magnolia elementary school seattle public schools

S ITE SPECIF IC EDUCATIONAL SPECIF ICATIONS

M AG N O L I A E L E M E N TA R Y S C H O O LS E ATT L E P U B L I C S C H O O L SS E ATT L E , WA S H I N G TO N

22 JULY 2016

SEATTLE , WASHINGTON | PORTLAND, OREGON | MAHLUM.COM

2015916.00

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M A G N O L I A E L E M E N T A R Y | S E A T T L E P U B L I C S C H O O L S

Participants

1 E X E C U T I V E S U M M A R Y

2 V I S I O N D E V E LO P M E N T

District Vision

Magnolia Vision

Goals & Facts

Classroom Learning

Sustainability

3 P R O G R A M D E V E LO P M E N T

Program Summary

Narrative Program | Room Diagrams

Numeric Program

Graphic Program

SiteSpecificProgramDeviations

Future Phase

T A B L E O F C O N T E N T S

4 A P P E N D I C E S

A Masterplan Committee Presentations

B School Design Advisory Team Presentations

T A B L E O F C O N T E N T S A N D P A R T I C I P A N T S

ii S I T E S P E C I F I C E D U C A T I O N A L S P E C I F I C A T I O N S

PA R T I C I PA N T S

A R C H I T E C T

David Mount, MahlumCorrie Rosen, MahlumMark Siwek, MahlumStacey Crumbaker, Mahlum

C O N S U LTA N T S

A3 AcousticsCascade Design CollaborativeHargis EngineersJLR Design GroupLPD EngineeringPCS Structural SolutionsPeter Meijer ArchitectsThe Robinson Company

S E ATT L E P U B L I C S C H O O L S S C H O O L B O A R D

Betty Patu, PresidentSue Peters, Vice PresidentLeslie Harris, Member-at-LargeJill Geary, MemberRick Burke, MemberScott Pinkham, MemberStephan Blanford, Member

S E ATT L E P U B L I C S C H O O L S S U P E R I N T E N D E N T

Dr. Larry Nyland

M A G N O L I A E L E M E N TA R Y M A S T E R P L A N C O M M I TT E E

Richard Best, Director of Capitol Projects and Planning

Jeanette Imanishi, Project Manager Bruce Skowyra, Director of Facility OperationsFrankGriffin,ManagerofMajorPreventative

MaintenanceHeather Johnson, Catharine Blaine PrincipalMike Skutack, Capital Projects SupervisorMike McBee, Mechanical CoordinatorSherri Kokx, School Operations in Teaching

and LearningCheri Hendricks, Broadview Associates

M A G N O L I A E L E M E N TA R Y S C H O O L D E S I G N A D V I S O R Y T E A M

Erik Anderson, Seattle Public SchoolsHeather Johnson, Catharine Blaine PrincipalMardee Austin, Community MemberJohn Hughes, Community Member

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0 1E X E C U T I V E S U M M A R Y

I N T R O D U C T I O N

Mahlum is working with Seattle Public Schools and the Magnolia community to renovate and expand Magnolia Elementary School. The programming | educational specification and schematic design phases of the project have been completed. The following information, findings and recommendations summarize the Site Specific Education Specification completed to date, and will inform future phases of the project.

P R O J E C T B A C K G R O U N D

Magnolia Elementary School, originally opened in 1927, was closed in 1984 in response to a shrinking school-aged population. Due to the increasing student population Magnolia and Queen Anne neighborhoods, Seattle Public Schools will reopen the school; renovating and adding to the existing historic landmark designated structure to accommodate the demands of a modern teaching environment and goals of the District’s Generic Elementary School Educational Specification.

In 2015, Seattle Public Schools received a Distressed Schools Grant from the State to help fund the reopening of the Magnolia Elementary School in order to address the Diistrict’s capacity needs. To supplement

this funding, the District also successfully passed the BTA IV Levy in February 2016 which included funding to address capacity throughout the District. The reopening of the school foresees a substantial modernization of the existing facility including seismic upgrades, accommodations to provide accessible access throughout the building and site, exterior building envelope improvements and full replacement of building systems to address energy efficiency, maintenance, and occupant comfort, and additional improvements throughout the building and site to provide a healthy, modern learning environment.

In addition to the renovation of 40,520 square-feet of existing facility, the project includes two additions totally 21,150 square-feet to house new classrooms, library, gymnasium and support spaces. With the additions, the school is projected to have a student enrollment of approximately 500 students. However, the scope of the project does not accommodate the full Generic Educational Specification program. As a result, the District and design team studied a full master plan of the site to allow for future work to build out the full Education Specification program requirements. The goals and outcomes of that master planning

process and future phase are referenced throughout this Site Specific Educational Specification document and the master plan presentations are included in the appendix.

P R O C E S S

The purpose of this Education Specification is to define the programmatic, functional, spatial and environmental requirements for the renovation and additions to Magnolia Elementary. The Site Specific Education Specification began with the Seattle Public Schools’ Generic Elementary School Education Specification. The process tested and adapted the Generic Education Specification to the specific goals, needs and requirements of Magnolia Elementary School. The Education Specification provides the following:

:: Written means of communicating between the educators and the design professionals

:: Educators describe the educational program and identify factors which affect learning and teaching

:: The process provides a comprehensive database for the design team to use in creating the building plans and specifications

S E C T I O N 1 | E X E C U T I V E S U M M A R Y

1-2 S I T E S P E C I F I C E D U C A T I O N A L S P E C I F I C A T I O N S

:: A detailed description of the educational program enables complete and accurate descriptions of functional and spatial needs and in the end lead to a successful school design

An interactive planning process was undertaken to determine the specific requirements for the new school, using the Generic Elementary School Education Specification, as the basis from which to begin programming discussions. A group was formed to guide the process and represent a cross-section of project stakeholders. This group is called the School Design Advisory Team or SDAT. The roles and responsibilities of the SDAT include: regularly attending meetings, serving as a representative and reporting back to constituents, providing input, not functioning in role of “designer”, being honest with one another, and following the ground rules established. Members of the group that participated in the development of the Site Specific Education Specification included:

:: School principal (from Catharine Blaine K-8)

:: School teachers and staff (from Catharine Blaine K-8)

:: Parents

:: School and neighborhood community members

:: District administrators and staff

:: Design professionals

The SDAT met regularly to develop a vision, goals and organizational concepts for Magnolia Elementary. The Visioning process included 21st century learning presentations and discussions and project goal development. In addition, an Eco-charrette was held with SDAT members and District departments to understand specific goals, opportunities and challenges related to Magnolia Elementary.

In conjunction with the SDAT activities, the design team also met with District departments to confirm, clarify and/or modify the Generic Elementary School Education Specification and Technical Building Standards. These meeting topics included: Library, Music, Transportation, Custodial Services, Mechanical Systems, Electrical Systems, School Safety, and Site.

P R O J E C T G O A L S A N D K E Y C O N C E P T S

Many goals were established during the SDAT process relating to aspects of the school (facility, educational delivery, theme and others). The SDAT held consensus around the following goals:

:: Modernize the historic building to improve teaching and learning spaces

:: Focus on Flexibility and Adaptability

:: Engage Nature and Foster Curiosity

Ideas emerged regarding the ideal learning environment, including themes around a nurturing and communal space, being of nature, functional, allow for opportunities, being relevant, in balance, and worldly. Similarly, adjectives used to describe what a powerful learning experience looks like included reflective, relational, open, intentional, experiential, immersive and imaginative.

The committee developed a Mission Statement tailored to the future Magnolia Elementary:

At Magnolia School we build a joyful, caring community, fostering balance, creativity and curiosity surrounded by nature and framed by a historic, modernized building.

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The Educational Specifications for the Magnolia Elementary School were developed through a collaborative process that included input from a variety of contributors, including teaching staff from Catharine Blaine Elementary, District staff and administrators, community members and parents.

This report is grounded with an understanding of where the District is now and expanded through an understanding of national trends in education and possible futures for the District.

D I S T R I C T M I S S I O N

Seattle Public Schools is committed to ensuring equitable access, closing the opportunity gaps and excellence in education for every student.

D I S T R I C T V I S I O N

Seattle Public Schools Academic Vision:

We are focused on improving academic achievement for all students and committed to ensuring that all students graduate from high school prepared for college, careers, and life. We strive to provide excellent teachers in every classroom, set high expectations for every student, meet the needs of our diverse learners, and prepare our students to excel.

From the Strategic Plan:

Our vision at Seattle Public Schools, we see a city where:

:: All students achieve at high levels, receive the support they need and leave high school prepared for college, career and life;

:: Every school is a high quality school;

:: District leadership and staff model excellence and accountability; and

:: The whole community is engaged as partners in supporting and strengthening the school system.

D I S T R I C T G O A L S A N D S T R A T E G I E S

To realize this vision we must be clear about what success looks like: success is all students achieving. With this Strategic Plan, we will hold ourselves accountable for achievement and growth at all levels from kindergarten through 12th grade. We will judge our success at both closing the achievement gap and accelerating learning for all students. Our work is aimed at creating a system that supports all our students in meeting or exceeding expectations, so that all students graduate prepared for college, career and life.

This Strategic Plan is our road map to achieving this vision and meeting these goals. Over the next two years we will move forward with a set of foundational strategies that will help us focus our work.

Ensure Educational Excellence And Equity For Every Student

:: Challenge and support each student by providing equitable access to a rigorous and relevant curriculum aligned to Common Core State Standards and 21st Century skills

:: Elevate professional practice by investing in effective, culturally responsive teachers, staff and leaders

:: Commit to early learning as the foundation for future academic success

Improve Systems Districtwide To Support Academic Outcomes And Meet Students’ Needs

:: Ensure proper stewardship of resources by evaluating performance and strengthening internal controls

:: Adopt a sustainable annual budget aligned with district goals in a manner that assures an equitable distribution of resources that prioritizes the needs of students

D I S T R I C T V I S I O N

S E C T I O N 2 | V I S I O N D E V E L O P M E N T


:: Integrate and align operational, business, technology and academic systems to support the needs of students, teachers and schools

Strengthen School, Family And Community Engagement

:: Ensure each school’s culture promotes equitable outcomes in student learning through a welcoming, supportive, safe and healthy environment

:: Support proactive and transparent communication with all stakeholders to foster trust and collaboration

:: Build partnerships among students, families, staff, labor partners and the community to support academic success

D I S T R I C T C O R E B E L I E F S

We believe that the districtwide commitment to these core beliefs is vital at all levels of the organization and will enable students to succeed and become responsible citizens.

Our Students Come First

:: We believe it is essential to place the interests of students above all others in every decision we make.

:: We believe that the core work of the district is supporting student learning.

:: We believe it is our responsibility to do whatever it takes to ensure that every child, regardless of race, gender, socioeconomic status, language proficiency, learning style or disability, achieves to their highest level.

High Quality Teaching And Learning Are The Keys To Student Success

:: We believe high-quality instruction is key to our students’ success and is built on a rigorous and relevant curriculum that is aligned to standards, measurable outcomes, positive relationships, appropriate professional development and equitable access to educational opportunities.

:: We believe in high expectations for all students and staff built on a culture that respects individual differences and includes fair treatment, honesty, openness and integrity.

A Safe And Orderly Learning Environment Supports Student Success

:: We believe schools are the heart of our communities and are committed to providing healthy and safe school environments.

A High Performance District Includes Effective Leadership, Accountability, Effective Organizational Systems And An Engaged Community

:: We believe in demonstrating a commitment to continuous improvement through collaboration and integrated decision making.

:: We believe effective leadership is vital at all levels of the organization and will create student success.

:: We believe it is our public duty to properly steward district resources through ethical behavior, compliance to the law, transparency of processes and sound fiscal controls.

:: We believe community partnerships and family engagement are fundamental to achieving and sustaining student success.

:: We believe in a district, including the central office and support staff, which is dedicated to providing high-quality service in support of teaching and learning.

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C A P I T A L P R O J E C T S A N D P L A N N I N G

We strive to make the school buildings a healthy, safe and secure physical environment for learning. We do this by creating effective learning spaces and improving the function of each school. Department staff members ensure that we provide construction services effectively and efficiently.

G O A L S

Our Department goals align with the Seattle Public Schools mission – Excellence For All, particularly “Creating an infrastructure that works well”. These primary goals include:

:: Strengthen and streamline capital project management

:: Wisely manage the use of building capacity

:: Enhance cost-effective use of capital resources

B E X I V G U I D I N G P R I N C I P L E S *

:: Planned to match the district’s educational needs in the short, intermediate and long term

:: Based on enrollment projections, building capacity, building condition and functional adequacy

:: Maintain and improve physical condition

:: Flexible to meet changing needs

:: Responsive to urban context of schools

:: Advances in technology

:: Not tailored to the specific needs of any one program to the detriment of future flexibility

:: Reduce operating costs, carbon emissions and impacts to the environment

:: Address increase and changes to student enrollment

:: Invest in technology (classroom and systems)

:: Reduce dependency on temporary structures

*Magnolia Elementary is not a BEX project.

S E A T T L E P U B L I C S C H O O L S A T T R I B U T E S F O R H I G H A C H I E V I N G S C H O O L S

While the School Design Advisory Team will have the freedom – within the educational specifications, schedule and budget – to assist the designer in developing a school which will best serve their students, they are also accountable for supporting academic achievement for every student, for reducing the disproportionality gap, and for meeting the Guiding Principles. In practice, this means that the school’s design team must consider how each of the attributes of high achieving schools are supported by the building design.

L E A R N E R C E N T E R E D E N V I R O N M E N T

Students learning is at the heart of the school.

:: The building is designed with students’ needs placed first.

:: The building and campus provide opportunities for students to explore hypotheses and test ideas.

:: The building provides spaces for interdisciplinary learning to occur, as well as spaces for teachers to collaborate.

:: Flexibility in building design enables teachers to engage students’ attention with creative learning activities and make them active participants.

:: The building provides spaces for student work to be prominently displayed throughout the school.

:: The building provides access and space for parents and community members to collaborate meaningfully as learning partners.

P E R S O N A L I Z I N G E N V I R O N M E N T

Each Student is known well and cherished by adults and other students in the school.

:: The building provides spaces for students to develop personalized relationships with adults.

:: The building provides spaces for students to work and socialize with peers.

:: The building design encourages feelings of safety and trust.

:: The building provides spaces for individualized support services for students, including mental, physical, social, and academic support.

:: The building design enables small learning communities to operate within the school.

:: The building contains appropriate spaces to support a wide range of academic subjects and learning opportunities.

P R O G R A M A D A P TA B I L I T Y

The schools programs are tailored to individual student needs and talents and make use of a variety of learning tools.

:: Flexibility in building design makes it possible to offer a wide variety of interdisciplinary educational programs.

:: The building incorporates technology to support programs that help personalize education and maximize student learning.

:: The building provides spaces to support multiple instructional strategies and program delivery models, such as individualized instruction, small and large group learning, and independent learning.

:: Learning is enabled at the school with a variety of sizes and spaces.

:: The building provides spaces to support a range of formats for students to demonstrate their knowledge, such as exhibitions, projects, portfolios, etc.

C O M M U N I T Y C O N N E C T I O N S

The community is involved, informed and visible in promoting a rigorous academic learning environment, and in encouraging student use of community resources.

:: The building design incorporates and helps convey the school’s mission to the community.

:: The building provides access and spaces for parents to participate in decision-making and curricular activities at the school, and to gain a better understanding of their role in helping students meet academic expectations.



:: The building provides spaces for the community to be actively involved and visible in promoting a rigorous academic environment at the school.

:: Community resources and spaces help support and supplement the school’s educational programs.

:: The building provides spaces for students to be mentored by community members.

A E S T H E T I C S

The school is appealing, warm, and inviting to all, and reflects the school’s values and focus.

:: The building is appealing, warm, and inviting.

:: The building has comfortable, fun spaces that entice kids.

:: The building has a variety of interesting spatial types that allow for exploration.

:: The building facilities and landscaping are well maintained.

:: The building is pleasing in a tactile way.

:: The building provides a stimulating environment.

:: The building conveys a sense of place.

S A F E T Y

Students are safe and cared for in all the important aspects of their lives.

:: Spaces within the building promote safety and security.

:: The building contains both individual and group meeting spaces, providing opportunities for each student to be known by adults.

:: The building provides spaces for support services for students, including mental, physical, social, and academic support.

:: The building design contributes to a low incidence of disciplinary actions.

:: The building is well lit and can be easily monitored.

C O L L A B O R AT I O N

Everyone associated with the school works collaboratively to realize the school’s hopes for students.

:: The building provides spaces for everyone associated with the school to work collaboratively.

:: The building design incorporates elements that emphasize the purpose of the school and how each person contributes to the school’s success.

:: The school’s vision and focus are apparent in the building design and shared by staff, students, parents, and the community.

:: The building provides spaces that promote group work and communication.

:: The building provides spaces for students to intercede with each other, listen to their peers, and have a voice in the operation of the school.

:: Because students feel ownership of the building and take pride in its appearance, they work actively to minimize graffiti and litter.

S U S TA I N A B I L I T Y

Create schools that encourage a culture of conservation and environmentally responsible behaviors by combining learning with sustainability.

:: The building incorporates features that make the building healthier, cleaner and less costly.

:: The building incorporates features that “show” resource utilization and conservation.

:: Building incorporates features that allow students and teachers to affect their environment in an “eco-friendly” manner (resource use / recycling).

:: The building incorporates sustainable priority features as identified in the Washington Sustainable Schools Protocol.

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M A G N O L I A E L E M E N T A R Y S C H O O L V I S I O N

M A G N O L I A E L E M E N TA R Y S C H O O L M I S S I O N

Through the SDAT process, the committee developed a Mission Statement tailored to the future Magnolia Elementary:

At Magnolia School we build a joyful, caring community, fostering balance, creativity and curiosity surrounded by nature and framed by a historic, modernized building.

E N G A G E M E N T E X E R C I S E

To encourage broad thinking, Mahlum presented guidelines and strategies for creating engaged learning environments. There have been enormous strides in our understanding of how the brain functions and how children and adults learn. We now know that individuals learn in a variety of ways, and that learning happens everywhere, all the time. Research shows that the environment plays a significant role in learning – the social, cultural and physical environment is often referred to as a student’s “Third Teacher”. Our goal will be to design a building and grounds that are good teachers reflecting your values and culture and supporting learning experience today and in the future.

With that perspective, community meeting participants were asked to choose and describe pictures that represented their aspirations for a new facility when asked:

If Magnolia were a center for community, What would it look like?

Visioning workshop participants were asked to choose and describe pictures that represented their aspirations for a new facility when asked:

Imagine the reopened Magnolia as an extraordinary community school. What do you see?

What makes a good environment for learning?

What makes a school healthy, both physically and emotionally?

The images and words that follow will be used to guide the design process.



I F M A G N O L I A W E R E A C E N T E R F O R C O M M U N I T Y, W H A T W O U L D I T L O O K L I K E ?

A C T I V E

:: Riding bikes

:: Dancing

:: Movement

:: Exploration

C O N N E C T E D

:: Family night

:: Sharing ideas | culture

:: Sense of community

:: Haven

I N S P I R E D

:: Fun

:: Creative

:: Sounds of children

:: A place to dream

C O N T E M P L AT I V E

:: Space to think quietly

:: Innocence

:: Reading a book

:: Secure

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E N G A G E N AT U R E

:: Neighborhood blending with environment

:: Walk to school through the woods

:: Connected to environment

:: Places for reflecting

:: Natural light

:: Gathering in nature

:: View to green space

L E V E R A G E V I E W

:: Historic sights of the building

:: City view I Seattle skyline

:: Connection to park

:: Preserve neighborhood views

:: Art with a view

:: Library with a view



W H A T M A K E S A G R E A T L E A R N I N G E N V I R O N M E N T ?

A G O O D E N V I R O N M E N T F O R L E A R N I N G I S

:: Balanced between fun and structure

:: Controlled chaos

:: Trust and Friendship

:: Technology rich environment

:: Clear instruction, focused kids

:: Doing things differently, outside the box.

:: Learning through experience

:: Ability to explore by fostering curiosity

:: Space for groups and individuals

I M A G I N E T H E R E O P E N E D M A G N O L I A A S A N E X T R A O R D I N A R Y C O M M U N I T Y S C H O O L .

W H A T D O Y O U S E E ?

M A G N O L I A S C H O O L I S

:: Something old made new and beautiful again.

:: A modern structure surrounded by and connected with nature.

:: A peaceful environment where a variety of learning experiences are available.

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W H A T M A K E S A S C H O O L H E A LT H Y, B O T H P H Y S I C A L LY A N D E M O T I O N A L LY ?

A H E A LT H Y S C H O O L I S

:: Safe

:: Trusting

:: Joyful

:: Reasonable class sizes

:: Clean air, clean water, clean surrounding

:: Modern building systems

:: Access to outside

:: Engaging and attractive activities for a variety of interests

:: A place people enjoy coming



G O A L S & F A C T S

G O A L S

M A S T E R P L A N C O M M I TT E E G U I D I N G P R I N C I P L E S

The following guiding principles were goals established with the Masterplan Committee:

:: Keep Distric mission up front Every student, every classroom.

:: Follow the standards and don’t compromise on quality

:: Efficient use of resources – maintenance, utilities, operations

:: Healthy, exciting learning environments

:: Clear and efficient master plan and phasing to address McCleary

:: Focus on areas that can’t be done later

:: Honor the community and context

:: Define a path to net zero energy

:: On time and on budget

F A C T S

P R O G R A M

:: Magnolia Elementary School: Base: 3-section, 500 student

:: K to 5th grades

F U N D I N G

:: Total project budget: $21,871,447

E X I S T I N G B U I L D I N G

Magnolia Elementary School, originally opened in 1927, was closed in 1984 in response to a shrinking school-aged population. Due to the increasing student population Magnolia and Queen Anne neighborhoods, Seattle Public Schools will reopen the school; renovating and adding to the existing historic landmark designated structure to accommodate the demands of a modern teaching environment and goals of the district’s Generic Educational Specification.

Magnolia Elementary School currently occupies a 2.45 acre site adjacent to Ella Bailey Park in the Magnolia neighborhood of Seattle. The boundary between the school grounds and the park below is designed to be porous and characterized by natural play; each enjoying the benefits of a strong shared use relationship that has heavily influenced

the development of this project and that will need to be maintained into the foreseeable future. As a neighborhood school, vehicular access will be limited to the existing streets in the residential neighborhood around the school. The site will be unoccupied during construction.

The existing school consists of a single building constructed in multiple phases. The core building at the center of the current school is a brick and concrete structure from 1927 containing administration, core classrooms, and covered play. In 1931, a similarly designed and detailed addition was constructed to the north containing additional classrooms and a multipurpose room with stage and kitchen. In 1941, another similarly designed and detailed addition was constructed to the south containing additional classrooms as well as a science and an art classroom. Most recently in 1969 the first learning resource center in the district was constructed to the south of the meeting room. This addition is not of the same character as the original building and subsequently was not identified as a landmarked portion of the building and will be removed.

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M A S T E R P L A N

The re-opened Magnolia Elementary School building (Intial Phase) will be an approximately 60,000 square-foot two-story structure including the existing historic building on the north and west of the site, as well as a gym addition to the east and a classroom and library addition to the south. A future addition of approximately 15,000 square-feet was masterplanned to complete the southern addition. Bus pick-up and drop-off will be accommodated with dedicated signage along the north half of 28th Ave W and the west half of W Smith St. Parent pick-up and drop-off will take place on 28th Ave W to the south of the bus drop-off zone, allowing easy access to the building entry for parents. Deliveries, as well as a limited number of barrier-free and service parking stalls will be provided in the northeast corner of the site adjacent to the commons and kitchen.

The planning of the Magnolia Elementary School building is based on the Seattle Public Schools Elementary School Generic Educational Specifications, the guiding principles as developed with Master Plan members and adapted to meet site specific needs as identified by the SDAT (School Design Advisory Team). The facility will

address need for the projected enrollment of 500 students. Construction is phased in such a way that the projected enrollment is accommodated in the first phase; a future phase identified in the Master Plan will increase program area and reduce classroom sizes while maintaining the same projected enrollment.

After the completion of the initial phase the building will accommodate 18 core classrooms, shared learning and special education spaces, music, art, administration, library, commons and gymnasium. After the completion of the future phase the building will accommodate 25 core classrooms plus 2 childcare classrooms.

The building design is to meet the District goals as outlined by SPS and the Master Plan / SDAT process, informed by specific opportunities and challenges that exist on the site. These challenges include an existing structure in need of update and repair, steep slopes, accessibility non-compliance, reduced buildable area, bus and auto congestion during the beginning and end of the school day, as well as meeting the project budget. Important opportunities include: capitalizing on the historical character of the existing building, creating an education and play connection to the adjacent Ella

Bailey Park, establishing a strong connection with the community, providing a variety of multipurpose after-hours spaces, and fostering a staff and district committed to building a sustainable project through the Washington State Sustainable School Protocol and path-to-net-zero strategies.

M A S T E R P L A N C O M M I TT E E P R I O R I T I E S

The following priorities were precepts developed with the Masterplan Committee:

:: Maintain front door in current location and provide secure entry vestibule

:: Group public spaces for after hours zoning of the school

:: Extend classroom wing at south end

:: Locate gym at north

:: Maximize open space to south

:: Provide one open-space/play area for supervision

:: Use slope as activated play area

:: Orient new additions for good solar access to buildings and site

:: Minimize/eliminate on-site parking/drop-off

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S M A L L L E A R N I N G CO M M U N I T I E S

The benefits of small learning communities are profound and proven. Numerous studies on the results of this educational model consistently support the performance of these more intimate, student-centered learning environments.

Small learning communities are shown to provide safer environments, improve student behavior, and most importantly result in higher academic achievement. The success of these models comes from stronger connections students have to their lessons, to their teachers, and to their fellow students. Ultimately, these interpersonal relationships and the sense of being a part of a distinct community give students confidence and simultaneously make them accountable for their actions and performance.

The flexibility of the space supports the daily use of these areas as alternative teaching space, and also responds to ever-changing educational delivery models. Moreover, through careful studies considering supervision, accessibility, circulation and access to the outdoors, the shared areas have been well integrated into the daily teaching activities in order to best enhance the learning process.

P R O J E C T- B A S E D L E A R N I N G

Project-based learning is a comprehensive education philosophy that fosters creativity, inquiry, innovation and exploration in students within a real world context. This philosophy is also closely aligned with recent youth development research and theory, and reflects current thinking that rigor, relevance and relationship are keys to reaching elementary age learners. At the core, this movement is about an instructional approach that engages student interest and motivation, built on activities designed to answer a question or solve a problem rather than memorize information. Unlike a traditional curriculum, project-based learning teaches students to integrate skills from different subject areas to help them develop innovative solutions to real-world problems by helping students move through an inquiry process that stimulates their thinking, engages them in authentic tasks, and demands demonstration of mastery.

This educational philosophy is designed to develop students’ creative, analytical, teamwork, communication and problem-solving skills; all 21st century skills.

L E A R N I N G E V E R Y W H E R E

Learning can take place anywhere. Spaces that support multiple uses are places that provide space for a wide range of learning styles. Additionally, they are spaces that can take a variety of forms depending on the school’s social and cultural context, students’ ages and abilities, educational philosophies, curriculum and pedagogies. Multi-purpose learning spaces must be flexible. They should be able to serve a variety of learning communities within the school as well as the community surrounding the school.

F L E X I B L E

Contemporary learning requires larger spaces which enable the combining of small student groups. Spaces that can be divided into smaller, more intimate sizes using shelving, lounges, furniture, screens, etc. are what is desired for more collaborative work. There need to be spaces for large group meetings and spaces for multiple uses including creative, verbal, experimental and collaborative activities. Smart furniture plays a large role and can be understood as the software that creates a dynamic environment and increases flexibility within any given architectural space. Flexibility of learning does not stop at the exterior walls of the building but incorporates the whole site.

C L A S S R O O M L E A R N I N G

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move from the inside out to allow project base learning to include the physical context and real-world ecosystems found all over the school grounds.

Visual connections – To create a highly collaborative environment, spaces need to incorporate open visual access between all learning areas to encourage communication among the staff and students and reinforce the strong student-teacher connection. Visual connection between spaces reinforces the sense of a whole school working towards a common goal. Visual transparency between the building and the site reinforce the connection between education and the greater community and enhance parent and community involvement. Views to the exterior stimulate a feeling of connectedness to the world and beyond, and provide natural daylighting.

Multi-Use Spaces – Learning environments must be multi-use, well organized and conducive to innovative group and individual learning simultaneously. Spaces should provide for more than one experience without sacrificing function for each. Facilities must also be able to support multiple concurrent presentations that students typically give at the culmination of a project cycle.

D E S I G N P R I N C I P L E S

Excitement for learning and exploration is amplified when the environment becomes a part of the process and supports student inquiry. The building becomes an active, interactive, and engaging “toolbox” for learning; capable of responding to changing pedagogy, context and expectation.

Spatial organization – With collaboration and interdisciplinary learning as a central feature of project based learning, careful consideration must be given to how exterior/interior spaces, teachers and students relate to one another. Shared areas for small group learning developed along the main circulation paths joining individual classrooms provide rich opportunities for learning, hands on exploration and informal gathering. Enclaves allow for personal reflection, re-centering and one-on-one mentoring with faculty. Group work may require the creation of new teaching spaces, such as project rooms. Project rooms are often shared by two or more classrooms with large layout tables for team and individual space to work on large, messy or long-term projects, access to water, access to shared spaces and ample storage to safely keep student projects in progress. We are also interested in developing a permeable building edge in which indoor and outdoor areas meet or merge and where learning can



Display – With inquiry and performance-based assessment as an integral component, exhibition of student work and opportunities for multiple performance spaces help to celebrate student work and reinforce the educational mission. A significant amount of student work needs to be accommodated in a physical and virtual manner.

Technology – A project-based learning environment must address the revolution of information exchange in the digital realm – the classroom must be technologicallyflexible and adaptable, allowing integrationinto the learning process anywhere, anytime.Some schools are moving from the oneteaching wall model with a fixed smartboardtowards mobile smart boards on wheels ormultiple projection screens and from fixedcomputer stations to tablet use.

Flexibility – Spaces for collaboration, flexible teaching and learning stations for groups of varying sizes and areas that allow for personalization are integral in creating an agile environment for learning. It is important that the proper sizing of project spaces be included in the programming phase, and protected throughout design and document development. Soft seating encourages the development of important social relationships. Moveable furniture allows classrooms to spill out into shared community space. Flexible furniture allows individual and team work. Research shows that a dynamic environment created with flexible diverse furniture can lead to dynamic student behavior and increases student engagement. Temporary or moveable dividers can allow circulation spaces to become gathering and critique spaces.

Project based learning can also have a significant impact on the design of lab spaces. Because one constant in education is change, we strive to make labs as flexible as possible. One manifestation of this approach is that we rarely utilize fixed islands with utilities and incorporate mobile furniture that can easily be reconfigured.

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S U S T A I N A B I L I T Y There is a strong desire for the learning environment at Magnolia Elementary School to benefit from a fully integrated high performance, or sustainable, design. Seattle Public Schools is exploring high performance design components in their goals for new schools, as this has been documented to enhance the performance of students and teachers. The design team has worked corroboratively to develop the building in a way that minimizes the building’s environmental impact and operating costs. The design team will continue to establish priorities with the SDAT to support these efforts. Some of the studies to date have supported the following key ideas

:: To provide outdoor classrooms: The landscape design relates to learning that can happen in, around and about the ecosystem found in the hillside as a teaching opportunity. Gathering spaces, vegetation, learning tools and stormwater elements are arranged intentionally to create learning spaces to enrich existing curriculum and to encourage staff to develop new area of study.

:: To explore a School/Park partnership: It is a goal to have student access to the adjacent Ella Bailey Park. Due to this

proximity it is possible to reduce some of the hardscape and play structures on the project site -- instead prioritizing some of the site area for outdoor learning, natural play, and vegetation. The landscape design should consider areas for future partnership between the District and Seattle Parks and Recreation .

:: To promote student environmental stewardship: The building leads by example by working efficiently and providing access to information on the environment. Operable windows reconnect the users with the outdoors. Outdoor classrooms are made up of teaching tools like drought tolerant plantings. Environmental graphics and energy display systems could explain the rationale for choosing certain materials and energy use of the building systems.

:: To make the water cycle visible, and celebrate water, inside and outside of the building: Rain events should be highlighted. The relationship between the built environment and the natural watershed should be clearly understood through design elements that may include runnels, roof drainage, pervious paving, dry streams, site markers, overflows, rainwater harvesting, art installations, highlighted injection well system, greenroof, etc.

:: To use water efficiently: Plumbing, heating, and irrigation systems are all designed to make very efficient use of the resource. The building uses highly efficient plumbing fixtures throughout. The fixtures themselves (dual flush toilets, for example) could encourage awareness of resource use, allowing the users to understand that their daily choices affect the environment, but all decisions should be made in accord with the District goal to minimize maintenance for systems selection. The District is interested in continuing the conversation for a greywater system as a part of this project.

:: To use energy efficiently: A path-to-net-zero goal has been established by the District. Strategies to achieve this goal should include upgraded insulation and air barrier at the exterior envelope, geothermal wells, heat-recovery mechanical equipment, build PV ready on all new construction, minimized ventilation air, installation of a green-light operable window system to help teachers determine the best time to utilize the operable windows, user education, full LED lighting and plug light controls. In all cases, the district and the design team will fully consider effects to occupant health when evaluating systems selection for energy efficiency.

S U S T A I N A B I L I T Y



:: To provide a healthy learning environment: Displacement ventilation systems will maximize introduction of outdoor air to provide a clean, healthy environment. Cooling options should be provided with ample airflow, and operable windows. Daylight should be well designed, balanced and ideally from more than one side of the classrooms, and would be fully successful if teaching can go on with the lights off.

:: To remove carpet: Material selection should be made with health of the students in mind. The original wood floors, polished (integral color) concrete or rubber flooring is preferred.

:: To promote alternative means of transportation to and from school: Pedestrian oriented design principles are included. Bike racks will be located to prioritize sustainable travel and to minimize opportunities for vandalism. A safe path is provided between Magnolia Elementary and the surrounding neighborhood parking areas to encourage shared use and eliminate site area dedicated to parking.

:: To reduce the waste stream: Reuse of the existing under-utilized building is an excellent way to reduce construction materials. Additionally the owner, design team, and contractor should collaborate moving forward to inventory existing Magnolia building materials for salvage, reuse, or recycling.

:: To realize an enduring ‘green’ story for Magnolia

:: To achieve these goals, the design team has developed three additional intentions

1. To meet Washington Sustainable SchoolsProtocol (WSSP) guidelines.

2. To teach through design by expressingsustainable strategies in a way thatadvances the functioning of students,teaching staff, maintenance staff, thecommunity, and the school district.

3. To fully integrate sustainable designstrategies maximizing their effectivenessand to reduce their economic impact tothe greatest extent possible.

Photovoltaics

~ 80 kWPV Array

~ 30 kW PV Array

Geothermal

100 Geothermal

Wells

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Building EnvelopeB U I L D I N G E N V E L O P E

PAT H T O N E T Z E R O



On March 31, 2016, Mahlum, Hargis, LPD, and Cascade Design Collaborative led an eco-charrette to explore opportunities for sustainable design for the renovated facility at the existing Magnolia Elementary School site. In addition to the design team, participants included members of the Seattle Public School District administration, members of the School Design Advisory Team (SDAT), faculty and staff, as well as members of the community.

The reasons to explore and pursue sustainable solutions for the new facilities are numerous and compelling. Benefits include:

:: economic benefits through the reduction of long term operating, maintenance and replacement costs with ever diminishing funding resources for the school district.

:: educational benefits include improved quality of educational experience and demonstrate enhancement of student performance.

:: health and safety benefits provide enhanced student and staff comfort and health.

:: environmental benefits with the reduction of the impacts of natural resource consumption

Cascadia Green Building Council’s and the International Living Building Institute’s Living Building Challenge was used as a framework for discussion and provided an opportunity to explore what was possible to achieve with the new school facility and site.

Participants were reminded of the importance of the task at hand that could define the future of the school. It is not every day that there is the opportunity to build a new educational and community facility. Each participant was invited because they had something to offer to the larger discussion of how these facilities would impact our environment, the health of the staff and students, and the future of the community. All were asked to consider the possibilities.

The objectives of the day were to set a common vision for the campus and shared understanding of what we are working towards.

The following pages contain a summary of the ideas presented and the discussions that followed. The results of the session will help to inform priorities of the school, district, and community; identify areas that require further investigation and exploration; and set the stage for future follow-up discussions that will more thoroughly explore specific strategies.

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E C O - C H A R R E TT E O B J E C T I V E S

:: Envision a sustainable school

:: Establish sustainability goals

:: Identify opportunities, strategies and potential partnerships

:: Identify educational opportunities

Sustainable development: “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” (source: World Commission on Environment and Development, wikipedia)

B E N E F I T S O F H I G H - P E R F O R M A N C E S C H O O L S

:: Environmental: reduce the environmental impact of buildings

:: Economic: reduce operating costs

:: Health: enhance occupant comfort and health

:: Educational: support environmental education and science

E N V I R O N M E N TA L I M PA C T O F B U I L D I N G S

:: 72% of total U.S. electricity consumption

:: 39% of total U.S. primary energy use

:: 39% of total U.S. carbon dioxide emissions

:: 26% of total U.S. non-industrial waste generation (160 million tons of construction and demolition waste)

:: 15% of potable water in the U.S.

:: 40% of raw materials use globally (3 billion tons annually)

source: www.epa.gov

O C C U PA N T C O M F O R T A N D H E A LT H

Increase Student Performance

:: National Council for Educational Facilities www.edfacilities.org

Daylighting

:: Quality of daylight / improvement in learning

:: Heschong Mahone Study

Indoor Air Quality

:: Healthier, more comfortable environments

:: Reduced absenteeism

Acoustics

:: Good acoustics / good academic performance

S P S G U I D I N G P R I N C I P L E S

: : SPS Natural Resources Policies and Procedures

:: Washington Sustainable Schools Protocol

:: Green Resolution and Passive Design Principles. Passive design refers to a design approach that uses natural elements, often sunlight, to heat, cool, or light a building. (source: ecopedia)

:: Budget and Schedule

N AT U R A L R E S O U R C E S C O N S E R VAT I O N P O L I C Y

Wisely manage the use of natural resources and maintain programs that support conservation of energy and other natural resources.

Create and maintain sustainable, healthy school environments through a long-term resource management plan.

Model environmental stewardship by instituting a resource conservation management plan to:

:: Reduce the use of energy, water and other natural resources and encourage recycling.

:: Educate students, teachers & staff about the importance of conserving natural resources.

:: Lessen environmental damage attributable to natural resources consumption.

W S S P I L E E D F O R S C H O O L S

Washington Sustainable Schools Protocol (WSSP) ensures that Washington schools are healthy, operate efficiently, increase student productivity, and reduce environmental impact.

United States Green Building Council’s Leadership in Environmental and Energy Design (LEED) are design and construction practices that significantly reduce or eliminate the negative impact of buildings on the environment and occupants in five broad areas: site, water energy, materials, and indoor air quality.

L I V I N G B U I L D I N G C H A L L E N G E

A framework for design, construction and the symbiotic relationship between people and all aspects of the built environment

An alignment of values:

:: Environmental stewardship

:: Economic resourcefulness

:: Healthy spaces for students and staff

:: Social justice and equityThe seven performance areas / petals, site, water, energy, health, materials, beauty, and equity are divided into twenty imperatives

source: living-future.org

U N D E R S TA N D I N G T H E A C R O N Y M S

IBC > WSSP > LEED > Seattle Energy Code > 2030 Challenge > Net Zero > LBC



S I T E

The site can be a learning landscape; can be a model of stewardship; can communicate the values of the community; and can be affordable when it has the multiple functions such as stormwater management, site shading, coupled with using the site as a learning tool and part of the character of the building, campus and community.

A goal of the project must be to establish where it is acceptable to build; how to protect and restore a place once it has been developed.

O U T D O O R L E A R N I N G

The site should be developed to create opportunities for the many different ways that children learn. The spaces don’t need to be large – a bench can satisfy a spot for story telling as well as provide a good opportunity to experience a music performance- or hear the birds; but they need to be well placed, thoughtfully located and provide teachers with good “classroom control” edges for easy monitoring.

L E A R N I N G S T Y L E S : M U LT I P L E L E A R N I N G

M O D E S

:: Linguistics – story telling and words: provide spaces for small and large groups to gather and share stories or plays. Small areas can provide a small stage for one class; larger areas can be for wider school use.

:: Spatial – big spaces, little spaces- learning to find your way: provide a variety of spaces that students can experience: small intimate spaces and large wide open run-around spaces. All spaces need to be located for easy visual supervision from one or two spots on the site

:: “The Naturalist”: provide spaces where students can observe the life around them – bird watching, plants and insects and water and wind. “The Naturalist” can also participate in monitoring of the adjacent wetland and forest, as well as the future rain gardens / bio-retention systems. Provide safe and convenient access to these features on the site, and around the perimeter.

P R O J E C T B A S E D L E A R N I N G / LO O S E PA R T S P L AY

Many children learn best with their hands. Provide spaces where teachers have convenient areas to set up curriculum outside for hands on projects. Areas should be easy to monitor, easy for teachers and students to clean up (provide storage for equipment, tools, monitoring devices) and should be accessible by the community to encourage parent involvement and community pride. These spaces should be immediately adjacent to classrooms for ease of access and so teachers can simply have the students look out the window at their work or at on-going natural processes that are part of their lesson plans

:: Inner Emotional Life – intrapersonal: provide places on the school campus where a student can quietly explore a book, a garden, or to simply be quiet and have it be ok. These are also good spaces for “time-outs” or for private conversations between a teacher/staff and a student.

:: Outer Emotional Life (social interactions) - interpersonal: provide spaces that allowfor larger gatherings and big events. Theseare important spaces for the communityas well and are an opportunity to teachchildren the meaning of “civic spaces” andan opportunity to model good citizenship.

:: Mathematics – measurement and logic. Measuring a bench, sharing the findings of science experiments outside is a powerful educational tool for students to develop – allowing for mentoring and self directedlearning.

:: Music/Auditory – for large and small gatherings – may require some auditory separation

:: Body/Kinesthetic Learning: provide large and small areas for big muscle play, a variety of movement learning – balance, coordination, fine coordination, as well as large open areas for ball play, running and games.

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S U S T A I N A B L E S I T E D E V E L O P M E N T

U R B A N A G R I C U LT U R E

Provide opportunities for food growing on a small scale on campus. These areas should be easy to monitor, have water access and storage, with small vehicle access for delivery of materials. A garden should be fully ADA accessible and provide some raised beds for universal accessibility. Beds should be narrow with wide paths between. Space should be provided to gather a class before heading out to the garden plots. Visibility will be important to facilitate teacher monitoring from convenient spots.

:: Good solar access is essential for food growing- locate on the south side of a building

P L A N T I N G

Native plants should be emphasized as they have less need for irrigation and have evolved in our climate. Educational value is high with the use of native plants and can be tied to the adjacent wetland forest. Planting should also support energy conservation by locating deciduous trees on the east and west faces to help with glare and protect from heat gain. Use large shade trees in the parking lot to shade asphalt and lower heat island effects – trees should branch high enough to provide visibility across and through the parking lot for safety, security and on-going monitoring.

S O I L M A N A G E M E N T

Protect as much of the on-site soils as possible for reuse in planting beds.

:: Provide a suitable soil for the sports fields that balances irrigation demands with playability. Use of an amended soil for the rootzone could also be part of the septic field design and should do double duty whenever possible

:: New approaches to natural resource management - Soil as a valuable resource, natural stormwater treatment works better, use trees as a valuable cooling and shading technology

:: Irrigation can be managed sustainably: effective use of existing technology could greatly reduce consumption levels; and effective soil management strategies for sports field could have significant impacts on water and fertilizer application rates.

C A R - F R E E L I V I N G

Design the site to be a pedestrian-oriented campus. Safe routes to the school site and circulation on the site are important.

Shared use of facilities and parking after school hours can reduce the need for additional parking in the area and provided resources in close proximity to the surrounding community.



Buildings harvest sufficient water to meet the needs of the occupants, while respecting the natural hydrology of the site, the water needs of neighbors and the ecosystem they inhabit.

N E T- Z E R O WAT E R

Net-zero water is a concept that all water use of the occupant must come from captured precipitation, recycled project water, or a natural closed loop system. Net-zero water can be achieved on site by implementing the following features:

:: Water use reduction

:: Water-efficient landscapes

:: Innovative waste-water technologies

- Grey-water reuse

- Composting toilets

- Living Machine

:: Rainwater harvesting

W A T E R

WAT E R C O N S E R VAT I O N

Water conservation fixtures and high-efficiency water systems are considered best practices and can have significant reductions in the water use. Additional measures can be considered to further reduce the potable water use of the building and site. Some of these potential options are:

:: Rainwater Harvesting (to reduce public water supply)

- Potable water (all fixtures)

- Non-potable water, indoor (toilet flush,indoor irrigation?)

- Non-potable water, outdoor (irrigation- turf/landscape areas, permaculture)

:: Living Machine (Natural wastewater treatment system)

:: Water Reuse

- Non-potable water, indoor (toilet flush,indoor irrigation?)

- Non-potable water, outdoor (irrigation- turf/landscape areas, permaculture)

E C O LO G I C A L WAT E R F LO W

Production of sewage flows will decrease significantly with the implementation of water conservation fixtures (see Water Conservation above).

Stormwater flow can be mitigated by using green roofs, raingardens, pervious paving, and bioretention cells wherever possible. Design the system to replace the traditional “pipe and pond” paradigm. Provide access to some of the raingardens for learning opportunities.

7,440,000 gallons of water fall on the Thornton Creek site annually. Any water that falls on impervious surfaces needs to be managed. Roof runoff also needs to be managed(1,000,000 gallons minimum) (based on +/- 37” of rain a year)

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H E A LT H

Creating a healthy, safe environment where students and staff can focus on their educational objectives is a fundamental requirement of a school facility. Children in particular are impacted by the environment around them. Studies have demonstrated that the quality of natural daylighting in a classroom improves learning and student performance. Similarly the quality of the indoor air and acoustics can effective student health and academic performance.

A goal of the project must be to maximize the physical and psychological health and well-being of all of the building’s occupants.

To achieve this goal, the following elements should be implemented into the project:

:: Every occupiable space must have operable windows to provide access to fresh air and daylight

:: Indoor air quality must be maintained by reducing the introduction of pollutants

F R E S H A I R A N D D AY L I G H T

In order to provide fresh air and daylight to every occupiable space through the use of operable windows some basic strategies need to be considered in the configuration of the building. Buildings should maximize northern and southern orientation of windows to optimize the controllability of daylight. North and south light is either diffused or more easily control as compared to east and west exposure. While daylight has proven to have positive effects on student learning, direct light and glare can have the opposite effect. Careful consideration should be given to evenly distribute the daylight creating a balanced daylit space.

“Skinny” buildings minimize internal space that don’t have access to exterior windows. Consideration must be given to the width of the building to optimize opportunity for natural daylighting and natural ventilation. Views to natural areas should be preserved and leveraged when configuring the building on the site. Finally, studies have shown that occupant comfort is largely affected by their ability to control their environment. Strategies that offer operable windows, ceiling fans, adjustable shades, and other elements of personal control should be implemented into the project.

I N D O O R A I R Q U A L I T Y

Indoor air quality can be significantly improved with the use of dirt track-in systems at every major entry way, separately exhausting rooms containing chemicals, restrooms, and photocopiers; prohibit smoking; and testing for air quality following construction and with CO2 sensors that control ventilation rates.

Furthermore, indoor air quality is greatly effected by the types of materials and finishes that are used within the building including carpets and flooring, adhesives, paints and finishes, and composite wood products.



M A T E R I A L S

The environmental issues related to building materials include the health of the occupants as it relates to the toxicity of the materials used; the embodied energy that is required to manufacture the material; the air, ground, or water pollution caused by the manufacturing of the material, and the depletion of natural resources caused by the use of the material.

The goal for materials is to remove, from a health and pollution standpoint, the worst offending materials, and to reduce the environmental impacts associated with the construction process.

To achieve the goal certain materials must not be used in the construction of the new facilities; there must be a recognition that any construction process will require some amount of energy and paying carbon offsets may be an appropriate means to reconcile the need to build; and finally, the most significant means to reduce the impact of the building process is to construct buildings with the greatest possible life span.

M AT E R I A L S S E L E C T I O N

The following strategies demonstrate best practices in material selection and can reduce the negative impact of building materials:

:: support health by limiting toxic materials

:: durable and maintainable

:: locally harvested and manufactured

:: rapidly renewing

:: recycled

:: low embodied energy

:: select double duty materials light reflectance, acoustical performance, and envelope efficiency

:: reduce finishes

:: reduce construction waste

:: salvage and reuse

:: certified wood

Material selection should consider the health of the occupants and environment. The following materials are part of red list and need to be eliminated from buildings:

:: Asbestos

:: Formaldehyde (added)

:: Halogenated flame retardants

:: Polyvinyl chloride (PVC)

:: Mercury

:: CFC’s / HCFC’s

:: Cadmium

:: Chloroprene (neoprene)

:: Chlorinated polyethylene

:: Chlorosulfonated polyethlene

:: Wood treatments containing creosote, arsenic, pentchlorophenal

:: Lead

:: Phthalates

:: Petrochemical fertilizers

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E M B O D I E D C A R B O N F O O T P R I N T

Additional impact materials have on the environment include the energy needed to produce, manufacture and transport the material. This is referred to as the embodied energy. While the actual carbon emitted is difficult to calculate due to the vast quantity of materials and a variety of factors involved, there are several carbon footprint calculators that can estimate the impact of building materials during the production. Example projects have demonstrated that a concrete building can have twice the embodied energy of a wood building. While a steel building falls somewhere in between. Of course most structures include a combination of primary building materials. However, these principles can help guide decisions on main building systems and materials and should be used in conjunction with the many other factors that influence their selection.

In addition there are guidelines for appropriate maximum distances from the project site within which materials should be manufactured in order to reduce the transportation impacts. Ideally, materials from the region minimize the impact of transportation and reflect the culture and environment of the place and support local economies.

:: Ideas 12,430 miles

:: Renewable-energy technologies 7,000 miles

:: Consultant travel 1,500 miles

:: Light materials 1,000 miles

:: Medium materials 500 miles

:: Heavy materials 250 miles

C O N S E R VAT I O N A N D R E U S E

Material selection should consider solutions that eliminate waste during the design, construction, operation, and end of life phases of the building process.

During the design process, strategies will be studied that implement durable and maintainable materials and systems that increase the life of the facility. In addition, options that include high recycled content, reused or salvage materials will be prioritized.

During the construction process, the contractor can be required to minimize or eliminate waste that ends up in the landfill. The following percentages will be targets for diverting waste:

:: metals 95%

:: paper and cardboard 95%

:: soil and biomass 100%

:: insulation and carpet 90%

:: all others 80%

During the operation of the building, areas can be designated for the collection and storage of recycling and composting consumables.

Finally, consideration must be given for the end of the life of the building and how the elements of the building can be deconstructed, reused, and recycled to return the materials to a new building cycle.



B E A U T Y + E Q U I T Y

H U M A N S C A L E + H U M A N E P L A C E S

:: Child-sized spaces

:: Support for special ed

D E M O C R A C Y + S O C I A L J U S T I C E

:: Rights to nature

:: Community access

The goal for beauty and equity is to design features intended solely for human delight and the celebration of culture, spirit and place; supporting a just and equitable world.

Our design needs to include elements that reflect the spirit and culture of the school; inspire the users of the school and those who visit it; and perhaps most importantly for a school, educate those who engage in activities at the school.

I N S P I R AT I O N + E D U C AT I O N

We recognize that certain elements of the facility can and should be incorporated solely for the purpose of human delight. These elements will reflect the culture and spirit of the place. Integrated art work is a great opportunity with the strong presence of artist on the island.

How can a building teach? A building can inspire and educate those who use it. Integrated elements that teach about the sustainable elements such as water flow, energy consumption, composting, and materials. As an educational facility, a school is a power tool to motivate and inspire students to become stewards of their environment. As students take the lessons learned home to all corners of the globe,

the impact can be great. Through signage, informational literature, interactive displays all of those who visit this public facility can leave with a great knowledge of how we can live more harmoniously with our environment.

:: Outdoor learning areas

:: Celebrate the rain

:: Renewables, demonstration, monitoring

:: Future stewards of the environment

:: Farm-to-cafeteria

:: Teacher champions/partners

:: Support multiple intelligences - linguistic - mathematic | logical - musical | auditory - bodily | kinesthetic - spatial - interpersonal - intrapersonal

:: Show rather than tell: go beyond signage

03

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3-1© MAHLUM | 2016


0 3P R O G R A MD E V E L O P M E N T

The Magnolia Elementary School program is sized to accommodate 500 students in grades K-5. The narrative program describes elements and relationships for each area of the K-5, as reflected in the numeric program.

Program information was developed using the Seattle Public School Generic Elementary School Educational Specifications (May 31, 2016), discussions with the Masterplan Committee (MC), School Design Advisory Team (SDAT, and other stakeholder interviews with selected department (focus groups), existing facility information and comparisons with other elementary schools within the region.

The program information included on the following pages reflects the Seattle Public School District Generic Elementary School Educational Specifications, augmented with additional information, refinements and / or changes specifically related to the existing conditions at Magnolia Elementary.

The Program Development section includes the following components:

:: Program Summary

:: Narrative Program | Room Data Sheets

:: Numeric Program

:: Graphic Program

:: Site Specific Program Deviations

:: Future Phase

S E C T I O N 5 | P R O G R A M D E V E L O P M E N T


1 of 2 Seattle Public Schools :: Magnolia Elementary School 7/21/2016 :: MAHLUM

Existing MagnoliaSchool

Generic Ed Spec(500) TS Intial Phase TS Future Phase TS

A-1 Administration 1,752 SF 3,600 SF 2,884 SF 670 SF

A-2 Childcare 0 SF 2,736 SF 2 0 SF 2,736 SF 2

A-3 Core Academic 14,960 SF 26,870 SF 25 15,657 SF 18 8,630 SF 7

A-4 Student Dining + FS 3,454 SF 5,350 SF 3,487 SF 0 SF

A-5 Library / Media Center 3,933 SF 2,750 SF 3,555 SF 0 SF

A-6 Maintenance 449 SF 1,390 SF 1,291 SF 0 SF

A-7 Special Education 0 SF 3,700 SF 4 3,254 SF 4 200 SF

A-8 Specialties 902 SF 9,570 SF 4 8,363 SF 4 0 SF

Subtotal 25,450 SF 55,966 SF 38,491 SF 12,236 SF

Unassignable Areas 14,865 SF 24,490 SF 26,415 SF 3,100 SF

Total 40,315 GSF 80,456 SF 35 64,906 SF 26 15,336 SF 9

3-3© MAHLUM | 2016


P R O G R A M S U M M A R Y


Existing Magnolia School

Generic Ed Spec (500) TS Intial Phase TS Future Phase TS

A-1 Administration 1,752 SF 3,600 SF 2,884 SF 670 SF

A-2 Childcare 0 SF 2,736 SF 2 0 SF 2,736 SF 2

A-3 Core Academic 14,960 SF 26,870 SF 25 15,657 SF 18 8,630 SF 7

A-4 Student Dining + FS 3,454 SF 5,350 SF 3,487 SF 0 SF

A-5 Library / Media Center 3,933 SF 2,750 SF 3,555 SF 0 SF

A-6 Maintenance 449 SF 1,390 SF 1,291 SF 0 SF

A-7 Special Education 0 SF 3,700 SF 4 3,254 SF 4 200 SF

A-8 Specialties 902 SF 9,570 SF 4 8,363 SF 4 0 SF

Subtotal 25,450 SF 55,966 SF 38,491 SF 12,236 SF

Unassignable Areas 14,865 SF 24,490 SF 26,415 SF 3,100 SF

Total 40,315 GSF 80,456 SF 35 64,906 SF 26 15,336 SF 9



N A R R A T I V E P R O G R A M

The narrative program describes key elements and relationships for each area of the Magnolia Elementary School, as reflected in the numeric program.

Adjustments were made to some requested spaces, in order to balance the needs of all program areas and to fit within the constraints of the existing building.

A L L - S C H O O L P R I O R I T I E S | I N S P I R AT I O N

:: How should Magnolia feel: active, connected, inspired, contemplative

:: Connected to nature

:: Natural Light

:: Visual connections

:: A place kids want to come

:: Inviting for parents and students

:: Celebrate learning

:: A place that feels safe to students - every day

:: Spaces to facilitate flexible group sizes (small to large)

:: Support parent involvement

:: A place for reelection

3-5© MAHLUM | 2016


B A S I C P R O G R A M E L E M E N T S

:: Administration

Waiting Area, Reception & Secretary, Principal Office, Conference Room, Administration Workroom/Kitchenette, Mail Area, Storage Room, Shared Office, Records Room, Nurse’s Office / Treatment Area, Cot Room, Clinic Washroom, Computer Storage / Repair, Lost & Found Patrol Closet, Satellite Workroom

:: Core Academic

Kindergarten, Grade 1-3 Classrooms, Grade 4-5 Classrooms, Learning Commons, Small Group Collaboration Room, Book/Technology Storage

:: Student Dining and Food Service

Dining and Serving Area, Table and Chair Storage, Community Kitchenette, Kitchen with Office Area, Dry Storage, Laundry

:: Library Media Center

Reading Room, Stacks, Group Instruction, Office/Workroom,

:: Maintenance and Custodial Services

Central Receiving / Workroom / Storage, Loading Dock, Lead Custodian Office, Furniture Storage Room, Equipment Storage Room, Custodial Closets, Facilities/Grounds Equipment Storage

:: Special Education

Self-Contained Classrooms, Resource, Access, Speech Therapist & Psychologist, OT/PT

:: Specialities

Art/Project Lab, Art Supply Storage / Kiln Room, Art Project Storage, Music / Stage Room, Music / Stage Storage

:: Physical Education

Gymnasium, Office, Storage, Community Storage, Recess Equipment Storage

:: Site and Landscape Development

Outdoor Learning, Physical Education Spaces, Play Environments, Site Circulation, Covered Play

F U T U R E P R O G R A M E L E M E N T S

:: Administration

Assistant Principal Office, Assistance Principal / Student Waiting, Shared Office, PTA / Volunteer Room, Satellite Workroom

:: Childcare

Childcare Classroom (licensable for 30), Childcare Classroom (licensable for 20), Entry / Parent Check-In Counter, Office / Workroom / Conference, Kitchen and Pantry, Storage / Laundry / Custodial, Before & After Care Storage

:: Core Academic

Kindergarten, Classrooms, Learning Commons, Small Group Collaboration Room, Book/Technology Storage

:: Special Education

Speech Therapist & Psychologist



R O O M D A T A S H E E T S

3-7© MAHLUM | 2016


W A I T I N G A R E A

D E S C R I P T I O N

ObjectivesTo serve as a welcome area for students, instructors, visitors and staff To provide a reception area for greeting visitors and providing general information To answer and direct telephone calls

Users

:: Receptionist, community, visitors, staff, and students

:: 0 Staff, up to 4 students

Immediate Adjacencies/Sight lines

:: Visual sight line and access to main entry; relationship of reception/waiting to main entry vestibule provides the option of a secure entrance to the school requiring visitors to check in with office personnel before entering the school

:: Visual sight line and access to clinic

:: Visual sight line to main hallway

Floor Area

:: 354 square feetNote: Area includes Reception & Secretary.

E N V I R O N M E N TA L C H A R A C T E R I S T I C S

Doors and Hardware

:: EXT-Double Door w/ Vision panel and sidelite (main entry vestibule)

:: INT-Door w/ Vision panel and sidelite (waiting area)

Windows

:: Interior window

Ceiling

:: Acoustical ceiling

Floors

:: Concrete (main entry vestibule)

:: Carpet (waiting area)

Walls

:: Paint

:: Wainscoting (main entry vestibule)

Comments

Walk-off mat. Coord. doors with card access, Aiphone, & ADA access (which is typ at entries near bus and vehicle dropoff) Note all public entry doors shall be tied into push-button lock-down system

Interior windows to vestibule and hallway

Tackboard

3 . 1 A D M I N I S T R A T I O N + C O U N S E L I N G

:: 4’x4’, (1) required

Lighting

:: Natural Lighting

Technology/ Comm. Infrastructure

Main Entry Vestibule:

:: Vestibule security camera/ intercom

:: Security cameras per site-specific layout

:: Provide exterior lighting at entry

*note: security intercom system not compatible w/ ADA automatic door opener

Waiting Area:

:: Data Ports at wall per Tech Standards

:: Intercom w/ speaker & volume control

:: Telephone

:: Wall-mounted digital information screen

Technology Devices

:: Vestibule security camera/ intercom Aiphone

:: Security cameras per site-specific layout

Equipment

:: Defibrillator R E C E P T I O N + S E C R E T A R Y

R O O M D A T A S H E E T S

StaffLounge

Administration

Workroom& Mail

Entry ReceptionWaiting

ConfRoom

ComputerStr/Repair

HealthClinic

StaffToilet

CotRoom

Storage

ClinicToilet

PTAStr

Str

Principal

SharedOffice

SharedOffice

PTA / Volunteer

Room

RecordStorage

Asst.Principal

Shwr

L&F

SatelliteWorkroom

Future Phase

SatelliteWrk Rm



O F F I C E


ObjectivesTo provide a work area for Principal and Assistant Principal secretarial duties

To answer and direct telephone calls

Users

:: Receptionist / Secretaries

:: 2 Staff, 1 Student

Immediate Adjacencies

:: Reception

:: Principal office

:: Near Assistant Principal

Floor Area

:: 0 square feet

Note: Area included in Waiting Area.


Doors and Hardware

:: INT- Separation, but no door

Windows

:: Interior window into cot room required

Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework

:: Transaction counter- partial child height

:: Worksurface for 2 staff; storage below

:: Lockable cabinets




:: Telephone

:: Security system camera viewing station

Technology Devices

:: Staff Workstation Computer (2)

:: Printer (1)

P R I N C I PA L O F F I C E


ObjectivesTo provide an office where the Principal can perform administrative functions

Area to meet with students, parents, teachers and staff

Users

:: Principal

:: 1 Principal, 1 Student


:: Clerical area

:: Visibility to main entrance

Floor Area

:: 180 square feet


Doors and Hardware

:: INT-Door w/ Vision panel and sidelite

Windows

:: Windows- exterior/ operable

Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboard


Tackboard


Lighting

:: Natural Lighting




:: Telephone

Technology Devices


:: Printer (1)

A S S I S T A N T P R I N C I PA L O F F I C E

A S S I S T A N T P R I N C I PA L S T U D E N T W A I T I N G A R E A

F U T U R E P H A S E

C O N F E R E N C E R O O M


ObjectivesTo provide a private space for parent, student, and staff conferences

Private counseling area for district support personnel

Provide area for PTA / Volunteer use during initial phase; include additional storage.

Users

:: Parents, staff, district personnel, and the community

:: 2-10 Staff, 0 Students


:: Waiting area

:: Visual sight line and access to Reception

Floor Area

:: 416 square feet*


Doors and Hardware


Windows

:: Windows- exterior/ operable, Interior window (exterior preferred, interior required)

3-9© MAHLUM | 2016


Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboard


Tackboard


Electrical

:: Wall-Mounted interactive projector elect/data/video




:: Telephone

A D M I N I S T R AT I O N W O R K R O O M / K I T C H E N E T T E / M A I L A R E A


ObjectivesTo provide a space for teachers and staff to carry out their administrative duties, prepare materials for classes, and store personal items

Users

:: Teachers, staff, and parent volunteers

:: Up to 4 Staff


:: Staff restroom

:: Mailboxes

Floor Area

:: 294 square feet


Doors and Hardware


:: INT- Separation, but no door (Mail Area)

Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework

Admin. Workroom:

:: Countertop

:: Base Cabinets

:: Upper Cabinets

:: Under-counter safe


Mail Area:

:: Mailboxes w/ deep shelving below

Whiteboard


Tackboard


Plumbing

:: Sink w/out bubbler

HVAC/ Mechanical

:: Ventilation for copier

Electrical

:: Dedicated circuit for large volume copier



Technology Devices

:: Large volume copier/ printer (1)

Equipment

:: Refrigerator w/ freezer, undercounter

:: Microwave oven

S T O R A G E R O O M


ObjectivesTo provide storage space for administrative needs

Users

:: Teachers and staff only


:: Main officeNote: Storage is remotely located in existing closet, but is not directly adjacent to Administration Area

Floor Area

:: 75 square feet


Doors and Hardware

:: INT- Solid Door, no sidelite

Floors

:: Concrete

Walls

:: Paint

S H A R E D O F F I C E


ObjectivesTo provide a support space for transitional users, flexible enough to support various needs

Users

:: Counselors, Interns, Itinerant Staff, etc

:: 1-3 Staff per office, 1 Student per Office


:: Main office

Floor Area

:: 102 square feet*

:: Additional 120 square feet, future phase




Doors and Hardware

:: INT-Double Door w/ Vision panel and sidelite

Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboard


Tackboard


Lighting

:: Natural Lighting




:: Telephone

Technology Devices


R E C O R D S R O O M


ObjectivesTo provide a space for staff to organize and maintain personnel and student files

Users



:: Located within main office

Floor Area

:: 173 square feet


Doors and Hardware


Ceiling


Floors

:: Concrete

Walls

:: Paint

S T A F F R E S T R O O M S + U N I S E X S H O W E R


ObjectivesTo provide (2) conveniently located restrooms to support the staff

To provide (1) adult shower with changing area for bike commuters somewhere near bike racks/ entry

Users

:: Teachers and staff

:: 1 Staff each


:: Within main office

Floor Area

:: 55 square feet each, 165 square feet total


Doors and Hardware


Ceiling

:: Moisture resistant ceiling

Floors

:: Tile type per Technical Standards

Walls

:: Moisture resistant surfaces

:: Wainscoting

Casework

:: Countertop at sink with lower cabinets

Other Specialties

:: Staff Lockers, half height (10)

Plumbing


:: Toilet

:: Shower

:: Floor Drain

N U R S E ’ S O F F I C E / T R E A T M E N T A R E A + C O T R O O M


ObjectivesTo provide a safe and healthy environment to treat and comfort students as needed

Users

:: Teachers, students, aides and parents

:: 1-2 Staff, 1-2 Students (Cot Room and Clinic Each)


:: Toilet / Laundry

:: Nurse’s office/ treatment room preferred to have line of sight to waiting area

Floor Area

:: 110 square feet (Cot Room)

:: 113 square feet (Health Clinic)


Doors and Hardware


Windows

:: Interior window into Cot Room required

Ceiling


Floors

:: Resilient flooring

Walls

:: Paint

Casework

:: Lockable cabinets (both rooms)

3-11© MAHLUM | 2016


Cot Room:

:: Countertop

:: Base Cabinets

:: Upper Cabinets

:: privacy curtains around each cot

Whiteboard

:: 4’x4’, (1) required (Nurse’s Office)

Tackboard

:: 4’x4’, (2) required (1 ea, Nurse’s office/ cot room)

Plumbing


:: Connection for Icemaker

Lighting

:: Natural Lighting




:: Telephone

Technology Devices


Equipment

:: Refrigerator w/ freezer, undercounter (for medications. Lockable or in lockable cabinet)

:: Icemaker, undercounter (CFCI)

C L I N I C R E S T R O O M / W A S H E R /D R Y E R / S H O W E R


ObjectivesTo provide a space to support the needs of the health clinic

Users

:: Teachers, students, aides and parents



:: Health Clinic

:: Cot room

Floor Area

:: 97 square feet


Doors and Hardware


Floors


Walls

:: Paint


:: Wainscoting

Casework

:: Countertop

:: Base Cabinets

:: Specimen cabinet

Plumbing


:: Toilet

:: Shower

:: Connection for washer

HVAC/ Mechanical

:: Connection for dryer venting

: Exhaust all air to exterior

Electrical

:: 220 V power for appliance

Equipment

:: Stackable Waher/ Dryer (CFCI)

C O M P U T E R S T O R A G E / R E PA I R


ObjectivesTo provide a space for network analyst to repair computers.

No students are allowed in this space.

Space cannot be shared with IDF, MDF or custodial space

Users

:: Network analyst

:: 2 Staff, 0 Students


:: Main office

:: Service area / Loading dock

Floor Area

:: 177 square feet


Doors and Hardware


Ceiling


Floors


Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Max LF Full height heavy duty shelving along one wall

Whiteboard


Tackboard





:: Telephone



Plumbing

:: 2 compartment sink

: Connection for dishwasher

HVAC/ Mechanical

:: Exhaust hood for cooking

Electrical


Lighting

:: Natural Lighting




:: Telephone

Technology Devices


Equipment

:: Refrigerator w/ freezer, full size

:: Range (CFCI)

:: Range Hood (CFCI)

:: Microwave Oven (2)

*counter space and power for 2 microwaves

:: Dishwasher- 140 F sanitation capable (CFCI)

S A T E L L I T E S T A F F W O R K R O O M


ObjectivesTo provide support spaces for administrative activities

Users

:: Staff, Teachers



:: Main office

Floor Area

:: 180 square feetNote: Additional area, see future phase.


Doors and Hardware


Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets

Whiteboard



Tackboard



Plumbing


HVAC/ Mechanical


Lighting

:: Natural Lighting




:: Telephone

Equipment



S T A F F L O U N G E


ObjectivesTo provide a space for teachers and staff to foster academic teamwork, interaction and staff communication

Users




:: Locate with grade level classroom clusters

:: Saff toilet

Floor Area

:: 418 square feet


Doors and Hardware


Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets

Whiteboard


Tackboard



3-13© MAHLUM | 2016


L O S T + F O U N D , PA T R O L C L O S E T S


ObjectivesTo provide secure storage for lost and found items

Users

:: Teachers & Staff


:: Reception

Floor Area

:: 30 square feet


Doors and Hardware

:: INT- Separation, but no door (Lost & Found)

:: INT- Solid Door, no sidelite (patrol closet)

Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework

:: Closet rod @ 42”, shelving above

P T A / V O L U N T E E R R O O M


3-15© MAHLUM | 2016



3 . 2 C H I L D C A R E





Users

:: Teachers, students, aides, parents and community

:: Maximum 26 students per class

:: Number of Teaching Stations: 3


:: Toilets accessible from classroom

:: Classrooms should be near other primary grade classrooms

:: Classrooms should be near outside, protected play area, specifically for early childhood use

Floor Area

:: 930 square feet each. (usable, excluding toilet), 2790 square feet total

Note: Additional area, see future phase.


Doors and Hardware


:: Interior window to learning commons

Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint

:: Ceramic tile per Technical Standards


Casework

:: 3-shelf 40” hi bookcases full length below exterior window wall

:: Countertop

:: Base Cabinets

:: Upper Cabinets

:: Full height lockable wardrobe cabinet

*min 20LF of upper/ lower/ wardrobecabinets

:: Cubbies w/ hooks (one per student)

Whiteboard


3 . 3 C O R E A C A D E M I C

Tackboard



Plumbing

:: Sink w/ bubbler

Electrical


Lighting

:: Natural Lighting




:: Telephone

:: Voice enhancement system

Technology Devices


:: Presentation Station Computer (1)

:: Presentation Station Cart (1)

:: LED projector: wall mtd (OFCI) (1)

:: Document camera (1)

Playground /Outdoor Learning

Kindergarten KindergartenKindergarten Kindergarten

ToiletToiletToiletToilet

FUTUREPHASE

EXISTING BUILDING

3-17© MAHLUM | 2016


:: Student workstation, (6) per classroom

:: Printer (1)

K I N D E R G A R T E N T O I L E T


ObjectivesTo provide a restroom within the kindergarten classrooms

Users

:: Students


:: Toilets accessible from each classroom

Floor Area

:: 54 square feet each, 162 sq. ft. total


Doors and Hardware


Ceiling


Floors


Walls

:: Paint


Plumbing

:: All stall to have toilets and toilet partitions, no urinals

G R A D E 1 - 3 C L A S S R O O M


Users


:: 2 Staff, Max 26 Students per class



:: Toilets should be easily accessible from classrooms


:: Grade 1: Small Group spaces should be accessible from classroom

:: Grade 2-3: Small Group and Shared Learning spaces should be located outside of the classroom. Visual connection from the classroom allows the teacher to maintain supervision

:: Connection to the outdoors (provided through the Shared Learning area)

Floor Area


Note: Classrooms are existing.


Doors and Hardware



Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework


:: Countertop

:: Base Cabinets

:: Upper Cabinets


*min 20LF of upper/ lower/ wardrobe cabinets


Whiteboard


Tackboard



Plumbing

:: Sink w/ bubbler

HVAC/ Mechanical

:: no special requirements

Electrical


Lighting

:: Natural Lighting




:: Telephone


Technology Devices







:: Printer (1)

G R A D E 4 - 5 C L A S S R O O M


Users


:: 1 Staff, Max 28 Students per class







:: Grade 1: Small Group spaces should be accessible classroom



Floor Area


Note: Classrooms are existing.


Doors and Hardware



Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework


:: Countertop

:: Base Cabinets

:: Upper Cabinets




Whiteboard


Tackboard



Plumbing

:: Sink w/ bubbler

HVAC/ Mechanical

:: no special requirements

Electrical


Lighting

:: Natural Lighting




:: Telephone


Technology Devices







:: Printer (1)

F L E X C L A S S R O O M S




ObjectivesProvide flexible space for student group work, projects, book clubs, etc

Shared Learning areas are open to hallways

Users


:: 2 Staff, up to 50 Students

*note: configure to accommodate ~50 students (Grades K-3: 3 classes @ 17 ea, or Grades 4-5: 2 @ 26 seated for presentation)


:: Classrooms and small group areas

:: Outdoor learning

Floor Area


Note: Additional area, see future phase.


Doors and Hardware

:: EXT-Door w/ Vision panel and sidelite


*door to outdoor learning area when possible

Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboard


3-19© MAHLUM | 2016


Tackboard



Plumbing

:: Sink w/ bubbler

Electrical


Lighting

:: Natural Lighting




Technology Devices




S M A L L G R O U P C O L L A B O R A T I O N R O O M


ObjectivesPlace for students working in small groups, individually

Users


:: 1 Staff, 5 Students ea.


:: Classrooms and Shared Learning

Floor Area

:: 100 square feetNote: Additional area, see future phase.


Doors and Hardware


Windows

:: Interior window to learning commons or hallway

Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboard


Tackboard


Electrical





B O O K / T E C H N O L O G Y S T O R A G E


ObjectivesTo provide secure storage for books and technical equipment

Users

:: Teachers, Staff



Floor Area

:: 182 square feet Note: Additional area, see future phase.

*note: preferred that space is 8’ wide x 12’ deep with full height 24” deep built-in storage each side and space for 2 laptop carts


Doors and Hardware


Floors

:: Concrete

Walls

:: paint

Casework

:: Max LF Full height heavy duty shelving, along 2 walls

Whiteboard


Tackboard


Electrical

:: Power for two laptop charging stations



S T U D E N T D I N I N G A R E A


Users



Note: Configure to accommodate student enrollment in three lunch periods


:: Separation from quiet areas of the school ( e.g. the library, academic classrooms, etc.)

:: Commons should be adjacent to kitchen and stage

:: Commons should be adjacent to Gymnasium with operable wall in between to accommodate large meetings and performances

:: Easy access to play areas / outdoors

Floor Area

:: 2445 square feet


Doors and Hardware

:: EXT-Double Door w/ Vision panel and sidelite


:: If shared: licensed approved pinch guards at all doors

Windows


:: if shared: cordless window covers when provided

Finishes

:: must be resistant to moisture and bleach

Ceiling


:: Acoustical treatment may be needed

Floors

:: Concrete

Walls

:: Paint

:: Wall-mounted acoustical panels

:: Acoustical partition (wall mounted acoustic partitions must be above 8’) (partition to Gym and/ or stage if adjacent)

3 . 4 S T U D E N T D I N I N G + F O O D S E R V I C E

Tackboard


Plumbing

:: Trough style multi-station handwashing sink

:: Drinking fountain w/ bottle filler (2 ea)

HVAC/ Mechanical

:: Independent zoning for after-hours use, A/C not required even if used for “shared space” for child care

Electrical


:: Shatterproof lighting and tamper resistant electrical outlets if “shared space” with licensing for child care (one large area per school)

Lighting

:: Natural Lighting

:: Shatterproof lighting (w/ protective cover)




:: Connection for PA system w/ wireless mics

KitchenDining

Servery Dry Storage

Cooler/Freezer

Laundry

Gymnasium

Office

After HoursEntry

Outdoor Learning/Playground

Music/ Stage

3-21© MAHLUM | 2016


S E R V I N G A R E A


ObjectivesTo support food preparation activities

Users

:: Teachers, students, parents and community



:: Commons

:: Kitchen

Floor Area

Note: Area included in Dining Area.


Doors and Hardware

:: 2 doors with vision panels, one “in” and one “out”

Ceiling


Floors

:: Concrete

Walls

:: Paint


Specialty

:: Virtual display system for menu not typical at elemntary schools.

Electrical

:: Confirm whether one or two POS stations. Power & data in floor outlets for point -of-sale


:: Data ports in floor for point-of-sale

Technology Devices

:: POS workstation cart (1)

:: POS Cash drawer (1)

:: POS Keypad- NED (1)

T A B L E + C H A I R S T O R A G E


ObjectivesTo provide storage for tables and chairs used in commons

Users

:: Food service staff


:: Serving area

Floor Area

:: 136 square feet


Doors and Hardware


Floors

:: Concrete

Walls

:: Paint

C O M M U N I T Y K I T C H E N E T E

Users

:: Teachers, students, parents and community



:: Food Services area should be placed towards rear of the building with easy access to the service driveway and loading dock

:: Scullery should have some separation from food preparation area

:: Serving area

Floor Area

:: 98 square feet


Doors and Hardware


Ceiling


Floors

:: Concrete

Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets

*min 8 LF of countertop, base & upper cabinets

Plumbing


Equipment

:: microwave ovenNote: Counter space and power for 2 microwaves

K I T C H E N


ObjectivesPrepare food safely and efficiently

Users




:: Food Services area should be placed towards rear of the building with easy access to the service driveway and loading dock

:: Scullery should have some separation from food preparation area

:: Serving area

Floor Area

:: 764 square feet (includes kitchen, manager’s alcove, dry storage)

Note: Includes space for walk-in cooler and freezer; based on Pinehurst




Doors and Hardware


* door for deliveries to be 42” wide and open180 degrees

Windows

:: Roll-up window to Serving Area

Ceiling


Floors


Walls

:: Paint


Casework

:: per food service consultant

Whiteboard

:: 4’x6’, # required

Plumbing


:: Single wall mounted handwashing sink

:: Connection for dishwasher

:: Floor Drain

HVAC/ Mechanical

:: Exhaust hood for cooking

:: Exhaust all air to exterior

Electrical


:: outlets above work tables

Lighting


Equipment

:: commercial kitchen appliances and walk-in cooler and freezer specified by food service consultant

M A N A G E R O F F I C E A L C O V E


ObjectivesSeparate space for manager storage and supervision of kitchen activities

Users

:: Kitchen manager



:: Should be placed adjacent to kitchen with observational window connection

Floor Area

Note: Area included in Kitchen.


Doors and Hardware


Ceiling


Floors


Walls

:: Paint


Casework

:: Under-counter safe

Whiteboard


Tackboard




:: Telephone

Technology Devices


D R Y S T O R A G E


Objectives

:: Appropriate food storage to service kitchen needs

Users



:: Kitchen

:: Loading dock

Floor Area

Note: Area included in Kitchen.


Doors and Hardware


Ceiling


Floors


Walls

:: Paint


Casework

:: Max LF Full height heavy duty shelving

L A U N D R Y


ObjectivesLaundry location within kitchen, TBD

Users


Floor Area

:: 44 square feet

Note: Area remotely located.

3-23© MAHLUM | 2016



Doors and Hardware

:: :: INT- Solid Door, no sidelite

Ceiling


Floors


Walls

:: Paint


Casework


Plumbing

:: Floor sink w/ 8” integral rim


HVAC/ Mechanical


Electrical


:: include connections for stack-able washer/dryer

Equipment




R E A D I N G / S T A C K S / C I R C U L A T I O N / G R O U P I N S T R U C T I O N


ObjectivesTeach information and technology skills, material selection, use of on-line catalog and websites

Collaborate with teachers on their instructional objectives (the library provides resources and space)

Users


:: All-staff meetings are held in the library

:: Book fair is held in the library

:: Hosts community meetings and activities

:: 2-4 Staff, 26-52 Students


:: Library workroom / office

:: Easy access from front entrance

Frequency of Use

:: Continuous use during school hours

:: Potential for library to be open in the evenings for community use (if staffed)

Floor Area:: 3550 square feet Note: Area includes Office / Workroom and square footage for future phase circulation.


Doors and Hardware


Windows


Ceiling



Floors

:: Carpet

Walls

:: Paint

3 . 5 L I B R A R Y + M E D I A C E N T E R

Casework

:: Library shelving system

:: 8 OPAC stations

Whiteboard


Tackboard


HVAC/ Mechanical

:: Independent zoning for after-hours use

Electrical


:: Dedicated circuit for large volume copier

:: no book detection system at elementary

:: Connection for student copier near circulation desk

:: Power/ data for 8-12 OPAC stations; confirm if these can be on wifi

Lighting

:: Natural Lighting

Library

Lounge

Circ. Desk/ Workroom/

Office

StoryTime

SchoolBuilding

GroupWork

ViewDowntown

Class

3-25© MAHLUM | 2016





Technology Devices






:: Printer (1)

:: large volume copier/ printer (1)

:: Circulation desk computer with sound bar (1)

:: Online Public Access Catalog (OPAC) stations (12)

:: scanner (1)

:: Portable mobile computing devices (1 lot) (optional)

O F F I C E / W O R K R O O M


ObjectivesSupport Library/Media Center operations

Purchasing, book maintenance, repair and binding

Equipment and periodical storage

Users

:: Library staff and aides / volunteers



:: Circulation desk

Floor Area

Note: Area included in Library.


Doors and Hardware


Windows

:: Interior window to reading stacks area

Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets

:: Flat file built in under deep countertop

Whiteboard


Tackboard





:: Telephone

Technology Devices




C E N T R A L R E C E I V I N G / W O R K R O O M / S T O R A G E


ObjectivesProvide appropriate cleaning support for the building by ensuring a clean, healthy, organized and safe physical plant for the instruction of students.

Users

:: Custodial staff



:: Loading dock

:: Maintenance workroom

:: Equipment storage

:: Custodian office

:: Service Courtyard Storage

:: HVAC controls and boiler operations

Floor Area

:: 4494 square feet


Doors and Hardware

:: EXT-Double Door w/ Vision panel and sidelite

:: keyless locking entry

Windows

:: interior sliding window, observation from lead custodian office

Ceiling

:: Painted exposed structure and MEP/FP

Floors

:: Concrete

Walls

:: Paint


Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets

*min 8 LF of countertop, base & uppercabinets for kitchenette


3 . 6 M A I N T E N A N C E + C U S T O D I A L S E R V I C E S

:: Storage hooks

:: 30”D x 8’0”L workbench

Tackboard


Plumbing

:: Deep utility sink

:: Floor Drain

:: Eye wash/ shower

HVAC/ Mechanical

:: Independent zoning for after-hours use

Electrical

:: Overhead retractable reel

:: 220 V power w/ emergency shutoff

:: rough-in for trash compactor

Lighting





:: Vestibule security camera/ intercom

:: Card access system (card access readers

Receving

CustodialClosets

Workroom

Elec / MechRooms

EquipStorage

CourtyardStorage

Office

Kitchen

Loading Dock

3-27© MAHLUM | 2016


typically in 2 locations: main entry used by staff, and receiving area)

:: Security cameras per site-specific layout (loading doc)

Technology Devices

:: Vestibule security camera/ intercom Aiphone

Equipment

:: Refrigerator w/ freezer, undercounter

:: Microwave oven

:: Emergency Supplies Storage 8’x10’ (on-site, near receiving)

:: future trash compactor (near loading dock

L E A D C U S T O D I A N O F F I C E



Users

:: Custodial staff



:: Maintenance room


:: Custodian office



:: Loading dock

Floor Area

:: 102 square feet


Doors and Hardware


Windows

:: Interior observation window to Receiving

Area and loading dock. Include sliding window for key handout and secure key return slot in wall or door

Ceiling


Floors

:: Carpet

Walls

:: Paint

*include key return slot in wall or door

Whiteboard


Tackboard


Lighting

:: Natural Lighting




:: Telephone

Technology Devices


:: printer (1)

Equipment

:: Wall-Mounted Key Cabinet (to provide blocking)

S T A F F T O I L E T

Note: Shared with and in proximity to food service

Floor Area

:: 47 square feet


Doors and Hardware


Floors


Walls

:: Paint

Plumbing


:: Toilet

:: Floor Drain

F U R N I T U R E & E Q U I P M E N T S T O R A G E R O O M


ObjectivesAccommodate additional classroom furniture to allow enrollment flexibility without over-crowding classrooms

Floor Area

:: 291 square feet*

Users

:: Custodial staff


:: Maintenance room


:: Custodian office



:: Loading dock

:: Furniture storage and science kit preferred direct access to corridor/ classrooms

Floor Area

:: Equipment storage included in furniture store room

:: Science Kit storage included in central receiving/ workroom




Doors and Hardware


Ceiling

:: paint ceiling only, not MEP/FP

Floors

:: Concrete

Casework


C U S T O D I A L C L O S E T S



Users

:: Custodial staff


:: Custodial closets are directly accessible from hallway

:: Custodial closets are distributed around the school with access to main areas to be cleaned

:: Accessible from corridor with keyless locking entry

Floor Area



Doors and Hardware


Ceiling

:: Painted exposed structure and MEP/FP

Floors

:: Concrete

Walls

:: Paint



:: Hooks for backpack vacuums

:: Tile backsplash and stainless steel mop catcher at floor sink

Casework


:: Storage hooks for backpack vacuums

Whiteboard


Tackboard


Plumbing


Equipment

:: “Brute” trash barrels on wheels (3 ea 44 gal., 24” dia, 32” high)

:: Cleaning cart (sim. to Rubbermaid #9172 50”L x 22”W x 40” H)

:: Kaivac Floor Cleaner 24”W x 32”L x 51”H

F A C I L I T I E S / G R O U N D S E Q U I P M E N T S T O R A G E



Users

:: Custodial staff


:: Maintenance room


:: Custodian office


:: Loading dock

Floor Area

:: 117 square feet


Doors and Hardware


Ceiling

:: Paint ceiling only, not MEP/FP

Floors

:: Concrete

Walls

:: Paint

Plumbing

:: Floor Drain

:: Hose bibb

HVAC/ Mechanical

:: Ventilation for flammable storage cabinet

:: Unconditioned space with ventilation

Lighting


Equipment

:: Flammable material storage cabinet

other notes:

Boiler & Central Plant, other Mechanical Rooms:

Electrical: Outlets within <25’ of equipment. Data port located where cart-based laptop can access DDC control system

3-29© MAHLUM | 2016


S E L F - C O N T A I N E D C L A S S R O O M / R E S O U R C E / A C C E S S R O O M


ObjectivesTeaching spaces for academic disciplines that do not require special equipment for medically fragile students or room configuration

Place for students working in small groups, or individually

Flexible arrangement is preferred - needs to accommodate the needs of a variety of program areas

Facilities to the concepts of inclusion and the specialized requirements of students.

Special attention will be given to accessibility of all facilities and an integrated learning program

Users

:: Teachers, students, and aides

:: 2 Staff (2 Teaching Stations), 10 Students (self-contained classrooms)

:: 2 Staff (1 Teaching Station), 5 Students (resource)

:: 2 Staff (1 Teaching Station), 5 Students (access room)


:: Classrooms should be next core academic classrooms

:: Restrooms

:: Kitchenette

Floor Area

:: 748 square feet each, 1496 square feet total (self-contained classroom)*

:: 699 square feet (resource)*

:: 453 square feet (access room)*


Doors and Hardware


Windows


:: Interior window to Learning Commons or hallway

Ceiling


3 . 7 S P E C I A L E D U C A T I O N

Floors

:: Carpet

Walls

:: Paint

Casework


:: Countertop

:: Base Cabinets

:: Upper Cabinets


*min 20 LF fo upper/ lower/ wardrobe cabinets

:: Cubbies w/ hooks (one per student) (classroom) (half-height lockers acceptable in lieu of cubbies)

Whiteboard


Tackboard

:: 4’x4’,(1) required


ResourceOT/PT

Playground

CoreInstruction

Self-Contained Classroom

Speech Psych.

Access

OutdoorLearning



Plumbing

:: Sink w/ bubbler

:: Connected restroom w/ sink/ toilet

HVAC/ Mechanical

:: No special requirements

Electrical


Lighting

:: Natural Lighting




:: Telephone


Technology Devices







:: Printer (1)

R E S T R O O M W I T H C H A N G I N G A R E A


ObjectivesTo provide restrooms within the self-contained classrooms

Users




:: Should be near, but not necessarily connected to each classroom

Frequency of Use

:: Daily

Floor Area

:: 97 square feet each, 194 square feet total*


Doors and Hardware


Ceiling


Floors


Walls

:: Paint



Casework


Tackboard


Plumbing


:: Toilet

:: Eye wash/ shower

*washer & dryer for Special Education arewith Nurse

S P E E C H T H E R A P I S T + P S Y C H O L O G I S T

S E E F U T U R E P H A S E

O T / P T


PrioritiesOT/PT should be centrally located and “highly visible” with easy access for students

Two therapists: one therapist meets with general education students in the OT/

PT room, one therapist goes to the self-contained classrooms to work with students.

OT/PT needs plenty of lockable storage for equipment

OT/PT access to the exterior, accessible playground

Locate OT/PT nearby to facilitate collaboration

Users


:: 1 Staff, 1-2 Students


:: Restrooms

:: Outdoor play area

Frequency of Use

:: Daily

Floor Area

:: 412 square feet*


Doors and Hardware


Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets


Whiteboard


3-31© MAHLUM | 2016


Tackboard


Lighting

:: Natural Lighting




:: Telephone

Technology Devices




A R T / P R O J E C T L A B


ObjectivesTo provide a space for students to learn about 2D and 3D art

To provide an area to work on individual projects

Users

:: Teachers and students

:: 1 Staff (1 Teaching Station), 30 Students


:: Ceramic kiln

:: Outdoor learning space / courtyard

:: Project and supply storage

:: Located centrally within the building

Frequency of Use

:: Daily

Floor Area

:: 1039 square feet*


Doors and Hardware


Windows


Finishes

::

Ceiling


Floors


Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets


Whiteboard


3 . 8 S P E C I A LT I E S

Tackboard



Plumbing

:: Sink w/ bubbler

:: Large deep art sink with clay trap

:: Floor Drain

Electrical


Lighting

:: Natural Lighting




:: Telephone


Technology Devices




DiningMusic/Stage

Gymnasium

Outdoor Play Seattle Parks

CoveredPlay

PE Office /Storage

Restroom / Shower

CommunityStorage

Receiving / Kitchen

3-33© MAHLUM | 2016





:: Printer (1)

Equipment

:: pottery wheel

A R T S U P P LY S T O R A G E / K I L N R O O M , P R O J E C T S T O R A G E


ObjectivesTo provide storage space for equipment and student project work

Users

:: Teachers



:: Visual Arts Classroom

:: Ceramic kiln

Frequency of Use

:: Daily

Floor Area

:: Art supply storage/ kiln room: 87 square feet*

:: Art project storage: 86 square feet*


Doors and Hardware


Ceiling


Floors

:: Concrete

Walls

:: Paint

Casework


HVAC/ Mechanical

:: Venting for kiln

Equipment

:: kiln

M U S I C / S T A G E R O O M


ObjectivesAcoustical room for music performance and instruction

Users


:: 1 Staff (1 Teacher Station), 30 Students


:: Stage and practice rooms

Frequency of Use

:: Daily

Floor Area

:: 830 square feet*


Doors and Hardware


Ceiling

:: Floor and Ceiling to be black; paint ceiling only, not MEP/FP

Floors


:: Floor and Ceiling to be black

Walls

:: Paint

:: Acoustical partition

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets


Whiteboard

:: 4’x6’ with music staff lines, (1) required


Tackboard



Other Specialties

:: Stage Curtain; Proscenium opening, grande drape, traveler, back drape and legs

Electrical


Lighting

:: stage lighting




:: Telephone


Technology Devices







:: Printer (1)

M U S I C / S TA G E R O O M S TO R A G E


ObjectivesTo provide a space for the storage of musical instruments

Users






:: Music/ Stage Room

Frequency of Use

:: Daily

Floor Area

:: included in music/ stage room


Doors and Hardware


Ceiling


Floors

:: Concrete

Walls

:: Paint

Casework


P E : G Y M N A S I U M


Users


:: 2 Staff (2 Teaching Stations), 60 Students


:: PE / Community storage

:: Restrooms / Shower

:: Commons and Stage

:: Covered play

Frequency of Use

:: Throughout the day for PE classes

:: Daily afternoon and evening use for athletics and recreation

Floor Area

:: 5746 square feet


Doors and Hardware



:: License-approved pinch guards, all doors

Windows

:: All windows to be min. 8’ above floor

Finishes

:: Use natural material finishes and avoid use of paint on walls

Ceiling


Floors

:: Wood

Walls

:: Wainscoting

:: Wall-mounted acoustical panels; must be above 8’

Whiteboard


Tackboard


Other Specialties

:: Wall padding behind basketball hoops

:: Horizontal Traverse wall- securable

:: 10 pulse bars mounted throughout Gym

:: Ceiling mounted divider curtain

:: Retractable basketball goals

:: Rough-in only for scoreboards and shot clocks (items to be provided by Parks)

:: floor standards for all team sports, including volleyball, pickle ball/ badminton & basketball

:: marker rail at top of marker boards

Electrical


:: 1 mobile presentation station (includes doc camera, speakers, portable interactive whiteboard)

:: rough-in only for (2) scoreboards & shot clocks

Lighting

:: natural lighting; all windows to be min. 8’ above floor




:: Connection for PA system w/ wireless mics

Technology Devices




:: LED projector: cart mounted (2)


:: portable sound system (2)

P E O F F I C E / S T O R A G E , R E C E S S E Q U I P M E N T S T O R A G E


ObjectivesTo provide a work area for the PE teacher and storage of gym equipment

Users

:: Teachers



:: Gymnasium

:: Restroom / Shower

Frequency of Use

:: Daily

Floor Area

:: 268 square feet (PE Office/ Storage)

:: 150 square feet (Recess Equipment Storage)

3-35© MAHLUM | 2016



Doors and Hardware


*doors into PE storage preferred to be 8’ high to allow for tall equipment

Windows

:: Interior window; observation window into Gym

Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework


:: Racks, shelving and hanging devices to maximize use of space.

Tackboard





:: Telephone


R E S T R O O M


ObjectivesTo provide bathroom and shower facilities for PE teachers

Users

:: Teachers



:: Gymnasium

:: Office / Storage

*note: one gender neutral toilet room to be shared by 2 PE teachers

Frequency of Use

:: Daily

Floor Area

:: 59 square feet


Doors and Hardware


Ceiling


Floors


Walls

:: Paint



Casework


COMMUNITY PARTNERS STORAGE


ObjectivesTo provide storage for community athletic equipment

Users

:: Community partners



:: Main gym

Frequency of Use

:: For community events / sports

Floor Area

:: 98 square feet


Doors and Hardware


Floors

:: Concrete

Walls

:: Paint

Casework



3-37© MAHLUM | 2016


F U T U R E P H A S E E L E M E N T S



A S S I S T A N T P R I N C I PA L O F F I C E


ObjectivesTo provide an office where the Assistant Principal can perform administrative functions

Users

:: Assistant Principal

:: 1 Assistant Principal, 1 Student


:: Private waiting / supervision area (shared with Principal)

Floor Area

:: 180 square feet


Doors and Hardware


Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboard


Tackboard


Lighting

:: natural lighting



Technology Devices

:: staff workstation computer

A S S I S T A N T P R I N C I PA L S T U D E N T W A I T I N G A R E A


ObjectivesTo provide space to meet with students, parents, teachers, and staff

Users

:: Assistant Principal, staff, and students



:: Assistant principal’s office

Floor Area

:: 30 square feet


Doors and Hardware


Ceiling


Floors

:: Carpet

3 . 1 A D M I N I S T R A T I O NF U T U R E P H A S E

3-39© MAHLUM | 2016


:: Natural Lighting




:: Telephone

Technology Devices


S A T E L L I T E S T A F F W O R K R O O M


ObjectivesTo provide support spaces for administrative activities

Users

:: Staff, Teachers



:: Main office

Floor Area

:: 180 square feet


Doors and Hardware


Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets

Whiteboard



Tackboard



Plumbing


HVAC/ Mechanical


Lighting

:: Natural Lighting




:: Telephone

Equipment



P T A / V O L U N T E E R R O O M


ObjectivesTo provide a storage space to support PTA and volunteers in their involvement efforts with the school

Users

:: Parents and teachers


:: Main office

:: Workroom / Mail area

Floor Area

:: 160 square feet

Walls

:: Paint




:: Telephone

S H A R E D O F F I C E


ObjectivesTo provide a support space for transitional users, flexible enough to support various needs

Users

:: Counselors, Interns, Itinerant Staff, etc

:: 1-3 Staff per office, 1 Student per Office


:: Main office

Floor Area

:: 120 square feet


Doors and Hardware


Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboards


Tackboard


Lighting




Doors and Hardware


:: INT- Solid Door, no sidelite (patrol closet)

Ceiling


Floors

:: Carpet

Walls

:: Paint

Tackboard

:: :: 4’x4’, (1) required



3-41© MAHLUM | 2016


C H I L D C A R E / B E F O R E - A F T E R S C H O O L


ObjectivesTeaching spaces for academic disciplines that do not require special equipment or room configuration

A safe environment for students to stay before and after school hours

Flexible arrangement is preferred - needs to accommodate the needs of a variety of program areas

Allow conversion of childcare spaces to K-2 classroom spaces should additional enrollment require

Users


:: 2 Staff, 20 students (Pre-K)

:: 2 Staff, 30 students (School Age)



:: Accessible from parking

:: Separate Entrance

:: Secured play area for Pre-K aged students

:: Easy access to kitchen, laundry and staff toilets

:: Located near the gym and commons

:: Located near Kindergarten and Grade 1 classrooms

Floor Area

:: 900 square feet (Pre-K)

:: 1120 square feet (School Age)Note: for licensing, indicated square footage must be net usable area for students.


Doors and Hardware



*license-approved pinch guards all doors; provide magnetic door sensors w/ residential bell sound for detecting children exiting classroom

Windows


:: Interior window

* interior window to hallway; view window sill heights at 18-24” AFF; lowest edge of operable lites at 36” min AFF; roller shade cord lengths per State regulations

Ceiling


Floors


Walls

:: Paint


Casework

:: min. 12 LF of upper & lower cabinets.

:: 6LF blocking for wall-mounted nap mat hooks at ~5’ AFF, away from primary activity area

:: WB/TB mounted at 18” AFF per standard teaching layout


:: Countertop

:: Base Cabinets

:: Upper Cabinets

3 . 2 C H I L D C A R EF U T U R E P H A S E

ToiletsToilets

OfficeEntry/ Parent

Resource

Before - AfterClassroom

(School age)

Before - AfterClassroom

(Pre-K)

PlaygroundPlayground

Laundry &Storage

Kitchen & Pantry





Whiteboard


Tackboard


Plumbing



:: Large deep art sink, no bubbler

:: Connected restroom w/ sink/ toilet

:: Licensing requires student handwashing sink near classroom entry; another near re-entry desireable. “Pull down paper towel dispenser and wall-mounted liquid soap dispense, push type, all sinks. Use dishwasher booster for sanitizing, not separate hot water heater.

HVAC/ Mechanical

:: Individual ventilation w/ AC for independant operation.

Electrical


:: Tamper resistant electrical outlets

:: Provide 1 duplex receptavle at 42” AFF, location TBD during plan review

:: provide all K-5 technology infrastructure incl voice enhancement, and rough-in but not installation of LED projectors.

Lighting

:: Natural Lighting


:: Dimmable LED lighting on 2 zones (50-500 lux)




:: Telephone


C H I L D C A R E T O I L E T S


ObjectivesTo provide a space that accommodates the needs and privacy of users with an ease of accessibility and minimal supervision challenges

Users


:: 1 Staff, 1 Student ea.


:: Easily accessible from childcare classrooms

Floor Area

:: 50 square feet ea. (250 sq. ft. total)


Doors and Hardware

*License-approved pinch guards all doors;Solid, dutch doors, no locking function,at child toilet rooms; provide hardware to hold top half of door open and to secure top half to bottom half, Keyed privacy locks at staff toilet rooms

Finishes

:: moisutre resistant surfaces

Ceiling


Floors


Walls


Plumbing

:: Refer to Appendices for Fixtures and mounting heights; at staff toilet rooms fixtures to be ADA compliant

HVAC/ Mechanical

:: Ventilation to run continuously during program hours

Electrical


Lighting


E N T R Y / PA R E N T R E S O U R C E


ObjectivesTo provide a welcoming and secure entry to the facility

Users

:: Teachers, aides, and parents



:: Accessible from parking (Design team to review on-street loading/unloading spaces with SDOT)

:: Separate Entrance

Floor Area

:: 16 square feet


Doors and Hardware



* exterior door to be keyed, with buzzer tonotify staff of parent presence; rought inpower and data for future door opener.Door to be lockable by emergency lock-down command. No keypad/ card readeraccess. Liscense-approved pinch guards alldoors

Windows

:: roller shade cord lengths per State regulations

Ceiling


Floors


3-43© MAHLUM | 2016


Walls

:: Paint

Casework

:: min 8 LF check-in counter

Tackboard


Electrical


:: provide exterior lighting at entry as well as along exterior paths from parking/ publick ROW to child care entry, all on its own control zone.

:: provide 1 telephone & 1 data part, and 2 4-plex outlets

Lighting




Technology Devices

:: see electrical above

O F F I C E / W O R K R O O M / C O N F E R E N C E


ObjectivesTo provide space that enables supervision and administrative duties

Users

:: Teachers, staff



:: Visible connection to child care classrooms

:: Entrance

Floor Area

:: 150 square feet


Doors and Hardware


:: Liscense-approved pinch guards all doors

Windows


:: interior window for entry and classroom observation

:: roller shade cord lengths per State regulations

Ceiling


Floors


Walls

:: Paint

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets

* min 10LF of countertop and lower/ upper cabinets

Tackboard


Electrical


Lighting





:: Telephone

Equipment

:: Refrigerator w/ freezer, undercounter (for medications storage)

K I T C H E N A N D PA N T R Y


ObjectivesTo accommodate dietary needs of users twice a day, before and after school hours

Never to be directly accessible by students

Users

:: Staff



:: Easy access to child care classroom

:: Must be separate from toilet rooms, laundry and custodial closets by a distance of 8’

Floor Area

:: 140 square feet


Doors and Hardware

:: lockable gates/ half-doors between kitchen and classrooms. license-approved pinch guards, all doors; roller shade cord lengths per State regulations. Dutch door is preferred to separate kitchen from classrooms(s)

Ceiling


Floors


:: coved base

Walls

:: moisture resistant, washable wall surfaces

:: paint

:: include tile backsplash and stainless steel mop holder over floor sink.

Casework

:: Countertop

:: Base Cabinets

:: Upper Cabinets



S T O R A G E / L A U N D R Y


ObjectivesTo provide a storage space and laundry to support child care facility

Not to be accessible by students

Users

:: Staff



:: Easy access to child care classroom

Floor Area

:: 40 square feet


Doors and Hardware


*license-approved pinch guards al doors

Ceiling


Floors

:: Concrete

:: cove base

Walls

:: Paint



:: 4’ wainscot adj mop sink

Casework


Plumbing



:: Floor Drain

HVAC/ Mechanical

:: provide continuous exhaust during operation


Electrical



Lighting


Equipment


B E F O R E + A F T E R C A R E S T O R A G E

:: 120 square feet

:: to be located adjacent to “Shared Space” licensed for Child Care

*maximize countertops, lower/ upper cabinets, with adjustable shelving

Plumbing

:: Sink w/out bubbler for food prep

:: 2 compartment sink for dishwashing


:: Connection for dishwasher

:: Connection for Icemaker

:: minimum 24” between differently purposed sinks

* use dishwasher booster for sanitizing, not separate hot water heater

HVAC/ Mechanical

:: Type II Exhaust hood above cook top to exterior; provide with higher than typical ventilation to exhaust steam from dishwasher out of kitchen

Electrical



Lighting




Equipment

:: Refrigerator w/ freezer, full size

:: Range (CFCI)

:: Range Hood (CFCI)\

:: Microwave Oven

:: Dishwasher- 140 F sanitation capable (CFCI)

3-45© MAHLUM | 2016




Users


:: Maximum 26 students per class



:: Toilets accessible from classroom


:: Classrooms should be near outside, protected play area, specifically for early childhood use

Floor Area

:: 1 additional room, 900 square feet


Doors and Hardware



Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint



Casework


:: Countertop

:: Base Cabinets

:: Upper Cabinets




Whiteboard


3 . 3 C O R E A C A D E M I CF U T U R E P H A S E

Tackboard



Plumbing

:: Sink w/ bubbler

Electrical


Lighting

:: Natural Lighting




:: Telephone


Technology Devices









:: Printer (1)

K I N D E R G A R T E N T O I L E T


ObjectivesTo provide a restroom within the kindergarten classrooms

Users

:: Students



Floor Area

:: 1 additional room, 50 square feet


Doors and Hardware


Ceiling


Floors


Walls

:: Paint


Plumbing

:: all stall to have toilets and toilet partitions, no urinals

C L A S S R O O M S


Users


:: Future classroom capacity max. 28/ class





:: Grade 1: Small Group spaces should be accessible from classroom



Floor Area

:: 6 additional rooms at 850 square feet each, 5100 square feet


Doors and Hardware



Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint

Casework


:: Countertop

:: Base Cabinets

:: Upper Cabinets


*min 20LF of upper/ lower/ wardrobecabinets


Whiteboards


Tackboard



Plumbing

:: Sink w/ bubbler

Electrical


Lighting

:: Natural Lighting




:: Telephone


Technology Devices







:: Printer (1)



ObjectivesProvide flexible space for student group work, projects, book clubs, etc

Shared Learning areas are open to hallways

Users


:: 2 Staff, up to 50 Students

3-47© MAHLUM | 2016


*note: configure to accommodate ~50 students (Grades K-3: 3 classes @ 17 ea, or Grades 4-5: 2 @ 26 seated for presentation)


:: Classrooms and small group areas

:: Outdoor learning

Floor Area

:: 3 additional rooms at 600 square feet each, 1,800 square feet total future phase


Doors and Hardware



*door to outdoor learning area when possible

Windows


Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboards


Tackboard



Plumbing

:: Sink w/ bubbler

Electrical


Lighting

:: Natural Lighting




Technology Devices




S M A L L G R O U P C O L L A B O R A T I O N R O O M


ObjectivesPlace for students working in small groups, individually

Users


:: 1 Staff, 5 Students ea.



Floor Area

:: 4 additional rooms at 120 square feet each, 480 total future phase


Doors and Hardware


Windows

:: Interior window to learning commons or hallway

Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboards


Tackboard


Electrical





B O O K / T E C H N O L O G Y S T O R A G E




Floor Area

:: additional 3 rooms at 100 square feet each, 300 square feet total

Note: preferred that space is 8’ wide x 12’ deep with full height 24” deep built-in storage each side and space for 2 laptop carts


Doors and Hardware


Floors

:: Concrete

Walls

:: paint

Casework

:: Max LF Full height heavy duty shelving, along 2 walls

Whiteboards


Tackboard


Electrical

:: Power for two laptop charging stations



S P E E C H T H E R A P I S T + P S Y C H O L O G I S T


Users


:: 1 Staff, 1 Student Note: for groups larger than 1 student, small group collaboration spaces shall be used.


:: Restrooms

:: Close to core academics and self-contained classrooms to save time moving between rooms

Frequency of Use

:: Daily

Floor Area



Doors and Hardware


Ceiling


Floors

:: Carpet

Walls

:: Paint

Whiteboard


Tackboard


Lighting

:: Natural Lighting




:: Telephone

Technology Devices


3 . 7 S P E C I A L E D U C A T I O NF U T U R E P H A S E

3-49© MAHLUM | 2016


N U M E R I C P R O G R A M

The numeric program shows the allocation of space for each room per function for the new proposed program with an enrollment of 500 students in comparison to the Seattle Public Schools Generic Education Specification.

The new proposed program includes (3) columns:

:: SPS Generic Education Specification Program (500 student capacity)

:: Proposed Site Specific Ed Spec Current Phase (500 student capacity)

:: Proposed Site Specific Ed Spec Future Phase (500 student capacity)


Seattle Public SchoolsMagnolia Elementary SchoolEd Spec Program

staff stud rm sp gen nsf sf/rm total nsf TS staff stud rm sp gen nsf sf/rm total nsf TS staff stud rm sp gen nsf sf/rm total nsf TS

A-1 AdministrationMain Office

Waiting Area 4 1 1 area 350 350 350 Note3 4 1 1 area 354 354 354 4 Note3 4 0 1 area 0 0 0

Reception & Secretary 2 1 1 1 area 120 120 120 Note3 2 1 0 1 area 0 0 0 -120 Note3 2 1 0 1 area 0 0 0

Principal Office 1 1 1 1 rm 180 180 180 1 1 1 1 rm 180 180 180 0 1 1 0 1 rm 0 0 0

Assistant Principal / Student Waiting Area 1 1 1 area 30 30 30 Note 5 1 1 0 1 area 0 0 0 -30 Note 5 1 1 1 1 rm 30 30 30

Assistant Principal Office 1 1 1 1 rm 180 180 180 Note 5 1 1 0 1 rm 0 0 0 -180 Note 5 1 1 1 1 rm 180 180 180

Conference Room 2 to 10 0 1 1 rm 250 250 250 2 to 10 0 1 1 rm 416 416 416 166 2 to 10 0 0 1 rm 0 0 0

Administration Workroom / Kitchenette Up to 4 0 1 1 rm 120 120 120 Note 4, 6 Up to 4 0 1 1 rm 294 294 294 174 Note 4, 6 Up to 4 0 0 1 rm 0 0 0

Mail Area Up to 4 0 1 1 area 120 120 120 Note 4, 6 Up to 4 0 0 1 area 0 0 0 -120 Note 4, 6 Up to 4 0 0 1 area 0 0 0

Storage Room 0 0 1 1 rm 120 120 120 Note 6 0 0 1 1 rm 75 75 75 -45 Note 6 0 0 0 1 rm 0 0 0

Shared Offices 1 to 3 1 3 1 rm 120 120 360 1 to 3 1 1 1 rm 102 102 102 -258 1 to 3 1 1 1 rm 120 120 120

Records Room 0 0 1 1 rm 120 120 120 0 0 1 1 rm 173 173 173 53 0 0 0 1 rm 0 0 0

Staff Restrooms (2 ea) & Unisex Shower (1 ea) 1 0 3 1 rm 50 50 150 1 3 3 1 rm 55 55 165 15 1 3 0 1 rm 0 0 0

Nurse's Office / Treatment Room 1 to 2 0 1 1 rm 120 120 120 1 to 2 0 1 1 rm 113 113 113 -7 1 to 2 0 0 1 rm 0 0 0

Cot Room (for 2 cots) 2 Up to 3 1 1 rm 100 100 100 2 Up to 3 1 1 rm 110 110 110 10 2 Up to 3 0 1 rm 0 0 0

Clinic Restroom / Washer / Dryer / Shower 1 1 1 1 rm 120 120 120 1 1 1 1 rm 97 97 97 -23 1 1 0 1 rm 0 0 0

Computer Storage / Repair 2 0 1 1 rm 120 120 120 2 0 1 1 rm 177 177 177 57 2 0 0 1 rm 0 0 0

Staff Lounge 10 to 15 0 1 1 rm 500 500 500 Note 4 10 to 15 0 1 1 rm 418 418 418 -82 Note 4 10 to 15 0 0 1 rm 0 0 0

Lost & Found and Patrol Closets 0 0 1 1 rm 20 20 20 0 0 1 1 rm 30 30 30 10 0 0 0 1 rm 0 0 0

PTA / Volunteer Room 0 0 1 1 rm 160 160 160 0 0 0 1 rm 0 0 0 -160 0 0 1 1 rm 160 160 160

Internal Circulation Premium Note 2 1 1 area 0 0 0 Note 2 1 area 0 0 0 0 Note 2 0 1 area 0 0 0

Subtotal - Main Office 3,240 2,704 -536 490

Classroom SupportSatellite Staff Workroom / Break Area Note 1 6 0 2 1 rm 180 180 360 Note 1 6 0 1 1 rm 180 180 180 -180 Note 1 6 1 1 1 rm 180 180 180

Subtotal - Classroom Support 360 180 -180 180

TOTAL ADMINISTRATION ASSIGNABLE SQUARE FEET 3,600 2,884 -716 670

Note 1: Provide 2 @ 180 SF for 2-story building, and 3 @120 SF for 3-story building.Note 2: All included in grossing factor below.Note 3: (1) 354 SF room includes Waiting Area, Reception &Secretary. (Total Ed Spec Program Area 470 sf)Note 4: (1) 294 SF room includes Admin Wrkrm / Kitchenette, MailArea. Incorporate storage cabinates to supplement remote storage.(Total ED Spec Program Area 240 sf)

Note 5: SDAT Committee noted there would most likely not be anasisstant principal when the school opens.Note 6: Storage Room located at existing closet. SupplementalStorage Cabinets to be incorporated in Adminsitration Workroom /Kitchenette, Mail Area.

A-2 Childcare

Childcare Classrooms

Childcare Classroom (licensable for 30) Note 1 2 30 1 1 rm 1120 1,120 1,120 1 Note 1 2 30 0 1 rm 0 0 0 -1,120 Note 1 2 30 1 1 rm 1120 1,120 1,120 1

Childcare Classroom (licensable for 20) 2 20 1 1 rm 900 900 900 1 2 20 0 1 rm 0 0 0 -900 2 20 1 1 rm 900 900 900 1

Toilet Note 2 1 1 5 1 rm 50 50 250 Note 2 1 1 0 1 rm 0 0 0 -250 Note 2 1 1 5 1 rm 50 50 250

Subtotal - Childcare Classrooms 2,270 0 -2,270 2,270

Childcare Support

Entry / Parent Check-in 2 2 1 1 rm 16 16 16 2 2 0 1 rm 0 0 0 -16 2 2 1 1 rm 16 16 16

Office / Workroom / Conference Note 3 3 1 1 1 rm 150 150 150 Note 3 3 1 0 1 rm 0 0 0 -150 Note 3 3 1 1 1 rm 150 150 150

Kitchen and Pantry 2 0 1 1 rm 140 140 140 2 0 0 1 rm 0 0 0 -140 2 0 1 1 rm 140 140 140

Storage / Laundry / Custodial 1 0 1 1 rm 40 40 40 1 0 0 1 rm 0 0 0 -40 1 0 1 1 rm 40 40 40

Before & After Care Storage 1 0 1 1 rm 120 120 120 Note 4 1 0 0 1 rm 0 0 0 -120 Note 4 1 0 1 1 rm 120 120 120

Subtotal - Childcare Support 466 0 -466 466

TOTAL CHILDCARE ASSIGNABLE SQUARE FEET 2,736 2 0 0 -2,736 2,736 2

Note 1: For licensing, indicated square footage must be net usable area for student.Note 2: Includes one for each gender for each classroom, plus one separate staff toilet room.Note 3: Workstation for director, guest chairs to meet with parents, room for one sick child.Note 4: To be allocated adjaent to "Shared Space" licensed for Child Care

Future PhaseNet Square FeetDelta

to Ed SpecNet Square Feet

Generic Ed Spec (500 Student Capacity)Net Square Feet

Site Specific Ed Spec (Current Design - Phase 1)


A-3 Core Academic

Classrooms

Kindergarten (max 26 students) Note 1 2 17 to 26 4 1 rm 900 900 3,600 4 Note 1 2 17 to 26 3 1 rm 930 930 2,790 3 -810 Note 1 2 17 to 26 1 1 rm 900 900 900 1

K Toilet 0 1 4 1 rm 50 50 200 0 1 3 1 rm 54 54 162 -38 0 1 1 1 rm 50 50 50

Grade 1-3 Classrooms (max 26 students) Note 2 1 17 to 26 12 1 rm 850 850 10,200 12 Note 5 1 17 to 26 9 1 rm 725 725 6,525 9 -3,675 Note 5 1 17 to 26 3 1 rm 850 850 2,550 3

Grade 4-5 Classrooms (max 28 students) Note 2 1 28 6 1 rm 900 900 5,400 6 Note 5 1 28 6 1 rm 725 725 4,350 6 -1,050 Note 5 1 28 0 1 rm 900 900 0

Flex Classroom for Capacity at Grades K-3 Note 2 1 17 to 26 2 1 rm 850 850 1,700 2 Note 2 1 17 to 26 0 1 rm 0 0 0 0 -1,700 Note 2 1 17 to 26 2 1 rm 850 850 1,700 2Flex Classroom for Capacity at Grades 4-5 Note 2 1 28 1 1 rm 850 850 850 1 Note 2 1 28 0 1 rm 0 0 0 0 -850 Note 2 1 28 1 1 rm 850 850 850 1

Subtotal - Classrooms 25 21,950 18 13,827 -8,123 7 6,050

Classroom Support

Learning Commons Note 3 2 Up to 50 6 1 rm 600 600 3,600 Note 3, 6, 7 2 Up to 50 4 1 rm 387 387 1,548 -2,052 Note 3, 6, 7 2 Up to 50 3 1 rm 600 600 1,800

Small Group Collaboration 1 5 6 1 rm 120 120 720 1 5 1 1 rm 100 100 100 -620 1 5 4 1 rm 120 120 480

Book / Technology Storage Note 4 0 0 6 1 rm 100 100 600 Note 4, 7, 8 0 0 2 1 rm 91 91 182 -418 Note 4, 7, 8 0 0 3 1 rm 100 100 300

Subtotal - Classroom Support 4,920 1,830 -3,090 2,580

TOTAL CORE ACADEMIC ASSIGNABLE SQUARE FEET 26,870 25 15,657 18 -11,213 8,630 7

Note 1: Classrooms shall be not less than 900 usable SF.Note 2: Classrooms shall be not less than 850 usable SF.Note 3: Configure to accommodate ~50 students (grades K-3: 3 classes at 17 ea, or Grades 4-5: 2 at 26, seated for presentation)

Note 4: Prefered that space is 8' wide x 12' deep with full height 24" deep built-in storage each side and space for 2 laptop carts.

Note 5: 725 SF area derived from average of existing classroom areas.Note 6: Two of the Learning Common areas are documented as additive alternates.Note 7: Integrate supplemental Book / Technology Storage Cabinets at Learning Commons.Note 8: Book storage located at existing closets below stairs. Access is only available through classrooms.

A-4 Student Dining + FS

Student Dining

Student Dining Area (seating for 1/2 of students) Note 1 5 250 1 1 area 3800 3,800 3,800 Note 4 5 250 1 1 area 2,445 2,445 2,445 -1,355 Note 4 5 250 0 1 area 0 0 0

Serving Area 3 0 1 1 area 0 0 0 3 0 0 1 area 0 0 0 0 3 0 0 1 area 0 0 0

Table & Chair Storage 0 0 1 1 rm 400 400 400 0 0 1 1 rm 136 136 136 -264 0 0 0 1 rm 0 0 0

Community Kitchenette 2 2 1 1 rm 100 100 100 2 2 1 1 rm 98 98 98 -2 2 2 0 1 rm 0 0 0

Subtotal - Student Dining 4,300 2,679 -1,621 0

Food Service

Kitchen Note 2 3 0 1 1 rm 870 870 870 Note 2, 3 3 0 1 1 rm 764 764 764 -106 Note 2, 3 3 0 0 1 rm 0 0 0

Manager's Office Alcove 1 0 1 1 area 30 30 30 Note 3 1 0 0 1 area 0 0 0 -30 Note 3 1 0 0 1 area 0 0 0

Dry Storage 0 0 1 1 rm 120 120 120 Note 3 0 0 0 1 rm 0 0 0 -120 Note 3 0 0 0 1 rm 0 0 0

Laundry 0 0 1 1 rm 30 30 30 0 0 1 1 rm 44 44 44 14 0 0 0 1 rm 0 0 0

Subtotal - Food Service 1,050 808 -242 0

TOTAL DINING + FOOD ASSIGNABLE SQUARE FEET 5,350 3,487 -1,863 0

Note 1: Configure to accommodate half of student enrollment in each of two lunch periods Note 2: Includes space for walk-in cooler and freezer; based upon PinehurtNote 3: (1) 764 SF room includes Kitchen, Manager's Alcove, Dry Storage. (Total ED Spec Program Area 1020 sf)Note 4: Dining area to accommodate no more than (3) lunch sessions for school capacity of 500 students.


A-5 Library / Media CenterLibrary / Media Center

Reading / Stacks / Circulation / Group Instruction 2 to 4 26 to 52 1 1 rm 2500 2,500 2,500 Note 1, 2 2 to 4 26 to 52 1 1 rm 3,555 3,555 3,555 1,055 Note 1, 2 2 to 4 26 to 52 0 1 rm 0 0 0

Office / Workroom 2 0 1 1 rm 250 250 250 2 0 0 1 rm 0 0 0 -250 2 0 0 1 rm 0 0 0

Subtotal - Library 2,750 3,555 805 0

TOTAL LIBRARY / MEDIA CENTER ASSIGNABLE SQUARE FEET 2,750 3,555 805 0

Note 1: (1) 3,527 SF area inlcudes General Library, Office / Workroom. (Total ED Spec Program Area 2750 sf)Note 2: Area planned to accommodate circulation square footage for future phase.

A-6 Maintenance

Maintenance

Central Receiving / Workroom / Storage 2 to 4 1 1 rm 400 400 400 Note 6 2 to 4 1 1 rm 494 494 494 94 2 to 4 0 1 rm 0 0 0

Loading Area (shared with Food Service) Outdoors 1 rm 0 0 0 Outdoors 0 1 rm 0 0 0 0Outdoors 0 1 rm 0 0 0

Lead Custodian Office Note 1 1 1 1 rm 100 100 100 Note 1 1 1 1 rm 102 102 102 2 Note 1 1 0 1 rm 0 0 0

Staff Toilet (shared with Food Service) Note 2 1 1 rm 60 60 60 Note 2 1 1 rm 47 47 47 -13 Note 2 0 1 rm 0 0 0

Furniture Storage Room Note 3 1 1 rm 200 200 200 Note 3, 5 1 1 rm 291 291 291 91 Note 3, 5 0 1 rm 0 0 0

Equipment Storage Room 1 1 rm 200 200 200 Note 5 0 1 rm 0 0 0 -200 Note 5 0 1 rm 0 0 0

Science Kit Storage 1 1 rm 40 40 40 Note 6 0 1 rm 0 0 0 -40 Note 5 0 1 rm 0 0 0

Custodial Closets 3 1 rm 80 80 240 3 1 rm 80 80 240 0 0 1 rm 0 0 0

Facilities / Grounds Equipment Storage Note 4 1 1 rm 150 150 150 Note 4 1 1 rm 117 117 117 -33 Note 4 0 1 rm 0 0 0

Subtotal - Maintenance 1,390 1,291 -99 0

TOTAL MAINTENANCE ASSIGNABLE SQUARE FEET 1,390 1,291 -99 0

Note 1: Secure office with wall mounted key box and built-in keydrop.Note 2: Shared with and in proximity to Food ServiceNote 3: To accommodate additional classroom furniture to allow enrollment flexibility without overcrowding classrooms.Note 4: For storage of outdoor maintenance equipment and flammable materials.Note 5: (1) 291 SF Room Includes Furniture Store Room, Equipment Storage Room (Total Ed Spec Program Area 400 sf)

Note 6: (1) 494 SF Room Includes Central Receiving, Workroom, Storage and Science Kit Storage. (Total Ed Spec Program Area 450 sf)

A-7 Special Education

Special Education

Self-contained Classroom Note 1 2 10 2 1 rm 1000 1,000 2,000 2 Note 1 2 10 2 1 rm 748 748 1,496 2 -504 Note 1 2 10 0 1 rm 0 0 0

Toilet with changing table 1 1 2 1 rm 100 100 200 1 1 2 1 rm 97 97 194 -6 1 1 0 1 rm 0 0 0

Resource Room 2 5 1 1 rm 450 450 450 1 Note 3 2 5 1 1 rm 699 699 699 1 249 Note 3 2 5 0 1 rm 0 0 0

Access Room 2 5 1 1 rm 450 450 450 1 2 5 1 1 rm 453 453 453 1 3 2 5 0 1 rm 0 0 0

Speech Therapist Note 2 1 1 1 1 rm 100 100 100 Note 2 1 1 0 1 rm 0 0 -100 Note 2 1 1 1 1 rm 100 100 100

Psychologist Note 2 1 1 1 1 rm 100 100 100 Note 2 1 1 0 1 rm 0 0 -100 Note 2 1 1 1 1 rm 100 100 100

OT/PT 1 1 to 2 1 1 rm 400 400 400 1 1 to 2 1 1 rm 412 412 412 12 1 1 to 2 0 1 rm 0 0 0

Subtotal - Special Education 3,700 3,254 -446 200

TOTAL SPECIAL EDUCATION ASSIGNABLE SQUARE FEET 3,700 4 3,254 4 -446 200 0

Note 1: 1 is for Primary K-2, 1 is Intermediate 3-5; toilet room to be connected to each classroomNote 2: For groups larger than 1 student, small group collaboration spaces shall be usedNote 3: SDAT Committee indicated Resource would be the most likely used SPED program, prioritized locating at an existing classroom to minimize renovation work and maximize larger learning areas.


A-8 Specialties

Art

Art / Project Lab 1 30 1 1 rm 1200 1,200 1,200 1 1 30 1 1 rm 1,039 1,039 1,039 1 -161 1 30 0 1 rm 0 0 0

Art Supply Storage / Kiln Room 1 0 1 1 rm 150 150 150 1 0 1 1 rm 87 87 87 -63 1 0 0 1 rm 0 0 0

Art Project Storage 1 0 1 1 rm 150 150 150 1 0 1 1 rm 86 86 86 -64 1 0 0 1 rm 0 0 0

Subtotal - Art 1,500 1,212 -288 0

Music

Music Room 1 30 0 1 rm 1100 1,100 0 1 1 30 0 1 rm 0 0 0 1 0 1 30 0 1 rm 0 0 0

Music Room Storage 1 0 0 1 rm 150 150 0 1 0 0 1 rm 0 0 0 0 1 0 0 1 rm 0 0 0

Music / Stage Room 1 30 1 1 rm 1000 1,000 1,000 Note 4, 5 1 30 1 1 rm 830 830 830 -170 Note 4, 5 1 30 0 1 rm 0 0 0

Music / Stage Storage 1 0 1 1 rm 250 250 250 Note 5 1 0 0 1 rm 0 0 0 -250 Note 5 1 0 0 0 rm 0 0 0

Subtotal - Music 1,250 830 -420 0

Physical Education

Gymnasium Note 1 2 60 1 1 rm 6200 6,200 6,200 2 Note 1 2 60 1 1 rm 5,746 5,746 5,746 2 -454 Note 1 2 60 0 1 rm 0 0 0

PE Office / Storage 2 1 1 rm 300 300 300 2 1 1 rm 268 268 268 -32 2 0 1 rm 0 0 0

Recess Equipment Storage Note 2 0 1 1 rm 150 150 150 Note 2, 6 0 1 1 rm 150 150 150 0 Note 2 0 0 1 rm 0 0 0

Restroom Note 3 1 1 1 rm 50 50 50 Note 3 1 1 1 rm 59 59 59 9 Note 3 1 0 1 rm 0 0 0

Community Partner Storage 0 1 1 rm 120 120 120 0 1 1 rm 98 98 98 -22 0 0 1 rm 0 0 0

Subtotal - Physical Education 6,820 6,321 -499 0

TOTAL SPECIALTIES ASSIGNABLE SQUARE FEET 9,570 4 8,363 4 -1,207 0 0

Note 1: No bleachers are required in elementary school gyms.Note 2: Located in proximity to hard surface playNote 3: One gender neutral toilet room to be shared by 2 PE teachers.Note 4: Usable area, ramp not included in square footageNote 5: Storage in music room provided with furniture cabinets

Note 6: Recess Equipment Storage included as additive alternate with covered play structure.

TOTAL ASSIGNABLE NET SQUARE FEET 55,966 38,491 -17,475 12,236


Unassignable Areas

Circulation

Elevator & Machine Room 1 1 rm 150 150 1 1 rm 150 150 150 0 0 1 rm 0 0 0

Entry Lobbby/Security Vestibule 1 1 rm 350 350 1 1 rm 293 293 293 -57 0 1 rm 0 0 0

Horizontal Circulation 1 1 rm 10,000 10,000 1 1 rm 10,300 10,300 10,300 300 1 1 rm 1,800 1,800 1,800

Stairs 1 1 rm 700 700 1 1 area 1,500 1,500 1,500 800 1 1 rm 500 500 500

Subtotal - Circulation 11,200 12,243 1,043 2,300

Restrooms

Student / Public Restrooms (other than those specifically programmed) 1 1300 0 0 1 1 rm 1,530 1,530 1,530 1,530 0 1 rm 0 0 0

Single Stall Gender Inclusive Restroom 2 1 rm 50 50 100 2 1 rm 53 53 106 6 0 1 rm 0 0 0

Adult Restrooms (other than those specifically programmed) 1 250 0 0 0 1 rm 0 0 0 0 2 1 rm 50 50 100

Subtotal - Restrooms 1,650 1,636 -14 100

MEP

Mechanical (basement + L01 mech room) Note 1 1 1 rm 8,000 2,640 1 2 rm 3,070 3,070 3,070 430 0 1 rm 0 0 0

Electrical rooms, excluding Telecom 1 1 rm 600 600 3 1 rm 116 116 348 -252 0 1 rm 0 0 0

Telecom Rooms - MDF & IDF 1 1 rm 400 400 3 1 rm 148 148 444 44 0 1 rm 0 0 0

Subtotal - MEP 3,640 3,862 222 0

Walls/Shafts 8,000 8,674 700

TOTAL UNASSIGNABLE AREAS SQUARE FEET 24,490 26,415 1,925 3,100

Note 1: Rule-of-thumb for mechanical spaces shall be ~1,000 SF per 10,000 SF of gross building area, however 2/3 of this shall be allocated to less costly areas such as attics, basements, and the like. Therefore 1/3 is allocated at full cost.

TOTAL UNASSIGNABLE NET SQUARE FEET 30.44% 24,490 40.70% 26,415 1,925 3,100

TOTAL BUILDING AREA GROSS SQUARE FEET 80,456 35 64,906 26 -15,550 15,336 9

Covered PlayCovered Play Note 1 1 1 area 1500 1,500 1,500 Note 1, 2 1 1 area 3,000 3,000 1,500 0 Note 1, 2 0 1 area 0 0 0

TOTAL COVERED PLAY SQUARE FEET 1,500 1,500 0 0

Note 1: Covered play structure, if feasibile, shall be 3,000 SF but is calculated here for budget purposes at 50%

Note 2: Covered plat is currently an additive alternate.

TOTAL BUILDING AREA SQUARE FEET WITH COVERED PLAY 81,956 66,406 -15,550 15,336

Mechanical Spaces Phase 1: Basement (see above) Note 1 1 1 area 1500 1,500 1,500 1 1 area 1,265 1,265 -235 0 1 area 0 0Phase 1: Level 1 Mechanical Room (see above) Note 1 1 1 area 1500 1,500 1,500 1 1 area 1,805 1,805 305 0 1 area 0 0Phase 1: Library Penthouse Note 1 1 1 area 1500 1,500 1,500 1 1 area 1,750 1,750 1,750 250 0 1 area 0 0 0Phase 1: Gym Mezzanine Note 1 1 1 area 1500 1,500 1,500 1 1 area 2,110 2,110 2,110 610 0 1 area 0 0 0Phase 2: Classroom Addition Penthouse Note 1 1 1 area 1500 1,500 1,500

TOTAL MECH SPACES SQUARE FEET 1,500 3,860 2,360 0

3-51© MAHLUM | 2016


G R A P H I C P R O G R A M

Waiting Area,Reception + Secretary

Principal Office

SharedOffice

ConferenceRoom

Workroom/Kitchenette

RecordsRoom

W/C + Shower

StorageRoom

W/C,W/D

Cot Room

Nurse’sOffice

Comp. Storage +

Repair Staff Lounge

L+F SatelliteStaff

Workroom

SatelliteStaff

Workroom

Asst. PrincipalOffice + Waiting

SharedOffice

PTAVolunteer

Room

Classroomlic. 30

Classroomlic. 20

W/C

Entry

Office +Conference

Kitchen +Pantry

Custodial

Storage

Classroom Classroom

Classroom

Classroom

Classroom Classroom

ClassroomClassroom

ClassroomClassroom

Classroom Classroom

ClassroomClassroom

ClassroomClassroom

Classroom

Classroom

Classroom

Classroom Classroom Classroom Classroom Classroom Classroom

Learning Commons

Learning Commons

Learning Commons

Learning Commons

Learning Commons

Learning Commons

Learning Commons

Small Group Collab.

Small Group Collab.

Book/ Tech.Storage

Book/ Tech.Storage

W/C

W/C

Dining + Serving Area

Storage

Comm.Kitch.

Kitchen

Laundry

Reading/ Stacks/ Circ. + Office/ Workroom

Receiving

Lead Cust.Office

GroundsStor.

W/C

FurnitureStorage Custodial

Closets

Classroom Classroom

W/C W/C

ResourceRoom Access

Room

OT/ PT

Psych. Speech

Art/ Project Lab

Music/ Stage Room

Supply/Kiln

Proj.Stor.

Gym

PE Office+Storage

Recess Equip. Stor.

W/CComm. Partner

Stor.



S I T E S P E C I F I C P R O G R A M D E V I A T I O N S

Program deviations describe program areas of the Magnolia Elementary School that deviate more than 10% from the Seattle Public Schools Generic Elementary School Educational Specifications dated May 31, 2016. Area priorities were derived from discussions with the Masterplan Committee (MC), School Design Advisory Team (SDAT), and focus group interviews.

Adjustments were made to some requested spaces, in order to balance the needs of all program areas and to accommodate existing conditions and constraints of the existing facility.

3-53© MAHLUM | 2016


P R O G R A M D E V I AT I O N S

3 -1 A D M I N I S T R AT I O N & C O U N S E L I N G

:: Waiting Area & Reception & Secretary Generic Ed Spec 470 sf Site Specific Ed Spec 354 sf Delta -116 sf

Below program area target due to constraint of existing building and need to have administrative area adjacent to entry vestibule.

:: Conference Room Generic Ed Spec 250 sf Site Specific Ed Spec 416 sf Delta +166 sf

Above program area target due to location at existing classroom. Use additional area to provide storage cabinet(s) for PTA / Volunteer use.

:: Administration Workroom/Kitchenette & Mailroom Generic Ed Spec 240 sf Site Specific Ed Spec 294 sf Delta +54 sf

Above program area to accommodate additional storage cabinet(s) supplementing undersized administrative storage room.

:: Storage Room Generic Ed Spec 120 sf Site Specific Ed Spec 75 sf Delta -45 sf

Below program area target due to location in existing closet. Additional storage cabinets provided at Administrative Workroom / Kitchenette & Mailroom.

:: SharedOffice Generic Ed Spec 120 sf Site Specific Ed Spec 102 sf Delta -18 sf

Below program area target due to constraint of existing building. SDAT

Committee recommended to prioritize adequately sized Nurse’s Office / Treatment Room and Cot Room over shared administrative offices.

:: Records Room Generic Ed Spec 120 sf Site Specific Ed Spec 173 sf Delta +53 sf

Above program area target due to constraint of existing building.

:: Clinic Restroom/Washer/Dryer/Shower Generic Ed Spec 120 sf Site Specific Ed Spec 97 sf Delta -23 sf

Below program area target due to constraint of existing building. Accommodates ADA-accessible toilet, lavatory, roll-in shower and non-accessible dryer and washer as a stacking unit.

:: Computer Storage/Repair Generic Ed Spec 120 sf Site Specific Ed Spec 177 sf Delta +57 sf

Above program area target due to location at existing classroom.

:: Staff Lounge Generic Ed Spec 500 sf Site Specific Ed Spec 418 sf Delta -82 sf

Below program area target. SDAT Committee recommended to prioritize areas for teaching and learning.

::Lost & Found and Patrol Closets Generic Ed Spec 20 sf Site Specific Ed Spec 30 sf Delta +10 sf

Above program area target to accommodate in-swing door.

3 . 3 C O R E A C A D E M I C - C L A S S R O O M S

:: Grade 1-3 Classroom (max 26 students) Generic Ed Spec 850 sf Site Specific Ed Spec 725 sf Delta -125 sf

Grade 4-5 Classroom (max 26 students) Generic Ed Spec 900 sf Site Specific Ed Spec 725 sf Delta -175 sf

Below program area target due to location at existing classroom. Existing classrooms range from 677 sf to 848 sf; existing built in storage not accounted for in documented square footage.

3 . 3 C O R E A C A D E M I C - C L A S S R O O M

S U P P O R T

:: Learning Commons Generic Ed Spec (6 RM) 3,600 sf Site Specific Ed Spec (4 RM) 1,548 sf Delta (2 RM) -2,052 sf

Below program area target due to constraint of existing building. Two Learning Common areas are also designated as additive alternates.

:: Small Group Collaboration Generic Ed Spec (6 RM) 720 sf Site Specific Ed Spec (1 RM) 100 sf Delta (5 RM) -620 sf

Below program area target due to constraint of existing building.

:: Book/Technology Storage Generic Ed Spec (6 RM) 600 sf Site Specific Ed Spec (2 RM) 91 sf Delta (5 RM) -418 sf

Below program area target due to constraint of existing building. Provide full-height cabinets at Learning Commons to supplement independent storage rooms.



3 . 4 S T U D E N T D I N I N G | F O O D S E R V I C E

:: Student Dining Area & Serving Area Generic Ed Spec 3,800 sf Site Specific Ed Spec 2,445 sf Delta -1,355 sf


:: Table & Chair Storage Generic Ed Spec 400 sf Site Specific Ed Spec 136 sf Delta -264 sf

Below program area target due to accepted VE recommendation to reduce square footage at gym and integration of internal hallway to the facilities storage and receiving area.

:: Kitchen&Manager’sOfficeAlcove&Dry Storage Generic Ed Spec 1,020 sf Site Specific Ed Spec 764 sf Delta -256 sf


:: Laundry Generic Ed Spec 30 sf Site Specific Ed Spec 40 sf Delta +10 sf

Above target area due to remote location from existing Kitchen.

3 . 5 L I B R A R Y | M E D I A C E N T E R

:: Reading, Stacks, Circulation, Group Instruction,Office,Workroom Generic Ed Spec 2,750 sf Site Specific Ed Spec 3,555 sf Delta +805 sf

Above target area due to future phase circulation included in program area.

3 . 6 M A I N T E N A N C E & C U S TO D I A L

:: Furniture & Equipment Room Generic Ed Spec 400 sf Site Specific Ed Spec 291 sf Delta -109 sf


:: Facilities / Grounds Equipment Storage Generic Ed Spec 150 sf Site Specific Ed Spec 117 sf Delta -33 sf


3-55© MAHLUM | 2016


3 . 7 S P E C I A L E D U C AT I O N

:: Self-Contained Classroom Generic Ed Spec (2 RM) 2,000 sf Site Specific Ed Spec (2 RM) 1,496 sf Delta (0 RM) -504 sf

Below program area target due to location at existing classroom. Classrooms range from 689 sf to 807 sf; existing built in storage not accounted for in documented square footage.

:: Resource Room Generic Ed Spec 450 sf Site Specific Ed Spec 699 sf Delta +249 sf

Above program area target due to location at existing classroom. SDAT Committee indicated Resource would be the most likely used SPED program, prioritized locating at an existing classroom to minimize renovation work and maximize larger learning areas.

3 . 8 S P E C I A LT I E S

:: Art / Project Lab Generic Ed Spec 1,200 sf Site Specific Ed Spec 1,039 sf Delta -161 sf

Art Supply Storage / Kiln Room Generic Ed Spec 150 sf Site Specific Ed Spec 87 sf Delta -63 sf

Art Project Storage Generic Ed Spec 150 sf Site Specific Ed Spec 86 sf Delta -64 sf

Below program area target due to constraint of existing building alignments.

:: Music / Stage Room & Storage Room Generic Ed Spec 1,250 sf Site Specific Ed Spec 830 sf Delta -420 sf

Below program area target due to constraint of existing building. Internal ramp located in Music / Stage Room is accounted for in general circulation, not the program area listed above.

:: Recess Equipment Storage Generic Ed Spec 150 sf Site Specific Ed Spec 150 sf Delta 0 sf

Recess Equipment Storage is currently designated as additive alternate with Covered Play.

:: Community Partner Storage Generic Ed Spec 120 sf Site Specific Ed Spec 98 sf Delta -22 sf





Future phase program elements denote future construction to increase the number of teaching stations and reduce classroom capacity.

3-57© MAHLUM | 2016


F U T U R E P H A S E P R O G R A M E L E M E N T S

3 . 1 A D M I N I S T R AT I O N & C O U N S E L I N G

:: Assistant Principal Student Waiting Area Assistant Principal Office Shared Office PTA / Volunteer Room Satellite Workroom/Break Area

Generic Ed Spec 670 sf

SDAT Committee advised Assistant Principal would unlikely be hired for the Phase 1 School. Generic Ed Spec notes that Assistant Principal can be collocated with Specialty Offices which are also designated as Future Phase. There is a 98 sf shared office located in the administrative area that can be utilized as a flex office to serve the varying needs of the school administration team.

3 . 2 C H I L D C A R E

:: Childcare Classroom (Capacity 30) Childcare Classroom (Capacity 20) Toilet(s) (Provide 5) Entry/Parent Check-In Office/Workroom/Conference Kitchen and Pantry Storage/Laundry/Custodial Before & After Care Storage

Generic Ed Spec 2,736 sf

3 . 3 C O R E A C A D E M I C

:: Kindergarten Classroom Kindergarten Toilet Grade 1-3 Classrooms (Provide 3) Flex Classrooms for Grades K-3 (Provide 2) Flex Classrooms for Grades 4-5 (Provide 1)


:: Learning Commons (Provide 3) Small Group Collaboration (Provide 4) Book/Technology Storage (provide 3)


3 . 7 S P E C I A L E D U C AT I O N

:: Speech Therapist Office, Psychologist Office

Generic Ed Spec 200 sf

SDAT Committee recommended to prioritize mid-sized learning areas in the initial construction phase that can flex to accommodate shared learning experiences or special education uses such as specialty counselors and district programming.

04

A

PP

EN

DI

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A P P E N D I C E S

S I T E S P E C I F I C E D U C A T I O N A L S P E C I F I C A T I O N S

© MAHLUM | 2016


0 4A P P E N D I C E S

APPENDIX A Masterplan Committee Presentations

APPENDIX B School Design Advisory Team Presentations

A P P E N D I C E S


© MAHLUM | 2016


M A S T E R P L A N C O M M I T T E E P R E S E N T A T I O N 0 1

2015 DECEMBER 17

Attendees

Richard Best (SPS)

Mike Skutack (SPS)

Frank Griffin (SPS)

Mike McBee (SPS)

Jeanette Imanishi (SPS)

Sherri Kokx (SPS)

Cheri Hendricks (Broadview Associates)

Craig Stauffer (PCS)

Peter Meijer (PMA)

Halla Hoffer (PMA)

David Mount (Mahlum)

Stacey Crumbaker (Mahlum)

Corrie Rosen (Mahlum)

1

Master Planning Kick-offMagnolia Elementary School17 December 2015

AgendaSDAT/Master Plan Process and Schedule

Site and Existing Building Analysis

Master Plan Concepts

Path to Net Zero Discussion

SDAT/Master Plan Process and ScheduleIntroductions and ParticipantsSDAT/Master Plan Proposed MeetingsOverall Project ScheduleStatus of District-wide Ed Specs

Project Schedule

SDAT/Master Plan Schedule

SDAT/Master Plan Meeting 01 Dec 17

Site and Existing Building AnalysisInitial Master Plan ConceptsApproach to Net Zero Discussion

Focus Group Meetings week of Jan 4Operations & Maintenance (Net Zero)Teaching & LearningRisk ManagementOthers

SDAT/Master Plan Meeting 02 week of Jan 11

Structural and Historic FindingsProgram Analysis and Initial ProposalsMaster Plan Concept DevelopmentPhase I Options


Magnolia Community Meeting week of Jan 18

SDAT/Master Plan Meeting 03 week of Jan 25

Path to Net Zero ProposalAdditional Sustainable StrategiesMaster Plan RefinementProposed Site Specific Ed SpecsPhase 1 with Initial Costs

Report and Cost Model Development week of Feb 1

SDAT/Master Plan Meeting 04 week of Feb 8

Final ReviewMaster Plan

Phase 1 Site Specific Ed Specs

Cost Model

Begin Schematic Design

2

Project Schedule Project Schedule


Site and Existing Building AnalysisNatural FeaturesZoningTrafficExisting Building

Natural Features

3

Natural Features Natural Features


Zoning Zoning

4

Traffic and Parking Accessibility

Building Additions Landmark Designation

Designated Features

Site

Exteriors of 1927 Building and 1931 and 1940 Additions

Meeting Room (cafeteria)

First Floor Entry Hall

Bookroom

Original Classrooms that remain

Light Fixtures and Doors in the Hallways

Four Stairways

Existing Structure

Initial Master Plan ConceptsProgram Area AnalysisFeedback and PrioritiesQuestions

5

Program Comparison Existing Program

Option 1 Option 1

Option 2 Option 2

6

Option 3 Option 3

Generic Ed Spec Design Goals

Learner-Centered Environment

Personalized Environment

Community Connections

Aesthetics

Safety

Program Adaptability

Collaboration

A P P E N D I C E S


© MAHLUM | 2016



2016 JANUARY 14

Attendees

Richard Best (SPS)

Frank Griffin (SPS)

Mike McBee (SPS)


Sherri Kokx (SPS)

Heather Johnson (SPS)


Brian Haugk (Hargis)

Brian Cannon (Hargis)



Matthew Linn (Mahlum)


1

Master Planning Meeting 02Magnolia Elementary School14 January 2016

AgendaMeeting 01 Recap

Historic Process

Structural Findings

Master Plan Concept Development

Program and Phase 1 Discussion


Master Plan Meeting 01 Dec 17


Focus Group Meetings week of Jan 4Operations & Maintenance (Net Zero)Teaching & LearningRisk ManagementOthers

Master Plan Meeting 02 week of Jan 11

Structural and Historic FindingsProgram Analysis and Initial ProposalsMaster Plan Concept DevelopmentPhase I Options


Magnolia Community Meeting TBD

Master Plan Meeting 03 week of Jan 25



Master Plan Meeting 04 week of Feb 8

Final ReviewMaster PlanPhase 1 Site Specific Ed SpecsCost Model






Aesthetics

Safety


Collaboration

Hopes and Fears

Keep district mission up front –Every student, every classroom

Follow the standards and don’t compromise on quality

Efficient use of resources –maintenance, utilities, operations

Healthy, exciting learning environments

Clear and efficient master plan and phasing

Focus on areas that can’t be done later

Honor the community and context

On time and on budget

2

Next Steps and Follow Up

Meeting with T&L

Meeting on Path to Net Zero

Community Meeting

Structural Investigation

Historic Assessment

Strategy for Landmarks Process

Consider GCCM

Feedback on Initial Concepts

Maintain front door in current location

Provided secured vestibule at entry

Extend classroom wing at south end

Gym at north works best

Maintain one open-space/play area for supervision

Maximize open space to south

Use slope as activated play area

Maintain good daylight to shared areas

Minimize/eliminate on-site parking/drop-off

Historic Process

Landmark Designation

Designated Features

Site




Bookroom



Four Stairways

Department of NeighborhoodsReview project schedule and C of A schedule related to project

Request clarification of extent of Administrative Review items (repair in-kind)

Request clarification of Administrative Review of Control Incentive agreement line item regarding major classroom modifications

Schedule

3

Structural Findings

Structural Systems

Structural Upgrades

Independent of programming

Structural Upgrades

Dependent on programming

Structural – Existing Clay Tile/Masonry Walls Structural – Existing Corridor Structure

4

Structural – Corridor Modifications

Master Plan Development

Master Plan – Option 1 Master Plan – Option 1

Master Plan – Option 1

19 8

Master Plan – Option 1 South View

5

Master Plan – Option 1 From North Master Plan – Option 2


20 8

Master Plan – Option 2 From South Master Plan – Option 2 From North

6



20 8

Master Plan – Option 3 From South

Master Plan – Option 3 From North Master Plan – Option 4

7


21 6

Master Plan – Option 4 From South Master Plan – Option 4 From North

Program and Phase 1 Discussion Phase 1 Scope

(3) Classrooms per grade K-5

(2) Special Education Classrooms

(1) Special Education Resource

(1) Special Education Access

(1) Special Education OT/PT

(1) “Wet” Room for Art/Science

8

Program Summary Order of Magnitude Estimate

Existing Classrooms

Level 02

Level 01

Existing Classrooms

Existing Classrooms

18 students750 sf +/-


Seating Configuration (1100)

9

Seating Configuration (660) Seating Configuration (460)

Learning Commons Learning Commons

Path to Net Zero“Win Win’s”

InsulationLED lighting

Primary goal is keeping maintenance costs down

Discussed training and education of end users, specifically teachers and the custodial staff

Detailed metering is required to determine energy end use to mitigate

Path to Net Zero Take Away’s

10

Reviewed end use energy breakout and the current energy code with current SPS standards. Reviewed each component with intent of yes, no, or needs additional review from the Owner.Lighting Training and BehaviorPower/Plug Loads ModificationsPower and HVAC/MDF Room Renewable EnergyKitchen Domestic Hot WaterEnvelopeHeating/Cooling Loads

Path to Net Zero Take Away’sProvide two paths for a master plan to get to net zero for

pricing and scalable approach to meet budget

Determine hierarchy of various systems and simple paybacks

District to provide information on how to integrate changes into the master documents

Maintenance discussion to continue (considering different approaches with central heat pump and distributed with higher costs on distributed). Hargis to review School Dude data.

Path to Net Zero Next Steps

Next Steps

Master Plan Meeting 02Magnolia Elementary School14 January 2016


11


Program Summary Program Summary

Program Comparison

© MAHLUM | 2016



2016 JANUARY 28

Attendees

Richard Best (SPS), partial

Frank Griffin (SPS)

Mike Skutack (SPS)


Bruce Skowyra (SPS)

Sherri Kokx (SPS)

Heather Johnson (SPS)


Brian Haugk (Hargis)

Brian Cannon (Hargis)




1


AgendaPath to Net Zero Development

Phase 1 Program and Budget Discussion


Next Steps

Hopes and Fears









Master Plan Schedule



Focus Group MeetingsOperations & Maintenance (Net Zero) Jan 7thTeaching & Learning Jan 5thRisk ManagementOthers

Master Plan Meeting 02 Jan 14th

Structural and Historic FindingsProgram Analysis and Initial ProposalsMaster Plan Concept RefinementPhase I Options






Master Plan Meeting 04 Feb 11th







Aesthetics

Safety


Collaboration

2

Ongoing Activities

GCCM Decision

Budget for additional distressed schools funding

EIS Follow-up

Community Meeting

Landmarks Meeting

Schedule

Schedule

Path to Next Zero Development

Path to Net Zero

Recap

Finance Approach

Net Zero Master Plan

Updating the Standards

Next Steps

End‐Use Breakout Summary – 2012 WSEC Minimum

3

Finance Approach – Master Plan

• Meet the budget and the schedule

• Lower utility costs without sacrificing maintenance

• Evaluating Life Cycle based on renewable energy vs utility

• Keep maintenance costs low

• Masterplan that shows vision

Master Plan – Similar Approaches

Lighting• Exterior Lighting – LED with occupancy sensor w/ 0, 50 and 100%• Interior Lighting –Power• Plug Loads – Provide infrastructure for plug load system, future• Computer Loads – District already utilizing thin client/energy star• MDF Room – Centrally locate MDF room to mitigate IDF roomsKitchen• Equipment – Review equipment; Type I hood required?• Refer/Coolers – Do we need? Reduce size? Use waterside coolingDomestic Hot Water• Water Heaters –

Master Plan – Similar Approaches, Heating/Cooling

Envelope• Roof – R=45 and Walls – R=29• Windows –Central Plant• Geothermal w/ Central Water to Water Heat Pumps• Supplemental Gas boilerHydronic Pumps• Variable Primary System with (2) at 20% and (2) at 50%HVAC Fans• AHU Equipment –Ventilation• Heat Recovery –

Master Plan – 10‐12 Year Financing

Lighting• Interior Lighting –

• LED through as budget allows; Provide as alternate if needed• Keep controls simple with capability of being upgraded in 10‐

12 years• Goal is NOT to upgrade fixtures in 10‐12 years, but upgrade the

control interfaceDomestic Hot Water• Water Heaters –

• Utilize 98% gas water heaters, instantaneous type• Integrate solar hot water domestic heating if budget allows

Master Plan – 10‐12 year Financing, Heating/Cooling

Envelope• Windows –

• Do not replace windows to pay for additional infrastructure up front. Selective replacement could be done based on budget

• U=5 range with reflective film on 2 surfaces after 10‐12 yearsHVAC Fans• AHU Equipment –

• Utilize custom centralized air handlers with fan wall approach• VAV boxes downstream to serve each zone, no heat pumps• Utilize central CO2 at AHU’s to minimize ventilation air• Use displacement ventilation air approach

Ventilation• Heat Recovery – Defer 90% heat recovery except where required

Master Plan – 20 Year Financing

Lighting• Interior Lighting –

• LED only where cost shows system is lower• Keep controls simple• Goal is NEW system in 20 years

Domestic Hot Water• Water Heaters –

• Utilize 98% gas instantaneous type• Upgrade to water to water heat pumps with solar hot water in

20 years

4

Master Plan – 20 year Financing, Heating/Cooling

Envelope• Windows –

• Replace windows, U=5 range with reflective film on 2 surfacesHVAC Fans• AHU Equipment –

• Utilize combination of central air handler and water to water heat pumps; penthouse may be required for WWHP

• Utilize CO2 at each classroom/office per code• Over head ventilation air approach

Ventilation• Heat Recovery –

• Defer 90% heat recovery; provide alternate at key locations

Master Plan – Fully Implemented

Lighting• Exterior Lighting – LED with occupancy sensor w/ 0, 50 and 100%• Interior Lighting – All LED with EMS control and blind integrationPower• Plug Loads – Provide infrastructure for plug load system, future• Computer Loads – District already utilizing thin client/energy star• MDF Room – Centrally locate MDF room to mitigate IDF roomsKitchen• Equipment – Review equipment; Type I hood required?• Refer/Coolers – Do we need? Reduce size? Use waterside coolingDomestic Hot Water• Water Heaters – water to water heat pump with solar hot water

5

Master Plan – Fully Implemented

Envelope• Roof – R=45, Walls – R=29 and Windows – U=5Central Plant• Geothermal w/ Central Water to Water Heat PumpsHydronic Pumps• Variable Primary System with (2) at 20% and (2) at 50%HVAC Fans• AHU Equipment – Custom HVAC units with fan wall, water side

economizer, heating/cooling changeover with VAV per zone.Ventilation• Heat Recovery – 90% heat recovery throughoutRenewable• Photovoltaics/Other – Power generation to get to net zero

Implementation – Training and Behavior Changes

• Plug Loads – Policy on heaters, microwaves, refrigerators, etc

• Manual Blinds – Educate staff to open and close

• Custodial Use• Don’t turn all of the lights on, stagger (light levels for cleaning)• Is heating and cooling required, reduce ventilation load

• Dashboard for energy reminder and other uses

• Turn lights off

• Other

Next Steps

• Determine hierarchy of various systems with costs/budget

• Updating the district standards

• Finalize master plan / Financing

• Training and Behavior Approaches

• Other

Phase 1 Program and Budget

Order of Magnitude Estimate – Sept 2015 Order of Magnitude Estimate – Sept 2015

6

Phase 1 Scope







Program Summary

Program Summary Order of Magnitude Estimate – Updates

Program Summary – Budget Option 1 Program Summary – Budget Option 2

7

Program Summary – Budget Options Dining Configuration

360 students30 tables

240 students20 tables

Gym Size

5,640 sf

Master Plan Development

Feedback on Previous Concepts

Childcare should be connected to main building, near Kinder

Concern with buses on Smith St

Good location of Library and Art on second floor with view

Grouped public spaces works for after hours zoning of the school

Consider reducing south classroom wing length

Commons/gym connection allows for large community events

Mechanical penthouse above existing covered play works well

Existing classroom sizes are acceptable

Phase 1 60,277 sf 26 tsPhase 2 74,415 sf 37 tsMaster Plan – Option 1

8

Master Plan – Option 2 Phase 1 57,733 sf 27 tsPhase 2 71,871 sf 38 ts Master Plan – Option 3 Phase 1 57,025 sf 25 ts

Phase 2 71,569 sf 36 ts

Master Plan – Option 4 Phase 1 60,386 sf 28 tsPhase 2 74,550 sf 37 ts Program Summary


Existing Classrooms

9

Existing Classrooms



Seating Configuration (1100)

Seating Configuration (660) Seating Configuration (460)


10

Path to Net Zero“Win Win’s”

InsulationLED lighting

Primary goal is keeping maintenance costs down

Discussed training and education of end users, specifically teachers and the custodial staff

Detailed metering is required to determine energy end use to mitigate

Path to Net Zero Take Away’s

Reviewed end use energy breakout and the current energy code with current SPS standards. Reviewed each component with intent of yes, no, or needs additional review from the Owner.Lighting Training and BehaviorPower/Plug Loads ModificationsPower and HVAC/MDF Room Renewable EnergyKitchen Domestic Hot WaterEnvelopeHeating/Cooling Loads

Path to Net Zero Take Away’sProvide two paths for a master plan to get to net zero for

pricing and scalable approach to meet budget

Determine hierarchy of various systems and simple paybacks

District to provide information on how to integrate changes into the master documents

Maintenance discussion to continue (considering different approaches with central heat pump and distributed with higher costs on distributed). Hargis to review School Dude data.

Path to Net Zero Next Steps

Next Steps

Project Schedule

11


Project Schedule Program Summary

Program Summary Program Comparison

12

Structural Findings

Structural Systems

Structural Upgrades

Independent of programming

Structural Upgrades

Dependent on programming

Structural – Existing Clay Tile/Masonry Walls Structural – Existing Corridor Structure

13

Structural – Corridor Modifications

© MAHLUM | 2016



2016 FEBRUARY 11

Attendees

Richard Best (SPS)

Frank Griffin (SPS)

Mike Skutack (SPS)


Jennifer Mundee (Cascade Design Collaborative)




1

Master Planning Meeting 04Magnolia Elementary School11 February 2016

AgendaMaster Plan Concept Development


Path to Net Zero Development

Next Steps

Hopes and Fears























Schedule

2





Aesthetics

Safety


Collaboration

Ongoing Activities

GCCM Decision


EIS Follow-up

Community Meeting

Landmarks Meeting

Master Plan Concept Development Feedback on Previous Concepts

Good location of Library and Art on second floor for views and sense of exploration (options 1 and 2)


Prefer schemes with shorter, wider Phase 2 addition

Reduced Gym size is acceptable

Reduced Commons size is acceptable to meet budget; however, the preference is for the larger Commons shown in option 1.

Consider classrooms grouped in clusters of 3 in Phase 1 and clusters of 4 in Phase 2


3


View Analysis

Views from Level 02 Phase 1 Addition

Views from Gym Views from Level 02 Addition

4

Grade Level Groupings


Phase 1 (3 Classes per Grade) Phase 2 (4 Classes per Grade K-3)

Phase 1 Scope







Program Summary

5

Site Diagrams

Circulation Diagram:Option APick-up and Drop-off

Circulation Diagram:Option BPick-up and Drop-off

ADA Accessibility

Fire and Maintenance Access Exceptional Trees

6



Master Plan – Option 2 Updated Cost Model – February 2016

Updated Cost Model – February 2016

Increases from Original Cost Model

Seismic Shear Walls

Asbestos Abatement

Site Work (retaining walls)

Off-site

7

Library and Art spaces are moved to level 01

No second floor is built over the covered play zone

Reduction of (2) classrooms and learning commons

Reduction: ~ 4200sf

Savings: ~ $ 1.4M

Plan Diagram – Budget Option A

Art space is eliminated

Library is moved to level 01 and reduced in size


Reduction of learning commons

Reduction: ~ 4200sf

Savings: ~ $ 1.4M

Plan Diagram – Budget Option B

Minimize renovation to the existing building

Prioritize seismic upgrades and system replacement

Minimize interior reconfiguration, finish and fixture replacement

Reduction: ~ 0sf

Savings: TBD

Plan Diagram – Budget Option C Plan Diagram – Budget Option D

Eliminate Gym and associated support spaces

Reduction: ~ 8000sf

Savings: ~ $ 2.7M


Path to Net Zero – Base Building (Phase 1)

8

Path to Net Zero – Addition (Phase 2) Path to Net Zero

Phase 1 Decisions with Significant Impact to Achieving Net ZeroUpgrade Roof Insulation from R-38 to R-45

Upgrade Wall Insulation from R-21 to R-29

(30) Geothermal Wells (below the Gym and Covered Play)

Next Steps

Schedule


A P P E N D I C E S


© MAHLUM | 2016



2016 FEBRUARY 18

Attendees

Richard Best (SPS)




1


AgendaPath to Net Zero Development

10/20 year Financing PlansBudget Decisions Today Affecting the Path to Net Zero

Master Plan Development – Phase 1 Budget Options

Next Steps


Path to Net Zero

Path to Net Zero – Base Building (Phase 1) Path to Net Zero – Addition (Phase 2)

2

Master Plan DevelopmentPhase 1 Budget Options


Updated Cost Model – February 2016 Updated Cost Model – February 2016


Seismic Shear Walls

Asbestos Abatement


Off-site





Reduction: ~ 4200sf

Savings: ~ $ ?

Plan Diagram – Budget Option B (02.11.2016)

3

Master Plan – Option 2 – Budget B Updated Cost Model – February 2016





Reduction: ~ 0sf

Savings: TBD

Plan Diagram – Budget Option C

Updated Cost Model – February 2016 Plan Diagram – Option 2

4

Plan Diagram – Existing Floorplan I New Program Plan Diagram – Existing Floorplan I Proposed Demo

Plan Diagram – Existing Floorplan | Renovation

Clay Tile Wall


Clay Tile Wall – Remaining(Pending City Review)

Clay Tile Wall - Removed




Backing Wall at Hollow Clay Tile Structure(approx. 300’)





Concrete Shear Wall(approx. 100’)

5






Plywood Shear Wall(approx. 50’)

Plan Diagram – Existing Floorplan

Backing Wall at Hollow Clay Tile Structure


Clay Tile Wall - Remaining

Plan Diagram – Existing Floorplan I Clay Tile Walls

New Shear Wall








Next Steps

6

Hopes and Fears























Schedule





Aesthetics

Safety


Collaboration

Ongoing Activities

GCCM Decision


EIS Follow-up

Community Meeting

Landmarks Meeting

7

Master Plan Concept Development Feedback on Previous Concepts









8

View Analysis

Views from Level 02 Phase 1 Addition

Views from Gym Views from Level 02 Addition



9


Phase 1 Scope







Program Summary

Site Diagrams


10


ADA Accessibility




11

Master Plan – Option 2 Updated Cost Model – February 2016



Seismic Shear Walls

Asbestos Abatement


Off-site




Reduction: ~ 4200sf

Savings: ~ $ 1.4M






Reduction: ~ 4200sf

Savings: ~ $ 1.4M


12




Reduction: ~ 0sf

Savings: TBD

Plan Diagram – Budget Option C Plan Diagram – Budget Option D


Reduction: ~ 8000sf

Savings: ~ $ 2.7M


Path to Net Zero – Base Building (Phase 1)

Path to Net Zero – Addition (Phase 2) Path to Net Zero

13




Next Steps

Schedule


© MAHLUM | 2016



2016 FEBRUARY 25

Attendees

Richard Best (SPS)




1


Master Plan DevelopmentPhase 1 Budget Options



Seismic Shear Walls

Asbestos Abatement


Off-site





Reduction: ~ 4200sf

Savings: ~ $ ?

Plan Diagram – Budget Option B (02.11.2016) Master Plan – Option 2 – Budget B ($750,649)

2




Reduction: ~ 0sf

Savings: TBD

Plan Diagram – Budget Option C Plan Diagram – Option 2

Plan Diagram – Existing Floorplan I New Program Plan Diagram – Existing Floorplan I Proposed Demo


Clay Tile Wall




3


















Backing Wall at Hollow Clay Tile Structure



Plan Diagram – Existing Floorplan I Clay Tile Walls

New Shear Wall



4






Next Steps

Hopes and Fears























5

Schedule





Aesthetics

Safety


Collaboration

Ongoing Activities

GCCM Decision


EIS Follow-up

Community Meeting

Landmarks Meeting










6



View Analysis

Views from Level 02 Phase 1 Addition Views from Gym

7

Views from Level 02 Addition


Master Plan – Option 2 Phase 1 (3 Classes per Grade)

Phase 2 (4 Classes per Grade K-3)

Phase 1 Scope







8

Program Summary

Site Diagrams



ADA Accessibility Fire and Maintenance Access

9

Exceptional Trees



Updated Cost Model – February 2016 Updated Cost Model – February 2016

10


Seismic Shear Walls

Asbestos Abatement


Off-site




Reduction: ~ 4200sf

Savings: ~ $ 1.4M






Reduction: ~ 4200sf

Savings: ~ $ 1.4M





Reduction: ~ 0sf

Savings: TBD

Plan Diagram – Budget Option C

Plan Diagram – Budget Option D


Reduction: ~ 8000sf

Savings: ~ $ 2.7M Path to Next Zero Development

11

Path to Net Zero – Base Building (Phase 1) Path to Net Zero – Addition (Phase 2)

Path to Net Zero




Next Steps

Schedule

12


A P P E N D I C E S


© MAHLUM | 2016


S C H O O L D E S I G N A D V I S O R Y T E A M P R E S E N T A T I O N 0 1

2016 MARCH 14

Attendees

Heather Johnson (HJ), Seattle Public Schools

Erik Anderson (EA), Seattle Public Schools

Jeanette Imanishi (JI), Seattle Public Schools

David Mount (DM), Mahlum

Corrie Rosen (CR), Mahlum

Mark Siwek (MS), Mahlum

Stacey Crumbaker (SC), Mahlum

1

SDAT Meeting 01Magnolia Elementary School14 March 2016

AgendaIntroductions

Project OverviewSchedule and Budget SDAT ProcessHistory of Magnolia Elementary School

Masterplan Overview

Virtual Tours

Visioning

Introductions

© MAHLUM

© MAHLUM © MAHLUM

2

© MAHLUM © MAHLUM

Project OverviewModernize the existing 46,000 sf school and build an addition with 4 classrooms and a gymnasium to provide a total capacity of 500 students to address current and projected elementary growth in the Magnolia neighborhood and reduce overcrowding at elementary schools in the area.

Masterplan to meet the McCleary Decision with respect to class size reduction.

Project Overview

3

Schedule and Budget

Schedule

ScheduleSDAT 01 :: Learn 14 March 4:30-6:30pm

Community Meeting 15 March 7:00-8:30pm

SDAT 02 :: Uncover and Eco-charrette 31 March 1:00-4:00pm

SDAT 03 :: Discover 14 April 4:30-6:30pm

SEPA Public Meeting 14 April (target) TBD

SDAT 04 :: Conceptualize 20 April 4:30-6:30pm

SDAT 05 :: Finalize 12 May 4:30-6:30pm





SEPA Public Meeting 14 April (target) TBD

SDAT 04 :: Conceptualize 20 April 4:30-6:30pm


Project Budget

Total Project Costs $ 34.8 M

Construction Costs $ 21.8 MNew constructionSite improvementsOffsite improvementsContingency and sales tax

Project “soft costs” $ 13.0 MNew furniture and equipmentClassroom technologyNetwork and phonesProfessional servicesPermit and utility fees

SDAT Process

4

Design ProcessPre Design :: Educational Specification

Schematic Design :: Concepts and Options

Design Development :: Building Systems and Integration

Construction Documents :: Coordination and Details

Design ProcessPre Design :: Educational Specification

Schematic Design :: Concepts and Options

Design Development :: Building Systems and Integration

Construction Documents :: Coordination and Details

What are Ed Specs?Definition

The purpose of educational specifications is to define and communicate the district’s goals and requirements for what a given facility should be to accommodate their program.

SDAT OutcomeSite Specific Educational Specification

Concept Design

What is our Process?Site Specific Educational Specifications

Learn and UncoverFoundational QuestionsVisioning and GoalsTeaching and LearningVirtual ToursEnvironmental Design

DiscoverNeeds AssessmentLearning EnvironmentsOrganizational Diagrams

ConceptualizeProgramming ImplicationsSite/Building Diagrams

SDAT Operating FrameworkDistrict vision, goals and policies

Generic Educational Specifications

Technical Building Standards

OSPI State Assistance Program (e.g. Washington Sustainable Schools Protocol)

Regulatory:State environmental (SEPA)

Agencies Having Jurisdiction:City of Seattle (DPD),SDOT, Public Health, L&I, Utilities

Federal Policies (e.g. ADA)

Change

5

BEX IV Guiding PrinciplesPlanned to match the district’s educational needs in the short, intermediate and long term

Based on enrollment projections, building capacity, building condition and functional adequacy

Maintain and improve physical condition

Flexible to meet changing needs

Responsive to urban context of schools

Advances in technology

BEX IV Guiding PrinciplesNot tailored to the specific needs of any one program to the detriment of future flexibility

Reduce operating costs, carbon emissions and impacts to the environment

Address increase and changes to student enrollment

Invest in technology (classroom and systems)

Replace athletic turf fields where needed

Reduce dependency on temporary structures

SDAT Role and ResponsibilitiesAttends meetings

Serves as representative and reports back to constituencies

Provides input

Team members do not function in the role of “Designer”

Be honest with one another

Follow the Ground Rules

SDAT Ground RulesBe respectful

Value differences

Cooperate and share information

Bring suggestions and alternatives

Revisit an issue/decision only if new information surfaces

Keep commitments

Listen to each other

Have fun!

Site and Existing Building AnalysisExisting BuildingNatural FeaturesZoningTraffic

Site Analysis

6

Building Additions Building Additions


Landmark Designation

Designated Features

Site




Bookroom



Four Stairways

Existing Structure

7



Zoning Zoning

8

Traffic and Parking Accessibility

Masterplan Overview Hopes and Fears









Attributes for High Achieving Schools




Aesthetics

Safety


Collaboration

Phase 1 Scope







9

Program Summary Existing Program

Option 1 Option 1

Option 2 Option 2

10

Option 3 Option 3

If Community Connections were our priority, which concept…

… best creates contiguous, open-space play for school and community use?

… best promotes partnerships through community use of facilities?

If Aesthetics were our priority, which concept…

… best provides environmental connections that contribute to a health learning environment?

… best respects the heritage of the community landmark and reinforces a sense of place?

If Safety was our priority, which concept…

… best promotes safety and security through clear boundaries, sightlines, and clear places of entry?

… best addresses traffic and site circulation?

If Program Adaptability was our priority, which concept…

… appears most flexible to addresses current and future educational programs?

… best allows for ease of phasing for both the building and site to achieve the final master plan?

11







































Master Plan Master Plan – Phase 2

12







Aesthetics

Safety


Collaboration





Aesthetics

Safety


Collaboration

Virtual Tours

13

Spaces for Learning

14

Paschalisschool, The Hague, Netherlands

Ruusutorppa School, Espoo, Finland Hazelwood School, Glasgow, UK

The Children’s School, Stamford, CT Vittra Telefonplan, Stockholm, Sweden

15

Ecole Maternelle Javelot, Paris,

De Eilanden Montessori School, Amsterdam, Netherlands

The International School, Netherlands

16

Zhongshan Shipyard Park, Guangdong, China

Spaces for Health and Fitness

17

Sports Hall, Eichi Centre, Switzerland Beekman Hill International School, New York, New York

Uto Elementary School, Uto, Japan Atrium School, Watertown, MA

Day Care Center, Copenhagen, Denmark Complex School, Bobigny, France

18

VisionImagine the reopened Magnolia as an extraordinary community school. What do you see?

1. Transformational Idea2. Must Do3. Low Hanging Fruit

SDAT Meeting 01Magnolia Elementary School14 March 2016

Site Diagrams



ADA Accessibility

19


© MAHLUM | 2016


S C H O O L D E S I G N A D V I S O R Y T E A M P R E S E N T A T I O N 0 2 E C O - C H A R R E T T E

2016 MARCH 31

Attendees



Mardee Austin (MA), Community Member

John Hughes (JH), Community Member


Bruce Skowyra (BS), Seattle Public Schools

Bonnie Meyer (BM), Seattle Public Schools

Mike McBee (MM), Seattle Public Schools





Jennifer Mundee (JM), Cascade Design Collaborative

Laurie Pfarr (LP), LPD Engineering

Brian Cawley (BC), Hargis Engineers

•1

Magnolia Elementary SchoolSDAT 02 :: Integrated Design Workshop31 March 2016

AgendaOverview, Objectives, Framework 20 min

Site & Water 75 minunderstanding, opportunities, strategies

Energy 15 minunderstanding, strategies, path to net zero

Break 10 min

Healthy Indoor Learning Environments & Materials 30 minunderstanding, opportunities, strategies

Magnolia Elementary’s Sustainable Story 20 min

Modernize the existing 46,000 sf school and build an addition with 4 classrooms and a gymnasium to provide a total capacity of 500 students to address current and projected elementary growth in the Magnolia neighborhood and reduce overcrowding at elementary schools in the area.

Masterplan to meet the McCleary Decision with respect to class size reduction.

Project Overview

Schedule

Overview, Objectives, Framework Integrated DesignTeam

Owner:: district/facilities/maintenance

Users:: teachers/staff/students/parents:: community

Design team :: architects/engineers

Jurisdiction

Contractor

How do we get there?

Eco-charrette

Early goal-setting & decision-making

Collaboration within design team

Research

Construction

Commissioning

User Education

Measurement and Verification

•2

Envision a sustainable school

Identify and prioritize sustainable strategies

Identify and prioritize site elements

Identify educational opportunities

Develop Magnolia’s Sustainable Story

Workshop ObjectivesEnvironmental :: reduce the environmental impact of buildings

Economic :: reduce operating costs

Health :: enhance occupant comfort and health

Educational :: support environmental education

Benefits of High-performance Schools

72% of total U.S. electricity consumption

39% of total U.S. primary energy use

39% of total U.S. carbon dioxide emissions

26% of total U.S. non-industrial waste generation (160 million tons of construction and demolition waste)

15% of potable water in the U.S.

40% of raw materials use globally (3 billion tons annually) source: www.epa.gov

Environmental Impact of BuildingsIncrease Student Performance :: National Council for Educational Facilities www.edfacilities.orgDaylighting :: Quality of daylight / improvement in learning :: Heschong Mahone Study Indoor Air Quality:: Healthier, more comfortable environments:: Reduced absenteeismAcoustics:: Good acoustics / good academic performance

Occupant Comfort and Health

SPS Natural Resources Policies and Procedures

Washington Sustainable Schools Protocol

Green Resolution and Passive Design PrinciplesPassive design refers to a design approach that uses natural elements, often sunlight, to heat, cool, or light a building. (source: ecopedia)

Budget and Schedule

SPS Guiding PrinciplesWisely manage the use of natural resources and maintain programs that support conservation of energy and other natural resources.

Create and maintain sustainable, healthy school environments through a long-term resource management plan.

Model environmental stewardship by instituting a resource conservation management plan to:

:: Reduce the use of energy, water and other natural resources and encourage recycling.

:: Educate students, teachers & staff about the importance of conserving natural resources.

:: Lessen environmental damage attributable to natural resources consumption.

Natural Resources Conservation Policy

•3

Washington Sustainable Schools Protocol (WSSP)Ensure that Washington schools are healthy, operate efficiently, increase student productivity, and reduce environmental impact.

United States Green Building Council Leadership in Environmental and Energy Design (LEED)Design and construction practices that significantly reduce or eliminate the negative impact of buildings on the environment and occupants in five broad areas: site, water, energy, materials, indoor air quality.

WSSP | LEED for SchoolsA framework for design, construction and the symbiotic relationship between people and all aspects of the built environment

An alignment of values:

:: Environmental stewardship :: Economic resourcefulness :: Healthy spaces for students and staff:: Social justice and equity

Living Building Challenge

Seven performance areas or petals:site, water, energy, health, materials, equity, beauty

Living-future.org

Living Building Challenge

What We HeardCommunity Meeting

Connected

family night

sharing ideas I culture

sense of community

haven

If Magnolia were a center for community, What would it look like?Active

riding bikes

dancing

movement

exploration

Inspired

fun

creative

sounds of children

a place to dream

Contemplative

space to think quietly

innocence

reading a book

secure

•4

Engage Nature

neighborhood blending with environment

walk to school through the woods

connected to environment

gathering in nature

places for reflecting

natural light

view to green space

Leverage View

historic sights of the building

city view I skyline

connection to park

preserve neighborhood views

art with a view

library with a view


Places of MemoryViews

SPS Listening Station

Traffic, Safe Routes to Schools, Views, Parks Connection

Site

Arterials Bus Routes

•5

Bus Stops Bike Routes

Walking Routes Parks and Schools

Site Analysis Zoning - Setbacks

•6



Solar Access Exceptional Trees

•7

Views Steep Slope

Accessibility Traffic and Parking

Landscape

Tools for what’s between the buildings

•8

Tools for what’s between the buildings Measures of Success

At White Center Heights Elementary in Seattle, teachers reported that students who walk are “more punctual” and have “fewer absences” than students who either take the bus or are driven.Safe Routes to School WAhttp://www.saferouteswa.org/families.aspx

SOCIAL COHESIONRiding your bike or walking to school creates opportunities to interact with people.

Measures of Success

•9

SAFETYStreets are safer when more people are walking and biking on them.

Measures of Success

SUPPORTS LEARNINGDanish Mass Experiment

Kids ages 5-19 who cycled or walked to school, rather than traveling by car or public transportation, performed measurably better on tasks demanding concentration, such as solving puzzles, and that the effects lasted for up to four hours after they got to school. http://www.theatlanticcities.com/commute/2013/02/kids-who-walk-or-bike-school-concentrate-better-study-shows/4585/

Measures of Success

Many parents pay for test prep and after-school enrichment programs to make their kids more academically competitive, and go to great lengths to schedule time for those activities.

Imagine if they invested those resources instead in something as simple as helping their children to travel safely from home to school on foot or by bike, arriving ready to learn.

- Sarah Goodyear, Atlantic Citieshttp://www.theatlanticcities.com/commute/2013/02/kids-who-walk-or-bike-school-concentrate-better-study-shows/4585/

Measures of Success

USER TYPES

http://bikeportland.org/2006/12/07/what-type-of-cyclist-are-you-2650

CASCADE DESIGN COLLABORATIVE

1% 60%

•10

Circulation Diagram Option A Circulation Diagram Option B

Tools for what’s between the buildingsGOAL: Outdoor learning spaces that are age responsive, support a diversity of learning needs connect to natural systems, and are connected to community.

Designing the Outdoors for Learning

Multiple IntelligencesLinguisticMathematic | LogicalMusical | AuditoryBodily | KinestheticSpatialInterpersonalIntrapersonalNaturalist

Loose parts Play –project based, hands on

Prospect Refuge

Outdoor Classrooms

•11

Success in small spaces

Success in small spaces

“Educational psychologists tell us that we retain 80% of what we do as opposed to 10-20% of what we hear and read.”Dr. Anthony Cortese, Second Nature

“Tell me, I forget,Show me, I remember,

Involve me, I understand.”Ancient Chinese Proverb

Food and Learning The Value of SoilFood and Learning

Trends

• THE EDIBLE SCHOOLYARDMartin Luther King, Jr. Middle School, Berkeley, CA,

Alice Waters – Chez Panisse

National model of organic gardening and cooking to experience curricula, foster Eco-literacy, build community – and cross cultural links On the web: http://www.edibleschoolyard.org/about.html

• Next Gen Science Standards

• The Garden Coordinator

Food and Learning and Community

`

School Gardens as Teaching Stations

•12

Nature Play – climbing structures Small spaces–courtyard climbing structures

Small spaces – vertical climbing structures Tools for what’s between the buildings

Stormwater RequirementsCity of Seattle 2016 Stormwater Code – Magnolia ElementaryDrains to two different basins –Detention/Water Quality

1. Upper West Portion: Dedicated Storm and Sewer

• Direct Discharge – no detention

2. Lower East: Combined Sewer Basin

• Detention >10,000 square feet new/replaced impervious

• No water quality required

Onsite Stormwater Management

Green Stormwater Infrastructure (GSI), Best Management Practices (BMP)

• Dispersion & Infiltration

• Bioretention

• Pervious/Permeable Paving

• Green Roofs

• Cisterns

Turn the Requirement into an Amenity

Stormwater As Amenity

•13

Stormwater As Amenity Tools for what’s between the buildings

Low Impact Development:

• Bioretention/Raingardens

Stormwater as Amenity

LID: pavementStormwater Facility As Pavement

LID: pavementStormwater Facility As Pavement

•14

Stormwater Facility As Pavement -Maintenance

Stormwater Facility As Roof

Stormwater Facility As Building Features & Learning Tools

Masterplan

MasterplanGYMNASIUM

LIBRARY

MUSIC/ART

ADMINSTRATION

CLASSROOMS

SHARED LEARNING

COMMONS

KITCHEN

SUPPORT

Site Masterplan

•15

Site Elements Exercise

Site Scheme 1

Site Scheme 2 Site Section

Gym

ParkStreet

L

C

C

Entry

C

Conf

Water WaterBuildings harvest sufficient water to meet the needs of the occupants, while respecting the natural hydrology of the site, the water needs of neighbors and the ecosystem they inhabit.

Net-zero WaterEcological Water Flow

•16

Net-zero WaterWater use reductionComposting toilets!Water-efficient landscapesInnovative waste-water technologiesGreywater reuseRainwater harvesting

:: 2,465,000 gallons of water fall on the Magnolia Elem. site annually:: 1,084,600 gallons are potentially recoverable from the roof every year, incl. the planned addition

(based on +/- 37” of rain a year)

Water – Passive StrategiesNative and Drought Tolerant PlantingLow-flow Plumbing FixturesRainwater HarvestingLow-impact Development (Stormwater Management)

Rainwater Harvesting

Ecological Water FlowsGreen roofsRaingardensPervious pavingBioretention cellsPotential to save on stormwater fees

:: 2,465,000gallons of water fall on the Magnolia Elem. site annually:: Any water that falls on impervious surfaces needs to be managed:: Roof runoff also needs to be managed

(based on +/- 37” of rain a year)

©2013 Cascade Design Collaborative

Soil as Stormwater ControlSoil = sponge

Water - WSSP1) Outdoor Systems

W1.0 Outdoor Water Use BudgetW1.1 Irrigation Water Reduction

(50%, 100%)W1.2 Control Irrigation Water

UseW1.3 Irrigation System Testing &

Training

2) Indoor SystemsW2.1 Potable Water Use for Bldg

Sewage Reduction (25%, 45%)W2.2 Potable Water Use Reduction

(20%, 30%, 40%)

•17

Energy

2015 MAHLUM ARCHITECTS

Living Building Challenge ‐ Energy PetalNet Zero/Positive – Considerations

• Evaluating Life Cycle based on renewable energy vs utility• Deviation from district standards• Comfort level of maintenance staff • More complex controls • Training and on‐going education of end users • Detailed end use metering• Meet the budget and the schedule• Lower utility costs without sacrificing maintenance• Maintain level of indoor air quality (IAQ)• Don’t compromise the mechanical system• Keep operating/maintenance costs low• Living Building Challenge requires no combustion equipment

Path to Net Zero


Net Zero – What does this Mean?

• Provides comparison for buildings of different sizes





•18


Lighting ‐ Lighting Systems

Issue – Provide energy efficient lighting to reduce operation and maintenance costs.

Net Zero Strategy ‐• Provide LED luminaires for

both interior and exterior spaces

• Incorporate daylight harvesting in day‐lit areas

• Dim parking lot luminaires to 50% when unoccupied

Lighting accounts for 22% of building energy usage.


Lighting ‐ Interior / Exterior Lighting

Code Baseline• 2012 SEC Lighting Budget

• Met using primarily T8 linear fluorescent lamped luminaires• Minor use of compact fluorescent lamped luminaires

SPS Today• As much LED lamped luminaires as the budget can spare, all exterior

luminaires are LED• Most LED lamped luminaires allow a higher efficacy, longer life cycle

and little to no degradation from frequent on/off cycles• Occupancy/ vacancy sensors in most spaces• Occupancy sensors on parking lot pole luminaires to bring light

output from 50% to 100%


Plug Loads ‐ Power

Issue – Provide controlled receptacles to reduce overall energy use.

Net Zero Strategy ‐• 50% of all receptacles in

classrooms, offices, conference rooms, and break rooms shall be controlled by the building energy management system.

Plug loads account for 20% of building energy use.



Net Zero Strategy• Apply switched

receptacle approachto entire school, notjust in offices andclassrooms

• Control whichreceptacles staff areplugging certainequipment into



Code Baseline (SEC)• 50% of receptacles in

offices and classroomsshall be controlledautomatically

SPS Today• Use of time clock

controls to switch ‘off’receptacles after schoolhours


Plug Loads – Process Loads

MDF/IDFNet Zero Strategy• Utilize condenser water for cooling.• Virtualize servers with software at MDF room.• Utilize tablets, laptops and/or shell computers.• Energy star monitors and appliances.

KitchenNet Zero Strategy• Ventless Dishwasher, lowers ventilation load.• Water cooled condensing units on ground source system.• Energy star appliances if available.

•19


Building Envelope

Issue – Reduce energy through passive means

Net Zero Strategy• Increase building insulation values to above

minimum code level• R‐45 Roof• R‐29 Wall• R‐5 Windows

Envelope accounts for 5% of building energy use.

Building Envelope


HVAC – Ventilation Energy Recovery

Issue ‐ Existing system has no heat recovery equipment

Net Zero Strategy• 80/90% Heat Recovery

Everywhere• Capture exhaust heat

Design Alternates• Base Bid: 50% Heat Recovery• Alternate: 90% Heat Recovery

Ventilation accounts for25% of building energy use.

90% Heat Recovery

50% Heat Recovery


HVAC – Ventilation Air Distribution Method

Issue – Improve indoor air quality while saving energy

Net Zero Strategy• Utilize displacement ventilation air distribution• Conditions occupied zone• Increased fresh air effectiveness (~50% more efficient than traditional)

Ventilation accounts for25% of building energy use.


HVAC ‐ Additional Net Zero Strategies

Heating & Cooling• Geothermal w/boiler• Water Side Economizer• Optimize pump staging• Variable/Primary approach

Fan Energy• Fan Array Technology• ECM motors


Renewables

Net Zero Strategy• Integrate photo voltaic (PV) to offset

building electrical energy usage• Integrate solar water heating to

offset gas and electrical energy usage for domestic water heating.

Typical Net Zero building will require~18‐21 EUI of renewable energy tooffset building consumption.

•20


Occupant User Controls

• Plug Loads – Policy on heaters, microwaves, refrigerators, etc

• Manual Blinds – Educate to open and close

• Custodial Use• Don’t turn all of the lights on, stagger (light levels for cleaning)• Is heating and cooling required, reduce ventilation load

• Dashboard for energy use reminder and other uses

• Turn lights off

• Occupant adjust temperature settings


Training and Behavior Changes


Additional Net Zero Strategies

Lighting• Provide daylight harvesting

beyond code minimum• Provide dimming control and

“tuning” of luminaires to code minimum for a majority of spaces.

Power Distribution• Provide plug load control in

locations above those required by code.

Health

HealthMaximizing physical and psychological health and well-being.

Civilized environment:: Access to fresh air and daylight for all

Healthy air:: Ventilation, contaminate exhaust and walk-off mats

Civilized Environment / Healthy AirDaylight and views

:: Maximize northern & southern exposure

:: Preserve views of natural areas

:: Reduce glare, diffuse and distribute daylight (balance)

Healthy air

:: Natural ventilation and cooling

:: Mechanical ventilation

:: Filtration & walk-off mats

:: Thermal comfort and control –users operate the building

:: Non-toxic materials

•21

Civilized Environment Civilized Environment

Civilized Environment

EXISTING MES

Daylighting Studies

Civilized Environment / Healthy Air Healthy Air

•22

Indoor Environmental Quality(IEQ) - WSSP + Passive Design

1) DaylightingIEQ1.1 Daylighting

(25%, 50%, 75%, 100%)IEQ1.2 Permanent ShadingIEQ1.3 Views

2) Electric Lighting QualityIEQ2.1 Electric Lighting Quality

3) Indoor Air QualityIEQ3.0 Ventilation, Filtration, &

Moisture Control MinimumsIEQ3.1 Low-Emitting Interior FinishesIEQ3.2 Low-Emitting Materials Furniture IEQ3.3 Source ControlIEQ3.4 Ducted HVAC ReturnsIEQ3.5 Particle Arrestance FiltrationIEQ3.6 Construction IAQ Management IEQ3.7 Natural Cooling

Indoor Environmental Quality(IEQ) - WSSP + Passive Design

4) AcousticsIEQ4.0 Minimum Acoustic PerformanceIEQ4.1 Improved Acoustical PerformanceIEQ4.2 Enhanced Audio

5) Thermal ComfortIEQ5.0 Thermal Code Compliance

6) User ControlsIEQ6.1 User Control- windowsIEQ6.2 User Control - temperature and lights

Materials MaterialsRemove, from a health and pollution standpoint, the worst known offending materials, and reduce the environmental impacts associated with the construction process

Red List

Material Selection

Conservation + ReuseMaterials Transparency

:: Healthy Product Declaration

:: Appropriate sourcing

:: Responsible Industry

Materials Red ListAsbestosFormaldehyde (added) Halogenated flame retardantsPolyvinyl chloride (PVC)MercuryCFC’s / HCFC’sCadmiumChloroprene (neoprene)Chlorinated polyethylene

Chlorosulfonated polyethleneWood treatments containing creosote,

arsenic, pentchlorophenalLeadPhthalatesPetrochemical fertilizers

Material SelectionGuidelines to provide a simple approach to choosing better, healthier, and more environmentally responsible building products and materials.

•23

Material Selection Material Selection

Material Selection

Healthy FlooringTechnical Standard

Carpet, VCT (contain vinyl)

Existing 2nd Floor

Refinish Existing Wood

Existing 1st Floor + New Construction

Proposed Healthy Alternative Linoleum or Rubber

Healthy Flooring Conservation and Reuse

•24

Historic Conservation and ReuseEntry Vestibule

Proscenium + Stage

Woodwork

:: Classroom Casework

:: Doors

:: Flooring

:: Trim

Embodied Carbon Footprint /Responsible Industry

Educational opportunities during construction

Product certification standards

FSC-certified wood – becoming more available and affordable

Pine beetle wood

Agricultural fiber (straw)

Material Transparency

-

Full knowledge of what goes into a material or product.Allows equitable comparisons of products to determine best solution for occupant well being and long term maintenance.:: Healthy Product Declaration – Certification Standards:: Knowledge of Toxic Chemicals:: Responsible Sourcing:: Life Cycle Impact

Appropriate SourcingIdeas 12,430 milesRenewable-energy technologies 7,000 milesConsultant travel 1,500 milesLight materials 1,000 milesMedium materials 500 milesHeavy materials 250 miles

Life-Cycle Assessment

Materials - WSSP1) Waste Reduction &

Efficient Material UseM1.0 Storage and Collection of

RecyclablesM1.1 Construction Site Waste Mgmt

(50%,75%)M1.2 Bldg. Reuse - Structure/Shell

(50%, 75% 95%)M1.3 Bldg. Non-structure/shell

Reuse (50%)M1.4 Materials Reuse (5%, 10%)M1.5 Resource Reuse - Furniture (30%)

2) Sustainable Materials ProcurementM2.1 Recycled Content

(5%/4 mtls, 10%/8 mtls)M2.2 Rapidly Renewable MaterialsM2.3 Certified Wood

(50%, Chain of Custody)M2.4 Environmentally Preferable ProductsM2.5 Regional/Local Materials

(10%, 20%)

Equity & Beauty

•25

EquitySupporting a just and equitable world

BeautyDesign features intended solely for human delight and the celebration of culture, spirit and place; supporting a just and equitable world.

Human scale + humane places:: Child-sized spaces:: Support for special ed Universal Access to Nature & Place:: Universal Design:: Community access:: Rights to natureBeauty and spiritInspiration and education

Universal Access to Nature and Place

Human Scale and Humane Places Beauty and Spirit

Inspiration and Education Inspiration and Education

•26

Educational OpportunitiesHow can the Building and Site be a learning tool and a resource for staff, students and the community?Site/Outdoor Learning EnvironmentHealthy Indoor Learning EnvironmentEnergy EfficiencyWater EfficiencyMaterials

Educational OpportunitiesWhat are you doing today?

What are new opportunities that you see?

What are the resources and support you need to make those opportunities a reality?

Sustainable Story Sustainable StoryThe new Magnolia Elementary has been open for three years. Student achievement continues to improve and the waitlist to attend continues to grow. A reporter from the Seattle Times visits the school to better understand what is happening at Magnolia. They have heard it is a ‘green’ school.

What do they see and what is the headline of the article in the paper the next day?

A P P E N D I C E S


© MAHLUM | 2016


S C H O O L D E S I G N A D V I S O R Y T E A M P R E S E N T A T I O N 0 3 E C O - C H A R R E T T E

2016 APRIL 20

Attendees










Jennifer Mundee (JM), Cascade Design Collaborative

1

Magnolia Elementary SchoolSDAT 03/04 :: 20 April 2016

AgendaVision and Goals

Building DevelopmentClassroom GroupingsSpecial EducationAdministrationCommons/CafeteriaLearning Commons

Site Development

Schedule





SDAT 04 :: Conceptualize

SEPA Public Meeting TBD


Vision and Goals Attributes for High Achieving Schools




Aesthetics

Safety


Collaboration

2

Vision1. Imagine the reopened Magnolia as an extraordinary

community school. What do you see?



2. What makes a good environment for learning?



2. What makes a good environment for learning?

3. What makes a school healthy, both physically and emotionally?

Building Development

Masterplan GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Classroom Groupings

3

Masterplan (4 Classes per Grade K-3)

1

K

2

4

3

5

FLEX

FLEX

FLEX

CHILDCARE

Phase 1 (3 Classes per Grade)

2

K

1

1

3

4

5

KindergartenGYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Special EducationClassrooms (2)ResourceAccessOT/PTSpeech Office (Phase 2)Psychologist Office (Phase 2)

Special Education

GYMNASIUM

LIBRARY

MUSIC/ART

ADMINSTRATION

CLASSROOMS

SHARED LEARNING

COMMONS

SPECIAL ED

SUPPORT

RESOURCE

ACCESS

SPEECH O.

PSYCH O.

CLASSROOMCLASSROOM

OT/PT

Administration

4

Administration

STAFF LOUNGE

SATELLITE

WORK ROOM

PTA /

VOLUNTEERCONF

OFFICES

RECEPTION

WRK RM

GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Administration Layout 1

Administration Layout 2 Administration Layout 3

Administration

Commons/Cafeteria

5

Commons

KITCHEN

COMMONS

GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Seating Configuration Dining (160 - 184)

Seating Configuration – Assembly (234)

Learning Commons

Learning Commons

GYMNASIUM

LIBRARY

MUSIC/ART

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

COMMONS

SPECIAL ED

SUPPORT

Qualities of Collaborative EnvironmentsSpacious: easy to move to and through

Flexible for fits of inspiration

Transparent: everyone can see each other

Comfortable: Spaces people want to be in, and gravitate towards

Mixed: balance programmed and un-programmed spaces in close proximity

Connected: learn from each other

6

Principles of Collaborative LearningGroup discussions

Interactive activities

Students learn by doing

Students and staff have more one on one interaction

Teachers facilitate group conversations

Real world problem inquiry

Distance learning

Spatial ModelsForum/Lecture

Workshop/Create

Community/Gather

Project/Activity

Large Group

Small Group

Individual Study

Forum/Lecture

:: 80-90 students

:: 1600 square feet

:: Team teaching/guest lecture

:: Tiered, fixed seating

:: Large format presentation

Spatial Models

Workshop/Create

:: 28-35 students

:: 1400-1600 square feet

:: Student stations/tables

:: Group technology/flexible power

:: Mobile workstations

:: Shared supplies/materials

Spatial Models

Community/Gather

:: 28-90 students

:: 1600 square feet

:: Some Fixed Tiers

:: Large Format Presentation

:: Mobile workstations

:: Shared supplies/materials

Spatial Models

Project/Activity

:: 15-20 students


:: Group Technology

:: Demonstration area

:: Teaching Wall

:: Acoustically Open

Spatial Models

7

Large Group

:: 12-20 students


:: Think Tank

:: Group Workstation/Technology

:: Teaching Wall/Interactive

:: Acoustically Separated

Spatial Models

Small Group

:: 4-6 students


:: Think Tank

:: Group Workstation/Technology

:: Teaching Wall/Interactive

:: Acoustically Separated

Spatial Models

Individual Study

:: 1 student

:: Anywhere or With Others

:: Breakout Space

Spatial Models Organizational ModelsADMINISTRATIONCLASSROOMCLASSROOM SUPPORTLIBRARYMUSIC/ARTCAFETERIA/COMMONSKITCHENGYMCIRCULATIONSUPPORT

PROGRAM LEGEND

Organizational ModelsADMINISTRATIONCLASSROOMCLASSROOM SUPPORTLIBRARYMUSIC/ARTCAFETERIA/COMMONSKITCHENGYMCIRCULATIONSUPPORT

PROGRAM LEGEND


PROGRAM LEGEND

8


PROGRAM LEGEND


PROGRAM LEGEND


PROGRAM LEGEND

Learning Commons

GYMNASIUM

LIBRARY

MUSIC/ART

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

COMMONS

SPECIAL ED

SUPPORT


9



Learning Commons

Site Development

10

Site Masterplan Magnolia Elementary School

Magnolia Elementary School Magnolia Elementary School

Next Steps ScheduleSDAT 01 :: Learn 14 March 4:30-6:30pm




SDAT 04 :: Conceptualize



11

Magnolia Elementary SchoolSDAT 03/04 :: 20 April 2016

•1

Magnolia Elementary SchoolSDAT 0402 June 2016

Agenda

Project Updates

Schematic Design

Alternate Strategy (VE)

Teaching Environments

Schedule




SDAT 03 :: Discover and Conceptualize 20 April 4:30-6:30pm

SDAT 04 :: Finalize 02 June 4:30-6:30pm


Project Updates Parks Meeting

•2

Existing Conditions Existing Conditions

Existing Conditions Schematic Design

Site Plan

Parks Meeting

•3

Existing Playground Structures

School Traffic Safety Committee Meeting

Loading/Unloading Strategy

City Process

City Process

SEPA – State Environmental Policy Act

Publish DRAFT SEPA: End of August

Public Comment Period: September

Finalize SEPA: Beginning of October

MUP – Master Use PermitTarget submittal at the end of August

Departure MeetingsTarget beginning in September

Existing Conditions

•4



Existing Conditions

Vision

•5

Masterplan Guiding Principles

Keep district mission up front Every student, every classroom




Clear and efficient master plan and phasing to address McCleary



Define a path to net zero energy


Masterplan Guiding Principles

Keep district mission up front Every student, every classroom




Clear and efficient master plan and phasing to address McCleary



Define a path to net zero energy


Masterplan Priorities

Maintain front door in current location and provide secure entry vestibule

Group public spaces for after hours zoning of the school


Locate gym at north


Provide one open-space/play area for supervision


Orient new additions for good solar access to buildings and site


Connected

family night

sharing ideas I culture

sense of community

haven

If Magnolia were a center for community, What would it look like?Active

riding bikes

dancing

movement

exploration

Inspired

fun

creative

sounds of children

a place to dream

Contemplative

space to think quietly

innocence

reading a book

secure

Engage Nature

neighborhood blending with environment

walk to school through the woods

connected to environment

gathering in nature

places for reflecting

natural light

view to green space

Leverage View

historic sights of the building

city view I skyline

connection to park

preserve neighborhood views

art with a view

library with a view


Imagine the reopened Magnolia as an extraordinary community school. What do you see?Something old made new and beautiful again.

A modern structure surrounded by and connected with nature.

A peaceful environment where a variety of learning experiences are available.

•6

What makes a good environment for learning?

Balance between fun + structure

Controlled chaos

Trust + Friendship

Technology rich environment

Clear instruction, focused kids.

Doing things differently, outside the box.

Learning through experience.

Ability to explore by fostering curiosity

Space for groups + individuals

What makes a school healthy, both physically and emotionally?

People enjoy coming

Safe, trusting, joyful

Reasonable class sizes

Clean air, clean water, clean surrounding.

Modern building systems.

Access to outside.

Engaging and attractive activities for a variety

of interests

VisionAt Magnolia School we build a joyful, caring community, fostering balance, creativity and curiosity surrounded by nature and framed by a historic, modernized building.

Program Summary

Phase 1 Program







(1) Music

Gymnasium

Library

Administration

Commons/Cafeteria

Kitchen

Maintenance/Custodial

Site Improvements

Schematic Design

•7


Schematic Design Site Plan

PHASE 1 PHASE 2


Schematic DesignGYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

PHASE 1 PHASE 2 PHASE 1 PHASE 2


Schematic Design (Phase 1 & 2)


Schematic Design (Phase 1 & 2)


GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Schematic DesignPhase 1


Schematic Design Phase 1

•8


Schematic Design Phase 1 Existing Conditions

Alternate Strategy (VE)


Alternate Strategy Site Plan


GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Alternate Strategy


Alternate Strategy

•9


Alternate Strategy




GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS



GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS


2nd

3rd

4th

1st

K

5th

5th


Typical SPS Classroom | Thornton Creek


Typical SPS Classroom | Thornton Creek

•10


Existing Classroom


Existing Classroom


Existing Classroom


Existing Classroom


Existing Classroom


Existing Classroom

•11


Proposed Classroom


Reflected Ceiling Plan


Proposed Classroom


Classroom Furniture | Student Desks


Classroom Furniture | Student Desk


Classroom Furniture | Shared Area

•12








Existing Classroom


Existing Classroom


Classroom Furniture | Storage

•13


Classroom Furniture | Teacher Station


GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Existing LockersL02

121 Lockers


GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Proposed LockersL02

242 Lockers


GYMNASIUM

LIBRARY

MUSIC/ART

COMMONS

SPECIAL ED

SUPPORT

ADMINSTRATION

CLASSROOMS

LEARNING COMMONS

Special Education


Next Steps


Magnolia Elementary SchoolSDAT 0402 June 2016

7 1 CO LU M B I A , F LO O R 4 | S E ATT L E , WAS H I N G TO N 9 8 1 0 4 | ( 2 0 6 ) 4 4 1 - 4 1 5 1 | M A H LU M . CO M