IN ASSOCIATION WITHPrinceton Public Schools | Reconnaissance Visit Recap

Princeton Public SchoolsReconnaissance Visit Recap

January 8-11, 2018

IN ASSOCIATION WITH

IN ASSOCIATION WITHPrinceton Public Schools | Reconnaissance Visit Recap2 |

Table of Contents

1 Introduction

2 What we Heard and Observed

Leadership

Princeton High School Design Team

5th & 6th Grade Design Team

5th & 6th Grade Teachers

Community Partners

Athletics

Other Concerns and Considerations

3 Design Drivers

4 Additional Resources

Case Studies

Community Groups

5 Team Contacts

IN ASSOCIATION WITHPrinceton Public Schools | Reconnaissance Visit Recap

1 Introduction

Our Reconnaissance Visit allowed us to learn about Princeton Public Schools, the community, and the educational needs of the district. During the visit, we met with district leadership, school leaders, teachers, students, school board members, and the community to uncover the values and priorities of the project.

The key takeaways from this initial listening tour are presented here, and will inform the conceptualization of what the future of learning could look like in Princeton Public Schools.

The Purpose of our Visit

3 | Princeton Public Schools | Reconnaissance Visit RecapIN ASSOCIATION

WITH

IN ASSOCIATION WITHPrinceton Public Schools | Reconnaissance Visit Recap4 |

2 What we Heard and Observed

Princeton Public Schools | Reconnaissance Visit RecapIN ASSOCIATION

WITH

IN ASSOCIATION WITHPrinceton Public Schools | Reconnaissance Visit Recap5 |

What we Heard and Observed

Leadership

Conversations with school leadership centered around current school culture in an effort to understand what being a learner is like in Princeton Public Schools.

Key Takeaways:

● All schools within the district are currently at or over capacity● Current spaces do not support the learning activities being pursued● High level of economic diversity amongst student body● Designs need to meet community needs for many years to come● Focus on student wellness and balance

Great Learning is:

● Collaborative● Creative● Innovative● Sustainable● Visible● Learner-Centered

Real learning doesn’t just

happen from 8 to 3.

- Steve Cochrane, PPS Superintendent

LEADERSHIP DESIGN TEAM / BOARD MEMBERS

● 2016-2021 Strategic Plan● All schools are at Capacity● Need space that supports learning activities being pursued● Princeton is currently one of the top districts in the state / country by standard metrics● Collaboration / Creativity / Innovation / Learner-Centered / Sustainability / Visibility● Proper use of time and space● Demographic 56% white, 20% Asian, 6% African American 8-9% Hispanic● Space used by the community and concept of community school● Would like to be sustainable and educate students on sustainability● Economic diversity - overall high median income / property values while 12-13% on free lunches,

with another 100+ students undocumented● “Real learning doesn’t just happen from 8-3 in a school” - Steve Cochrane● Focus on wellness, esp. at HS

○ Balance○ Ownership over learning

● Need to change mindsets - learning from failures not understood well● Color-brave instead of color-blind● Possible partnership with Mercer Community College● Some students taking class at Princeton but not an encouraged relationship● No real CTE presence at any of the schools / in the community● Designs need to meet the needs of more than just the next 5 years● Want the community to look at new designs and say “I’m so glad we did that”● While district approach, not just focused on individual schools● Beautiful but not extravagant

IN ASSOCIATION WITHPrinceton Public Schools | Reconnaissance Visit Recap6 |

What we Heard and Observed

PHS Design Team

Conversations with teachers and staff at Princeton High School highlighted the need for a greater variety of flexible learning spaces that are in dialogue with teaching methods.

Key Takeaways:

● Current spaces do not support desired learning activities:○ No hands-on / messy project areas○ No makerspace or properly supervised wood shop○ Lack of meditative / individual / ‘cozy’ work spaces

● Value is placed on personalized learning and student choice, allowing students to design their own paths and be placed in classes based on their interests and where they should be

● Collaboration is difficult due to spatial and time constraints● Current school is ‘introverted’● Communication and information access should be agile and seamless● School culture more academic than applied● Middle school programs do not all continue at high school level

We need to break down walls

both literally and figuratively.

- Gary Snyder, Princeton High School Principal

PHS DESIGN TEAM

● Like the learning commons and library for its variety, flexibility, and individual learning spaces● Need large flexible student space - between the sizes of black box and gym● Spaces to work / eat simultaneously● Counseling spaces - meditative to conference sized● Want spaces to be in dialogue with teaching methods● “Big Idea” classes facilitated by teachers● Access to communication / information needs to be agile and seamless● Continuation of MS programs to HS● No current spaces for hands-on / messy projects● Would like woodshop or Makerspace● “Need to break down walls both literally and figuratively” (Gary, Principal PHS)● Community service requirement exists at HS level● Broaden career tech. offerings● The school is currently “very academic, very little applied” (Gary, Principal PHS)● Engagement through student choice● Space / time for collaboration difficult to find; most collab. currently departmental● Value individualized learning - students are primarily on their own path, placed in classes based on

interests and where they should be● LCs could be organized by subject, grade, size of rooms; teachers could rotate through communities

somehow● No overall sense of community at the moment● Currently 135 clubs● Teachers like learning communities and would like a space to work together. ● Need cave spaces for introverted students, they currently use the window wells in the stairs towers● How to plan for increased capacity in 5 - 10 years? Demography study provides guidance (averages),

How to create flexibility for capacity● Lack of Parking● Landlocked● Prior budget was 28 million (SLM: this was a prior figure, before demographic figures were updated -

wouldn’t take this as a final number. Maybe say “preliminary” or “prior”)● Preservation of the main school● What is the scope?● How to determine list of priorities?

○ Cafeteria needs expanding○ Creating Learning Communities and variety of space○ Wrestling/Dance Multipurpose room○ Welcoming center / secure vestibule○ Create Addition (innovation center) that can be used part time○ Opportunity - Asynchronous learning, online learning, internships etc○ Heart to school?

● What's the strategy between renovation and addition, what programs are priorities?● Board concerned that Auditorium lobby is too small. (SLM)● Flexibility● Teacher collaboration across disciplines● Space to build and “get messy”● “Have it your way” - customized schedules● Students end up in multiple communities● Gary - “not systematic”● Looking for project space in new settings● Need the “if only” space, available in multiple locations, not just 1 like the library● Need space for 300-400 new students● What can we do with current space, cafeteria, balcony at library, etc● Kids like the library because it’s “cosy”● New designs should be more like the library, not hard cold spaces with stark lighting like the Board

Room - there’s no character● Need to fix music and drama, auditorium (corridors are too small). Want to intensify the use of the

space● Issues mentioned by public - acoustics, high density storage, (FNI mentioned storage on wheels)

power management, USB power, practical life skills● IT has parallel planning going on, thinking about 1 to 1 technology for the students● Kids want to take food science, but not available after MS●

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What we Heard and Observed

5th & 6th Grade Design Team5TH / 6TH DESIGN TEAM

● Flexible large group space● “Change Paradigm” of traditional school● Collaborative spaces and surfaces● Teacher collaboration space● Comfortable learning & flexible furniture

○ Extended to ways to welcome and comfort parents / community / students / other members not as familiar with the school

● Middle School “Ideas” Wing○ Tech being used in the hallway○ Pods used for variety of activities

● Different Learning spaces● Welcoming and comfortable community spaces

○ Storage for food / clothing / etc. for groups○ Transparency for safety and education

● After School Community Groups (see resources below)○ Parent education workshops○ Latinos in progresso (sp?)○ Committed and Faithful○ PYA

● STEAM element● Space for mental health and awareness ● Hidden curriculum● Multiple intelligences lens (Howard Gardner - see resources below)● Possible block teaching● Teachers looping with students (5-6 / 7-8)● Project-based assessment● Transparency for both safety and education● “Heart, Mind, and Hand”● Art gallery that becomes community shared space?● Possible green / grow wall to be used by students and community ● Community fitness room● Heart of school● Case studies● Use of large spaces all day● Collaboration● Flexibility● Teams - Looping

Teachers, parents, and administrators at the 5th & 6th grade level were asked to dream big, envisioning what a brand new school might look like educationally and how it can best serve students and the community alike.

Key Takeaways:

● Need to change the paradigm of the traditional school model● Comfortable and welcoming spaces not only for students but also for

parents, community members, staff, and other visitors● Design that centralizes mental health, wellness, and awareness● Educational models being discussed:

○ Teacher looping○ Block teaching○ Project-based assessment○ STEAM focus

● Sustainable building that encourages and educates about sustainable practices

It’s not the creation of a new school, but

the transformation of an entire district.

IN ASSOCIATION WITHPrinceton Public Schools | Reconnaissance Visit Recap8 |

What we Heard and Observed

5th & 6th Grade Teachers

The current culture of 5th & 6th graders in Princeton was explored with teachers and administrators, focusing on what students at this level respond well to and need both educationally and developmentally.

Key Takeaways:

● Available space currently dictates activities when it should be the other way around

● Lack of flexible technology limits teaching capabilities● 5th & 6th graders desire spaces they can personalize● Adaptable and fluid spaces present an opportunity for varied activities

and choice-based programs● Spatial variety and accessibility should help all students develop a sense

of belonging to the greater school community

5/6 Teacher Focus Groups

● Space and walls currently dictating activities○ Interested in flexible spaces opening into each other

● Private wellness spaces● Gender neutral spaces? - NJ DOE requires boys/girls bathrooms● Special Ed. integration important

○ Intermingling of spaces○ Variety of spaces to alter size / noise○ Sensory room

● Currently lack flexible technology - typically ‘tethered’ to front or back of room● 5/6 students desire spaces they can personalize● Don’t want an ‘institution’ feel, i.e. narrow halls, poor lighting, cells and bells● Places where they can build community● Community laundry● Adaptable spaces like the black box for choice-based arts

○ Poetry○ Stop-motion animation○ Photography

● Open collegial spaces, that encourage “movement”, that can be used by students and teachers

● “How we design a school communicates our values as a community”● Fluid variety of spaces works well for Sp.Ed.● Doubling time with students through looping perceived positively● Incorporating dentist / doctor / laundry / other types of basic services makes it difficult for

parents and community members not to be part of the school● Cranbury Public Library as model of what a community library looks like - provides services

such as notary services, computer borrowing, etc.● Space for introverts and extroverts● Provide at least a historical connection to the site, honoring the history

○ Old photos○ Embedded portions of old structure with significance

How we design a school communicates

our values as a community.

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What we Heard and Observed

Community Partners

Community leaders were invited to discuss how the design of new educational spaces could be informed by community needs, and what the prioritization of those needs might be.

Key Takeaways:

● All district schools should provide a sense of security, safety, and community

● Priority placed on providing social health services through community accessible spaces:○ Mental health support○ Dental exams○ Clinic space

● Community resources should be easily accessible and could provide a wide variety of functions:○ Indoor recreation space○ Senior resources○ Adult education resources○ Access to technology and printing○ Meeting spaces with access to childcare

SCHOOL - COMMUNITY PARTNERSHIP AND SERVICES

● School to provide sense of security, safety and community● Send Hunger Packing, program which aims to provide nutrition to all students (Ross from

Community Focus Group)● Community meeting space in new school● Social health services wing

○ Mental health support○ Provide dental exams○ Career Center○ Clinic

● Survey the community to get a sense of the general needs● Check the municipal website for last Community needs assessment of 200 families● Before and After programs at schools● “Students become the center of a circle of support” - (Daniel from Community Focus Group)

○ Students at center○ Faculty / staff in next ring○ Larger community in outer ring

● Understand community needs through something similar to Storycorps● Wrap around services critical● Provide place in school for job training● Buddy bench - students are always encouraged to sit next to a student who is sitting alone● School as an emergency shelter?

○ Would need bathrooms with showers○ Microgrid development with nearby municipal services

● Indoor recreation space● Senior resource center● Adult education resources● Access to technology

○ Printing / filling out application support○ Summer youth employment program

● Meeting spaces with easy access to childcare● Financial literacy / banking space● What is the difference between a community and simply a great school? (Daniel)● “It’s not the creation of a new school, but the transformation of an entire district”

What is the difference between a community

school and, simply, a great school?

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What we Heard and Observed

Athletics

Athletic program representatives voiced concerns regarding the number of practice and play fields available as well as their current condition.

Key Takeaways:

● There is only one baseball and one football field in the township, aside from the university fields

● Drainage and grading issues limit usage of fields after rain● Limited areas for spectators● High school needs expanded flexibility to support yoga, fencing,

wrestling, and meditation● Little to no access to water or restrooms near the fields● Indoor facilities - locker rooms, training room, pool, etc. - in need of

updated plumbing and better lighting● Safety concerns with proximity to nearby residences● Tennis courts and some fields in need of better lighting

ATHLETIC GROUP MEETING (1/19)● VR is their premier field, it is the largest, and has the only baseball field in the township other than

the university field. Soccer uses the entire field. Baseball is already a tight fit, players have to run up the hill for center and right fields. VR affects a lot of sports, is the ideal field to upgrade to turf. It could also support softball.

● VR does not drain quickly, has puddles of water after a rain, which limits usage● There is only one football field in the township as well, the turf field at the HS● Ideally, teams will practice on the same type of field as their game would be on, i.e. natural to

natural, or turf to turf● Upper field is grass, used for sub-varsity practice, JV Field Hockey, Girl’s Lacrosse - the walkway is too

close, the houses are too close - need safety netting to keep public from getting hurt (see diagram below)

● Field A is a narrow football practice field, but also used for shot put and discus.● Field B is small soccer, mostly practice, grading is bad, slopes down to basin● Fields A & B would work better if we could take part of Walnut Lane● Field C is used for Field Hockey in fall for MS, Lacrosse in spring for MS. This field is a little small for

soccer.● Field D is boys and girls soccer in fall for MS, HS softball in spring uses both SB fields as marked● Spectators for upper field sit near the tennis courts● The group would like to see lights for Tennis and Upper Field (although this would be close to

neighbors)● Toilet facilities are needed at the HS● Need expansion of the HS for flexible space for Yoga, Fencing, Dance, Wrestling, and Meditation -

the group thought that the PE office and Health Classrooms could be vacated to help create space for an addition

● Other needs, renovated locker rooms (plumbing in bad shape) for both coaches and students, need new showers (wrestlers are supposed to shower for MRSA concerns).

● HS Training room needs renovation for plumbing, finishes, and lighting, has never been touched before. It is not sized correctly either, and not in best location in the building

● Need to upgrade the volleyball system at the new indoor gym (ask Gary Weismann about this)● Need water bottle filling stations near the playing fields, there is no source of water on the MS side at

all● MS pool needs renovated starting blocks● Suggested we involve the coaches in any design effort

○

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What we Heard and Observed

Other Concerns and Considerations

Throughout our visit, we also identified further big picture items that will inform our design decisions moving forward:

● Capacity○ Most recent demographer calculations predict steady enrollment

increases over the next 10 years○ Perception that not all are convinced of these capacity projections

● 5/6 School Model○ Better groups district students based on developmental and

educational needs○ Alleviates elementary and middle school capacity issues○ Affords all students the same educational experience (as opposed

to building a new elementary / middle school and having some students at the ‘new’ and some at the ‘old’)

● Historical Value○ Existing abandoned school on Valley Road site was integrated in

1948 - considered to be first officially integrated school in district. Community wants to honor the history of the building, possibly retaining part of existing facade on Witherspoon St.

○ Front lawn and facade of high school are considered ‘sacred’ and are not viable locations for addition / renovation

● Community Group Involvement○ Active community that will want to be involved early and often in

the decision making process○ Engaging residents who have no direct relationship with the

schools

LANDMINES

● Save Valley Road Group - Historic Preservation of old Elementary School○ Considered first school to be officially integrated in 1948○ Community involves members wishing to honor history of the building; leader of group

wants to at least retain the old facade○ Community previously tried to get school in historic registry

○ Attain cost to save Elementary school building and front facade as argument against saving

● Capacity○ Not all convinced it is an issue due to historical closings○ Some see a bubble rather than consistent increase○ Demographer numbers not accurate 1st couple times (Richard Grip, had to redo equation

based on survival ratio with 2nd guy too) - need to make defensible○ Has been a steady increase for 10 years○ HS is over capacity right now of 250 students. Predicts to be 450 over. Projected max of 2000

students○ Cranbury perceived as an easy solution to the capacity issue, but doesn’t make sense

financially and ethically (280 students from Cranbury)● 5/6 School Model Buy-in

○ Steve sees it as a critical need, a transformative opportunity, and a long-term investment; believes most in community support the idea

○ Continues the nurturing of elementary while introducing to middle school model○ Want all students in the district to experience the new school rather than renovating or

adding a single elementary (parity/equity)○ Community seems ‘sold,’ but worries about added transitions persist○ Nearby districts have been successful at implementing this model (Bridgewater)○ No real educator feedback yet

● K-8 Charter School Expansion○ Has received approval for expansion○ Cost per student and district efficiency concerns ($15000/yr. Per student for charter school,

district costs $24000/yr. Per student)● Parity

○ If we build the new school, the other schools will be inferior○ District wide staff concerns of “what about our school”○ Use example of Boulder Innovation Projects○ Guidelines

● Community members with no “skin in the game”● Cranbury Students

○ ~280 students feed from Cranbury K-8 into Princeton High School○ Pay tuition to the district (~$17000 per student per year) $4.8 Million○ Provide own transportation - will be increasing○ Won’t be responsible for paying down principal on bond amount○ Relationship was established in 1997 and currently 27 year agreement

● Parking○ Generally not enough throughout district○ Don’t want to budget for a parking garage○ Shuttle to school not received well

● Reach Out to community leaders - need to be proactive and consult community early/often○ could plead ignorance about community meetings late in process, how to engage

community early and provide evidence?

○ Who do we need to get on our team in the community■ Princeton Community Housing■ Bordering community of John Witherspoon - primarily African American; often

don’t ‘take up arms’ until late in the process

● Press Coverage○ Receive negative press○ How to communicate positive vision through a variety of platforms

■ New website■ Social platforms■ Regular community engagements?

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What we Heard and Observed

Other Concerns and Considerations

Cont’d

● Parity / Equity○ Concerned some will see existing schools as ‘inferior’ to the new

school being built○ District-wide staff concerns that every school require needed

updates in addition to high school renovation and construction of new 5/6 school

● Cranbury Township K-8 Students○ ~280 students feed into high school○ Presents financial concern as referendum does not affect them in

the same way it affects Princeton residents○ Decision to continue relationship

● Princeton Charter School (K-8) Expansion○ Approved for expansion by New Jersey DOE○ All students feed into high school○ Community concerned about cost per student efficiency

● Parking

○ Generally not enough throughout district / township○ Averse to building parking garages

● Press Coverage○ How to communicate positive vision through a variety of

platforms and create a communal buzz

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3 Design Drivers

Princeton Public Schools | Reconnaissance Visit RecapIN ASSOCIATION

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Design Drivers

Educational Visioning

1. Variety and Flexibility2. Building Community / Heart (with

students, teachers, district)a. Courtyard infillb. Learning Communitiesc. Distributed teacher collaboration

spacesd. Extroverted design

3. Student Choicea. Distributed dining

4. History5. Efficiencies

a. Of Spacei. Learning Communitiesii. Locker space reuseiii. Cafeteria learning spaces

b. Of ecology 6. Wellness7. Sustainability

01 FLEXIBILITY AND ADAPTABILITY

Facilitating agile collaboration and properly supporting educational activities - today, and in the future

02

03

07

08

04

06WELLNESS

Advocating for mental and physical well-being and balance

COMMUNITY ENGAGEMENT

Welcoming in community partners and thriving on mutually beneficial relationships

PERSONALIZED LEARNING

Allowing students to pursue their passions and apply them creatively as global citizens

ACCESSIBILITY AND EQUITABILITY

Building a sense of belonging communicates community values and enhances the learning experience for all

HISTORICAL VALUE

Connecting to the past in order to lay the groundwork for the future

INNOVATIVE ACHIEVEMENT

Advancing beyond the learning of content into the application of knowledge

05 SUSTAINABLE PRACTICES

Encouraging environmental stewardship and educating about the responsible use of resources

Efficiency?Responsivity?

Reflecting on our conversations and the data collected during our visit, several Design Drivers have been developed as a summary of the values present within the Princeton community.

These drivers form the basis of a roadmap for what the conceptualized educational spaces should promote, and will evolve throughout the design process.

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4 Resources

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Resources

Case Studies

Cedar Falls Elementary School, Cedar Falls, IA

Creekside Elementary School, Boulder, CO

Douglass Elementary School, Boulder, CO

Emerald Elementary School, Boulder, CO

Hillel Day School, Farmington Hills, MI

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Resources

Community Groups

Princeton Future

Princeton Community Housing

Latinos en Progreso

Committed and Faithful Princetonians

Princeton Young Achievers (PYA)

Send Hunger Packing

HiTOPS

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5 Team Contacts

Contact Fielding Nair International:

1930 Hilton Rd. Unit B, Ferndale, MI 48220

(248) 268-3238

james@fieldingnair.com

Contact Princeton Public Schools:

25 Valley Road, Princeton, NJ 08540

(609) 806-4200

info@princetonk12.org

facebook.com/fieldingnair

@FieldingNair

facebook.com/PrincetonPublicSchoolsNJ

@princetonK12

www.fieldingnair.com www.princetonk12.org

Contact Spiezle Architectural Group:

1395 Yardville Hamilton Square Road, Suite 2A

(866) 974-7666

architects@spiezle.com

facebook.com/spiezle

@SpiezleArch

www.spiezle.com