free standing, moving partition for display of student work, may even be in public space. Exhibition space is highly desirable


• The school and particularly the Learning Suites should have a feeling of warmth (“fuzzy spaces”). Not a sterile environment.

• Minimize built in furniture, as it limits flexibility. Bond funds do not include furniture. Provide tables versus individual desks. Rolling chairs and tables provide greater flexibility. Moveable storage, bookcases, etc. allow spaces to be reconfigured easily. Flat files may be desirable. Mobile science workstations with storage space may also be wanted.

• Learning Suites have sinks. Oversized or trough style sinks are best. • Heated flooring, radiant heat is the best. • Carpets cause health and maintenance problems. Concrete floor with throw rugs is preferred. • Two story buildings should minimize noise transmission. Acoustics is an important design consideration.

Breakout spaces

• 6‐8 students per breakout space • Assume one breakout space per Learning Suite that provides windows and door to Learning Suite. • Also create nooks within Learning Suites that can accommodate breakout • How does the community use these spaces?

Da Vinci Studio

• After discussion and concerns for budget, it was decided that all the Learning Suites serve as the Da Vinci Studio ‐ so long as each Learning Suite has work surfaces, power, wet capabilities and outdoor work area

Other Spaces • Food‐Library combination resonated with the group but defining lines between uses is something to study

in design. Use library reading space for the café space. • There will be multiple lunch periods. • Core Library still needs to be separate and controlled, but size is reduced because of café space. • Parents in the cafe space? Administration lobby as parent gathering space? Both? Design will help

resolve this. • Middle school does not typically need a parent space.

Administrative Spaces

• Administration integrated into the heart of the school but still is clearly identified at entry for visitors. • Lobby/Gallery/Meeting functions are an important element of Administration. Provides greeting for

visitors, serves as place of student pride and becomes yet another meeting/teaching space. • Avoid hard walls or immovable cabinets, as the nature of what an Administration space is, or even the

role of the principal, may change. • Provide an office for principal near entry with direct door to heart of campus.

o Principal office transparency is good, but privacy and isolation are needed at times. • Nurse, counselor, therapist, psychologist, assessment spaces, tech support, reading teacher

o 3 specialized assessment spaces may be enough at 120 sq. ft. each. May be distributed throughout campus.

• Need one conference space for approximately 15 people


• Other Breakout spaces as budget and area allow can be spread through campus or near administration. • Staff gathering space is needed ‐ maybe a Learning Suite could work for this.

o Do not provide separate staff lounge and assume Learning Suites can serve this function. o Exterior staff gathering space is highly desirable

• Workroom for teachers and staff is required. Need to be useable all day long and accessible to all. • All staff does not have lunch at the same time. • Security and accessibility are contradictory concepts that will be discussed next meeting.

Next Steps Next meeting is Tuesday Sept. 13th at 8:00 AM at District Office. Topics for our next meeting include:

• Review notes from 8/30 meeting with particular attention to review of Administrative spaces. • Discuss the nature of Performing Arts, Multi‐Purpose and Gymnasium spaces • Other School needs including food services, playgrounds, fields, parking and pick‐up/ drop‐off.


September 13, 2011 8:00 am L‐CM District Office


Attendees:Valerie Pitts [email protected] Nick Mitchell [email protected] Gutscher [email protected] Megan Kelly [email protected] Daniel Norbutas [email protected] Amy Friedricks [email protected] Don Matthews [email protected]

Leslie Beatson [email protected] Michelle Walker [email protected] Mark Quattrocchi [email protected] Jon Stong [email protected]

All meetings are at the LCM District office on Tuesday mornings at 8 am: 1. Sept. 15th Tour of Google by some members of this committee (meet at 9:45 at District Office) 2. Sept. 27th Programming/Schematic Design Meeting (Time TBD to piggyback w/staff meeting??) 3. Oct. 11th Schematic Design Meeting No. 1 4. TBD Other Design meetings


• The group reviewed notes from the August 30 meeting and discussed programs and spaces from that meeting.

Learning Suites

• Confirmed number of Learning Suites. There will be six to seven (double loaded) Learning Suites in the first phase of SC school that will accommodate approximately 300 to 350 students. Upon completion of the second phase of construction, the count of all Learning Suites will be eight or nine for approximately 400 to 450 students. It is acknowledged that these numbers may need to change based on configuration decisions and class loading factors.

• Need for flexibility and adaptability reiterated; to support multiple uses or repurposing of spaces. • Learning Suites to have separately controlled lighting and mechanical systems to support optional future

partitioning.

LCM Programming Meeting No. 3 September 13, 2011 Page 2 of 3

Breakout spaces • No new discussion. See previous notes.

Da Vinci Studio

• After discussion and concerns for budget, it was decided Aug 30 that all the Learning Suites serve as the Da Vinci Studio ‐ so long as each Learning Suite has work surfaces, power, wet capabilities and outdoor work area.

• At Sept 13 meeting, the discussion of visual and performing arts classrooms reinvigorated the DaVinci studio concept. See notes below.

Other Spaces • Food‐Library combination resonated with the group but defining lines between uses is something to study

in design. Library reading space may be shared with the café space. Need to discuss further.

Administrative Spaces • Administration integrated into the heart of the school but still is clearly identified at entry for visitors. • Lobby/Gallery/Meeting functions are an important element of Administration. Provides greeting for

visitors, serves as place of student pride and becomes yet another meeting/teaching space. • Nurse, counselor, therapist, psychologist, assessment spaces, tech support, reading teacher

o 3 flexible assessment spaces may be enough at 120 sq. ft. each. Should be centrally located with Administration. Question if Nurse is one of these spaces with dedicated casework, sink, and adjacency to toilet room – to discuss at next meeting.

Visual Arts – Part of a Visual and Performing Arts (VAPA) Learning Suite

• Although visual art may be taught in any learning suite, it is desirable to have a "destination" Visual Arts space that is collocated with Performing Arts in a VAPA Learning Suite.

• This may also be the "DaVinci" Studio. • All durable materials; concrete floors with drain, washable walls, durable countertops. Epoxy resin? • Lots of north light; controlled light at other orientations. • At least two big sinks inside; plus one outside. • Rolling carts and movable work tables. • Design for 25‐30 students. Approximately 1200 square feet. • Provide cabinets with big drawers, flat files, and adjustable shelves. • Provide outside work area with big doors to studio. Cover a portion of the work yard to serve ceramics,

including outside wheels. Clay traps where needed. • Provide kiln and drying room with rolling racks. • Display wall/crit wall. Plus big touch screen display screens. • Include digital options in infrastructure, but also may go to a learning suite for digital arts.


Performing Arts – Part of a Visual and Performing Arts (VAPA) Learning Suite • It is difficult/ undesirable to do a music class on a gym or MP stage. Dedicated space preferred. • At Middle School there are 75 in band and 60 in choir. At Elementary there may be up to 120 in a

performance! • It would be nice to master plan for a black box accommodating up to 300 total. • For exterior performance provide an exterior amphitheatre with partially covered stage. • For interior performance need to further discuss mixed use with the café or an MP room. • For practice a single large space may work if appropriately designed for choir, band, and dance. • It should hold ______ students. • Floor to be flat (sprung wood?) with movable risers. • Adjacent storage for instruments and music and equipment. • Rehearsal rooms discussed but concluded not necessary. • Mirrors and audio equipment for dance? • Acoustically designed.

Next Steps Next meeting is Tuesday September 27th at 8 AM at District Office. Topics for our next meeting include:

• Review notes from 9/13 meeting with particular attention to review of Administrative and VAPA spaces. • Discuss any reactions to the Google tour and how we may want to adapt those "lessons learned." • Discuss the nature of Multi‐Purpose and indoor athletic spaces, with attention to where performances will

occur. • Revisit idea of cafe space that accommodates eating, gathering, movement activity and performance. • Other School needs including food services, playgrounds, fields, parking and pick‐up/ drop‐off. • Assign responsibility and schedule for the two halves (Education Program and Building Program) of the

Education Specifications. QKA will do the Building program part.


September 27, 2011 8:00 am L‐CM District Office


Attendees:‐Valerie Pitts [email protected] ‐Nick Mitchell [email protected]+Wolf Gutscher [email protected] +Megan Kelly [email protected] +Daniel Norbutas [email protected] +Amy Friedricks [email protected] ‐Don Matthews [email protected]

+Leslie Beatson [email protected] +Michelle Walker [email protected] +Mark Quattrocchi [email protected] +Jon Stong [email protected]

“+” indicates attendance “ ‐“ indicates absence

All meetings are at the LCM District office on Tuesday mornings at 8 am: 1. Oct. 11th Final Programming meeting ‐Review of Draft Building Program – DATE & TIME may change 2. October 25 Schematic Design Meeting No. 1 – DATE & TIME may change


• The group reviewed notes from the September 13 meeting and confirmed programs and spaces from that meeting.

• Participants in the Google tour shared their impressions. Comments included: o The Big Cafe space was admired for its flexibility, its performance capability, and its openness. The big

windows with room darkening shades noted as important. The combination of eating, gathering, and performing in the same space was dynamic and is a good model for San Clemente School.

o The mini cafes were appreciated as casual destinations to bring people together. They are seen as a potential model for the faculty room. Essentials are good natural light, an interesting connection to the exterior and attractive design. No old couches. No day old coffee.

• Michelle reported that they are beginning to brief their associates, and are already meeting some desire for traditional elements, such as a library with adequate book storage capacity. A unified briefing that focuses on Educational Program is desired by staff: same voice and same message to all. That format and schedule is to be determined.

• Format for the Design Committee for the school was discussed and it was generally agreed that about three teachers should be added, and that additional specialist faculty and staff would be brought in for those meetings addressing their spaces. All existing members of the programming group could stay on if their availability permits. But at a minimum, at least one principal from both Hall and Cummins should stay on.

• It was confirmed that the configuration committee would not be done with their work until December 2011. Design will nevertheless start in October 2011.


• There may be minor modernization work during summer of 2012, but major projects will not commence until summer 2013.

Learning Suites, Breakout spaces, and DaVinci Studio:

• Nothing substantially new. See previous notes.

Administrative Spaces • Administration integrated into the heart of the school but still is clearly identified at entry for visitors. • Lobby/Gallery/Meeting functions are an important element of Administration. Provides greeting for

visitors, serves as place of student pride and becomes yet another meeting/teaching space. • Conference for 12‐15 • Staff room (See discussion above re: Google's "Mini Cafes.") This is also another conference space. • Staff work space with supply storage shelves and casework. • Records and secure storage room; minimally sized. • Nurse with casework, sink, and attached toilet room. • Three flexible spaces for assessment, counseling, therapist, reading specialists etc.

Visual Arts – Part of a Visual and Performing Arts (VAPA) Learning Suite

• The notes from previous meeting accepted.

Performing Arts – Part of a Visual and Performing Arts (VAPA) Learning Suite • Notes from previous meeting generally accepted, with these clarifications: • The black box will probably not happen. • The Performing Arts teaching space should accommodate choir, band, dance, and drama, and should hold

40 students.

Multi‐Use Space • As described above, the large Google café is a good model for this space. • For performances, should comfortably hold 200‐300 adults in chairs; for assemblies should hold 500

students/staff with many students sitting on the floor, and for dining should hold up to 225 students on rainy days (450 master planned students/2 lunch periods).

• Dining will typically happen outside at covered and uncovered tables plus distributed throughout central courtyard. The covered space should be right off of multi‐use space.

• Include a non‐proscenium performance space, perhaps on a low raised platform like at Google. Provide access for side or back stage entry – ideally from VAPA Learning Suite to serve as Green Room.

• Include these accessory spaces: Table/chair storage, secure AV storage, athletic equipment storage (balls, gymnastics mats and ping‐pong tables), choir riser storage and P.E. teacher's office (P.E. office can also have storage).

• Provide adjacency to the central courtyard with large openable glass walls – provide way to darken. • Also provide adjacency to toilet rooms, the library and kitchen/foodservice.


• Adjacency to Administration and other Learning Suites not critical, but remember the shared energy between the Google Cafe and the overlooking work, lounge, and circulation spaces. This imagery and lively interior was greatly admired by committee members.

• Provide recognizable and accessible public entry. • For indoor athletics provide durable surfaces and appropriate flooring, but do not need to provide

Basketball or Volleyball capability – this decision may be reviewed should the school become a K‐8. Kitchen/Food Service

• Warming kitchen only. (A teaching kitchen would be nice, but not practical to share with the main serving kitchen.)

• Locate speed lines within the foodservice area, rather than a serving window to the Cafe space. No point of sale (POS) equipment needed. Design to quickly serve up to 225.

• Separate food service from the indoor eating area, but provide a connection to either indoor or exterior dining seating. Ideally serving area is easily isolated from main space when desired – this allows serving to happen independent of the café space when needed.

Locker Rooms • Do not provide, not needed – this may be reviewed should school become a K‐8.

Toilet Rooms

• Staff Toilet Rooms. May be a single set of toilet rooms if conveniently located for all; or may be two sets of adult toilet rooms depending on site configuration.

• Student Toilet Rooms. Divide by age group. One set for lower grades; other set(s) for older grades. • Provide at least one set of student toilet rooms that is accessible from the playground. • Kindergarten classrooms do not need internal toilet rooms, but they do need to be immediately

accessible. Outdoor Amenities:

• Share fields with the adjacent park. • Provide hard‐court area for tether ball, 4 square, 1 to 2 volleyball courts, 3 basketball courts and ball walls

– QKA to use CDE standards for planning hard‐court areas • Separate play areas for K‐1 and upper grades. • Provide appropriate play structures for the age group determined by configuration. • Amphitheatre with covered stage at central courtyard. • Reading and study areas for quiet play. • Lots of shade • Wind protection. • Maintain supervisable areas. • Provide outdoor equipment storage for balls and play equipment. • Provide accessibility to toilet rooms and to Multi‐Use space. • Protect student gathering and play areas from front of school. • See previous notes for outdoor spaces serving the Learning Suites and Visual Arts Classroom.


Entrance and Parking

• Not discussed, but it is assumed we will provide a bus drop off area, a parent drop off area, staff parking for approximately 50; visitor parking for 10.

• Front and drop off areas to provide easily recognized entrance to Administration. • Provide supervisable and defensible paths to the interior of campus. Full closure with gates and fences to

be determined.

Next Steps Next meeting is Tuesday October 11 at 8 AM at District Office. Topics for our next meeting include:

• Review draft Building Program. • Assign responsibility and schedule for the two halves (Education Program and Building Program) of the

Education Specifications. QKA will do the Building program part. • Determine future structure and schedule for Building Committee.


October 25, 2011 8:00 am L‐CM District Office


Attendees:+Valerie Pitts [email protected] +Carol Halpern [email protected] ‐Wolf Gutscher [email protected] +Megan Kelly [email protected] +Daniel Norbutas [email protected] +Amy Friedricks [email protected] +Don Matthews [email protected] +Ann‐Marie Skaggs [email protected] +Lucia Cortright [email protected]

‐Nick Mitchell [email protected]+Leslie Beatson [email protected] +Michelle Walker [email protected] +Mark Quattrocchi [email protected] +Jon Stong [email protected]

“+” indicates attendance “ ‐“ indicates absence

All meetings are at the LCM District office on Tuesday mornings at 8 am: 1. November 2 Continued conversation by team w/o architects on Learning Suites 2. November 8 Final Programming meeting ‐Review of Draft Building Program 3. November 22 Schematic Design Meeting No. 1 – DATE & TIME may change

Programming Manual General

• New members of the Committee were introduced: Ann‐Marie Skaggs and Lucia Cortright who are both teachers at Neil Cummins, and Carol Halpern, the District Librarian. As the committee morphs into the Design Committee these members will stay with us. Drake HS student guest Mason Bowles was also present.

• Mark presents the Draft Programming Manual, and invites comments as the document is reviewed. Valerie and Mark provide general background for new attendees emphasizing the centrality and multi‐functionality of the "Cafe" space and how it is intended to co‐locate with Administration spaces, Library spaces, Performing arts spaces, Food Service spaces, and teaching spaces.

• School will not be linear: A central court shared by surrounding buildings is envisioned. • Wind protection re‐emphasized. • Flexibility re‐emphasized. • Permeance of data access and digital display re‐emphasized. • Notes below organized in same outline and order as the Draft Programming Manual:

Introduction

• Vision statement at first line of the Intro should read "...21rst Century education for each child ..." • Valerie will have some other editorial comments that she will send to QKA by e‐mail

LCM Programming Meeting No. 5 October 25, 2011 Page 2 of 3

Entry/Administrative/Parent Spaces

• Agreed that this Section would move as a sub‐category to the "Central Cafe" Section since it is intended to at least partially co‐locate with the Central Cafe.

• Bullet point #4: Lobby/Gallery space. Add that this space to be open to parents at drop off and pick up times, with suitable cues to dampen parent desires to go further into the campus.

• Add new bullet point to include an inviting exterior Parent drop off/gathering space including benches, wireless access, and acoustic separation from teaching spaces.

• Add to bullet point #7 that the Staff Room must be centrally located. • Add to bullet point #11 that some assessment spaces may be located with the learning suites.

Learning Suites

• There was much discussion on the concept of double versus triple learning suites, and how they might be implemented and configured.

o A triple loaded learning suite would have approximately 75 students creating a potentially disruptive acoustic and activity environment that must be carefully addressed in design, in furnishings, and in operation.

o Since the program now identifies few single use class spaces (no separate visual arts, no separate science) all 75 students will be present more of the time than if they had other spaces to go to for part of each day.

o A triple loaded learning suite is going to be more collaborative than a double loaded ones in which teachers have an inclination to divide the tasks rather than share them.

o A triple loaded learning suite could be stocked with semi‐permanent science and art stations so that students may move easily to different project areas without needing elaborate set up, or waiting for the bell to move to another space entirely.

o The right mix of double versus triple loaded suites is hard to determine without configuration decisions having been made first. For initial conceptualization we will think of them as approximately split: similar number of students in each of the two types.

• Art in the Learning Suites. Make an area that is semi‐permanently set up for art, with appropriate sinks, counters, storage, and display. See the Reggio Amelia School for integrated art.

• If this becomes a 6‐8 school, some wondered if a dedicated visual arts program is necessary. • Special Ed is fully integrated, without requiring dedicated separate facilities – break out spaces

can be used to augment special education needs in a quieter space. • Consensus on multi‐age classrooms has not been achieved. But they may be necessary depending

on configuration decisions. District team will continue this discussion next week. • Breakout Spaces: Provide a variety of sizes, some larger than previously contemplated, to

accommodate say 10‐12 students. It is acknowledged that the breakout spaces may be used for some of the same small group or individual work previously handled in Learning Centers, and that they also will support Special Education needs.

LCM Programming Meeting No. 5 October 25, 2011 Page 3 of 3

Central Cafe/Performance/Library

• The concept as written and understood is generally accepted and embraced, except see notes at Library below.

• Central Cafe: OK as written. • Performance: OK as written.

• Library

o Must be acoustically separate from cafe so that a Performance or PE Activity will not preclude use of the Library.

o Must be large enough for a group meeting of 25‐30. o Must be reconfigurable for multiple smaller groups. o Therefore central shelving to be movable on wheels so that room is easily reconfigurable. o Must hold 18,000 volumes. High wall shelves plus +42" shelves noted below. o Must be independently and easily accessible; not only through Cafe.

• Food Service: Ran out of time before discussing. • Outdoor Spaces: ditto. Although see comments above at "General" and "Entry/Admin/Parent Spaces." • Technology: ditto • Other Required Attributes: ditto. We'll talk about next meeting.

Next Steps Next meeting is Tuesday November 8 at 8 AM at District Office. Topics for our next meeting include:

• Completion of review draft Building Program. • Assign responsibility and schedule for the two halves (Education Program and Building Program) of the

Education Specifications. QKA will do the Building program part. • Determine future structure and schedule for Building Committee.

draft - lcmschools.org€¦ · new san clemente school . at the original san clemente school site...

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