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GENERAL GORDON ELEMENTARY SCHOOL Visioning Session 2009-04-14

Summary Report

Neighbourhood Centres for Learning & DevelopmentNeighbourhood Centres for Learning & DevelopmentPilot Project

Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session

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TABLE OF CONTENTS

A. Introduction 2

B. School Values 6

C. Visioning Exercise 7

D. Summary 18

E. Next Steps 20

F. Appendices 21

Visioning Session Agenda Visioning Session Power Point Presentation General Gordon Elementary School Profile School Introduction Materials Visioning Session Participant List


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A. INTRODUCTION

The visioning session for General Gordon Elementary was intended to bring the school community together with local and provincial agencies in order to develop a vision for the General Gordon Neighbourhood Centre of Learning & Development (NCLD). This was also a chance for agencies and members of the school and community who had not yet been involved in the process to learn more about the NCLD concept, overall vision and the specific objectives and values of General Gordon Elementary. Through this session, participants were given an opportunity to discuss potential synergies between the agencies and school to see how they might work together in a future NCLD at General Gordon.

A total of 45 people were in attendance at the session, comprised of 20 school and community representatives, 15 agency representatives, and 9 members of the project team (Brook + Associates (facilitation), Vancouver School Board (VSB), and Ministry of Education). The session was held on April 23, 2009 at the Vancouver School Board Education Centre (1580 West Broadway) and ran from 9:00am – 2:30pm. Visual materials at the session included a power point presentation and display boards depicting the aerial view of the site and the school floor plans.

This report provides a summary of the visioning session, including scans of the ideas that were captured on “tablecloths” generated by participants during the visioning session in the afternoon.

Visioning Session Activities

a) Welcome & IntroductionsThe facilitator provided a brief overview of the agenda for the day, rules of engagement and round table introductions where each attendee was asked to state their name and affiliation to the project (project team, school, or agency).

b) What is an NCLD?Representatives from the Ministry of Education and Vancouver School Board provided background information about the NCLD pilot project from a provincial and local context. This included a review of the overall vision and objectives of the project (please see below) and a brief description of the two other elementary schools (Queen Mary and Lord Strathcona) in Vancouver that are participating in the process.

VisionNCLDs are intended to serve the needs and interests of parents and their children

from the time of infancy through adolescence as well as the needs and interests of the community as a whole while meeting District and Ministry directions. These centres utilize

space and resources in existing, renovated or new facilities to provide the surrounding neighbourhood an array of programs and services.

Objectives1. To define facility operational programs for three NCLD model schools in Vancouver; and2. To develop a set of policies and guidelines about how to integrate external services and community groups in facility planning on the school ground.

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c) Overview of Work PlanThe NCLD Work Plan was presented, which provides the project timeline and summary of deliverables executed and planned throughout the process. (See the Visioning Session Power Point Presentation in the Appendix for more detail).

d) Guiding Principles Members of the facilitation team presented the NCLD Guiding Principles (please see below) to the group and briefly discussed the stages of revision that the principles underwent throughout the consultation process thus far.

Guiding Principles• Support the lifelong learning and development of young people, their families and community without compromising the educational programming, safety and functional space requirements for young people.• Engage school and community partners and government in the development of the NCLD program.• Provide for the direct involvement of agency partners in offering the programs, services and activities that serve the program of the NCLD.• Strive for sustainability (economic, environmental, and social) by efficiently using resources and taking advantage of opportunities to support the current and future well- being of young people, their families and the community over time.

e) School & Community IntroductionRepresentatives from the school community (Parent Advisory Council (PAC), teacher and students) gave various presentations about the school needs, values and current environment of General Gordon Elementary. The PAC representative presented a power point presentation (available in the Appendix) and discussed the concept of school design, local context of school sizes and locations and the efforts already made by the General Gordon school community to embrace the concept of school and community uses under one roof. The rest of the community and school representatives at the session were then asked to provide any other information about the school such as what they value most about the school and what they feel works well now that should be maintained in the future NCLD. (See Section B for more detail).

f) Agency OpportunitiesAgency representatives at the session were asked to introduce themselves, describe what programs and services their organization provides and how they felt they might fit in to a future NCLD at General Gordon. Members of the facilitation team then provided information about each agency that was interested in participating but unable to attend the session. To conclude, the facilitators presented a table outlining the potential relationships and opportunities for how the agencies might work in the NCLD, along with the associated constraints (See the Visioning Session Power Point Presentation in the Appendix for more detail).


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The Ministry of Education representative clarified to the group that the Ministry will provide additional space as part of the capital project to accommodate basic services provided by any provincial and local agencies as part of the future NCLD. Provincial and local agencies are expected to provide operational funding to support the services delivered as part of the NCLD, and these agencies/partners are also encouraged to contribute capital funding, where possible, to provide enhanced facilities delivering community services (e.g., community sport/recreation facility/centre funded by City of Vancouver, public library by Vancouver Library Board, etc.).

g) Visioning ExerciseThe participants were divided into five smaller groups for the visioning exercise. A facilitator was at each table to record the thoughts and ideas of the group on to “tablecloths” of paper. In order to prompt conversation for the visioning exercise, the groups were asked to describe General Gordon NCLD in 2020. (See Section C for more detail about the outcome of this discussion).

h) Report OutEach group elected a representative to report back to the rest of the participants about the topics that were discussed at their respective tables. From this exercise, many commonalities between the small group visioning discussions became evident and were recorded by the facilitation team.

i) Observations + DirectionsIn order to synthesise the ideas and information gathered during the small group visioning exercise, participants were lead through a discussion to define a master list of common core education, programming and space requirements in the future school. (See section D for full details).

Participants discussing their ideas and recording them on to “tablecloths” of paper.

One group presenting their final “tablecloth” to the rest of the attendees.

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1 A Representative Team (RT) has been created at each of the pilot schools. The RT is comprised of the school principal,

teachers, parents and community members with a direct connection to the school. Members of the RT participate in a

working group for the NCLD planning process at the school and share information between their respective constituent

groups and the working group.

j) Wrap-Up + Next StepsThe group discussed the next steps for consulting with the wider community about the project. Various options were considered, such as a public open house including the larger community, additional visioning sessions with the school community, and meetings with individual agencies. It was decided that the school Representative Team1 would review the summary of the visioning session and discuss the best option for a consultation process moving forward at their next meeting.


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The following is a list of values described by General Gordon Elementary staff, students, parents and community members during the school & community introduction at the session. (Please see Appendix 5 for the complete package of school introduction materials, including handouts from the staff and students and the power point presentation by the PAC)

Staff Values • A focus on the whole child – child-centred• Choice Theory – kids take responsibility for their choices• Multiple intelligences – more than academic (music, art, sports)• Learning French• Vibrant music program• Collaborative teaching and learning• Bilingual school library• Learning through technology• Physical health / personal planning – school nurse• Links to community – e.g. community link team, Jericho Kids Club, Brownies, More Sports, etc.• Support of parents

Student Values:• Comfortable & welcoming environment• All students are accepted and accepting• Extracurricular activities • Feeling of safety – supervision aids• Clubs & teams – ex. Environment Club• Performances, theme days, talent shows, etc.• Students want to help and be involved• Always learning new things

Parent & Community Values:• Schools are Neighbourhood hubs• Expandable - intentionally ‘too big’ to allow for flexibility• Built to last• Sustainable• Safe• Consideration of Heritage• Indoor / outdoor space• Close, collaborative relationship between school & Jericho Kids Club • School values the family unit – important piece of the community

B. SCHOOL VALUES

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C. VISIONING EXERCISE

The visioning exercise began after the introduction to the project and background information was shared with all participants. Participants were asked to gather into five smaller groups for a more intimate table visioning session. Each participant was given a name tag with a coloured dot (red, green, yellow, light blue, dark blue) that represented what table group they were in. Each table was asked to respond to the prompt, “Describe General Gordon NCLD in 2020”.

The tables were set up with large paper “tablecloths” and one facilitator was positioned at each group to record ideas and prompt conversation. The table visioning exercise ran for 40 minutes and then a representative from each group was asked to report out to the rest of the participants what their team had discussed and captured on their “tablecloth”.

The following section includes a snapshot of each “tablecloth” that was produced and a summary table of the main themes (programs, services, spaces and other issues surrounding the NCLD) that arose from each of the table group discussions.

Red Group

Green Group

Yellow Group

Light Blue Group

Dark Blue Group

Table Groups:


8

Red Group

9

Red Group

Programs + Services Space + Use Values / Themes

• Out of school care• Childcare• Strong Start• Early Learning• Before & After school recreation• Literacy• Teen programs• MoreSports• Arts• Sports & Recreation

• Classrooms: • Interconnected • Project space • Access to washrooms, sinks and technology• Multi-purpose space• Lunchroom (separate)• Gym / Fitness• Designated Special Needs space: • Sensory Room • Play areas • Counselling • Occupational Therapy•Designated performance space – stage, theatre, dance• Designated music space• Non-designated space for community use• Library (enlarged): • Dual-track • Reading room• Casual social space (atrium)• Student hang out space• Multi-use storage throughout• Visual Arts space• Outdoor covered play• Teaching / edible garden

• A building that suits the needs and allows for future needs • Sustainability & life-cycle costing• More connection / cohesiveness between indoor/outdoor• Natural daylight • Windows that open• Heritage – retention / other options?

• Operating funds to maintain infrastructure• Overbuild the school• Zonable space for community use

Issues / Questions / Other


10

Green Group

11

Green Group


• Daycare / Preschool• Seniors• VCH – health nurse• After school programs – children, volunteers• Before & After school care

• Gym (+ 2 storage spaces)• Adequate classroom space• Adequate common space• Lunchroom / kitchen• Storage• Dedicated spaces for Art & Science• Multi-purpose public space: • Flexible • Program • Kitchen• Parking• Outdoor covered space• Outdoor basketball• Turf playing field (lit)

• It’s a school space 1st!Sustainability: (spaces & programs)• Gardens• Useable rooftop• Outdoor classrooms• Recycling

Concerns:• Loss of outdoor space • Redundant agencies• Management of agencies• Who makes the final call?



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Yellow Group

13

Yellow Group


• Before & After school care• Kindercare• Summer programs• Outdoor learning opportunities• Community-driven programs by the people who live in the local area• Complements what is already in existence and the school community.

• Designated classroom space• Provision for in-between spaces• Multi-use space (maximize)• Large & adaptable spaces• Storage• Parking• Big gym• Performance space• Library – double-collection• Lunchroom (separate)• Technology / computer lab + computers in all classrooms• Field – grass or turf• After-hours space available for community use• Covered outdoor play• Green + open space• Garden• Play areas + more playground equipment• Good signage, accessible info• Bright, clean• Office / reception visible• Skylights• Area with seating at entrance to building (relationships)

• Best educational facility• Heritage: • Shell of building kept • Re-do inside • Reconfigure • New technology, new spaces• Safe & welcoming community• Culture of kindnessSustainability / Environmental:• Quality throughout• Facilities & equipment• Invest for the long-term• Natural lighting – minimize use of lighting• Gardens integrate building to environment• Solar collection on roof• Geothermal heating• all outside spaces opportunities for learning• adaptability• life-cycle costing• efficient use of space

none



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Light Blue Group

15

Light Blue Group


• Seniors programming – connection with students• Staff technology education programs (computers, library)• Outdoor education opportunities (community garden ) for students, staff & community

•Parking: • Street / residential • Underground • Bike racks• Safe walks• Community garden – outdoor classroom• Lighting of school site – lit paths, solar • Covered play areas• Playground: • Safer, greener equip • OT equipment • Accessible • Intermediate & junior• Turf field: • Day school use, eve community use • All-weather, recycled rubber• Social spaces (courtyards)• Music / multi-media room (sound- proof)• Gym (larger, stage)• Theatre / Auditorium• Multi-use space• Un-programmed space – imaginative play areas for different uses• Computer room• Designated classrooms• Slow space (quiet, meeting)• Pool: • Community need • Education, therapy (OT) • Solar powered, ozonators• Medical room: • more beds • Sensory / OT

Sustainability:• GG a demonstration of sustainability• Farmers market (gardens)• Student leadership opportunities (environment club)• Community initiatives – composting / recycling• Stormwater management• Green roof / garden• Connect indoor/outdoors• FLEXIBILITY of spaces

• Security – “eyes on the street” - incorporate into design• Ramps / accessibility



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Dark Blue Group

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Dark Blue Group


• Continuum of services – twinkle to twilight – for learning and development• Before & After school care• Childcare• Strong Start (0-4) • Preschool• Adult programs: • Employment • Resource people

• Library (computers)• Gym with storage• Additional flexible classroom• Arts space: • Music • Pottery • Woodwork • Performance • Media arts• Stage• Field• Multi-purpose space• Informal & formal spaces – separate but interact• Covered outdoor areas• Open air outdoor areas• Lunchroom• Yellow building

none

• Technical support• Library (computers) – community use?• Hours / schedule• Custodial • Additional uses justify more support



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D. SUMMARY

After each group had presented their findings to the rest of the participants, many commonalities became apparent among the five “tablecloths”. In order to synthesize the ideas and information gathered during the small group visioning exercise, participants were lead through a discussion to identify the common spaces, programs and issues that would begin to shape the conceptual space program for General Gordon NCLD. The facilitator recorded the ideas of the group in the form of a “bubble diagram” that grouped related themes together.

Below is a representation of the space and program “bubble diagram” that resulted from the discussion that followed:

SCHOOL FIRST / BEST

HERITAGE

SPECIAL NEEDS

CHILD CARE

MULTI-USE / PURPOSEFLEXIBLEINFORMALUNPROGRAMMEDBUILDING RELATIONSHIPS

PARKING / TRANSPORTATIONMANAGEMENT PLAN

MANAGEMENT & OPERATION

LIBRARY / LITERACYCOMMUNITY ROOMTECHNOLOGY GYM

PERFORMANCE / STAGETHEATRE / ART / MUSIC

SUSTAINABILITYOUTDOOR / GARDEN / GREENCLASS / PLAY OUTDOOR

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Further analysis was done to identify the common themes that arose from all five “tablecloths” at the session. Below is a table that summarizes the spaces, programs and discussion topics that were repeated in at least two or more of the five “tablecloths”:

Space Needs Program Needs Values / Themes

INDOOR:• Gym (larger)• Stage / Theatre / Performance• Library• Multi-purpose • Computers / Media• Lunchroom• Arts / Music• Designated classrooms• Special Needs (sensory, OT)• Atrium / gathering social • Un-programmed space• Flexible space e.g. classroom, meeting space, office, breakout space.

OUTDOOR:• Playgrounds • Covered play areas• Field (all-weather)• Parking• Community Garden / Outdoor classroom• Green roof• Preserve open/green space

• Childcare • Strong Start • Early learning• Before & After School Care• Seniors• Adult• Sport & recreation • Health• Special Needs• Literacy

• Sustainability: • Building design (lighting, heating) • Life-cycle costing • Recycling / compost• Heritage • Connection between indoor / outdoor space• Flexible / unprogrammed space

• Administration / Management• Additional costs & maintenance• Leadership



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After the information was synthesized in the Observations and Directions exercise, the group then discussed what the next steps should be in consulting with the wider community about the General Gordon NCLD. Various options were considered, such as a public open house, additional visioning sessions with the school community, and meetings with individual agencies. The option that the group felt would be most beneficial in moving the process forward was to develop a number of different conceptual program and space diagrams for the NCLD, using the tablecloths from the visioning session as a guide. Members from the VSB and MoE suggested that the Steering Committee discuss this option and confirm with General Gordon at their next Representative Team meeting.

This summary report will be distributed to all visioning session attendees, as well as those who were unable to attend, including school, agency and community representatives. The intent is that the agency representatives will bring this information back to their governing bodies to further define their role (financial, programming) and requirements for the General Gordon NCLD. The school, parent and community representatives will relay this information to staff, PAC and organizations, respectively and gather feedback from them regarding the vision and next steps in the process.

Based on the NCLD Visioning process, the next step is to develop a conceptual space program for the school. This conceptual space program is intended to illustrate school uses and proposed NCLD partners, programming and space requirements. A public open house meeting will be scheduled at General Gordon Elementary in early autumn to share the NCLD concept and obtain community feedback. Meeting details will be provided in September 2009.

E. NEXT STEPS

For further information, please contact:

Brook + Associates410 - 535 Thurlow StreetVancouver, BC V6E 4L2

T: (604) 731-9053F: (604) 731-9075Email: [email protected]

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F. APPENDICES

Visioning Session Agenda Visioning Session Power Point Presentation General Gordon Elementary School Profile School Introduction Materials Visioning Session Participant List

Neighbourhood Centres for Learning & Development (NCLD) General Gordon School Visioning Session April 23, 2009 9:00a.m - 2:30p.m. (Registration & coffee starting at 8:30am) Vancouver School Board Education Centre (Room 400 - 1580 West Broadway) AGENDA Item Lead Time 1. WELCOME & INTRODUCTIONS

- Overview of Session - Roundtable Introductions

Brook + Associates Chuck Brook

9:00 (15 min)

2. WHAT IS A NCLD? - Vision & background - Pilot Schools

Vancouver School Board Keith Miller Chris Kelly Lynn Green

9:15 (15 min)

3. OVERVIEW OF WORK PLAN - Where we are in the process - Outcomes


9:30 (10 min)

4. GUIDING PRINCIPLES - Review & discuss

Brook + Associates Laurie Schmidt Blaire Chisholm

9:40 (10 min)

5. SCHOOL + COMMUNITY INTRODUCTION - School representatives to present

Participants

9:50 (20 min)

6. AGENCY OPPORTUNITIES - Agency introductions - Discuss synergies btw agencies & school

Brook + Associates Laurie Schmidt Blaire Chisholm

10:10 (20 min)

BREAK 10:30 – 10:45 7. VISIONING

- Break into small groups - Facilitated table visioning sessions (40 min)


10:45 (50 min)

8. REPORT OUT - Each group presents findings (5 min each) - Discussion


11:35 (30 min)

LUNCH BREAK 12:05 – 1:00 9. OBSERVATIONS + DIRECTIONS

- Analysis of commonalities and conflicts - Discussion


1:00 (45 min)

10. NEXT STEPS - Discussion - Questions & Comments


1:45

6/16/2009

1

Neighbourhood Centres of Learning Neighbourhood Centres of Learning & Development (NCLD) Pilot Project& Development (NCLD) Pilot Project

General Gordon Elementary SchoolGeneral Gordon Elementary School

Visioning SessionVisioning Session

20092009 0404 2323

Presented by: Ministry of Education & Vancouver School Board

20092009‐‐0404‐‐2323

AgendaAgenda1) Welcome & Introductions

2) What is an NCLD?

3) Overview of Work Plan3) Overview of Work Plan

4) Guiding Principles

5) School & Community Introduction

6) Agency Opportunities

Break (15 min)

7) Visioning ) g

8) Report Out

Lunch Break (50 min)

9) Observations & Directions

10) Wrap Up & Next Steps

6/16/2009

2

Vision for the Neighbourhood Centres of Vision for the Neighbourhood Centres of Learning & DevelopmentLearning & Development

NCLDs are intended to serve the needs and interests ofparents and their children from the time of infancythrough adolescence as well as the needs and interestsof the community as a whole while meeting Districtand Ministry directions. These centres utilize space andresources in existing, renovated or new facilities toprovide the surrounding neighbourhood an array ofprograms and services.

Health Settlement Services

85% of a young person’s time occurs outside school hours

SchoolEarly / K-12

15%

Other Education Community

Services

Culture & Arts Recreation &

Sport

Opportunities for enhanced/expanded learning & development

6/16/2009

3

3 PILOT SCHOOLS

Queen Mary (4 buildings)West Point Grey

General Gordon (2 buildings + additions)Kitsilano

3 diverse communities

Lord Strathcona (5 buildings)

NCLD Work Plan NCLD Work Plan

6/16/2009

4

NCLD Guiding Principles:NCLD Guiding Principles:

• Support the lifelong learning and development of young people, their families and community without compromising thetheir families and community without compromising the educational programming, safety and functional space requirements for young people.

• Engage school and community partners and government in the development of the NCLD program.

• Provide for the direct involvement of agency partners in offering the programs, services and activities that serve the program ofthe programs, services and activities that serve the program of the NCLD.

• Strive for sustainability (economic, environmental, social) by efficiently using resources and taking advantage of opportunities to support the current and future well‐being of young people, their families and the community over time.

General Gordon Elementary SchoolGeneral Gordon Elementary School

6/16/2009

5

VCH

Child Care Before/After/Pre

MCFD

SFU

Langara

ISS MOSAIC

Health Settlement

GENERAL GORDON

WCCRC

UBC

VCC

LiteracyNow

Other Education Community

Services

Parks & Rec

CoVVPL

Arts Umbrella

NeighbourHouse

Culture & Arts Recreation &

Sport

MoreSport

OPPORTUNITIES CONSTRAINTSFacility Areas and/or School Use Agency Synergies

•Safety

•Hours of Operation (day/year)

•Staffing

Classrooms

(instruction, MACC, arts, Guides and Brownies, meetings, prep, music)

Post Secondary – Arts Umbrella – Parks Board

Childcare ‐ Jericho Kids Club

Basement ‐ Activity room

Parks Board ‐ CoV – VCH – MCFD – Kits House

•Staffing

•Funding

•Storage of Materials (school / program materials, hard files, computer equipment, etc.)

•Security of Equipment, Materials

I f ti T h l

Library ‐ Computer Room

(newspaper club, student council, PAC, prep, french immersion)

Parks Board – VPL – Literacy Now – Post Secondary

• Opportunity for programming and training

Gymnasiums & Changing Rooms

(school sport, concerts, performance, music/band, karate, soccer)

Parks Board – MoreSports – Arts Umbrella

Multi‐Purpose Space‐ Basement

(physical education, lunch room and after school care, music, clubs)

PAC ‐MCFD – VCH ‐ Post Secondary ‐ Arts Umbrella ‐Kits House ‐WCCRC‐Literacy Now ‐Parks Board

•Training and Meeting area – Programming

•Specialty req’ts – plumbing•Information Technology

•Custodial requirements

•Traffic Generation

Office Space

(Counselor, Admin)

MCFD – VCH ‐ Post Secondary ‐ Arts Umbrella ‐ Kits House ‐WCCRC ‐ Literacy Now

•Shared Office / Satellite Office (req’ts secure storage, access to internet)

Music (classroom)

Resource Rooms

Arts Rooms

Parks Board ‐ Arts Umbrella – VPL ‐ Childcare

•Specialty Rooms (e.g., dry studios, wet studios; Media and Visual Arts Rooms) ‐ Expanded programming

Outdoor Areas ‐ Field / Covered Play

(community sport use, school use)

Parks Board – Kits House – Post Secondary ‐ CoV

6/16/2009

6

BREAK

Visioning Session

Describe General Gordon Elementary NCLD in 2020...

6/16/2009

7

Observations +

Directions

Wrap UpWrap Up +

Next Steps

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School Profile - General Gordon Elementary 2896 West 6th Avenue

Age of Building: 97 years (Built in 1912) School Population: Approx. 435 Community Profile: General Gordon is located in central Kitsilano and serves a diverse and vital community. Parks, heritage buildings, beaches, a community centre and neighbourhood house are nearby. The school accommodates students in two programs: Kindergarten to Grade Seven regular, and Grade Six and Seven Late French Immersion. Gordon is a warm and friendly place in which to work and learn. In addition to strong classroom programs, the school features a library offering a bilingual collection; a resource team model providing in-class, individual and small group learning assistance and English as a second language support; an active environmental education program; a multi-craft (woodwork) shop, and program. Programs / Uses: • District Program - Grade 6,7 Late French Immersion Program • Gym:

- pre and post school sport team use - community karate classes - community soccer team - Band practice (piano) - Polling station - More Sports

• Library : - Lunch hour club - PAC meetings

• Jericho Kids Club (JKC) - morning and after school care • Guides & Brownies • Covered play area (informal outdoor adult community exercise class)

General G

ordon Elem

entary

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hy we

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hat ought to be in schools.

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1911I

itil8

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•A

pproaching full enrollment

–at 90%

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18 classrooms

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s–

1925: 10 classrooms + G

ym–

1961: Multipurpose

•Lunchroom

/ Child care

–16 std. / 1 m

usic / 1 kindergarten•

Integrated afterschool care (JKC

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uc

oo/C

dca

e–

1960’s: Covered play areas

•4850 S

M / 52,000 S

F

Shared

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hared goals•

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A centre of neighbourhood life

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Play &

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•S

ustainability•

A place that inspires

Where

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here did the pilot program com

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•S

eismic upgrade ‘options’

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•built to last 20 years

–‘Trafalgar’ m

odel:•

renovate, but still lose space &

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teachers & students endure life

in a ‘war zone’

•G

ordon comm

unity:–

“If these are the choices the rules give us, it’s tim

e to change the rules

”rules.

Time line

March 2007:Feasibility S

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ork begunM

ay2007:D

raftStudy

presented

Sept / O

ct 07:PAC

begins work

–S

ite visits to new &

renovated schools; Learn from

Dickens

May 2007:D

raft Study presented

to Open H

ouse –

Recom

mendation: replace

4900 SM

school with 3200 S

M

;–

Workshops w

/ comm

unity–

Threat to JKC

understoodN

ov 07:PAC

votes 23-0 to June 07:

Heritage C

omm

ission votes to support dem

olitionS

umm

er 07:DD

R, M

inistry

oppose F.S. recom

mendation

‘Not old school vs. new

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Dec

07:Meetw

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taffD

ec 07:Meet w

/ VS

B S

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Jan 08:V

SB

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ar 08:P

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•V

SB

Staff takes P

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ordon staff meeting, says LE

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PA

C uses LE

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issue to open dialogue

with

Cam

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•P

AC

votes 46-0 to continue to oppose 3200 S

M school

–P

roposes ‘Phase III’ Feasibility

Study based on Integrated D

esign P

rocessdialogue w

ith Cam

pbells officeFeb 08:•

Lobbying & P

ress–

1-on-1 contacts w/ Trustees

Process

–Teachers present facility requirem

ents to Com

mittee II

–C

omm

ittee II again takes no action

–P

etition hits 550 signatures–

Hundreds of e-m

ails to VS

B–

Coverage in V

ancouver Sun,

GlobalTV

, Courier…

•P

resentation to Vancouver C

ity C

ouncil EcoD

ensity Hearings

•M

eeting with P

remier G

ordon C

ampbell…

•

Com

mittee II hears P

AC

, VS

B

Staff m

akes report but does not m

ove action•

VS

B w

rites great letter to MoE

Key

message

tothe

Prem

ier(3/2008)

Key m

essage to the Prem

ier (3/2008)Y

ou’ve announced 3 good initiatives that impact schools…

Seism

icM

itigation•

Seism

ic Mitigation

•P

rovincial buildings to move us to a carbon-neutral B

C•

Expanded m

andate for full-day kindergarten & preschool, after-

schoolcareschool care

…but these program

s are working at cross-purposes

•S

eismic

mitigation

&A

reaS

tandardslead

todow

n-sizedsingle-

Seism

ic mitigation &

Area S

tandards lead to down-sized single-

purpose facilities—–

ignores the role of schools in the comm

unity (child care, etc.)–

hobbles implem

entation of expanded mandate

pp

•LE

ED

isn’t funded, Carbon footprint issues ignored, and closing

schools means few

er students can walk to school

If we change the rules, there’s an opportunity to do som

ething great…

Schools

asneighbourhood

hubsS

chools as neighbourhood hubs

EcoD

ensity hearings (3/2008)

•W

e want to m

ove away

from a car-dependent

cultureculture

•N

eighbourhood schools &

schoolyards are thecivic

buildingsw

ithincivic buildings w

ithin w

alking distance •

Let’s renew our schools

inw

aysthatenhance

in ways that enhance

civic lifeA

re our amenities w

alking distance forresidents

today?for residents today?

Vancouver 1928 City P

lan, Harland B

artholomew

Wh

hl

idll

Why are schools so ideally

located as the civic buildin gs you can w

alk to?

•O

ur schools were built

largelyin

the1920s

gy

largely in the 1920s•

Schools w

ere considered the centre of neighbourhood life

•S

chools placed at the centre

ofa¼

mile

(400m)

1920N

ewYork

Plan:C

larenceP

erry

centre of a ¼ m

ile (400m)

to ½ m

ile (800m)

walkable zone

1920 New

York Plan: C

larence Perry

VS

Bvision

forschools:1920sV

SB

vision for schools: 1920s

•Intentionally

‘toobig’

Intentionally too big–

Full basements intended

as indoor play areas‘E

xtra’spaceincluded

tosupport

–E

xtra space included to support

adult education, comm

unity activities

Ed

blB

ilttl

t•

Expandable; B

uilt to last•

Beautiful

•D

esigned ‘green’–

Generous w

indows for daylight

–N

aturalventilationN

atural ventilation–

Thermal m

ass

WhatS

eattleis

doingW

hat Seattle is doing

Upgrading its neighbourhood schools into i

hbh

dit

t

•S

choolbyday

neighbourhood amenity centres

•S

chool by day•

Gym

: for the kids by day, the neighbourhood by night

•The librar y has a com

munity

yy

reading room•

Day care / afterschool care is

built in•

Typicalprojectseismically

•Typical project seism

ically upgrades a 35,000 S

F heritage school, replaces gym

to be post-disaster facility, and adds ofam

enitiesto

atotal55

000Latona

Elementary

of amenities to a total 55,000

SF

Latona Elem

entary

butwe’re

doingthe

opposite…

but we

re doing the oppositeW

e’re shrinking our schools & shedding am

enities,t

ith

bk

it

il

filiti

turning them back into single-use facilities

Following

thecurrentrules

ofthe

•Typical V

ancouver heritage school (~55,000 S

F) will be torn dow

n and replaced

bya

35000

SF

structure

Following the current rules of the

BC

Seism

ic Mitigation P

rogram…

replaced by a 35,000 SF structure

•S

ame num

ber of classrooms

•A

fterschool care and other com

munity services are being

pushed out

•O

f 109 schools, 68 face downsizing,

~35face

demolition

andG

eneral Gordon E

lementary

35 face demolition and

‘replacement’ w

ith smaller structures

[1,500 tons CO

2 each!]

y

What’s

beinglost

Whats being lost

General G

ordon‘R

eplacement’

1/3 overall area, afterschool care l

i80%

fd

llosing 80%

of area, covered play area, m

usic, stageD

ickens‘R

eplacement’

1/3 area, some afterschool care,

covered play area, music

py

,Trafalgar

Upgrade

Child care (now

applying to P

rovince for $ to re-build)S

ecordP

artial C

hild care, gym/auditorium

, lunch replacem

entroom

, hot lunch program, m

usic

Kitsilano H

ighA

uditorium, G

ym #2

What’s

cheaperforGeneralG

ordon?W

hats cheaper for General G

ordon?

New

constructionW

hU

pgrade, replace gymW

h•

What you get

–S

ingle purpose facility–

18 classrooms

–100

SM

multipurpose

•W

hat you get–

Multi-purpose facility

–18 classroom

s–

Music

room275

SM

100 SM

multipurpose

–Library sized for single-language collection

–3200 S

M / 34,000 S

F•

Cost

Music room

, 275 SM

m

ultipurpose + 200 SM

child care, covered play areas, dual-language library

–4900 S

M / 53,000 S

F•

Cost

–P

roject cost: $12.5M–

$367 / SF

,•

Cost

–P

roject cost $13.2M–

$249 / SF

•U

pgrade lighting, window

s, etc–

Project cost $14.9M

–$281 / S

F

Source: July 2007 Feasibility S

tudy

New

vsR

enewed:M

yths&

FactsN

ew vs. R

enewed: M

yths & Facts

•M

yth:Keeping the old building m

eans old bathrooms, old w

iring, old problem

sproblem

s.•

Fact:Seattle &

UB

C upgrade everything

when they restore heritage

buildings. Only M

inistry rules keep us from doing the sam

e.

UBC

Chem

istry

New

vsR

enewed:M

yths&

FactsN

ew vs. R

enewed: M

yths & Facts

•M

yth:New

buildings are more energy-efficient and environm

entally friendly

thanold

buildingsfriendly than old buildings

•Fact:O

n average, older schools use less energy per square foot than recently built ones. N

ew orrenew

ed schools can be efficient. –

And

theenergy

useand

CO

2 emissions

ofconstructinga

newbuilding

–A

nd the energy use and CO

2 emissions of constructing a new

building are typically equal to 30 years of operating energy and em

issions.

Gen’l G

ordon:151kW

h/m2/yr

Source: N

ational Resources C

anada, Office of E

nergy Efficiency, “B

enchmarking G

uide for School Facility M

anagers” 2001

New

vsR

enewed:M

yths&

FactsN

ew vs. R

enewed: M

yths & Facts

•M

yth:New

buildings are safer than restored old buildings

An

upgradedbuilding

wouldn’tsurvive

anbuildings. A

n upgraded building wouldn’t survive an

earthquake, but a new one w

ould.•

Fact: Because the buildin g code has just been

gj

tightened, a heritage structure seismically upgraded

today must w

ithstand higher seismic accelerations than

thejust-finished

Dickens

schoolthe just-finished D

ickens school. –

If the new D

ickens is ‘safe enough’, then a heritage building upgraded today

is‘safer’

today is safer.

New

vsR

enewed:M

yths&

FactsN

ew vs. R

enewed: M

yths & Facts

•M

yth:New

schools don’t need to be as big because they don’thave

asm

uchw

astedspace

don’t have as much w

asted space.•

Fact: True andFalse

•S

chools that were built in phases often end up

pp

with m

ore than the code-minim

um num

ber of fire exit stairs than w

ould be required today. General

Gordon has 4 stairs, the new

Dickens has 2.

Cl

ill

td

thi

th1920

•C

lass sizes are smaller today than in the 1920s,

so corridors today, serving fewer students, are

legally allowed to be m

ore narrow.

•M

inistryA

reaS

tandardsdon’tprovide

forM

inistry Area S

tandards dont provide for

basements or w

ide corridors—but these areas

aren’t “wasted”—

they’re in constant use as break-out areas, indoor play areas.

•M

inistry Area S

tandards don’t provide for a double-sized library for dual-language schools

8’ wide corridor in the new

Dickens

New

vsR

enewed:C

onsensusN

ew vs. R

enewed: C

onsensus•

It’s not either/or: Seattle usually does both:

–U

pgrade oldest structures, sometim

es ‘re-purpose’–

Replace m

ediocre gyms &

multipurpose spaces

Nk

tf

bildi

hilt

i•

Never w

ork on one part of a building while trying

to occupy another

New

construction: Chief S

ealth High S

chool H

eritage restoration: TOP

S K

-8 / Sew

ard

Instead:ashared

resourceInstead: a shared resource

•S

choolsby

day

Neighbourhood education, am

enity & district energy centres

•S

chools by day•

Neighbourhood am

enities–

Preschool / child care –

Afterschool careN

eighbourhoodgym

4TH

AVENU

E

–N

eighbourhood gym–

Reading room

s–

Adult education•

Neighbourhood plazas

farmers

markets

LD

SCH

OO

L–

farmers m

arkets–

summ

er outdoor concerts

•D

istrict Energy A

nchors–

Ground

sourceheat

MACDONA

Ground source heat

exchange fields under the playing fields

–C

O2 -free heating &

cooling shared w

ith (sold to!) nearby

densecom

mercial&

FIRE H

OU

SELIB

RA

RY

nearby dense comm

ercial & residential

BR

OA

DW

AY

How

couldw

epay

forit?H

ow could w

e pay for it?•

Seattle m

odel: bondsV

th

d3

df

–V

oters have approved 3 rounds of “B

uilding Excellence” bonds since

1995: ~ $1B•

Province handles the schools

t(Si

iF

d)com

ponent (Seism

ic Fund)•

Neighbourhood am

enity funding from

DC

L•

Localizedheritage

banksN

ew construction: C

hief Sealth H

igh School

Localized heritage banks–

Typical school could generate significant $ w

ithout competing w

ith D

owntow

n heritage bank•

DistrictE

nergy•

District E

nergy–

Innovative Clean E

nergy Fund (P

rovince)–

Terasen Energy S

ervices

Heritage restoration: TO

PS

K-8 / S

eward

Whatw

easked

theP

remierto

doW

hat we asked the P

remier to do

•B

ring together–

Province

Province•

Ministry of E

ducation–

Adjust Area S

tandards: don’t penalize for m

ulti-use –

Design to last: 50yr m

inM

CFD

&M

fSt

tC

hildC

•M

CFD

& M

. of State C

hild Care

•C

limate A

ction Secretariat

–Fund LE

ED

Gold

–R

ecognize carbon impact of w

alkable nei ghbourhoods &

heritage preservationg

gp

–V

SB

–C

ity agencies•

Parks &

Recreation

•PlanningPlanning

•H

eritage–

Com

munity-based integrated design

•Teachers, adm

in, staff, students•

Parents

&non-parents

•P

arents & non-parents

•G

eneral Gordon as pilot project

Let’sdream

Lets dream•

We’re here today because

500it

b500 com

munity m

embers

refused to accept lousy school options

•S

chools should be–

Safe

–H

ealthy–

Sustainable

–B

eautiful…

places for our kids, t

ht

ff&

teachers, staff, & our

comm

unity•

Let’s harness the power of

thh

lit

the whole

comm

unity

6) Visioning Session Participant List – General Gordon

Total Attendees 45

School Representatives 20 General Gordon Elementary Staff Margaret Davidson

Noreen Morris Robin Parr Carl Atterton Mary Locke Brenda Fenton Catherine MacIntyre Anthony Evangelista Gail Johnson

Principal (RT)* Vice-Principal (RT) Teacher (RT) Teacher (RT) Teacher Teacher Teacher Student Support Worker Student Support Worker

General Gordon Elementary Students Megan Low Robin Caldwell

Student Student

General Gordon Elementary Parents / Community Members

Charlotte French Z Smith Christine Hibbert Bill Uhrich Emily Prickett Diana Schmidt Jennifer Sears Larry Benge

Parent (RT) Parent (RT) Jericho Kids Club (RT) Parent Parent Parent Parent Community Member

Agency Representatives 15 B.C. Ministry of Children & Family Development

Deb Kohen, Amber Phillips

Community Services Manager Team Leader

Vancouver Public Library Annette DeFaveri Manager Children’s Services Vancouver Board of Parks & Recreation – Kitsilano Community Centre

Doug Taylor Alfred Lam

Coordinator Association Secretary

City of Vancouver Marco D’Agostini Senior Heritage Planner Vancouver Coastal Health Karen Stotsky

Natalie Slomba Emily Malnis

Manager Clinical Educator School Nurse

Literacy Now (2010 Legacies) Lori Walker Program Manager Kitsilano Neighbourhood House Lisa Paul Director of Children & Youth Services Kitsilano Daycare Society Violet Ledingham Director MOSAIC Saleem Spindari Coordinator, Community Outreach Vancouver School Board Les Smith

Patti Bacchus Community School Coordinator

Project Team 9 Vancouver School Board Chris Kelly

Lynn Green Craig Sidjak

Superintendent of Schools Associate Superintendent, North Area Manager, Facilities Planning

Ministry of Education Keith Miller Earl Strueby

Assistant Deputy Minister Planning Officer

Brook + Associates Chuck Brook Laurie Schmidt Blaire Chisholm Veronique Turner

Principal Principal Planning Manager Planning Assistant

* A Representative Team (RT) has been created at each of the pilot schools. The RT is comprised of the school principal, teachers, parents and community members with a direct connection to the school. Members of the RT participate in a working group for the NCLD planning process at the school and share information between their respective constituent groups and the working group.

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