Learning Environments for TomorrowPresentation of facilities design

addressing modernization and new construction funded by Measure A

Larkspur-Corte Madera School District

LCMSD Facilities Design Team Members

Amanda Estes

Amy Friedricks

Ann-Marie Skaggs

Carol Halpern

Daniel Norbutas

Don Matthews

Jon Stong

Leslie Beatson

Lucia Cortright

Mark Quattrocchi

Maya Tuve

Megan Kelly

Michelle Walker

Nick Mitchell

Stan Clark

Susan Christman

Todd Lee

Tom McHugh

Valerie Pitts

Wolf Gutscher

Collaborative Teaching Practices Study Group Members

Amy Jehling

Ann-Marie Skaggs

Catherine Wolfers

Daniel Norbutas

Don Matthews

Eliott Rodgers

Elissa White

Jeff Price

Jen Tippett

Jennifer Dorsey Browne

Jill Sellers

Kristin Lerohl

Leslie Beatson

Liza Mathews

Mary Creigh Houts

Megan Kelly

Michelle Holdt

Michelle Roderick

Michelle Walker

Nancy Wilson

Sarah DeLee

Susan Martin

Valerie Pitts

Wendy Meunier

10 Quick Facts

Safety first

The learning suite concept was first two or three typical sized classrooms without walls (teachers could not make separate classrooms). Now the learning areas are really classrooms with moveable walls

Teachers have had lots of input

Teachers are collaborating. Teachers will be trained in next practices for a spectrum of approaches to collaboration. Professional development occurs in many ways and is supported in the budget

Forcing teaming or collaboration is not an option

10 Quick Facts (con’t.)

Cost estimates for modernization and new school designs are in progress

Timelines include May approval of schematic design to stay on target for fall 2014 opening of new school

Plans cannot exceed budget; phasing will address priorities

Projects will be independent and stand alone in each phase

A gym at SC was always cost-prohibitive. However, there is a portion of the campus to add a gym when future funding is available

LCMSD Vision and Mission

Vision

Our vision is to provide an extraordinary 21st Century education for every child and a positive, supportive, inclusive environment where each student can thrive

Mission

The mission of the Larkspur-Corte Madera School District Board of Trustees, Administration, and Staff is to develop literacy, critical thinking and enthusiasm for learning within each student by offering a rich, rigorous, relevant and engaging curriculum through a collaborative partnership with parents and community

Strategic Priorities 11-12

Smaller learning environments Bond for new construction/modernization Facilities Design

Inspire achievement through inquiry

Professional Development in LCMSD the past five years: (Attract, Develop, and Retain Talented and Inspirational Staff) Teacher Collaboration and Learning Teams (PLC’s) Formative and Authentic Assessment Inquiry and Project-Based Learning Arts and Technology Integration

Linking Facilities Design to LCMSD Vision and Strategic Priorities

21st Century Learning: What Does It Look Like? Students working in groups and individually and in

environments that are natural (daylit) and varied (allowing different groupings, seating, exploration, in/outdoors, stimulating thinking)

Teachers as guides on the side vs. sage on the stage Technology as an access tool and arts integration as

vehicles for learning Children asking questions, inquiring minds,

developing problems and creating solutions, making meaning of the curriculum

Learning happens anytime/anywhere – it doesn’t look like desks, tables or chairs in a row

Research: How Facilities Support and Enhance Learning

The environment can be the “3rd teacher” if it supports variety, creative and collaboration for students (Strong-Wilson/Ellis, 2007)

Changes in environment and learning spaces stimulate learning (Fisher, 2005) and promote inquiry/facilitates PBL

Movement and circulation, day-lighting, views to outside have positive effects on student achievement (Tanner, 2009)

Frank Locker, 2008

Fisher, 2005

Brain Compatible Learning Environments(J. Lackney, 2002)

Create rich, stimulating environments

Build places for group learning like breakout spaces, alcoves, table groupings to facilitate social learning and conversations

Link indoor and outdoor places to promote movement and to engage the motor cortex linked to the cerebral cortex for oxygenation

Vary places to provide multiple spaces with different shapes, color, light, nooks and crannies

Brain Compatible Learning Environments(J. Lackney, 2006)

Have all resources in close proximity. This encourages rapid development of ideas generated in a learning episode. “Wet” areas like science labs and computer-rich workspaces should be integrated and not segregated. Multiple functions and cross-fertilization of ideas are a primary goal

Create active and passive places so that students have places for reflection and active engagement to support interpersonal intelligence

Recognize personal space because the concept of “home base” needs to be emphasized more than the metal locker or the desk

Understand that the community-at-large is the optimal learning environment

Facilities Design Priorities/Facility Requirements

Health and Safety Day-lighting, access to outdoor learning environments, heat

that works, window replacement, circulation Toilet Room upgrades

Relieving Overcrowding

Facilities maintenance and upgrades for long-term use; wireless

More and a variety of spaces for student activities in classrooms, including small group breakout areas and room to move

Teaching walls with appropriate technology, tackable walls, ways to hang student work

Sinks and areas for “wet and dirty spaces” in classrooms

Libraries, better outdoor learning and activity spaces, performance and gathering areas for large and small groups

Beginning Work with QKA

QKA began their work with us well over a year ago and guiding principles for design were outlined

The questions QKA asked educators were about how facilities could be different to support student engagement and learning

We discussed the vision for the educational program including what offering an extraordinary educational program looks like (what our current programs are and how our schools could support continuous improvement)

Concepts were formulated by the Design Team and were shared

Revisions have been made with substantial input

In most cases, the input was included and improved upon by the architects

Bond Specifications

After three months of work with QKA and the Facilites Expansion Commitee, bond language was developed supporting safety, classrooms modernization and building a new school

Board priorities and bond language are consistent: safety upgrades and relieving over-crowding

Phasing to ensure that priorities could be accomplished (two bond strategy)

Staying within budget and getting priorities accomplished is a requirement

Guiding Principles for School Design

Safe

Student-centered (focus on best learning)

Flexible and adaptable

Conducive to collaboration

Equitable (students get what they need)

Future-oriented

Accessible by our entire community