Educational Programming Workshops · 2016. 12. 6. · Shikira Lockette Aaron McKee Alexis McQuillan...

NOVEMBER 2016

EducationalProgrammingWorkshops

CORVALLISSCHOOL DISTRICT

Progress Report to Support Facilities Master Planning

421 SW SIXTH AVENUE, SUITE 1212PORTLAND, OREGON 97204

503/274.2675WWW.DLRGROUP.COM

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TABLE OF CONTENTS

TEAM

1.0 BOARD Retreat 1.1 Agenda Review 1.2 Community Asset Mapping

2.0 INNOVATION TEAM Workshops 1-3 2.1 Workshop 1 2.1.1 Agenda Review 2.1.2 Charrette - Large Group Discussion 2.1.3 School Asset Mapping 2.1.4 “Day-In-The-Life” Exercise & Analysis 2.2 Workshop 2 2.2.1 Agenda Review 2.2.2 Core Value Facility Needs 2.3 Workshop 3 2.3.1 Agenda Review 2.3.2 Strengths & Challenges Site Review 2.3.3 Qualitative Survey & Prioritization 2.3.4 Educational Program Review

3.0 NEXT Steps 3.1 Schedule Overview

A.1 APPENDIX

WORKSHOP 1 Day-In-The-Life Worksheets

WORKSHOP 2 Core Value Worksheets Core Value Image Studies

WORKSHOP 3 Survey Results Site Plan “Strength & Challenges” Worksheets

CORVALLIS SCHOOL DISTRICT - FACILITY MASTER PLANNING

PROGRESS DOCUMENT

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DLR GROUP

Todd Ferking, AIA, PrincipalKaren Montovino, AIA, REFP, Senior Associate John Fulton, Assoc. AIA, Designer

Byron BethardsDarren BlandSarah BlountDan BregarOlivia Meyers BuchBritten Clark-HuyckBrenda DownumAmanda Filloy SharpChristopher GregoryRynda GregoryRoxie HuffakerGregory HydeMarcianne Koetje Amy LesanShikira LocketteAaron McKeeAlexis McQuillanDerek MichalskiScott NewshamRyan NossKim PattenAmy PonderShahnaz SahnowTom SauretRob SingletonKathleen SmithEric WrightJodie Wyatt

CORVALLIS SCHOOL DISTRICT

INNOVATION TEAM

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SCHOOL BOARD RETREAT1.0


PROGRESS DOCUMENT

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1.0 BOARD RETREAT - OCTOBER 17, 2016

1.1 AGENDA

WHERE WE GO FROM HERE—PROCESS AND SCHEDULE

Translation of Vision into Educational Plan• Innovation Team Workshops• What will it look like to dive into the Guiding Principles on a deeper level (dis-

trict-wide and grade-level clusters)? What supports are needed? What are the spatial implications?

Educational Adequacy AssessmentCommunity-Based Facilities Planning

• Committee Selection Process• Size And Make-Up of Committee• Roles And Responsibilities of Committee• Five Workshop Process And Intended Outcome/Deliverables

Engaging the Larger Community• Garnering Meaningful Input• What Does This Look Like? Town Halls At Every School? Feeder Clusters?

District-Wide? • Parental Focus• Casting The Vision Through “Most Likely To Succeed” Screenings• Statistical Polling And Informal Surveys

Amplifying the Student Voice• Involvement In The Facilities Committee• Student Charrettes/Listening Sessions• Student Workshop Intensives

Engaging Educators• Questionnaires• Listening Sessions• Staff Meetings

Communications Plan• Multi-Tiered, On-Going Process• Do You Hire A Consultant?

COMMUNITY ASSET MAPPING IN RELATION TO OUR CORE VALUESSmall Group Discussions And Individual Refl ections

• What are some community assets that we are already leveraging to improve student learning?

• What community assets are currently untapped, ones that could be a mean-ingful contributor to students’ learning and success? How might we leverage these partners?

Report Out And Large Group Discussion

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During this session, the Core Values form the frame work through which the participants discuss opportunities and assets within the school and the community at large for bolstering their educational mission.

Transcribed Notes:

1.2 COMMUNITY ASSET MAPPING IN RELATION TO OUR CORE VALUES

WHERE WE HAVE BEEN AND ACCOMPLISHED SO FAR

Facilities Physical Needs AssessmentDemographics StudyEducational Visioning

• “The Road Ahead” document• Our Five Core Values

Adaptability Is Critical To Our Success• Red Cross Cascades is ready to get us ready for Cascadia Event • Buildings and teaching methods need to adapt • CHHS assignment system • More Alternative pathways • CHHS style fl exibility at CHS and CVHS• City public transit is free. Use the city buses to get resources • Use technology to explore opportunities • Support teachers who want to try innovative practices (break down barriers)• Giving kids easier access to courses at both Middle Schools and High Schools

Real World, Experiential Learning is Meaningful and Applied• Project-based real world learning• The Chamber of Commerce is an untapped asset• More applied classes • Outdoor School at 5th grade• Elective Classes for High School• Computer science

Woods Metals etc.


PROGRESS DOCUMENT

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• OSU extension knows experiential learning • School Gardens• Lego Robotics integrated during school day • Urban farm• Theater – CHS, OSU• Robotics as Middle School and High School Classes• Leadership class• Expanding Urban farm experience beyond College Hill• Business community partnerships (wood Castle-like involvement)• More internship experiences in big & small businesses for HS kids• Courses that work on real community problems or activities with potential to

provide meaningful work for kids• Coordinating internships/job prospects w/ industry doing some need to

expand • Outdoor School (many 5th grade students) – real world• School Gardens (most elementary + some secondary) real world

Inclusive Learning Environments Are Culturally Relevant

• Integrated curriculum map• Mock Congress• Our board needs to have athletic conversations with parents and students of

undeserved groups • Need to foster non-college future with viable, “respected” alternatives • Co-teaching content integrated EID • RW + 2el + CC 4ST – job placement/apprenticeships• Dual language education• OSU

Engineering Math studios

• Inclusive Bakery on 9th and Buchannon – Wings• Faculty/staff who look like students • More culturally diverse curricula • Course work that gets deep into real societal issues (not 1 inch deep AP US

history)• Guest speakers & role models of all ages, races, ethnicities, etc. In our

classrooms • Access OSU groups & bring into schools to cultural knowledge• Teaching kids about institutionalized systems that contribute to the “isms” &

history behind this (“real history”)• Work we do with homeless families • Dual language schools culturally relevant • Equity work (Beyond Diversity & Equity Teams) culturally relevant Instruction

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Relationships Build Communities of Trust And Respect• Counselors • Teachers “adopt” students • RtI for trust/Respect • Mentoring with OSU Students• RW and Rel. Urban Farm – local farmers • Access to OSU programs is signifi cant current benefi t • Shared adversity builds trust • Girls groups mentored by community women • Boys groups mentored by community men • More community mentoring either in or out of schools (in community)• Community building programs with students <-> students <-> adults

Impact Day Challenge Day

• Meaningful Student <-> Student Mentoring• Continued trend to increase counseling & mental health services to kids• Leadership team cohesive, trusting, respect

Community Connections Support Learning• Mentors from businesses • LBCC• Internships, non-profi ts• The Chamber of Commerce is an untapped resource • Partnership with Boys and Girls Club • Adapt – RW – Relate BGCC • OSU research forests and OSU forestry instructors • Green-belt Land Trust as contributor?• Linus Pauling Institute collaboration • Federal EPA Lab Participation in real world environmental activities • Willamette and Mary’s Rivers as learning resources (in addition to local

streams • Public Schools Foundation raises funds to help targeted population• Health Navigator program community • Head Start in 3 elementary schools


PROGRESS DOCUMENT

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INNOVATION TEAM WORKSHOPS2.0

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2.1 INNOVATION TEAM WORKSHOP 1 - SEPTEMBER 29, 2016

OVERVIEW

During the fi rst workshop, the Innovation Team is tasked with identifying the strengths and opportunities as they currently are within the existing district facilities through brainstorming sessions and community asset mapping and through the lens of the Core Values as established during the Educational Visioning sessions held between the school district and lead by Architects of Achievement. These exercises help to establish the baseline frame work and understanding from which the facility master plan begins to build.

2.1.1 AGENDA

Process Overview • Overall casting the Vision • Where we have been, our current undertaking, what the next steps will be in

facility planning

Opening Question (Large Group Discussion)• Core Values:

i. Relationships Build Communities of Trust And Respect ii. Community Connections Support Learning iii. Adaptability Is Critical To Our Success iv. Real-World, Experiential Learning Is Meaningful And Applied v. Inclusive Learning Environments Are Culturally Relevant

• You have recently completed an exploratory process in determining what Core Values will guide your decision making in the coming years. What are the things that you are thinking about now? Are there questions that you need answers to? Are there concepts that you want to know more about?

Going From What To How, Translating The Core Values (Table Discussion)• If we really meant it, what would it look like? Exploring the layers of the gCore

Values from operations, teaching & learning, to bricks and mortar.• Do these look differently across differing age-levels? If so, what might the

differences be?• Now that we know what it would look like, what would it take to implement?

What are the barriers / challenges that we would have to overcome to accom-plish that?

Existing Strengths & New Opportunities • What are current programs that are working well within the district? Do you

see these programs expanding or being offered across the district?• Are there new programs that you would like to see offered in the district?


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2.1.2 CHARRETTE EXERCISE

LARGE GROUP BRAINSTORMING

Real World • Building on core content in classroom into

real world learning – how do we make this translation

• Formalized Partnerships? – Standard• Integrating real world experiences into cur-

riculum. (breadth & depth & pace)• Community engagement & buy-in on GPA

(heavily involved stake holders) – important

Communication Strategy• Change is hard knowing communicating, inclusive-whole• Difference between change & Improve• “Eliminating Possibilities”—another way of saying “fail forward,” allowing for

taking educational risks in a safe environment for educators

Flexibility Adaptability• Evolution• Duality of empowering educators to use creative passions and skills while

maintaining consistency throughout the district

Relationships• Building relationships & creating safe environments & innovation (taking risks

& be creative)—educator to educator• How do we build relationships educator to student esp. @ secondary level/all

of students

Community Asset Mapping (in relation to our 5 Core Values) • What are some community assets that we are already leveraging to improve

student learning? (write on pink Post-its and place under the relevant Core Values)

• What community assets are currently untapped, ones that could be a mean-ingful contributor to students learning and success? How might we leverage these partners? (write on yellow Post-its and place under the relevant Guiding Principle)

• Thinking Forward - Design for learning 50 years from now:• Exercise: Day in the Life of a Corvallis Student – Considering the discussion

about the future and the guiding principles. Defi ne and describe a student that will attend one of your schools 20 years from now.

• Each group to take one cohort of students: Early Learning Elementary, Middle, High

• [can include thoughts regarding fl exibility (What does this mean for you?), technology, pedagogy, mobility, culture, (i.e. self-driving cars)]

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Equity• Implementation & building complexity from start point & as students

matriculate• Equity Lens – How do we insure all students have access to those real world

experience• Building on good things don’t distracted others• Not isolated, able to stream & accomplish• Being intentional in supporting our teachers in this integration• Refl ection - funding & framework to do this outside of school day • New staff & future staff building unity within & fi nding right fi ts for going to

next level • How do we free our staff to do the great work that they can & are passionate

about• Relationships within staff horizontally & vertically (District & school administra-

tion), being known • School of choice or neighborhood?• Incubator ideas -> growing out – scalability of ideas• Negative connotation of school of choice importance of equity• Innovation -> for our kids -> let’s go• Big Picture- How do we translate some of same basic elements from 100 stu-

dents to 400 ES or 1500 HS students?• Are these programs successful as school of choice

2.1.3 SCHOOL ASSET MAPPING

Elementary School Commentary Middle School Commentary High School Commentary

Relationships Build Communities of Trust and Respect

Relationships across grade levels (Buddies) Mentor Programs Starting mentor programs at elementary (adult -> student) WEB where everybody belongs Curriculum Nights

Family Nights Rob Duvall + Kevin Skillings College Relationships Individualization Flexibility Teacher Choice

Inclusive Learning Environments Are Culturally Relevant

Dual Language Culturally relevant curriculum (engage N.Y.) Co-Teaching + CIELD (Content-integrated En-glish language development) Discipline practice to reduce number of stu-dents excluded through suspensions “Grow Your Own” Program for future teachers Growth Provide these opportunities to all kids WEB Collaborative study groups across building DL1 DLI Business/ Industry visits for all kids Co-teaching SPED ELD


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Community Connections Support Learning Family Nights Education Culture Performance

OSU STEM Nights Artist in residence expand to include specialist in residence (i.e. glass blower, gardener, guitar) Lunch buddies With community members With high school students

Head Start in elementary schools (currently 3- would we more but no room!) Theatre with Laura Berk Growth computer science Leverage CTE @LBCC Avid college visits @ M. S. Leere Band – collaboration w/ professor on Apple TV Leverage STEM college in OSU Juntos Program @LP this year Skills OSU visits

Adaptability is Critical To Our Success Tech-ready classrooms in all schools Ipad Community partners/ guest teachers at CVHS Growth school within a school -> Pilot Growth-focused academics @ high schools STEAM block of 2 periods @ M.S. 2 electives instead of XLT Equal opportunities to get electives Pushing AVID out to full building (all length to OSU ex.)

Real-World, Experiential Learning Is Meaningful and Applied

Outdoor schools School gardens

Oregon trail Art & science nights Peer to peer teaching Thematic units Science/S.S. integrated with language arts Urban Farm Amy Knoke Robotics Vehicular design @ CHS Engineering @ CV Growth Student led / staff, facilities, class-rooms Outdoor school Real world –math engineering conn. – real world STEM elective AVID tutorials student led DC Trip World Peace Games LP Ham. Class Real-life game

Interactive notebooks Writing Summarizing learning

Mock Congress @LBCC

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2.1.4 DAY-IN-THE-LIFE EXERCISE

Understanding the needs the future students of Corvallis School District is essential for facility planning. How students learn and how they want to learn has a critical impact on the type and make-up of the spaces that help to facilitate their learning. The “Day-In-The-Life” activity charts a sample of students’ day as told from their perspective. From there it is analyzed in terms of the type of activity, time spent on each, and Learning Group or Type. This helps to foster an understanding of a student’s learning style, how they perceive their learning environment, and how far beyond the school day it extends.

The charts on the following pages are DLR Group’s analysis of the students’ feedback followed by a comprehensive “typical” student diagram.

Sample Student “Jetson”SaSampmplele SStutudedentnt ““JeJetstsonon””


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student:

ACTIVITIESage:

Narrative

student:

ACTIVITIESage:

Lupe (17) is an active student who describes her learing day from sun-up to sun-set. Con-sidering herself a visual, tactile, and auditory learner, she has an active learning schedule that includes both in and out of school learning spaces. Her learning groups are well bal-anced and involve nearly all our group/types by participating in in-school, extra-curricular, and community-based groups, as well as individual self-driven learning.

11%

7%

0%

14%

18%

18%

11%

25%

student:

ACTIVITIESage:

Narrative

student:

ACTIVITIESage:

38%

3%

0%

43%

11%

0%

5%

0%

Jetsen (13) as a younger student interested in many diverse things (sports, music, you-tube, friends, etc.) relies more on direct instruction as his primary learning type while also participating in project-based learning. He is self-described as interested in self-driven exploration and learning-by-doing approach styles. Jetsen’s learning day goes beyond the simple school day to include extra-curricular activities of “all-types” and includes homework both on an as-needed and “as-desired” basis - thus emphasizing his self-driv-en nature, again, extension of the school day.

sleep?downtime?

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NOVEMBER 2016student:

ACTIVITIESage:

Narrative

student:

ACTIVITIESage:

50%25%0%25%0%0%0%0%

Abe (18) though describes his learning space as school-based, is very active outside the physical building through an internship with HP Computers and at the Majestic Theater where his direct instruction and project-based learning takes place. He checks-in with a mentoring cohort throughout the day and describes his learning day through these terms. Having strong family responsibilities and a part-time job, his day appears abbreviated with respect to the total learning day.

homework?

writing?

gaming?

part-time job?

family responsebilities?

student:

ACTIVITIESage:

Narrative

student:

ACTIVITIESage:

6%

0%

0%

53%

24%

0%

18%

0%

Marty (12) the youngest of the group is a hands-on learning and enjoys rock collecting both personally and as an extracurricular activity. Beginning his day at 8AM, his schedule appears to be primarily school-house based. Though, within the school, there is no bell schedule and his direct instruction, his primary learning type, is determined at the start of each day and is dictated by the current on-going theme or project. Marty also includes extra-curricular activies and friends as important to his day.

homework?

family/down-time? sleep?


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student:

ACTIVITIESage:

Narrative

22%

13%

2%

29%

12%

5%

11%

7%

The average student describes their days as spent nearly a third in direct instruction followed by individual learning at nearly a quarter, and equally weighted in small group and project based learning third. Extra curricular actitivies do play a role in the typical student’s active life as well, though more so mentioned in passing. Other learning outlets such as community involvement are descibed rather by the inidividual student and with such a small sampling are possibly weighted disproportionately.

student:

ACTIVITIESage:

22%

13%

2%

29%

12%

5%

11%

7%

student:

ACTIVITIESage:

Narrative

student:

ACTIVITIESage:

5%30%10%10%10%5%20%10%

Freddie “McStudent” (16) is a 21st Century Digital Boy who’s place of learning is through digital media and is “globally connected”. His day begins at 9AM by taking an Uber to check-in with his school followed by instruction within various learning groups, i.e. small, large, PBL, and community engagement. He ends his day by checking-in with his men-tor. Learning groups time percentages were provided by the student and overall time estimates are made here. Freddie additionally mentions cyber-gaming and soccer as extra-curricular activities and A.I. as an interest.

homework?

soccer?gaming? sleep?

TYPICAL STUDENT

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2.2 INNOVATION TEAM WORKSHOP 2 - OCTOBER 26, 2016

OVERVIEW

Through this work session, the Innovation Team dives further down into the implementation of the Core Values and begins to ask what types of spaces are needed to support these goals and how should these spaces feel through both group discussions and real-world examples.

2.2.1 ABBREVIATED AGENDA

Recap from Workshop 1• Relevant Issues• How We Are Currently Implementing or Would like to Implement our Core

Values• “Day in the Life of a Corvallis Student” Analysis• School Board Retreat—Community Asset Mapping

Core Values Work Session• Deep Dive Into Living Out Our Core Values And What It Takes To Support

This Work• Break into two groups: elementary and secondary. Work through each

of the Core Values, delineating what this will look like and what spaces or supports are needed to achieve this. Provide as much specifi city as possi-ble. Include image study.


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2.2.2 CORE VALUE FACILITY REVIEW EXERCISE

In following up from Workshop 1, the group was asked to describe their ideal schools and teaching spaces relative to each Core Value. Beginning with statements describing what is working well within their schools, this exercise asks the participants to more deeply out the type of spaces that would support each Core Value and how they should be experienced. The exercise encourages participants to “Dream Big” about how they want their facilities to function relating to these directives and helps to establish baseline for evaluating their current facilities.

Sample Worksheet:All Core Value worksheets can be found in the Appendix along with all selected image studies.

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ELEMENTARY COHORT DISCUSSION

Relationships Build Communities of Trust and RespectThis looks like:

• Who? Students, teachers, everyone in Bldg.• Crisis Teams• Whole School Gathering• Tech ready classrooms (refer to doc.)• Play• Play ground • Accessible for all• All-weather

Supporting Spaces:• Staying within classroom (staying with group)

-> space within specialist come to them• All school Gathering (ability for sing & dancing)

or grade levels• Good counseling spaces -> uplifting, safe, wel-

coming, privacy (respectful) (i.e. DHS)

These should feel like• Transparency <-> visible learning• Sound systems for large group & within

classroom

Inclusive Learning Environments Are Culturally Relevant This looks like:

• School libraries should refl ect students that attend

• Same SF but personalized• (Lincoln lib is highlight of school)• Kids with different needs (differentiated learn-

ing) mobility• DL books -> Reading aloud? 50/50• Cultural diversity expressed through art• Role of music & exuberance in cultural

expression

Supporting Spaces:Gender Neutral bathrooms

• Music -> room to move• Teacher Planning & Collaboration -> by grade of

SPED educators• Centrally located• # of staff adjacencies i.e. proximity to after

school activities (after school staff)

• (not transformable into classrooms)• After school programs -> dedicated? Adaptable

gym, café?

These should feel like• New fl ooring, bright walls, colorful but calm,

happy• Some spaces (like Lib) whimsical, not cheesy,

playful, fun

Community Connections Support LearningThis looks like:

• Schools are hubs, community center• Moving away from “art on cart” • Backpack program• Operation school supply• Staff collaboration• Wilson ES -> career night -> or presentation to

classes• Students can “try-on different careers”• Could be maker-space

Supporting Spaces:• Separate parent volunteer room• Entrances -> welcoming & secure & culturally

diverse (something for everyone)• Community room -> mtgs., computers• Health Center? Community service-provider

(offi ce?)/connections (like Earl Boyles)• Uniformity SF & Personalized to individual

school needs• Food Pantry• Clothing Closet, school supplies• Laundry facilities

Adaptability is Critical To Our SuccessThis looks like:

• (Curriculum)• Large group to small groups• Accommodating differentiated learning• Transportation changes• Separate of bus & vehicles, bike, walk (Moun-

tain View - one ES has no public transit) diffi cult for parents for special events


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Supporting Spaces:• Separation of Gym & Cafeteria spaces

These should feel like• Uniformity of spaces (i.e. height of white

boards)• No modular anywhere!!• Building confi guration -> ability to expand• Furniture <-> reconfi gure, choice (variety)• Classroom Uniformity• Appropriate electrical (power) supply & tech• Natural day-lighting, dimmable• Room temperature (Thermal comfort &

ventilation)• Operable windows• Interior• Circulation paths <-> RR• (Direct access to classrooms)

Real-World, Experiential Learning Is Meaningful and AppliedThis looks like:

• Individually organized (currently @ ½ for 5th grade) (6 currently)

• Student exhibition throughout the day Ability to work in small groups

• Performance exhibition (arts &content knowledge)

• Naturalist in residence (currently in 1 school)• Q: How long should you curate permanent

exhibits?

Supporting Spaces:• Maker spaces (art & science)• -or all classes are maker spaces• -or one specialized maker & all classrooms• Flexible furniture ->2 spaces • -one digital (clean)• -one wet & messy• Exhibition Space• School Garden• Space to bring 2 classrooms together (for peer

to peer teaching)• (Barns) Outdoor Learning -> covered (for les-

sons) & open• Educator connections (bldg. org.)

These should feel like

• Not pristine but messy, transformable (class-rooms as well as whole school)

• Ability to display student work• Pin up walls• White board walls• Digital displays• Flat screen (too static)• Walls• Exterior side of BLDG (example)• All classrooms:• Sinks• Bubbler• White walls• Carpet or conc. Floor• Flexible seating & Space• Acoustics

SECONDARY COHORT DISCUSSION

Relationships Build Communities of Trust and RespectThis looks like:

• See Appendix for illustrations

Supporting Spaces:• See Appendix for illustrations

These should feel like• See Appendix for illustrations

Inclusive Learning Environments Are Culturally Relevant This looks like:

• All students access to same programs• Bridges economic differences• Cultures blend• Transportation

9-10 district 11-12 public (real world)

• Fitness/Athletics More options Change public perception

• Counselors move with students � 5-6, 7-8, 9-10, -11-12

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• Eliminates issues• More tight-knit/structure• More equitable similar offerings

Supporting Spaces:• n/a

These should feel like• n/a

Community Connections Support LearningThis looks like:

• Partner with city programs (bus, Etc.)• Consider non-traditional real estate

HP OSU Majestic Theater LBCC Pavy Arboretum New Scale River Design Group Tibet House - $4M

• Distributed “pods” throughout community Intensive 6-week

• Small Learning Communities Break into smaller groups Not contained in 1 space Stay connected and exposed to diverse

experiences• See PDF for illustrations

Supporting Spaces:• Community Spaces

Meeting spaces• Internships• Safety• Challenges – Athletics, Pathways, McMinnville

These should feel like• n/a

Adaptability is Critical To Our SuccessThis looks like:

• Time + ScheduleSupporting Spaces:

• n/aThese should feel like:

• n/a

Real-World, Experiential Learning Is Meaningful and AppliedThis looks like:

• Outdoor Learning Teams Time Connected to outdoor amenities

• Flexibility• Partnered Project

HP Campus Oregon State BCC? Majestic

Supporting Spaces:• Outdoor covered spaces (40 students) (projec-

tion, WIFI)• Mud room – boots• Outdoor bathrooms• Collaborative space• Flexible• Lab space• Exhibition space (formal + informal (every sur-

face, glass walls))• Is there unassigned space available• Performing space – visual, audio, technical

(HS) MS, fl exible• Tech-rich environments• Applied/maker-space – messy dirty, noisy

These should feel like• Flexible furnishings• Transparency – line of sight• Acoustics


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2.3 INNOVATION TEAM WORKSHOP 3 - NOVEMBER 17, 2016

OVERVIEW

Workshop 3 is the fi nal meeting of the Innovation Team during the discovery phase of the master planning. Therefore it was critical that the group look at both Educational Program at all grade levels and begin to establish an evaluative rubric for each existing school site. The data gathered from these fi nal exercises will aid in establishing the lens through which the Educational Adequacy Assessments will be evaluated through.

2.3.1 AGENDA

Recap from Workshop 2 Program Review

• Elementary Early Learning & Community Support Discussion Program Confi rmation (topical/visual and numeric) Qualitative Rubric

• Secondary (middle & high) Reaching the 20% Discussion (middle and high) Secondary Grade Confi guration Option How this fi ts in the long-term process Capacity analysis test fi t Program Confi rmation (topical/visual and numeric) (core learning confi guration, CTE, Media, Dining/Commons) Qualitative Rubric

Existing Schools Exercise• In light of our program review, examine each of our current schools. What are

the top 3-5 strengths of the school and top 3-5 challenges? Elementary Middle High

• Report out (formation of Top Priorities)

Next Steps• Progress report to the School Board of workshops (volunteer speakers?)• Educational adequacy Assessments of all schools • Applying for Facilities Planning Committee!

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Sample Worksheet:All site plan worksheets can be found in the Appendix.

2.3.2 EXISTING FACILITIES “STRENGTHS & CHALLENGES” EXERCISE

As a precourser to DLR Group’s Educational Assessments, it is critical to understand the strength and challenges at each site from the District’s perspective. While many members on the Innovation Team are intimately familiar with these facilites, this exercise not only provides DLR Group with a functional overview of each site but the larger group as well. Conducting the site overview near the end of the discovery phase additionally aids the Innovation Team in viewing the facilities through the lens of all the previous work to date - emphasizing the strengths and challenges the Core Values present at each site.


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Notes Transcribed*Refer to Appendix for full noted sheets

ADAMS ELEMENTARY SCHOOL

Strengths:• Strong Entry / Way fi nding• Benches, Plants, Free Library Kiosk• Library has soft furniture• Offi ces & Rest of School excellent display of art

installations• Lighting on Artwork• Track & Access to fi elds• Separate Playgrounds

Challenges:• Shared Café/gym• Not Secured Entry (Can Access gym) First• Not Welcoming• Poor Circulation, Parking• “Would love movable furniture: Tables & Chairs• No Windows• No calm fl ooring, • Busy, Piece-mealed

Notes• Someone to direct/make eye contact

GARFIELD ELEMENTARY SCHOOL

Strengths:• School set back form road• Residential calm neighborhood• w/in walking distance to LP CHS & community

Pool• Library small but welcoming• Computers• Great Playground

Challenges:• No covered play• Over Crowded• Terrible bathrooms• Smells & at the BLDG entry

HOOVER ELEMENTARY SCHOOL

Strengths:• Big Kinder classrooms – space• Dickson Creek but not accessible• Welcoming, open, good way-fi nding• Nice setting, peaceful wooded area in back

Challenges:• Over Crowded• No hallways• Shared café/gym• Lab in library• Library small• Not separate bus & parent• Flooding around portables mush walk on planks• Shower in break room• No fresh air• No space for after school• Only 3-5 grades can access track• Primary play on opposites• Very confusing layout, esp. for parents (not

use-friendly)Notes

• Have to go outside to rest rooms• Including fi rst graders• Drive through parking lot• Unsupervised

JEFFERSON ELEMENTARY SCHOOL

Strengths:• Garden• Great Play• Dixon Creek w/ Outdoor Classroom• Best Outdoor Learning

Challenges:• Shared Café/Gym• Lib/Comp. Labs• No running on black top• Weird Use of Space• Stage Walled-Off• Moth-balled locker rooms (Jefferson/Williams/

Adams)

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NOVEMBER 2016

Notes:• Best Outdoor Learning• Mulched Train• Arboretum ID. & Brochure• Can Access to creek • “U-Shaped” benches• Foot bridge

Naturalist-In-Residence• OMSI camp has great set up• Would need covered, exposed, seating, marker-

board wall. Storage shed, water, Lincoln Also, greenhouse, composting

Ideal:• All-weather track: plastic/rubber (not bark

chips)• Accessible• Can run• Basketball Hoops, Tetherball• Things that Inspire & explorative, creativity &

imagination• (like dinosaur bones @ Independent Play Choic-

es Turf Artifi cial) FDR Year-round• Kelso Wheel• Picnic Tables• R-Room & Ball /Equip. Storage

Spray-on asphalt coating that appears when it rains (Seattle Co.)

LINCOLN ELEMENTARY SCHOOL

Strengths:• Some classrooms are big• Awesome garden & partnership to run it (fenced

& managed)• Proximity to Benton Co, Health• Beautiful library• Adjacent computer lab (still use a good bt)• With walled-off teacher resource room

Challenges:• Shared café/gym• Not Secured Entry (Can Access gym) First• On highway• Not enough covered waiting area for busses,

universal, plus It is a buts stop for OHS, UP, MCafe, Adams

• Not enough staff toilets (2 per 10)• No after school program spaces• PLC no clustering of classes

• Outdoor classrooms• L-shaped• Speech offi ce in closet• w/ Only outside entry & Garfi eld

Notes• Use stage everyday for assembly• Lack of presentation spaces• No hallways unsupervised• LRC (SPED) only outside access• Only 4 pairs of alcove wall classrooms

MOUNTAIN VIEW ELEMENTARY SCHOOL

Strengths:• Separation of bus & parent• Separate Wings• Garden• Murals• Library at front entry• Separate staff room & workroom• Spacious Kinder• Very inviting entry (outdoor)• Benches, trees, library kiosk

Challenges:• Not on city bus route (affects parent evenings)• On major thoroughfare• Distance of Kinder to offi ce• Poor acoustics, ventilation, all• Schools for large group presentation/

performanceNotes

• Best garden• Lots of acreage• Wetlands access• Naturalist in Residence

WILSON ELEMENTARY SCHOOL

Strengths:• Art Installations

Challenges:• Shared Café/gym• Great play equip but too many hiding spots so

can’t use during dayNotes

• Okay traffi c fl ow


PROGRESS DOCUMENT

28

FRANKLIN K-8 SCHOOL

Strengths:• Good-sized Classrooms• Vaulted ceilings• Covered play• Walking distance To CHS• Stage• Easy Layout

Challenges:• Small bldg.• Small covered• Not many classrooms• One straight hallway – skinny• Passing at different. times – to get to specials• Shared café/gym• Not good way-fi nding, coming in back door• @ library – computer lab & full func. Library • Not much outdoor learning• (outdoor learning not a part of their core

curriculum)

CHELDELIN MIDDLE SCHOOL

Strengths:• Flow• Storage lockers• Site area – acreage• Proximity to wetlands• Enclosed• Display cases (increase)• Built-ins

Challenges:• Variety• Parking• No Air Conditioning• Gathering spaces @ fi rst arrival• Gym too small (bleachers)• Interior walls are brick – maintenance

LINUS PAULING MIDDLE SCHOOL

Strengths:• Strong indoor & outdoor @ library• Covered outdoor• Bus(city) boys & girls club• Community use• Well on site• Dual immersion (50%) of total enrollment• Three classes with separate cohort

Challenges:• Site line- building to outside• No STEM spaces• Health classroom• Art & applied environments are removed form

core• (not most effi cient)• Doesn’t feel connected (effi ciency)• Under utilized areas

Notes:• Covered area at entry preferred• Flexible walls -> roll-up doors, garage doors• Feel welcoming• Reconfi gurable space• Outdoor extension• Indoor extension• Effi ciency• Science ( how easily can this be adapted to

different learning models?)• Maker-Space• Staffi ng?

29

NOVEMBER 2016

CORVALLIS HIGH SCHOOL

Strengths:• Cafeteria• Community Hub• Color – natural light• Carpet in halls – acoustics

Challenges:• Science-fi xed• Eating in pods not allowed (carpet)• Small CRs• BLDG tech not user friendly• Lighting controls• Site too small• No exterior• No A/C in gym

CRESCENT VALLEY HIGH SCHOOL

Strengths:• Feels like community college campus outside• Creek• Connected to nature• Good admin set-up• Welcoming feel

Challenges:• No A/C in gym• Creek• Day-lighting• Way-fi nding• Lot of separation• Effi ciency

Notes:• Writing Center -> resource• Core Programs • Programs in school• Transparency into labs• Teacher Planning – team offi ces

COLLEGE HILL /HARDING

Strengths:• Best Gym• Locations• Stage in gym• Still apart of CHS & CVS• Separation allow to relief from drama

Challenges:• Power infrastructure• Parking• No traditional science spaces• New home for Wings• Limited in CTE programs


PROGRESS DOCUMENT

30

2.3.3 QUALITATIVE SURVEY & PRIORITIZATION

ELEMENTARY COHORT RESPONSE SCORES

In addition to the quantitative requirements set out in the Education Program, a qualitative review was created in order to aid in establishing a prioritization among the long list of wants and needs as described in the prior workshops.

Average Score Group Rank Top 5 Overall

Natural Day Lighting 4.38 3Adjustable Lighting 4.50 2Operable Windows 4.63 1 3

Colorful Interiors/Fun 3.75 5Culturally Representative 3.00 7

Teacher Planning & Collaboration 3.88 4Dedicated Extended Day Spaces 3.25 6

Classrooms Accommodate Active Learning 4.13 4Ability to Work in Small Groups 4.00 5

Presentation Areas 4.00 5Adequately Equipped Classrooms 4.88 1 2

Opportunities for Student Exhibition 4.63 2 3School Gardens 4.00 5

Outdoor Learning 4.38 3

Moveable Furniture 4.06 4Age Appropriate Furniture 4.00 5

Expandable Classrooms 3.50 6Flexible Spaces That Accommodate Movement 4.63 1

Ample Electrical/Power Supply 4.38 2Robust Technology 4.25 3

Sinks In All Classrooms 4.25 3

All School Gatherings 4.63 2 3Warm &Welcoming Spaces 5.00 1 1

Counseling Spaces 3.88 4Accessible & All Weather Playgrounds 4.50 3

Transparency 3.88 4Sound Systems in Classrooms & Large Areas 4.50 3

Parent Volunteer Room 3.75 4Community Room 4.25 2

Clothing Closet 4.38 1Laundry Facilities 4.00 3

Health Center 4.25 2

RELATIONSHIPS BUILD COMMUNITIES OF TRUST AND RESPECT

COMMUNITY CONNECTIONS SUPPORT LEARNING

INCLUSIVE LEARNING ENVIRONMENTS

REAL WORLD EXPERIENTIAL LEARNING

ADAPTABILITY IS CRITICAL TO OUR SUCCESS

Top 5 Summary• Warm & Welcoming Spaces• Adequately Equipped Classrooms• 3-WAY-TIE:

Operable Windows / Opportunities for Student Exhibition / All School Gathering Spaces

31

NOVEMBER 2016

SECONDARY COHORT RESPONSE SCORESAverage Score Group Rank Top 5 Overall

Natural Day Lighting 4.57 1 4Adjustable Lighting 3.14 7Operable Windows 3.50 5

Colorful Interiors/Fun 3.61 4Culturally Representative 3.93 3

Teacher Planning & Collaboration 4.43 2Dedicated Extended Day Spaces 3.21 6

Classrooms Accommodate Active Learning 4.93 1 1Ability to Work in Small Groups 4.71 2 2

Presentation Areas 4.21 6Adequately Equipped Classrooms 4.64 3 3

Opportunities for Student Exhibition 4.50 5School Gardens 4.07 7

Outdoor Learning 4.57 4

Moveable Furniture 4.43 2Age Appropriate Furniture 4.14 3

Expandable Classrooms 3.43 4Flexible Spaces That Accommodate Movement 4.43 2

Ample Electrical/Power Supply 4.43 2Robust Technology 4.50 1 5

Sinks In All Classrooms 2.71 5

All School Gatherings 4.14 2Warm &Welcoming Spaces 3.86 5

Counseling Spaces 4.46 1Accessible & All Weather Playgrounds 4.07 3

Transparency 3.93 4Sound Systems in Classrooms & Large Areas 3.86 5

Parent Volunteer Room 3.64 3Community Room 3.71 2

Clothing Closet 2.64 5Laundry Facilities 3.00 4

Health Center 3.86 1

RELATIONSHIPS BUILD COMMUNITIES OF TRUST AND RESPECT

COMMUNITY CONNECTIONS SUPPORT LEARNING

INCLUSIVE LEARNING ENVIRONMENTS

REAL WORLD EXPERIENTIAL LEARNING

ADAPTABILITY IS CRITICAL TO OUR SUCCESS

TOP 5 Summary• Classrooms Accommodate Active Learning• Ability to Work in Small Groups• Adequately Equipped Classrooms• Natural Day-Lighting• Robust Technology


PROGRESS DOCUMENT

32

*Sample Survey Worksheet. Full survey responses can be found in the Appendix.

33

NOVEMBER 2016

CORVALLIS School District SCHOOL

QTY Net S.F. QTY Net S.F. Total Net S.F.

No. of Students Capacity Notes

Reception / Welcome Center 1 250 250 Near the drop offStudent Reception/Waiting 1 100 100 Separate Entry from Public Reception directed

towards the campusAdmin/Open Office 3 80 240Principal Office 1 180 180Office 2 120 240Staff Room 1 600 600 Includes light kitchen equip.Staff Work Room 1 700 700 Includes Mail and CopyStorage 1 100 100Coach Office 1 80 80Student Health Exam/Cot Area 1 200 200 1-2 cots with access to the outside

Health Assistant Office 1 80 80Toilet 1 80 80 Includes a showerStorage 1 60 60

Conference Room 1 250 250 10-15 People (20sf per person)Volunteer Work/Resource Room 1 300 300 separate from Community RoomStaff Restrooms 2 60 120

Administration SubTotal 3,580

Multi-Purpose Room 1 960 960 0Storage 1 100 100 Operation School SupplyClothing Closet 1 50 50Food Pantry 1 50 50Toilets 1 50 50

Extended Day SubTotal 1,210 0

Classroom 4 1,350 5,400 25 100Teacher Collaboration 1 200 200 Shared space between classroomsToilets 4 50 200 2 each studio

Outdoor LearningGardens, seating areas and learning landscapes

Outdoor Covered Area Play equipment areaPreSchool-K Community SubTotal 5,800 100

Classrooms 16 960 15,360 25 400 One-way glass viewing windowsIn-classroom Restrooms 4 65 260 PreK thru 1stFlexible pod comons 4 800 3,200Small Group Collaboration 4 200 800 BreakOut SpaceTeacher Collaboration 4 200 800Community Restrooms 3 180 540 Hallway / sinks outside of restrooms

Outdoor LearningGardens, seating areas, study and learning landscapes

Community SubTotal 20,960 400

Spatial Program - Elementary & Preschool - EXAMPLE

Space/Functional Area

ADMINISTRATION

Preschool-K INSTRUCTIONAL COMMUNITY

INSTRUCTIONAL COMMUNITY (X Grade Levels, X Sections)

Community Programs

2.3.4 PROGRAM REVIEW

i. ELEMENTARY PROGRAM REVIEW

Data gathered from Workshops 1 & 2 was used to customize and align a detailed Educational Program serving the specifi c needs for Corvallis School District. With additional basic assumptions made, this framework serves as the starting point for spatial requirements discussion.


PROGRESS DOCUMENT

34






Classroom 1 960 960 12 12 May vary-life skills? Resource? Title 1? Cool-Down / De-Escalation Room 1 64 Quiet, comfortable, w/ minimal visibility

Motor/Sensory/Adaptive P.E. 1 960 0Occupational Therapy (OT) with Motor/sensory room

Laundry 1 40 40Restroom/Changing Room 1 75 75 With changing tableAdministration Support

Teacher Office 1 100 100Teacher Office/Testing 1 100 100 Shared with office or small groupPsychologist 1 100 100Speech Therapy 1 100 100Conference Room/Small Group 1 150 150 Heavily used

Outdoor Play Area 1 0 0 Exterior SpaceSpecial Education SubTotal 1,625 12

Music Instruction Room 1 1,300Instrument Storage 1 200 Includes locker storage for instruments

Art/Project Based Lab 1 1,300 1,300 Messy spaceArt Storage 1 200 200

Student Display 1 0 Could be in a corridor or along extrior wallsMaker Space / Publishing Centers 1 1,300 1,300 Digitally-oriented w/ printers & binders

Storage 1 100 100Outdoor Learning Patio 1 Exterior Space

Project Lab SubTotal 2,900 0

Control/Help Desk/Genius Bar 1 100 100 Genius DeskStacks 1 800 800 12,500 VolumesDirection Instruction/work area 1 800 800Workroom and Storage 1 300 300 Includes chrome book storageReading Area/Lounge 1 600 600 comfortable furnitureComputer Lab / Learning Studio 1 960 960 Separate or connected / classroom ready

Learning Commons/Media Center SubTotal 3,560 0

Dining Commons 125 15 1,875 number of students at one time (assume 2 shifts)

Stage 1 960 960Stage Storage 1 100 100

Table and Chair Storage 1 300 300Gym/Physical Education 1 3,840 3,840 42'x74' court with 3' buffer sides

bleacher seating 768 4 2,880 number of seats, all students plus staffPE Storage 1 200 200PE Office 1 80 80Public Restrooms 2 200 400

Multi-purpose SubTotal 10,635 0

SPECIAL EDUCATION

SPECIALTY LABS

DINING / MULTI-PURPOSE ROOM / PHYS ED

LEARNING COMMONS / MEDIA CENTER

35

NOVEMBER 2016






Kitchen & staff support 1 600 600 includes desk space and lockers Servery 1 240 240Staff Toilet 1 60 60Cooler Walk-in 1 150 150Freezer Walk-in 1 150 150Dishwashing 1 80 80Dry Storage 1 200 200

Nutritional Services SubTotal 1,480 0

Amphitheater Exterior SpaceOutdoor classrooms patios for PreK & K, SPED, gen ed

classrooms & art/science

Student Restrooms 4 180 720 May vary per code reviewStaff Restrooms 2 65 130Custodial closets 4 60 240 throughout buildingBuilding Receiving 1 300 300Maintenance 1 500 500Storage 1 250 250

Maintenance SubTotal 2,140

SubTotal Square Footage 61,050Circulation & Services 35% 21,368 Electrical, IDF, MDF, and Mechanical

Campus Total Square Footage

CAPACITY 692 studentsStudents per classroom 25 25 119 SF/studentStudents per kinder 25 25Students per preschool 22 22Students per Special Ed classroom 12 12

82,418

MAINTENANCE / MISC

NUTRITION SERVICES

OUTDOOR LEARNING


PROGRESS DOCUMENT

36


Space/Functional Area QTY Net S.F. Total Net S.F.

(#)TeachingStations


General Ed Classroom 3.01 Classroom 8 960 7680 28 2243.02 Collaboration Area 3 360 1080 0

subtotal 8760 subtotal 224

Science15.01 General Laboratory / Lecture 2 1235 2470 015.02 Specialized Laboratory / Lecture 2 1285 2570 015.03 Laboratory 0 0 015.04 Classroom 4 925 3700 015.05 Preparation / Special Project 3 150 450 015.06 Chemical Storage 1 100 100 015.07 Storage 2 150 300 015.08 Greenhouse 0 015.09 - 0 0


Computer Technology6.01 Classroom 3 1200 3600 0 Technology-Rich6.02 Lab 0 0 06.03 0 0 0


Art2.01 Classroom / Studio 1 1400 1400 02.02 Storage / Workroom 2 150 300 02.03 Kiln 1 75 75 02.04 0 0 0


Music12.01 Band / Instrumental Music Room 1 2400 2400 012.02 Instrument Storage 1 264 26412.03 Percussion Instrument Storage Room 1 0 200 012.04 Uniform Storage 0 012.05 Choral / Vocal Music Room 1 0 1760 012.06 Robe Storage 0 012.07 Orchestra Room 0 0 012.08 Orchestra Instrument Storage 0 0 012.09 Practice Rooms 5012.10 Ensemble Rooms 1 0 15612.11 Music Library 1 0 15012.12 Recording Studio 1200 1200


Technology & Life Management10.01 Classroom 1 0 1000 010.02 Foods lab 0 0 010.03 Pantry / Storage 1 0 15010.04 Tech & Life Lab 2 0 2624 010.05 Samples Storage 0 010.06 Laundry / Utility 1 0 7010.07 Child Development Lab 0 0 010.08 Observation 0 010.09 Storage 0 40010.10 Changing / Toilet 0 010 11 0 0

Spatial Program - SECONDARY Schools - EXAMPLE

ii. MIDDLE SCHOOL PROGRAM REVIEW

37

NOVEMBER 2016



(#)TeachingStations



Media Center / Library11.01 Entry / Circulation 1 0 17511.02 Research 1 0 10011.03 Print Material 1 0 120011.04 Formal Seating 1 0 144011.05 Small Group Rooms 3 0 12011.06 Classroom 1 0 75011.07 Administrative Office 1 0 12011.08 Work Room / Tech Support 1 0 60011.09 Equipment Storage 1 0 8011.10 Audio / Video Studio 0 011.11 0 0


Physical Education14.01 Lobby 1 0 35014.02 Ticket Booth 0 014.03 Concessions 1 0 16014.04 Gymnasium - Competition 1 0 11710 0

.02 Gym Storage / PE Equipment 1 0 300

.03 Athletic Storage 1 0 30014.05 Gymnasium - Auxiliary 1 0 7890 014.06 Weight Room 1 0 830 0

.01 Weights Storage 1 0 15014.07 Exercise / Fitness / Aerobics 1 0 960 0

.01 Exercise Storage 1 0 150 014.08 Wrestling Room 1 0 2016 0

.01 Wrestling Storage 1 0 150 014.09 Classroom / Team Meeting Room 1 250 250 014.10 Training Room 1 0 312

.01 Training Storage 0 014.11 Laundry 0 014.12 Multi-Purpose Locker Room 2 0 830

.01 Showers / Drying 8 0 30

.02 Toilet 2 0 10014.13 Athletic Locker Room 2 0 1214


.02 Toilet 2 0 10014.14 Official's Locker Room 1 0 122


.02 Toilet 1 0 5014.15 Staff Locker Room 1 0 164


.02 Toilet 1 0 5014.16 Phys. Ed. Office 1 0 9014.17 Athletic Office 1 0 11014.18 0 0


Student Services / Support 17.01 Lockers 1 0 120017.02 Social Commons 0 0 105017.03 Learning Commons 0 0 150017.04 Collaboration / Small Group 0 0 15017.05 Bookstore 0 0 20017.06 Stage/Platform 0 017.07 0 0

subtotal 4100


PROGRESS DOCUMENT

38



(#)TeachingStations



Food Service9.01 Student Dining / Cafeteria 1 0 72009.02 Servery 1 0 8009.03 Kitchen / Food Preparation 1 0 24009.04 Walk-in Coolers 1 0 2009.05 Walk-in Freezers 1 0 1609.06 Dishwashing 1 0 2809.07 Dry Storage 1 0 4009.08 Office 1 0 1009.09 Employee Break Room 1 0 1509.10 Employee Locker 1 0 309.11 Staff Toilets 2 75 75

.01 Men 1 0 75

.02 Women 1 0 759.12 Utility 1 0 409.13 Receiving 1 0 1509.14 Cart Storage 1 0 2009.15 Cart Wash 1 0 409.16 Vending Machine 0 09.17 Student Café 1 0 1209.18 Table Storage 1 0 2409.20 0 0

subtotal 12735

Administration1.01 Public Reception 1 0 801.02 Secretarial 2 0 1601.03 Principal's Office 2 0 2001.04 Office 2 0 180 Resource1.05 Student Reception 1 0 601.06 Conference 1 0 3001.07 Work Room 1 0 3001.08 Mail 1 0 751.09 Storage / Vault 1 0 1501.10 Time Out 4 0 801.11 Staff Toilets 2 75 751.12 Volunteers Work Room 0 01.13 0 0


Faculty / Staff Support8.01 Staff Lounge / Break Room 1 0 6258.02 Teacher Planning Center 8 0 2508.03 Workroom 8 0 1508.04 Collaboration Room 4 0 6008.05 Conference 4 0 1508.06 Storage 0 08.07 Staff Toilets

.01 Men 4 0 75

.02 Women 4 0 758.08 Mother's Room 1 75 75

subtotal 2000

39

NOVEMBER 2016



(#)TeachingStations



Custodial / Maintenance7.01 Receiving 1 0 1507.02 Warehouse / Storage 1 0 3007.03 Workshop 1 0 2007.04 Tool Storage 1 0 1007.05 Grounds / Equipment Storage 1 0 2507.06 Flammable Storage 1 0 507.07 Custodial Office 1 0 1007.08 Refuse Collection / Compaction 1 0 1507.09 Recycling Collection 1 0 1507.10 Custodial Closets 8 0 407.11 0 0

subtotal 1490

TOTAL NET ASSIGNABLE AREASUBTOTAL SQUARE FOOTAGE 89,680

BUILDING INFASTRUCTURE28.01 Circulation - Interior 27.0% 24,21429.02 Electrical / Special Systems 0.0% 029.03 Mechanical 0.0% 029.04 Restrooms 0.0% 024.05 Structure 10.0% 8,968

TOTAL BUILDING AREA 122,862 SF


PROGRESS DOCUMENT

40

CORVALLIS School DistrictSpatial ProgramHIGH SCHOOLS

EXAMPLE

No. of Net SF No. of Net SF Total Total NotesSpaces ea Space Spaces ea Space Net SF

Administration subtotal subtotal 30801.01 Public Reception 1 120 1201.02 Secretarial 1 400 4001.03 Principal's Office 1 200 2001.04 Assistant Principal's Office 2 180 3601.05 Dean of Students 1 120 1201.06 Athletic Director's Office 1 180 1801.07 Security Office 1 120 1201.08 Student Reception 0 60 01.09 Attendance Clerks 1 120 1201.10 Attendance Storage 0 01.11 Bookkeeper 1 120 1201.12 Conference 1 250 2501.13 Work Room 1 300 3001.14 Mail 1 80 801.15 Storage / Vault 2 100 2001.16 ISS 1 360 3601.17 Staff Toilets

.01 Men 1 75 75

.02 Women 1 75 751.18 Volunteers Work Room 0 01.19 0 0

Art subtotal subtotal 3255 subtotal 02.01 Art (2-D) Studio 1 1440 1440 02.02 Ceramics (3-D) Studio 1 1320 1320 02.03 Kiln Room 1 75 75 02.04 Computer Graphics Studio 0 0 02.05 Digital Photography Studio 0 0 02.06 Storage 2 150 300 02.09 Office 1 120 120 0

Auditorium subtotal subtotal 11475 subtotal 03.01 Lobby 0 0 03.02 Ticket Booth 0 03.03 Concessions 0 03.04 Seating Area - Main House 1 5275 5275 03.05 Black Box / Forum Seating 0 0 03.06 Stage 1 3595 3595 03.07 Orchestra Pit 1 320 3203.08 Lighting Control 1 120 1203.09 Sound Control 1 100 1003.10 Dressing Room / Toilet

.01 Men 1 250 250

.02 Women 1 250 2503.11 Makeup 0 03.12 Green Room 0 0 03.13 Scene / Stage Shop 1 830 830 03.14 Shop Storage 1 655 6553.15 Stage Storage 0 0 03.16 Prop Storage 0 0 03.17 Costume Storage 1 80 803.18 Flat Storage 0 03.19 0 0

PROPOSEDDEPARTMENT / SPACE

OCCUPANCYOCCUPANCY

No. per Space

EXISTING

iii. HIGH SCHOOL PROGRAM REVIEW

41

NOVEMBER 2016


EXAMPLENo. of Net SF No. of Net SF Total Total Notes

Spaces ea Space Spaces ea Space Net SFDEPARTMENT / SPACE No. per

SpaceBusiness subtotal subtotal 3384 subtotal 0

4.01 Classroom 1 1080 1080 04.03 Classroom 3 768 2304 04.02 Classroom 0 768 0 0

Community Room subtotal subtotal 0 subtotal 05.01 Classroom 0 0 05.02 Storage 0 0 05.03 0 0 0

Computer Technology subtotal subtotal 0 subtotal 06.01 Computer Lab 0 960 0 06.02 0 0 0

Counseling / Guidance subtotal subtotal 24787.01 Reception / Lobby 1 160 1607.02 Secretary 1 100 1007.03 Career Center 1 600 6007.04 Conference 1 150 1507.05 Counselor's Office 5 140 7007.06 Distance Learning Classroom 1 768 768

Custodial / Maintenance subtotal subtotal 15508.01 Receiving 1 200 2008.02 Warehouse / Storage 1 300 3008.03 Workshop 0 200 08.04 Tool Storage 0 100 08.05 Grounds / Equipment Storage 1 300 3008.06 Flammable Storage 1 50 508.07 Custodial Office 0 100 08.08 Crew Room 1 160 1608.09 Locker / Changing Room

.01 Men 0 0

.02 Women 0 08.10 Refuse Collection / Compaction 1 150 1508.11 Recycling Collection 1 150 1508.12 Custodial Closets 8 30 2408.13 0 0

Dance subtotal subtotal 0 subtotal 09.01 Dance Studio 0 0 09.02 Storage 0 09.03 Dressing Room / Toilet

.01 Men 0 0

.02 Women 0 09.04 0 0

Drama subtotal subtotal 875 subtotal 010.01 Classroom 1 875 875 010.02 Stage / Platform 0 0 010.03 Storage 0 010.04 0 0

English subtotal subtotal 8808 subtotal 011.01 Classroom 9 768 6912 011.02 ELL Classroom 3 632 1896 011.03 Office 0 768 0 0

Notes:


PROGRESS DOCUMENT

42




SpaceFaculty / Staff Support subtotal subtotal 2060

12.01 Staff Lounge / Break Room 1 650 65012.02 Teacher Planning Center 0 400 012.03 Workroom 1 350 35012.04 Collaboration Room 1 520 52012.05 Conference 1 240 24012.06 Storage 0 012.07 Staff Toilets

.01 Men 2 75 150

.02 Women 2 75 150Food Service subtotal subtotal 11515

13.01 Student Dining / Cafeteria 1 6000 600013.02 Servery 1 1865 186513.03 Kitchen / Food Preparation 1 1740 174013.04 Walk-in Coolers 1 280 28013.05 Walk-in Freezers 1 370 37013.06 Dishwashing 1 280 28013.07 Dry Storage 1 450 45013.08 Office 1 90 9013.09 Employee Break Room 0 0 013.10 Employee Locker 0 0 013.11 Staff Toilets 2 50 10013.12 Utility 0 0 013.13 Receiving 1 200 20013.14 Cart Storage 0 0 013.15 Cart Wash 0 0 013.16 Vending Machine 0 0 013.17 Student Café 0 0 013.18 Table Storage 0 0 013.19 Faculty Dining 0 0 013.20 Laundry 1 140 140

Foreign Language subtotal subtotal 3072 subtotal 014.01 Classroom 4 768 3072 014.02 0 0

Journalism subtotal subtotal 0 subtotal 015.01 Classroom 0 0 015.02 Lab 0 0 015.03 Darkroom 0 0 015.04 0 0 0

Life Management subtotal subtotal 2570 subtotal 016.01 Classroom 0 768 0 016.02 Foods lab 1 1250 1250 016.03 Pantry / Storage 1 140 14016.04 Clothing / Textiles Lab 0 0 0 016.05 Samples Storage 0 016.06 Laundry / Utility 1 60 6016.07 Child Development Lab 1 1000 1000 016.08 Observation 0 016.09 Storage 1 120 12016.10 Changing / Toilet 0 016.11 Office 0 120 0

Mathematics subtotal subtotal 7540 subtotal 017.01 Classroom 9 768 6912 017.02 Intervention Classroom 1 628 628 017.03 Staff Office 0 768 0 0

43

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SpaceMedia Center / Library subtotal subtotal 6370

18.01 Entry / Circulation 0 018.02 Research 1 1200 120018.03 Print Material 1 2400 240018.04 Casual Seating 1 1080 108018.05 Small Group Rooms 1 120 12018.06 Computer Lab 1 720 72018.07 Administrative Office 1 120 12018.08 Work Room / Tech Support 1 500 50018.09 Equipment Storage 1 80 8018.10 Coffee / Café 1 150 15018.11 Audio / Video Studio 0 0

Music subtotal subtotal 6500 subtotal 019.01 Band / Instrumental Music Room 1 2300 2300 019.02 Instrument Storage 1 800 80019.03 Percussion Instrument Storage 1 400 40019.04 Uniform Storage 1 240 24019.05 Choral / Vocal Music Room 1 1800 1800 019.06 Robe Storage 1 180 18019.07 Orchestra Room 0 0 019.08 Instrument / Storage 0 019.09 Practice Rooms

.01 Small 2 60 120

.02 Medium 0 019.10 Ensemble Rooms 1 160 160 019.11 Music Library 1 200 20019.12 Office 2 150 300

Nurse / Health subtotal subtotal 50020.01 Waiting 1 60 6020.02 Office 1 50 5020.03 Exam 1 100 10020.04 Cot Room 1 110 11020.05 Toilet

.01 Men 0 75 0

.02 Women 1 60 6020.06 Storage 1 80 8020.07 Files 1 40 40

Physical Education / Athletics subtotal subtotal 49225 subtotal 021.01 Lobby 0 0 021.02 Ticket Booth 0 021.03 Concessions 1 385 38521.04 Gymnasium - Competition 1 13810 13810 0

.01 Fixed Seating 1 2740 2740

.02 Gymnasium Storage / PE Equipment 0 0 0

.03 Athletic Storage 1 1560 156021.05 Gymnasium - Auxiliary 1 10000 10000 0

.01 Elevated Track 0 3830 021.06 Weight Room 1 3430 3430 0

.01 Weights Storage 0 0 021.07 Exercise / Fitness / Aerobics 1 1200 1200 0

.01 Exercise Storage 1 290 29021.08 Wrestling Room 1 3625 3625 0

.01 Wrestling Storage 1 340 34021.09 Classroom / Team Meeting Room 2 765 1530 021.10 Training Room 1 330 330

.01 Hydrotherapy Room 1 170 170

.02 Rehabilitation Room 1 575 575

.03 Training Office 1 150 150


PROGRESS DOCUMENT

44




Space.04 Training Storage 1 215 215

21.11 Laundry 1 90 9021.12 Multi-Purpose Locker Room 2 1000 2000


.02 Toilet 1 200 20021.13 Athletic Locker Room 1 3245 3245


.02 Toilet 1 505 50521.14 Official's Locker Room 1 290 290


.02 Toilet 0 0 021.15 Staff Locker Room 1 250 250


.02 Toilet 0 0 021.16 Phys. Ed. Office 1 270 27021.17 Athletic Office 2 500 100021.18 PE Storage 1 180 180

Science subtotal subtotal 14300 subtotal 022.01 General Science Lab/Lecture 3 1200 3600 022.02 Biology Laboratory / Lecture 3 1400 4200 022.03 Chemistry Laboratory 2 1400 2800 022.04 Physics Classroom 1 1400 1400 022.05 General Science Classroom 1 1200 1200 022.06 ELL Classroom 0 768 0 022.07 Preparation / Special Project 3 250 750 022.08 Chemical Storage 1 150 150 022.09 Storage 1 200 200 022.10 Greenhouse 0 022.11 Staff Office 0 632 022.12 0 0

Social Studies subtotal subtotal 5376 subtotal 023.01 Classroom 7 768 5376 023.02 Staff Office 0 768 0 0

Special Education subtotal subtotal 6649 subtotal 024.01 Resource Classroom 5 600 3000 024.02 Special Needs Classroom 1 768 768 024.03 Sensory Room 1 600 600 024.04 Toilet 1 75 7524.05 Time Out 2 80 16024.06 Specialist 1 160 160 024.07 Testing / Small Group 2 100 20024.08 Storage 1 150 15024.09 Alternative Ed Classroom 2 768 1536

Student Services / Support subtotal subtotal 165025.01 Lockers 1 1400 140025.02 Social Commons 0 672 025.03 Learning Commons 0 960 025.04 School Store 1 250 25025.05 0

45

NOVEMBER 2016




SpaceTechnology / Industrial Technology / Vocational Arts subtotal subtotal 17904 subtotal 0

26.01 Wood Shop 1 3000 3000 026.02 Finish Room 1 600 600 026.03 Auto Shop 1 3500 3500 026.04 Auto Storage 1 500 50026.05 Metal Shop 1 3000 3000 026.06 Drafting Lab 1 1200 1200 026.07 Materials Storage 1 650 650 026.08 Project Storage 1 650 650 026.09 Tool Storage 2 120 240 026.10 Technology / Mechatronics Lab 1 2200 2200 026.11 Classroom 3 768 2304 026.12 Office 0 200 0 026.13 Toilet 1 60 60 0

Miscellaneous subtotal subtotal 4800 subtotal 027.01 Student Restrooms 16 300 4800 027.02 0 0 0

TOTAL NET ASSIGNABLE AREA 174936 100% 0Building Infrastructure

Circulation - Interior 27.0% 47233Electrical / Special Systems 1.5% 2624Mechanical 7.0% 12246Restrooms 2.0% 3499Structure 10.0% 17494

TOTAL BUILDING AREA 258031 68% 0


PROGRESS DOCUMENT

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NEXT STEPS3.0


PROGRESS DOCUMENT

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4.0 HOW DID WE GET HERE?

4.1 REVISED PROJECT WORK SCHEDULE

4.1.1 COMPLETED PHASES

4.1.2 NEXT STEPS

VISION: 4/1/16 – 7/1/16• Assist with District’s on-going visioning process• Integrate with core team on goal setting

DISCOVERY: 7/1/16 – 11/1/16• Evaluate all data and reports generated to date • Identify and obtain additional data necessary for a full facility plan

TRANSLATION OF VISION INTO EDUCATIONAL PROGRAMS: 9/15/16 – 11/1/16• Workshop 1 • Workshop 2 • Workshop 3 • Overlay Educational Vision with existing programs and potential future

programs• Create implementation strategy

EDUCATIONAL ADEQUACY ASSESSMENT: 12/1/16 – 2/1/17• Compare district’s educational program goals to each existing facility and

identify areas to be renovated or replaced to achieve that vision• Interview Innovation Team and administrative staff regarding each facility• Identify options for HOW improvements can be made and recommend

appropriate budgets

EDUCATIONAL FACILITY PLANNING: 2/1/17 – 6/1/2017• Facilitate 5 workshops with community and staff to evaluate data and

proposed options, generate alternative options and budgets, prioritize needs and develop various “package” outlines to address the needs. To be scheduled at three-week intervals. Workshop 1 – Kick-off, Process, Goals and Objectives Workshop 2 – Holistic Needs and Issues Workshop 3 – Big Ideas Charrette & Environmental Goals Workshop 4 – Scenarios Workshop 5 – Draft Plan (possibly with options)

• Community at Large Town Halls after Workshops 2 and 4.• Board Updates Throughout• Draft Report by Committee for the Board

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VET DRAFT PLAN WITH COMMUNITY: 6/1/17-10/15/17 • Targeted Community at Large Surveying• Evaluation of Survey Results and Plan Adjustment• Workshop 6 to complete the Facilities Master Plan

PLAN FINALIZATION: 10/15/17 – 1/1/18

• Present Final Facilities Master Plan to School Board (fi rst read)• Present Final Facilities Master Plan to School Board (approval)

COMMUNITY OUTREACH: 1/1/18 – 5/15/18• End of year informational distribution• Summer communications plan• Bond title review, approval, and fi ling• Fall engagement activities• ELECTION MAY 15, 2018

FACILITIES PLANNING TEAM

• Suggested Facilities Team Members: Parents, PTO Leaders Seniors/retired community members Business leaders (Chamber of Commerce), real estate agents Government staff (city council, mayor, fi re, police, planning dept., parks & rec) Service organizations (Boys & Girls Club, Head Start, YWCA, ecumenical) Community Leaders “Reasonable” Nay-sayers Board members

• District Staff Superintendent Financial Services Director Facilities Director Teaching and Learning Directors Informational Technology Director Union Leaders Principals

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APPENDIXWORKSHOP 1

• Day-In-The-Life Worksheets

WORKSHOP 2• Core Value Worksheets• Core Value Image Studies

WORKSHOP 3• Survey Results• Site Plan “Strength & Challenges” Worksheets

A.1

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Educational Programming Workshops · 2016. 12. 6. · Shikira Lockette Aaron McKee Alexis McQuillan...

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