Nolan CamPlan

MASTER PLAN PREPARED FOR NOLAN CATHOLIC HIGH SCHOOL

TABLE OF CONTENTS

ACKNOWLEDGMENTS

APPENDIX

INTRODUCTION

Survey results

EXISTING CONDITIONS

Interviews

Environmental Overview

Case Studies

Zoning and Land Use

LEED for Schools

Circulation and Accessibility Economic Analysis

IDENTIFIED ISSUES Synthesis of Surveys and Interviews Strengths, Weaknesses and Opportunities

PROPOSED MASTER PLAN Vision Goals Strategies

FIGURES & TABLES FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE FIGURE

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ENVIRONMENTAL ZONING & LAND USE BUILDINGS’ FUNCTION CIRCULATION ECONOMICS NOLAN CATHOLIC HIGH SCHOOL BIRD’S-EYE VIEW NOLAN CATHOLIC HIGH SCHOOL MASTER PLAN PROPOSAL 8-1. NOLAN CATHOLIC HIGH SCHOOL MASTER PLAN LAYOUTS 8-2. NOLAN CATHOLIC HIGH SCHOOL MASTER PLAN LAYOUTS 9. CASE STUDY 1 10. CASE STUDY 2 11-1. CASE STUDY 3 11-2. CASE STUDY 3

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ACKNOWLEDGMENTS Thank you to the following for assistance and insight throughout the planning process.

NOLAN STUDENTS, FACULTY AND STAFF Erin Vader, M.Ed - President Richard Nelson - Director of Facilities Paul Combest M.A. - Associate Director of Facilities CONSULTANT TEAM Rhonda E. Fields - Assistant Director Yanikka M. Lemons - Researcher, Economic and Demographics Ahoura Zandiatashbar - Designer Golnaz Keshavarzihaghighi - Designer Kaustubh Gosavi - Researcher, GIS, Transportation Debora Gonzalez - Researcher, Report Compilation Kukhyoung Kim - Researcher, Data Analyst Tharani Dev Krishnakumar - Public Input

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1

INTRODUCTION 1

ABOUT THE PLAN

CHAPTER

1

introduction

ABOUT THE PLAN Nolan Catholic High School (Nolan) is a thriving entity whose purpose is to bring Christ-centered education to young people in the Dallas-Fort Worth area. This Campus Master Plan (the Plan) recognizes Nolan’s significant contribution to those who are fortunate enough to have been involved with the school or have lived within close proximity over its 50 year history. The Plan helps provide focus, direction, and inspiration to accommodate changes in facilities and demographics, as well as spatially adapt to evolving educational demands and technologies.

It is designed to be a guide in the prioritization of projects and funding, with a central organizing theme of sustainability.

The Campus Master Plan herein was developed through a process of recording and synthesizing Nolan’s current opportunities and assets. A common vision and mission was derived by collecting input from faculty, staff, parents, and students, then combining these with some of the best practices in sustainable campus planning. With an eye to the future, the Plan’s purpose is to build on Nolan’s existing framework by renewing and enhancing its physical form, educational function, and community integration. This includes incorporating the newly acquired White Lake with its accompanying native prairie and deep ravine, as well as the retail center on the far south-west corner of the property.

The Plan has four chapters and an appendix. Chapter one is the introduction. Chapter two of the Plan looks at the existing conditions and provides a framework to examine the environmental, City zoning, land uses, circulation and the accessibility aspects of the property. It also includes an economic analysis toward incorporating the newly-acquired retail center into the Campus Plan. Chapter three lays out the identified issues, results of surveys and interviews, and includes a SWOC analysis.

Chapter four details the vision and goals for the proposed master plan, as well as the implementation strategies. Finally, the appendix includes the supporting material for the Plan, such as detailed survey results, case studies used, and a fact sheet for LEED schools in support of sustainable campuses.

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2

EXISTING CONDITIONS 1 2 3 4

ENVIRONMENTAL OVERVIEW ZONING AND LAND USE CIRCULATION AND ACCESSIBILITY ECONOMIC ANALYSIS

CHAPTER

2

exisisting conditions

ENVIRONMENTAL OVERVIEW The 90 acre Nolan Catholic High School campus features beautiful and interesting, if not challenging, topography. To the south beyond Interstate 30 lies Oakland Park, Oakland Lake, and the Tandy Hills Nature Preserve. To the west between the campus and the 5 minute drive to downtown Fort Worth lies the West Fork Trinity River and flood plain, which includes Gateway Park. (Figure 1) The campus exists in the Fort Worth Prairie Ecological sub-region of North Central Texas. The native terrain is characterized predominately by treeless vegetation on a gently sloping flat surface with thin clay soil covering hard layers of resistant limestone. The terrain between Gateway Park and the Nolan Campus however has unique characteristics. These characteristics provide opportunities for hilly mountain bike trails as well as flatter bike and pedestrian trails, connecting to the Trinity Trails System, which is part of the North Texas Veloweb, a regional bike system.

Nolan’s newly acquired 48 acre parcel includes an indigenous prairie as well as a riparian corridor that features a 13.5 acre pond with adjacent wetlands. These features provide important balanced habitat and complete ecosystems to support a wide variety of plant, animal and aquatic life, including migratory

birds and a weigh-station for the threatened Monarch butterflies.

Another lesser riparian corridor runs along the north boundary of the campus site, flowing under the new football field and draining into the lake. An overflow outlet drain on the north end of the lake beneath the dam keeps the lake from rising above a control level, with overflow running north to the Trinity River below. The vistas from the dam include a beautiful view of downtown Fort Worth.

Urban sprawl and development continues to encroach on the area, having a growing and long-lasting effect of the natural ecosystem. This native prairie remnant and healthy riparian corridor remain, providing important wildlife habitat as well as educational and recreational opportunities for students and the community at large. Additionally, the ecosystems provide mitigation of air pollution, reduction of stormwater runnoff and non-point pollution, as well as provide cooling and microclimate control. It is recommended that a thorough environmental assessment be done to ensure a future healthy ecosystem remains in tact.

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FIGURE 1. ENVIRONMENTAL

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ZONING AND LAND USE Zoning, in the form of a zoning ordinance, is the primary mechanism used by a municipality to implement its land use plan portion of the comprehensive plan. Zoning refers to the regulatory mechanism cities use to promote compatible patterns of land use. Zoning can also regulate certain design features of the buildings themselves, among other things. Zoning authority is derived from state law, which allows cities to implement zoning within the city limits.

Land use refers to how an area of land actually is being used, whether for human or non-human activities. A land use inventory is an effort to collect land use information, usually at a single moment in time.

Zoning districts are not necessarily consistent with land use districts. Zoning districts are frequently distinct from both current land use districts and the future land use districts. Zoning maps identifies the preferred and permitted land uses for development and redevelopment for each geographic area in the city.

The Zoning map shows what activities are on a parcel by parcel basis. According to the Zoning Districts of the City of Fort Worth, the current Nolan Catholic High School site is zoned for community facilities and the newly purchased site is zoned for general commercial (detailed descriptions as below.)

Future Land Use identifies the generally preferred end result of the development and redevelopment process. Future land use shows the long range desired condition on a generalized basis, less geographically specific than zoning and on a much longer time frame. The Nolan Catholic High School site is planned for institutional purposes.

The future land use does not match the regulated use (zoning) in the newly purchased school site. One current allowed usage of the new school site includes alcohol sales and consumption. A zoning change will need to be requested to rectify this allowed use.

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FIGURE 2. ZONING & LAND USE

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FIGURE 3. BUILDINGS’ FUNCTIONS

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CIRCULATION AND ACCESSIBILITY Nolan Catholic School is located alongside Interstate-30 West which connects to Bridge St. and provides main the access to the school. The pedestrian and traffic safety is managed with the help of a traffic signal on Bridge Street, however the path alongside the road from school lacks school-zone traffic controls. The school has three access points; the west gate is for students, the main gate for student drop-off and visitors, and the east gate for faculty and staff. The school is connected to public transit with the T network having a bus stop at Nolan Catholic School: T bus #21.

The vehicular circulation within the school is speed controlled and efficient with access to the sports grounds as well as all the buildings within the campus. However, the access to the football fields is tightly spaced for emergency vehicles. The pedestrian paths are well connected to all spaces around campus, but the campus lacks ADA compliance at multiple locations, the football field being an example. Lack of shaded pathways discourages walking around campus during intense weather condition. Parking spaces for both students and faculty are efficient; but parking during multiple events can be challenging.

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FIGURE 4. CIRCULATION

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ECONOMIC ANALYSIS Demographics

Economic Condition & Local Patrons

Nolan Catholic High School is encompassed in the 76103 zip code. The zip code has a total population of 14,572 and consists of a dynamic mix of age, race/ethnicity and income. The median age is 33.5 years, with clustering of ages fairly evenly dispersed: under 5 (8.6 percent); 5 to 19 years (22.1 percent); 20 to 34 years (21.4 percent) 35 to 49 (21 percent); 50 to 64 years (16.7 percent) and 65 and older (10.2 percent). Additionally, the racial/ethnic mix is very diverse: Hispanic (45.2 percent); White (30.4 percent); Black (19.7 percent); Asian (2.9 percent). The households predominantly consist of family households (65.6 percent) 32 percent with their own children less than 18 years at age. The housing occupancy type primarily consists of homeowners (60.4 percent). The median household income is $39,513; more than 80 percent of the population consists of salaried workers employed by non-governmental affiliated corporations, approximately 10 percent are employed by the government, and 7 percent of the population can be categorized as self-employed.

Nolan recently acquired additional acreage. The acquisition consists of land located west of the campus and includes: the perimeter land of White Lake, the commercial building located at 1111 S. Oakland Boulevard along with a portion of the parking lot. Nolan possesses a location advantage which could be leveraged in order to attract and retain a sustaining patron base. Immediately to the south of the campus is Interstate 30 which runs East-West, a major highway servicing the Dallas-Fort Worth metroplex. Additionally, the South Oakland corridor is less than 7 miles from downtown Fort Worth and another major highway facilitating traffic North-South, Interstate 35W which runs parallel with US highway 287.

At present, the occupancy mix of South Oakland Corridor is as follows: Food/Restaurants: Waffle House; Taco Bell Hotel/ Accommodation: Motel 6 Fuel: Shell Gas Station; Circle K Other: Bally Fitness (non-functioning); Nail Care Services Healthcare: Family Medical Care However, the acquired commercial property houses the non-functioning Bally Fitness, the operating Nail Care Services enterprise and the Family Medical Care office, now vacant.

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Potential Patrons In order propose a viable mix of commercial uses it is necessary to be aware of the consumer expenditure patterns as well as the consumer preferences and behaviors. Therefore, the potential patron population within a 5 miles drive radius and 15 mile drive radius are used to assess the market potential of commercial uses proposed.

There are approximately 212,000 residents within a 5 mile drive radius. The median disposable income of this population is approximately $30,479; with an average household disposable income of $41,685. There are clusters of the population which could be used to inform commercial sector interests. For example, age clusters, the number of households, and the household disposable income of the 5 mile drive radius is as follows: 25-34 years (13,265 households) $30,526; 35-44 years (13,573 households) $ 35,757; 45-54 (14,117 households) $38,675.

Market Potential Index (MPI) measures the relative likelihood of the adults or households in the specified trade area to exhibit certain consumer behavior or purchasing patterns compared to the U.S. average (100). Therefore, an MPI above 100 represents a propensity exceeding the national average. The potential patrons for a 5 minute drive radius exhibit the following preferences (MPI above the national average number).

1. Price is usually more important than brand name (108); interested in how to help the environment (114); 2. Usually pay more for environ safe product (110); and usually pay value green products over convenience (104).

It is also worth noting that the area’s consumers indicated the following well below the national average: 1. Usually buy on credit rather than wait (87).

2. Expenditures patterns exceeding the national MPI are as follows (number of households, MPI score): • Recreational & Entertainment: Bought cigarettes at convenience store in last 30 days (22,274;111); Spent at convenience store in last 30 days $20-$39 (16,030; 116); Spent at convenience store in last 30 days $51-$99 (7,742; 112).

• Food/Restaurants: Purchased bottle water/seltzer in last 6 months (102,801; 103); Purchased cola in last 6 months (82,182;118).

• Household Needs: Bought clothing for child <13 years in last 6 months (50,245;118);Bought costume jewelry in last 12 months (31,110;102); Changed motor oil in last 12 months (77,182;102); HH has cell phone only (no land line telephone) (35,845;129);Spent <$500 on most recent home computer (10,829; 104); Have auto insurance: 1 vehicle in household covered(26,309; 114).

15 Mile Drive Radius - There are approximately 1.8 Million residents within a 15 mile drive radius. The median disposable household income of this population is approximately $48,039 with an average household disposable income of $62,632. There are clusters of the population which could be used to inform commercial sector interests.

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For example, age clusters, the number of households and median household disposable income of the 15 mile drive radius is as follows: 25-34 years (125,285 households) $41,423; 35-44 years (134,479 households) $53,874; 45-54 (138,807 households) $60,679.

Market Potential Index (MPI) measures the relative likelihood of the adults or households in the specified trade area exhibit certain consumer behavior or purchasing patterns compared to the U.S. average (100). Therefore, an MPI above 100 represents a propensity exceeding the national average. The potential patrons within a 15 minute drive radius exhibit preferences at par or nearly at par with the national average for the following: Buying American is important (95); Usually buy items on credit rather than wait (95); Usually buy based on quality-not price (99); Price is usually more important than brand name (100); interested in how to help the environment (100); Usually pay more for environmentally safe products (101). Expenditures patterns exceeding the national MPI are as follows (number of households, MPI score): â&#x20AC;˘ Recreational & Entertainment: Bought memory card for camera in last 12 months (83,312;107); Bought any camera in last 12 months (104,185; 106);Own single-lens reflex (SLR) camera (125,295; 107); Have a smart phone (723,472; 109); Number of cell phones in the household 3+ (183,739;109); HH has cell home only (no landline telephone) (291,326;115); Visited a theme park in last 12 months (266,895; 109); Viewed movie (on-demand) last 30days (232,086; 109);Viewed TV show (video-on demand) in last 30 days (180,448; 108); Watched any pay per view TV in last 12 months (191,190;107); Downloaded a movie over the Internet in last 30 days (98,765; 110); Downloaded any individual song in last 6 months (302,591; 108).

â&#x20AC;˘ Food/Restaurants: Purchased cola in last 6 months (648,864;104); Went to fast food/drive in restaurant 9+ times/month (581,789;106); Fast food/drive in last 6 months: take out (666,378;105). â&#x20AC;˘ Household Needs: Have a smart phone (723,472; 109); Number of cell phones in the household 3+ (183,739;109); HH has cell home only (no landline telephone) (291,326;115); Spent $2000+ on most recent home computer (27,558; 106); HH owns laptop/notebook (355,584; 104); Have home mortgage (1st) (449,880;105); Have 401K retirement savings plan (212,959;106); Did banking online in last 12 months (518,202; 109); Did banking on mobile device in last 12 months (166,344; 118); Paid bills online in last 12 months (615,576; 108); HH subscribes to fiber optic (47,928;107); HH owns internet video device for TV (31,583;108);Spent on domestic vacations in last 12 months: $3,000+ (78,108;106).

The proposed mix of commercial interests should therefore consider the higher than national average MPI in order to accommodate the local patrons. However, place making strategies should be undertaken to attract a patron population. Downtown Fort Worth (5-10 minute drive) serves a dominant commercial and recreational destination. As a result, the competitive advantage and attraction of downtown situate surrounding commercial areas as passer-by destinations. Therefore, capturing the market of the 5 mile and 15 mile drive time radius requires differentiated services akin to artisan development in order to promote the viability of services which do not compete with those located in the 5 mile adjacent CBD.

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FIGURE 5. ECONOMICS

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3

IDENTIFIED ISSUES 1 2

SYNTHESIS OF SURVEYS AND INTERVIEWS STRENGTHS, WEAKNESSES AND OPPORTUNITIES

CHAPTER

3

identified issues

SYNTHESIS OF SURVEYS AND INTERVIEWS Nolan’s students, faculty, parents, and staff contributed to the campus planning process through a series of on-line surveys and in-person interviews. The outcome of their input generally fell into four areas of concern. These focus areas include better connections between and within buildings; more open spaces for beautification, recreation, and opportunities for outdoor learning; integration of White Lake; and enhancing the overall beauty, function, and educational, and community environment for future generations as well as the local community. These focus areas are detailed further in the following five sections.

parking lot to the main building and arena would benefit from a covered structure to protect from inclement weather. Faculty, staff, and visitor’s parking space is perceived to be adequate.

Nolan has a public transportation stop that could be enhanced to make it more appealing and user friendly. In addition, more pronounced welcoming signage is desired for the main entrance, as is signage to improve the inner campus directions for visitors.

Accessibility and Circulation

Green open spaces are a an important component of creating a lively, vibrant, and welcoming feeling, contributing to a sense of place and belonging, connecting the community and the students, faculty, staff, parents and visitors. The survey respondents shared their enthusiasm for improving Nolan’s open spaces through the addition of shaded walkways, trees, seating areas, picnic tables, outdoor learning facilities, and places to gather. In order to connect with nature, they brought out the idea of increasing the natural light inside the buildings by opening walls and installing glass windows. Students, faculty and staff would like to have access to the courtyards during breaks and lunches, and the school could benefit from decreasing

Improving the automobile access and inner circulation was one of the main concerns raised during the interviews. Interviewees desire to have walking and biking paths that connect the campus. Student overcrowding in C and E corridors, entrance to commons, and vehicular traffic entering and exiting the campus are concerns that need addressed and modified (additional gate). Improved building connections are needed for pedestrian ease, comfort, and safety. Americans with Disabilities (ADA) access needs addressed on the campus, including the walkways connecting the arena to the gym. Paths from the students’

Sustainability and Landscape

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congestion during class period changes. The expansion of the greenhouse and increased use of renewable energy in the future is also desired. Other ideas include a roof top garden, improvements to the existing landscape, incorporation of insulated roof panels, a community garden, and urban farming opportunities.

White Lake Project A desire of students, staff, parents, and faculty is the creation and integration of hike and bike trails around the newly acquired lake, with connection to the Trinity Trail which runs across the street. Optional activities such as fishing, athletic track and other sports were also suggested initiated. Natural Park, a pavilion, and recreational area are wanted.

South Oakland Corridor Many ideas were shared for the newly-acquired commercial space. The input suggests the desire to enhance the sense of community by integrating the school with the commercial site. Suggestions were voiced to improve pedestrian and bike connections to the school and integrate uses to enhance both school and community. Safety concerns were voiced, and some felt that the buildings should be used for school purposes and activities.

Facility Usage A major concern of almost everyone interviewed or surveyed suggested needed building space for fine arts, an auditorium, an engineering building, and ecology programs. Additional recommendations were to renovate the arena, gym, maintenance room, prayer garden, commons, and more seats on the football stadium. Also of concern were a faculty dining area and redesign of the library space. Lack of un-structured recreational area, a student center (student area with tables, ping pong tables, couches, and TV), phone charging stations, lighting in the evening, faculty restrooms, and multi-purpose sports fields were also pointed out.

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STRENGTHS, WEAKNESSES AND OPPORTUNITIES During the visioning process, all the different users (e.g. administrators, students, faculty and staff) of Nolan Catholic High School identified key factors that were key strengths and weaknesses of the campus. In addition the users highlighted three key issue areas: Strengths • Landscape: adequate outside lighting, students and faculty feel safe moving around the campus.

• Circulation & Accessibility: adequate parking and location.

• Facility & Space Usage: sports facilities and fields are well situated.

Weaknesses • Landscape: lack of outdoor space usage for students and faculty.

• Circulation & Accessibility: lack of path infrastructure - congested areas within building (e.g. near Commons, Hall traffic where C & D merge), no ADA complaint access, and student drop off area.

Opportunities • Landscape: improve overall beautification of the campus to leverage natural features (e.g. proximity to the preserve prairie).

• Circulation & Accessibility: connect facility corridors through addition of canopies and widen east pathway used to access fields for emergencies to improve ADA compliance.

• Facility & Space Usage: reuse of The Brothers’ Residence and The Catholic Renewal Center to accommodate some infrastructure needs, space available to develop outdoor learning facilities to support sustainability mission, and expansion of “Home Team” seating and integrate shade covers.

• Sustainability: existing green space to create natural seating for gathering and student community space.

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4

PROPOSED MASTER PLAN 1 2 3

VISION GOALS STRATEGIES

CHAPTER

4

proposed master plan

FOUR Improve the accessibility and circulation of the campus and develop alternative methods of mobility pertaining to the following features: Parking, Pedestrian, Sidewalks, Traffic, American Disability Act Compliance, Bike & Hike Network.

FIVE

ONE

GOALS

THREE

Nolan Catholic High School is a ministry of the Diocese of Fort Worth built on a foundation of Catholic Tradition and Gospel values. The school provides a state-of-the-art educational environment which prepares servant leaders of tomorrow. The campus integrates well-being elements that include walkable paths and bike trails around campus connecting it in a safety manner to the surrounding community. Exploring the renovation and reuse of buildings enhances school programs; while maintaining its excellent programs in Fine Arts, Engineer and Ecology. Nolan Catholic High School serves the growing and transforming Dallas-Fort Worth region while preparing the scholars of tomorrow.

TWO

VISION

Encourage green space usage to promote healthy educational amenities in current under-utilized areas.

Develop innovative and sustainable new practices, while providing students with opportunities to learn and create urban agriculture spaces. Targeting and implementing specifically: outdoor green space, courtyards, outside learning facilities, vegetation walls, ecological program space.

Create connection to Oakland Commercial Corridor, reuse existing commercial space for student related programs and implement Nolan Catholic High School signage to integrate acquired land.

Evaluate recreational, administrative and educational space to promote an overall better usage of the facilities. Reconfigure the main student building.

Develop educational, recreational, and community engagement opportunities, including creating an amphitheater and performance stage for outdoor worship and performances.

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Accessibility & Circulation • Create a safe bike and pedestrian thoroughfare plan and secured network of landscape trails to access White Lake; fenced walkway trail to Oakland commercial corridor.

• Connect to the Trinity River Trail as part of the Regional Veloweb Project.

• Create a Traffic Control Plan to reduce congestion and facilitate dismissal and arrival of students, parents and NCHS faculty and staff. Evaluate efficiency of parking entry and exit policies.

• Integrate ADA measures into campus design.

• Repurpose the current drop-off and pick-up location, to work more compatible with the surrounding functions, design a new drop-off and pick-up location along with the “Main Entrance” in order to reduce traffic congestion and terminate usage of the roundabout.

• Add an additional west gate for student usage to better access both student lots.

• Integrate covered walkways in high traffic areas provide more natural shading over pathways to ease walking during warm seasons (e.g. route from Commons to Gym).

• Secured and fenced in structural bike and pedestrian bridge over the east side of White Lake.

• Add lighting facilities to secure the pathways, around campus.

• Relocate school bus parking by Brother’s Residence.

TWO

ONE

STRATEGIES Sustainability & Landscape Design • Assess the viability of employing campus wide energy efficient systems (e.g. solar panel rooftops, rainwater harvesting, district heating, cooling systems etc.).

• Provide outdoor learning facilities to promote partnership between Ecology Department and Engineering Department.

• Designate outdoor areas for long and short term urban agriculture uses and outside classroom learning.

• Implement Nolan Catholic High School themed outdoor way-finding, signage and urban furniture.

• Design and Implement Nolan Catholic High School Beautification Plan (e.g. banners on Bridge Street).

• Create green space/outdoor space for the following facilities: Chapel, Art Studio, Student Center, and Commons (e.g. circle for drop off converted).

• Relocate Memorial Prayer Garden near current Fine Arts building to add the functionality of outdoor green space.

• Relocate Green House (reuse model (rooftop, sprawl model (near White Lake).

• Placement of trees to provide shade for pathways and outdoor seating areas.

• Landscape design using the natural topography to create gathering and seating areas around White Lake and football field.

• Reuse the courtyards for green spaces, circulation, and natural lighting.

• Convert roof to fenced in and secured roof garden working along with the vertical expansion of building.

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FOUR

• Conduct a Market Analysis to ascertain type of businesses suitable for location.

• Create a rear access (e.g. demolish building’s rear gate) to permit access to rear green outdoor space.

• Adoption of “place making” strategies to incorporate acquired area (e.g. landscaped parking lot with banners, signage, brick wall embossed with school crest, colors or history etc.).

• Consider mixed use lease opportunities (e.g. commercial and school functions): restaurants, student center, afterschool program, recreational sports facility.

Facility Usage

FIVE

THREE

South Oakland Corridor

White Lake Area • Implement landscaped trails to increase access to serve the recreational usage of the local and regional community (e.g. connection to Regional Veloweb, Hike & Bike trail).

• Create a recreational park to serve Nolan Catholic High School students and local community; for the purpose of promoting ecological practices and employ natural features.

• Develop an outdoor/indoor pavilion on the east side of White Lake to relocate educational and recreational school related facilities: a multipurpose performance area to facilitate student organizations, ecological center and develop public and community oriented programs.

• Relocate all administrative offices to redesigned current auditorium • Build new auditorium by the arena.

• Close off circle for drop off location and create a more pronounced “Main Entrance”.

• Expand the Commons and construct glass walls and add outdoor patio furniture.

• Add additional entrance to east side of courtyards.

• Develop a formal campus “Meeting Hall” atop of Arena.

• Vertical expansion of building, provide more space for study area, commons, and auditorium retrofit.

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FIGURE 6. Nolan Catholic School Birdâ&#x20AC;&#x2122;s Eye Views

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FIGURE 7. Nolan Catholic School Mater Plan Proposal

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FIGURE 8-1. Nolan Catholic School Mater Plan Layouts

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FIGURE 8-2. Nolan Catholic School Mater Plan Layouts

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APPENDIX

SURVEY RESULTS Respondents 1. Faculty – 12% 2. Administration – 1% 3. Students – 1% 4. Parents – 89% 5. Alumni – 19% Accessibility and Landscape 1. Around 64% said that entries into the campus are well defined and attractive.

2. More than 75% users pointed out that parking is adequate and located in the right spot.

3. Landscape is ok, but could use some upgrading – around 40%.

4. More than 90% felt that it is easy and comfortable to move around the campus on foot.

5. Above 85% felt it is easy and safe to drop off and pick up students.

6. More than 73% pointed out there is no adequate outdoor meeting space for students, faculty, staff, and others.

Circulation 1. Around 80% responded that campus has enough outside lighting.

2. Users would like to see more gathering areas.

3. The class rooms and hallways, the abandoned old brothers and renewal center, the commons, the auditorium/ theater, fine arts, and technology needs attention.

4. Football field, park area by brothers house, area near engineering workshop, courtyard, greenhouse, prayer garden, arena, the circle, and east side lawn are attractions available on outdoors.

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A1

Facilities and Space Usage 1. Most of the users pointed out that there is adequate space but not enough facilities for outdoor learning.

2. Around 80% of clients responded that signage on campus is easily understood.

3. Signage requirement for visitors.

4. Lack of utilization of outside space.

5. Need more benches (seating areas), park like area for family gatherings, landscaping, amphitheater, community garden, fine arts hall, and picnic tables.

Sustainability 1. Welcoming, well maintained campus with continuous improvement for its age.

2. Need more trees.

Economic Development 1. Above 65% said the linkage between the campus and surrounding community should be improved.

2. The location, the arena, the football field, parking, space, and landscaping are mentioned as assets of the campus.

Lake 1. Utilize the lake resources in a proper manner like ecological and outdoor activities.

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A2

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A3

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A4

INTERVIEWS AT NOLAN Accessibility and Landscape 1. Greenhouse expansions, use of renewable energy, protect the wildlife and preserve the native prairie plants.

2. Need more pedestrian oriented campus.

3. Shading, trees, walkways, outside dining area, lighting, covered pathways between buildings, outdoor green areas for seating, places to hang out, picnic tables.

4. Entrance should be improved.

5. Walking and biking trails linkage with trinity river trail â&#x20AC;&#x201C; cross-county teams can utilize it.

6. Pedestrian or bike path to commercial area.

7. Traffic congestion in entrances and exit.

8. Students may use public transportation if provided.

9. Difficult to get from main building to arena during bad weather. Need covered walkways.

10. Arena is not pretty and should be renovated.

11. Center entrance is currently used only for parents dropping off the kids and west gate is used by students. Need more access to gates.

Circulation 1. Congestion near lockers.

2. People flow between arena and gym is not wide enough for physically challenged. It should be made ADA accessible. Need more physical space for students.

3. Use the natural lighting in art studio and other places.

4. Use the circle efficiently â&#x20AC;&#x201C; not only for traffic.

5. Heavy traffic in hallways especially C-Hall.

6. Shuttle system.

7. Congestion at the entrance of the Commons.

Facilities and Space Usage 1. Open up and connect courtyards to improve students flow.

2. Need of a space for students who wait for their parents to be picked up after school. Also, additional space for students to hang out but they need to be supervised.

3. Re-design library space; add quiet space and group study rooms.

4. Need Fine Arts building, engineering building, and ecology programs. Build an auditorium for large audience.

5. Improve commons for conducting meetings and honor society meetings. Students spend a lot of time in commons. As well as an outdoor cafeteria and more options like a university.

6. Need of outdoor classrooms and garden roof.

7. Additional classrooms and storage facilities.

8. Need of learning support space and improve technology center.

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9. More seats on football stadium are needed. The road to the football field is not wide enough for emergency vehicles.

10. Improve the signage especially near the entrance (wel coming board).

11. Gym restoration and improve the sound system.

12. Opening the library door to E-Hall.

13. Phone charging stations.

14. Dance and theatre rooms.

15. Classrooms under the gym are not healthy environ ments.

16. Maintenance shop needs to be clean and is currently not enough space.

17. Need recreational area - due to the lack of outdoor space.

18. Student organizations and clubs.

19. Need of soccer, basketball areas for students who are not part of a sports team.

20. Wants of a student area with tables, ping-pong tables, couches, and TV. 21. More faculty restrooms.

22. Space for athletic field.

23. Prayer garden need to be restored and possible moved to a better location.

24. The open space between brotherâ&#x20AC;&#x2122;s residence and other buildings to be improved with beauty landscape work.

Create landscape beauty near art studio.

25. Need of multi-purpose sports fields.

Sustainability 1. Connect the interior and the exterior spaces on campus to increase movement and decrease congestion.

2. Use of natural light adaptation.

3. Change to high performance insulated panel roofs.

4. Achieve LEED certification.

5. Create a community garden 6. Create urban farming were the ecological department and engineering can work together.

Economic Development 1. Connect the new commercial area with school campus.

2. Open up cafeteria.

3. Coffee shop in the commercial district and also in the library.

4. Many students, faculty, and staff go to eat and will to have restaurant options within walking distance from campus.

5. Pole banners to be implemented on Bridge Street for school entry acknowledge.

Lake 1. Utilize the lake area for outdoor activities.

2. Students will like trails, benches, and nature park.

3. Need practice fields on the side of the lake.

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CASE STUDIES Favorite Locations 1. Chapel 2. Art Studio 3. The Prayer garden Least favorite locations 1. Faculty dining room – needs remodeling 2. Bathrooms during the football season Strengths found by students, faculty and staff 1. Arena 2. Open spaces is good but no usage is taking place Weakness found by students, faculty and staff 1. Gym 2. Age of buildings 3. Lack of usage of the open spaces

Augustus F. Hawkins High School Location: Los Angeles, CA 90044, USA Year: 2012 Environmentally responsible and high performance learning spaces that promote energy and water efficiency, sustainable site planning and use of “green” materials.

The outdoor spaces around and within the campus were designed to provide a park-like sanctuary for students and the adjacent community that conveys a collegiate landscape character. The overall landscape suggests a school built within a park.

• Limiting turf areas and using native plants and drip irrigation systems for landscaping to reduce potable water use for sewer conveyance by 35%.

• Installing operable windows and/or separate controls for each classroom to cut down on energy costs and increase occupant comfort.

• Using low-emitting health-conscious materials and products (i.e., carpets, paints, adhesives, sealants) in all classrooms and staff work areas to improve indoor air quality and reduce health related illnesses.

• Installation of a “cool roof” to reduce energy use by up to 50%.

• Designing a Central Plant to house all HVAC equipment needed to generate heating and cooling requirements for campus buildings thereby increasing energy efficiency, lowering operating costs, and generating cleaner air and providing enhanced occupant comfort.

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FIGURE 9. CASE STUDY 1

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L.B. Landry High School Location: New Orleans, Louisiana, USA Project Year: 2010 L.B. Landry High School occupies an important place in the city’s history – part of the reason for its accelerated rebuilding.

The school was founded in 1938 as the first public high school on the west bank of the city that African-American residents could attend and only the second black high school established in Orleans Parish.Additional arts education spaces include classroom and rehearsal spaces for dance, choir, band and art as well as a black box theatre. The design establishes academic ‘houses’ for each grade.

Level provided within two primary classroom wings. These are organized to create a central courtyard as an outdoor space for the student body focused around a mature existing Magnolia Tree. The design of the building includes significant sustainable design features, allowing it to achieve a LEED for Schools Silver certification.

In the aftermath of Hurricane Katrina, fL.B. Landry High School was fast-tracked for design and reconstruction, to withstand both the Gulf Coast’s frequent hurricanes and everyday humidity. With a high-reflectance roof, insulated metal-panel cladding, and a glass curtainwall, the 236,000-square-foot building targets energy performance 32 percent below baseline. Three wings of the building wrap around a central courtyard, which admits daylight and captures runoff. Even with a tight time frame—six months for design, 20 months for construction—and the relative lack of energy-efficient construction expertise in the area, the architects anticipate LEED Silver certification. The school itself serves as a classroom, juror Ted Landsmark said: “I think some of the young people attending this school will consider a career in architecture because they’ve experienced this kind of good design.”

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FIGURE 10. CASE STUDY 2

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FIGURE 11-1. CASE STUDY 3

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FIGURE 11-2. CASE STUDY 3

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About LEED® for Schools Suite 300 Washington DC 20036 T 202 828-7422 F 202 828-5110 www.usgbc.org

1800 Massachusetts Ave NW

What is LEED for Schools?

The LEED for Schools Rating System recognizes the unique nature of the design and construction of K-12 schools. Based on LEED for New Construction, it addresses issues such as classroom acoustics, master planning, mold prevention, and environmental site assessment. By addressing the uniqueness of school spaces and children’s health issues, LEED for Schools provides a unique, comprehensive tool for schools that wish to build green, with measurable results. LEED for Schools is the recognized third-party standard for high performance schools that are healthy for students, comfortable for teachers, and cost-effective.

What makes schools different from other building types?

• Children’s Health Issues - Schools play the crucial role of providing healthy, safe environments for children to learn. Because children breathe more air in proportion to their bodies than adults, environments for children must be carefully designed to minimize indoor pollutant exposure.

• Educational Mission - As learning environments, schools can demonstrate the importance of efficiency and conservation. LEED for Schools offers a way to integrate environmental issues into the curriculum, allowing the built environment to become an interactive teaching tool.

• Complex Programmatic Spaces - Schools combine many functions into a relatively small space; from classrooms to gymnasiums, cafeterias to machine shops, the job of school designers is particularly complex. LEED for Schools gives project teams guidance on the specific needs of unique space types.

How does LEED for Schools work?

Designed for use in the design and construction phases of a building, LEED for Schools facilitates and encourages project teams to use an integrated design approach from start to finish bringing down overall costs and delivering project goals. Using this integrated approach, LEED promotes improved practices in: • Site selection and development • Water and energy use • Environmentally preferred materials, finishes, and furnishings • Waste stream management • Indoor air quality and comfort • Innovation in sustainable design and construction NOLAN MASTER PLAN

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To become certified, projects must meet all prerequisites and a minimum number of points within the credit areas listed above. The number of points the project earns determines the level of LEED certification the project receives.

How can I convince the school in my community to get a LEED certification?

We have a number of resources to help you make the case to your school or school district. First, you can check out our Press Kit for our Green Schools Talking Points sheet, which will help you learn some of the benefits of green schools. Also, encourage administrators to check out our free online tutorial, which covers the basics of green design in schools, including sections on financing, case studies, and more. It’s also useful to engage your local USGBC chapter in working with the school district; the green building professional community can be very effective at helping schools understand the process of building green with LEED. How do I register my project?

Project registration is the first step toward earning LEED certification for your building and is best done at the project outset. Once you register, you’ll have access to LEED-Online and the LEED credit interpretations database. USGBC encourages you to keep your project profile up-to-date in LEED-Online. LEED-Online provides your team with an interactive project management tool, and the information you supply will help us track your project, answer credit interpretation requests, and prepare project case studies upon certification. Aggregate data for all registered projects will be used to expand the growing knowledge base of green building operations costs and trends.

How much does it cost to register a project?

The project registration fee is $450 for USGBC members and $600 for non-members.

Can I use LEED for New Construction if I can get more points in that system?

If you are a K-12 educational building undergoing either major renovations or building new, you will need to use LEED for Schools. This is because LEED for Schools is more appropriate for these spaces than LEED for New Construction, especially due to the protective nature of the system for children’s health. Other projects, such as university educational buildings, K-12 athletic facilities, or interpretive centers, may choose to use LEED for Schools if they wish.

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Where can I learn more about LEED for Schools?

USGBC has a variety of resources for you to get started with LEED for Schools: • Visit the Web site: Go to www.usgbc.org/leed to learn more about LEED for Schools, download case studies and more. The Schools web pages contain links to relevant research, other useful websites, lists of currently LEED certified schools and more.

• Take the free online introductory course: This quick online tutorial is a great introduction to green schools and LEED. Community members, administrators, and others can use this to learn about the benefits of green schools and how they can get one in their community.

• Attend a LEED workshop: LEED workshops provide a detailed exploration of the rating system, case studies and effective strategies for designing and building a green school. A complete schedule of LEED workshops and other educational programs can be found at www.usgbc.org/education.

• Purchase the LEED for Schools Reference Guide: This is the user’s manual for teams that wish to pursue a LEED certification. It contains supporting resources, calculation methodologies, approach and implementation strategies, and more. It is $150 for members, and $200 for non-members.

• Become a member: Encourage your company to join USGBC. USGBC members are not only recognized leaders in supporting a better built environment; member company employees have access to USGBC resources, can participate in committees and member circles, and enjoy a wide array of discounts on USGBC publications, programs and services.

• Get involved with your local chapter: USGBC chapters routinely host informative presentations and are a great way to connect with other professionals in your region who have experience implementing LEED. Find the USGBC chapter nearest you at www.usgbc.org/chapters.

• Contact USGBC: For questions related to LEED for Schools, e-mail schools@committees.usgbc.org or call 202-742-3780.

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