Perris Design Symposium

CAL Brainstorming Session

BakerNowicki Design Studio | February, 2014

Summary Goals Facts

Needs Concepts Appendix06

This document is organized by the chronology of events and activities as they were conducted during the four-day Design Symposium for Perris Union High School District. The colors shown above correspond to the colored tabs on each page and should assist in helping readers find their way through this book.

table of contents

01 02 03

04 05

PUHSD High School #4 | Symposium | 3

“We are at a most interesting and challenging time in

public education.“Dr. Jonathan L. Greenberg,

Superintendent, PUHSD


Executive SummaryThe Perris Union High School District is strongly committed to providing a second comprehensive high school for students that reside within the Menifee area of the District that is innovative in its planning and program offerings. In planning this school it will be important to accommodate emerging instructional strategies while creating spaces that can respond and adapt, over time, to the programmatic and instructional needs of students and staff. In creating this school, the PUHSD will provide facilities that are also valued as true community resources and assets. In it’s Educational Specifications, the District established five strategic goals for the planning of this new campus:

• Prepare students to be productive members of society.

• Equip students with communication and problem solving skills .

• Accommodate and embrace collaboration among both students and staff.

• Create technology-rich learning environments.

• Provide relevant programs that support both college and career readiness. The PUHSD Board of Trustees provided specific direction that the planning and design of HS #4 will result in a school that will be uniquely capable to facilitate the instructional and learning goals of local students. A conscious decision was made by the Board that the planning for this school would not necessarily be based upon a previously approved set of plans. To carefully and thoughtfully initiate the planning for this school it has been of critical importance to obtain the input and perspectives of our local educators, instructional support staff and community representatives. To this end, the four-day HS #4 Planning Symposium was successfully completed and included over 100 participants. The Symposium was an excellent opportunity for participants to gain firsthand knowledge about the project’s goals and opportunities while providing individual perspectives to help shape our planning. The success of the symposium was greatly enhanced by the diversity and professional backgrounds of the participants. Planning a large new high school is a very complex process and requires extensive direction from the eventual end-users. Completion of the Symposium was a very successful first step in the planning process for our new high school.

The BakerNowicki Design Studio will now process the extensive amount of information and ideas gathered during the Symposium. This information will guide the development of conceptual site and building plan alternatives for review and consideration by the District. Additionally, the District and its design professionals will continue their mutual work with local planning and utility agencies regarding infrastructure needs of the project. While the District is very fortunate to have the financial support of the community through the November 2012 passage of Measure T, construction of this project will be dependent upon the eventual receipt of State matching funds. Deliberations are currently underway regarding the potential of a statewide bond ballot measure that would create new funding opportunities within the State’s School Facilities Program and possible State funding for our HS #4 project.


Cheri Adame, Counseling (HHS)Charles Adams, Band/Choral Teacher (HHS)Pat Arnold, Band/Choral Teacher (PVHS)Ana Arroyo, Art Teacher (PVHS)Grant Becklund (Community Member)Candace Boulais, Special Education Teacher (PVHS)Katie Bradley, PE Teacher (PVHS)Kraig Broach, PE Teacher (HHS)Jedidiah Butler, Math Teacher (PVHS)Kristin Clough, Art Teacher (HHS)Donald Cerchia, Band/Choral Teacher (PHS)Princess Choi, Math Teacher (PHS)Ken Cohen, Math Teacher and Athletics Director (PHS)Edwin Datuin, Maintenance and Operations (PUHSD)Chanly Dela-Paul, Math Teacher (HHS)Matt Denney, Maintenance and Operations (PUHSD)David Drake, PE Teacher and Athletics Director (HHS)Mike Eisenhauer, Maintenance and Operations (PUHSD)Marvin Frias, Maintenance and Operations (PUHSD)Mike Fogherty (Hemet USD, Transportation)Jodi Gahre, CTE/ROP and Student Store Operator (PVHS)Renee Garcia, Activities Director and ASB (HHS)Melina Gonzalez, Administration (HHS)Tiffany Holyoak, Science Teacher (HHS)Randy Hughes, Video Production Teacher (PVHS)Nathan Johnson, Language Arts Teacher (PHS)Captain Mike Judge, Riverside County Sheriff DepartmentSgt.Tim Elwell, Riverside County Sheriff Department Eric Kroencke (Community Member)Lisa Jones, Social Studies Teacher (HHS)Pamela Karg, PE Teacher (PMS)April Knight (Hemet USD, Transportation)Judy Miller, Risk Manager (PUHSD)Jon Morgan-Wilson, Social Studies Teacher (PHS)Tommy LaRochelle, Language Arts Teacher (HHS)Lisa Llexim, Digital Arts Teacher (PHS)Elizabeth Lyman, Math Teacher (PHS)Stacey MacPherson, Chemistry and Math Teacher (HHS)Kim Marksbury, Director Food Service (PUHSD)Dian Martin, Teacher on Special Assignment - State & Federal Projects (PUHSD)Monica Martin, Librarian (PVHS)Charlynn McNaul, Agriculture Science Teacher (PHS)Juan Meredia, PE Teacher (PVHS)Jason Miller, Biology Teacher (PVHS)Greg Newman, Theater Teacher (HHS)Katheryn Perez, PE Teacher (PHS)Michael Phiffer, PE Teacher and Athletics Director (PVHS)Shane Pinnell, IT System Administrator (PUHSD)Rick Pacheco, Maintenance and Operations (PUHSD)

Felicia Provenzono, Special Education Teacher (HHS)Christean Rathbun, Counseling (PVHS)Bonnie Rinkert, Ceramics Teacher (PVHS)Jose Rodriguez, Activities Director and ASB (PHS)Resa Rosenstein, Work Experience Coordinator (PVHS)Richard Santana, Robotics Teacher (HHS)Rudy Schoenfelder, PE Teacher (PHS)Julie Shah, Math Teacher (HHS)Chad Shaner, Special Education Teacher (PHS)Tiffany Spencer, Counseling (PVHS)Tom Spillman, Mt San Jacinto CCDErika Tejeda-VanRensberg (PHS)Matt Thomas, Language Arts (PVHS)William Walters, Theater Teacher (PHS)Tom Wenzel, Instructional Coach (PUHSD)Jennifer West, Science Teacher (PVHS)Michelle Wieding, Ceramics Teacher (HHS)Wil Wilson, ASB, Speech and Debate (PVHS)

Design Team: Jon Alan Baker, FAIA, LEED AP, Partner, BNdsRichard Nowicki, AIA, Partner, BNdsBuddy Gessel, AIA, LEED AP, Principal, BNdsJulie Zimmerman, Principal, BNdsBrian Leonard, AIA, Principal, BNdsEmily Schauermann, AIA, LEED AP, BNdsLeo Contreras, BNdsStephen Helms, BNdsVance Breshears, Theater Designer, Acoustic DimensionsJohn Frisbie, Elec/Tech. Engineer, JCE ConsultingGeorge Orness, Food Services, Orness

Executive Team:Dr. Jonathan Greenberg, PUHSD SuperintendentDr. Steve Kennedy, MUSD Superintendent Candace Reines, Asst Supt Business ServicesMarcy Savage, Asst Supt Educational ServicesJoseph Williams, Director of TechnologyGrant Bennett, Director Learning Support Services Art Fritz, Director Director Facilities ServicesHector Gonzalez, Director, FacilitiesChris Rabing, Director, Business ServicesJudy Miller, Director Risk Management & Environmental SafetyJulie Zierold, HHS PrincipalDon Williamnson, PVHS PrincipalNick Hilton, PHS PrincipalFred Good, Fred Good and Associates

attendees


acknowledgementsThe design symposium was a success in deriving the goals, facts, needs, concepts, and programming due to the direct result of participation from the Perris Union High School District members, community, representatives, teachers, students, and BakerNowicki Design Studio.

The work presented in this booklet is a compilation of the ideas and concerns collected from participants. Without the help of these participants, a truly responsive and relevant design cannot be achieved. We thank you all for all your effort and your

dedication to education. The success of this planning process is enhanced by your involvement providing the design team and District the insights needed to create innovative learning environments for future educators and students.

We would like to give special acknowledgement to the Executive Team Members of Perris Union High School District for allowing us to use your time and resources to advance this planning effort for your community.

Thank you.


the symposium processOur design process seeks full involvement and interaction of key project stakeholders. The direct involvement of our clients in the design process provides essential insights and contributes to the development of a shared solution that responds to the vision of our clients and their stakeholders. The Design Symposium includes not only, the four days of planning sessions with Subject Matter Experts, but also a continuing web-based network of ideas. This collaboration network was set up by BakerNowicki Design Studio as a Project-Based Website that allowed for the attendees to monitor on-going design progress and make additional comments following the Design Symposium.

The process encompasses four primary areas of exploration, evaluation and envisioning:

GOALS of every client are unique and ultimately define the outcome of a program, facility master plan or design problem. These goals

are used throughout the process as a constant guide to ensure that the institution’s strategic direction is followed.

FACTS refer to the fixed parameters that will influence any final solution. The facts of the project outline the physical features associated with the project site, existing buildings or systems. Some of the facts will also include regulatory, code and zoning issues, as well as regional community issues when applicable.

NEEDS refer to issues identified by the user groups involved and Perris Union High School District. This area provides the largest body of information collected and analyzed in pursuit of the client’s stated goals, including the results of departmental surveys. In this Design Symposium the design team set up user group meetings to solicit and confirm detailed space, program and operational needs. The results are documented in this detailed booklet provided.

Follow-up interviews and the use of web-based media are also held for additional clarification and testing of various design

concepts. In addition to the user group input, the planning team will make professional evaluations based on prior experience in our assessment of department adjacencies, workflow efficiency and consideration of both short-term and long-term needs.

CONCEPTS begin as graphical ideas that illustrate each department’s needs for space, necessary adjacencies, egress and ingress issues, and other factors that affect the operational efficiency of each department. All of the FACTS and NEEDS are combined to create CONCEPTS that respond to the issues identified.

The recommended design solution that follows will represent the combined strengths of each of the proposed concepts and supporting rationale.

The success of the planning process will be guided by the GOALS discussed at the onset of the project, shaped by the FACTS, driven by the NEEDS, and innovatively resolved through the CONCEPTS.



symposium summaryA series of focus group sessions were arranged and scheduled in advance (schedule on following page) in order to provide Subject Matter Experts (SME) opportunity to provide input specific to their areas of expertise.

Because the PUHSD had already undergone an extensive Education Specification Guideline, sessions were focused on confirming and providing additional information to the subjects covered therein.

Initial sessions focused on “thirty thousand foot persepctive“ issues, including the nature of the Centers for Applied Learning (CAL) and the

identity and purpose of the Small Learning Communities (SLC).Following the large scale vision cast for these major campus components, time was spent addressing specific needs for each department and entity, including athletics, administration, food service, and maintenance. The last day included site planning discussion, discussed in more detail later in the book.

The following pages will provide a summary of the discussions of each session. They will serve as a platform to begin preliminary planning and a more detailed room-by-room programming process.


Left: A participant reviews information posted to the website during the symposium.

WEBSITEA website was created by BakerNowicki Design Studio

www.puhsdhighschool4.com

to collect and present data as it was produced during the symposium process. This website stands as the comprehensive living record of the symposium process and provides opportunity for all users to interact with and comment on the ideas and vision they produce.

It will contiue to function as the location for future updates, notifications, announcements and records, for the life of the project..A Twitter hastag was also developed

#hs4Menifee


High School Educational Specifications

for the Perris Union High School District

¥ Initial Site and Building Design Themes/Preferences ¥

Projects for High School

Students in Grades 9 - 12

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Section 5 – Initial Site and Building Design Themes/Preferences

Initial Site and Building Design Themes/Preferences

- 14 - High School Educational Specifications – 2012/13

Campus Organization/Delivery of Instruction and

Educational Programs

The 2,500-2,700 student campus should be designed as a plan that is

consistent with the concepts associated with smaller learning communities -

where opportunities for more personalized student learning are enhanced.

Student-centered approaches to campus organization provide students with a

variety of physical spaces to more easily learn and develop skills and

competencies based on their individual needs. This approach also tends to

ensure that students have a sense of belonging and are known by teachers and

administrators who are capable of offering more personalized academic and

emotional support services. An additional set of benefits from this

organizational approach would be to maximize opportunities for team teaching

and integrated content learning experiences. The primary focus of the school’s

instructional strategies and educational programs will be upon student learning

rather than achievement compliance. The facilities should be organized into

instructional groupings comprised of instructional spaces, student production

spaces, teacher preparation/collaboration areas and possibly areas designated

for decentralized administrative and student support services. Additionally, the

plan should provide long-term flexibility/adaptability as instructional strategies

and educational programs continue to evolve over time. It is envisioned that a

multiple-building/campus plan best accommodates these fundamental

programmatic and operational principles, as opposed to a single

building/compact plan.

Main Courtyard/Outdoor Learning Labs

The design of a main interior campus courtyard is of

paramount importance toward creating optimal outdoor

opportunities for active learning and orderly socialization -

all within an environment that is easily supervised. This area

should be safe, secure and welcoming for its users. It will be

utilized in a large variety of ways for small group

work/discussion/collaboration, outdoor dining, large group

events/gatherings, and will serve as supplemental

learning space to the school’s interior instructional spaces.

The courtyard should function as a “rallying place” for the

student body, creating a place that serves to promote a

meaningful sense of purpose, collegiality and importance for

the daily activities of the school. Additionally, outdoor learning

labs should be provided to support the activities and programs

within each smaller learning community.

Instructional and Spatial Fluidity

A move toward the creation and development of “educational communities”

throughout the campus, rather than the mere collection of individual

classroom spaces, should be a primary goal within the design of the school.



Instructional and Spatial Fluidity continued

Instructional strategies and theories associated with the grouping of students –

as identified within recent smaller learning communities research - should drive

the planning and design processes for this new high school. Instruction and

learning should occur in a more “free-flowing” manner in which there is

much less of a commitment to rigid classrooms spaces - teaching, learning

and collaboration will be encouraged within and across all areas of the campus.

Assessment and verification of student learning will often involve active

demonstration by students – spatial planning and design implications will

need to be carefully considered as a result of this pedagogical approach.

Student Access to Classroom Buildings/Use of Interior

Corridors Where possible and practical, it is preferred that student access to classrooms

occurs through exterior entrances. It is the goal of the District, where possible,

to utilize indoor corridors as supplemental learning spaces next to adjacent

classrooms and instructional areas and not as circulation elements. Best

practices may indicate that double-loaded corridor designs neither provide the

flexibility necessary to accommodate multiple organizational models nor can

they foster the same level of collaboration, teaming, and sharing of professional

resources as do classroom building designs that focus upon more fully

supporting the principles associated with smaller learning communities.

Increased Facilitation of Career/College Preparation and

Placement It is acknowledged that not all of our high school students will be on college-

bound tracks while attending this school. Therefore, the design of the school

must include educational spaces that equally recognize and afford learning

advancement for college-bound students, as well as prepare students for

placement in technically oriented schools and/or employment opportunities

after high school. The physical accommodation for active and practical

learning activities and strategies must be a focused element within campus

and building designs.

Reducing “Learning Lag”

The new school will recognize and accommodate the immediacy with which

most students expect to receive input and/or feedback to a learning inquiry or

prompt. It is believed that the consistent and active engagement of students

is enhanced when any “time lag” between a request for learning and the

actual acquisition of learning is minimized. Outdated learning materials

and educational environments – along with any diminished access to the

use of technology – tend to increase “learning lag.” This is diametrically

opposed to a foundational educational goal for the school to provide a vibrant

educational environment where inquisitiveness, resourcefulness, persistence

and creativity are valued. Therefore, the design of the school must be

based upon contemporary research/best practices for high school programs

that encourage and promote collaborative learning along with plentiful

opportunities for the use of technology.

!



Collaboration Among ALL User Groups

The abilities to collaborate and communicate are essential skills that all

students will need in order to survive in the global workplace. The learning

environment should reinforce this by creating opportunities for students,

teachers, and community to work together in a collaborative way.

Collaboration is essential for building relationships. The campus design must

stimulate opportunities across all user groups for collaboration.

Collaborative activities are likely to consist of joint planning, joint

implementation and joint evaluation. Consistent utilization of these strategies

should be facilitated through the design of the site and its buildings - flexible

and plentiful spatial opportunities should exist for planned and spontaneous

group discussions and activities to occur.

“Technopresence”

One of the key instructional strategies that will be employed in this school

is to strongly encourage and support the use of a wide range of educational

technologies. Students will be encouraged to work in groups and

provide learning support for each other – this will be enhanced through

universal access to and the use of technological devices. The facilities within

this school should embrace the concepts associated with one-to-one

computing and hybrid learning and serve to foster an overall campus

environment in which computing is a routine and fundamental element within

all learning activities and spaces.

Sustainable Design

Sustainability will be a key factor in all design decisions regarding the

creation of learning environments and their resultant accommodation for the

operational effectiveness and efficiency of the school. Student performance

can be enhanced through the inclusion of daylighting and other strategies.

High performance attributes for the facilities will be sought and include using

designs and materials that promote energy and water efficiency, maximize

the widespread use of natural lighting, improve indoor air quality, utilize

recycled materials and other building materials that emit a minimal amount of

toxic substances, and create acoustical conditions that are conducive to

optimal teaching and learning environments. The design of the campus

and its buildings will be consistent with and utilize concepts as identified

by the Collaborative for High Performance Schools (CHPS) and Savings by

Design.

Buildings as “Educational Tools/Resources”

Schools should provide an environment that will support and enhance the

learning process, encourage innovation, foster positive human relationships

and, in short, be used as a tool for learning. The school’s materials,

systems and overall environment should enhance opportunities for practical

learning within a “real world” setting.

!

Section 6 – Campus Organization, Adjacency Preferences, and Proposed Spatial Allocations


ATHLETICS

COMPLEX

CAL#4

ADMIN

CAL#3CASE

CAL#5

CAL#1

CAL#2

SLC #4

SLC #3

SLC #1

NEW H.S. CAMPUS ORGANIZATION AND ADJACENCY PREFERENCESPERRIS UNION HIGH SCHOOL DISTRICT

MAIN

COURTYARD

AND

SLC OUTDOOR

INSTRUCTIONAL

PATIOS

SLC =

Small Learning

Community

CAL =

Center for

Applied Learning

CASE =

Center for Advanced

Science Exploration

SLC #2

THEATER

STUDENTUNION

LEARNING

COMMONS

STUDENT, STAFF AND VISTOR PARKING

STADIUM

ATHLETIC

FIELDS

AND

SPORTS

COURTS

!



¥ Core Academics/Special Education

Center for Advanced Science Exploration ¥



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Section 7 – Core Academics/Special Education/Center for Advanced Science Exploration


The core academics program within Perris Union High

School District high schools is focused upon the provision

of opportunities for students to establish mastery of skills

and achieve cognitive development in reading, language

arts, social sciences, mathematics, science, health and

other content areas. These programs are provided to

students in “standard” classrooms (with the exception of

science and special education); however, they should be

organized in a manner that accommodates flexibility and, from a long-term

perspective, should be adaptable if instructional program delivery philosophies

change – perhaps if programs want to be organized by subject/content, by

grade level, by academy or career pathway, or by discipline.

The following reflects the anticipated activities and

instructional approaches that are anticipated to be

employed within and around the core academics learning

spaces and the expected types of users for these areas:

Activities/Instructional Approaches:

¥ Individual, small group and large group direct instruction.

¥ Project-based learning.

¥ Student assessment.

¥ Collaborative planning by student groups of various sizes.

¥ A wide range of presentations by students and staff.

¥ Hybrid learning.

¥ One-to-one computing.

Anticipated Users

¥ Students

¥ Teachers

¥ Para-educators

¥ Volunteers

¥ Classified/instructional support staff

All of the learning spaces designed to house the

common core programs will be “technology rich” to help

support the various learning styles of individual students.

Additionally, the rich technology environment will help to

support a broad range of teaching and grouping

strategies and will promote the utilization of

interdisciplinary teaching styles and programs. Visual

transparency between learning spaces will be

important to help support more “free-flowing” flexible

learning environments – including collaborative learning, planning, and

presentation areas - where student activities can be more easily monitored

and/or supervised.

Spat

ial

Cons

ider

atio

ns

Activ

ities

/ Us

er G

roup

s

Prog

ram

De

scrip

tion

!

+

Educational Specifications

for High School Facilities

Perris Union High School District



¥ Purpose, Vision and Process ¥



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Section 1 – Purpose, Vision and Process

PUHSD High School Educational Specifications - Purpose, Vision and Process


Purpose The Perris Union High School District has been fortunate to create two new

comprehensive high school campuses within the past twenty years. Through

the completion and operation of these two schools much has been learned with

respect to the physical plant and spatial needs associated with the current

delivery of instructional services and educational programs for its students. The

two schools – Paloma Valley High School and Heritage High School – are

uniquely different through their respective campus and building designs. When

the District’s third comprehensive high school – Perris High School – is added

into an evaluative comparison of facilities, it is very obvious that physical plant

inequities abound. It is with this understanding that the Board of Trustees

directed staff and consultants on August 15, 2012, to embark upon the

development of educational specifications to help guide future planning and

design efforts for high school facilities throughout the District – both at existing

sites and at proposed new school sites.

Over the past four years, the District has been very active in the identification

and pursuit of optimal sites for its next two new high schools. In 2010, the

District successfully acquired a 52-acre parcel in the southeast portion of the

District and has identified this parcel/project as “High School #4.” Concurrently

the District has been working cooperatively with developers in the Lakeview-

Nuevo area of the District to identify a prime parcel to house its “High School

#5” project; to date several site alternatives have been identified but a final site

selection or purchase have not been made.

In addition to the physical plant analyses that have occurred over the past

four years within the PUHSD, the District continues to be a consistent

participant within the State’s School Facilities Program as it seeks every

possible type of facility funding to meets its current and future needs. While

the current State Program is “anemically” funded for both new construction

and modernization projects, the District intends to closely adhere to all

regulations required to optimize its pursuit of any State funds.

Commencing in July 2010, the California Department of Education initiated

requirements that any application for funding through the State’s program

include local board-approved educational specifications. It is the intention of

the PUHSD to take advantage of this opportunity to collaboratively reflect

upon the facilities-related issues and needs associated with the current

delivery of programs and services for ALL students to ensure the highest

quality of educational experiences for the students at current and future

school sites. A foundational ongoing goal within the Perris Union High

School District’s Facilities Improvement Program will be to create high school

environments across the District that are more equitable from a facilities

perspective and serve to provide similar types of learning opportunities –

irrespective of the site from which these services are being provided.

Thanks to the constituents within the Perris Union High School District,

partial funding for these improvements will be available as a result of the

successful passage of Measure T in November 2012.

p

!

Perris Union High School District – Preparing for Upcoming High School Facilities Projects


¥ F O U N D A T I O N A L P L A N N I N G P R I N C I P L E S ¥

As the District prepares to implement the design phase of upcoming high school projects, a significant amount of discussion has occurred with and through participants of the

PUHSD Educational Specifications developmental process with respect to the identification of “Foundational Planning Principles.” These ideals represent what is important in

the District with regard to the optimal delivery of educational programs and instructional services to our students and, therefore, require careful and constant attention as new

high school plan development occurs – both on existing school sites and yet-to-be constructed school sites.

The District’s school facilities planning efforts will:

- Center on the desire for our schools to foster the development of productive, respectful and prideful current and future citizens

- Respond to the needs of each student and facilitate/promote their successes

- Place value in professional development and ongoing collaboration amongst our staff members

- Acknowledge that the development of communication and collaboration skills will help our students more effectively enter a competitive global workforce

- Focus upon making high school educational programs more relevant for our students – with the desire to better prepare them for college and/or career

opportunities

- Seek to decentralize instructional support services; in essence, locating these resources throughout the campus as close as possible to students and

staff

- Provide educational environments that are safe and secure and seek to make a “big” campus feel small and more intimate for our students and staff

- Embrace the creation of high school environments that are adaptable, over time, to emerging educational programs and instructional strategies

- Respect, embrace and utilize the diverse demographics throughout our District

- Maintain a long-term perspective upon educational, instructional and facility planning

- Utilize “best practices” research in consideration of the optimal organizational plan for instruction and buildings for existing and new campuses.

The Committee will concurrently analyze those “best practices” in relation to localized needs, opportunities, and challenges.

- Be financially resourceful and maintain a responsible implementation plan for all facilities improvement projects

!



¥ Site Planning Considerations ¥



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Section 7 – Core Academics/Special Education/ Center for Advanced Science Exploration


Space Allocations Within Each Small Learning Community (4 total on the campus)

Square Total

Spatial Identification CR Number Footage Area

Small Learning Community Professional Center

Lobby 1 200 200

Assistant Principal’s Office 1 180 180

Administrative Assistant’s Office 1 180 180

Counselor’s Office 1 120 120

Planning/Conference Suite 1 250 250

Supply Area 1 100 100

Staff Preparation Area 1 750 750

Professional Center Workroom 1 200 200

Women’s Restroom 1 120 120

Men’s Restroom 1 120 120

Shared Restroom Facility 1 70 70

Area Subtotal for the Professional Center 2,290

Classrooms/Learning Support Spaces Within the SLC

Core Academic Classrooms 12 12 960 ea. 11,520

Science Labs 2 2 1,500 ea. 3,000

Science Prep./Storage 1 360 360

Special Education Classrooms 2 2 1,200 ea. 2,400

Spec. Ed. Support Facilities 1 600 600

Collaboration Suite 1 1,500 1,500

Girl’s Restroom 1 480 480

Boy’s Restroom 1 480 480

Area Subtotal for Classroom Areas 20,340

Operational Support Areas

Custodial 1 75 75

Electrical/Telecom. 1 100 100

Mechanical 1 100 100

Area Subtotal for Operational Support Areas 275

Area Allotment for Circulation (15%) 3,435

Total Area Within Each Small Learning Community 26,340

!



Space Allocations Within the Center for Advanced Science Exploration (CASE)

Square Total


Classrooms/Learning Support Spaces Within the CASE




Area Allotment for Circulation (10%) 660

Total Area Within the Center for Advanced Science Exploration (CASE) 7,260

!

The self-initiated reflections that have occurred within the PUHSD have created an excitement about the future of educational experiences for students throughout the District. These have created thought-provoking discussions about “where we have been“ and “where we need to go.“ We appear to be leaving an era within public education in which the concept of “achievement compliance“ has been the




Collaboration Among ALL User Groups

The abilities to collaborate and communicate are essential skills that all

students will need in order to survive in the global workplace. The learning

environment should reinforce this by creating opportunities for students,

teachers, and community to work together in a collaborative way.

Collaboration is essential for building relationships. The campus design must

stimulate opportunities across all user groups for collaboration.

Collaborative activities are likely to consist of joint planning, joint

implementation and joint evaluation. Consistent utilization of these strategies

should be facilitated through the design of the site and its buildings - flexible

and plentiful spatial opportunities should exist for planned and spontaneous

group discussions and activities to occur.

“Technopresence”

One of the key instructional strategies that will be employed in this school

is to strongly encourage and support the use of a wide range of educational

technologies. Students will be encouraged to work in groups and

provide learning support for each other – this will be enhanced through

universal access to and the use of technological devices. The facilities within

this school should embrace the concepts associated with one-to-one

computing and hybrid learning and serve to foster an overall campus

environment in which computing is a routine and fundamental element within

all learning activities and spaces.

Sustainable Design

Sustainability will be a key factor in all design decisions regarding the

creation of learning environments and their resultant accommodation for the

operational effectiveness and efficiency of the school. Student performance

can be enhanced through the inclusion of daylighting and other strategies.

High performance attributes for the facilities will be sought and include using

designs and materials that promote energy and water efficiency, maximize

the widespread use of natural lighting, improve indoor air quality, utilize

recycled materials and other building materials that emit a minimal amount of

toxic substances, and create acoustical conditions that are conducive to

optimal teaching and learning environments. The design of the campus

and its buildings will be consistent with and utilize concepts as identified

by the Collaborative for High Performance Schools (CHPS) and Savings by

Design.

Buildings as “Educational Tools/Resources”

Schools should provide an environment that will support and enhance the

learning process, encourage innovation, foster positive human relationships

and, in short, be used as a tool for learning. The school’s materials,

systems and overall environment should enhance opportunities for practical

learning within a “real world” setting.

!



Display and “Celebration” of Student Projects/Work Products

Student work is at the core of the educational process and should be

celebrated. Display areas throughout the campus are desired to

visually recognize the efforts and accomplishments of students. Displaying

work will enhance the sense of ownership for both students and staff and

allow students to identify with the spaces in which they learn. Display cases,

vertical surfaces, and even opportunities to post work should be available

throughout the school and, as is practical, should be located in areas of “high

traffic” where opportunities for student recognition are enhanced.

The High School as a Community Asset

The school will be a critical element in the overall fabric of the community. It

will be a special place of learning that symbolizes and represents the core

values of the community. Learning will be extended beyond the campus

through ongoing relationships with businesses, organizations, and

recreational groups. A welcoming environment throughout the campus will

encourage community involvement and allow for far-reaching learning

opportunities beyond the traditional school day. In essence, the school

will be a dynamic place that is able to adapt to the changing/evolving

needs of its students and community users. While all of these concepts are

highly desirable, the ultimate site plan must be developed in ways in which

student safety and security are not compromised.

!

Section 7 – Core Academics/Special Education/Center for Advanced Science Exploration


The core academics program within Perris Union High

School District high schools is focused upon the provision

of opportunities for students to establish mastery of skills

and achieve cognitive development in reading, language

arts, social sciences, mathematics, science, health and

other content areas. These programs are provided to

students in “standard” classrooms (with the exception of

science and special education); however, they should be

organized in a manner that accommodates flexibility and, from a long-term

perspective, should be adaptable if instructional program delivery philosophies

change – perhaps if programs want to be organized by subject/content, by

grade level, by academy or career pathway, or by discipline.

The following reflects the anticipated activities and





¥ Individual, small group and large group direct instruction.

¥ Project-based learning.

¥ Student assessment.

¥ Collaborative planning by student groups of various sizes.

¥ A wide range of presentations by students and staff.

¥ Hybrid learning.

¥ One-to-one computing.

Anticipated Users

¥ Students

¥ Teachers

¥ Para-educators

¥ Volunteers


All of the learning spaces designed to house the

common core programs will be “technology rich” to help

support the various learning styles of individual students.

Additionally, the rich technology environment will help to

support a broad range of teaching and grouping

strategies and will promote the utilization of

interdisciplinary teaching styles and programs. Visual

transparency between learning spaces will be

important to help support more “free-flowing” flexible

learning environments – including collaborative learning, planning, and

presentation areas - where student activities can be more easily monitored

and/or supervised.

Spat

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Activ

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/ Us

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roup

s

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!



Spatial Considerations continued

The campus will be organized with and around four Smaller Learning

Communities (SLC’s). Each SLC will be designed to house approximately 600

students for the delivery of core curriculum courses. It is envisioned that 12

“standard” classrooms will be included within each SLC, along with two special

education classrooms, and two science labs. Design within the SLC will allow

for multiple sets of adjoining classrooms to include operable walls between

them for the creation of “larger-than-standard” teaching spaces where large

group/breakout activities can more easily occur. Design flexibility exists so that

each SLC may be designed within either single story or two-story structures.

In general, classroom configurations should be more square than rectilinear. As

an example, a 960 square foot classroom is preferred as a 32 x 30 space, as

opposed to a 24 x 40 configuration. The use of daylighting should be prevalent,

wherever possible. It is desirable for multiple sets of classrooms within each

SLC to include “divisible walls” in which adjoining sets of classrooms can be

utilized as one larger space if/when instructional requirements dictate.

A mainstay within the instructional approach will be an ongoing desire to

provide facilities that accommodate collaboration among students, as well as

the professional staff. Two key design elements are desired within each of

the SLC’s: First, an approximate 1,500 square foot “collaboration suite” will

be used to facilitate small group activities, large group

meetings/presentations, project-based learning activities, as well as offer

opportunities for individual exploration, research and/or study by students.

The “collaboration suite” should be somewhat centrally located within the

SLC so that access is more uniform for everyone; secondly, each SLC will

include a “professional center” in which each educator within the SLC will

have an identified workstation with adjacent storage. The “professional

center” will also include office areas for the Assistant Principal assigned to

the SLC leadership position, an administrative assistant, and a counselor.

Designated spaces will also include a planning/conference suite, a supply

area, a staff preparation/collaboration area, a workroom, restrooms, and a

break room. While each SLC should be designed (within the single story design option) to

include a central corridor that can be used for circulation, it is preferred that

all interior areas be used to support the educational programs and, in

essence, serve as supplemental learning spaces to the adjacent classrooms.

It is envisioned that students will primarily enter and exit each classroom

to/from the exterior of the building, although the interior corridor will provide

the opportunity for ingress/egress during inclement weather and/or an

emergency condition. The plentiful use of glazing within these areas will

promote a sense of transparency – both in physical and symbolic senses.

The special education classrooms within the SLC will each be approximately

1200 square feet in area and will be supported by an approximate 600

square foot space that should be located between the two classrooms and

be equally accessible from both. The additional area between the

classrooms will provide area for independent learning skills to occur, and for

toilet/shower/changing and laundry/storage facilities to be located.

Two science labs (one general science and one full lab) will be located within

each SLC – each approximately 1,500 square feet in area. Between each of

the labs will be an approximate 360 square foot storage and preparation area

!



that will be accessible from each of the adjacent labs. In addition to the two

science labs that will be located within of the SLC’s , the campus will include an

additional facility exclusively dedicated to science education. This specialized

facility will be identified as the “Center for Advanced Science Exploration –

CASE.” The “CASE” will include four highly equipped science labs – each approximately

1,500 square feet in area. The instructional programs and educational offerings

provided within these facilities will be accessible to students throughout all of

the campus’ four SLC’s and will afford students with unique science exploration

experiences – generally through a more “hands-on” approach and in subject

matter that supplements that which will generally be provided within their

respective SLC science programs. As with the science labs within each SLC,

the CASE will include a storage/preparation area approximately 600 square feet

in area – it will be located in a central location that provides easy access from

each of the four labs.

The standard classrooms, special education classrooms

and the science labs should all be planned, designed,

constructed and equipped in similar manners to facilitate

technology. While it is respected and understood that

this project will be like every other public school

facilities project from the perspective that construction

and furniture/equipment budgets are likely to be

somewhat limited and constrained, it should be the goal

for the facilities to promote maximal use of technological

devices in all areas of the campus environment.

A partial list of the technological features that should be included within the

design include: ¥ Wireless infrastructure

¥ Wall mounted clock system

¥ Telephone/intercom system

¥ Accommodation for video conferencing/online learning

¥ Ceiling mounted projector

¥ Electrical duplex outlets at each data port

¥ Flush mounted floor outlets for data/power

¥ Interactive marker/white board (F&E item)

!

Tech

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Section 1 – Purpose, Vision and Process

PUHSD High School Educational Specifications - Purpose, Vision and Process


Purpose The Perris Union High School District has been fortunate to create two new

comprehensive high school campuses within the past twenty years. Through

the completion and operation of these two schools much has been learned with

respect to the physical plant and spatial needs associated with the current

delivery of instructional services and educational programs for its students. The

two schools – Paloma Valley High School and Heritage High School – are

uniquely different through their respective campus and building designs. When

the District’s third comprehensive high school – Perris High School – is added

into an evaluative comparison of facilities, it is very obvious that physical plant

inequities abound. It is with this understanding that the Board of Trustees

directed staff and consultants on August 15, 2012, to embark upon the

development of educational specifications to help guide future planning and

design efforts for high school facilities throughout the District – both at existing

sites and at proposed new school sites.

Over the past four years, the District has been very active in the identification

and pursuit of optimal sites for its next two new high schools. In 2010, the

District successfully acquired a 52-acre parcel in the southeast portion of the

District and has identified this parcel/project as “High School #4.” Concurrently

the District has been working cooperatively with developers in the Lakeview-

Nuevo area of the District to identify a prime parcel to house its “High School

#5” project; to date several site alternatives have been identified but a final site

selection or purchase have not been made.

In addition to the physical plant analyses that have occurred over the past

four years within the PUHSD, the District continues to be a consistent

participant within the State’s School Facilities Program as it seeks every

possible type of facility funding to meets its current and future needs. While

the current State Program is “anemically” funded for both new construction

and modernization projects, the District intends to closely adhere to all

regulations required to optimize its pursuit of any State funds.

Commencing in July 2010, the California Department of Education initiated

requirements that any application for funding through the State’s program

include local board-approved educational specifications. It is the intention of

the PUHSD to take advantage of this opportunity to collaboratively reflect

upon the facilities-related issues and needs associated with the current

delivery of programs and services for ALL students to ensure the highest

quality of educational experiences for the students at current and future

school sites. A foundational ongoing goal within the Perris Union High

School District’s Facilities Improvement Program will be to create high school

environments across the District that are more equitable from a facilities

perspective and serve to provide similar types of learning opportunities –

irrespective of the site from which these services are being provided.

Thanks to the constituents within the Perris Union High School District,

partial funding for these improvements will be available as a result of the

successful passage of Measure T in November 2012.

p

!

Section 1 - – Purpose, Vision and Process


Purpose continued

The primary purpose for creating an educational specifications process and

document is to clearly articulate the types of learning activities that will be

provided within the school, to clarify any desired relative spatial relationships,

and to identify any other unique features that are needed to support and enrich

each learning environment.

The Council of Educational Facility Planners International (CEFPI) identifies that

educational specifications “serve as the written document of the educators’

intent for program delivery and define the physical parameters of the learning

environments – buildings and site.” Educational specifications are used not

only for new construction, but also for assessing existing facilities, budgeting,

and addressing issues of equity.” From this perspective, completed educational

specifications within the PUHSD will allow the District to create a common

baseline from which to develop individual site master plans for its existing

comprehensive high schools – Perris HS, Paloma Valley HS and Heritage HS –

as well as plans for its two anticipated new high schools.

An additional intentional and significant purpose of the educational

specifications developmental process is to widely involve and engage the

various constituents throughout the District. A high school program and

campus is comprised of an incredibly diverse range of spaces and users –

planning for improvements without widespread input from the ultimate users of

the facilities is extremely short-sighted and inconsistent with the District’s goal

to make the most effective and efficient use of limited public funds.

The overriding purpose of educational specifications must be to “sync up” the

District’s facilities with its educational responsibilities, opportunities, aspirations

and the provision of optimal learning environments for its students, staff and

community members.

Vision The self-initiated reflections that have occurred within the PUHSD have

created an excitement about the future of educational experiences for

students throughout the District. These have created thought-provoking

discussions about “where we have been” and “where we need to go.” We

appear to be leaving an era within public education in which the concept of

“achievement compliance” has been the fundamental norm. The concepts

and regulations contained within “No Child Left Behind” have created, in

some cases, expectations that appeared to be unattainable. New directions

and strategies associated with Common Core are causing meaningful

assessments of instructional strategies and the best approaches for delivery

of instruction and programs. There is a renewed dedication to an emphasis

upon student learning and preparing students to be productive members of

society – whether their future includes matriculation to college, advancement

to a career or technical school, or placement into an increasingly global

workforce. There is an emerging desire in the PUHSD to provide learning environments

that better equip students to develop communication and problem solving

skills – all in spaces that facilitate, accommodate and embrace collaboration;

there is an equally strong desire to provide the same for staff.

The continual and exponential emergence of technology in our schools and

private lives has profound implications for where and how we should be

headed with the business of educating our students.

!

Section 1 - – Purpose, Vision and Process


Process At its regularly scheduled meeting on August 15, 2012 the PUHSD Board of

Trustees approved the initiation of the process to develop educational

specifications for high school facilities throughout the District. PUHSD staff and

its consultant immediately developed a plan and strategy to implement the

educational specifications developmental process.

The initial task was to develop an overall strategy and timeline for completion of

the process and the resultant educational specifications document. It was

agreed that all activities required to successfully complete the process would be

done within a timeframe so that the final work product would be presented to

the Board of Trustees prior to the conclusion of the 2012-2013 academic year.

District leadership established an Educational Specifications Executive

Committee that was comprised of approximately seventeen members –

fourteen of whom were representatives from within the PUHSD, with two

additional representatives from the Menifee Union School District and one

representative from the Perris Elementary School District.

It was determined that the Executive Committee would meet, at least, on a

monthly basis to help guide the work of staff and the consultant and to ensure

that the process was focused upon both the short and long-term needs of

students, staff and programs throughout the District. It was further agreed that

the Executive Committee would convene at additional times when their

participation would help advance and/or improve the quality of the process.

At the direction of the Executive Committee it was agreed that more specific

programmatic input would be obtained through the conduction of “focus

group” meetings in which selected/recommended staff throughout the

PUHSD would convene to discuss issues/concepts specific to their area of

expertise and interest. The focus group meetings were organized into twelve

specialty areas – meetings/discussion sessions were conducted at

dates/times that were most convenient for the selected participants and at

various sites throughout the District.

The Executive Committee visited the sites for the new high schools within the

PUHSD to obtain a firsthand perspective upon the existing site conditions at

the HS #4 and HS #5 sites.

Additionally, representatives from the Executive Committee participated in

tours of existing high schools throughout California, as listed below:

Roosevelt HS – Corona-Norco USD

Citrus Valley HS – Redlands USD

Jurupa Hills HS – Fontana USD

Windsor HS – Windsor USD

New Technology HS – Napa Valley USD

American Canyon HS – Napa Valley USD

After the educational specifications have been finalized “internally” within the

PUHSD, it will be critically important to expand the opportunities for

involvement in the new high school planning to the wide range of

constituents that will have vested interests in the new high school/s.

!



¥ Acknowledgements ¥



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¥ Site Planning Considerations ¥



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Section 4 – Site Planning Considerations

Site Planning Considerations


Campus Ingress/Egress/Drop-off & Pick-up of Students

The aesthetics provided through the campus architecture is important toward

creating a true “community facility.” Equally, access points to the campus

provide opportunities for the community to use and enjoy the high school

facilities. However, the design of ingress and egress points within and around a

high school is an extremely challenging exercise as a wide variety of vehicular

and pedestrian users of the school – and their respective needs for

access/departure – require careful consideration, planning and design. It is

expected that specific areas will be provided for staff, student and visitor

parking. It is hoped that each new high school campus will have roads on at least three

sides of the campus – roads on all four sides would be preferred. This number

of adjacent streets provides badly needed flexibility when it comes to safely

accommodating the school’s parking requirements, pick-up/drop-off of students,

and access points for the overall campus. While this type of adjacent site

development is ideal, it does not come without areas of concern. First of all,

supervision of the campus and traffic-related issues is a challenge with the

perimeter of the campus having the potential to be “blanketed with cars” – this

creates the potential for atypical supervision services. Secondly, the current

State facilities program (School Facilities Program – SFP) generally only

provides partial funding for streets on two sides of the campus; therefore,

development of adjacent streets greater than two will have significant budgetary

impacts for the project. Thirdly, it is important to create a visually obvious “front

door” to the campus – an area that is easily “read” by parents and visitors to the

campus as the front door to the school. Use of other adjacent streets is most

effective when their primary function is to distribute/disseminate the traffic on

and around the campus. It is important to not have too many access points into

the campus around its perimeter for pedestrians as these can also serve as

difficult-to-supervise points of entrance to the campus for unwanted visitors.

Additionally, if community use of facilities (e.g. Performing Arts Center,

Gymnasium/s, aquatic facilities, etc.) is going to occur, special site planning

is needed to facilitate ease-of-access to any designated “joint use” facilities;

directional/way-finding signage is also of vital importance.

The design of ingress/egress points and drop-off and pick-up points/areas for

students is of critical importance when considering the safe and orderly

arrival and departure of students, parents and staff – from both vehicular and

pedestrian perspectives. Generally, the analyses required to create site-

appropriate designs are fully dependent upon school site and adjacent

conditions. Therefore, specifics related to the design of ingress/egress and

drop-off and pick-up areas are better left to the design phase of the school.

However, close coordination is required with the traffic department

staff/consultants within area municipalities – it is highly recommended that

this coordination be initiated as early as possible.

Provisions for Onsite Parking

With the master-planned student capacity of the campus proposed to be for

2,500 students, the following parking accommodations are requested:

¥ Student parking – between 500 – 625 spaces

¥ Staff parking – between 225 – 275 spaces

¥ Visitor parking – approximately 70 spaces

Bicycles Student use of bicycles for transport to and from the campus will be

encouraged. An enclosed bike yard (chain link) is requested and should be

located so that it is easily supervised.

!

Section 4 – Site Planning Considerations


Site and Building Adjacencies

The site design should respect the location of facilities that are likely to have a

multiplicity of users (students, community, etc.) – these are likely to include a

Performing Arts Center, Commons/Student Union, Gymnasium/s, Athletic

Stadium, and provision for an aquatic center (that more than likely won’t be

installed until a later phase) - these facilities should be located more proximate

to parking facilities.

Core academic spaces are to be arranged within “Small Learning Community”

(SLC) configurations and should be adjacent to a central quad/courtyard. The

Library-Media Center should be located so that it is easily accessible to all

SLC’s and is more readily able to function as the “student union of learning” for

the campus and its students. Centers for Applied Learning should be located in

close proximity to their respective SLC in order to enhance articulation, program

planning and the effective delivery of instruction.

Outdoor Courtyards/Supplemental Learning Areas

A large central gathering area/”quad” should be an integral component within

the school’s site plan. This area will accommodate a wide range of activities

and functions and – in general – will serve as a significant physical unifying

element for the school – in essence, we envision this as being a highly

desirable destination point for students within the campus. Additionally, each

SLC should have an adjacent outdoor area that can be used for impromptu

meetings for students and staff; these areas will provide important loosely

organized instructional spaces where continued opportunities for academic and

social development are able to occur. These areas will be important physical

places to facilitate the collaborative theme and spirit that are envisioned as vital

for the school. The provision of utilities to these areas is required to enhance

the range of use options. Seat walls and/or benches can help to provide a

degree of physical definition to each outdoor learning area, as well as to

enhance the utility of each space. Shade for each area should be provided –

either in the form of a shade structure, shade trees or some other design

feature.

Site and Building Security

It is the desire of the Perris Union High School District to create high school

environments that are safe and secure but are also physically/visually inviting

and welcoming for students. This desire holds true with respect to the

community and its potential use of some facilities within the campus. Of

equal importance, however, is the safety and security of the campus, its

students and its staff. Requirements for site and building fencing will need to

be determined during the design process for the school. Ample lighting

throughout the campus is required. The site plan for the campus MUST BE

“supervision friendly” for the school’s staff – “blind spots” must be avoided.

Surveillance equipment for the campus shall be designed in accordance with

PUHSD standards in place at the time of design of the school.

It is STRONGLY recommended that the District’s Risk Manager be an active

participant in the design process, as this will ensure a unique perspective

upon safety and security throughout the design process that may otherwise

not be available to the design team.

Service Areas A wide range of services to the campus will need to be carefully considered

during the design process and accommodated within the campus site plan;

these include but are not limited to: Food service deliveries, supply/materials

deliveries, emergency vehicles/equipment, District vehicles for

grounds/maintenance, waste and recycling services, utility companies, etc.

Additional Site/Building Design Themes/Preferences

Additional design themes and preferences are delineated within Section V

and will provide important District direction as site and building designs

evolve for the school.

!



¥ Initial Site and Building Design Themes/Preferences ¥



S

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Space Allocations Within the Center for Advanced Science Exploration (CASE)

Square Total


Classrooms/Learning Support Spaces Within the CASE




Area Allotment for Circulation (10%) 660

Total Area Within the Center for Advanced Science Exploration (CASE) 7,260

! Section 8 – Electives/Career Technical Education


As is the case with all of the educational programs within

the Perris Union High School District, the status of elective

course offerings and the provision of Career Technical

Education (CTE) program offerings are under constant

scrutiny/analysis. This has never been truer than now

with the District planning for the impending implementation

of Common Core Standards. Like most public school

districts, the PUHSD is working diligently to strategize for

the most effective ways to modify its instructional strategies to respond to

Common Core requirements. Research shows that the majority of good jobs

will require some postsecondary education or training. To adequately prepare

students they must be provided with a strong foundation that prepares them for

advanced coursework as well as a foundation in core technical skills associated

with their career choice. It is acknowledged that not all of our students will be

college-bound. With this in mind, ongoing discussions continue with respect to

the planning for elective and CTE program offerings within existing PUHSD high

schools, as well as planning for future schools. It is anticipated that this level of

discussion, program analysis and possible continued modifications to elective

and CTE program offerings will continue and become a routine practice for the

PUHSD instructional leadership team.

The Educational Specifications Executive Committee has carefully considered

the aforementioned factors during the preparation of this document. In

conjunction with these factors, it is uniformly understood that the current funding

opportunities for improvements to existing schools and new schools are, at

best, tenuous. The passage of Measure T within the PUHSD in November,

2012 will most certainly provide some level of funding for facility improvements

and new schools – not nearly enough, however, to fund all facility needs.

Therefore, the Educational Specifications Executive Committee believes it is

strongly advisable to be planning for facilities to house future elective and CTE

programs that are highly flexible and able to respond and efficiently adapt to

future changes in program needs and funding opportunities.

In planning for new high school campuses, it is strongly desired to create

campus environments in which electives and CTE program offerings are closely

located to Small Learning Community buildings and, ideally, are included

within facilities that not only have a physical adjacency, but also have some

sense of programmatic relationship. While it is acknowledged that this may

not always be possible from a campus and space planning perspective, it is

an ideal that we believe could foster more meaningful learning opportunities

and experiences for future students as well as more highly coordinated and

articulated programs.

In planning to house future elective and CTE programs, the plan should

include five facilities – each identified as a Center for Applied Learning

(CAL). Possible Academic Focus Areas, Career Pathways, and Elective

Clusters to be housed within these facilities are as follows:

CAL #1 – Global Business

This facility will be approximately 13,000 square feet in total area and will

include a variety of learning spaces that can flexibly adapt to use changes

and/or program modifications. The anticipated building configuration and

space planning will consider the preliminary layout/arrangement of learning

spaces as shown on the diagram on page 39. The types of course offerings

that are anticipated within this building include:

¥ Transportation/Logistics ¥ Agricultural Sciences

¥ Marketing/Finance ¥ Leadership/ASB

¥ Accounting ¥ Real Estate/Development

¥ Retail

!

Prog

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Section 8 – Electives/Career Technical Education


CAL #2 – Protecting and Serving



and/or program modifications. The anticipated building configuration and space

planning will consider the preliminary layout/arrangement of learning spaces as

shown on the diagram on page 39. The types of course offerings that are

anticipated within this building include:

¥ Fire/Police/Paramedics ¥ Cosmetology

¥ Forensics/CSI ¥ Floral

¥ Culinary Arts/Hospitality ¥ Military/JROTC

CAL #3 – Applied Technologies



and/or program modifications. The anticipated building configuration and space

planning will consider the preliminary layout/arrangement of learning spaces as

shown on the diagram on page 39. The types of course offerings that are

anticipated within this building include:

¥ Photography ¥ Construction Trades

¥ Automotive ¥ Engineering/CADD

¥Electronics/Telecommunications ¥ Robotics/Small Engines

¥ Environmental/Renewable Energies

CAL #4 – Pre-Med/Health Professions



and/or program modifications. The anticipated building configuration and

space planning will consider the preliminary layout/arrangement of learning

spaces as shown on the diagram on page 39. The types of course offerings

that are anticipated within this building include:

¥ Sports Medicine/Therapeutic Services ¥ Nursing

¥ Respiratory Therapy ¥ Dental Hygiene

¥ Bio-Medical/Bio-Chemical ¥ Veterinary Services

¥ Office Medical/Medical Terminology

!

Section 8 – Electives/Career Technical Education


CAL #5 – Visual and Performing Arts

This facility will be master planned for inclusion within the Performing Arts

Center and the adjacent/surrounding area. Whereas CALs 1, 2, 3 and 4 are

located adjacent to a Small Learning Community facility to facilitate

programmatic articulation, CAL #5 will have its physical adjacency nearby the

PAC/Theater to create the same types of cross curricular symmetries. The

anticipated building configuration and space planning will consider the

preliminary layout/arrangement of learning spaces as shown on the diagram on

page 40.The types of course offerings that are anticipated within this building

include: ¥ Instrumental Music ¥ Choral/Dance

¥ Theater Arts/Drama ¥ Ceramics

¥ Production/Stagecraft ¥ Graphic Design

¥ Digital Media/Yearbook/Journalism

The following reflects the expected activities and





¥ Individual, small group and large group direct

Instruction

¥ Project-based learning

¥ Student assessment

¥ Collaborative planning by student groups of various

sizes

¥ A wide range of presentations by students and staff

¥ Hybrid learning

¥ One-to-one computing

Anticipated Users

¥ Students

¥ Teachers

¥ Para-educators

¥ Volunteers


¥ Community groups and/or individuals

As previously stated, the spaces within the Centers for

Applied Learning will need to be extremely flexible – as

such, many of the spaces will need to be designed as

“flex-type labs” that can easily adapt to necessary

physical changes in order to respond to either emerging

or changing program needs. Several of the spaces

within each CAL will need to include high quality/high-

density operable walls so that spaces can be easily

modified.

Activ

ities

/ Use

r Gr

oups

Sp

atial

Co

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ions

!

goalsfundamental norm. The concepts and regulations contained within “No Child Left Behind“ have created, in some cases, expectations that appeared to be unattainable. New directions and strategies associated with Common Core are causing meaningful assessments of instructional strategies and the best approaches for delivery of instruction and programs. There is a renewed dedication to an emphasis upon student

learning and preparing students to be productive members of society – whether their future includes matriculation to college, advancement to a career or technical school, or placement into an increasingly global workforce. There is an emerging desire in the PUHSD to provide learning environments that better equip students to develop communication and problem

solving skills – all in spaces that facilitate, accommodate and embrace collaboration; there is an equally strong desire to provide the same for staff. The continual and exponential emergence of technology in our schools and private lives has profound implications for where and how we should be headed with the business of educating our students.



FACILITY PLANNINGPROGRAM OF AREAS

The program for the proposed new high school was developed within an initial “spending allocation“ of approximately 110 square feet per student. This equated to an anticipated overall campus to be constructed of approximately 290,000 square feet in cumulative building area with approximately 116 teaching stations.

The results of detailed programming with the District’s subject matter experts during the symposium has resolved these estimated needs to a total of 95 teaching stations and 282,000 SF.

BUDGET & SCHEDULE

Budget and schedule management is critical for project success. The initial program identified a construction budget of $80M. When analyzed against the full campus program of areas and prevailing construction costs, this budget can be met through

the phasing of non-essential facilities or by increasing the total construction budget. These options will be the subject of substantial scrutiny as the campus design progresses.

The project development schedule that follows establishes the timelines necessary to achieve the District’s goal of opening the new campus in the fall of 2017.

PLANNING STRATEGIES

Among the many innovative planning strategies identified in the Educational Specifications three primary organizational concepts for delivering education in a collaborative and integrated way were identified as the primary “Design Drivers“. These concepts are identified as Small Learning Communities (SLC), Centers for Advanced Science Exploration (CASE), and Centers for Applied Learning (CAL).


building package

site package

off site package

agency

owner

specifications

cost

D E F I N E D E S I G N D O C U M E N TAT I O N A g e n c y

20152014

DSA Site

Package

Submittal

Exterior

Building Design

Sections

Contract

Development

and Approval

Review

Site

Documents

Program &

Ed Spec

Confirmation

Design

Symposium

Validation

of District M&O

Standards

Symposium

Report

Preparation

Building Plan

Conceptual

Development

Site

Plan

Development

Exterior

Building Design

Studies

Site &

Building Plan

Development

Preliminary

Systems

Design

Preliminary

Agency

Review

Preliminary

Off Site Design

Owner

Review & Board

Approval

Outline

Specifications

Conceptual

Cost

Estimate

Building

Documents

Begin

Site

Engineering

& Grading

Begins

Offsite

Engineering

Begins

Owner

Review &

Approval

County

Engineering

(Off-Sites)

Preliminary

Specifications

Updated

Estimate of

Construction

Costs

Owner

Review &

Approval

schedule


cost

D O C U M E N TAT I O N A g e n c y c o n s t r u c t i o n

201720162015

Bidding:

Building

Package

DSA

Building

Package

SUbmittal

DSA Site

Package

Submittal

County

Engineering

(Off-Sites)

DSA Site

Package

Approval

DSA

Building

Package

Approval

Bidding: Site

Package

Site Contract

Award, Begin

Construction

Site

Construction

Complete

Contract

Award:

Building

Package

Construction:

Building

Package

Begin

Construction:

Building

Package

End

FF&E

Install

Project

Complete

Owner

Review &

Approval

OPSC

Elegibility

& Funding

Submittals

Start

CDE

Prelim & Final

Plan Review

Start

Owner

Review &

Approval

Final

Specifications

OPSC

Elegibility

& Funding

Submittals

End

CDE

Prelim & Final

Plan Review

End


FACTS refer to the fixed parameters that will influence any final solution. The facts of the project outline the physical features associated with the project site, existing buildings or systems. Some of the facts will also include regulatory, code and zoning issues, as well as regional community issues when applicable.


factsMany of the facts listed in the following pages address concerns related to the proposed site, its selection, climate, traffic, zoning, utilities, and other quantifiable site data. Due to the undeveloped nature of the site and surrounding context, many of the facts balance both current and future conditions. The emphasis of future plans was a consistent theme during the

symposium, as the campus and community has stated desires for growth. Future development and local governance are expected to substantially change the local landscape within the campus’ early lifespan. The executive team and design team therefore took an inclusive and forward thinking approach with the symposium process by inviting community

members to share in defining current and future plans and goals for the city.

The undeveloped state of the site and surrounding community will also require coordination between the city of Menifee, PUHSD, and local developers to create common infrastructure and share the cost burden.


history of MenifeeThe area was originally inhabited by the Luiseño Indians, primarily the Pechanga and Soboba bands. In the 18th century, the area fell under Spanish rule and was ceded by Mexico to the United States in 1850 as a result of the Mexican-American War.

Farming, which began in

the mid-19th century, was concentrated in the Menifee area. Mining began in the early 1880s with the discovery of a significant quartz lode by miner Luther Menifee Wilson, from which Menifee derived its name.Early development of the Menifee area began with Sun City in the early 1960s as the concept of an active retirement community envisioned


by Del Webb, a building contractor from Phoenix, Arizona. Webb also developed Sun City, Arizona under the same concept. Sun City is a centrally located neighborhood within Menifee with a mix of residential and commercial activity. The Menifee area later grew during the late 1980s and into the early 1990s as

imagery provided by Google, © 2014

a master-planned community. However, lack of resources such as industry-oriented occupations and high-density retail and commercial businesses has made many residents drive longer distances to nearby cities such as Temecula or Murrieta, to shop, dine, and work. There has been substantial growth in Menifee with new home construction with large lakes, and

fine amenities have attracted many residents from the Inland Empire and Los Angeles to live.

On June 3, 2008, the residents of the communities encompassing the Menifee area voted to incorporate together to form Riverside County’s 26th city. The new City of Menifee was officially established on October 1, 2008


paloma valleyhigh school

high school#4

menifee union school district boundary


paloma valleyhigh school

high school#4

menifee union school district boundary

district site selectionMenifee Union School District (MUSD) has begun a planning process with the goal of unificaton. As a result, both Paloma High School and High School #4 have been designated as candidates for incorporation into MUSD. Careful consideration has been taken by Perris Union High School District to select a site that was located geographically in the eastern portion of Menifee Union School Distritct’s boundary in order to best serve MUSD’s future high school needs. Efforts have been taken during the Symposium process to include members of MUSD in the discussion and planning exercises. It continues to be the goal of PUHSD to provide a high quality school that will be a valuable resource for the future students and residents of MUSD.


wickerd road


site description The Proposed School site consists of two parcels of property totaling approximately 52 acres located on the northwest corner of Leon Road and Wickerd Road extending north to Meadowgate Lane and west to Brandon Lane in an unincorporated area of Riverside County known as Winchester. The Proposed School site is vacant land that has never been developed but has been used primarily for agricultural purposes. The city of Menifee lies roughly 32 miles from the ocean.

el c

entr

o la

ne

wickerd

site

lift station

but discussions with the Southern California Gas Company have been initiated to investigate possible plans for service. An existing electrical line currently exists along the east side Leon road, but no definitive power source is currently known. The Design team has initiated contact with Southern California Edison.

Parcels around the proposed site include existing home residences and agricultural lands. Proposals for planned residential communities are currently being explored bas well as street improvments for parcels directly west of the project site. There is expectation that any such planned development would share the cost burden of infrastructure upgrades.

utilities The proposed site does not host a full supply of utilities, due in large part to the undeveloped nature of the surrounding community. Potable and recycled water are available within Leon Road. Sewer is not available, and current plans indicate a possible routing to a lift station south west of the site (see diagram below). Gas does not currently exist near the site,


PROJECT SITE

PROPOSED DEVELOPMENTS


rights of wayThe district has engaged in preliminary discussions with the county of Riverside to determine Rights of Way, which limit the usable acreage of the property along roadways. Proposed rights of way are driven by proposed speeds and easements. The following indicate known right- of-way dimensions at the time of printing:

• Leon: 59 feet. • Wickerd: 50 feet

local zoningCurrent zoning indicates that the site is surrounded by residential zoning, though homes currently exist only to the north west of the site. Plans are currently before the county for an development with an increased unit density in the area directly west of the site.

Current developer plans also indicate a potential park in the northwest corner of the site.

Proposed developmentsThe area surrounding the high school is an area in transition, with a large number of proposed residential developments currently under review. The growth in developments will result in increases in population, utility demands, and infrastructure.

traffic Major access is from Leon and either Garbani or Scott Roads. Wickerd (see left) and Meadowgare are undeveloped at this time. Wickerd may require grading to accommodate a new sewer line and grading for the athletic fields. The Environmental Impact Report identifies “less than significant“ traffic impacts from the addition of the high school. Most adjacent parcels are currently agricultural or low density residential and do not currently create large volume.

Current traffic plans indicate Leon Road has been designed to accommodate a 55 mph speed limit. As a result, the addition of a traffic light and dedicated turning lane may be required at the campus entry for pedestrian and vehicular safety. Discussions will need to continue to evolve the proposed plans to accommodate the needs of the community with the needs and safety of the students.

GARBANI

MEADOWGATE

WICKERD

LEON


ventilated thermal mass

Daytime, heat absorbed

Nightime, heat radiated.

sustainable strategiesBased upon local climatic data, viable passive sustainable strategies include the following options to be explored during design:

• Natural Ventilation• Evaporative Cooling• High Thermal Mass• Night Time Ventilation

of Thermal Mass• Fan Forced Ventilated Cooling• Sun Shading• Wind Powered Ventilation

preliminary grading concept


prevailing winds The wind directions are strongly influenced by the local Microclimate, with a cooler coastal breeze from the Southwest, and the warmer Santa Ana Winds from the North East.

rockCurrent testing indicates that bedrock exists between 3 and 15 feet below the surface. The rippability of the rock is variable. Careful site design will be required to minimize required blasting during the site grading. A preliminary site balancing concept, shown on the page to the left, indicates how this might be achieved. Despite the best efforts to work with site balancing, trenching for deeper foundations, sewer and utilities, will

J F M A M J J A S O N D

climate Menifee is listed as a Mediterranean climate or Dry-Summer Subtropical. As a city Menifee experiences 263 sunshine days and only 35 days with measurable precipitation annually. The period of April through November is warm to hot and dry with average high temperatures of 83 - 101°F and lows of 32 - 50°F, though in the summer, temperatures can easily reach above 100, and occasionally above 105. The period of November through March is somewhat rainy. At times, during the Winter, large dust storms start to form due to the large mass of humidity, and low, and flat land that is there. (http://en.wikipedia.org/wiki/Menifee,_California)

likely require blasting or ripping in specific locations.

Site and Architectural features may be able to use the waste rock, depending on the condition and usability of the rock. Features such as gabion walls will be explored in more detail to limit export of these materials.

gabion wall



needsNEEDS refer to issues identified by the user groups involved and Perris Union High School District. This area provides the largest body of information collected and analyzed in pursuit of the client’s stated goals. For the purposes of this symposium, two main goals were set for the time. Both respond to the extensive work already produced by the district in the Educational Specifications. The goals were as follows:

1. Create a fuller understanding and vision of the identity of less defined elements (such as CALs and SLCs)

2. Test and refine the stated needs of the Educational Specifications.

In both goals, the symposium process was successful. A consensus and understanding of the CALs, the SLCs, and their relationship to other campus was produced. And, in most regards, the needs as stated in the Educational Specifications were confirmed. The following pages are intended to supplement the Educational Specification as revisions, supplements, and additions to the needs as stated in the educational specifications. The information

presented in the following pages has been carefully filtered to function as clarifying information for the educational specifications.

The process of collecting needs is not yet complete, however. A detailed programming phase, including additional user interviews, questionnaires and meetings will be required to obtain all necessary information for design. Yet, while the specifics of each space are not yet known, the overall goals of each department and group are clearly established herein.


1.1Welcoming Remarks: SuperintendantSymposium Process Overview: BakerNowicki

day one

Educational Specifications, Outcomes, and Community Connections & Expectations: Dr. Good

800-830

830-900Defining Project Goals

Kick-Off Session

Programs & Facility Implications, Projected Enrollment, Community Considerations, Site Conditions: BakerNowicki

900-930Reviewing Project Facts

1.2Centers for Applied Learning (CAL)1000-1200

Brainstorming Session

1.3Integrated Core Academics, ScienceLanguage Arts/Social Studies/Math, Special Education, Large & Small Group Instruction, Collaboration & Flexibility, Project-Based Learning

100-230

Small Learning Communities (SLC)

1.4Teaching & Learning Activities, Facility Needs, Areas, Adjacencies & Systems

300-400

Center for Advanced Science Exploration (CASE)

1.5Community Needs & Expectations

Community & BusinessPartnerships

1.6400-500

Executive Team Briefing

2.1day two

800-1000

2.21030-1200

2.3Fine & Performing Arts, Instrumental & Choral Music, Theater Arts, Drama, Dance & Stagecraft

100-230

Performing Arts (CAL)

2.4Information Research/Investigation, Large & Small Group Study, Virtual Instruction, Communication & Social InteractionTechnology Considerations

300-400

Learning Commons

2.5Visual Arts, Ceramics, Digital MediaVisual Arts (CAL)

2.6400-500


Food Preparation & Service, Social GatheringEvents & Assembly,

Student Union/Nutritional Services

Operational Activities, Student Health & Counseling Services, Staff Support Services, Site Management, Safety & Security

Administration & Student Support

February 6th, 2014 February 7th, 2014

sessionsAGENDA


3.1day three

800-945

Physical Education/Athletics

3.21015-1200

3.3100-230

3.4300-400


Health/Wellness, P.E. Programs, Competitive Sports

Centers for Applied Learning (CAL)

2-Protecting & Serving 4-Pre-Med/Health Professions

Centers for Applied Learning (CAL)

1-Global Business 3-Applied Technologies

4.1day four

800-930

Plant Operations, Maintenance & Grounds930-1030

4.3Access & CirculationEducational & Social OpportunitiesCommunity Use and AccessDevelopment Phasing

1030-1200

Site & Building Development

4.4Planning, Documentation & Summary100-300Symposium Wrap-Up

4.4300-400


Operational Activities & SpacesGrounds Development & Site Management Building Systems & MaintenanceTransportaion

Site conditions & features, Surrounding influencesDevelopment opportunities & limitations

Site Visit & Orientation

4.2

February 10th, 2014 February 13th, 2014


descriptionThe initial session was held to explore the concepts outlined in the Educational Specifications regarding the creation of several Centers for Applied Learning (CAL’s). Through these collaborative

1.11.2

Kick-Off Brainstorming

discussions, participants shared ideas about the proposed CAL’s and their relevance to the future education and career needs of students in the District.

goalsFour CALs were identified in the Educational Specifications:

• Global Business• Protect & Serve• Applied Technologies• Pre-Med & Health Professions

Prop

osed

Map

ping

Rem

appe

d

Original Pathwaysglobal

businessprotect &

serveapplied

technologiespre-med & health

professionals

Transportation logisticsMarketing and FinanceAccountingRetail & MerchandizingAgricultural SciencesLeadership | ASBReal Estate & Development

Fire | Police | ParamedicsForensics | CSICulinary Arts & HospitalityCosmetologyFloralMilitary | JROTC

PhotographyAutomotiveElectronics | TelecomEnvironmental | Rewable Eng.Construction TradesEngineering | CADDRobotics | Small Engines

Sports Med | Physical Ther.Respiratory TherapyBio-Med | Bio-Chem ScienceMedical Off. Admin & Termin.NursingDental HygieneVeterinary Science

revised Pathwaysglobal

businesspublic safety

& serviceapplied

technologieshealth

sciences

Marketing & AdministrationAccounting & FinanceTransportation LogisticsRetail & MerchandizingReal Estate & DevelopmentCulinary Arts & HospitalityAgricultural Sciences

Fire | Police | Paramedics | EMTMilitary | JROTC | ExplorerSocial Services | Mental Hlth.EducationChild DevelopmentSenior Care

Construction TradesAutomotive TechnologyElectronics | TelecomEnvironmental | Rewable Eng.Engineering | CADDRobotics | Small Engines | Bio-TechComp. Sci | Web Design | ITAviation

Sports Med | Physical Ther.NursingDiagnostics | ImagingMedical Off. Admin & Termin.Forensics | CSIBio-Med | Bio-Chem Science

New Pathways


Goals focused on creating flexible programs and spaces that are practical, relevant and integrated providing an academic, vertual and experiencial education through project-based learning.

factsParticipants concluded that these career paths were relavant and appropriate but suggested some restructuring and consolidation to allow for better synergism within and across content areas. The following chart illustrates the restructuring of the CAL programs.

needsGLOBAL BUSINESS• Generic Business Programs• Marketing & Business Dev.• Accounting & Finance• Business Administration• Business Communications• Basic foundation taught

in early years• Later years specialized

industry businesses• Foster entreprenaural spirit• Seek business partnerships

to sponsor programs

Culinary Arts & Hospitality• Kitchen adjacent to

eating areas, commons, MP & banquet space

• Cafe for teachers and public events

• Hotel Management• Restaurant Management• Banquet & Event Planning

Retail & Merchandizing• Adjacent to student store• Create culture center

• Provide public access• Retail Marketing• Transportation, Logistics,

& Distribution• Fashion Merchandizing

Aggricultural Sciences• Natural resource management• Environmental Sciences• Bio-Sciences• Horticulture w/ gardens

& green house• Ag mechanics / small engines• Floral

PUBLIC SAFETY & SERVICE• Adjacent to fields and parking• Academic CR’s with operable

walls to accommodate larger groups

• Labs for physical activities• Public service and health

sciences need to be adjacent Social services

• Behavior Health• Senior Care• Education & Early

Childhood Dev.• Childcare• Police, Fire & JROTC• Outdoor area for

drill instruction

• Obstacle course• EMT, CPR, Emergency

Medical & First Aid

APPLIED TECHNOLOGIES• Aviation combined with

engineering path• Construction trades• Automobile Technology

& Small Engines• Electronics &

Telecommunications• Environmental &

Renewable Energies• Engineering & CADD• Robitic & Bio-Technology• Computer Science, I.T.,

and Web Design

HEALTH SCIENCES• Focus on general

exposure to profession• Flexible to changing programs• Sports medicine• Physical therapy• Diagnostics & Imaging• Forensics & CSI• Bio-medical sciences• Bio chemical sciences• Pharmacy tech.• Medical office administration• Proximity to fields & gym


1.3Small Learning Communities

descriptionThe core academics program is focused upon the provision of opportunities for students to establish mastery of skills and achieve cognitive development in reading, language arts, social sciences, mathematics, science, health and other content areas. The campus will be organized with and around four Smaller Learning Communities (SLC’s). Each SLC will be designed to house approximately 600 students for the delivery of core curriculum courses. It is envisioned that 10 “standard“ classrooms will be included within each SLC, along with two special education classrooms, and two science labs. Design within the SLC will allow for multiple sets of adjoining classrooms to include operable walls between them for the creation of “larger-than-standard“ teaching spaces where large group/breakout activities can more easily occur.

goalsAll of the learning spaces designed to house the common core programs will be “technology rich“ to help support the various learning styles of individual students. Additionally, the rich technology environment will help to support a broad range of teaching and grouping strategies and will promote the utilization of interdisciplinary teaching styles and programs. Visual transparency between learning spaces will be important to help support more “free-flowing“ flexible learning environments – including collaborative learning, planning, and presentation areas - where student activities can be more easily monitored and/or supervised.

There will be four SLC’s. Each SLC shall have space for Assistant Principal and Secretary, Collaboration Suite, Workroom, Staff Lounge, Storage, Conference Rooms, Staff and Student Restrooms and Storage.

facts• 36-40 students/classroom• Transparent spaces that spill

out into corridor and outdoor learning labs.

• SLC’s to be theme based upon Career Paths and tied to each CAL for each SLC theme.

needs• Hybrid learning classes – part

online, part in classroom. Think similar to college campus that meets several mixed use needs.

• Want PODS – These collaborative spaces for teachers-need storage, sink, microwave, fridge, desks, tables and electrical outlets abound.

• Divisible walls for flexibility. As many as possible.

• Need Central Services despite SLC’s. Mail should be in the Administration Building.

• All interior areas should be used to support the educational programs and, in essence, serve as supplemental learning spaces to the adjacent classrooms. These common areas inside should be shared areas and are great spaces to display student work.


provide a dedicated space for the community and parents, to work and prep for activities.

• Parents need small conference room to meet with Assistant Principal and teacher in each SLC.

• Teacher Collaboration area – remove “silos“. Needs to be the “front door“ of SLC for supervision purposes. Work Stations, Copy Center, Restrooms

• Design flexibility needed so that each SLC may be designed within either single story or two-story structures.

• SLC’s shall be adjacent to the Main Courtyard.

• Classrooms empty into Professional Center as opposed to down the hall., Need visibility of students by the staff.

• Student Collaboration area - open, common area, easy to supervise, transparent. Needed in each SLC.

• Science materials and storage - teachers share materials.

• SLC’s should have 2 dedicated Science Labs.

• SLC Labs can be used by every Science.

• Hanging file storage, less cabinets, more sinks.

• Sinks in peninsula/island configuration

• Standing lab stations

• Anatomy and Physiology Labs need refrigerators and sinks

• Consider two general education configurations - two 9th/10th (exam prep) and two 11th/12th (college prep). Want students to develop positive and collaborative relationships with teachers over a four year period.

• Outdoor learning labs should be provided to support the activities and programs within each SLC. These will be used for impromptu meetings for students and staff and be instructional spaces where continued opportunities

• IEP Conference Room to be centrally located. Need adjacent parking for access by parents.

• Special Ed Learning Center to accommodate IEP Conference Room, and 3 offices within Special Ed Classroom.

• Lecture Rooms to be square

with amplification, sound insulation, presentation equipment and dual projectors (projectors over flat screen monitors), Math/Science – group work; Chromebook – student presentations.

• Shade canopies outside like Murrieta Valley HS

• Water bottle water fountains-lots of them!

• Backpack storage needs to be inside classrooms. On desks or cubbies.

• File storage needed for student work.

• Need lots of counter tops and large areas to work on projects.

• Transparency - open visual connection between open areas

• A Parent Volunteer Work/Conference Room with storage in the Student Union or SLC will


for academic and social development are able to occur. These areas will be important physical places to facilitate the collaborative theme and spirit that are envisioned as vital for the school. The provision of utilities to these areas are required, seat walls and/or benches and shade for each area should be provided. Sinks in some.

• Collaboration occurs at lunch.• Four learning centers, 2 severe

rooms, 2 regular ed rooms, special ed.

• Classroom configurations should be more square than rectangular.

• The District is currently evaluating the option of classrooms being shared amongst the teachers and no teacher will “own“ a specific room. Limited casework, mobile storage.

• Integrate special needs students with general education peers, providing assessment and instruction in the least restrictive environments; at the same time, providing dedicated space for students to seek more individualized help. There shall be dedicated Severely Handicapped (SH) Classroom spaces with appropriate amenities including Independent Living Skills Program with kitchen, toilet, shower, changing facility, laundry facility

• Severely Handicapped (SH) – one or two per campus. Needs bus/vehicular access. Best suited near Global Business and Hospitality “Service“ CAL.

• Flexible furniture desired in SLC.

• Desks need to be large enough to hold Chromebook and notebook. Rectangular in shape. Storage for backpacks-hooks or tray under chair.

• Single desks are more desirable and easier to move than double desks/tables

• Place white boards in center of room – opposite walls

• Operable windows desired.• Floor boxes. More power!!• Outdoor hallway

adjacencies• Special Education spaces need

bus and vehicular access.• In the Professional Center,

a Lobby is adjacent to Assistant Principal’s Office and Counselor.

• Professional Center adjacent to classrooms, Collaboration Suite and near parking/access.

• In the Professional Center, Assistant Principal’s Office adjacent to Administrative Assistant


1.4Center for Advanced Science Exploration

descriptionIn addition to the two dedicated Science Labs, associated with each SLC, the campus will include an additional facility exclusively dedicated to science education. This specialized facility will be identified as the “Center for Advanced Science Exploration – CASE“. All of the science labs will be located together, but still readily accessible from each SLC.

The “CASE“ will include four highly equipped science labs – each approximately 1,500 square feet in area. The instructional programs and educational offerings provided within these facilities will be accessible to students throughout all of the campus’ four academic SLC’s and will afford students with unique science exploration experiences – generally through a more “hands-on“ approach and in subject matter that supplements that which will generally be provided within their respective SLC science programs. As with the science labs within each SLC, the CASE will include a storage/preparation area approximately 600 square feet in area – it will be located in a central location that provides easy access from each of the four labs.

facts• This is a “wet-lab“ building.

Includes Chemistry, AP Chemistry, Physics, AP Physics.

• Separate Lecture from Lab space.

• Labs to have free standing lab stations with high counter tops and arranged in groups of 4. 10 stations with 4 students. Electrical outlets abound in lab station.

• CASE located near Wellness center in Administration.

• Portable teacher demonstration table.

needs• Projection screen and white

boards on multiple walls - less wall mounted cabinets.

• No wall mounted cabinets in Chemistry.

• Chemistry needs deep and wide sinks. No sinks in Physics.

• Sinks around perimeter of class

• Backpack storage needed -40• “Vernier Labware“. Portable

science equipment - standalone interface used to collect sensor data

• Electrical outlets in center of lab station for charging and equipment.

• Instruction is part online, part in classroom. Think similar to college campus that meets several mixed use needs.

• Want POD in the CASE – These are collaborative space for teachers-need storage in these areas, sink, microwave

• In Prep/Storage area- Need Dishwasher, Sinks, Drying racks, plenty of storage (shelves and cabinets).

• Waste disposal in Chemistry Storage area.

• AP Bio and AP Chemistry need Fume Hoods and sinks in storage room.

• Work bench in Storage Room.• Designated chemical waste

area needed• Need small ice machine for

injury• Chemical storage - http://

www.flinnsci.com/

ADJACENCIES• Fire lane & wellness center


1.5Community & Business Partnerships

descriptionThe High School will be a critical element in the overall fabric of the community. It will be a special place of learning that symbolizes and represents the core values of the community. Learning will be extended beyond the campus through ongoing relationships with businesses, organizations, and recreational groups. A welcoming environment throughout the campus will encourage community involvement and allow for far-reaching learning opportunities beyond the traditional school day. In essence, the school will be a dynamic place that is able to adapt to the changing/evolving needs of its students and community users. While all of these concepts are highly desirable, the ultimate site plan must be developed in ways in which student safety and security are not compromised.

goalsDesign the school and programs that are integral to the community, while providing equitable learning experiences for each student.

The design will encourage parental, student, and community engagement, and offer distinctive opportunities and programs based on community needs and local culture.

FACTS• The Theater will support

additional events for the school such as a class wide assembly space and may be used by other entities outside the school such as other Performing Arts companies and community events.

• A key component of the school’s and student success is due to parent and community support. A Parent Volunteer Work/Conference Room with storage in the Student Union or SLC will provide a dedicated space for the community and parents, to work and prep for activities.

• School design shall fit the community aesthetics.

• The long range plan for Scott road is designated as a major urban arterial highway.

• The long range plan for Leon and Garbani roads are designated as a major highway.

• Surrounding zoning is 2 dwelling units per acre.

• Community use of facilities is going to occur, special site planning is needed to facilitate ease-of-access to any designated “joint use“ facilities. Directional/way-finding signage is also of vital importance.

NEEDS• Local businesses shall have

access to the Collaboration Suite with the SLC’s for collaboration and mentoring.

• Joint –Use opportunities for theater, fields, gym, student union and meeting rooms.

• Promote Bio-Med connection with Loma Linda University Medical Center – Murrieta

• Athletic facility placement should provide access to the community for joint use. Consider noise and parking.


2.1Administration & Student Support

descriptionThe Administration Building is the first point of contact that the community has with the campus and should convey a sense of welcome and professionalism. It should be easy to locate for the first time visitor with clear way-finding to the entrance from the visitor parking area. The space shall facilitate communication and collaboration between staff as well as between student-to-staff and parents-to-staff. Within the Administration Building, the following areas can be found - Principal, Administrative Assistant, Attendance, Wellness Center, Records/Registrar and Miscellaneous offices.

GOALSMoving to an organizational structure in which high schools will operate within Small Learning Communities supports the decision to relocate the majority of administrators and other student support personnel away from “the administrative building“ into designated Small Learning Communities. This strategic change will enable an Assistant Principal and Counselor to reside

within a specified Small Learning Community and, thus, create the potential for a more focused supervision/support approach with the instructional program within the respective Small Learning Community. An additional benefit will be the ability for closer working relationships to develop between the administrative/student support team and the

students and staff assigned to the Small Learning Community. This approach will be consistent with the District’s desire to make educational experiences for students more personal and will support the goal to make a “big“ school seem smaller, more intimate, and more individually relevant.


• Main Administration Building serves as a “security screen“

• Administration area is inviting to parents in order to encourage involvement

• Opportunities for the display of student work and projects should be plentiful and well placed – most prevalently in those spaces accessible by visitors to the campus and routinely seen by students and staff.

FACTS• Need two campus entries.

Parents/Visitors/Staff and Student/Bus/Athletics.

• 2 entrances – Public vs Health/Discipline.

• 90 % of parents come to Administration for Attendance purposes.

NEEDSPrincipal’s Office:• No direct view into Principal’s

Office• Principal’s Office to be

“Breakthrough Coach Training“• Principal’s Office will have

white board

Counselors Area:• Counseling Area must have

easy access by students but at the same time allow for a sense of privacy for students seeing the counselors.

• The space should be welcoming and inviting, allowing the students to feel comfortable and at easy.

• Waiting area, 6 offices, Psychology, Testing

• Counselors need to be connected when they are in the individual Small Learning Communities

• The District is evaluating the option of either locating Counseling in main Administration or in Collaboration Suites within each SLC.

Wellness Center:• Wellness Center needs private

entrance for emergency vehicles

• Wellness Center needs to be accessible from the rest of the campus rather than “front door“

• Wellness Center – Health Room to have 4 cots; Separate Restroom; Waiting Area with seating for 3-4 students; Nurse Office with desk and file storage; Diagnostic/Medication Area. This area should have an open space,

Conference• Need a divisible room in the

Administration Building – half conference area for 20 and half for a Lounge.

• Conference Rooms – 1 large for 40-50 occupants (training and community meetings); 1 small 10-12 occupants

• Parent/Teacher Conference Room needed.


Attendance/Records• Student Records and Registrar

to be located near front of Administration for easy access by parents and or students from the lobby.

• Student Records go in SLC• No serving windows• Ability to digitize/scan student

records.• Student Records in high

density file storage system.• Campus Supervisors office

should be located centrally to the campus. Bikes and golf carts are used to patrol campus.

• Finance Office/Bookkeeper space needed in Administration for Office/Operations/Supplies. Locate near Supply Room.

• Cumulative School Records are central to campus at front of school – 18 lateral files, rectangular in shape, same size as a classroom, conference table. Near Registrar and Enrollment. Decentralized Counselors can access Records electronically.

Deliveries:• Deliveries for Administration

and Education purposes such as supplies/mail – need to be near Administration/Finance office. Smaller delivers than Food Service and Maintenance deliveries.

• Deliveries for Maintenance and Food Service need to be separate from Administration/Education deliveries. These are large deliveries in larger vehicles.

Other:• Athletic Director needs office

in Administration or in a prominent location easily accessible for meetings with potential donors.

• Activity Director Office should be in the ASB area. Need separate Accountant Office for school events. Should be in Gym or Student Union.

• Administration workroom should be combined with staff Mail Room.

• Administration and Discipline should be located at campus entry – controlled access and convenient to students and parents with visual and auditory/supervision and monitoring abilities.

• Night drop for money from events and Student Store needed.

ADJACENCIES• Principal’s Office next to Visitor

Reception/Waiting, Back door to campus, Secure from entry

• Principal’s Secretary/Administrative Assistant next to Conference Rooms

• Attendance Office next to Health Room, Main Office

• Supply and Work Room next to Finance Office

• Conference Room next to Flex Offices

• Student Waiting Area next to Restrooms

• Faculty Lounge next to Professional Development Meeting Room, Food Service and Administration

• Finance Office next to Principal’s Office


descriptionThe Student Union will provide unique and important spaces in which students and staff can meet in small and/or large groups to participate in a wide variety of activities that will support the academics programs. These will include opportunities for socialization amongst small and large groups, individual and/or group study, assemblies, school social events, formal and informal dining, staff meetings – all within a centralized “gathering area“ for students, staff and, in some cases, community members. The Student Union should be located near or adjacent to the Learning Commons to facilitate a sense that “learning can and should happen everywhere“ within the campus. These adjacencies will also promote an overall sense of campus connectedness amongst students and staff, while the SLCs and CALs will provide opportunities for more isolated and focused study opportunities.

goalsThe Student Union will function as the heart of the campus and provide a true “community space“ – with that in mind, as the facility helps to facilitate staff, student and community interactions, it will be best utilized if it is accessible and available before, during and after the school day. This range of accessibility will require careful site planning to ensure that security provisions have been thoroughly analyzed, planned and implemented within the final site and building plans. The Student Union should function in unison with and be supported by the adjacent Nutritional Services facilities. Opportunities for the display of student work and projects should be plentiful and well-placed.

facts• All of the spaces within both

the Student Union will need an extensive amount of power to accommodate the wide range of equipment needed to prepare and service students, staff and the community in a wide range of dining settings.

2.2.1Student Union


• Power requirements for the Student Union - from performance and presentation perspectives - will need to be studied given the diversity of electronic devices and equipment that will be used. The devices and equipment will range from those used in large group presentations to those used in individual settings.

• Student Union is a place for social, academic and community events.

needs• Learning can and should

happen everywhere on campus.

• Student Union needs to have a “Starbucks vibe“

• Assembly space to hold 300-400 people.

• Table, chair and equipment storage spaces needed

• Audio/Visual Room• Multi-use facility with Lobby,

Club Meeting areas, CAL Display areas, Student store, ASB Room and Audio/Visual Room

• Variety of types of spaces – Ping-Pong tables, soft seating, plenty of storage, display areas to show student work and accomplishments.

• Charging stations needed.• Large garage-type doors to

bring in large equipment• LCD Projector Screen• Acoustics and lighting control

needed• Durable finishes• Polished concrete floors, some

carpet.

• Microwaves for student use to warm food brought from home

• Community meetings can be held in Student Union so facility needs to be accessible from parking lot and front of school.

• Lots of windows and natural light

• Student Store needs 2 pass through windows to the exterior for ticket sales. Provide shade for customers waiting in line.

• ASB, Student Store, ASB Accountant belong at front of school. Access and general visibility and for Brinks pick-up of cash. . Plenty of storage space needed for merchandise.

• Night-drop for after hours-located in Admin

• 2 instructional spaces needed in Student Store/ASB area.

• Safe needed. Sell products from CAL’s in Student Store.

• Need display areas, cabinets, sink, drawers, white boards, cash register, display racks shelves in Student Store.

ADJACENCIES• Central location• Main Quad• ASB and Student Store should

be near accounting area of the Administration Building.

• Student Union should be located near, if not adjacent to, the Learning Commons.

• Student Union should be located in an area within the campus that is easily accessible by students and staff from the various SLCs and CALs.

• Adjacent to Main Quad for Pep-rallies


descriptionThe Food Court area will serve as a place where students, staff, and visitors can obtain a quick, healthy and economical meal or snack. The Kitchen/Food Prep area will support food preparation, cooking, and food storage functions. The program will include a potential scramble system/layout with multiple ingress/egress points within the dining area as well as the adjacent Student Union. This adjacency will allow for dining to expand or “spill“ out into the Student Union, as well as neighboring Main Quad area.

GOALSIt is important to create functional areas that accommodate and allow for more food choices, offer a variety of healthy options and provide for the most efficient service systems to students during lunch periods. Two kiosks and six satellite warming kitchens with walk up windows will be adjacent to the Main Quad. Five speed line stations and five walk-up windows will be in the Food Court. The Main Quad will be in the middle of the Food Court and Satellite Warming

Kitchen areas. Student access/egress to the Food Court will be provided at the Student Union and at the Lunch Shelter to minimize congestion.

FACTS• The program includes two 30

minute lunch periods with 17-20 Point-of-Sale locations for Grab-N-Go Meals.

• 60% Facility dedicated to “Servery“ and 40% dedicated to Kitchen

NEEDS• The overall feel for the areas

both indoor and outdoor, should result in environments that are more celebratory and festive rather than institutional.

• The Food Court needs to be located at the back of the campus with two loading docks and roll-up door into dry storage.

• Provide adequate walk-in cooler and freezer space to accommodate requirements associated with the daily storage of food supplies.

• Ample dry storage is necessary.

• The prep area will be immediately adjacent to the cooking area and have easy access to the walk-ins and dry storage.

• The prep area will have mobile work tables, multiple fixed tables, two compartment prep sinks and overhead electrical power.

• Twenty-five lockers needed for staff. 95% of staff is women.

• Urethane Floor 6“ integral cove base and FRP Walls

• Office for two staff members needed. Safe and window into kitchen as well as views to the kitchen and back door.

ADJACENCIES• Nutrition Services shall be

adjacent to Student Union and accessible off the Main Quad

• Rear delivery access drive is required.

2.2.2Nutritional Services



2.3Performing Arts Theater

descriptionThe District believes that a comprehensive arts education is an integral part of a student’s personal development and can play a part in a student’s successful academic achievement. The Performing Arts Program is intended to support all programs associated with CAL 5 and Theater classes. This could include, but is not limited to Drama, Dance, Choir, Instrumental Band and Broadcast/Video Production. Theater classes introduce the beginning students to the many aspects of Theatre Arts - play analysis, scene preparation, action, direction, and line memorization. Dance courses teach the theory and practice of choreography, emphasizing dance techniques used in jazz, ballet, and modern dance.

GOALSThe Theater will support additional events for the school such as a class wide assembly space and may be used by other entities outside the school by the community. Adjacent to the Theater are a number of support

or “back-of-house“ spaces that would be utilized to support the different program needs. Ideally the Theater Arts spaces should be planned with the theater and the black box sharing theater support spaces so as to not require the construction of two sets of support spaces. Dance shall be in Theater as opposed to the Gym.

FACTS• 600 seat Theater• Fly-Loft and wing space• Orchestra pit for 20 musicians• Three traps, elevator would be

excellent• Rigging is counterweight

scenes and motorized lighting

NEEDS• Need screens for integrated

performances. Large HD video projector digitized backgrounds for Theater, rear projections or LED walls.

• Stage flooring needs to be suitable for dance

• Lobby needed and outdoor lobby ok too.

• Need indoor Scene Shop and covered outdoor patio. Access to delivery. Large roll-up door

• Sound control in a room behind the house but also staged in the house.

• Sound system – need secure room for audio equipment and In house location for bringing out and plugging in equipment

• Band shell on Stage for throw.• Dressing Room 10-12 Stations

per Male and Female• Provide two wash sinks and an

area for costume storage racks and cabinets with drawers and shelves. Proximate to backstage and Dressing Rooms.

• Ease of moving instruments to Orchestra Pit.

• Video and audio recording possibilities. Multiple camera angles.

• Public restrooms should be in Lobby

• Dance Room to accommodate 60 students with mirrored walls and dance bars. Close proximity to Theater and Dressing Rooms. Practice Room, Changing Rooms,


Performance Space, Access to Stage, Mirrors on adjacent walls, Storage and Office space. Sound system and cabinet should not obstruct or interfere with dancers and view of mirrors.

ADJACENCIES• Lobby with Box Office, Ticket

Sales, Concessions and Restrooms.

• Scene Shop and Prop Storage adjacent to Theater

• Costume Storage and Men’s/Women’s restroom adjacent to Theater

• Male and Female Dressing Rooms adjacent to Theater

• Theater near front of campus with access to parking.

• Back of Theater – Scene Shop-near delivery area


2.4Learning Commons

descriptionTo respond to the way students today and in the future are learning, the Learning Commons shall be connected to the Student Union. The Learning Commons will function as the heart of the campus and provide a true “community space“ – that will facilitate individual and group intellectual/social development.

goalsThe Learning Commons should include highly flexible spaces that encourage and promote collaboration within various sized groupings. The internal environment should feel welcoming, warm and student-centered. The design of this area should accommodate a wide variety of activities ranging from presentation preparation to quiet reading. Opportunities for the display of student work and projects should be plentiful and well placed. The Learning Commons should be located near, if not adjacent to, the Student Union. It should be located in an area within the campus that is easily accessible by students and staff from the various SLCs and CALs.

facts• “1:1“ student to computer

policy - 1:1 initiative provided all students with a Chromebook computing device and teachers with iPads and other technology to create an engaging and immersive learning environment

• The stock of textbooks and library collections will likely decline over the next decade.

• Quiet Study vs Active Collaborative space

needs• Technology-rich space to

accommodate the wide range of equipment and technologies that are expected to be used. The optimal utilization of these facilities is dependent upon easy and reliable use of virtually all types of technological devices; these devices and equipment will range from those used in large group presentations to those used in individual settings.

• No restrooms are desired in the Library. Restrooms adjacent to the Library are best. Staff restroom off workroom desired.

• Plenty of digital storage• Workroom for staff only

• Two or more stations desired at Circulation Desk.

• Daylighting – Sun control for mobile devices ?

• Distribution of textbooks preferred indoors.

• Wireless space with plenty of charging stations

• It should look and feel cutting edge and active. Furniture should be fun, comfortable, flexible and mobile.

• Print Shop• Kiosk to provide electronic

card catalog • Display cases for student work

and bulletin boards desired. Digital ok

• Clear line of sight to all student areas for supervision

• The College and Career Prep Center will be located within the Learning Commons with 5th Counselor.

• A classroom-sized space in the Learning Commons will be referred to as the school’s Innovation Lab. Equipment should include LCD projectors, multiple projection and writing surfaces and flat screen monitors

• Innovation Lab requires monitoring. 15 computers?


• The Innovation Lab will support computer-based programs, on-line learning and virtual instruction. Can serve as an incubator for teachers to learn how to use new technology.

• The Innovation Lab will provide both fixed and mobile access to information technologies in an informal setting

adjacencies• Learning Commons shall be

adjacent to the Student Union and accessible off the Main Quad


2.5VisualArts (CAL 5)

descriptionThe District believes that a comprehensive arts education is an integral part of a student’s personal development and can play a part in a student’s successful academic achievement. The Visual Arts Program is intended to support all programs associated with CAL 5 and Theater classes. This facility will be master planned for inclusion within the Performing Arts Center and the adjacent/surrounding area. Whereas CALs 1, 2, 3 and 4 are located adjacent to a Small Learning Community facility to facilitate programmatic articulation, CAL 5 will have its physical adjacency nearby the PAC/Theater to create the same types of cross curricular symmetries. Black Box Theater, Instrumental Music, Digital Media, Photography, Journalism, Yearbook, Ceramics, Art, Graphic Design and Video Production are CAL 5 Programs.

goalsThe Theater will support additional events for the school such as a class wide assembly space and may be used by other entities outside the

school by the community. Adjacent to the Theater are a number of support or “back-of-house“ spaces that would be utilized to support the different program needs.

CAL 5 is a celebratory space that allows for art events and shows to the public. Desire to have student display areas campus wide to celebrate student success and creativity.

facts• Locate near Theater and front

of school• Access near service driveway

for equipment and delivery of supplies

• Students work best in Ceramics at tables in small groups. Ceramics tends to be a social class because they are constantly learning from each other, getting input, talking through their plan of action, and using constructive criticism through conversation to execute their plan.

• 80-100 seating for Black Box• Visual Arts Connection needed

to at least one SLC

• Small common yard adjacent to Ceramics, Drawing/Painting.

• Ample adjacent storage spaces and cabinetry needed in all Cal 5 areas.

• Locker Storage for 1/3 of students

• Dedicated Gallery Space in Theater

• Video Production needs equipment access to Stadium, Theater, Student Union and Gymnasium

needsBlack Box Theater• Black Box for Performance

Theater. Like concrete floor, something that can be painted. 2,400 sq. ft. with possible tension grid for lighting. Multiple points of entry into the space to allow flexibility. One door shall be large enough to move set pieces and large propose through the space.


Instrumental Music Lab• Instrumental Music Lab (Band

Room) needs proximate access to the athletic fields for marching band practice and performances.

• Doors in the Instrumental Music Lab shall be wide to allow flow of large instruments and equipment

• Storage Rooms for the Instrumental Music Lab need acoustical buffer

• Deep tub sink needed to wash instruments.

• Music Library and Music Office needed immediately to and adjacent to the Instrumental Music Lab

• One 300 sq ft space Ensemble Practice Room and four Practice Rooms at 60 sq ft are needed adjacent to the Instrumental Music Lab. Needs to be acoustically isolated from adjacent spaces and one another and designed to control access and allow for visual supervision by the teacher.

• Choral Music Studio of 1,600 sq ft to accommodate 100 students situated on movable risers.

Drawing/Painting and Silk-screen Studio • Art Rooms – (1) Ceramics and

(1) Drawing/Painting and Silk-screen Studio. Working at tables or easels.

• Drawing/Painting and Silk-screen Studio. 36-38 students per class working at tables or easels. Outdoor patio with roll-up doors

• Drawing/Painting and Silk-screen Studio adjacent to fenced/locked outdoor yard.

• Every wall should be considered a display area and display cases visible from outside of the classroom should be provided. Deep display cases.

• North facing windows• Upper and lower cabinets with

storage and combination of drawers and lockable doors for storage of student work and materials. Paper Storage and canvas storage racks capable of storing 30 paintings of various sizes. Flat and vertical storage

• Six deep tub sinks with cold water for clean-up.

• Silk-screen Darkroom at 300 sq ft. Deep Sink and Storage needed.

• Silk-screen Studio is part of Drawing/Painting Lab

• Adjustable lighting for still-life• Industrial stainless steel sink

(two desired and located on opposite sides of class)

• Floor boxes or coiled ceiling power

• Room for life drawing at center of room.

• High ceilings, clearstory windows

• Movable tables with storage and tilting top

Ceramics Studio:• Ceramics Studio 1,600 sq ft

with Kiln and Storage Room at 600 sq ft

• Ceramics Classroom should be large and open with a lot of space for movement.

• Rest room nearby for Ceramics• Locate Ceramics Classroom

near the Electrical Room and provide multiple fire extinguishers.

• Main classroom area for Ceramics includes, potter’s wheel area, Clay Room, Glaze Room, Kiln Room, outside patio, and outside storage room

• The kilns in the Kiln room need ventilation (for example, Skutt Kilns need the Enviro-Vent system).

• Patio area needed adjacent to Ceramics Classroom In the patio area include a small gas Raku kiln and a large high fire gas kiln (like Geil), complete with covers, or sheds to protect them from the elements.

• Shelving, cabinets, and storage space is a must in EVERY area of the Ceramics Classroom.

• The back rooms in Ceramics are (1) The Clay Room–for storing and recycling clay. Need a pugmill, clay mixer, and large Rubbermaid trash cans for slurry. Shelving and cabinets for storage needed and for storing raw dry glaze ingredients in glaze storage bin tables. (2) The Glaze room–for buckets of made glaze (need a sink, a sink trap, and shelving), and (3) The Kiln Room–at least 2 electric kilns desired.

• Specialty equipment for Ceramics Room desired. Consult with teacher before ordering.


• Floors in Ceramics Classroom must be graded so that they can be hosed down and water flows to built-in drains in the floor. Should be concrete. Drains should have traps that are easily accessible and easy to clean. Drains will get clogged without traps.

• Walls in Ceramics Classroom must be made of a material that can be hosed down without deterioration. Do not use drywall on at least the bottom 3 feet of the walls.

• Ceilings in Ceramics Classroom should have ventilation system that draws up clay dust and filters it out.

• Wood top tables in Ceramics Room with lockers underneath, short and tall art stools and at least 20 potter’s wheels with short stools. Long, big desk for teacher workstation with lots of drawer/storage, potter’s wheel at front for demos

• Projection system needed so that students can see what teacher is demonstrating. Computer and printer.

• Plaster topped Wedging tables, counter space for an extruder and for a fan used for drying work, sinks all over the classroom, Bats for the potter’s wheel(and a place to store them–like a “bat-mobile“), wooden boards (ware boards) for storage of projects, ware carts for work in progress or for work waiting to be fired.

• Bulletin boards, shelving, glass display cases.

• Several computers for students to look up visual references.

Graphic Design/Digital Media Studio• Graphic Design/Digital Media

Studio 40 students in 1,200 sq ft with adjacent 200 sq ft storage and workroom desired.

Digital Media and Photography Studio• Digital Media and Photography

Studio 40 students in 1,200 sq ft space.

• Need Digital Media close to Theater for video and audio production.

• Journalism/Yearbook 1,200 sq ft

Photo Studio• Photo Studio 960 sq ft• Photo Studio shared between

photo, video and graphic arts.• Photo Studio is painted black

Video Production Studio• Video Production Studio 960

sq ft• Graphic Design/Digital Media

can be separate labs or 1 or 2 computer labs. Video production needs delivery access for large vehicles (20“ minimum)

• Studio set-up with green screen and lighting, computers, editing studio.

• Secure camera storage needed.

• Video production to have roll-up door into studio space.

• Audio production needs sound proofing with glass.

• Video Production can double as Audio Production

• Sound absorbent finishes

needed to minimize reverberation. Daylighting control needed with blackout drapes. Space for editing work stations, video control boards and a dedicated server.

• Control Room/Audio Booth 200 sq ft

• Video Post Production Studio has 20 computers in 600 sq ft, AV projection

• Audio is 20 computers in cubicles for sound privacy.

adjacencies• Learning Commons shall be

adjacent to the Student Union and accessible off the Main Quad

• CAL 5 near front of campus with access to parking.

• CAL 5 near delivery area


3.1Centers for Applied

Learning (CAL)

descriptionResearch shows that the majority of good jobs will require some postsecondary education or training. To adequately prepare students they must be provided with a strong foundation that prepares them for advanced coursework as well as a foundation in core technical skills associated with their career choice. Career Technical Education (CTE) courses will be offered in five Centers for Applied Learning (CAL) areas. It is acknowledged that not all of our students will be college-bound. There are four academic CAL’s.

goalsIn planning for new high school campuses, it is strongly desired to create campus environments in which electives and CTE program offerings are closely located to Small Learning Community buildings and, ideally, are included within facilities that not only have a physical adjacency, but also have some sense of programmatic relationship. Engage students so they want to be in the CAL’s.

Consider having 9th grade be introduction and exploration with general survey/study classes - spillover to 10th grade. By 11th/12th students should be in a focused pathway.

facts• Needs to be at edge of campus

for business partnership • CAL’s offer hands on instruction• Create on job training for future

employment• Need community focus• Core curriculum classes geared

towards future interests.• Focus on variety and exposure.

needsHealth Sciences CAL• Best suited near CASE• Sports Medicine and Nutrition

– Physical Therapy, Sports medicine,

• Sports Medicine – best suited near athletics and Gymnasium. Need Training Rooms for this career pathway. Combine with PE Programs.

• Bio Medical, Nursing, Bio Chem, Pre-Med, Nursing and Forensics. Adjacent to Biology and Chemistry CASE. Move Forensics to Public Safety??

• Health Tech – Pharmacy Tech, Administration, Medical Office Management

Public Safety and Service CAL• Emphasis on basic core

concepts such as problem solving, critical thinking, communication, discipline.

• Public Service- Child Development, Social sciences, Medical Health, Education, Senior Care, Fire, EMT, Paramedics, Police, Criminal Justice, Court Reporting, Translating. This pathway better served near athletic fields.

• JROTC has specific storage needs


Global Business CAL• General Curriculum-

Marketing, Administration, Accounting, Finance, Business Communications

• Fashion Design and Merchandising – Business Retail, Student Store, Transportation

• Retail Merchandise Off campus application in transportation and distribution of goods. Logistics.

• Cosmetology is better served at the community college.

• Ag Business – Ag Science, Ag Automotive and Repair, Resource Management, Environmental Science, Bio Science, Water Management, Horticulture, Floral.

• Culinary Arts and Hospitality – Restaurant Management, Food Service, Hotel Management, Event Management, Catering. This career pathway best suited near Student Union, Food Service, Student Store, Athletics, Theater and use by public after hours. Café for teachers and public events. Specialized spaces needed for this pathway

Applied Engineering CAL• “COAL“ Center for Outdoor

Applied Learning• Core curriculum areas –

Math, Technical Writing and Communication, Physics, Sciences.

• Indoor/Outdoor Fabrication Labs needed for this pathway.

• Applied Engineering – Aviation, Engineering, CAD, Electronics, Te l e c o m m u n i c a t i o n s , Computer Science/IT, Automotive Tech.

• Automotive next to driveway and parking lot

• Aviation combined with Engineering Pathway due to nearby Perris Valley Airport (Perris Valley Airport is a privately owned and operated. The airport has one runway and is used for general aviation and extensive skydiving. The primary occupant is Perris Valley Skydiving).

• Construction Trades - Design, Engineering, CADD, Construction Technology and Project Management.

• Energy Environment and Utilities – Alternative Energy

• Sustainable strategies become a teaching tool

• High Tables and stools as compared to desks and chairs

• Large spaces/lots of power.

Generalities:• CAL’s need adjacent outdoor

space• Link Crew-Seniors mentor

Freshmen• Integrated display spaces.• Make it fun!!• Roll-up doors needed for large

equipment.• Service access• Outdoor white boards desired• No built-in desks. Need flexible

furniture

• Overhead utilities• Large flexible spaces for

changing programs• Locate near front of campus

for joint use opportunities.• Building as a learning

experience • Big work spaces• Outdoor learning spaces• adjacencies• Locate CAL’s, when possible,

near front of campus for joint use opportunities.

• Culinary Arts Pathway best suited near Student Union, Food Service, Student Store, Athletics, Theater and use by public after hours.

• Fashion Merchandising suited adjacent to Student Store

• Sports Medicine, need Training Rooms for this career pathway.



descriptionIntroducing students at all ages to the importance of fitness helps them become more physically fit, and promotes an active and healthy lifestyle, while having fun. Indoor fitness facilities that not only support a more diverse physical education program, provide the means for a strong athletic program. In addition, the outdoor play fields, hard courts, stadium and aquatic center shall provide a variety of spaces in which fitness education can occur.

goalsThe physical education program can be held in a variety of indoor and outdoor activity areas that have safe and appropriate surfaces to support the program. Indoor spaces should be in open flexible spaces to enable a variety of activities. These spaces should have high ceilings, natural ventilation with mixed mode HVAC systems, natural daylight with the capability of darkening the space if needed. These spaces should look and feel like energizing and fun places.. There should also be indoor instructional spaces that facilitate learning in health issues,

physical fitness, and training.

The gymnasium should promote or facilitate school pride and serve as an icon on the campus. The gymnasium should support this idea by providing a lobby that houses a school’s athletic awards and memorabilia. The physical education facilities should support the facilitation of team activities, sportsmanship and promote healthy lifestyles.

facts• Dance Room is best suited in

Theater but should be located in proximity to Gym

• Safe and secure access of Gym and fields from the rest of the campus for after school use.

• Master Plan aquatics. Aquatics is not relevant to gym location.

• 9-lane all-weather track; not sealed.

• Physical Fitness is taught to freshmen in first semester; then move to athletics/sports.

• PE and Athletic Facilities should have as much overlap as possible.

• Need more storage than you

think necessary.• All sports – artificial surface

as much as possible – f l e x i b i l i t y / c o n s i s t e n c y

needs• Technology is a significant part

of the PE Program. PE teaching stations should include audio-visual, data and power suitable for a 21st Century program.

• Indoor spaces should be more flexible than outdoor spaces. Inclement weather will require use of indoor spaces.

• Classroom spaces are needed for assessments and instruction.

• Consider 2 story gym space adjacent to exercise/weight room and lockers/restr ooms on 1st and 2nd floors

• Six to eight concrete tennis courts.

• Hard court/hitting wall nearby.• Seating at Tennis Courts

desired for events• Storage needed for Golf• Stadium – 2,000 home; 1,500

Visitor• Gym capacity – 1,500 - needs

to be large enough for pep rallies – about half the school.

3.3Physical Education / Athletics


• Warning track at softball• Fencing should be 8’ with 1

inch mesh.• Foul ball – 30’• Pitching/hitting cages

separate for baseball/softball

adjacencies• Gym near parking lot• Gym near Dance Room side of

Theater• Laundry rooms should be

accessed directly from boys and girls locker room, PE Offices and training room.

• PE Offices needed near Gym and stadium

• Team Rooms need direct access to gym, courts, fields

• Weightroom adjacent to Fitness Room.

• Multiple Gyms- divisible gym space; not curtains.

• Gymnasium lobby has trophy cases, audio visual projection screen to broadcast activity in Gym.

• Auxiliary Gym?• Visiting team room can use PE

Classroom and off season uses PE lockers.

• Varsity team room has 55 full height lockers

• JV has 50-100 half height lockers

• Equal size lockers men/women

• Proper ventilation in locker room

• Backpack storage needed for athletics – Chromebooks need to be in lockers.

• Weightroom – 1,800 sq ft with rubber up wall two feet.

• Uniform storage needed for football.

• Consider central equipment room for training and hi-density storage.

• Girls/Boys soccer share fields• Track and field areas for pole

vault, shot put, discuss, high jump, long jump

• 2-3 bathrooms, storage and concessions needed at baseball fields

• Proper orientation of field for softball/baseball

• Storage needed at DugoutsPUHSD High School #4 | Symposium | 59

descriptionFacilities maintenance is concerned first and foremost with ensuring safe conditions for students, teachers, staff, parents, or guests to the campus. The core responsibility is to ensure that through the provision of quality custodial and maintenance services- administrators, teachers, and students have an environment that is safe and healthy. School facility operations services include the day-to-day running of the school facilities. These services include but are not limited to: energy management, HVAC, cleaning, inspections, opening and closing school; boiler operation; responding to daily emergencies; mowing grass; and generating work requests to maintenance.

needs• Suplies are kept in one location

until moved to individual janitor closets. Need shelving in this location.

• Need maintenance buildings adjacent to PE areas.

• Grounds equipment storage

(sprayers, blowers, mowers etc)

• Small yard storage (40 foot trailer, riding mowers and access to inside space with roll-up door.

• Need drive though area instead of turnaround.

• Need supply equipment area adjacent to loading dock. 750 sq ft for custodial and adjacent office.

• Custodial closets one per building/one per floor. Mop sinks, power to charge scrubbers, hot and cold water, concrete floors, 10x10 space, big doors. Insta-hot water in custodial closets.

• Grounds need one restroom and shower. Eye wash station needed.

• Custodial yard needs to be near trash area – 4 dumpsters, 2 recycle dumpsters – all covered

• Two 10 seating passenger vans and 3-4 Golf Carts need to park in secured covered area

• Design pathways wide enough for golf carts and pedestrians

• Construction overage stored

in Supply Storage-includes carpet, paint.

• Shop and garage area for mowers, fertilizers

• Service Truck bays for 40 foot trucks. Needs Rollup door and wash out area for spray painters

• Washout area needed for mowers. Locate near baseball diamonds and field

• Sink inside all custodial areas and hose bib inside every restroom

• Packaged and split unit building systems preferred. Multi-zoned for large spaces.

• No central plant• Need area for recycling.• One unit/classroom. • Displacement system for

theater space.• Photovoltaic – not on roof• Emergency equipment storage

for bottled water, food etc. is needed

• School supplies and book keeping storage - Central to campus.

• Just-in-time delivery system• Storage for technology• Custodial closets

4.2Plant Operations


• Ventilation system separate from AC Unit.

• Natural ventilation system• Generators• SL Urinals• Floor drain in every bathroom• Plant Supervisor Office near

store room, loading dock.• District locksmith handles all

keying• IDF Rooms to have package

unit and split system.• Server Rooms have UPS

Systems• All custodial and storage areas

to have FRP or similar on walls.• Built-up cool roof with white

ceiling• Extra conduit up to roof• Recycling space – prominent

for students to see. ASB Fundraiser.

• Recycling Area for school and community in prominent areas of parking lot. ASB Fundraiser?

• L a n d s c a p i n g - l o w maintenance, low water, low trimming. Planters to have curbs or raised area. Little or no turf at front of school.

• Consider traffic/foot patterns when placing trees, planters and walking paths.

adjacencies• Storage areas near baseball

fields• Grounds maintenance yeard

with convenient access to fields

• Saparation of parking for staff, visitors, students and service vehicles



Based on the analysis of needs identified for each department, activity, and content area, the design team formulated the following summary of areas.

program of areas summaryThis summary attempts to identify all programmatic areas, administrative support spaces and operational support areas identified.

This summary provides an over-all verification of the school programs, campus size and project budget.


High School #4 - Program Perris Union High School District

qty. areanet sub

total

dept

sub total

component

sub total

# t

eac

hin

g

sta

tio

ns

student

loadingcapacity

Lobby and Reception AreasLobby 1 400 400Visitor Reception/Waiting 1 150 150Staff Mail Area 1 80 80Women's Restroom 1 120 120Men's Restroom 1 120 120

Dept. Sub-Total 870 0 0Administration/Student Support Areas

Principal's Office 1 250 250Principal's Waiting Area 1 100 100

1 120 120

Attendance Office 1 200 200Registrar/Records Office 1 150 150Records Storage 1 300 300Testing 1 75 75Supply and Work Room 1 150 150Conference Room 1 200 200Conference Room 1 300 300Flex Offices 8 120 960Athletic Director Office 1 200 200Student Waiting Area 1 80 80Admin Facility Lounge 1 150 150Finance Office 1 120 120

Dept. Sub-Total 3,355 0 0Wellness Center

Health Room 1 225 225Nurse's Office 1 80 80Storage 1 50 50Restroom Facility 1 70 70

Dept. Sub-Total 425 0 0Functional Support Areas

Custodial 1 80 80Electrical and Dimmer Room 1 100 100

Dept. Sub-Total 180 0 0Circulation 15% 725

School Administration/ Student Support Sub-Total 5,555 0 0

Principal's Secretary/Administrative Assistant

department

School Administration/ Student Support



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loadingcapacitydepartment

SLC/CAL Professional CenterLobby 1 200 200Assistant Principal's Office 1 180 180Administrative Assistant's Office 1 180 180Counselor's Office 1 120 120Planning/Conference Suite 1 250 250Supply Area 1 100 100Staff Preparation Area 1 1,230 1,230Professional Center Workroom 1 200 200Women's Restroom 1 70 70Men's Restroom 1 70 70Women's Restroom 1 250 250Men's Restroom 1 250 250Shared Facility Room 2 70 140

Dept. Sub-Total 3,240 0 0Classrooms/ Learning Support Spaces Within the SLC

Core Academic Classrooms 10 960 9,600 10 27 270Collaboration Suite 1 1,500 1,500Girl's Restroom 1 480 480Boy's Restroom 1 480 480

Dept. Sub-Total 12,060 10 270Operational Support Areas

Custodial 1 75 75Electrical/ Telecom. 1 100 100Mechanical 1 100 100

Dept. Sub-Total 275Circulation 15% 2,336

SLC Sub-Total 17,911 10 270SLC Sub-Total (x4) 71,645 40 1080

Special EducationSpecial Education Classrooms SH 3 1,200 3,600 3 13 39Shared Support Facilities 1 900 900

Dept. Sub-Total 4,500 3 39Circulation 15% 675

Special Education Sub-Total 5,175Small Learning Communities Sub-Total 76,820 43 1,119

Small Learning Communities (x4)



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Centers for Applied Learning (#1-4)Classrooms/Learning Support Spaces

Instructional Classroom/Labs 3 960 2,880 3 27 81Flex' Labs 2 1,500 3,000 2 27 54

1 1,500 1,500Girl's Restroom 1 120 120Boy's Restroom 1 120 120Women's Restroom 1 120 120Men's Restroom 1 120 120

Dept. Sub-Total 7,860 5 135Circulation 15% 1,179

CAL Sub-Total 9,039 5 135Centers for Applied Learning Sub-Total (x4) 36,156 20 540

Center for Advanced Science Exploration (CASE) & General Science Science Labs 4 1,500 6,000 4 27 108Science/Prep Storage 1 600 600Science Labs 8 1,500 12,000 8 27 216Science Prep/ Storage 4 360 1,440


CASE Sub-Total 23,046 12 324

Collaborative Learning Area



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Center for Applied Learning #5: Visual and Performing ArtsInstrumental Music Lab 1 1,800 1,800 1 27 27Instrumental Music Storage 1 600 600Theater Arts/Drama/Black Box 1 2,400 2,400 1 27 27Storage/Office/ Control 1 450 450Digital Media & Photography CR/Studio 1 1,200 1,200 1 27 27Journalism/Yearbook 1 1,200 1,200 1 27 27Choral Music Studio 1 1,600 1,600 1 27 27Music Office 1 200 200Music Library 1 150 150Ensemble Practice Room 1 300 300Practice Rooms 4 60 240Dance Studio 1 1,800 1,800 1 27 27Dance Storage/Office 1 500 500Ceramics Studio 1 1,600 1,600 1 27 27Kiln and Storage Rooms 1 600 600Graphic Design/Digital Media Studio 1 1,200 1,200 1 27 27Graphic Design Storage/Workroom 1 200 200Drawing/Painting/Silkscreen Studio 1 1,600 1,600 1 27 27Supply Storage 1 300 300Silkscreen Darkroom 1 300 300Video Production Studio 1 960 960 1 27 27Photo Studio 1 960 960 1 27 27Control Room/Audio Booth 1 200 200Post Production Studio 1 600 600Professional Center 1 750 750Girl's Restroom 1 240 240Boy's Restroom 1 240 240Women's Restroom 1 120 120Men's Restroom 1 120 120Custodial 1 75 75Electrical/Telecom 1 100 100Mechanical 1 100 100


CAL #5: VAPA Sub-Total 26,111 11 297



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Performing ArtsTheater

Lobby 1 750 750Tickets/Concessions 1 250 250House 1 6,000 6,000Stage Area 1 2,100 2,100Orchestra Pit 1 700 700Control Room 1 300 300Women's Restroom 1 300 300Men's Restroom 1 300 300

Dept. Sub-Total 10,700 0 0Theater Support Areas

Dressing Rooms/Make-Up Areas 2 500 1,000Scene Shop/Set Construction 1 960 960 1 27 27Prop Storage 1 600 600Costume Storage 1 400 400Women's Restroom 1 300 300Men's Restroom 1 300 300

Dept. Sub-Total 3,560 1 27Functional Support Areas

Custodial 1 80 80Mechanical 1 100 100Electrical and Dimmer Room 1 300 300

Dept. Sub-Total 480 0 0Circulation 15% 2,211

Performing Arts Sub-Total 16,951 1 27



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Learning CommonsLearning Commons Core Area

Study and Research Areas 1 1,600 1,600Collaboration and Project Areas 1 2,000 2,000Stack Areas 1 1,200 1,200Lobby 1 350 350Circulation Area 1 250 250Girl's Restroom 1 240 240Boy's Restroom 1 240 240

Dept. Sub-Total 5,880 0 0Learning Support Areas

College and Career Planning Center 1 1,200 1,200 1 27 27Innovation Lab 1 960 960 1 27 27Conference/Breakout Rooms 4 200 800College and Career Office 1 120 120

Dept. Sub-Total 3,080 2 54Operational Support Areas

Staff Office 1 120 120Workroom 1 400 400Instructional Materials Storage 1 1,000 1,000Staff Restroom 1 70 70


Custodial 1 80 80Mechanical 1 100 100Electrical/Telecom 1 100 100

Dept. Sub-Total 280 0 0Circulation 15% 1,625

Learning Commons Sub-Total 12,455 2 54



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Indoor Physical EducationGymnasium Areas

Main Gym 1 15,000 15,000Auxiliary Gym 1 6,500 6,500Gymnasium Lobby Area 1 1,000 1,000Concession Area 1 200 200Ticket AreaSmaller Storage Rooms 2 200 400Larger Storage Rooms 6 300 1,800Women's Restroom 1 400 400Men's Restroom 1 400 400

Dept. Sub-Total 25,700 0 0Activity Lab/Classroom Areas

Wrestling Room 1 1,800 1,800 1 27 27Exercise Room 1 2,000 2,000 1 27 27Weight Room 1 1,800 1,800 1 27 27PE/ Health Classroom 1 960 960 1 27 27Aerobics Room 1 1,800 1,800 1 27 27Toilet Rooms 2 80 160

Dept. Sub-Total 8,520 5 135Program Support Areas

Boy's and Girl's Locker Rooms 2 2,400 4,800Girl's and Boy's Shower/Toilet Areas 2 600 1,200Team Rooms 2 1,400 2,800Athletic Training Rooms 1 600 600PE Offices 2 450 900Coaches Offices 2 450 900Uniform Storage 2 400 800Equipment Storage 2 400 800Staff Toilets/ Locker Rooms 2 300 600Laundry 1 300 300


Custodial 1 120 120Mechanical 4 200 800Electrical/Telecom 2 120 240


Indoor Physical Education Sub-Total 56,442 5 135BakerNowicki Design Studio | February, 2014


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Outdoor Physical EducationStadium Support Areas

Press Box 1 300 300Ticket Booth 1 200 200Concessions Facilities 2 250 500Women's Restroom 2 600 1,200Men's Restroom 2 500 1,000

Dept. Sub-Total 3,200 0 0Athletic Event Support Areas

Team Rooms 2 1,000 2,000Athletic Training Rooms 2 120 240Toilet Rooms 2 220 440Storage Rooms 2 100 200

Dept. Sub-Total 2,880 0 0Storage Buildings

Maintenance/Facility Management 1 1,500 1,500Equipment Building 1 1,000 1,000

Dept. Sub-Total 2,500 0 0Circulation 0% 0Outdoor Physical Education Sub-Total 8,580 0 0



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Student Union and Nutritional Services FacilitiesStudent Union

Multi-Use/Multi-Functional Area 1 5,600 5,600CAL Display/Services 4 200 800Campus Supervisor's Office 1 150 150Equipment/Chair Storage 1 600 600Audio-Visual Room 1 160 160Women's Restroom 1 320 320Men's Restroom 1 320 320

Dept. Sub-Total 7,950 0 0Nutritional Services Facilities

Food Court Area 1 2,000 2,000Kitchen 1 2,000 2,000Enclosed Area for Snack Carts 1 50 50Dry Storage Area 1 300 300Refrigerator/Freezer Unit 2 300 600Custodial Areas 1 75 75Outdoor Food CourtsSatellite Servery 1 600 600Serving Kiosk 1 200 200Nutritional Services Office 1 150 150Receiving Area 1 250 250Staff Locker Room and Adjacent Office 2 100 200Restroom 2 80 160

Dept. Sub-Total 6,585 0 0Campus Plant Management and Operations Support Areas

Supply and Equipment Storage 1 750 750Custodial 1 80 80Staff Room and Adjacent Office 1 350 350Electrical/Telecom 1 100 100Mechanical 1 100 100

Dept. Sub-Total 1,380 0 0ASB/Student Store

Student Store 1 500 500ASB Classroom 1 960 960 1 27 27Ticket Sales 1 150 150Accounting Office 1 150 150Storage 1 200 200


Student Union Sub-Total 20,556 1 27



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Net Assignable 282,671 95 2,523Grossing Factor 1.00Total Area 282,671


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conceptsoverview

This site planning session consisted of three groups, of 8 to 10 participants each, that visited the site to observe conditions firsthand. There were three stations set up that focused the discussion on the following:

• PHYSICAL FEATURES• COMMUNITY CONNECTIONS• ENVIRONMENTAL

CONDITIONS


Community Connection:

• The main entry to the campus is most ideal from Leon.

• Leon will be a four lane road and will require signalization for ingress and egress.

• Current zoning around the campus is low density residential. There is a potential for residential density to be increased pending County review.

• Stadium should be located to reduce noise and light spill to the adjacent parcels.

Environmental Conditions:

• Cooler coastal breezes from the Southwest should be preserved.

• Solar orientation and exposure will be critical to address to provide shade and to optimize building energy usage.

• Traffic noise from surrounding roadways should be addressed.

Physical Features:

• Soils conditions include subsurface bedrock and exposed granite outcroppings.

• Topography include rolling hills with significant slope across site from North to South with a grade change of 27 ft.

• There is the potential for site access from all sides of the property.

• Potential to use the grade change to enhance sight-lines for supervision and for multi-level access of athletic facilities.


processAfter the site visit the group engaged in brainstorming potential site zoning strategies and campus layouts based on the observations from the site visit..

Using these observations along with practical site planning strategies, the members of the group developed numerous site planning concepts for evaluation and consideration.

SITE PLANNING GOALS• Student safety and site security• Avoid site drainage impacts on

buildings.• Provide adequate supervision

of student areas, campus access points and site entries by staff.

• Provide safe separation of vehicles, pedestrians, buses, services/deliveries.

• Provide for access to joint use of selected facilities and events after school hours.

• Provide adequate parking for staff, students, visitors, events and service activities with safe egress.

• Address campus edge conditions and uses for compatibility with surrounding and adjacent neighborhood uses.



POSITIVE:• Fields are located by neighbors and

planned residential developments• Noise from academic

activity on south end

NEGATIVE:• Limited site access from Leon• PE fields are too far from gym

and difficult to supervise. • Admin disconnected from

academic campus• Buildings are on the low portion of the

site with potential drainage problems.• Supervision of upper

level fields difficult.• Stadium orientation is not good

POSITIVE:• Good distribution of parking

and site access• Good field and stadium orientation• Stadium located away from neighbors

and planned residential developments• Potential joint use parking

with proposed park• Learning commons building has

optimal views of playing fields• Good zoning of public/community

space vs. Private classroom space

NEGATIVE:• Theater, and gym are too close

for concurrent events.• Tennis courts far from gym

a B


POSITIVE:• Stadium seating can be on slope

between upper and lower pads• Good parking proximity to

gym, theater and fields.

NEGATIVE:• Admin Is detached from

academic campus• Noisy main courtyard

opening to neighbors• Theater, and gym are too close

for concurrent events.• Learning commons too far

from campus activity• Stadium orientation is not good

POSITIVE:• Good site access and potential

for curb side drop off• Nice separation of theater and gym• Good zoning of public/community

space vs. Private classroom space• Good location of admin to monitor

campus and the main entry

NEGATIVE:• Stadium orientation is not good• Stadium is directly adjacent

planned residential development• Gym access to PE fields restricted.• Admin supervision of gym

use is not possible.

C D


POSITIVE:• Good voning of academic,

athletic and public uses.• Ideal orientation of stadium and fields• Good views from main courtyard

towards playing fields

NEGATIVE:• Gym is too far from stadium• Student parking adjacent stadium

is too far from campus• Gym & Theater too close

for concurent events.• Stadium is directly adjacent

planned residential development

POSITIVE:• Visual connection between main

courtyard and playing fields• Parking for separation of

students, staff, visitors, busses and service. also convenient for access to public event spaces.

• Ideal orientation of stadium and fields• Stadium seating can be on slope

between upper and lower pads• Stadium is located away from neighbors

and planned residential

NEGATIVE:• Admin is detached from

academic campus• Tennis courts block access

from parking to fields.• Pool location not shown

E F


WICKERD ROAD

LEON

ROA

D

GARBANI ROAD

PARKING

CAMPUS

STORMWATER

FIELDS

softball

baseball

baseball

pe / soccer

basketball

stadium

aquatics

softball

PROPOSED PLANDEFINING GOALSSite planning for a comprehensive high school must take into account a number of critical success factors. These include but are not limited to supervision, security, safety, traffic circulation and public/private zoning. These issues are important to creating a safe academic environment for students and staff.

The selected scheme was most successful in balancing parking, administration offices, athletic facilities, performing arts facilities, service and delivery areas. In addition, it boasts numerous opportunities to create academic and social spaces that support instruction, learning and emotional development.

The selected scheme also fits well into is neighborhood context, respecting the development of campus edges and taking into account adjacent land uses, residences, and community needs.


PARKING

PUBLIC & ACADEMIC

ACADEMIC

PUBLIC

outdoor spaces

HOME

VISITORstadium

theater

public events

SUPERVISION

ADMIN

GYM

BASEBALL/SOFTBALL

SERVICE ACCESS

NOISE

QUAD

STADIUM

pe/gym access


trendsSITE PLANNINGIn the symposium site planning discussion, a number of elements and adjacencies were consistently identified in separate conversations. Several of these concepts have been diagrammed to the left. The most successful schemes produced by the study groups incorporated many of these elements. The proposed plan effectively address all of them.

AQUATICS

PARK/PUBLIC

DRAINAGE



for education a reality. We do this by partnering in the exploration of trends in education, collaboration, and technology. We know that often times the best ideas only come to light when we listen. We also recognize that schools are community centers with wonderfully complex needs and exciting opportunities.

We recognize that the schools we design will have a lasting presence and impact in the communities that that they call home. Therefore, we

are careful to be diligent as architects to make sure each project meets its objective by exercising strong leadership and management of budget, cost and schedule.

The symposium process continues to be an exciting opportunity to dream big and invest in the future of your community. Thanks for giving us the opportunity to partner with you in this process!

about the architectsWe design spaces for students and educators. It’s what we do. One of our foremost goals is to design facilities that provide memorable and positive experiences so that future generations have the opportunity to become effective citizens and leaders.

We’re inspired by educators that model to their students what it means to dream. We do our part by helping to make our client educators’ dreams


BakerNowicki Design Studio, LLP624 Broadway, Suite 405San Diego, California 92101619-795-2450www.bndesignstudio.com#

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