Conceptual Educational Specifications

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NORTH COLONIE ELEMENTARY SCHOOL

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Introduc)on

ThisdocumentoutlinesConceptualEduca3onalSpecifica3onsfortherenova3onofallsixelementaryschoolsintheNorthColonieCSD,Latham,NY.

Itismeanttobegenericinnatureand,therefore,doesnotprescribeaspecific

designpathforindividualschools.TheDistrictwillhavetheop3ontoputtogethermoredetailedEdSpecsforeachschoolpost-referendum.Thisdocumentismeanttoprovideanoverviewofwhatanidealelementaryschoolwouldlooklikeifaredesignwerepossibleonallschools.ThisisinlinewiththeDistrict’sdesiretospendallavailabledollarsunderthestate’sMaximumCostAllowance(MCA)oneachschool.WhileonetrancheofMCAwillnotsupportalloftheideal,thisdocumentwillgiveadirec3onforspendingthatbudgetwisely,thusseMngafounda3onforfuturerenova3onsonceMCAresetsin5-7years.

Thisdocumentisasumma3onofworkdonebyelementaryedspecteams

assembledonJune21,2016,fortheexpresspurposeoflookingatpoten3alop3onsforredesigningschoolsofthefutureinlinewiththeDistrict’sVisionDesignFramework,whichfollowsthisintroduc3on.Allconceptualprinciplesembracedinthisdocumentarelinewiththatvision.

ThisdocumentismeanttoprovideahighlevelconceptualviewoftheidealK-5elementaryschool.Itslimita3onisthatitcannotspeaktoallofthespecificneedsofeachschool,norcanitan3cipatetheprogramdifferencesfromschooltoschool.Forexample,theEdSpecConceptualRela3onshipDiagramdoesnotaddressthefactthatself-containedprogramsfortheelementaryschoolsaregenerallylocatedintwoschools–SouthgateandBlueCreek,with

oneexcep3onatLathamRidge.Amorespecificdocumentshouldbecompletedforeachoftheschoolspost-referendum.

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Planningworkhasbeenongoingformorethanayeartoassessthepoten3al

op3onsforthedistrict.Explosiveenrollmentgrowthini3atedthediscussions,

butthedesiretomatch21stcenturyteachingandlearningwith21stcentury

facili3eshasbeenthedrivingforcebehindthediscussionsoverthelastsix

months.Workingwithadministrators,facultyandcommunitytoformavision

statementandprogramoutlinehastakenupmuchofthat3me,leadingtoa

morespecificdiscussionoffacili3esoverthelastmonth.

Acommunityconversa3onwasini3atedatNorthColonie’sfirstCommunity

Educa3onSummitheldonApril12,2016,whereapowerfulcrosssec3onof

thecommunityspentaneveningimaginingthefutureofeduca3oninNorth

Colonie.(Videolink:h^ps://vimeo.com/174052775)Aaerreviewingthe

findingsofthesummitwiththeBoardandadministra3onandcombiningthe

findingswithresearchdonetodate,aprogramvisionforschoolredesignwas

adoptedbytheBoardof

Educa3on.Thiswillguide

allschoolredesignwork

inthisproject.

Tomeetthevisionset

forthbythecommunity,

theBoardofEduca3on

decidedtomoveall6th

graderstoanexpanded

ShakerJuniorHighSchool,thuscrea3ngsixK-5elementaryschools.ThisEd

Specsetsforthoverarchingdesigncriteriathatwillbringallelementary

schoolsinlinewiththatmandate,whilemovingtheseagedbuildingsintothe

21stcentury.

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ProgramVisionforSchoolRedesignNorthColonieSchoolswilldeliveraPK-12educa3onalexperiencethatengagesajoyfulcommunityofdiverselearnersinachallenging,highlypersonalized,suppor3veprogramthatempowersbothstudentsandeducatorstoconnect,collaborate,create,communicateandexploreinsafe,respeceul,relevantandequitableplacesoflearning,whereinter-disciplinarypathwaysinspirealltodiscovertheirpassion,purposeandsenseofbelonging.

Toaccomplishthis,thePK-12programwillbecharacterizedby:• Equityatalllevelsandamongallschools• Student-centeredteachingandlearningreinforcedbyauthen3c,

real-worldandhands-onexperiencesthatpromoteinterac3vity,crea3vityandmovement

• Arobustcurriculumwithaninterdisciplinaryfocustoassiststudentstoperceiverelevanceandmakeauthen3cconnec3ons

• Acollabora3veculturethatnurturesgoodcharacter,compassion,civicresponsibility,ethicalbehaviorandadeeprespectofselfandothers

• Aseamlessstate-of-the-artenvironmentthatnurturesrela3onshipsandenhanceshumanconnec3ons–supportedbytechnology

• A^en3ontothedevelopmentofthesocial-emo3onalandphysicalwellnessofstudentsandprofessionals

• Mul3pleopportuni3estoequipstudentswiththetoolstoachieveworkforcecompetenceandcollegereadiness

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Educa)onalSpecifica)onsWorkshopAaerinvolvinghundredsofpeopleinthevisioningprocess,touringanumberofnew

andrenovatedhighschools,collec3ngtheviewsofhundredsofsurveyrespondents

andprocessingallofthisdatawiththeadministra3on,the3mehadfinallycometo

talkaboutthebuilding.Alltheworkthatwentintoenvisioningtheprogramwould

nowbebroughttoaconversa3onaboutwhatthefacilityneededtobecometo

properlyaccommodatetheschoolQueensburywantstobe.

OnJuly21,2016,some40administrators,teachers,staffandparentsrepresen3ng

theelementaryschoolscametogetherforahalf-daysessionwithaneduca3onal

plannertotalkaboutturningthevisionforredesignintoaplanforredesign.The

worktheyaccomplishedatthatmee3ngisembodiedinthisdocument.

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Themainobjec3veoftheedspecsessionwastoanswerthefollowingques3onto

helpguidetheplanninganddesignteam:

Whatshouldbedoneintherenova)onprocesstocreateK-5elementaryschools

thatsupportthepresentandfutureprogramwhileprovidingmaximumflexibility

inthefuture?

Thediscussiondelvedintosomespecifics,butweregenerally“bigpicture”

conversa3onsabouttheelementaryschoolsingeneral.Withthatinmind,the

followingtopicswereaddressed:

• What“Works”&What“Doesn’tWork”inthepresentbuilding?

• ReviewofInspiringSpaces&Ideas

• SmallGroupExercise:“Dreams”&Priori)es

• ThePlan:Howcanthevisionbeexpressedinthebuilding?

Toproperlychronicletheday-longsession,thisdocumentwillfollowthesefour

conversa3onpointsandsummarizethefindingsinthisorder.Toarchivethe

findings,videoshavebeenproducedthatlookatsumma3vereportsfromtheday-

longworkshop.Thesevideoreportscanbeseenatthefollowinglinks:

• “WhatWorks–WhatDoesn’tWork?”:h^ps://player.vimeo.com/external/

175900985.hd.mp4?s=30dc302b0d82acf51c0d0a592ab4f2137d0b365c&profile_id=174

• TheDream–TheIdeal:h^ps://player.vimeo.com/external/176176117.hd.mp4?

s=334c27841498e3ca227554b5428dc2f77151c006&profile_id=119

• ThePlanforRenewingSchools&Mee3ngTheVision:h^ps://player.vimeo.com/

external/178198982.hd.mp4?s=e01b655a3372fc781254d09412420426ddc34e9e&profile_id=174

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“Works”• Clusteredclassrooms

byage• Somespecialedspace

works• Buildingswithmul3-

purposeroomsorauditoriums

• Staffflexibilityinchallengingcondi3ons

• Community(BC)BC–K-2/3-4/5-6split

• Outdoorspace• Mul3-purposeroom• Someclassroomsbig

enough• Well-keptbuilding• Greatstaffmakeit

work• Waterfountainsthat

refillbo^les• Teachercollabora3on

community• A^emptstopushin

technologyandreducecomputerlabs

• Clean,wellmaintainedbuildings

• Gradelevelproximity–pre^ygood

• Someofthe“unique”classroomspaces–i.e.,readingalcoveinBHlibrary,LOmusicroom,LOgr.5room,etc.–allowsandencouragesflexibilityininstruc3on

• SGcentrallylocatedspecials:art,music,library

• Easeofentryforspedstudents• Receivingroomlimitsaccessbystrangers• Busloopandlowerlot• Pavedwalkwaytoplaygroundmakingit

wheelchairaccessible

• Gradesgroupedinbuilding• Auditoriumspace(Buildingsthathaveit)• Sinksincafeteria• Well-maintainedlandscaping• Bathroomsinprimaryclassrooms• Neighborhoodelementaryschools

What“Works”&“Doesn’tWork”Thefirstdiscussionfocusedontheelementarybuildings–discussingspacesinthecurrentbuildingthat“Work”and“Don’tWork.”Thefollowingisalistoftheresultsofthatassessment.Avideoofthereportscanbeseenatthislink:h^ps://player.vimeo.com/external/175900985.hd.mp4?s=30dc302b0d82acf51c0d0a592ab4f2137d0b365c&profile_id=174

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What“Doesn’tWork”• • Kindergartenisfarfromplay

spaces/cafeteria/specials• Limitedadultbathrooms• Limitedsecurityatentrances• Developmentallydifficult

restrooms• Absenceofmul3-userooms–

mul3-purposeauditorium• Limited/nonaturallightinwork

spaces,e.g.bookroomusedforsmallgroup

• Outdoorspaces–playground• Specialareasallover• Notenoughrooms!• Band/orchestra• Kidseverywhere• Facili3esareold!-stage/lights70yearsold• Manyclassroomsaretoosmall–correct

infrastructurefortechnologytowork• Someschools–teachersareteachingin

hallways• Needstorageforkids’stuff(lockers?)• Travelingstaff–spaceforthemtoteach• Noindoorrecessspaceforgrossmotorplay• NotenoughspacefordailyP.E.• Primaryclassroomsmissingspaceforgross

motorac3vi3es• Everyspaceisnoisy

o Cafeteriao Classroomso Gym

• Limitedperformingspaces• Updatedrestrooms–includingmorefaculty

restrooms• Airflow-#ofstudentswithIEPswhoneedair

cooling.Relatedly,powercapacityinbldgs.• BC–proximitytohighschool• Morenaturallight• Moreop3onsforcolors• Accesstostageforstudentswithdisabili3es• Arethestagesbigenough?• Be^erfacili3esforhighestneedskids• Spaceistoosmallandnotadequateforthe

numberofstudents–smallgroupspaces• Moresecurity• Conference,mee3ng,mul3-purpose,

auditorium• Be^erstoragespaces• Logicalfloorplanbathroom

• Flexiblefurniture• Sightlines• Outdoorflexiblelearningspaces• Frontentrance• Lackofcentralizedlearningcommons• Notenoughsmallspaces(tes3ng,

accommoda3ons,etc.)orlargespaces(groups/classestogether)

• Lackofinstruc3onalspacefororchestra(mul3-purposeroom)drivesschedule

• Lackofadequatespacetogatheren3restudentbody

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What“Doesn’tWork”• Lackofcolor• Manyspacestoosmall• Noisebleed–specialareasandclassrooms• Lackofgenderneutralandadequatefaculty

bathrooms• Overheatedspaces(summertemps)• Lackofflexiblefurniture/outdatedfurniture• Inadequatespedspaces,esp.BC&SGand

proximitywithinbldg.• Outdoorspacesunder-u3lizedornotprac3cal

forlearning• Inadequatestorage–specialareaprograms–

frequentfirecodeviola3ons• Lackofinstruc3onal/”homebase”spacefor

sharedfaculty,i.e.foreignlanguage,health• Classroomsfarapartasaresultofcentralizing

specials• I3nerantteachershavenoflexspaceor

assignedspaces• Cafeterialoca3on–easyaccessforstrangers• Firealarmfortownlocatedonthebuilding• Poorven3la3onthroughoutbuilding• Libraryspacedoesn’tfacilitatecoopera3ve

instruc3onorlargegroups.Squarefootagegoodbutneedsreconfiguring

• Storage• Toomanysingularfunc3onspacesthataren’t

designedforflexibility/mul3-use• LRandBC–nohybridspaceremains• Spaceneedsforperforminggroups(size;noise

reduc3on;storageforinstruments)

• Differentlearningspacesforkids(totakeadvantageofmobiletech)

• Notenoughspace,esp.duringtes3ng• Limitedoutdoorspaceandopportuni3es–

playgrounds• Longdistances,esp.betweengeneraled

classroomsandsupportrooms• Bulkyfurniture–hardtorearrangerooms• Trafficflowinsomebuildings;parkingissues• Studentflowthroughmainentrance• Gymtoosmall–limitedtotwoclasses• Notenoughspaceforband• Security–frontentry;exteriorclassroomdoors• Smallmainofficeforstaffingneedsandfor

confiden3almee3ngsw/parents• Notenoughbathrooms• Powerloadcan’tsupportdesireduseby

technology• Struggletosupportnumberofstudentswho

wishtopar3cipateinbreakfast/lunchprogram• Lackofspacesforindoorrecess,movement,

(otherthangymspace)• Moreinten3onalaboutsmallgroupspaces(not

hallwayordoorway)• Cafeteria–placement,design(noise),size

impactslunchschedule• Needlockerspaceforkids• Asbestos!–impactstechnologyinfrastructure

op3ons• Storagespaceforstudents,schoolsupplies• Needmee3ngspace–parent/teacher

mee3ngs;teachercollabora3on,etc.• Frontlobbiescouldbemoreopenand

welcoming

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DreamsforRenewedElementarySchoolsThenextdiscussionformedthebasisfortheidealelementaryplansthatwereconceivedbythegroupslaterinthediscussion.Thegroupswereaskedtoconsiderwhattheirelementaryschoolwouldbecomeiftherewerenoconstraints–building,budget,orprogram.Thehandwri^ennotesarebelow.Avideoofthegroupsreportscanbeseenatthislink:h^ps://player.vimeo.com/external/176176117.hd.mp4?

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DreamsforRenewedElementarySchoolsThenextdiscussionformedthebasisfortheidealelementaryplansthatwereconceivedbythegroupslaterinthediscussion.Thegroupswereaskedtoconsiderwhattheirelementaryschoolwouldbecomeiftherewerenoconstraints–building,budget,orprogram.Thehandwri^ennotesarebelow.Avideoofthegroupsreportscanbeseenatthislink:h^ps://player.vimeo.com/external/176176117.hd.mp4?

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DreamsforRenewedElementarySchoolsThenextdiscussionformedthebasisfortheidealelementaryplansthatwereconceivedbythegroupslaterinthediscussion.Thegroupswereaskedtoconsiderwhattheirelementaryschoolwouldbecomeiftherewerenoconstraints–building,budget,orprogram.Thehandwri^ennotesarebelow.Avideoofthegroupsreportscanbeseenatthislink:h^ps://player.vimeo.com/external/176176117.hd.mp4?

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GroupDiagrams See the report at this link:https://vimeo.com/178199454

Elements• Two-floorgrandentry,withcafeandcommunityroom

• Threelearningcommuni3es–K-1,2-3,4-5,eachwithacommonspace,specialedandENLpushedin

• Commonspaceforguidedreading,andacceleratedsinceofferings

• Twoplaygroundsnearspecialareaclasses

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See the report at this link:https://vimeo.com/178199879GroupDiagrams

Elements• Grandentrance,secureentry,conferencespaceandstudentsupportoffices,andrecep3onareawherebookfairsorcommunityeventscouldoccur

• K-1&2-3&4-5smalllearningcommuni3eswithalargegroupsharedareaatthecenterandcollabora3veareasforclassroomteachersandsupport

• Cafeandexpandedgymareatbackofbuildingadjacenttoplayareas

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GroupDiagrams See the report at this link: https://vimeo.com/178200328

Elements• Twolearningcommuni3esK-2,3-5thatfeaturecollabora3onzonesforeachgrade

• Specialsclusteredatthecenteroftheschool,withthecafeclosesttotheK-2areaandadjacenttotheplayarea

• Alearningcommonstoserveallgradeswithflexiblespaces

• Communityroom

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GroupDiagrams

See the report at this link:https://vimeo.com/178200830

Elements• Secureentryintomainoffice,conferenceroomandhealthcenterwithlearning/mediacenterasthecentralhubandcafetoriumnearentrance

• K-1,2-3&4-5smalllearningcommuni3esequippedwithsmallgroupareasandaccessibletooutsidelearningarea.The4-5communitywouldbeclosesttocafetoriumtoaccessmusic/performancearea

• Music,art,makersspaceandlearningcommonsasthecentralhubofthebuilding

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GroupDiagrams

See the report at this link:https://vimeo.com/178200585

Elements• Entryintofoyerwithsoasea3ngadjacenttomainofficeandconferenceroomandpupilservicesatthefront,withvaultedceilingmediacenteratheartoftheschool.Pupilserviceswouldfeatureateachercollabora3onspaceandsmallgroupareas.

• K-1,2-3&4-5smalllearningcommuni3esequippedwithlargelearningspace,teachercollabora3onareaandsmallgrouprooms,andvisibilityinthelearningareas

• Auditoriumflankedbymusicandartcommonsasthecentralhubofthebuilding

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RedesigningNorthColonie’sElementarySchoolsOutoftheEdSpecworkshopcomesaveryspecificandunifiedvisionforthefutureofNorth

Colonie’sK-5elementaryschools.Herearethemostimportantcommonelementsaround

whichallgroupscoalesced,inlinewiththeDistrict’sVisionFramework.

• Secureentrance(thatrestrictsaccesstothemainbuilding)andthatleadsintoan

inspiringandwelcomingcommonareawithlotsofnaturallightandflankedbyacommunityspacethatiseitherpartofthecommonareaorhasglazingintothecommons,withthemediacenterattheheartofthatzone.

• Theoverarchingdesignprincipleshouldbetousenaturallighteverywhere,openinguplearningspacesintocommonareasasmuchaspossible,providingcollabora3ve

professionalandstudentspacesandensuringinspiringage-appropriatecolorschemestomakeallenvironmentsmoreinvi3ngandcomfortable.

• Rezoningallschoolsintogradelevellearningcommuni3esasfollows:K-1,2-3,4-5.• Eachcommunitywouldhavetherequisitenumberofteachingsta3onsto

accommodatethree-sec3onsdeep,plusonedividablespecialedroom,twosmall

groupspacesforpull-outsupport,andacollabora3veLearningCommonsthatwouldbeadjacenttoasmanyroomsaspossible.

• The4-5learningcommunitywouldalsoincludeonetransparentspaceforSTEMac3vi3esthatcouldeitherbeascheduledspaceorflexspaceforallteachers.

• Thecentralsupportzonewouldgrouptogetherstudentsupportservicesthatcould

alsopush-intothelearningcommuni3esbybusingthesmallgroupspaces.Thiszonewouldalsoincludean“IdeaLab”orMakerSpacethatwouldbecentraltoalllearningcommuni3es,andwithinthesamezoneasartandmusic.

• Thecafeteriawouldberedesigned(perhapsexpandedinsomeschools)forbe^eracous3csandamorerelaxedenvironmentthatwouldincludeafurnitureupgradeto

fostersocializa3on.Ifthecafeteriaisalsotheperformancespace,upgradestothestageandstorageshouldbeprovided,alongwithfurniturethatcaneasilybemovedorrepurposedforschool,andcommunityevents.Twooutdoorplayspaces(onemorealignedwithoutdoorlearning)adjacenttothecafeteriawouldbeideal,alongwithastudentbathroomnearorinthecafe.

• Toaccommodatetheenrollmentoftheelementaryschoolsandtoensurethatgymclassesdonotmicro-managetheschedule,athirdgymsta3onaddedtoeachgymwouldbeideal.Shortofthat,transparentphysedstudioswouldallowforhighergymcapacity.

• Providingadequatestorageandtoiletfacili3es(especiallyforadults)isapriorityforall

schools.ThefollowingSpaceRela3onshipDiagramillustratestheaboveconcepts.

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Theforegoinginforma3onprovidesthera3onaleforthefollowingSpaceRela3onshipDiagram.Whatfollowsexpressesageneralizedidealofthespacerela3onshipsinarenovatedelementaryschool.Thisdiagramisinnowayexhaus3veandshowsonlyspacesthatwillprovideabasisforaconceptualredesignofallelementaryschools,butnotaspecificdesignofindividualschools.Budget,geometryofthebuilding,andtherespec3veelementaryprogramwillfinallydictatehowcloseeachdesigncancometothisideal.Sincethisdiagramisnotexhaus3ve,itdoesnotcurrentlyshowwhere“deescala3on”roomstodealwithbehavioraland/orsensoryneedsofstudentsshouldbelocated.

Click on any part of the diagram to download a high resolution JPEG.

SpaceRela)onshipDiagram

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SpecialEduca)onServices

ThemodelbeingimplementedinNorthColonie’selementaryschoolsmightbestbetermed

asa“Resource”model,whereaSpecialEduca3onteacherprovidesdirectinstruc3onin

subjectareassuchasmath,reading,scienceinasmallgroup,pull-outseMng.Theseclasses

arelistedasSpecialClassonthestudent’sIEP.

Inaspecialhalf-daysessionwithadministrators,teachers,parentsandsupportstaff,the

followingwasdiscussed:

• Thecurrentresourcemodelcouldbeaccommodatedindividableinterchangeable

teachingsta3onsthathavemul3pleareasforsmallgrouplearning,includingsome

transparentspaces.Foreachoftheelementaryschools,theedspeciscallingforone

teachingsta3onpergradelevelcommunity.

• Self-containedspecialeduca3onprogramsarecurrentlyonlyofferedatSouthgate

(whichaccommodatesallelementarystudentsonthespectrumandhasfourteaching

sta3onsforself-containedclasses),BlueCreek(threeteachingsta3onsforself-

contained),andLathamRidge(oneteachingsta3onforself-contained).Thesespaces

shouldbeproperlyequippedforthespecificprogram,haveaircondi3oning,beclose

tonecessaryserviceslikeOTandPT,andbeequippedwithde-escala3onspaces

whereappropriate.

Atthispoint,theDistrictplanstokeepallstudentsin-district,providingserviceseventothe

neediestofchildren.Withthatgoalinmind,schoolslikeSouthgatewillneedtohavespecially

designedareasthatfeatureproperlysizedroomsfi^edoutwithancillaryandsupportareas

thataccommodatethespecificdisability,adjacenttoservicesthatwillsupporttheclassroom

ac3vi3es.Postreferendumplanningwillhelpwhatthatmightlooklikeingreaterspecificity.