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Master Plan DocumentMarch 4, 2014

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Table of Contents

Volume 1: Future Vision Master Plan Document

Executive Summary..............................................................................3

Process Overview................................................................................20

Master Plan Concepts:

Brady Middle School.................................................................26 Orange High School.................................................................33 Moreland Hills Elementary.........................................................39 District Administration..............................................................42 Transportation Building.............................................................44 Campus..................................................................................47

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Executive Summary

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Executive Summary

BeginningsThe Master Plan was commissioned by the Board of Education in September 2012 so that campus facility decisions could be made in the context of the Board's vision for the future. The Board established the Steering Committee and hired Van Auken Akins Architects, LLC (VAA) who teamed with LegatKingscott, as the Master Planners, and BrainSpaces as the community engagement leader and for peer review of 21st Century Learning concepts. EDGE Landscape Architects tackled the campus and outdoor athletic components and PCS contributed with order of magnitude cost estimation adding context to our discussions. Together the Steering Committee and this group of consultants comprised the planning team.

What is a Master Plan?A Master Plan is a dynamic tool and is used to defi ne the long term facility vision in support of Orange Schools' mission. The plan shapes facility changes and illustrates: capital improvement needs, educational spaces and their adjacencies, implies form, and is purposefully not architecture or design. As each project stemming from the Future Vision Master Plan is undertaken, a formal process of programming and design will be completed. This ensures that curriculum, technology and equipment are in step with construction methodology at the time of their implementation. We

recommend that the District conduct a Master Plan update every fi ve years to ensure that the plan remains at pace with the District's strategic plan.

The Master Plan is comprised of two key components. The fi rst component is a facility assessment. This information documents and quantifi es the existing conditions of your campus facilities. Items were categorized into one of three groups: good condition, fair condition or poor condition. This information identifi es capital improvements necessary to maintain the investment in the facilities. Poor conditions are prioritized for near term repair, followed by fair in the mid term and fi nally good condition items in the mid to long term.

The second component of the Master Plan is the conceptual facility plans. These concepts respond to needs related to educational delivery and adequacy. Factors like the current and future curricula, building "culture," student population, functional layout, adjacencies, capacity and utilization act as foundational information by which options are developed and considered.

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Executive Summary

ProcessThe planning team utilized a collaborative process to create a stakeholder driven Master Plan. The ideas brought forth are the direct result of input received. The process consisted of visioning exercises and activities.

In December, more than one hundred Parents, Students, Faculty, Administrators, Board Members and Community Members gathered to collaborate for the future of Orange Schools. The information and ideas stemming from those sessions were synthesized and presented to the Steering Committee for development of the priorities and fi nal Future Vision plan.

PrioritiesThe Steering Committee met thirteen times over a period of months and carefully weighed each idea presented against the vision that had been laid out. This Master Plan document illustrates the consensus ideas being recommended for further action.

The Steering Committee helped to prioritize and then reviewed responsive concepts and options illustrated by the planning team.

The major priorities identifi ed were:

• Welcoming and Secure Facilities • Warm, Safe and Dry Facilities• Brady Middle School• Orange High School• Orange High School Indoor Pool• Fine and Performing Arts Facilities• Outdoor Athletics

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Executive Summary

Immediate Needs: 2013-2015In the near term, several needs arose for repair, renovation or improvement. Working with the Steering Committee, the planning team prepared priorities outlining work for Orange High School, Brady Middle School, Moreland Hills Elementary School, the Football Stadium, Outdoor Athletic Storage and the District Wide Technology Plan.

This graphic illustrates the fi rst projects recommended for completion stemming from the Future Vision Master Plan. In total, these campus wide improvements are estimated at $10,000,000. As the design process begins for each project, the work will be estimated in fi ner detail and the overall budgets will be updated.

Ballard Brady Middle School:- Interior Assessment Items: $200,000- Brady Old Gym: $430,000

Immediate Needs (2013 – 2015): $10,000,000

Orange High School:- Restroom Renovations: $560,000- Exterior Assessment Items: $1,040,000- Auditorium Improvements: $320,000- Natatorium Roof Framing and ADA Changing Rooms: $1,250,000

Moreland Hills Elementary School:- Interior Assessment Items: $75,000

District Wide Improvements:- Technology Upgrades: $1,800,000- District Wide Roofs: $2,000,000- Cont. and Soft Costs for all Projects: $1,000,000

Athletic Facilities:- Stadium Turf: $ 800,000- Storage Buildings: $ 25,000

Transportation:- Bus Garage Upgrades: $ 500,000

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Executive Summary

Long Term Needs: 2015-2030The long term needs can be characterized as the comprehensive vision for your facilities. Each Future Vision Master Plan concept was supported by context. That context took on many forms and included: example renderings and photographs of facilities from around the United States as well as comparative building programs, capacity and utilization studies and order of magnitude cost information.

Welcoming and Secure FacilitiesAs a pillar of your communities, Orange Schools are a tremendous source of pride. Planning how the community and students enter the facilities is important as the ideal entry not only provides a proper welcome for your students and community members alike, but also impacts their security. Each entry at Orange High School was reviewed for both short term and long term needs. Several entries exist today, from all sides of the facility. In the Spring of 2013 the District took action to create single point of entry during the school day. This improvement established clearly defi ned entry sequences ensuring that everyone knows where to enter. With this basic improvement in place, it's easier to identify who is in the wrong place and may need help or who may pose a security risk. In the long term concepts, Orange High School's entry and administrative spaces have been oriented to create a clear visual cue to the community as well as deliver students into the center of learning so that they may take on an academic mindset as they begin their day.

Warm, Safe and DryMaintaining each facility plays a vital role in the educational process. This was illustrated recently with the roof repairs that were needed at Brady Middle School. Without warm, safe and dry facilities, students are displaced and learning is impacted. To that end, protecting the signifi cant investment in your campus is of primary importance. Items identifi ed as immediate needs represent some of the most pressing issues. However, longer term needs cannot be discounted. Each component of a school has a projected life span. With proper maintenance and care, materials and equipment can often outlive their expected useful life. Proper planning ensures that replacement is timely and value driven.

The Future Vision for Orange High School recommends improvements to the entry courtyard, pictured here.

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Brady Middle SchoolBrady Middle School's planning process was done in two parallel tracks. Planning track one was focused on curricular needs. It was centered on creating a facility which supports 21st Century curriculum within the existing facility. Several concepts were studied and presented to the building leadership and Steering Committee. Security, entry, room use, learning environments, music space and circulation were studied, to name a few.

The primary challenge was to create multiple zones for learning, in a variety of learning environments, which fi t within the confi nes of the existing walls. Educational adequacy was examined with a comparative building program created with the help of Brian Frank and Darla Wagner, Brady's building administrators. Based upon the success of the team approach and its impact on the school culture, they sought to maintain teaming, and the appropriate school schedule. The comparative building program was framed by an array of educational spaces and then analyzed against the shape and size of the existing facility.

The second planning track was focused on facility needs. It was centered on studying the existing facility and the necessary improvements needed based on fi ndings from the building assessment. The building assessment illustrated some signifi cant facility repairs. During the course of investigation, cracks in the exterior were identifi ed, studied and an approach to repairs was recommended. Additionally, mechanical, electrical and plumbing systems were reviewed and graded to be close to the end of their useful system life. Accessibility and security presented additional challenges at Brady Middle School. The planning team employed an investment analysis tool to compare the long term impact of investing in the necessary repairs of the building, compared to the long term impact of investing in a new replacement structure.

Through the analysis of these two planning tracks, focused separately on curricular needs and facility needs, we discovered that the scope and scale of renovations to transform Brady Middle School into a facility befi tting the curriculum and long term vision came at a substantial cost. Considering the order of magnitude costs associated with the assessment and full renovations, it was estimated that the work required to renovate the existing facility would nearly equal (99.18%) the replacement cost of the existing Brady School.

In response to the comparative study, several options were presented for the Steering Committee's review. Options included renovation and expansion of the existing Brady Middle School, expansion and partial demolition of the existing Brady Middle School at the same location, replacement of the existing middle school with a new Brady Middle School on campus, and a new Brady Middle School connected to the existing Orange High School.

The committee considered each of the options presented. Each had certain benefi ts and certain challenges. The following Synopsis of Options outlines each Future Vision discussed:

Executive Summary

One of the identifed repairs needed to Brady's exterior.

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Executive Summary

Brady Middle School Synopsis of Options:

The existing Brady Middle School offers a dynamic and fl exible program for students yet the physical

building does not support the current and future curricular needs. Except for the recent Gymnasium

Addition the existing façade, structure and building systems are in need of repair and reinvestment.

The District now has the opportunity to consider what the best pathway is for the future of Brady

Middle School.

Curricular Needs:

• a facility which supports current and future curricular needs.

• classrooms which are large enough to support fl exible learning.

• spaces which support cross curricular learning.

• spaces for collaborative teaching and learning.

• a student commons to serve as cafeteria and

• a student center – a place for active learning and a place to develop social skills.

• a sense of student ownership and pride in their school facilities.

• a feeling of safety through a secure entry sequence and zoned security.

• access to the right size room for each program.

• adequate music, band and art rooms to support performing arts.

• unique building zones or houses to support the development of team culture.

• state of the art learning environments with abundant natural light.

• classrooms with appropriate acoustics, layout, technology, and furnishings.

• spaces with color and display walls to create a learning environment which allows

students to achieve.

• a place designed to support the culture and the success of the team approach.

• universal accessibility and access.

Facility Needs:

• Address the existing building’s aging infrastructure including facade improvements,

providing 20-30 year solutions.

• Replace mechanical, electrical, and plumbing systems to meet the expectations for

energy effi ciency and reduced utility costs.

• address the facility needs identifi ed in the building assessments.

• a facility which meets current accessibility requirements.

• a safe site and entry sequence.

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Pathway A: Short-term Solution This pathway identifi ed immediate needs to improve the functionality of the existing building until the longer term plan is realized. It includes: • Renovate the Old Gymnasium into a Band and Orchestra Room • Renovate the Old Music Classrooms for other educational use • Renovate the Large Group Instruction Room for student presentations • Renovate the Multipurpose Room for collaborative learning

Benefi ts: Students gain an immediate improvement to their learning environment. Teachers will be able to develop more opportunities for collaborative learning if they know a place exists to support that learning.

Consider: Depending on the option selected these investments may not have a long term return due to the development of other options.

Pathway B: Renovate and Expand Full renovations and a small addition to Brady Middle School. This Pathway maintains portions of the existing building while renovations are phased around the primary functions of the space. Benefi ts: Maintains a portion of the community’s original investment. This multi-year renovation work needs to begin during the summer months and continues when school is in session. Continued benefi t and access by Brady Students to the recent gymnasium addition.

Consider: Increase construction cost due to phasing, mobilization and working around educational activities and traffi c. All the program requirement identifi ed for Brady Middle school cannot be met due to existing wall locations and limitation on renovations due to schedule, access and feasibility.

Pathway C: Phased Expansion and Replacement: Construct a new Brady Middle School adjacent to the existing building with a connection to the recent Gymnasium addition. After the new facility is occupied, demolish the old Brady Middle School and restore landscaping site and restore parking.

Benefi ts: Creates a new Brady Middle School at the existing location which incorporates the recent Gymnasium addition. Meets all space requirements of the program since it is new construction.

Consider: Construction is phased over a longer period of time increasing costs. The construction of the new school impacts parking, student drop off, and access to the existing building. The construction process will impact the ongoing educational services in the existing building.

Executive Summary

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Executive Summary

Pathway D: Connect Brady with Orange High School. When considering the educational needs at both the High School and the Middle School

it was determined that several similar spaces were required at each facility. This option

joins the Middle School and the High School together while maintaining two separate

school facilities.

Benefi ts: Each building can develop and maintain its own culture, schedule and identity. Dining would be separate, while the food preparation will be shared. Shared spaces would be scheduled to prevent overlap of use. Share spaces include: Art Labs, Auditorium, Band Room, Choir Room, Music Practice Rooms, Athletic Spaces such as Gymnasium, Indoor Pool, and Fitness Room.

The shared components increases effi ciency and use and reduces the cost of construction of the Middle School. This option was the most cost effect of the solutions considered for Brady Middle School and provided the most fl exibility for future programming due to the offerings at the High School. Example: If the High School is developing a state of the art program in science or engineering, the Middle School Students could have the opportunity to participate in that program through an elective or study program, preparing those students for that program in the future. Middle School Students who are performing beyond their grade level have opportunities to access faculty, facilities and programs offered at the High School while continuing to be part of the Middle School. Construction can take place at the High School with no impact on the educational services at the existing Brady Middle School.

Consider: After occupancy of the new Brady Middle School majority of the existing school would be demolished except for the recent gymnasium and adjacent spaces required for utility and mechanical systems. This gymnasium can continue to serve as an athletic space for all grade levels and the site can be developed into a future athletic facility. Potential uses discussed have included the use of this site for the development of a new indoor pool.

This option increases the amount of construction necessary at the High School site and will impact parking and access to the High School.

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Pathway E: Construct a New Brady Middle School This option considers a new Brady Middle School elsewhere on campus,

this option was developed for cost comparative purposes. It delivers a new facility in

a shorter period of time meeting the required program.

After occupancy portions of the existing school would be demolished allowing the

gymnasium to continue to serve the District's athletic needs.

Benefi ts: The educational services at the existing school would not be impacted. However, the new building would be bigger in an alternate location since the recent gymnasium would not be available, site development costs would also add cost to this option.

Consider: The site development cost and the specifi c location must be considered.

After occupancy of the new Brady Middle School majority of the existing school would be demolished except for the recent gymnasium and adjacent spaces required for utility and mechanical systems. This gymnasium can continue to serve as an athletic space for all grade levels and the site can be developed into a future athletic facility. Potential uses discussed have included the use of this site for the development of an indoor pool.

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Orange High School (OHS)Previous renovations to the Orange High School included updating the library and media center allow

for more fl exible use of the library and inclusion of some quiet study areas. The recent renovation

of the current student commons is a positive improvement which will continue to serve the students.

These improvements have a great impact on learning. The remaining educational environments also

need attention. The classrooms are small, lack appropriate acoustical separation, and do not meet

the District's need for today's curriculum or the District's future vision of tomorrow's curriculum.

Curricular Needs:

• learning environments which respond to 21 Century Learning Concepts offering

collaborative spaces for debate, discussion and presentation.

• learning spaces which provide space and technology for active learning.

• additional student gathering areas for impromptu meetings and discussion.

• space adjacent to classroom to allow for "break out" for further active learning.

• adequate classrooms for learning which offer improved acoustics, natural light,

sized and furnished to provide for active learning.

• performing arts spaces including, band, music and choral spaces sized appropriately for

their use and designed for acoustical performance to enhance student learning.

• improvements to the auditorium to enhance use and development of a performing arts

center for expanded opportunities for performances and musical productions.

• Art Studios with natural light adequate storage and sized for fl exibility.

• a large student center with ubiquitous technology and space for student activities.

• labs to address new curriculum which connects students to the business world, other

learners, career opportunities, mentors beyond the school walls, these labs should be

fl exible, expandable, outfi tted with power and technology and appropriate furnishings.

Facility Needs:

• continued improvement to facade, roofi ng, and window systems to keep building warm,

safe and dry.

• address the needs outlined in the facility assessment.

• improve kitchen and servery to enhance speed of serving and dining experience.

• locker room improvements are needed to accommodate increased use and update

facilities.

• eliminate "temporary classroom walls" to enlarge classrooms and improve acoustics.

• improve access to power and technology in classrooms.

• for comments on pool - see pool section.

• universal accessibility at all locations.

• updated safety systems properly zoned for responsive action in the event of an

emergency.

• improvements to security systems to continue to respond to changing needs.

Each of these needs were central in the conceptualization of the Future Vision for Orange High

School.

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Orange High School (cont.)A space utilization model was constructed to generate scenarios for review with administration. The

High School enrollment and curriculum served as the raw data. The planning team employed the

data model to ensure that the right number and types of spaces are included within the Future Vision.

It serves as an active space program. This planning model is dynamic. Over time it will allow new

offerings not foreseen today to be input and the resulting space needs discovered. At milestone

points, it is recommended that the District have the model updated to ensure that any construction is

programmatically driven creating value for the community.

Future Vision:

• expand size of existing classrooms on each fl oor.

• provide spaces for collaborative learning or "think tanks" adjacent to classrooms.

• expand current Student Resource Center to include labs for Science, Technology

Engineering and Math curriculum or STEM.

• create labs for innovation in business, computing, culinary, and graphic design which

are fl exible for current and expanding future curricula.

• renovate and update existing athletic locker rooms.

• develop appropriate indoor pool - see pool section that follows.

• provide additional vocational labs on the fi rst fl oor.

• create larger learning labs for cross curricular learning opportunities.

• expand student commons to allow for large meeting and presentations.

• enhance food service to increase offerings and speed the servery line,

include kiosks for grab and go salads and other options.

• provide updated science labs with additional technlology and fl exibility.

• enhance athletics with accessible fi tness and wrestling labs.

• develop a performing arts center fl exible for music and performance, black box

productions, drama and speech.

• create a fully accessible facility with updated elevators and clear wayfi nding and access

to all programs.

• provide art labs on main fl oor with a shared gallery and abundant natural light.

• develop an entry to the west with a new administration suite that allows easy access

to student services and support spaces without entering the main student spaces. This

will enhance security and be a welcoming place for parent, students and community.

Benefi ts: The above enhancements combined with the items incorporated in the building

assessment will provide the students and teachers with the tools needed to develop

new curricular that will be necessary to address the common core standards, develop

more connected learners, and produce global leaders.

Consider: The High School learning environment is a dynamic and active place through out

the year. Construction cost, prioritization, phasing, move management,

continuous educational services, security and access will be key to developing a

successful improvement plan.

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OHS: Indoor PoolThe assessment of the pool facility identifi ed several concerns with the long term viability of the pool roof structure. The roof structure at the pool will need immediate replacement. The current roof structure is comprised of treated wood trusses. Due to the nature of the chemicals originally used in the fi re treatment process, these trusses require replacement. This work is similar to the work performed previously at the Student Commons and the Media Center at the High School. In the recent past, the District has consistently undertaken measures to improve student safety. The District needs to undertake the replacement of the structural system and roof materials.

In addition to the issues concerning the roof structure, handicapped accessibility and the pool facilities are lacking. These improvements have been identifi ed as an immediate need. Long term the existing pools themselves will require a signifi cant investment to maintain them in a viable state. In our visioning sessions it was noted that the current pool size and confi guration do not meet the future needs for PE, athletics and community use. The Steering committee considered several options, including concepts for repair and replacement of the existing pool.

Construction of a new pool facility must take into account future use, programs and curriculum. Two options are presented as a part of this plan.

Option 1: Construct a state of the art pool facility adjacent to the outdoor pool, offering the community exterior access to the pool and new locker rooms. Consider future opportunities for increased athletic offerings and clubs, utilization of the pool for physical education programs and ease of use and access.

Option 2: Construct a state of the art pool attached to the recent Brady Middle School Gymnasium creating a multi-use athletic fi tness facility accessible to all. This option is dependent upon the option selected for the Middle School and phasing of the work at the high school. Consider the distance from the High School to this new facility.

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OHS: Fine and Performing Arts FacilitiesCurrently the fi ne and performing arts facilities are inadequate for the type and level of performances comprehensive high schools are offering students today. Through our visioning discussions and Steering Committee discussions, the fi ne and performing arts need to continue to be a key aspect of the curriculum. It was noted that the appropriate multi-use fi ne and performing arts should be visible, engaging and the cornerstone of the future vision of Orange High School. The conceptual plans identify a location to expand the building to accommodate these needs while opening up some interior spaces to be available for future teaching and learning opportunities.

Orange Athletics (Outdoor Fields and Amenities)EDGE Landscape Architects assessed the outdoor fi elds, analyzed use, projected parking modifi cations and met with Athletic representatives to create a Future Vision plan. The plan is mindful of year round scheduling needs and forecasts the development of a competition soccer facility.

Moreland Hills Elementary SchoolMoreland Hills is the newest facility, and as expected, is performing without major issues. Overcrowding caused the move of the Pre-School program from Moreland Hills Elementary School to the Pepper Pike Early Learning Center in 2009. Additionally, scheduling due to grade level population changes has caused some room changes. The school was designed with grade center hallways and has served the District well.

Curricular Needs:

• Spaces for fl exible learning with access to technoloogy. • Spaces for co-curricular and cross grade learning. • enhance library to create more fl exibility and adaptability for future learning. • create spaces adjacent to classroom which hold library materials, manipulatives and tools for learning that are readily available for student use. • create opportunities for safe out door learning to include reading, science exploration and experimentation.

Facility Needs:

• attention is needed to address building settlement cracks and some improvements to the building facade. • address items identifi ed in the building assessment plan.

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Moreland Hills Elementary School (cont.)

Future Vision:

• a facility solution that maintains grade center classrooms and offers targeted

collaboration space on both fl oors. The resulting "learning bridge" is designed to do

just that. The "learning bridge" as designed in concept would connect the three

grade level centers on each fl oor creating a technology rich, fl exible, multi-grade

learning space. The "learning bridge" would have signifi cant natural light

and tremendous views of nature. It would be furnished to allow for large group, medium

group, small group and individual work areas.

• create outdoor learning zones between building wings to enhance student opportunities. • redevelopment of the playground near the front entry into a Science Courtyard, • renovations to the Media Center.

Pepper Pike Early Learning CenterKnown to most as PPLC, this "wonderful facility" was praised by stakeholders and building administration. Having recently undertaken renovations and the creation of the outdoor classroom, this facility is in a good position. Programmatically, it is able to meet the needs of the young learners. An idea to create an Intergenerational Center at the PPLC came out of our planning sessions. This program would allow seniors to collaborate with young learners. Rather than constructing physical space in support of this idea, we envision that in the future the current Board Room may facilitate this opportunity for valuable mentorship.

Orange Branch LibraryThis District owned facility will be vacated by the Library as their new facility comes online in the fall of 2014. As a result, the Steering Committee requested that the planning team explore the highest and best use for these spaces. The dimensional qualities and the existing confi guration were considered for educational and administrative purposes alike. Transportation and timing issues, while not insurmountable, seem to be the biggest barrier to student use during the day. Physically speaking, each school building's Future Visions are intended to be whole solutions such that identifi ed programs wouldn't need to use this facility for primary instruction.

During our December collaboration with the stakeholders, the idea of relocating the District Administration to this facility was fi rst suggested. The planning team examined the possibilities and the resulting Future Vision shows not only space for staff but a professional development and conference center allowing for both internal District use and external community use. Educationally, these spaces will offer students the opportunity to host special projects and events. Relocation of District Administration also unites all school related functions on the main campus, on the south side of Chagrin Blvd.

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District Administration BuildingThe facility assessment and awareness sessions point to a few issues facing this building. Physically, the facility was constructed prior to accessibility requirements and a portion of the west wall of the building is showing signs of structural distress. Please refer to the building assessment for additional information. Privacy, storage space and meeting space top the functional concerns. Due to the adjacency of the soon to be completed, new Orange Branch Library and the Senior Center, this building could house the Orange Arts Center. It would be ready for renovations following the relocation of the District Administrative team.

Orange Art Center Building & SiteUpon the assessment of this original homestead turned public building, it was noted that several challenges exist. In order to update the facility and make it truly warm, safe and dry in the context of heavy public use, substantial fi nancial resources are required. The historic character of the building and the grounds create a welcoming environment, in context, this facility's opportunities for District activities is limited. As a result, no alternative use was recommended for consideration by the Steering Committee. The District should continue to weigh the long term benefi ts of the structure to the District and make a determination of its remaining value while being sensitive to its historic character.

Orange Senior CenterThis facility, through Orange Community Education and Recreation serves the population 55 years and older through a variety of programs. From an assessment perspective, the facility is in overall good shape, is well maintained and has undergone recent renovations and an addition. Through our awareness session, we discovered a desire to partner with young learners at PPLC to foster intergenerational programs. This idea is likely to gain support and should be discussed in greater depth. Functionally, this program could be fostered without facility implications. Considerations are primarily development of the program content, scheduling and transportation. Therefore, no facility planning improvements are recommended at this time. The District should consider assessment related improvements as conditions and resources warrant.

Transportation CenterA few key considerations exist with this facility and space devoted to its drivers. We learned through stakeholder input that privacy is needed for the offi ce staff, more space is needed to accommodate the drivers, toilet facilities are lacking, and vehicular traffi c patterns cause bus and car traffi c to cross. Site drainage was improved recently in the Summer of 2013 improving safety. The District already has plans to address these issues through renovations, a small addition and site improvements.

Maintenance and Technology BuildingThis facility was the original Moreland Hills Elementary School. When construction of the new Moreland Hills was completed in 2001, this facility was converted for maintenance and technology use. The 30,000 sf one story building occupies a portion of an 18 acre parcel of the overall campus and shares the site with the Maintenance Storage complex and the Transportation Center. Recommendations for this facility include assessment related items to protect the investment in the facility. Items like masonry restoration, some window replacement, doors and a boiler replacement should be considered as resources are available.

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Future Vision ImplementationThe action items stemming from this process center on the immediate needs while maintaining perspective on the Future Vision. Protecting the investment in the buildings through ongoing capital improvements ensures warm, safe and dry facilities. Future Vision recommendations for Brady Middle School and the High School Performing Arts Center and Indoor Pool will need to be discussed and strategized as those decisions will be upon the District in just a few short years.

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Process Overview

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What are the "big ideas?"

Maximize stakeholder

participation to obtain a diverse

perspective and garner ideas for

the future.

Master Plan Graphic

Phase 1: Listen

Phase 2: Envision

Phase 3: Refi ne

Phase 4: Validate

What are our top priorities?

The process of categorizing and

prioritizing ideas establishes which

ideas will best help us acheive our

vision.

What does it mean? With the clarity of

our prioritized ideas in place, this phase

examines the spatial and campus impacts

allowing for further refi nement.

What, when, where, why and how.

The fi nal step in the planning process

culminates in a work product with a plan for

implementation.

In order to better illustrate the planning process, we've symbolized the process as if it

were a funnel. This graphic that depicts how the process of information gathering begins

with the most general and, with refi nement, becomes more specifi c.

The below narrative defi nes the basic activities and steps in the process. You'll note that

several of the activities span multiple phases as master planning can be non-linear in

its implementation. This listing isn't intended to be an exhaustive list of activities within

each step or phase; the dates illustrated are a guideline to ensure that the process moves

forward as originally intended. The Steering Committee reserves the right to modify the

schedule to ensure maximum consensus.

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Activity: School Tours

We began the process by touring each of the school facilities with each respective Principal to garner

foundational information and to help form a basis of understanding.

Phase: Listen

Activity: Awareness Sessions

The design and planning team met with stakeholder groups to understand the current status of the

facilities as well as focus areas in order to form a basis of understanding. The ideas and concepts

shared begin to form the "big ideas" for further discussion and prioritization.

Phase: Listen

Activity: Movie Night (Build understanding, obtain diverse perspectives)

Movie Night provides the planning team with a basic understanding of the stakeholders' perceptions

of campus, as well as their interest in advancing certain concepts, in a large group setting. The

resulting survey data provides a basic barometer by which the Steering Committee and the planning

team can measure the need for additional conversations with the larger community. Concepts

examined include: student life, technology, curriculum and educational goals.

Phases Impacted: Listen; Envision.

Step A. (All): Community screening of selected materials (Dec 10, 2012)

Step B. (Planning team): Synthesize data; encourage additional feedback (web link) from

community members unable to attend (close poll on Jan 9, 2013)

Step C. (Stakeholder mtg.): Initial Report (Dec 21, 201)

Step D. (All): Follow up session with community stakeholders (TBD)

Activity: Charrette (Build understanding, obtain diverse perspectives)

The Charrette day was designed to foster collaboration through visioning exercises amongst a

diverse group of stakeholders including a number of students who were very active in the process.

The ideas and concepts shared begin to form the "big ideas" for further discussion and prioritization.

The day included:

1. Introductions

2. An explanation of the planning process

3. An understanding of campus history

4. Educational facility trends

5. Team building

6. Visioning Activities: The activities (A day in the life, we see, please don't forget, etc.)

provide the stakeholders a forum to share their ideas.

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a) A Day in the Life: This exercise is designed get stakeholders thinking about the future

lives of those who will use the facilities. These then become the

"big ideas" and concepts that will be examined for future

refi nement and prioritization in planning. b) Highest hopes: This is an opportunity for stakeholders to share ideas outside of the formal activities. These then become the "big ideas" and concepts that will be examined for future refi nement and prioritization in planning.

c) Marshmallow Challenge: This is a team building exercise. Our past experience tells us that some participants are hesitant to give feedback in a group setting. The informal team building activities are designed to enhance group dynamics. Those participants may feel that Their ideas are not as “worthy” or “valid” as others. They sit back and listen, but aren't as willing to share. To help foster a more open dialog during the day, we utilize exercises like the marshmallow challenge. d) We See: This exercise builds on the "day in the life" work session where groups envision what they would see on a future tour, after Master Plan is implemented and projects brought to life. The goal of this exercise is to translate the "day in the life" ideas into facility targets. These targets then become the "big ideas" and concepts that will be examined for future refi nement and prioritization in planning.

The ideas shared give the District an understanding of stakeholder interest in specifi c areas. The ideas that have facility implications, either form (1) master planning concepts or (2) eventual design parameters. The master planning concepts are driven by the "big ideas" and "we see" visions. Once documented, they are prioritized by the steering committee, refi ned and depicted for review. These priorities form the essense of the master plan and shape the path forward. Implications may include additions, renovations, relocation of programs/spaces and site plan changes. The more specifi c feedback regarding a type of device (like the need for electronic signage) or aesthetics (such as the need for glass for a visual connection) will form design parameters for projects as they are implemented.

Phases Impacted: Listen; Envision.

Step A (All): Charrette Day (Dec 11, 2012) Step B (Planning Team): Synthesize data; initial summary of “big ideas” (Dec 21, 2012) Step C (Stakeholder Mtg.): Present initial report (Dec 21, 2012)

24

Activity: Planning (Develops a framework)

The next phase in development began with feedback from the Steering Committee on the “big

ideas” and “we see…” data so that the large volume of information can begin to be prioritized. The

Committee is charged with examining the “big ideas” and “we see…” visions in comparison to how

well each can meet the District’s vision. Nothing is eliminated; rather this process of refi nement will focus the planning team’s efforts in support of the educational vision so that any identifi ed facility needs can be brought back for additional stakeholder discussion and later validation.

Phases Impacted: Envision; Refi ne.

Step A (Steering Cmte.): Steering committee feedback to planning team; initial priorities discussed/determined (Jan 4, 2013) Step B (Planning Team): i) Discussions with stakeholders (as selected by the Steering Committee) specifi c to the priorities to further expand on goals and objectives ii) Existing facility utilization is studied to determine how priorities “fi t “ iii) Initial priorities analyzed for facility implications and scope/scale opportunities; ie., good, better, best. (for Feb 5, 2013) iv) Narrate or create graphic depiction of priorities (for Feb 5, 2013) Step C (All): Present intermediate fi ndings (Feb 5, 2013) Step D (Steering Cmte.): Steering Committee feedback sent to Planning Team (Feb 11, 2013) Step E (Planning Team): i) Synthesize Steering Committee feedback. Narrate or create schematic depiction. (for Feb 22, 2013) Step F (Steering Cmte.): Refi ne and discuss procedures for plan roll out. (Feb 22, 2013)

Activity: Master PlanWith direction from the Steering Committee, this step will defi ne the Master plan. We anticipate a phased implementation of the facility solutions presented; based upon yet undetermined planning concepts and budget. This fi nal step in the planning process culminates in a work product with conceptual outcomes and a path towards their implementation. The fi nal master plan will likely include: an executive summary narrative, charts, capacity/utilization, spatial organizations, fl oor plan diagrams, projected costs and phasing.

Phase: Validation Step A (Planning Team): Develop materials for presentation (March 2013) Step B (Steering Cmte.): Review materials for presentation; authorize presentation. Step C (Planning Team): Master Plan summary to the Board of Education (April 2013) Step D (Board of Ed): Work session to review Master Plan in Detail (TBD) Step E (All): Community Forum (TBD) Step F (Planning Team): Final Documentation

25

Each facility's Future Vision was developed

through a collaborative process of discovery.

These concepts proposed by the planning team, were developed

in response to the "Big Ideas" we heard and and by building context through

discussions with key District stakeholders.

These concepts are intended to help develop a direction for the future and

engage the community in a conversation,

but are not intended to be fi nal design solutions.

Master Plan Concepts

26

Brady Middle School

Brady Middle School's planning process took two pathways, one was focused on curricular needs. It

was centered on creating a facility which supports 21st Century curriculum within the existing facility.

Several concepts were studied and presented to the building leadership and steering committee.

Security, entry, room use, learning environments, music space and circulation were studied, to name

a few.

The primary challenge was to create multiple zones for learning, in variably sized learning

environments, that fi t within the confi nes of existing walls. Educational adequacy was examined with a comparative building program created with the help of Brian Frank and Darla Wagner, Brady's building administrators (reference Page 117). Due to the success of the team approach and its impact on the school culture, they sought to maintain teaming, and in turn, the adopted schedule. The comparative building program was framed by an array of educational spaces and then analyzed against the shape and size of the existing facility.

The second pathway was focused on facility needs. It was centered on studying the existing facility and the necessary improvements needed based on fi ndings from the building assessment. The building assessment illustrated some signifi cant facility repairs. During the course of investigation, cracks in the exterior were identifi ed, studied and an approach to repairs was recommended. Additionally, mechanical, electrical and plumbing systems were reviewed and graded to be close to the end of their useful system life. Accessibility also presented some additional challenges for Brady Middle School. The planning team employed investment analysis tool to approximate the long term impact of investing in the necessary repairs of the building, compared to the long term impact of investing in a new replacement structure.

27

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28

Through the analysis of theses two pathways focused separately on curricular needs and facility needs, we discovered that the scope and scale of renovations to transform Brady Middle School into a facility beffi ting the curriculum and long term vision came at a substantial cost. Considering the order of magnitude costs associated with the assessment and full renovations (eventually called Pathway B), it was estimated that the work required would nearly equal (99.18%) the replacement cost of Brady.

Subsequently, additional pathways were developed for further examination. They were:

Pathway A: Temporary, partial renovations until funding exists for a fi nal solution: Renovate the Old Gymnasium into a Band and Orchestra Room Renovate the Old Music Classrooms for other educational use Renovate the Large Group Instruction Room for Student Presentations Renovate the Multipurpose Room for collaborative learning

Pathway B: Full renovations and a small addition to Brady Middle School. This Pathway maintains portions of the existing building but construction needs to happen when school is in session.

Pathway C: Construct a new Brady Middle School adjacent to the existing building; with a connection to the recent Gymnasium addition. This creates a new building however construction takes longer and may impact the learning environment during construction.

Pathway D: With tremendous educational opportunities contained in the Future Vision for the High School, Brady Middle School could be attached to access to those spaces and take advantage of the economy of scale. Brady would share Music, Performing Arts and PE space with the High School but creates new Middle School facility with little impact on their current learning environment.

Pathway E: Construct a new freestanding Brady Middle School. Site development cost and the specifi c location must be considered. While the cost of this option is higher due to a larger building, this path has little impact on the current learning environment.

In the context of the complete District Future Vision, the steering commitee believed that the opportunity presented by Pathway D may hold the greatest benefi t both educationally and economically, however additional stakeholder input will be required. As the planning moves forward, discussion will be needed by the District, planning team, community, staff , faculty and students to further develop the tremendous possibility of this option. Planning Options, designed to illustrate proof of concept, are included for Pathways B, C and D.

29Brady Middle School: Pathway B

Renovated Brady Middle School Area (in gross SF)

Second Floor (Upper Level) 50,422

First Floor (Lower Level) minus the Gym Addition 46,009

Existing Gym Addition 13,687

PROPOSED ADDITION 4,606

Total Pathway B Building 114,724

Square Feet per Student 212

The Future Vision of Brady Middle School started with planning options much like this fi nal version of Pathway B. Spaces were arranged as effi eciently as possible while creating spaces in support of the 21st Century curriculum. Ultimately, the vision required a complete renovation.

30Brady Middle School: Pathway C

A New Building Attached To The Recent Gym Addition (in SF)

Net Program Space 68,791

Grossing factor (45%) 30,956

Total Pathway C Building 99,748


Area E! ciency over Pathway B 115%

With the context of the comparative building program and Pathway B in place, we studied an option for new construction adjacent to the existing structure. This option would allow portions of construction to occur while school continues in the existing facility and preserves the Gymnasium addition.

31Brady Middle School: Pathway D

A Brady Addition To The High School

Net Program Space 49,499

Grossing factor (45%) 22,275

Total Pathway C Building 71,774


Area E! ciency over Pathway B 160%

High School Future Vision: Shared Program Space 32,404

Further exploration yielded an opportunity to share resources of the long term Future Vision between the High School and Brady Middle School. Pictured here are the components of the Brady addition as well as the Future Vision shared program space with the High School. Those include an expanded Multi-use Facility to create a Competition Gymnasium, a new Music Suite, new Art Studios, Gallery space as well as Wrestling and Fitness rooms.

32

Brady Site: Pool / Athletics Option

With the Brady Future Vision recommendation for Pathway D, the Brady Middle School site would be open and valuable land for District use. One option discussed by the Steering Committee is locating the new indoor pool on this site and attaching it to the recent gym addition. The Future Vision does not stipulate that Brady Middle School will be demolished in its entirety and aff ords opportunities for community use. As time goes on and the plan is realized, more discussion is needed to determine the fi nal use for this site.

33

Orange High School

The stakeholder "Big Ideas" for the High School fueled a comprehensive plan for the facility. In addition to the indoor pool and entries discussed already, 21st Century Learning, classroom acoustics, performing arts and athletic spaces were central in the conceptualization of the High School.

High Schools, by nature of student choice, present the most complex patterns of capacity and utilization. As a result, a data model was constructed to generate scenarios for review with administration. The High School enrollment and curriculum served as the raw data.

The planning team employed the data model to ensure that the right number and types of spaces are included within the Future Vision. This model serves as a conceptual space program. The model is dynamic such that new off erings not foreseen today can be input and the resulting space needs discovered at any point in the future. At such milestones, it is recommended that the District have the model updated to ensure that any Future Vision related construction is programmatically driven ensuring value for the community.

The recommended Future Vision for Orange High School is one of 21st Century educational facility excellence befi tting the student success and innovation happening inside it's walls today. Graphic depiction of proposed program use changes, renovations and additions are shown on the following pages.

34

Capacity & Utilization

The above summary chart is headed with the key variables used to generate capacity and utilization scenarios. It was prioritized that the High School be designed to accommodate 800 students with a baseline scheduling effi ciency of 85%. The chart below illustrates the enrollment distribution in each academic area. We use this to forecast utilization needs of a particular type of space.

35

Capacity & Utilization

These charts summarize the room needs by type based upon the scheduling data entered. The design student population (800) is represented at the center left with effi ciency (85%) at the top left.

The existing rooms are tabulated and compared against the program need that was calculated to serve the design student population.

Once agreed upon, these space needs formed the basis for the planning options. This scenario also includes the dual usage that would be realized with Brady Middle School students sharing identifi ed spaces.

36

Orange High School: Lower Level

The lower level Future Vision at Orange High School includes renovations to the TV/Media program and photo lab spaces. Existing, adjacent lab spaces remain available for fl exible use. With proximity to exterior parking, the area may be available to serve external needs provided security needs are appropriately addressed.

37Orange High School: First Floor With Pathway D (BMS) & Pool Option

New general education classrooms (colored orange) address acoustic and size concerns in response to 21st Century learning goals. Pale blue spaces are planned areas of collaboration adjacent to the primary delivery spaces.

A reimagined Administrative area and main entry adjacent to the largest parking lot serves many purposes. In the previous Administrative area, a study commons is created to place students in proximity to Guidance and Career counseling while serving to expand food service seating.

One indoor pool option is illustrated here. In this location, new locker rooms could also serve the outdoor pool while the rest of the building remains secure. Parking and access to the indoor pool would need reconfi guration.

38

Orange High School: Second Floor

The proposed second fl oor highlights the opportunity for development of new spaces, or Think tanks (TT) on existing roofs for collaboration. With access from multiple general education classrooms and labs, each space adds value in co-curricular or combined classroom activities. A new Science Lab replaces the existing Lab classroom adjacent to an SRC, or Student Resource Center.

Green roofs create opportunities for outdoor Science and sustainable treatment of stormwater. While maintaining the existing Cafeteria, a proposed two story commons space serves to better connect with educational activities on the fi rst fl oor while providing additional space for student activities. Two monumental stairs are envisioned allowing for free fl ow of students and administrators alike.

39

Moreland Hills Elementary

Moreland Hills Elementary School opened in 2001 and is the newest school on campus. The building was designed with grade centers in mind, such that one grade occupies one wing on one fl oor. With student enrollment fl uctuations, some changes have occurred. An example of this is the relocation of the Science classroom and the move of the Pre-School program from Moreland Hills Elementary School to the Pepper Pike Early Learning Center in

2009.

Through our discussions and collaborations, we learned of specifi c considerations related to outdoor learning, library, and spaces for fl exible learning. Proposed changes to the facility include redevelopment of the playground near the front entry into a Science Courtyard, renovations to the Media Center to reconfi gure the layout and provide additional data and power

outlets to better distribute technology. There was also a "Big Idea" related to creating spaces that respond to 21st Century Educational concepts. The type of spaces that may be required in the future would include large fl exible collaborative learning spaces that allow for active learning, increased access to technology and the ability to adjust the learning enviroment quickly. Additionally it is anticipated that there will be the need for students of diff erent grade levels to collaborate on specifi c projects.

These concepts presented an opportunity to create a facility solution that maintains grade center classrooms and off ers targeted collaboration space on both fl oors. The resulting "learning bridge" is designed to do just that. The "learning bridge" as designed in concept would connect the three grade level centers on each fl oor creating a technology rich, fl exible, multi-grade learning space. The "learning bridge" would have signifi cant natural light and tremendous views of nature. It would be furnished to allow for large group, medium group, small group and individual work areas.

40Moreland Hills Elementary School: First Floor

The long term vision for a learning bridge is designed to support both large and small group activities. It connects each grade center wing together on both fl oors providing access for any grade to participate in educational activities with another. Outdoor Lab spaces extend the learning opportunities to exterior in a secure environment.

41Moreland Hills Elementary School: Second Floor

Renovations are planned to the Media Center (Library) in support of technology needs and space utilization.

42

District Administration

The existing Orange Branch Library will become available for School District use by the end of 2014, when the construction of the new library facility is complete. The planning team examined the facility for its highest and best use moving forward.

Educational uses for the space by Middle and High School students were considered by the planning team. Proximity, time and transportation were seen as limiting factors. As the Future Vision for each building was refi ned, it became clear that the "Big Idea" presented in December to use a portion of the facility for District Adminstration was the best logical conclusion.

The resulting Future Vision shows not only space for District Administration but a professional development and conference center allowing for both District and community use. Educationally, these spaces still aff ord students and classes the opportunity to host special projects and events. For example, the Mock Trial team could set up a space as a courtroom for practice prior to competition. Relocation of District Administration also unites all school related functions on the main campus, on the south side of Chagrin Blvd.

43

The District Administration is housed on the west end of the facility. The available space represents more squarefootage than exists in the current facility. Additionally, handicapped accessibility is readily available and privacy concerns can be addressed.

The remaining eastern half of the facility is available for both internal and community use. The presentation and meeting center space is envisioned to allow it to be divided or open as one large space. The existing entry and core facilities will remain in place.

Ample parking exists and is in good repair.

Existing Orange Branch Library: District Administration & Professional Development Center

44

Transportation The Future Vision for the Transportation Center is focused on the safety of the staff and

drivers that use this facility. Site drainage was improved in the Summer of 2013 improving safety. A few key considerations exist with this facility and space devoted to its drivers. We learned through stakeholder input that privacy is needed for the offi ce staff , more space is needed to accommodate the drivers, toilet facilities are lacking, and vehicular traffi c patterns cause bus and car traffi c to cross. As a result, the long term vision for this end of campus seeks to address these issues through renovations, a small addition and site improvements.

45

Transportation Center: Site Plan

46

Transportation Center: Building Addition & Renovations

47

Campus Elements of the master plan included an inventory and analysis of the existing athletic

facilities, and recommendations for future improvements. Throughout the master plan process we met with stakeholders, including Principles, Assistant Principals, Teachers, Student Representatives, Maintenance Personnel, and Athletic Directors to ask questions, and gain an understanding of the athletic facilities, their conditions, schedules and utilization, as well as strengths and weaknesses of the facilities. Having received feedback from the Steering Committee, we have arrived at the following conclusions for the Orange Schools Athletic facilities Master Plan. Football Stadium• Summer of 2013 the District provided a synthetic turf fi eld within the track area• Provide Bleacher replacement (Home Field side)• Consider Locker Rooms, Restrooms, and Storage under bleachers

Practice Football Fields• Relocate Varsity, JV, and Freshman football fi elds to the former Brady Middle School (feasible only as part of Brady Pathway D.)• Existing parking to remain for fi eld and gymnasium use Varsity & JV Soccer Fields• Re-grading and seeding to level fi elds for full-size practice and competition fi elds Varsity Baseball• Existing fi eld to remain• Provide dugouts at player benches• Provide enclosed batting cages• Provide drainage/tile to eliminate ponding water in outfi eld areas• Provide infi eld maintenance to ensure drainage and address heavily used areas

JV Baseball• Existing fi eld to remain• Provide dugouts at player benches• Provide for replacement of fencing and backstop• Provide infi eld maintenance to ensure drainage and address heavily used areas Varsity Softball• Existing fi eld to remain• Provide dugouts at player benches• Provide infi eld maintenance to ensure drainage and address heavily used areas

JV Softball• Existing fi eld to remain• Provide dugouts at player benches• Provide infi eld maintenance to ensure drainage and address heavily used areas

48

Varsity Field Hockey• Eliminate fi eld B-7 • Provide re-grading and seeding to ensure drainage, address heavily used areas, and address existing debris (stones / asphalt) from playing fi elds. • Consider Synthetic Turf Field for future competition use by soccer and lacrosse• Consider stadium / bleacher seating on west side of fi eld• Provide fencing and gates to control admission to fi eld for ticketed events

JR High Football• Provide re-grading and seeding to ensure drainage, address heavily used areas, and address existing debris (stones / asphalt) from playing fi elds.

JR High Soccer• Orient soccer fi elds perpendicular to football fi eld to maximize utilization of fi eld space.

JR High Baseball• Existing fi elds to remain as-is

JR High Softball• Existing fi elds to remain as-is StorageStorage of athletic facilities equipment was a common concern raised by multiple users, with a desire to have conveniently located storage to secure athletic equipment and protect and preserve equipment from deterioration due to continuous exposure to weather. Storage buildings have been located adjacent to the JV Baseball fi eld, Softball fi eld, and the Field Hockey fi eld adjacent to, or attached to the existing restroom building.

MaintenanceMaintenance of the athletic fi elds was also a common concern. Existing school staff are currently responsible for preparation and maintenance of athletic facilities, including mowing, fi eld striping, and preparation of fi elds during inclement weather. Considering other custodial obligations, duties, and skills, fi eld preparation and maintenance suff er from lack of time and attention required to adequately maintain the athletic facilities. The District should consider options to provide necessary daily maintenance to fi elds, in order to have them in good condition for competition. Options for maintenance to include: 1) Contract with a grounds and maintenance company to prepare and maintain athletic fi elds on an ongoing basis. 2) Hire a full-time employee(s) to maintain the athletic fi elds.

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It was noted that recent eff orts to control use of athletic facilities by outside groups has been successful, which reduces some of the stress on fi elds due to overplay. The District should continue to monitor fi eld usage, and limit use to reduce the seasonal stress on the fi elds.

Brady Middle School With the Steering Committee's potential consideration to relocate Brady Middle School to the West end of the existing High School, the existing football fi elds may be relocated to the location of the existing Brady Middle School. Relocation of the Middle School will require re-confi guration of the existing vehicular circulation and parking. The existing Brady Middle School utilizes 124 parking spaces, while the existing High School utilizes 153 parking spaces at the West Lot and pool areas. Based on existing utilization, 277 parking spaces are required adjacent to the Proposed Brady Middle School and High School if pathway D is selected. The preliminary concept site plan provides 309 parking spaces, which meets the needs of the proposed facility.

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The full Future Vision for campus includes improved athletic fi elds, parking modifi cations and outdoor storage facilities.

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