Perris Design Symposium by BakerNowicki Design Studio

CAL Brainstorming Session

BakerNowicki Design Studio | February, 2014

table of contents

Summary

Goals

Facts

Needs

Concepts

Appendix

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.

PUHSD High School #4 | Symposium | 3

â&#x20AC;&#x153;We are at a most interesting and challenging time in public education.â&#x20AC;? Dr. Jonathan L. Greenberg, Superintendent, PUHSD

BakerNowicki Design Studio | February, 2014

Executive Summary The 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. PUHSD High School #4 | Symposium | 5

attendees 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 Department Sgt.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) BakerNowicki Design Studio | February, 2014

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 CCD Erika 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, BNds Richard Nowicki, AIA, Partner, BNds Buddy Gessel, AIA, LEED AP, Principal, BNds Julie Zimmerman, Principal, BNds Brian Leonard, AIA, Principal, BNds Emily Schauermann, AIA, LEED AP, BNds Leo Contreras, BNds Stephen Helms, BNds Vance Breshears, Theater Designer, Acoustic Dimensions John Frisbie, Elec/Tech. Engineer, JCE Consulting George Orness, Food Services, Orness

Executive Team: Dr. Jonathan Greenberg, PUHSD Superintendent Dr. Steve Kennedy, MUSD Superintendent Candace Reines, Asst Supt Business Services Marcy Savage, Asst Supt Educational Services Joseph Williams, Director of Technology Grant Bennett, Director Learning Support Services Art Fritz, Director Director Facilities Services Hector Gonzalez, Director, Facilities Chris Rabing, Director, Business Services Judy Miller, Director Risk Management & Environmental Safety Julie Zierold, HHS Principal Don Williamnson, PVHS Principal Nick Hilton, PHS Principal Fred Good, Fred Good and Associates

acknowledgements The 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.

PUHSD High School #4 | Symposium | 7

the symposium process Our 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

BakerNowicki Design Studio | February, 2014

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 shortterm 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.

PUHSD High School #4 | Symposium | 9

symposium summary A 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 â&#x20AC;&#x153;thirty thousand foot persepctiveâ&#x20AC;? issues, including the nature of the Centers for Applied Learning (CAL) and the

BakerNowicki Design Studio | February, 2014

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 roomby-room programming process.

WEBSITE

A website was created 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

Left: A participant reviews information posted to the website during the symposium. PUHSD High School #4 | Symposium | 11

tional Heritage When delivery of instruc High School and building designs. Paloma Valley tive campus and two schools – – is added through their respec school – Perris High School uniquely different high s that physical plant comprehensive es s, it is very obviou the District’s third the Board of Truste comparison of facilitie into an evaluative It is with this understanding that to embark upon the d. August 15, 2012, future planning and inequities aboun consultants on guide directed staff and ications to help at existing educational specif s throughout the District – both development of high school facilitie design efforts for ed new school sites. ication sites and at propos active in the identif the t has been very schools. In 2010, years, the Distric of the Over the past four l sites for its next two new high southeast portion rrently and pursuit of optimaacquired a 52-acre parcel in the School #4.” Concu iewDistrict successfully ied this parcel/project as “High Lakev the in pers identif ratively with develo School District and has been working coope a prime parcel to house its “High the District has y a final site the District to identif tives have been identified but of area Nuevo several site alterna #5” project; to date have not been made. se selection or purcha

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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 High School Educa

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tional Specification

s – 2012/13

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comprehensiv ated new high sc for its two anticip tional as well as plans se of the educae the significant purpo involve and engag and intentional and s is to widely m An additional pmental proces high school progra specifications develo throughout the District. A users – of spaces and tuents various consti ibly diverse range users of ised of an incred from the ultimate compr input is s pread goal campu wides with the District’s ements without planning for improv ely short-sighted and inconsistent funds. public the facilities is extrem ve and efficient use of limited effecti up” the to make the most s must be to “sync tional specification opportunities, aspirations s, purpose of educa ing sibilitie overrid The staff and tional respon for its students, s with its educa g environments District’s facilitie of optimal learnin and the provision ers. community memb

tion initiated tment of Educa m California Depar h the State’s progra July 2010, the Commencing in for funding throug It is the intention of any application s. requirements that tional specification ly reflect approved educa to collaborative include local board- advantage of this opportunity the current with take associated the PUHSD to the highest issues and needs ed ensure to s-relat ts for ALL studen upon the facilitie future at current and ms and services for the students High delivery of progra tional experiences g goal within the Perris Union quality of educa ongoin high school A foundational will be to create s school sites. ement Program ble from a facilitie Facilities Improv – are more equita School District’s g opportunities the District that learnin across of s environment e similar types ed. serve to provid es are being provid servic perspective and these site from which t, irrespective of the Distric l Schoo Union High within the Perris result of the a as tuents ble consti availa Thanks to the ements will be for these improv partial funding in November 2012. ge of Measure T successful passa tional Specification

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on a meet, at least, Committee would ltant and to ensure that the Executive consu It was determined guide the work of staff and the rm needs of help short and long-te d that monthly basis to upon both the It was further agree their s was focused that the proces hout the District. nal times when programs throug and additio at staff ts, ne conve studen of the process. Committee would improve the quality the Executive help advance and/or participation would

the ed “internally” within for s s have been finaliz tional specification ant to expand the opportunitie of After the educa be critically import l planning to the wide range PUHSD, it will schoo high school/s. the new high involvement in interests in the new will have vested that tuents consti

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p Sectio

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toward cture is important h the campus archite points to the campus provided throug l The aesthetics .” Equally, access the high schoo “community facility to use and enjoy creating a true around a for the community points within and lar provide opportunities design of ingress and egress vehicu of variety a wide er, the ging exercise as facilities. Howev needs for extremely challen their respective high school is an school – and design. It is users of the , planning and eration visitor consid and pedestrian l t and – require carefu for staff, studen access/departure will be provided specific areas expected that parking. on at least three will have roads number school campus preferred. This each new high sides would be It is hoped that four to safely all on comes it roads s– when needed flexibility sides of the campu of students, provides badly pick-up/drop-off nt site of adjacent streets g requirements, this type of adjace of all, the school’s parkin While s. accommodating campu for the overall of concern. First and access points it does not come without areas a challenge with the is ideal, development is traffic-related issues cars” – this the campus and be “blanketed with current supervision of the potential to s. Secondly, the campus having the service of ter ision perime lly only superv ial for atypical m – SFP) genera creates the potent l Facilities Progra the campus; therefore, program (Schoo on two sides of State facilities budgetary funding for streets r than two will have significant s “front provides partial greate a visually obviou adjacent streets of create to pment ant to the develo it is import parents and visitors most project. Thirdly, is impacts for the is easily “read” by adjacent streets s – an area that door” to the campu door to the school. Use of other seminate the traffic on front n is to distribute/dis campus as the points into their primary functio to not have too many access when ve effecti ant serve as campus. It is import pedestrians as these can also . and around the its perimeter for s for unwanted visitors the campus around points of entrance to the campu e difficult-to-supervis

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ce the support and enhan nment that will nships e human relatio provide an enviro tion, foster positiv Schools should materials, s, encourage innovafor learning. The school’s learning proces practical used as a tool opportunities for and, in short, be should enhance nment enviro l systems and overal world” setting. “real a within learning

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Section 7 – Core

Union High ogram within Perris the provision upon ools is focused mastery of skills ents to establish ge reading, langua development in e, health and mathematics, scienc provided to are hese programs the exception of classrooms (with be er, they should education); howev from a long-term ates flexibility and, phies delivery philoso by uctional program subject/content, be organized by ine. ay, or by discipl

tructional suppo

Spatial Considerations

rt staff

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Section 7 –

Academics/S

tional Specification

High School Educa

tional Specification

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Space Allocation

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vanced Science

Exploration

oms can be ng sets of classro in which adjoini ments dictate. “divisible walls” instructional require g desire to SLC to include an ongoin larger space if/when approach will be students, as well as utilized as one the instructional of A mainstay within accommodate collaboration among desired within each that s are nts facilitie e eleme will provid design “collaboration suite” staff. Two key the professional 1,500 square foot es, large group an approximate group activiti offer the SLC’s: First, facilitate small es, as well as ts. d learning activiti be used to ions, project-base research and/or study by studen the meetings/presentat ation, individual explor somewhat centrally located within will opportunities for SLC suite” should be secondly, each will The “collaboration is more uniform for everyone; tor within the SLC SLC so that access which each educa sional e. The “profes sional center” in storag nt to adjace include a “profes ed with Principal assign ed workstation lor. for the Assistant have an identifi include office areas istrative assistant, and a counse center” will also supply admin erence suite, a ship position, an a planning/conf the SLC leader ms, and a will also include a workroom, restroo area, Designated spaces ation ation/collabor area, a staff prepar ) to break room. story design option ed (within the single ed that tion, it is preferr should be design in While each SLC be used for circula programs and, l corridor that can rt the educational include a centra oms. be used to suppo g spaces to the adjacent classro om all interior areas l learnin exit each classro as supplementa and serve enter e, ily essenc primar r will provide that students will gh the interior corrido r and/or an It is envisioned althou g, buildin r of the ent weathe will to/from the exterio ingress/egress during inclem within these areas for l use of glazing the opportunity senses. on. The plentifu al and symbolic emergency conditi – both in physic of transparency promote a sense be approximately the SLC will each approximate 600 classrooms within an tion by educa rted l be suppo The specia oms and in area and will the two classro the 1200 square feet located between area between that should be The additional square foot space and for ible from both. g skills to occur, be equally access e area for independent learnin located. provid ge facilities to be classrooms will ing and laundry/stora toilet/shower/chang within will be located e and one full lab) each of (one general scienc square feet in area. Between area Two science labs approximately 1,500 e and preparation each SLC – each square foot storag approximate 360 the labs will be an

High School Educa

tional Specification

s – 2012/13

Total Area

6,000 600 6,600 660 7,260

Section 8 – Electiv

es/Career Techn

A partial list of design include ¥ Wir ¥ Wa ¥ Te ¥ Ac ¥C ¥E ¥F ¥ In

- 24 -

s – 2012/13

ical Education

programs within e all of the educational As is the case with School District, the status of electiv High ical the Perris Union of Career Techn and the provision under constant course offerings m offerings are progra (CTE) truer than now Education This has never been entation implem ding scrutiny/analysis. impen l planning for the with the District most public schoo for Standards. Like tly to strategize of Common Core d to D is working diligen districts, the PUHS instructional strategies to respon its good jobs ve ways to modify rch shows that the majority of e the most effecti adequately prepar ments. Resea To g. require trainin Core or Common education prepares them for postsecondary foundation that strong iated a will require some assoc with be provided technical skills be students they must as well as a foundation in core our students will work d that not all of to advanced course ue with respect . It is acknowledge contin choice sions career D high with their ongoing discus With this in mind, within existing PUHSlevel of college-bound. program offerings that this elective and CTE It is anticipated e the planning for future schools. cations to electiv as planning for continued modifi schools, as well practice for the is and possible analys routine a m e progra discussion, continue and becom m offerings will and CTE progra leadership team. ered PUHSD instructional consid lly carefu has In tive Committee of this document. g Specifications Execu the preparation The Educational t fundin ed factors during tood that the curren the aforemention is uniformly unders and new schools are, at these factors, it existing schools conjunction with November, improvements to the PUHSD in opportunities for of Measure T within g for facility improvements ge passa The level of fundin needs. best, tenuous. ly provide some to fund all facility s it is 2012 will most certainnot nearly enough, however, Committee believe CTE ls – and new schoo ications Executive e and Educational Specif facilities to house future electiv to Therefore, the and efficiently adapt to be planning for able to respond strongly advisable . highly flexible and nding opportunities grams that are

Program Description

ced Science Explor

tion/ Center for Ad

s – 2012/13

ation

- 23 -

Center for Advan

/Special Educa Core Academics

tional Specification

s – 2012/13

ecial Education/

goals High School Educa

Center for Advan pecial Education/

ng four Smaller Learni 600 with and around be organized house approximately 12 be designed to that The campus will ). Each SLC will s. It is envisioned l Communities (SLC’s y of core curriculum course along with two specia deliver d within each SLC, students for the will allow oms will be include e labs. Design within the SLC classro ard” “stand between operable walls oms, and two scienc education classro adjoining classrooms to include where large of teaching spaces for multiple sets -than-standard” exists so that ity “larger of n flexibil them for the creatio es can more easily occur. Design res. or two-story structu activiti group/breakout either single story designed within ear. As each SLC may be square than rectilin as should be more om configurations om is preferred as a 32 x 30 space,ent, In general, classro square foot classro use of daylighting should be preval 960 a le, examp The an oms within each x 40 configuration. e sets of classro multipl opposed to a 24 for ble le. It is desira wherever possib

ed to house the g spaces design ology rich” to help All of the learnin ms will be “techn ts. common core progra of individual studen s learning styles to support the variou technology environment will help rich Additionally, the and grouping ng range of teachi ion of support a broad utilizat the te promo ms. Visual strategies and will ng styles and progra be teachi ary s will interdisciplin en learning space lowing” flexible transparency betwe support more “free-f g, planning, and important to help learnin red ng collaborative nments – includi activities can be more easily monito learning enviro - where student presentation areas and/or supervised.

nces

Themes/Prefere

nV ated within Sectio s nces are deline and building design themes and prefere Additional design t direction as site e important Distric and will provid l. evolve for the schoo

ty Asset

- 17 -

tions continued

uilding Design

Additional Site/B

unity. It fabric of the comm core nt in the overall the be a critical eleme that symbolizes and represents s The school will g beyond the campu l place of learnin will be extended and will be a specia unity. Learning organizations, values of the comm relationships with businesses, campus will g throughout the nment g through ongoin enviro . A welcoming far-reaching learnin l and allow for recreational groups schoo ment the ce, involve unity In essen encourage comm the traditional school day. olving d the changing/ev opportunities beyon place that is able to adapt to pts are ic all of these conce will be a dynam and community users. While which ts ped in ways in needs of its studen plan must be develo the ultimate site highly desirable, compromised. security are not student safety and

Spatial Considera

activities and s the anticipated ated to be aches that are anticip mics learnin g acade d around the core for these areas: ected types of users

. mputing.

ered to be carefully considplan; campus will need the campus site services to the modated within ials A wide range of process and accom service deliveries, supply/mater for Food during the design t vehicles are not limited to: pment, Distric these include but etc. ency vehicles/equi utility companies, deliveries, emerg waste and recycling services, e, grounds/maintenanc

ol as a Communi

The High Scho

Science Exploration

: nal Approaches tion. group direct instruc group and large arning. ment. s sizes. t groups of variou anning by studen students and staff. presentations by

¥ Initial Site

Service Areas

learning and preparing students solving skills – all in spaces that facilitate, accommodate and to be productive members of to the two In additionthere collaboration; society – whether their future essembrace adjacent labs. of the include an is an ible from each , the campus will acc C’s SL be the will t of tha within specialized d s ate Thi . loc ion be cat will t e edu strong to provide the includes matriculation to college, tion – science labs tha equally ted to sciencdesire Science Explora exclusively dedica nter for Advanced additional facility ied as the “Ce ntif ide be will same for staff. advancement to a career facilityor imately CASE.” s – each approx ipped science lab rings technical school, or placement into educational offe e four highly equ lud and inc ms will ” gra SE pro The “CA tructional out all of students through t in area. The ins to fee ible are ess squ 00 acc 1,5 be The continual and sciencexponential an increasingly global workforce. e exploration these facilities will t dents with unique provided within ch and in subjec and will afford stu roa C’s app SL ” r -on fou ’ their more “handstechnology the campus emergence provided within in our erally through a willof be gen lly – era s gen nce C, experie which hin each SL plements that science labs wit tter that sup . As with theprivate square feet has schools lives tely 600 There is an emerging desire ma in science programs and area approxima tion from ara respective SLC rep e/p es easy access e a storag vid lud pro t inc tha will n SE locatio the CA central profound implications for where the PUHSD to provide learning be located in a will it – a are in labs. each of the four and how we should be headed environments that better equip students to develop with the business of educating our students. communication and problem

enter for Advanced

tional Specification

cational Tools/Reso

school employed in this tional wide range of educa and work in groups through will be enhanced within s evices. The facilitie -one one-to with d ociate l campus foster an overal nt within fundamental eleme

school t to create high High School Distric ally/visually inviting the Perris Union but are also physic It is the desire of t to the are safe and secure true with respec environments that students. This desire holds s. Of within the campu for some facilities s, its and welcoming of campu use ial the ty of its potent safety and securi fencing will need to community and g however, is the equal importance, s for site and buildin l. Ample lighting schoo staff. Requirement the for s BE students and its proces during the design The site plan for the campus MUST be determined d. d. avoide require be s is must throughout the campufor the school’s staff – “blind spots” y” “supervision friendl ance with designed in accord be shall s ent for the campu school. Surveillance equipm place at the time of design of the in PUHSD standards active Manager be an the District’s Risk ctive recommended that this will ensure a unique perspe ise It is STRONGLY as that may otherw design process, design process the participant in the hout security throug upon safety and team. design the to not be available

- 12 -

High School Educa

Security

be process and should to the educational desired s are at the core of hout the campu students. Displaying Student work is y areas throug ents of celebrated. Displa and accomplishm ts and staff and ize the efforts ship for both studen Display cases, owner visually recogn of ce the sense they learn. work will enhan spaces in which available identify with the work should be of “high allow students to unities to post and even opport al, should be located in areas vertical surfaces, l and, as is practic enhanced. throughout the schoounities for student recognition are traffic” where opport

ns regarding the in all design decisio modation for the be a key factor nt accom Sustainability will and their resulta mance g environments l. Student perfor ies. cy of the schoo creation of learnin veness and efficien ting and other strateg using operational effecti through the inclusion of dayligh t sough and include ize ced facilities will be can be enhan efficiency, maxim attributes for the energy and water air quality, utilize High performance als that promote indoor t of designs and materi of natural lighting, improve use emit a minimal amoun to the widespread g materials that cive buildin condu are other and that tical conditions recycled materials campus and create acous design of the toxic substances, environments. The concepts as identified ng and learning utilize and with s optimal teachi tent ) and Saving by gs will be consis Schools (CHPS and its buildin for High Performance by the Collaborative Design.

all ntial skills that g place. The learnin ts, nities for studen collaborative way. ampus design must for collaboration. joint nt planning, ies n of these strateg its buildings - flexible neous ned and sponta

Learning Area

nent within an integral compo activities uad” should be of gathering area/”q e a wide range A large central will accommodat al unifying plan. This area significant physic the school’s site will serve as a a highly – in general – n this as being envisio we each ce, and functions and school – in essen within the campus. Additionally, ptu ts element for the improm ation point for studen r area that can be used for desirable destin e important loosely adjacent outdoo an provid have will areas SLC should mic and ts and staff; these unities for acade meetings for studen spaces where continued opport be important physical tional These areas will as vital organized instruc are able to occur. that are envisioned social development collaborative theme and spirit d to enhance te the areas is require places to facilita provide a utilities to these es can help to The provision of for the school. walls and/or bench g area, as well as to options. Seat the range of use definition to each outdoor learnin should be provided – al area design Shade for each degree of physic or some other of each space. re, shade trees enhance the utility of a shade structu either in the form feature.

Bicycles

Themes/Preferences

bration” of Stud

rences

s/Supplemental

Outdoor Courtyard

for s proposed to be ity of the campu ed student capac are requested: With the master-plann ng parking accommodations the followi 2,500 students, spaces 625 – 500 en g – betwe spaces ¥ Student parkin between 225 – 275 ¥ Staff parking – 70 spaces – approximately ¥ Visitor parking

- 11 -

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

Adjacencies

to have a s that are likely the location of facilitie are likely to include a should respect unity, etc.) – these Athletic The site design (students, comm Gymnasium/s, be multiplicity of users ons/Student Union, than likely won’t Center, Comm center (that more d more proximate c Performing Arts aquati an ion for be locate Stadium, and provis phase) - these facilities should later installed until a s. facilitie g parkin to Community” “Small Learning The arranged within l quad/courtyard. spaces are to be adjacent to a centra Core academic ible to all s and should be is easily access g” for (SLC) configuration r should be located so that it union of learnin n as the “student d in Library-Media Cente readily able to functio Applied Learning should be locate m for rs SLC’s and is more progra Cente ation, its students. enhance articul the campus and SLC in order to to their respective instruction. close proximity y of effective deliver the and ng planni s

Center, Performing Arts ng of facilities (e.g. special site planni community use is going to occur, Additionally, if facilities; c facilities, etc.) ated “joint use” Gymnasium/s, aquatite ease-of-access to any design ance. facilita to d import vital neede of is ing signage is also for directional/way-find /areas pick-up points and drop-off and s/egress points the safe and orderly The design of ingres importance when considering lar and critical – from both vehicu sitestudents is of parents and staff d to create ure of students, analyses require nt the arrival and depart ally, adjace l site and ctives. Gener pedestrian perspe are fully dependent upon schoo ingress/egress and s to the design of l. appropriate design phase of the schoo ore, specifics related conditions. Theref areas are better left to the design traffic department p d with the that require drop-off and pick-u d is recommende coordination However, close ipalities – it is highly within area munic as possible. staff/consultants initiated as early be nation this coordi

School Projects for High 9 - 12 es Students in Grad

erations

Site and Building

iderations Site Planning Cons

Specifications ol Educational ool District is Union High Sch

ng Consid n 4 – Site Planni

Technological Considerations

High School Educa

-2-

on “achi “No C inable. New directi contained within red to be unatta ngful and regulations tations that appea are causing meani ry some cases, expec iated with Common Core delive approaches for assoc sis ies and the best and strategies instructional strateg a renewed dedication to an empha of is assessments of ctive members programs. There produ be and to tion ts studen of instruc cement g and preparing to college, advan upon student learnin future includes matriculation global er their into an increasingly society – wheth l, or placement schoo cal techni to a career or workforce. nments e learning enviro g PUHSD to provid and problem solvin ; ing desire in the p communication There is an emerg embrace collaboration students to develo that better equip that facilitate, accommodate and staff. s the same for skills – all in space desire to provide strong y equall there is an in our schools and be ence of technology exponential emerg for where and how we should The continual and ations profound implic private lives has ting our students. business of educa headed with the

d ideally, are include some unity buildings and, Learning Comm ncy, but also have may physical adjace located to Small not only have a wledged that this within facilities that c relationship. While it is ackno ng perspective, it is mmati s and space planni sense of progra le from a campu learning opport unities and not always be possib could foster more meaningful highly coordinated believe an ideal that we ts as well as more for future studen and experiences ms. articulated progra

the plan should CTE programs, future elective and Applied Learning In planning to house each identified as a Center for e ays, and Electiv s– include five facilitie Areas, Career Pathw : Academic Focus s are as follows (CAL). Possible d within these facilitie Clusters to be house

and will l Business feet in total area CAL #1 – Globa es y 13,000 square adapt to use chang be approximatel This facility will s that can flexibly configuration and of learning space g include a variety anticipated buildin of learning modifications. The layout/arrangement and/or program er the preliminary The types of course offerings consid will ng space planni on page 39. on the diagram : include g spaces as shown within this buildin that are anticipated es ¥ Agricultural Scienc stics ¥ Leadership/ASB ¥ Transportation/Logi opment ¥ Real Estate/Devel ¥ Marketing/Finance

Section 8 – Electiv

es/Ca

tion reer Technical Educa

g and will cting and Servin feet in total area CAL #2 – Prote es ly 13,000 square be approximate y adapt to use chang space This facility will s that can flexibl g configuration and s as of learning space include a variety anticipated buildin space modifications. The layout/arrangement of learning and/or program inary gs prelim the offerin that are er planning will consid on page 39. The types of course m diagra e: shown on the this building includ anticipated within ¥ Cosmetology dics ¥ Floral ¥ Fire/Police/Parame ¥ Military/JROTC ¥ Forensics/CSI ospitality Arts/H ry Culina ¥

and will d Technologies feet in total area CAL #3 – Applie es ly 13,000 square be approximate y adapt to use chang space This facility will s that can flexibl g configuration and s as of learning space include a variety anticipated buildin space modifications. The layout/arrangement of learning and/or program inary gs prelim offerin that are er the planning will consid m on page 39. The types of course diagra e: shown on the this building includ anticipated within s ¥ Construction Trade ¥ Engineering/CADD es ¥ Photography Engin ¥ Robotics/Small ¥ Automotive ommunications /Telec ronics ¥Elect ewable Energies ¥ Environmental/Ren

ssions and will ed/Health Profe feet in total area CAL #4 – Pre-M es ly 13,000 square be approximate y adapt to use chang This facility will s that can flexibl g configuration and of learning space g include a variety anticipated buildin modifications. The inary layout/arrangement of learnin gs and/or program prelim of course offerin will consider the page 39. The types space planning on m diagra on the g include: spaces as shown within this buildin that are anticipated g Nursin ¥ es erapeutic Servic ¥ Dental Hygiene ¥ Sports Medicine/Th es py ¥ Veterinary Servic ¥ Respiratory Thera hemical ¥ Bio-Medical/Bio-C ical Terminology ¥ Office Medical/Med

PUHSD High School #4 | Symposium | 13

BakerNowicki Design Studio | February, 2014

FACILITY PLANNING PROGRAM 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).

PUHSD High School #4 | Symposium | 15

schedule

D EFI N E

D ES I G N

D O C U M EN

2014

201

Design Symposium

specifications owner

Symposium Report Preparation

Program & Ed Spec Confirmation

Conceptual Cost Estimate

Updated Estimate of Construction Costs

Outline Specifications

Preliminary Specifications

Owner Review & Board Approval

cost

Owner Review & Approval

Validation of District M&O Standards

agency

off site package

Review Site Documents

Site Plan Development

Preliminary Off Site Design

Offsite Engineering Begins

County Engineering (Off-Sites)

Site & Building Plan Development

Site Engineering & Grading Begins

DSA Site Package Submittal

site package building package

Contract Development and Approval

Building Plan Conceptual Development

Exterior Building Design Sections

Exterior Building Design Studies

BakerNowicki Design Studio | February, 2014

Preliminary Agency Review

Preliminary Systems Design

Building Documents Begin

N TAT I O N

A g e n cy

c o n st r u ct i o n

2016

2017

Final Specifications

Owner Review & Approval

CDE Prelim & Final Plan Review Start

CDE Prelim & Final Plan Review End

OPSC Elegibility & Funding Submittals Start

OPSC Elegibility & Funding Submittals End

DSA Site Package Approval

Site Contract Bidding:Award, Site Begin Package Construction

DSA Building Package SUbmittal

Site Construction Complete

DSA Building Package Approval

Bidding: Building Package

Project Complete

Construction: Building Package Begin

Construction: Building Package End

Contract Award: Building Package

FF&E Install

PUHSD High School #4 | Symposium | 17

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.

BakerNowicki Design Studio | February, 2014

facts Many 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 campusâ&#x20AC;&#x2122; 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.

PUHSD High School #4 | Symposium | 19

history of Menifee

The area was originally inhabited by the Luise単o 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 MexicanAmerican War. Farming,

BakerNowicki Design Studio | February, 2014

which

began

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

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 Countyâ&#x20AC;&#x2122;s 26th city. The new City of Menifee was officially established on October 1, 2008

imagery provided by Google, ÂŠ 2014

PUHSD High School #4 | Symposium | 21

paloma valley high school

BakerNowicki Design Studio | February, 2014

menifee union school district boundary district site selection

high school #4

Menifee 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 Distritctâ&#x20AC;&#x2122;s boundary in order to best serve MUSDâ&#x20AC;&#x2122;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.

PUHSD High School #4 | Symposium | 23

wickerd road BakerNowicki Design Studio | February, 2014

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.

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,

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.

site el centro lane

utilities

wickerd

lift station PUHSD High School #4 | Symposium | 25

PROPOSED DEVELOPMENTS

PROJECT SITE

BakerNowicki Design Studio | February, 2014

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.

The 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 rightof-way dimensions at the time of printing: • Leon: 59 feet. • Wickerd: 50 feet

local zoning

Current 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.

GARBANI

MEADOWGATE

LEON

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.

rights of way

WICKERD

Proposed developments

The 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.

PUHSD High School #4 | Symposium | 27

preliminary grading concept

sustainable strategies

Based 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

Daytime, heat absorbed

Nightime, heat radiated. ventilated thermal mass

BakerNowicki Design Studio | February, 2014

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.

rock

Current 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 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

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 - 101째F and lows of 32 - 50째F, 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)

PUHSD High School #4 | Symposium | 29

BakerNowicki Design Studio | February, 2014

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 clientâ&#x20AC;&#x2122;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:

NEEDS

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.

PUHSD High School #4 | Symposium | 31

sessionsAGENDA day one 1.1

800-830

830-900

900-930

1.2

February 6th, 2014

Kick-Off Session

Welcoming Remarks: Superintendant Symposium Process Overview: BakerNowicki

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

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

Brainstorming Session Centers for Applied Learning (CAL)

1.3

Small Learning Communities (SLC)

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

1.4 300-400

1.5 1.6

2.1 Administration & 800-1000

Center for Advanced Science Exploration (CASE) Teaching & Learning Activities, Facility Needs, Areas, Adjacencies & Systems

Community & Business Partnerships Community Needs & Expectations

Executive Team Briefing

400-500 BakerNowicki Design Studio | February, 2014

Student Support

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

Defining Project Goals

1000-1200

100-230

day two

February 7th, 2014

2.2 Student Union/ 1030-1200

Nutritional Services

Food Preparation & Service, Social Gathering Events & Assembly,

2.3 Performing Arts (CAL) 100-230

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

2.4 Learning Commons 300-400

Information Research/Investigation, Large & Small Group Study, Virtual Instruction, Communication & Social Interaction Technology Considerations

2.5 Visual Arts (CAL)

Visual Arts, Ceramics, Digital Media

2.6 Executive Team Briefing 400-500

day three

February 10th, 2014

3.1 Centers for Applied 800-945

Learning (CAL)

1-Global Business 3-Applied Technologies

3.2 Centers for Applied 1015-1200

Learning (CAL)

day four

4.1 Site Visit & Orientation 800-930

100-230

Athletics

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

3.4 Executive Team Briefing 300-400

Site conditions & features, Surrounding influences Development opportunities & limitations

4.2 Plant Operations, 930-1030

Maintenance & Grounds Operational Activities & Spaces Grounds Development & Site Management Building Systems & Maintenance Transportaion

2-Protecting & Serving 4-PreMed/Health Professions

3.3 Physical Education/

February 13th, 2014

4.3 Site & Building 1030-1200

Development

Access & Circulation Educational & Social Opportunities Community Use and Access Development Phasing

4.4 Symposium Wrap-Up 100-300

Planning, Documentation & Summary

4.4 Executive Team Briefing 300-400

PUHSD High School #4 | Symposium | 33

1.1 1.2

Kick-Off Brainstorming

description

The 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

goals

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

Four CALs were identified in the Educational Specifications: • • • •

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

Original Pathways Proposed Mapping

global business

protect & serve

applied technologies

Transportation logistics

Fire | Police | Paramedics

Photography

Sports Med | Physical Ther.

Marketing and Finance

Forensics | CSI

Automotive

Respiratory Therapy

Accounting

Culinary Arts & Hospitality

Electronics | Telecom

Bio-Med | Bio-Chem Science

Retail & Merchandizing

Cosmetology

Environmental | Rewable Eng.

Medical Off. Admin & Termin.

Agricultural Sciences

Floral

Construction Trades

Nursing

Leadership | ASB

Military | JROTC

Engineering | CADD

Dental Hygiene

Robotics | Small Engines

Veterinary Science

Real Estate & Development

revised Pathways global business Remapped

pre-med & health professionals

public safety & service

New Pathways

applied technologies

health sciences

Marketing & Administration

Fire | Police | Paramedics | EMT

Construction Trades

Sports Med | Physical Ther.

Accounting & Finance

Military | JROTC | Explorer

Automotive Technology

Nursing

Transportation Logistics

Social Services | Mental Hlth.

Electronics | Telecom

Diagnostics | Imaging

Retail & Merchandizing

Education

Environmental | Rewable Eng.

Medical Off. Admin & Termin.

Real Estate & Development

Child Development

Engineering | CADD

Forensics | CSI

Culinary Arts & Hospitality

Senior Care

Robotics | Small Engines | Bio-Tech

Bio-Med | Bio-Chem Science

Agricultural Sciences BakerNowicki Design Studio | February, 2014

Comp. Sci | Web Design | IT Aviation

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.

• Obstacle course • EMT, CPR, Emergency Medical & First Aid

facts

Participants 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.

needs

GLOBAL 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

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

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1.3

Small Learning Communities

description

The 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-thanstandard” teaching spaces where large group/breakout activities can more easily occur.

BakerNowicki Design Studio | February, 2014

goals

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. 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.

• 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 fountainslots 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

•

• •

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

PUHSD High School #4 | Symposium | 37

• • • •

•

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

BakerNowicki Design Studio | February, 2014

• 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 backpackshooks 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

1.4

Center for Advanced Science Exploration

description

In 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

PUHSD High School #4 | Symposium | 39

1.5

Community & Business Partnerships

description

The 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 farreaching 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.

goals

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

BakerNowicki Design Studio | February, 2014

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/wayfinding 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.

2.1

Administration & Student Support

description

The 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 wayfinding to the entrance from the visitor parking area. The space shall facilitate communication and collaboration between staff as well as between student-tostaff 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.

GOALS

Moving 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.

PUHSD High School #4 | Symposium | 41

• 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.

NEEDS

Principal’s Office: • No direct view into Principal’s Office • Principal’s Office to be “Breakthrough Coach Training” • Principal’s Office will have white board

BakerNowicki Design Studio | February, 2014

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.

ADJACENCIES

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.

• 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

PUHSD High School #4 | Symposium | 43

2.2.1

Student Union

description

The 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.

BakerNowicki Design Studio | February, 2014

goals

The 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.

• 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 300400 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 pickup of cash. . Plenty of storage space needed for merchandise. • Night-drop for after hourslocated 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

PUHSD High School #4 | Symposium | 45

2.2.2

Nutritional Services

description

The 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.

GOALS

It 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

BakerNowicki Design Studio | February, 2014

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 1720 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.

PUHSD High School #4 | Symposium | 47

2.3

Performing Arts Theater

description

The 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.

GOALS

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 by the community. Adjacent to the Theater are a number of support BakerNowicki Design Studio | February, 2014

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 Shopnear delivery area

PUHSD High School #4 | Symposium | 49

2.4

Learning Commons

description

To 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.

goals

The Learning Commons should include highly flexible spaces that encourage and promote collaboration within various sized groupings. The internal environment should feel welcoming, warm and studentcentered. 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. BakerNowicki Design Studio | February, 2014

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

PUHSD High School #4 | Symposium | 51

2.5

Visual Arts (CAL 5)

description

The 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.

goals

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

BakerNowicki Design Studio | February, 2014

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

needs

Black 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 Silkscreen Studio. Working at tables or easels. • Drawing/Painting and Silkscreen Studio. 36-38 students per class working at tables or easels. Outdoor patio with rollup doors

• Drawing/Painting and Silkscreen 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.

PUHSD High School #4 | Symposium | 53

• 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. BakerNowicki Design Studio | February, 2014

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 rollup 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

3.1

Centers for Applied Learning (CAL)

description

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. 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.

goals

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. 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.

needs

Health 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 ServiceChild 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

PUHSD High School #4 | Symposium | 55

Global Business CAL • General CurriculumMarketing, 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.

BakerNowicki Design Studio | February, 2014

• 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.

PUHSD High School #4 | Symposium | 57

3.3

Physical Education / Athletics

description

Introducing 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.

physical fitness, and training.

goals

facts

The 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, BakerNowicki Design Studio | February, 2014

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.

• 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 – flexibility/consistency

needs

• Technology is a significant part of the PE Program. PE teaching stations should include audiovisual, 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.

• 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.

• 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.

• Weightroom – 1,800 sq ft with rubber up wall two feet. • Uniform storage needed for football. • Consider central equipment room for training and hidensity 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 Dugouts PUHSD High School #4 | Symposium | 59

4.2

Plant Operations

description

Facilities 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

BakerNowicki Design Studio | February, 2014

•

• •

•

• •

• • •

(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

• 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

PUHSD High School #4 | Symposium | 61

BakerNowicki Design Studio | February, 2014

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

This 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.

PUHSD High School #4 | Symposium | 63

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

School Administration/ Student Support Lobby and Reception Areas Lobby

400

Visitor Reception/Waiting

150

Staff Mail Area

Women's Restroom

120

Men's Restroom

120

Dept. Sub-Total

870

3,355

425

Dept. Sub-Total

180

15%

725 0

Administration/Student Support Areas Principal's Office

250

Principal's Waiting Area Principal's Secretary/Administrative Assistant

100

Attendance Office

200

Registrar/Records Office

150

Records Storage

300

Testing

Supply and Work Room

150

Conference Room

200

Conference Room

300

Flex Offices

120

960

Athletic Director Office

200

Student Waiting Area

Admin Facility Lounge

150

Finance Office

120

Dept. Sub-Total Wellness Center Health Room

225

Nurse's Office

Storage

Restroom Facility

Dept. Sub-Total Functional Support Areas Custodial

Electrical and Dimmer Room

100

Circulation

School Administration/ Student Support Sub-Total BakerNowicki Design Studio | February, 2014

5,555

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

Small Learning Communities (x4) SLC/CAL Professional Center Lobby

200

Assistant Principal's Office

180

Administrative Assistant's Office

180

Counselor's Office

120

Planning/Conference Suite

250

Supply Area

100

Staff Preparation Area

1,230

Professional Center Workroom

200

Women's Restroom

Men's Restroom

Women's Restroom

250

Men's Restroom

250

Shared Facility Room

140

Dept. Sub-Total

3,240

Classrooms/ Learning Support Spaces Within the SLC Core Academic Classrooms

960

9,600

Collaboration Suite

1,500

Girl's Restroom

480

Boy's Restroom

480

Dept. Sub-Total

12,060

270

Operational Support Areas Custodial

Electrical/ Telecom.

100

Mechanical

100

Dept. Sub-Total

275

15%

2,336

SLC Sub-Total

17,911

270

SLC Sub-Total (x4)

71,645

1080

Circulation

Special Education Special Education Classrooms SH

1,200

3,600

Shared Support Facilities

900

Dept. Sub-Total

4,500

15%

675

Special Education Sub-Total

5,175

Circulation

Small Learning Communities Sub-Total

76,820

1,119

PUHSD High School #4 | Symposium | 65

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

Centers for Applied Learning (#1-4) Classrooms/Learning Support Spaces Instructional Classroom/Labs

960

2,880

Flex' Labs

1,500

3,000

Collaborative Learning Area

1,500

Girl's Restroom

120

Boy's Restroom

120

Women's Restroom

120

Men's Restroom

120

Dept. Sub-Total

7,860

15%

1,179

CAL Sub-Total

9,039

Circulation

Centers for Applied Learning Sub-Total (x4)

36,156

135

540

Center for Advanced Science Exploration (CASE) & General Science Science Labs

1,500

6,000

Science/Prep Storage

600

Science Labs

1,500

12,000

Science Prep/ Storage

360

1,440

Circulation

Dept. Sub-Total

20,040

15%

3,006

CASE Sub-Total

BakerNowicki Design Studio | February, 2014

23,046

108

216

324

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

Center for Applied Learning #5: Visual and Performing Arts Instrumental Music Lab

1,800

Instrumental Music Storage

600

Theater Arts/Drama/Black Box

2,400

Storage/Office/ Control

450

Digital Media & Photography CR/Studio

1,200

Journalism/Yearbook

1,200

Choral Music Studio

1,600

Music Office

200

Music Library

150

Ensemble Practice Room

300

Practice Rooms

240

Dance Studio

1,800

Dance Storage/Office

500

Ceramics Studio

1,600

Kiln and Storage Rooms

600

Graphic Design/Digital Media Studio

1,200

Graphic Design Storage/Workroom

200

Drawing/Painting/Silkscreen Studio

1,600

Supply Storage

300

Silkscreen Darkroom

300

Video Production Studio

960

Photo Studio

960

Control Room/Audio Booth

200

Post Production Studio

600

Professional Center

750

Girl's Restroom

240

Boy's Restroom

240

Women's Restroom

120

Men's Restroom

120

Custodial

Electrical/Telecom

100

Mechanical

100

Dept. Sub-Total

22,705

15%

3,406

Circulation CAL #5: VAPA Sub-Total

26,111

297

PUHSD High School #4 | Symposium | 67

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

Performing Arts Theater Lobby

750

Tickets/Concessions

250

House

6,000

Stage Area

2,100

Orchestra Pit

700

Control Room

300

Women's Restroom

300

Men's Restroom

300

Dept. Sub-Total

10,700

Theater Support Areas Dressing Rooms/Make-Up Areas

500

1,000

Scene Shop/Set Construction

960

Prop Storage

600

Costume Storage

400

Women's Restroom

300

Men's Restroom

300

Dept. Sub-Total

3,560

Dept. Sub-Total

480

15%

2,211 1

Functional Support Areas Custodial

Mechanical

100

Electrical and Dimmer Room

300

Circulation Performing Arts Sub-Total

BakerNowicki Design Studio | February, 2014

16,951

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

Learning Commons Learning Commons Core Area Study and Research Areas

1,600

Collaboration and Project Areas

2,000

Stack Areas

1,200

Lobby

350

Circulation Area

250

Girl's Restroom

240

Boy's Restroom

240

Dept. Sub-Total

5,880

Learning Support Areas College and Career Planning Center

1,200

Innovation Lab

960

Conference/Breakout Rooms

200

800

College and Career Office

120

Dept. Sub-Total

3,080

1,590

Dept. Sub-Total

280

15%

1,625 2

Operational Support Areas Staff Office

120

Workroom

400

Instructional Materials Storage

1,000

Staff Restroom

Dept. Sub-Total Functional Support Areas Custodial

Mechanical

100

Electrical/Telecom

100

Circulation Learning Commons Sub-Total

12,455

PUHSD High School #4 | Symposium | 69

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

Indoor Physical Education Gymnasium Areas Main Gym

1 15,000

15,000

Auxiliary Gym

6,500

Gymnasium Lobby Area

1,000

Concession Area

200

Smaller Storage Rooms

200

400

Larger Storage Rooms

300

1,800

Women's Restroom

400

Men's Restroom

400

Ticket Area

Dept. Sub-Total

25,700

Activity Lab/Classroom Areas Wrestling Room

1,800

Exercise Room

2,000

Weight Room

1,800

PE/ Health Classroom

960

Aerobics Room

1,800

Toilet Rooms

160

Dept. Sub-Total

8,520

135

13,700

Dept. Sub-Total

1,160

15%

7,362 5

135

Program Support Areas Boy's and Girl's Locker Rooms

2,400

4,800

Girl's and Boy's Shower/Toilet Areas

600

1,200

Team Rooms

1,400

2,800

Athletic Training Rooms

600

PE Offices

450

900

Coaches Offices

450

900

Uniform Storage

400

800

Equipment Storage

400

800

Staff Toilets/ Locker Rooms

300

600

Laundry

300

Dept. Sub-Total Functional Support Areas Custodial

120

Mechanical

200

800

Electrical/Telecom

120

240

Circulation

Indoor Physical Education Sub-Total BakerNowicki Design Studio | February, 2014

56,442

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

Outdoor Physical Education Stadium Support Areas Press Box

300

Ticket Booth

200

Concessions Facilities

250

500

Women's Restroom

600

1,200

Men's Restroom

500

1,000

Dept. Sub-Total

3,200

2,880

Dept. Sub-Total

2,500

0 0

Athletic Event Support Areas Team Rooms

1,000

2,000

Athletic Training Rooms

120

240

Toilet Rooms

220

440

Storage Rooms

100

200

Dept. Sub-Total Storage Buildings Maintenance/Facility Management

1,500

Equipment Building

1,000

Circulation

Outdoor Physical Education Sub-Total

8,580

PUHSD High School #4 | Symposium | 71

High School #4 - Program department

qty. area

net sub dept component total sub total sub total

# teaching stations

Perris Union High School District student capacity loading

Student Union and Nutritional Services Facilities Student Union Multi-Use/Multi-Functional Area

5,600

CAL Display/Services

200

800

Campus Supervisor's Office

150

Equipment/Chair Storage

600

Audio-Visual Room

160

Women's Restroom

320

Men's Restroom

320

Dept. Sub-Total

7,950

6,585

1,380

Nutritional Services Facilities Food Court Area

2,000

Kitchen

2,000

Enclosed Area for Snack Carts

Dry Storage Area

300

Refrigerator/Freezer Unit

300

600

Custodial Areas

Satellite Servery

600

Serving Kiosk

200

Nutritional Services Office

150

Receiving Area

250

Staff Locker Room and Adjacent Office

100

200

Restroom

160

Outdoor Food Courts

Dept. Sub-Total Campus Plant Management and Operations Support Areas Supply and Equipment Storage

750

Custodial

Staff Room and Adjacent Office

350

Electrical/Telecom

100

Mechanical

100

Dept. Sub-Total ASB/Student Store Student Store

500

ASB Classroom

960

Ticket Sales

150

Accounting Office

150

Storage

200

Dept. Sub-Total

1,960

BakerNowicki Design Studio | February, 2014 Circulation 15%

2,681

Student Union Sub-Total

20,556

Custodial Areas

High School #4 - Program

Satellite Servery

600

Perris Union High School District Nutritional Services Office

Serving Kiosk

200

150

250

160

Receiving Area

net sub dept component 100 200 Staff Locker Room and Adjacent Office qty.2 area department total sub total sub total

Restroom Student Union and Nutritional Services Facilities Dept. Sub-Total

# teaching stations

Outdoor Food Courts

student capacity loading

6,585

1,380

7,950

Student Union Campus Plant Management and Operations Support Areas Multi-Use/Multi-Functional Area 1 5,600 5,600 Supply and Equipment Storage 750 750 CAL Display/Services 200 800 Custodial 14 80 80 Campus Supervisor's Office Staff Room and Adjacent Office Equipment/Chair Storage Electrical/Telecom

Audio-Visual Mechanical Room Women's Restroom Dept. Sub-Total

150 350 600 100

11 11

160 100 320

320

500

1 1

960 2,000 150

1 1

2,000 150 50 200

300

1,960

300

600

2,681

Satellite Servery

600

Serving Kiosk

200

Nutritional Services Office

150

Receiving Area

250

Staff Locker Room and Adjacent Office

100

200

Restroom

160

Men's Restroom ASB/Student Store

Dept. Sub-Total Student Store Nutritional Services Facilities ASB Classroom Food Court Ticket SalesArea Kitchen Accounting Office Enclosed Area for Snack Carts Storage Dry Storage Area Dept. Sub-Total

Refrigerator/Freezer Unit Circulation Custodial Student UnionAreas Sub-Total

15%

11 1

150 350 600 100

20,556

Outdoor Food Courts

High School #4 - Program

6,585

Campus Plant Management and Operations Support Areas Supply and Equipment Storage

department Custodial

750 net sub 750 dept component total80 sub total sub total

350

100

qty.1 area80

Staff Room and Adjacent Office Net Assignable Electrical/Telecom Grossing Factor Mechanical Total Area Dept. Sub-Total

282,671

# teaching stations

Dept. Sub-Total

Perris Union High School District

student capacity loading

2,523

1.00

1,380

282,671

ASB/Student Store Student Store

500

ASB Classroom

960

Ticket Sales

150

Accounting Office

150

Storage

200

Dept. Sub-Total Circulation Student Union Sub-Total

15%

1,960 2,681

PUHSD High School #4 | Symposium | 73

20,556

concepts overview 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

BakerNowicki Design Studio | February, 2014

Physical Features:

Community Connection:

Environmental Conditions:

• 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 sightlines for supervision and for multi-level access of athletic facilities.

• 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.

• 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.

PUHSD High School #4 | Symposium | 75

process After 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.

BakerNowicki Design Studio | February, 2014

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.

PUHSD High School #4 | Symposium | 77

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

BakerNowicki Design Studio | February, 2014

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: • 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.

PUHSD High School #4 | Symposium | 79

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

BakerNowicki Design Studio | February, 2014

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

GARBANI ROAD

PROPOSED PLAN DEFINING GOALS Site 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.

CAMPUS

PARKING aquatics

stadium

basketball softball

softball

FIELDS pe / soccer

baseball

STORMWATER

baseball

PUHSD High School #4 | Symposium | 81

WICKERD ROAD

theater

HOME VISITOR

PARKING

stadium

public events

SERVICE ACCESS QUAD

ACADEMIC ADMIN

PUBLIC GYM

STADIUM

PUBLIC & ACADEMIC

SUPERVISION

NOISE

outdoor spaces

BASEBALL/SOFTBALL

pe/gym access

BakerNowicki Design Studio | February, 2014

trends SITE PLANNING In 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.

PARK/ PUBLIC

AQUATICS

DRAINAGE PUHSD High School #4 | Symposium | 83

BakerNowicki Design Studio | February, 2014

We design spaces for students and educators. Itâ&#x20AC;&#x2122;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.

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.

Weâ&#x20AC;&#x2122;re inspired by educators that model to their students what it means to dream. We do our part by helping to make our client educatorsâ&#x20AC;&#x2122; dreams

We recognize that the schools we design will have a lasting presence and impact in the communities that that they call home. Therefore, we

about the architects

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!

PUHSD High School #4 | Symposium | 85

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