DRAFT COPY
Creative Village Site and Context Analysis Nap Ford Community School Research Phase
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Nap Ford Community School 648 West Livingston Street Orlando, FL 32801 Jennifer Porter-Smith, Ph.D Executive Director / Principal Bernice Crespo, M.Ed. Director, Curriculum, Instruction & Assessment Susan Ehrart, MBA Director, Finance and Administration
Advisory Board Dr. Joe Burden University of Central Florida College of Education Dr. Carolyn Hopp University of Central Florida College of Education Donna Leinsing University of Central Florida UCF Teaching Academy and the Toni Jennings Exceptional Education Institute Dr. Judith N. Levin University of Central Florida Early Childhood Education Dr. Marilyn McClain District Specialist School Choice, Orange County Public Schools Services Courtney Powell AceApplications, LLC Nina Scanlon Nap Ford Community School
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Nicole E. Sims Florida Virtual School Dr. Stella Sung University of Central Florida UCF-CREATE: Center for Research and Education in Arts, Technology, and Entertainment Dr. Wanda Y. Wade Exceptional Education Dr. Kevin Washington San Francisco University Gina Zugelder University of Central Florida Literacy RtI-TLC
NAP FORD COMMUNITY SCHOOL PRECEDENT RESEARCH
v 1-3 5-29
SITE AND CONTEXT ANALYSIS
31-61
CODE COMPLIANCE
63-73
PROGRAM ANALYSIS
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BIBLIOGRAPHY
87-89
CONTENTS
INTRODUCTION
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Contributors Advanced Architectural Design I Diana Ariza Chris Corwin Jameson Deighan Justin Fong Zachary Horvath Sejfo Jusic Matt Kelly Tony Laudani Daniel Mikolaschek Yuly Mojocoa Eddie Pabon Daria Petrova Andrea Seanz Joel Setzer Kyle S. Sheppard Grayson Silver Maryam Tabrizchi Studio Critic: Professor Frank M. Bosworth Ph.D.
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INTRODUCTION
The work contained in this document is part of the studio requirements for Advanced Design I Fall 2012. This studio is investigating innovative design approaches for a proposed Pre K-8 facility to replace the existing Nap Ford Community School. This new facility is to be placed in the Proposed Creative Village Development in downtown Orlando, Florida. phase of the project and includes research on similar schools across the country that exhibit best practices, an analysis of the site context, code compliance and facility standards, and a building program developed in response to the research, and interviews with the Nap Ford Community School principal.
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NAP FORD COMMUNITY SCHOOL
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A Brief History of Schools in the Parramore District and the Nap Ford Community School
African American school, the Orlando Black School, was relocated in 1904 and renamed the Johnson Academy. Due to increased enrollment, the school was relocated once again in 1921 when it became Jones High School. That facility was out grown in 1952 and relocated to a new facility on Rio Grand Avenue and the old school became the Callahan Elementary School. The 1960s brought numerous court ordered desegregation laws. This forced the children to be bussed to surrounding communities, effectively eliminating any
summary of its purpose in the community. “Believing that all students can learn and be successful members of society, the Nap Ford Community School will provide educational programs and services, which foster academic success, health and wellness.� (napford.org) Currently the school is located at the corner of Livingston St and Parramore Ave and has an enrollment of 144 K-5 students. Their current facility was built for the school and is intended to serve as a transitional space for a few years until a new facility is constructed. As of now, they have been making due under less than ideal teaching conditions for nearly 12 years. Recently there has been a strong push to build a new Pre K-8 facility to serve the needs of The Parramore community, which sorely needs a strong educational presence. The aspirations for the new school are exciting and diverse. Some key elements the school desires are; more storage space for children and teachers, a central meeting space where the entire school can gather, better integration of technology for every student, spaces that harbor community involvement, and green spaces within the school for educational and meditative purposes.
Source: http://www.cityoforlando.net/elected/parramore/children.htm
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PRECEDENT
The Nap Ford Community School (NFCS) is evaluated in terms of curriculum, student population, neighborhood demographics, percentage of students on free or reduced lunch programs, surrounding support communities, and facility size. Seven institutions were also selected to compare to NFCS. These schools were chosen not only for their similarities to NFCS, but also for their exceptional academic performance and unique approaches to curriculum. The purpose of the following analysis is to discover attributes among the seven selected charter schools that may be indicators of success and how they may serve as the basis for designing the new Nap Ford Community Charter School facility.
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This chapter focused on seven Charter Schools across the country in order to discover what factors contribute to a successful school. Data was collected from seven categories: student population, student/teacher ratio, square footage per student, grade levels offered, number of students per grade level, ethnic composition of the chosen schools and their respective neighborhoods, and number of students eligeble for free or reduced lunch. A series of charts and graphs on the following pages analyzes and displays these statistics. For each category NFCS data is compared to the individual data set for the seven school shows similarities and or disparities.
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CHARACTERIZING FEATURES The curriculum at the East Harlem School concentrates on promoting lightness, serenity, creativity, and collective responsibility. An important goal was to create a school with prominent and shared spaces in the hopes that teaching collaboration will have a positive effect in the high risk community of East Harlem. The challenge was to create an innovative and affordable solution for a school which would be tripling in size. The 1.
SYNOPSIS OF THE EAST HARLEM SCHOOL round grades 5-8 middle school that recruits students from low income families. The curriculum embodies awareness light, calm, creativity and collective responsibility. The design challenge was to create a structure and facade that by designing a long-span structure with deep lateral beams 2.
partitions. Differences in levels of visibility were a part of the design using varying colors and degrees of translucency to convey to the neighborhood a hint of the daily activities of students and teachers, while the protective veil maintained the intimate nature of the school. A hierarchy of privacy is established through the organization of school spaces were classrooms and other specialty academic spaces placed above.
(www.eastharlemschool.org) (http://architecturelab.net/2010/08/the-east-harlemschool-by-peter-gluck-and-partners-architects/)
1. Wall portraying different levels of translucency. 2. Exploded axonometric depicting private versus public. 3. Interior image of interaction.
3.
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CHARACTERIZING FEATURES Students at differing grade levels work both cooperatively and independently, and progress through the stages at their own pace. Students develop one-on-one relationships with adult mentors, as well as with local assisted living and nursing home residents.
community include meaningful exchanges, constant collaboration, and a reinforced sense of local support.
SYNOPSIS OF THE INTERGENERATIONAL SCHOOL The Intergenerational School is a Montessori school that With the guiding notion that “education is simply the soul of society that passes from one generation to another,� the school relies on the local community heavily in its approach towards teaching. As a method to introduce new types of cultural exchanges and knowledge reinforcement, residents of assisted living facilities and nursing homes act as mentors to the students. As a result of the success of the Intergenerational approach, diverse groups and networks are brought together. This helps to dispel inaccurate stereotypes and prejudices. The community is revitalized as a wide array of talents and resources are shared by all, creating
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and older adults are less alienated while the community recognizes that they are contributing members of society. http://www.tisonline.org/ http://www.healthandenvironment.org/uploads/docs/ WhitehouseA_Model_of_Intergenerativity.pdf http://www.unesco.org/education/uie/pdf/schoolbasedip.pdf
1. School founded inside Fairhill Center Building 2. Regular Interaction between Students and Seniors 3. Mentorship of Youth by Adults
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Strategic Initiatives
t Learning specialists for small group remediation/ instruction
t t t t t
After school tutoring Enrichment activities for students Mentor/consultant support for teachers Lindamood programming for students Offer Nanci Atwell training opportunities
Vision To graduate students who feel safe in their learning environment, who have mastery in reading, writing, and math, and who are cognizant of their role as members of the community. Mission Lake Eola Charter School provides differentiated instruction leading to mastery of national standards and uses best practices to develop comprehension, computation, critical thinking, character, and community service in our family of learners.
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www.lecs.org
www.lecs.org 2
www.lecs.org
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www.lecs.org
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CHARACTERIZING FEATURES Offers a full TEKS (Texas Essential Knowledge and Skills) research on best teaching practices. Three “Exemplary” and two “Recognized” ratings from Texas Education Agency. Serves as a training and development site for future educators enrolled at The University of Texas at Austin. Proved online training resources for educators. SYNOPSIS OF THE UNIVERSITY OF TEXAS ELEMENTARY SCHOOL The University of Texas Elementary School has been operating since 2003 and is established as a researchbased demonstration school in the heart of East Austin. The school successfully serves urban children and holds a track record of this success. The school is operated by University of Texas at Austin as an open-enrollment campus, free to students, with a lottery-based admission system. UT Elementary also is an effort to apply new knowledge produced in the academic setting directly to classrooms in urban schools, and it serves as a training and development site for future teachers, social workers, psychologists, speech therapists, and nurses currently enrolled in the University of Texas at Austin. They extent their best practices to a wider community through outreach training, mentorships programs, national education conferences, books, and blogs.
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(http://www.utelementary.org/apps/pages/index.jsp?uREC_ID=119793&type=d) (http://www.utelementary.org/apps/pages/index.jsp?uREC_ID=119793&type=d) http://www.utelementary.org/apps/pages/index.jsp?uREC_ID=119793&type=d http://www.utelementary.org/apps/pages/index.jsp?uREC_ ID=119793&type=d&pREC_ID=301015
1.Yoga Class 2. Lin Longhon 5k 3. School Garden
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CHARACTERIZING FEATURES Lawrence, MA cultural assets. The school uses an individualized teaching approach, where student with an individualized plan of study based on their past performance. Community Day Care of Lawrence, Inc., a successful and administrative structure of the school. and professional development. The school requires mandatory participation of parents in school governance. SYNOPSIS COMMUNITY DAY CHARTER SCHOOL that their “curriculum will be embedded in the reality of city life and will reinforce the positive aspects of our city: its culture, art and economy, its working class history and strong work ethic” (Community Day Care of Lawrence, Application for Commonwealth Charter School, 1994). Therefore, the school reaches out to cultural clubs and community-based organizations to encourage students and their families to participate in different events and school activities; many at low-cost or no-cost. Parent participation and involvement is also present in all aspects of the school life. The Parent Advisory Board (PAB) and the Parent Advisory Council (PAC) provide structures that encourage parental engagement, as well as opportunities to work with school staff members to create a school community that values learning and hard work. Parents are also encouraged to play a
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with teachers and participating in parent/teacher conferences. Students are also encouraged to participate in different activities serving the community. Their program is called “Start Something” and their activities vary from month to month. Diverse volunteering groups organize clean-up events throughout the community, walks, recycling projects, and more. (http://www.masscharterschools.org/wholeschool/docs/176/CDCPS.html) (http://www.masscharterschools.org/wholeschool/docs/176/CDCPS.html )
1. Teaching Session 2. Student Achievements 3. Student Volunteering Program
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CHARACTERIZING FEATURES the arts. shared spaces reinforcing their idea of openness and communication. The facility design challenge was to create an adapt
The facility design incorporates sustainable characteristics such as natural day lighting. SYNOPSIS OF THE EAST HARLEM SCHOOL The design challenge was to create a K-6 Charter School emphasizes the arts and uses the build environment to reinforce the exploration of openness and easy communication of ideas. The challenge was to covert an old factory with only one perimeter of windows into a light and creates a strong urban presence. The curriculum is 1.
school layout with an open design through the utilization of multi-use shared spaces to expand the classrooms and promote interaction among students, teachers and faculty. The faรงade is characterized by large windows that face the street. The transparency offered by the windows allows the public to visually engage with instructional spaces for music, 2.
creates a vivid identity for the school that suggests playfulness, creativity and diversity. The school is designed to reduce its carbon footprint through the use of passive daylighting strategies and handling system is designed to exceed the minimum number of air changes per hour, thereby creating a clean, 1.The building reacting to the healthful interior environment. natural suroundings (http://www.bronxexcellence.org/) (http://civicbuilders.org/portfolio/bronx-charter-school-for-the-arts/)
2. Art classroom 3. Floor plan showing shared spaces
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CHARACTERIZING FEATURES school features an environmentally friendly design, which includes a high performance building envelope, enhanced classroom acoustics, daylighting designs, and green construction materials. The building is a didactic model for environmental awareness and serves an integral part in the curriculum. The building is used as center for the community after classroom hours SYNOPSIS OF THE ANDREW H. WILSON CHARTER SCHOOL The Andrew H. Wilson Charter School is a rebuild school designed to give students the opportunity to learn and become more aware of their environments. It strives to improve learning conditions by addressing problems of acoustics, natural lighting, landscaping, and passive heating and cooling strategies through thoughtful design.
reduced through integrated technologies and real time monitoring that allow the school to effectively manage and utilize resources. The real time monitoring serves as a learning interface for students, providing opportunities to sustainable design. The school also offers students to interact with their with murals depicting endemic natural scenes and a time line history of the Broadmoor community. Spaces outdoors are designated as outdoor classrooms allowing dynamic teaching environments. As a gesture of community extension, the public is given access to the gymnasium, cafeteria and media center after school hours.
(http://www.masscharterschools.org/wholeschool/docs/176/CDCPS.html) (http://www.masscharterschools.org/wholeschool/docs/176/CDCPS.html )
1. Street Perspective of School 2. Passive Lighting Solutions for classrooms 3. Bioswale with Native Species 4. Integrated Sundial on School Facade
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Mission Believing that all students can learn and be successful members of society, the Nap Ford Community School will provide educational programs and services, which foster academic success, health and wellness. Vision To empower students to maximize their potential to be contributing members of society.
The Nap Ford Community School is comprised of operating collectively to ensure that the best education possible is provided to each child that enters into the school community. As a health and wellness charter school eduction embodies the whole child-mind, body, and spirit. Instructors work each and every day to uphold the common belief that every child is valuable and deserves to be well prepared for the opportunities that this world holds for them.
www.napford.org
With the help and assistance of those involved in the lives
t t
live in and opportunities they have for learning.
www.napford.org
history on a personal and global level. www.napford.org
www.napford.org
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STUDENT POPULATION AND STUDENT TEACHER RATIOS FIGURE 1: The schools selected as precedents are compared above based on average student population size. The schools are listed from smallest student body (left) to largest student body (right). As an introspective measure of relative class size, the ratio of students to teachers is also presented for each school within their respective bars. The average student to teacher ratio is 12 students per one teacher. Overall, student to teacher ratios range from 11:1 on the low end to 17:1 on the high end for this set of successful schools.
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SQUARE FOOTAGE PER STUDENT FIGURE 2: A comparison of the square footages allotted per student for each school. Building codes and public school systems generally hold a minimum square footage that should be allotted to each pupil. A general assumption is that the more space a child has, the better the overall performance. The data shows that the amount of space given to each student varies greatly from school to school. As such, it may be deduced that limited space School in Cleveland, Ohio, occupies a pre-existing multistory commercial building. This
Ford Community School falls within the middle range of square feet offered per pupil.
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GRADE LEVELS OFFERED AND NUMBER OF STUDENTS PER GRADE
total number of students per grade are listed within corresponding blocks. This offers an introspective to the number of instructors available at each grade level. The corresponding data for Nap Ford Charter School is presented alongside for comparison. Refer to Figure 3B for additional information regarding the number of students per grade level for each school.
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SCHOOL POPULATION BREAKDOWN BY GRADE LEVEL
Each chart is subdivided based on the percentage of the student body each grade level represents.
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ETHNIC COMPOSITION OF STUDENT BODY PER SCHOOL per school. This information is presented as a background for the social and
unique implications. This is a particularly important indicator that sensitivity success. Refer to Figure 4 as a basis for comparing the ethnic composition of each school with the ethnic composition of its location.
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PERCENTAGE OF STUDENTS IN FREE OR REDUCED LUNCH PROGRAMS FIGURE 6: Graph representing percentage of students on free or reduced lunch. The graph shows that charter schools service a wide array of students from families with wide ranging incomes. Some charter schools, like the Lake Eola Charter School in Orlando, Florida have as little as 2% of their students on a federal free lunch program. In contrast, schools like the Andrew H. Wilson Charter School in New Orleans, Louisiana, have 95% of its students on free lunch. Both schools rank high in their academic ratings. In light of this to perform academically. While poverty comes with many implications it is not necessarily an inhibiting factor in terms of succeeding in a school environment.
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Site and context analysis examines the environmental characteristics and cultural data are then used to evaluate site constraints and design opportunities. Site analysis primarily focuses on the physical attributes of a site and context analysis focuses on the neighborhood to determine how the proposed project interfaces with the existing conditions.
SITE & CONTEXT ANALYSIS
Site and Context analysis is a process to assist the designer in making decisions ab out how a project interacts with its site and community.
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This section analyses the proposed Nap Ford Community Charter School site and focuses on understanding the existing culture within the Parramore community and how development. Public spaces and the opportunities they present were analyzed to recognize connections to the site. With the introduction of the Creative Village, it will be important to understand it’s impact on commerce, residential development, and education. This analysis will help to create solutions to stem the negative impacts existing infrastructure and how transportation could be transformed to facilitate diversity at the new Nap Ford Community School. An analysis of the climate within Orlando investigates how sun, temperature, wind, and the new school. The ultimate outcome provides a better knowledge of how the new Nap Ford Community School can be positively impacted by its surrounding and how it may succeed in creating a positive relationship with the existing community.
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Nap Ford Community Charter School Author Richard Florida, who has studied growth patterns in modern cities explained in his book, The Rise of the Creative Class, that diversity is the key to creating a culture that appeals to creative individuals. Cities with a creative culture become self-sustaining before creating individual identities that give well-known cities their unique stigma. This identity will usually become social and economic identities that feed consumers beyond their border. The opportunity for Orlando to become a diverse and creative city allows Nap Ford to be a key player in the redevelopment. Nap Ford is located inbetween the new redevelopment and the old culture or Parramore and will cater to both worlds as a mediator and educator. A stepping stone for growth and a cornerstone for opportunity within Orlando, Nap Ford can create momentum for growth and set the course for those in need of a path. The redevelopment of Orlando is currently focused on the infrastructure of the city in order to increase growth. Not to be neglected are the outlining districts of the city, such as the historic Parramore neighborhood. As of right now, there is a much different sense of place between, both existing, Parramore Ave. and downtown Orlando. Diversity, as explained by author Richard Florida, is the key component to creating a wellbalanced culture of creative individuals. If Orlando is to be successfully redeveloped, the proposed Creative Village may be viewed as an important link facilitating the balance necessary to spawn proper growth for all Orlando inhabitants. Parramore Residential Creative Village 34 Developments
to Nap Ford
Nap Ford because of the function that surrounds the school. Located along the edge of I4 the school is very close to a multitude of people who travel between Tampa, the Space Coast and Daytona Beach. With the spread of of knowledge, ieas and diversity that exists among each unique individual. Over time, Orlando has continued to be a creative city catering to diversity and cities connected via the highways of Central Florida.
Creative Village Impact Study
Impact Study Map depicts relationships of Parramore Residential Development, Creative Village, District 5,
Orange Blossom Tr. HW 50 I4
Redevelopment.
District 5
City Density
City of Orlando Redevelopment
Daytona Beach Orlando Cape Canaveral Tampa
Highway 50 Interstate 4
Prominent central Florida cities and their relation to each-other via physical connections.
Edgewater Dr
HW 50
I4
Nap Ford infrastructure Impact Study The infrastructure for the proposed Creative Village will include a railroad crossing at Terry Ave. opening access to the south linking Edgewater Dr. to the Parramore district. The extention gives people the opportunity to begin using Parramore as a means of entry into downtown Orlando. The opportunity means that Parramore will be more visible which can begin to break barriers created by a negative reputation that began decades ago. A new route could also mean new employment opportunities
Livingston St. Parramore Ave.
Nap Ford Community School
Relationship of city elements to Nap Ford Community School at a micro level. Terry Ave.
Creative Village
Lynx Station Future Sunrail Station
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Transportation The city of Orlando is currently developing a plan to strengthen and revitalize the urban form by re-structuring the way people move through the city. Their main goals include maximizing the use of the existing infrastructure, accommodating alternative modes of transportation, connecting neighborhoods, improve core retail areas, and building great streets. The idea of connecting neighborhoods,
of the area. Utilizing streetscapes that will increase pedestrian activity while establishing a connection between all the main venues and cultural centers of the city will further reinforce the idea behind neighborhood connectivity. Due to its location, the Parramore neighborhood has great development potential. Its proximity to I-4, the Lynx Central Station, and the future Sunrail stations in downtown, maximize its opportunity to become a central hub for the downtown area. The Creative
Precedents
Image courtesy of Community Venues Master Plan, City of Orlando
Portland ,OR
Image courtesy of Community Venues Master Plan, City of Orlando
Lodo, Denver
Potential Cross Section seeks to redevelop the area where the former arena was located to attract new opportunities and diverse groups of people. The master plan for the Creative Village creates a great opportunity for the Nap Ford Charter School to become one of the key elements to connecting the existing community of Parramore with the new development. The school will serve as the community center. As the creative village develops, it will bring more diversity to the community.
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Image courtesy of Community Venues Master Plan City of Orlando
I-4 Colonial Dr.
LAKE EOLA
Garland Av.
Orange Av.
Amelia St.
Church St.
South St.
Map Key Parramore Av.
Westmoreland Dr.
Amway Center
Future Sunrail Stations Train Route Lynx Bus Stops
Main Roads Lymmo Route Parramore Boundary Highways Creative Village Site Nap Ford School
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Public Transportation
Parking
Colonial Dr.
Colonial Dr.
Orange Av.
Amelia St.
Amelia St.
Livingston St.
LAKE EOLA Central Blvd.
Orange Av.
Garland Av.
Terry Av.t.
Parramore Dr.
Westmorland Dr.
Orange Blossom Trail.
Livingston St.
Pine St. Church St.
Terry Av.t.
LAKE EOLA
South St.
Central Blvd.
Church St.
system is LYNX bus. In addition, LYNX also offers LYMMO, a free transportation system within Downtown Orlando. Routes with immediate site connections: 8 W. OAK RIDGE RD./INTL. DR. 25 MERCY DRIVE /SHADER ROAD 48 W. COLONIAL DR./PINE HILLS 49 W. COLONIAL DR./PINE HILLS
be the SUNRAIL that connects the city with
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Downtown area. One on the intersection of Amelia and Garland and the second one on Garland and Church St.
Parramore Dr.
Westmorland Dr.
Existing LYMMO route Future LYMMO route LYNX stops around the site
Orange Blossom Trail.
South St.
Public Parking available around the site
becoming a dense city. This map illustrates the open ground parking currently available around the site. With the Introduction of the Creative area. As it becomes more dense, the number of
Pedestrian
Bike Trails I-4 Colonial Dr.
I-4 Colonial Dr.
Orange Av.
Amelia St.
Orange Av. Garland Av.
Terry Av.t.
Parramore Dr.
Church St.
Livingston St.
Westmorland Dr.
Pine St.
Orange Blossom Trail.
Garland Av.
Terry Av.t.
Parramore Dr.
Westmorland Dr.
Central Blvd.
Amelia St.
LAKE EOLA
Orange Blossom Trail.
Livingston St.
Central Blvd. Pine St.
South St.
Church St.
South St.
Pedestrian density within 1/2 mile radius
Bike routes
Future pedestrian connection thru Parramore
becoming a pedestrian friendly area. Currently, there is a strong concentration of pedestrian the periphery of Lake Eola. The west side of I-4, however, presents a complete disconnect with the pedestrian friendly environment that occurs on the east side. The Creative Village project seeks to strengthen the connection to downtown for the pedestrian and it intends to start blending the east and the west sides of I-4.
Currently, bike trails form a boundary around the dense area of Downtown. As part of the program GET ACTIVE ORLANDO, these bike trails will be incorporated further into the downtown area. Their goal is to redesign communities to allow people to be physically active in their daily routines. Strategies highlighted include creating mixed-use developments such as the Creative Village, encouraging multiple forms of transportation and building safe routes for people to walk and bicycle to school, work, or for leisure.
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west amelia st.
In 1999 the Heschong Mahone Group did studies of elementary students which indicated that most west robinson st. daylight classrooms progressed 20% faster on math tests and 26% faster on reading tests. With the understanding that day lit classrooms are shown to academic performance, it is climate characteristics may play and building design. The ultimate goal is to provide a setting for optimal student, teacher, and staff performance. We begin by understanding the relative climate conditions within the area. For the Nap Ford
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School project, we will focus on the area of Orlando, Florida. Factors temperature, wind velocity, and precipitation. Along with these attributes, we will also be taking solar conditions into account as they typically have a direct and indirect effect on the building envelop and
Solar Shading Analysis: October 15th 12:00 p.m.
interstate 4
west livingston st.
south parramore ave.
Climate
activities related to the building. These natural climate characteristics will be investigated based on historic data, analytical research, and/or computer simulation.
Stereographic Diagram
N
345°
Location: Orlando Intl Arpt, USA Sun Position: 162.8°, 64.7° HSA: 162.8°, VSA: 114.3°
Orlando is the central region of the state of Florida located 28.531 degrees north, 81.3794 degrees west, and moderately close to the Tropic of Cancer. Positioned in the southern fringe of the humid subtropical climate zone, it is generalized to have two main seasons; hot and rainy from May until September, and dry and cool from October until April.
15°
330°
© Weather Tool
30° 10°
315°
45° 20°
30° 300°
60° 40°
1st Jul
1st Jun 50° 1st May 285°
1st Aug
60°
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70°
1st Sep
80°
1st Apr 270°
90° 1st Oct
1st Mar 1st105° Nov
255° 1st Feb
1st Dec
1st Jan 17
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120°
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210° Time: 12:00 Date: 1st April Dotted lines: July-December.
elevation of the land, the majority of the area contains a large quantity of wetlands, lakes, and swamps. As a result, the climate is characterized as warm and humid with an average annual rainfall of 50.6 inches, most of which occurs from June until September. °C
150° 195°
180°
165°
Sun Path Orlando, FL
Humidity Orlando, FL
The diagram on theSummary right Weekly Average Temperature (constructed based on (°C) Location: Orlando Intl Arpt, USA (28.4°, -81.3°) © Weather Managerthe weather data from Weekly Summary Average Temperature (°C) Orlando International
°C
Location: Orlando Intl Arpt, USA (28.4°, -81.3°)
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© Weather Manager
indicates the relative annual temperatures for the area. The X axis indicates the weeks of the year, the Y axis indicates the hours of the days, and the Z axis indicates the temperatures in degrees Celsius. This illustrates that temperatures normally exceed 90 °F (32 °C) and 70% relative humidity on a daily basis during the summer season. Although it is clear that summers tend to be hot, 44
Wk
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°C 31+ 27 24 20 17 14 10 7 3 <0
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52 prevents the temperatures Wk from exceeding 100 °F (38 °C).
Weekly Average Temperatures (°C) Orlando, FL
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High Solar Radiation
To analyze solar impacts on the site, a shading and solar radiation study was conducted. The Solar Shading Analysis Diagram illustrates the shading (in black tone) created by buildings based on the proposed creative village development. This analysis demonstrates that more density among taller buildings provide more shading opportunities. In contrast, shorter more spread out buildings reduce the quantity of shaded opportunities. Dependent on the desired function within the building and the exterior spaces, building heights, orientation, and layouts can be altered to meet lighting needs. The solar radiation analyses (illustrated by the four images on the right) indicate the amount of solar radiation or solar Each of the four images studies the solar radiation at four segments of the year; spring, summer, fall, and winter solstice. The spring and fall solstice studies are generally the same with relative low to moderate energy load levels on the building facades and high energy loads on the roofs. The winter study shows higher energy load levels on the building facades and lower energy loads on the roofs. The summer study in contrast shows the lowest energy loads on the facades and the highest on the roofs. Similar to the shading analysis, the solar radiation analysis can assist with the organization of spaces dependent on their function. For example, at the spring and fall solstice, when the majority of schools are in session, the window opening sizes should be reduced on the south facades to minimize the amount of heat gain in a classroom.
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Low Solar Radiation
Spring Solstice: March 20 - June 20 South East Isometric
Summer Solstice: June 21 - September 21 South East Isometric
Fall Solstice: September 20 December 20 South East Isometric
Winter Solstice: December 21 - March 19 South East Isometric
Annual Average Wind Speeds Orlando, FL
The image above provides wind velocity data in the Orlando area. This information shows that higher wind velocity occurs during the afternoon in the months of November through June. The image on the right presents data regarding wind orientation for the area based on wind direction percentages. The data then assisted in the wind simulation (below) for the proposed Creative
Village Development. Although wind direction does vary throughout the day, this study determined that the most dominate wind velocities originate from the north east direction. In the scenario of the Nap Ford Community School proposed location, the taller structures to north east of the site reduce the wind velocity that the school will experience.
Wind Direction Percentages Orlando, FL
Wind Simulation Of The Proposed Creative Village Development
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Climate Analysis Matrix
building design needs.
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LIGHTING ANALYSIS LEGEND:
Very Important Important Somewhat Important
AREAS Main Bldg Entry point (Exterior) Typical Bldg Entry/Exit points (Exterior) Corridors (Exterior) Corridors (Interior) Administration Lobby Administration Offices Administration Supporting Spaces Administration Bathrooms Conference Rooms Multipurpose Room / Gym Cafeteria Main Music Room Art Classrooms Standard Classrooms Classroom Restrooms Physical Education (Exterior) Building Services / Custodial Food Prep / Services Media Center Stage
Special Conditions
Wind Sensitive Spaces
Humidity Sensitive Spaces
Shading (Exterior Spaces)
Glare Sensation Spaces
(example: reading Rooms)
Light Sensation Spaces
Artificial Light Distribution on Surfaces
Natural Light Distribution on Surfaces
Daylighting Control Within Space
Source / Task Sensative Spaces
Color Contrast of Space
Daylighting Integration Within Space
Blank = Not Important
Appearance of Space
â&#x20AC;&#x153;In the U.S. alone, more the 55 million students and more than 5 million faculty, staff, and administrators spend hours every day in buildings with poor ventilation, inadequate lighting, inferior acoustics, and antiquated heating systemsâ&#x20AC;? (Ford 6). This should no longer be the case; the new Nap Ford Community School should fundamentally strive for a high performance sustainable building to ensure a healthier environment for its occupants. Daylight, air, temperature, and humidity are all critical attributes that when used appropriately can lead to achieving this goal. The matrix on the right investigates how the climate may impact spaces within a building that services primary education functions. The matrix uses color coding to delineate the level of importance of any given climate characteristic on a given room or space. With this, one can generate patterns of similarities or dissimilarities between rooms or spaces. More importantly, the matrix will constitute a reference to assist the client and the design team
Nap Ford School - LEED Credits to Consider
LEED 2009 Checklist Initial Recommendations
Total Possible Points
Credits with more difficulties to attain
Credits to Consider
Prerequisite
LEED-NC 2009 LEED Consideration
Sustainable Sites 1
Prereq 1
Construction Activity Pollution Prevention
1
Prereq 2
Environment Site Assessment
Credit 1
1
Site Selection
1
Credit 2
Development Density & Community Connectivity
4
Credit 3
Brownfield Redevelopment
1
4
Credit 4.1
Alternative Transportation: Public Transportation Access
4
1
Credit 4.2
Alternative Transportation: Bicycle Storage & Changing Rooms
Credit 4.3
Alternative Transportation: Low Emitting & Fuel Efficient Vehicles
Credit 4.4
Alternative Transportation: Parking Capacity
2
Credit 5.1
Site Development: Protect or Restore Habitat
1
1
Credit 5.2
Site Development: Maximize Open Space
1
1
Credit 6.1
Stormwater Management: Quantity Control
1
1
Credit 6.2
Stormwater Design: Quality Control
1
Credit 7.1
Heat Island Effect: Non-Roof
1
1
Credit 7.2
Heat Island Effect: Roof
1
1
Credit 8
Light Pollution Reduction
1
Credit 10
Joint Use of Facilities
1
26 Points Available
23
4 1
2 2 1
1
0
20
3
1 2
1
Water Efficiency 1 2
0
2 4 8
2
Prereq 1
Water Use Reduction
Credit 1
Water Efficient Landscaping
Credit 2
Innovative Wastewater Technologies
2
Credit 3
Water Use Reduction (30% = 2 points; 35% = 3 points; 40% = 4 points)
4
10 Points Available
10
2
The chart on left is the LEED 2009 checklist. LEED stands for Leadership in Environment and Energy Design. It was created by the U.S. Green Building Council to provide owners and occupants with an and construction to meet the highest standards for health and performance. The check list at this point indicates LEED credits that we recommend should be considered. Page E-5 in the Creative Village Development, LLC document states “The Creative Village will be a leader in green initiatives” with intent “to follow best practices for green neighborhood development and will target LEED-
4
the Nap Ford Community School, we highly recommend
Energy & Atmosphere 1
Prereq 1
Fundamental Commissioning of the Building Energy Systems
1
Prereq 2
Minimum Energy Performance
Prereq 3
Fundamental Refrigerant Management
9
Credit 1
Optimize Energy Performance
19
7
Credit 2
On-Site Renewable Energy (1% = 1 Point; 3% = 2 Points; 5% = 3 Points; 7% = 4 Points; 9% = 5 Points; 11% = 6 Points; 13% = 7 Points)
7
2
Credit 3
Enhanced Commissioning
2
1
Credit 4
Enhanced Refrigerant Management
1
2
Credit 5
Measurement & Verification
2
Credit 6
Green Power
2
35 Points Available
33
1 10
0
10
23
2
Materials & Resources Prereq 1
1 2 1 2
6
2
Building Reuse: Maintain Existing Interior Nonstructure Elements
1
Construction Waste Management (50% = 1 Point; 75% = 2 Points)
2
Credit 3
Materials Reuse (5% = 1 Point; 10% = 2 Points)
2
Credit 4
Recycled Content (10% = 1 Point; 20% = 2 Points)
2
Credit 5
Regional Materials (10% = 1 Point; 20% = 2 Points)
2
1
Credit 6
Rapidly Renewable Materials
Credit 7
Certified Wood
1
14 Points Available
13
1 0
Building Reuse: Maintain Existing Walls, Floors & Roof (55% = 1 Point; 75% = 2 Points; 95% = 3 Points)
Credit 1.2 Credit 2
1
2 2 1
Credit 1.1
Storage & Collection of Recyclables
7
1
Indoor Environmental Quality Prereq 1
1
Minimum IAQ Performance
1
Prereq 2
Environmental Tobacco Smoke (ETS) Control
1
Prereq 3
Minimum Acoustical Performance
Credit 1
Outdoor Air Delivery Monitoring
1
1
Credit 2
Increased Ventilation
1
1
Credit 3.1
Construction IAQ Management Plan: During Construction
1
1
Credit 3.2
Construction IAQ Management Plan: Before Occupancy
1
1
Credit 4.1
Low-Emitting Materials: Adhesives & Sealants
1
Credit 4.2
Low-Emitting Materials: Paints & Coatings
1
1
Credit 4.3
Low-Emitting Materials: Flooring Systems
1
1
Low-Emitting Materials: Composite Wood & Agrifiber Products
1
1
Credit 4.5
Low-Emitting Materials: Furnisher and Furnishings
1
1
Credit 4.6
Low-Emitting Materials: Ceiling and Wall Systems
1
1
Credit 5
Indoor Chemical & Pollutant Source Control
1
1
Credit 6.1
Controllability of Systems: Lighting
1
Credit 6.2
Controllability of Systems: Thermal Comfort
1
1
Credit 7.1
Thermal Comfort: Design
1
1
Credit 7.2
Thermal Comfort: Verification
1
Credit 8.1
Daylight & Views: Daylight
3
Credit 8.2
Daylight & Views: Views
1
Credit 4.6
Enhanced Acoustical Performance
1
Credit 4.6
Mold Prevention
1
15 Points Available
19
Credit 4.4
1
1
2
1 1 1 0
1
15
6
1
Innovation & Design Process Credit 1
Innovation in Design - Water efficiency 40% ?
1
1
Credit 1
Innovation in Design
1
1
Credit 1
Innovation in Design
1
1
Credit 1
Innovation in Design
1
1
Credit 1
Innovation in Design
1
1
Credit 2
The School As A Teacher
1
1
Credit 3
LEED Accredited Professional
1
6 Points Available
7
1
0
3
4
Regional Priority 1
Credit 1
Regional Priority - EAc1-Option 01-30% New/26% Existing
1
Credit 1
Regional Priority - IEQc8.1-Classrooms: 75%
1
1
Credit 1
Regional Priority - MRc1.1- Building Reuse: 75%
1
Regional Priority - MRc5- Regional Materials: 20%
1
1
1 0
1
0
7
63
45
Credit 1
4
4 Points Available
With the understanding that the Nap Ford Community School is proposed to be located within downtown Orlando, the downtown infrastructure will provide readily accessible walking and bicycle lanes. This will encourage students, parents, and employees to embrace low impact and active lifestyles. The design of exterior spaces and landscape amenities should encourage an outdoor living lifestyle and embrace the community while maintaining the security requirements needed by a facility of this type. Landscape planting selections should focus on local and climate-appropriate species. The design and construction of the building itself should include environmentally responsive features such as and sustainable and renewable interior materials. Ample day lighting of shared and educational spaces, and low and inspiring environment for the students, staff, and administrators. Building systems and equipment selection should be developed through an integrated design approach with established goals for energy, water, and indoor environmental quality performance. System sustainability measures should consider energy and water recovery mechanical, plumbing, and electrical systems.
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Totals LEED Certification Levels: Certified: 40-49 points Silver: 50-59 points Gold: 60-79 points
Platinum: 80 points and above
45 Page 1 of 1
Parramore Neighborhood History Considering the location of the NAP Ford Community School, the historic study of the project concentrates on a brief overview of downtown Orlando followed by the history of the Parramore neighborhood. Orlando historic district is enclosed between Parramore Ave. to the west, Rosalind Ave. to the east, Robinson St. to the north and South St. to the This location worked as the main south. This district was designated social hub for the neighborhood. in 1980 by the city of Orlando to preserve the existing historic Chamber of Commerce of Orlando buildings (Downtown Orlando). formed at West Church Street. Parramore is the historic neighborhood of the earliest African community, named The Hankins building, was built in 1952. (Historic American residents in Orlando. Overview). Established in 1880s, it was called the Holden Neighborhood. (Historic Along with the growth of businesses Overview). and professions in the district, educational institutions were formed The Blacksmith Shop opened its the intersection of Hughey Avenue and South Street. From the early 20th century Parramore was the home and work place for most of the African American doctors, lawyers, business people, and professionals in Orlando. In 1917, Dr. William Monroe Wells, started his practice as one of the built a hotel in 1926 at West South Street and provided lodging to African Americans during the era of segregation. Next to the hotel was located the South Street Performance Hall and Casino. African Americans were coming from surrounding areas to west South Street to be entertained.
46
American school, the Orlando Black School was located at the corner of Garland Avenue and Church Street. In 1904, it was renamed the Johnson Academy and relocated to the vicinity of Jefferson Street and Chatham Avenue. (Historic Overview). In 1921, the increasing number of students caused the Orlando Black School to move to Parramore Avenue and Jefferson Street and be renamed the Jones High school. In 1952 a new high school facility was built on Rio Grand Avenue and the old Jones High School became the Callahan Elementary School. Elementary School closed due to integration. (Historic Overview). The Community Redevelopment
Agency (CRA) formed in 1982 to revitalize the downtown area. As a result, Callahan Elementary School was renovated in 1986 and became known as the Callahan Neighborhood Center. (Historic Overview). Commissioner Nap Ford was instrumental in organizing the Parramore Heritage Renovation Project for rebuilding side neighborhoods and business districts. (Historic Overview). In order to revitalize the Parramore launched in 2005 by the city of Orlando. The main concentration of these pathways are: t Children and Education t Housing t Business development t Public Safety t Quality of life (Pathways for Parramore) The new development of the NAP Ford School supports the Educational pathway of the neighborhood within the historical context of the district.
Historic Landmarks of Parramore Neighborhood
Blacksmith Shop (1892) Mount Pleasant Baptist Church (1921) History relocated to this location First Chamber of Commerce (1945) Hankins Building (1952) Orlando Black School (1895) Johnson Academy (1904) James High School (1921), Callahan Elementary School(1952), Callahan Neighborhood Center (1986) NAP Ford School Downtown Orlando Historic District. (n.d.) .Retrieved September 2, 2012, from www.cityoforlando.net/planning/ cityplanning/walk_tour04.pdf Historic Overview of Parramore Heritage Neighborhood. (n.d.) .Retrieved September 5, 2012, from http://www. cityoforlando.net/elected/parramore/history.htm Overview of the Pathways for Parramore. (n.d.) .Retrieved September 5, 2012, from http://www.cityoforlando.net/ elected/parramore/index.htm 47
commercial buildings on the east side of I-4. The distribution of land uses dictates that the majority of the students who attend the Nap Ford Charter school live in the Parramore neighborhood. According to the Creative Village Development, LLC master plan, the number of students will potentially the size of the school was based on the number of residential units being developed by the project. The 125,000-150,000 square feet of retail space over 10-15 years (Creative Village Development, LLC). In addition, diversity, as described by Richard Florida in his book, appears to be one of the most important elements in a creative community. In such communities people not only want to live near their workplace, but also want their living facilities, such as educational institutions, to be close as well. (The Rise of The Creative Class) In essence, educational institutions are in fact creative hubs in which diversity in both age and ethnic background create connectivity between several groups of residents in a community. The Nap Ford Community School, along with all other educational institutions at the district level play a crucial role in the creation of such connectivity between the Parramore neighborhood and other potential new developments in the district.
and maximizing its creative ability.
Image Courtesy of ctCare4Kids.com
48
Creative Village Development, LLC . (2010). Right team, Right Time. https://skydrive.live.com/CityLab Orlando Richard Florida, The Rise of The Creative Class. 2011. Kindle. Web. 5 Sep. 2012
Land Uses Educational Educational, Proposes at Creative village Residential Residential Land Uses Proposed at Creative Village
49
Understanding Parramore Demographic Data Examining statistical data about the Parramore district, as compared to other neighborhoods in Orlando, reveals disparities in income levels, education, and home ownership. However, in attempting to understand
and what it will become as the Creative Village is developed. While the area and its residents face very real challenges, it is critical to remember that the Parramore district is a historic area with a rich layered culture. Looking closely at the area reveals the need to handle development in the
White
African American
Native American
Other
Ethnicity - USA
White
African American
Native American
Other
Ethnicity - 32805
Zip Code 32805 While numbers alone cannot tell the story of a place, they can create a about the 32805 area code, of which Parramore is a part. It is important to note the disparities in the area as compared to national averages.
50
32805 Averages U.S. Averages
GREEN BLUE
White
African American
Native American
Other
Ethnicity - Parramore Dist.
The Fabric of Parramore
High School (no diploma)
High School Deg.
College (no diploma)
Grad Degree
Railroad Crossing at Parramore looking downtown.
Education - USA
High School (no diploma)
High School Deg.
College (no diploma)
Grad Degree
Orlando Union Rescue Mission.
Education - 32805
High School (no diploma)
High School Deg.
College (no diploma)
Grad Degree
Education - Parramore Dist.
Walking down Parramore Ave is a good way to get a feel for the diverse nature of this neighborhood. These sketches were all taken on Parramore Ave. Of particular interest is the rich history of construction and industry in the area. Many buildings are showing their age, yet they still evoke a long history of both painful segregation as well as times of success and prosperity. While moving down Parramore it becomes immediately clear that this area serves as not only a physical home but a cultural home, one that has been an important part of Orlando since its earliest days. As this data indicates, the Parramore district has a high percentage of people living below the poverty line as well as homeless and displaced people. This is in start contrast to the data that represents the adjacent Central Business District. However, this proximity aslo represents an opportunity to revitalize the area thus expanding Downtown Orlando.
Robinson at Westmoreland looking west.
51
Central Business Dist. College Park Lake Dot Callahan Holden/Parramore Carver Park South Orange
One Place With Many Names
South Division Spring Lake Rock Lake
culturally as a single neighborhood,
Lorna Dune
names and boundaries when identifying the subdivisions of the Parramore district. This map understand the data discovered during this research.
93% White 0% African American 89% White 0% African American 76% White 13% African American 73% White 6% African American 34% White 58% African American 20% White 76% African American
Ethnicity by Neighborhood
4% White 95% African American 0% White 81% African American
52
This map depicts the primary ethnic groups that reside in and around the downtown Orlando area. Unfortunately, it also shows the division and boundaries that society still creates based on ethnicity and race.
50 48 46
Age Distribution by Neighborhood
40 38 37 32
The average age of residents of the Parramore District is 10-16 years lower on average than that of the surrounding neighborhoods. When coupled with educational data it is easy to see how a young, less educated population struggles with economic stability.
Annual Household Income by Neighborhood
95,000 + 85,000 - 94,999 75,000 - 84,999 65,000 - 74,999 55,000 - 64,999 45,000 - 54,999 35,000 - 44,999
When plotted on a map, annual household income data also indicates a large disparity with the surrounding neighborhoods. Further more, this map shows that the average income in the Parramore area is well below the poverty line.
25,000 - 34,999 15,000 - 24,999 0 - 14,999
53
Housing
Parramore Ave. The Nap Ford Community School is going to play an active role in the life of the Creative Village. The changes this development is going to bring into the area are going of Parramore, including the student population of Nap Ford Community School. Despite the fact that the development of Creative Village is supposed to provide numerous jobs for the citizens of Parramore, it may also have a negative effect on the community such as the phenomenon
changes that result when wealthier people (â&#x20AC;&#x153;gentryâ&#x20AC;?) acquire or rent property in low income and working class communities. This occasionally changes the culturally heterogeneous character of a community or neighborhood to a more prosperous, economically homogeneous community. makes it a tempting target for developers. The development of Creative Village will cause numerous problems for the current residents of Parramore. These problems will include, but are not limited to Housing, Business, and Employment.
54
Rendering or the proposed Creative Village
The average yearly income in the district is less than $14,000. New residents in the Creative Village are expected to have incomes exceeding $75,000. The housing that is scheduled for the Creative Village is going to be highly innovative and developed in the $200,000 bracket, or $1500 a month rent segment. The average resident of Parramore will have trouble taking advantage of this new housing (White, V., 2012).
Businesses The few African-American businesses that are now in the Parramore district may be locked out of the redevelopment process and isolated in areas that generate little real economic growth and development. This can not generate the diverse population necessary for successful growth.
Retail Store in the Parramore District
Employment The coordinators of the Village envision highly educated, tech savvy individuals for employment. On average, the Parramore district is a low income blue collar community lacking the educational basis to work in these new industrial jobs. Younger generations may be the key to supporting the blue collar culture that currently exists in Parramore (White, V., 2012).
PARRAMORE GENTRIFICATION CORES
look of Church Street and the entire community began changing. Decent affordable housing is nonexistent, business development has ceased, and the employment of residents by encroached businesses is invisible (White, V., 2012). The begun within Parramore and an immediate intervention may be very
55
GENTRIFIED DISTRICTS OF CHICAGO
Precedents reshaping of urban space by more lower income predecessors, situations around the globe. This is just as prevalent throughout the United States. To make studies of in the same manner. Unique and careful solutions are necessary in every intervention. Chicago, one of the most populous cities in the United States, is especially interesting in its has a number of neighborhoods within close proximity to each other. Four neighborhoods to be impacted Chicago are: Andersonville, Boystown, Pilsen and Wicker Park. Pilsen
Andersonville / Boystown
Pilsen is a neighborhood mainly comprised of people of Hispanic decent. Previously It was artists that First lesbians moved into Andersonville, participating in the zoning, which regulates both land use and building density, has made it a target for developers. In the place of old with units that sell for $150,000 to $375,000 each (Goodman, C., 2012).
56
Artists moved in around the same time. In Boystown there was also an gay residents. The gay enclave stuck to the same strip of Halsted without changing other parts of Lakeview (Goodman, C. 2012).
Wicker Park
the name is a whole brand created by the real estate industry. Real estate agencies use attractive real estate industry is to give unique identities to an area, resulting in a new entity carved out of an old geography (Goodman, C, 2012).
The Pearl District, Portland, OR
U Street Corridor, Washington, D.C.
Portland has a reputation for being a very friendly place for the
Goodman said that the U Street Corridor, predominantly an African American neighborhood in the past, underwent a measurable wave
The Pearl District changed from a warehouse district to an expensive magnet for aging baby boomers. It was all manufacturing and industrial space and really started from the ground up. It was not a central business district at all. A lot of artists and bohemians now become an enclave for high end restaurants and high end boutiques. Artists and Bohemians this neighborhood have moved out because it became too expensive and now they are occupying areas in northeast Portland (Goodman, C., 2012).
across the city. U Street has a strong presence in art and culture. Many old theaters are located within the neighborhood - the bones of what used to be a vibrant cultural district that, over time, had become run down. crime, an intervention was necessary. Around 2000, 2003, and 2004 people started to open up restaurants, gallery spaces, and some art/cultural spaces. With that came a huge onslaught of new housing, required for a revitalized district. positive quality of life on U Street and surrounding areas (Goodman, C., 2012).
So Ho, Manhattan So Ho (or South of Houston) is an area comprised of once abandoned factories and warehouses. They were reoccupied and transformed into galleries, boutiques, and other trendy businesses. This commercial 2012).
57
Winter Park Hannibal Square in Winter Park is a Central Florida and a good lesson for Parramore. Vibert White implied that, in the late 19th century, African-Americans carved out a separate ethnic enclave in Winter Park that housed businesses such as hotels, cafes, and a variety of stores that serviced the needs of the west side dwellers of Winter Park. existing Black businesses have been closed, residents have been forced to sell their homes, and even some of the Black churches have relocated. The replacements are white owned cafes, bars, stores, and apartments. The walking and gathering traditions of Black residents are now primarily lost. One of the few remnants of a Black neighborhood is the newly built Winter Park Black Heritage Museum (White, V., 2012). The situation in Winter Park was originally created to concentrate African-American servants to the west side of the railway and the wealthy white population on the East Side. Railways have always served as a mark between two distinct parts of Winter Park. With age, native dwellers of the West side began getting old and began passing their property to children. The children inheriting property
58
were not attached to their homes and began moving close to Downtown areas, abandoning their property. At the same time, businesses on the East Side had consumed all the available space and needed to expand. West of the tracks in Winter Park was a perfect territory to be developed and become real estate.
Terry O. Roen implied that historically black neighborhoods west of the railroad tracks are getting more high-rise apartments and trendy boutiques. New England Avenue has been bricked, and new commercial, streets formerly lined with bars and homes in disrepair. Shady Park, historically a favorite, traditional place for the west side dwellers to gather, play music, and cards, has been redeveloped into a stagnant area with benches separated from each other, leaving aside any opportunity for people to meet in large groups. According to Serri M. Owens, in a 1994 city report on the district, the east side was described as â&#x20AC;&#x153;a neighborhood struggling for investment and a better quality of life,â&#x20AC;? compared with the Winter Park business district, which has been recognized nationwide as a model small downtown. It was announced that actions should be taken to strengthen the composition of the neighborhood. Righting social wrongs in the neighborhood was an explicit goal of the plan (Owens, Sherri M., 2001).
According to Terry O. Roen, the historic boundary between the east and the west sides of Winter Park has been broken. Yet, while in previous days, apartment rentals would go for $400 to $500 a month. New-apartment rentals now start at $800 a month. While developers and businesses many black residents claim that high rents are pushing them out of their neighborhood.
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Public Space
Lessons Learned from Winter Park Winter Park has more of a physical
+ The Opportunities Presented
considered to be more of a social form due to a stigma left by events beginning over three decades ago.
Parks Parks and recreational centers are shared spaces that can act as catalysts, mediating interaction among diverse crowds. Outdoor spaces can mediate as few other spaces can, governed by little more than the morals and respect for one-another. The potential for Parramore have a competeing farmers single produce vender, exists. Local produce could eventually stream from the health + well-being charter and home grown gardens planted by seeds from Nap Ford gardens.
Water
Water plays an enormous role in the natural landscape of Orlando and supports natural social developmer. A study by environmental psychologist Dr. Nancy Wells found that natural environments protect psychological well-being, estpecially in children. In addition, natural environemnts boost cognitive functioning in critical growth stages of children (Wells, Nancy). Water can nurish green space to support the well-being of Parramore and oconnected communities
60
Parks + Water
Water
Parks
Unifying multiple monocultures within however, the tools to solve the problem could come from nature. Green space act as mediating spaces can bring diverse cultures together. This has worked in the past and could that is likely to occur. The more often people from all walks of life face eachother, the more likely that their differences will eventually be seen as common place. Parramore Ave., along with the extension of N. Terry Ave., have the potential to move individuals around within the Parramore district. Current trends moving people out to the east and west. Parramore and Terry Avenues will play imortant roles
The maps to the right show the proposed green strip running west on W Church St, connecting Amway Center to the Citrus Bowl, and the potential for Parramore to be better connected with the activity on Church St. and Central Blvd.
N Terry Ave. N Parramore Ave.
Potential for Green Space
W Central Blvd. W Church St.
throughout the Parramore district by reingaging a north-south movement. Green Space
Creative Village
Current Nap Ford
Lake
Park
Road
early lakes were made public and not given to private propery owners. A moment of rest is made as the lake delivers a unifying comfort and is surrounded by a public park. Around as tension is created by the lake verse the building all a part of the community.
61
The purpose of this section and the associated companion booklet of code requirements is to inform the Nap Ford Community School and its
CODE COMPLIANCE
Educational facilities require a high design standard based on the level of community support they provide. Schools act as a canvas for learning and development. Therefore, design criteria for schools should be rooted in the best design practices based on an array of needs. Beyond the curricular activities and their spatial requirements there are a host of necessities that involve life safety, disability access, local
must be met in future design efforts for a new Nap Ford Community School.
63
The primary purpose of the building code is to protect research for the Nap Ford Community school centered entirely on this. Brainstorming sessions were used as the primary mode of idea generation. As a result of these sessions, numerous codes were consulted across a broad range of topics. Some of the most important code research includes section 423 of the 2010 Florida building code. Here, the state dedicates an entire chapter to the code research also explored texts published by the City of Orlando, Orange County School District, and the State Requirements for Educational Facilities. As a result of the research, designers will be able to make sound, aesthetic design decisions without jeopardizing the safety of the children, teachers, or the community.
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FAQ
CODE COMPLIANCE NAP FORD COMMUNITY SCHOOL
The myriad of building, zoning, ADA, life safety, security, and health requirements placed on an educational facility are based on â&#x20AC;&#x153;best design practicesâ&#x20AC;? established over years of application by multiple agencies, municipalities, design professionals, and users. These criteria are not intended to restrict the imagination of the building users or designers, but rather are meant to inform all parties of the social and programmatic responsibilities of informed design. These standards are the minimum criteria for providing a safe and affective environment for the buildings users.
Persuant to The Florida State Statutes - Title XLVIII (K-20 Educational Code), Chapter 1002 1002.33 Charter Schools in Florida are public schools. If the NFCS is a public school does this mean they are subject to the same design codes as a traditional
A charter school is not subject to all of the same codes as a traditional school. However, they must comply with the Florida Building Code, SREF - Chapter 6 Size of Space & Occupant Design Criteria, NFPA Life Safety to the Orange County Public School design criteria or the administrative or budgetary requirements of the State of Florida.
- Land Use/Building Location/Building Height, see appendix Creative Village Municipal Planning Document. - Site Requirements, see appendix Creative Village Municipal Planning Document and Florida Building Code. - Activity Requirements, see appendix Florida Building Code and State Requirements for Educational Facilities. - Accesibility, see appendix Florida Building Code - Accesibility Code.
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CODE COMPLIANCE NAP FORD COMMUNITY SCHOOL
FAQ
The average size of the prototypical elementary school in Orange County is +/- 100,000 sq. ft. based on an average of 800 student stations.
If the NFCS is to be located within the Creative Village it must comply with the â&#x20AC;&#x153;Planned Developmentâ&#x20AC;? zoning estabilishes design criteria standards for property size, structural square footage and height, property setbacks, site requirements, and occupancy location. The Creative Village provides three locations that are UCF Center for Emerging Media is currently located and therefore is not a likely area for the NFCS. The second location is the block encompassing W Livingston Street, N Hughey Avenue, and W Amelia Street. The third
When a school is constructed in the State of Florida, whether it is a charter school or a traditional public school, it must comply with some/all portions of the State Requirements for Educational Facilities (SREF). Charter schools are only subject to SREF - Chapter 6, Size of Space and Occupancy Design Criteria as set forth in the Florida Building Code This code establishes the design criteria minimums associated with a given activity or occupancy. Often, when relying solely upon tax payer funds, the design criteria minimums are equal to the allowed design maximums. The budgetary freedoms afforded to a charter school allow the Nap Ford Community School and their contributors the ability to invest beyond the state required minimums in their facilities. By investing in progressive facilities, Nap Ford Community School can position itself as a model for all charter schools in the State of Florida and the Creative Village.
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Code Compliance Appendix Nap Ford Community School See Companion Booklet
1
2010 Florida Building Code
1
FBC 305
Occupancy Group
2-4
FBC 406.2
Parking Garage
5
FBC 423.7
Life Safety
5
FBC 428.8.3
Construction Types
6-13
FBC 428.10
Site Requirements -Fencing -Walks, Roads, Drives, & Parking Area Requirements -Accessible Walks & Bridges -Building Setbacks -Landscaping
13-14
FBC 423.13
Doors & Windows -Security Grilles -Safety Glazing -Projections & Awnings
15-16
FBC 423.16
Plumbing
17
FBC 423.18
Assembly Occupancies (Required Sq. Ft./Person)
18
FBC 423.20
Storage
18
FBC 423.21
Child Care/Day Care/Pre-K Facilities
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Code Compliance Appendix Nap Ford Community School See Companion Booklet
19-20
FBC 423.22
Clinics
21
FBC 423.24
Open Plan Schools
21-23
FBC 423.25
Public Shelter Design Criteria
24-25
FBC 443
Additional School, College, & University Guidelines Including: -Building Construction -Toilet Rooms & Facilities
26
FBC 504
Building Heights
27
FBC 505
Mezzanines
31
FBC 507
Unlimited Area Buildings
38-40
FBC 1003
Means of Egress
41-44
FBC 1004
Occupant Load
45
FBC 1005
Egress Width
46-48
FBC 1008
Doors, Gates, & Turn styles
49-53
FBC 1009
Stairs
54-57
FBC 1010
Ramps
69
Code Compliance Appendix Nap Ford Community School See Companion Booklet
58
2010 FBC Accessibility Code
59
ADA 402
Accessible Routes
60-61
ADA 403
Walking Surfaces
62-71
ADA 404
Doors, Doorways, & Gates
72-74
ADA 405
Ramps
75-77
ADA 406
Curb Ramps
78-88
ADA 407
Elevators
89-91
ADA 410
Platform Lifts
92-97
ADA 502
Parking Spaces
98-99
ADA 503
Passenger Loading zones
100-101
ADA 504
Stairways
102
Orange County Public School Requirements
103
OCPS Section A
Site: -Fencing -Parent Drop Off Loop -Parking (88) -Sidewalks (89) -Loading Area -Landscaping -Future Expansion
70
Code Compliance Appendix Nap Ford Community School See Companion Booklet
106-110
OCPS Section B
Required Spaces -Administration -Dining & Multipurpose (91) -Food Services -Media Center (92) -Art Room (93) -Music Room (94) -Physical Education
111-126
OCPS Section C
Building Design & Construction -Building Design -Construction Type (96) -Ceiling Heights (97) -Toilet rooms (99)
127
Creative Village Municipal Planning Document
127
Location Map
128
Future Land Use Map
129
Existing & Proposed Zoning Map
130
Aerial Photo
131
Conceptual Site Plan
132
Land Use Plan
133
Conceptual Open space Plan
134
Street Types
135-136
Proposed Street Cross Section
71
Code Compliance Appendix Nap Ford Community School See Companion Booklet
137
3.1
Development Principles
137
3.2
Sustainability
138
3.5
Development Program
139
3.8
Development of Uses
140
3.12
Development Standard
141-142
3.20
General Urban Design Regulations
143
3.24
Landscaping
143
3.25
Dumpster Screening
144
3.27
Fencing
145
State Requirements For Educational Facilities
146-147
148
Size of Space & Occupant Design Criteria Section 1
General Education space -Core-Curriculum -Non-Core Instructional Support -Music -Physical Education
72
Code Compliance Appendix Nap Ford Community School See Companion Booklet
151-153
Section 3
Auxiliary Space -Administration -Custodial -Food Service -Auditorium (136) -Multi-Purpose -Stage -Textbook storage -Student Storage -Public Use (137)
154
Section 6
Related Spaces -Dark Room -Kiln -Storage
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Rather than creating a program solely based on the usage of space this type of programming also focussed on the dimension of time.
PROGRAM ANALYSIS
A formative program focuses on forming a space around the activities that occur within it. Based on the concept of an open plan we exercised a strategy that grouped activities according to usage in order to
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This chapter explains the process used to determine the elements that compose the the space needed to accommodate each of them, we began focussing on the amount of time needed for each activity. By addressing the
together. This is known as formative programming. environment.
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OFFICIAL SCHOOL WEBSITES http://www.wilsoncharterschool.org/ http://www.lecs.org/ http://www.cdcps.org/ http://www.eastharlemschool.org/ http://napford.org/ http://www.tisonline.org/ http://www.utelementary.org/ http://www.bronxarts.net/ DATA & IMAGE COLLECTION http://www.census.gov/ http://www.greatschools.org/ http://www.education.com/ http://www.schooldigger.com/ http://www.movoto.com/ http://www.publicschoolreview.com/ http://www.masscharterschools.org/ wholeschool/docs/176/cdcps.html http://cdcpsstartsomething.blogspot.com/ http://www.cdcps.org/cdcps-gateway.htm http://www.utelementary.org/apps/pages/ index.jsp?urec_id=119793&type=d http://blogs.utexas.edu/utes_wellness/ http://www.utelementary.org/apps/pages/ index.jsp?urec_id=119793&type=d&prec_ id=301015 http://worknola.com/jobs/view/1566/ Principal-Andrew-H.-Wilson-CharterSchool http://www.npr.org/templates/story/story. php?storyId=91402614
http://www.healthandenvironment.org/ uploads/docs/WhitehouseA_Model_of_ Intergenerativity.pdf http://www.unesco.org/education/uie/pdf/ schoolbasedip.pdf http://www.cityoforlando.net/planning/ cityplanning/MPB/2012%20MPB%20 Agenda%20Minute%20%26%20Staff%20 Reports/Feb/ZON2011-00016.pdf http://www.cashnet.org/resource-center/ Dr. Nancy Wells. How Natural & Built Environments Impact Human Health. www.human.cornell.edu/outreach/upload/ CHE-DEA_NaturalEnvironements.pdf Downtown Orlando Historic District. (n.d.) .Retrieved September 2, 2012, from www. cityoforlando.net/planning/cityplanning/ walk_tour04.pdf Historic Overview of Parramore Heritage Neighborhood. (n.d.) .Retrieved September 5, 2012, from http://www. cityoforlando.net/elected/parramore/ history.htm Overview of the Pathways for Parramore. (n.d.) .Retrieved September 5, 2012, from http://www.cityoforlando.net/elected/ parramore/index.htm Another Word for Black Removal. Retrieved from HYPERLINK “http:// westorlandonews.com” http:// westorlandonews.com
BIBLIOGRAPHY
Book References: Ford, Alan. Designing the Sustainable School. Australia: Image Publishing Group Pty Ltd, 2007. Pg 6. Banc of America Community Corporation and Creative Village Orlando, LLC. Right Team Right Time Creative Village Development LLC. Page E-5. Florida, Richard L. Leisure, Community & Everyday Life. New York, NY; Basic, 2002. Print Creative Village Development, LLC . (2010). Right team, Right Time. Richard Florida, The Rise of The Creative Class. 2011. Kindle. Web. 5 Sep. 2012 Study on day lighting in schools undertaken on behalf of the California Board for Energy
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HYPERLINK “http://www.networx.com” http://www.networx.com Owens, S. (2001, November 12). rehab falls short. The Orlando Sentinel. Retrieved from HYPERLINK “http:// alandosentinrticles.orel.com” http:// alandosentinrticles.orel.com Roen, T. (2004, November 21). Sentinel. Retrieved from HYPERLINK “http://alandosentinrticles.orel.com” http:// alandosentinrticles.orel.com Baker Barrios Architects. Creative Village Development, Retrieved September 19th, 2012, from: HYPERLINK “http:// allthingsretaildevelopment.blogspot.com” http://allthingsretaildevelopment.blogspot. com Retrieved September 19th, 2012, from:
Jacob Langston (Orlando Sentinel). 2011. Volunteers envision resource Retrieved September 19th, 2012, from : HYPERLINK “http://articles. orlandosentinel.com” http://articles. orlandosentinel.com Retrieved September 19th, 2012, from: HYPERLINK “http://www.cityoforlando. net” http://www.cityoforlando.net Chuck Sudo. 2012. Retrieved September 19th, 2012, from: HYPERLINK “http:// chicagoist.com” http://chicagoist.com Retrieved September 19th, 2012, from: HYPERLINK “http://dailychicagophoto. blogspot.com” http://dailychicagophoto. blogspot.com
Retrieved September 19th, 2012, from: HYPERLINK “http://www.urbanphoto.net” http://www.urbanphoto.net Retrieved September 19th, 2012, from: HYPERLINK “http://chicago.curbed.com/ archives” http://chicago.curbed.com/ archives Retrieved September 19th, 2012, from: eveandersson.com Retrieved September 19th, 2012, from: http://encorepearl.com/pearl-district.html Retrieved September 19th, 2012, from: HYPERLINK “http://www.networx.com/ article/10-neighborhoods-that-werearticle/10-neighborhoods-that-wereLuis Gomez. One Photograph A Day. Retrieved September 19th, 2012, from: HYPERLINK “http://www.borderstan. com/02” http://www.borderstan.com/02 Isaac Babcock, Retrieved September 19th, 2012, from: HYPERLINK “http:// www.wpmobserver.com/news/2012/ may/16” http://www.wpmobserver.com/ news/2012/may/16 Retrieved September 19th, 2012, from: HYPERLINK “http://www.orlandosentinel. com/entertainment” http://www. orlandosentinel.com/entertainment Retrieved September 19th, 2012, from: HYPERLINK “http://www.winterpark.org/” http://www.winterpark.org/
BIBLIOGRAPHY
Goodman, C. (2012, February 9). 10
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