Alt School Strategic: Conceptual Guidelines: Assessment

AltSchool:

Strategic Conceptual Guidelines: Assessment 03.23.15 PREPARED FOR:

PREPARED BY:

Will Starks Head of Facilities AltSchool 1245 Folsom Street San Francisco, CA 94103

Mark Miller Principal, Innovation Studio MKTHINK 1500 Sansome Street San Francisco, CA 94111

MKTHINK the IDEAS company for the built environment

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DRAFT

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DRAFT

THE CHALLENGE

WHAT’S WORKING, WHAT’S NOT, AND WHAT TO DO.

MKTHINK

3

DRAFT

4

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DRAFT

Let’s start with the basics.

MKTHINK

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DRAFT

THE APPROACH—

How do we determine what to evaluate?

USE OF SPACE

EFFICIENCY

AltSchool’s unique teaching style and classroom setup allow students to move around the classroom to various zones through guided and un-guided activities. To assess how students are using the space, we evaluated each campus and classroom using three metrics:

In order to evaluate AltSchool campus efficiency, we looked at the ratio of classroom space to total space at each campus.

The classroom square footage was further analyzed to develop metrics for square footage allocation for students per campus and per classroom and compared those numbers to National and California Building Code Standards, and more traditional schools across in California.

• Utilization: measures if a zone is being used (or not used) throughout the day.

• Flexibility: measures how many times a zone changes use throughout the day.

• Distribution: measures how many different types of zones are used throughout the day.

ENVIRONMENTAL BRAND EFFECTIVENESS ALIGNMENT The environmental quality of a space can dramatically affect the performance of students at school. In order to determine the overall environmental quality of AltSchool’s campuses, we assessed four areas: • Visual Comfort: measures both light quality and visual coherence during times of observation • Olfactory Comfort: measures the observed strength of odors • Auditory Comfort: measures the observed sound levels • Thermal Comfort: measures the observed thermal quality of the space

As AltSchool grows, building a recognizable brand will aid Altschool in its ability to attract new families and become an institution within the communities in which it is a part. While recognizing that AltSchool has recently opened its doors, we evaluated the company’s physical spaces on how well they aligned with the brand values promoted on the AltSchool website and answers provided by AltSchool staff through surveys on its internal culture.

MKTHINK

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THE DATA—

Where did we collection information from?

MEASUREMENTS/RECORDS

SURVEYS

OBSERVATIONS

Recorded quantitative data was gathered from AltSchool’s observational equipment.

Surveys and interviews were conducted with instructors and AltSchool staff over the course of a month.

Scheduled observations were conducted covering full school days over the course of a month.

Observational Study Assessment

AltSchool

Organization Address

PeoPle

3741 Buchanan St. San Francisco, CA 94123

Exercise

Group Digital Work

Learning Type

Guided

Date

1/13/2015

Mode of Learning

lecture

Time

11:30:08

Group Size

7

Isabel Figueredo

Observer SPACeS

# of Adults

1 (M)

# of Children

6

M/F

4/2

Room Area

#,### ft

Age Range

11-15

# of Classes

4

Grade Level

Classroom Spaces

Den

Breakout Spaces

N/A

6th 7th 8th

Ethnicities

White, Black

Public Spaces

N/A

2

eNvIroNMeNt

BehAvIor

What does the temperature feel like in the given space?

are students engaged or distracted? eNgaged

hot

1

2

3

4

5

cold

5

quiet

1

1

2

3

4

domiNaNt

1

someWhat quiet

1

2

3

4

5

2

some odor

2

3

4

5

passive

acceptiNg

1

2

3

4

5

resistaNt

is the environment more casual or formal?

are there any odors in the given space?

1

distracted

someWhat acceptiNg

MKThink proprietary material. Do not distribute without written permission. odor

5

are the students more accepting or resistant of the activity? dark

someWhat light

8

4

someWhat domiNaNt

What does the lighting look like in the given space? light

3

are the students acting more dominant or passive?

how is the sound in the given space? loud

2 someWhat eNgaged

Neutral

3

4

5

No odor

casual

1 casual

2

3

4

5

formal

DRAFT

THE BENCHMARKS—

How does AltSchool compare?

INTERNAL

EXTERNAL

How does AltSchool compare across its four campuses?

How does AltSchool compare to state standards and established schools across the state?

100 90 76.4 SF

80

100%

76%

Classroom SF / Student* (SF)

Total Building Square Footage

Total Teaching Square Footage*

70

79%

70.8 SF

69.3 SF

Fort Mason (2-5)

SOMA (6-8)

Fort Mason (6-8)

60 50.2 SF 45.0 SF

50

43.8 SF 40.0 SF

40

38.7 SF

37.5 SF

30.0 SF

30.0 SF

30.0 SF

Reggio Class (5-8)**

Hillbrook Class Room

30

60%

60%

69.6 SF 60.0 SF

20 10

0%

SOMA

FORT MASON

DOG PATCH

*Teaching Square Footage = Classroom SF + Breakout SF

ALAMO SQUARE

CA Building Code

Reggio Class (JK-K)**

Reggio Class (1-4)**

Hillbrook Specialty Rooms

Alamo Square (K-1)

Fort Mason (K-1)

Dog Patch (K-1)

Alamo Square (2-5)

*Number of students per grade level are estimated based on known campus enrollment numbers and classroom square footages **Day, Christopher, & Midbjer, Anita (2007). Environment and Children, 44. ***Average classroom sqft/student is set based on Reggio and Hillbrook classrooms and the CA Building Code

MKTHINK

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THE KEY UNITS—

What are the units being measured?

CAMPUS

CLASSROOM

LEARNING ZONE

A campus is each individual AltSchool location.

Spaces delineated by walls or other barriers.

Spaces that define a learning environment for an activity.

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DRAFT

MKTHINK

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DRAFT

What makes up an AltSchool campus?

MKTHINK

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CAMPUS INVENTORY AltSchool has a wide variety of buildings and classroom spaces. The Inventory understands the size and breakdown of physical assets: At the building level - what is distribution of the program at each location? What are the space and personnel assets of each location?

At the classroom level - AltSchool has a unique classroom setup that allows students to move around the classroom to various zones. What are these zones, and how can they be categorized?

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CAMPUS COMPARISON—

What is the make up of each campus?

SOMA

DOGPATCH

CLASSROOMS

BREAKOUT

STORAGE

STAFF SUPPORT

UTILITY

CIRCULATION

ALAMO SQUARE

FORT MASON

THIRD FLOOR

3,420 sf DN

1,455 sf DN

UP

1755 sf

2,415 sf

SECOND FLOOR

4,120 sf

3,520 sf

UP DN

FIRST FLOOR

1,515 sf

ea

DRAFT

3% 5%

11%

8%

PROGRAM

4%

5%

9%

32%

30%

35%

3%

76%

79%

44%

17%

10% 3%

0 0 26 26

SPACE AND PERSONNEL ASSETS

SOMA FORT SOMA MASON

FORT MASON FORT DOGPATCH SOMA MASON

AREA AREA

DOGPATCH ALAMO FORT DOGPATCH MASON SQUARE

AREA AREA AREA

Gross GrossMeasurable MeasurableArea Area

2,355 2,355 7,465

Gross Gross GrossMeasurable Measurable MeasurableArea Area Area

7,465 7,465 2,355 1,715

Gross Gross GrossMeasurable Measurable MeasurableArea Area Area

2,325

Assignable AssignableSquare SquareFootage Footage

2,325 2,325 7,055

Assignable Assignable AssignableSquare Square SquareFootage Footage Footage

7,055 7,055 2,325 1,690

Assignable Assignable AssignableSquare Square SquareFootage Footage Footage

PEOPLE PEOPLE

PEOPLE PEOPLE PEOPLE

##of ofK–1 K–1Students Students

AREA AREA AREA 1,715 7,465 6,265 1,715 1,690 1,690 7,055 4,210

PEOPLE PEOPLE PEOPLE

A

GrossMeasurable MeasurableArea Area Gross Gross Measurable Area

6,265 6,265 1,715

AssignableSquare SquareFootage Footage Assignable Assignable Square Footage

4,210 4,210 1,690

PEOPLE PEOPLE PEOPLE

P

0 032

## #of of ofK–1 K–1 K–1Students Students Students

32 32 18 0

## #of of ofK–1 K–1 K–1Students Students Students

18 18 32 16

#of ofK–1 K–1Students Students ## of K–1 Students

16 16 18

##of of2–5 2–5Students Students

0 014

## #of of of2–5 2–5 2–5Students Students Students

1414 0 0

## #of of of2–5 2–5 2–5Students Students Students

0 034 14

#of of2–5 2–5Students Students ## of 2–5 Students

34 34 0

##of of6-8 6-8Students Students

26 26 14

## #of of of6-8 6-8 6-8Students Students Students

14 14 26 0

## #of of of6-8 6-8 6-8Students Students Students

014 0

#of of6-8 6-8Students Students ## of 6-8 Students

0 00

##of ofTotal TotalStudents Students

26 26 60

## #of of ofTotal Total TotalStudents Students Students

60 60 26 18

## #of of ofTotal Total TotalStudents Students Students

18 18 60 50

#of ofTotal TotalStudents Students ## of Total Students

50 50 18

##of ofTeachers Teachers

## #of of ofTeachers Teachers Teachers

PROGRAM PROGRAMBREAKDOWN BREAKDOWN % of ASF

10%

ALAMO SQUARE ALAMO DOGPATCH SQUARE

AREA AREA AREA

2,355

5%

1%

11%

program program

## #of of ofTeachers Teachers Teachers

PROGRAM PROGRAM PROGRAMBREAKDOWN BREAKDOWN BREAKDOWN area area

%of ofASF ASF %% of total

program program program

#of ofTeachers Teachers ## of Teachers PROGRAMBREAKDOWN BREAKDOWN PROGRAM PROGRAM BREAKDOWN MKTHINK

PROGRAM PROGRAM PROGRAMBREAKDOWN BREAKDOWN BREAKDOWN area area area

%%ofoftotal ASF total

program program program

area area area

%% %of of oftotal total total

program program program

area area area

15 %of oftotal total %% of total

P

DRAFT

SPATIAL TYPOLOGIES—

What is the make up of AltSchool’s learning zones?

SPATIAL TYPOLOGIES: DEFINED.

A matrix of 9 Spatial Typologies were developed to categorize and understand the learning environments observed at AltSchool. Each typology has different structural characteristics that align with different modes of teaching and learning. Each spatial typology defines a learning zone area. Learning zones, when aggregated, make up a classroom.

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DRAFT

SPATIAL TYPOLOGIES: GLOSSARY

workshop

shell

den

pod

harbor

sanctuary

hub

seminar

forum

A Hub is an intrinsic space that is used for unstructured gatherings. The space is designed for communal, casual conversations.

A Seminar is an ideal setting for a communal work table for structured classroom activities.

The Forum is an integral space that upholds the school community. It is designed to support presentations and performances.

The Workshop is a studentfocused, multi-purpose storage and workspace that encourages creativity and experimentation.

The Pod is an adaptive space within an instruction-based setting designed to inspire knowledge sharing.

A Shell is partially removed environment that supports productions and group collaboration.

A Harbor is an unstructured, alcove that encourages student connections. It is often located along a path of travel.

A Den is a removed space that stimulates conversation and supports collaboration.

A Sanctuary is an adaptive niche that upholds a students desire for quiet and concentration.

MKTHINK

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DRAFT

CLASSROOM SPATIAL TYPOLOGIES—

What is the breakdown of learning zone typologies used per grade?* NUMBER OF LEARNING ZONES: K-1

AVERAGE LEARNING ZONE BY SIZE, BY GRADE

300

283 SF

K-1

275

13

SOMA

12

197 SF

FORT MASON

12

11

225

ALAMO DOGPATCH

10

200

181 SF 9

9

175

Number of Typologies

Average Learning Zone SF /Grade Level (SF)

250

145 SF 150 125 100

109 SF 81 SF

85 SF

75

8

8

7 6 5

5

5

4

5

3

3

50

3

3

2

*Learning zone typologies used were gathered through measurements, records and observations.

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A

T

H

S

A U

R

1

H

U

I M SE

1

R

M

1

2

O R

1 Y

R O

N

B

D

A N C

S

D O

R

Fort Mason (6-8)

P

SOMA (6-8)

E

Fort Mason (2-5)

H E

Alamo Square (2-5)

O

Dog Patch (K-1)

K SH

Fort Mason (K-1)

W O R

Alamo Square (K-1)

LL

2

0

1 P

2

N A

2

1

B

2

25

F

U

DRAFT

NUMBER OF LEARNING ZONES: 2-5

NUMBER OF LEARNING ZONES: 6-8

6-8

5 13

13

SOMA

12

12

FORT MASON ALAMO

11

SOMA FORT MASON ALAMO

11

DOGPATCH

9

9

8

8

Number of Typologies

10

7 6 5 4 3

3

7 6 5

5

4

3

2

M

M

1 O R U

A R IN

U B

1

SE

T C

SA

A U

H

Y

R

R

H

A

N

EN

B O

D

D

LL

1

0 R

E

SH

2

0 PO

1

P K SH

F

O

M

A R

U B

IN M

W O R

SA

1

1 O R U

H

A

A TU

2

1

1 H

Y

R

R

C

EN

N

D

O

LL

B

SH

0

1 D

P

E

O

2

R

S

K

H

1

PO

0

2

SE

2

1

W O R

Number of Typologies

DOGPATCH 10

F

MKTHINK

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DRAFT

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DRAFT

So, how are you doing overall?

BEFORE WE BREAK IT DOWN, LET’S SEE HOW YOU SCORE.

MKTHINK

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DRAFT

ALTSCHOOL: AT A GLANCE—

How does each school stack up?

USE OF SPACE

SOMA 2,415 sf

Use of Space score calculation: • Utilization score*: % of zones used over course of day • Flexibility score: % of times zones turned over in the course of a day • Distribution score: % of typologies used over the course of a day • Use of Space Score Weighting = 3x Utilization + 1x Flexibility + 1x Distribution

EFFICIENCY

DOGPATCH 1755 sf

Efficiency score calculation: • Campus score: % deviation of AltSchool sqft/student/campus to mean of precedents (CA LLP Allowance, National Medium) • Classroom score: % deviation of AltSchool sqft/student/ classroom to mean of precedents (CA building code, Reggio and Hillcrest schools)

ENVIRONMENTAL EFFECTIVENESS

BRAND ALIGNMENT

4,120 sf FIRST FLOOR

UP

UP

1,515 sf

DN

DN

1,455 sf

DN

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3,420 sf

22

Brand Values score: Observational assessment by MKThink analysts of brand values relating to physical space including: Student-Centric, Fun, Sustainability, Engagement with the Community, and Individuality

SECOND FLOOR

•

ALAMO SQUARE THIRD FLOOR

Brand Alignment score calculation:

FORT MASON 3,520 sf

Environmental Effectiveness score calculation: • Visual Comfort: observational assessment by MKThink analysts of light quality and visual clutter in classroom spaces • Olfactory Comfort: observational assessment by MKThink analysts of strength of odors in classroom spaces • Auditory Comfort: observational assessment by MKThink analysts of sound levels in classroom spaces • Thermal Comfort: observational assessment by MKThink analysts of thermal quality in classroom spaces

DRAFT USE OF SPACE

EFFICIENCY

ENVIRONMENTAL EFFECTIVENESS

BRANDALIGNMENT

50%

75%

56%

43%

35%

78%

76%

40%

41%

45%

64%

53%

62%

31%

47%

30%

MKTHINK

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DRAFT

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DRAFT

What’s going on in your classrooms?

NOW THAT WE’VE OUTLINED THE METRICS FOR EVALUATING YOUR CAMPUSES AND INVENTORIED YOUR SPACES, LET’S HOW YOU ARE USING THOSE SPACES. MKTHINK

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DRAFT

USE OF SPACE AltSchool’s unique classroom setup allows students to move around the classroom to various learning zones.

To assess how students are using these learning zones, we evaluated each campus using three metrics: • Utilization: measures if a “zone” is being used (or not used) throughout the day.

• Flexibility: measures how many times a “zone” changes use throughout the day.

• Distribution: measures how many different types of zones are used throughout the day.

We gathered this information through: • Measurements/Records: data recorded on AltVideo’ • Observations: scheduled visits by MKThink analysts

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DRAFT

MKTHINK

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DRAFT

UTILIZATION: AT A GLANCE—

How does each campus stack up?

SOMA CAMPUS Gross Measurable Area

2,355

Learning Zone Utilization*

sf

FORT MASON CAMPUS FORTMASON Gross Measurable Area

7,465

sf

Classroom SF

1,775

SOMA 51%

sf

Classroom SF

3,330

sf

# of Classrooms

# of Classrooms

1

4

# of Students by Grade Level

# of Students by Grade Level

0 0 26

32 14 14

Lower Elementary Middle Elementary Middle School

Learning Zone Utilization*

42%

Lower Elementary Middle Elementary Middle School

*Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments, and a space is considered utilized when at least 1 person is present and using the space during that time. The school day is measured from 8:20am - 3:00pm.

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DRAFT

DOGPATCH CAMPUS CAMPUSSQ RTMASON DOGPATCHALAMO SQUARE ALAMO Gross Measurable Area

1,715

Learning Zone Utilization*

4,210

sf

Classroom SF

1,330

sf

Gross Assignable Area**

24%

sf

Classroom SF

1,920

sf

# of Classrooms

# of Classrooms

1

3

# of Students by Grade Level

# of Students by Grade Level

18 0 0

16 34 0

Lower Elementary Middle Elementary Middle School

Learning Zone Utilization*

59%

Lower Elementary Middle Elementary Middle School

* For Alamo Square, Assignable Area is used as opposed to Gross Measurable Area due to way the lease is structured for the property.

MKTHINK

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DRAFT UTILIZATION: AT A GLANCE—

SOMA

SOMA CAMPUS Gross Measurable Area

2,355

sf

Classroom SF

1,775

sf

# of Classrooms

Utilization by Spatial Typology type

#

utilization %

POD

3

68%

HARBOR

1

52%

FORUM

1

52%

HUB

1

0%

Learning Zone Utilization*

51%

1 # of Students by Grade Level

0 0 26

Lower Elementary Middle Elementary Middle School

Data Collection Method

Measurement/Records * Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments and a space is considered utilized when at least 1 person is present and using the space during that time. The school day is measured from 8:20am - 3:00pm.

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DRAFT

SLZ 102 170 SF HUB SLZ 101 330 SF POD

SLZ 106 255 SF POD

SLZ 103 395 SF FORUM

SLZ 105 255 SF POD

SLZ 104 330 SF HARBOR

SOMA Floor 1 Classrooms 101 Learning Zones 8:20AM - 3:00PM 2.02.2015

MKTHINK

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DRAFT UTILIZATION: AT A GLANCE—

FORTMASON

FORT MASON CAMPUS Gross Measurable Area

7,465

sf

Classroom SF

3,330

sf

# of Classrooms

4

Utilization by Spatial Typology type

#

utilization %

HUB

2

71%

SEMINAR

4

SANCTUARY

1

HARBOR

7

DEN

1

POD

7

WORKSHOP

3

19%

SHELL

2

11%

Learning Zone Utilization*

61% 50% 49%

42%

42% 32%

# of Students by Grade Level

32 14 14

Lower Elementary Middle Elementary Middle School

Data Collection Method

Measurement/Records * Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments and a space is considered utilized when at least 1 person is present and using the space during that time. The school day is measured from 8:20am - 3:00pm 32

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DRAFT FLZ 102 140 SF HARBOR

FLZ 101 45 SF POD

FLZ 103 40 SF HARBOR

FLZ 105 40 SF POD

FLZ 104 40 SF POD FLZ 106 175 SF HUB

FLZ 107 FLZ 109 100 SF 60 SF WORKSHOP SHELL FLZ 111 FLZ 108 FLZ 110 190 SF 100 SF 60 SF WORKSHOP POD SANCTUARY FLZ 112 65 SF HARBOR

FLZ 113 195 SF SEMINAR

FLZ 114 75 SF POD

FORT MASON Floor 1 Classrooms 101 & 102 Learning Zones 8:20AM - 3:00PM 01.20.2015

FLZ 206 60 SF POD

FLZ 207 280 SF SEMINAR

FLZ 208 340 SF HUB

FLZ 209 350 SF SEMINAR

FLZ 212 45 SF DEN FLZ 211 50 SF HARBOR FLZ 213 125 SF SEMINAR

FLZ 210 75 SF HARBOR

FORT MASON Floor 1 Classroom FLZ 203 FM-101 FLZ 202 40 SF 40 SF Learning Zones HARBOR SHELL FLZ 201 8:00AM – 3:00PM 90 SF HARBOR 1.20.2015

FLZ 205 130 SF POD

FLZ 204 65 SF WORKSHOP

FORT MASON Floor 2 Classrooms 201 & 203 Learning Zones 8:20AM - 3:00PM 02.03.2015

MKTHINK

33

DRAFT UTILIZATION: AT A GLANCE—

FORTMASON DOGPATCH

DOGPATCH CAMPUS Gross Measurable Area

1,715

sf

Classroom SF

1,330

sf

# of Classrooms

1

Utilization by Spatial Typology type

#

utilization %

SEMINAR

2

44%

WORKSHOP

2

33%

POD

3

30%

SHELL

1

22%

FORUM

1

22%

HARBOR

2

11%

SANCTUARY

2

0%

Learning Zone Utilization*

24%

# of Students by Grade Level

18 0 0

Lower Elementary Middle Elementary Middle School

Data Collection Method

Measurement/Records * Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments and a space is considered utilized when at least 1 person is present and using the space during that time. The school day is measured from 8:20am - 3:00pm.

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DRAFT

DLZ 101 110 SF SHELL

DLZ 112 110 SF SEMINAR

DLZ 111 45 SF WORKSHOP

DLZ 102 55 SF POD

DLZ 103 115 SF HARBOR DLZ 113 40 SF POD DLZ 104 145 SF POD

DLZ 110 155 SF WORKSHOP DLZ 109 135 SF HARBOR

DLZ 107 20 SF SANCTUARY

DLZ 108 185 SF FORUM

DLZ 105 130 SF SEMINAR

DLZ 106 65 SF SANCTUARY

DOGPATCH Floor 1 Classrooms 101 Learning Zones 8:20AM - 3:00PM 01.20.2015

MKTHINK

35

DRAFT UTILIZATION: AT A GLANCE—

ALAMO SQ

ALAMO SQUARE CAMPUS Gross Measurable Area

6,265

sf

Classroom SF

1,920

sf

# of Classrooms

3

Utilization by Spatial Typology type

#

HUB

1

POD

7

63%

FORUM

3

58%

SEMINAR

1

37%

HARBOR

4

32%

WORKSHOP

1

27%

SHELL

1

Learning Zone Utilization*

utilization %

82%

59%

# of Students by Grade Level

16 34 0

Lower Elementary

20%

Middle Elementary Middle School

Data Collection Method

Measurement/Records * Learning Zone Utilization represents a measure of use-hours, or a ratio of how long a particular space is being used divided by the total numbers of hours it could be used in a typical school day. The day is divided into 15 minute segments and a space is considered utilized when at least 1 person is present and using the space during that time. The school day is measured from 8:20am - 3:00pm.

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DRAFT DN

UP

ALZ 201 95 SF FORUM DN

UP

ALZ 209 50 SF HUB ALZ 208 75 SF HARBOR

ALZ 301 130 SF HARBOR

ALZ 309 70 SF HARBOR

ALZ 207 ALZ 206 ALZ 205 105 SF 60 SF 100 SF POD POD HARBOR

ALAMO SQUARE Floor 2 Classrooms 201 Learning Zones 8:20AM - 3:00PM 2.04.2015

ALZ 302 ALZ 303 40 SF 90 SF POD FORUM

ALAMO SQUARE ALZ 304 200 SF Floor 2 POD Classroom AS-201 ALZ 305 50 SF Learning ZonesSHELL 8:00AM – 3:00PM 2.04.2015

ALZ 308 110 SF POD

ALZ 202 80 SF WORKSHOP ALZ 203 85 SF ALZ 204 POD 50 SF POD

DN

DN

ALZ 310 225 SF SEMINAR

ALZ 311 175 SF FORUM

UP

ALAMO SQUARE Floor 3 Classrooms 310 Learning Zones 8:20AM - 3:00PM 2.04.2015

MKTHINK

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DRAFT

LEARNING ZONES

Typology Daily Use PERCENT OF LEARNING ZONES IN USE IN A DAY

100%

Average Percentage of Learning Zones in Use

90% 80% 70% 60% 50% 40% 30%

59%

51% 42%

20%

24%

10%

SOMA

38

FORT MASON

DOG PATCH

MKThink proprietary material. Do not distribute without written permission.

ALAMO SQUARE

DRAFT

LEARNING ZONES

Typology Daily Use PERCENT OF LEARNING ZONES THAT CHANGE USE IN A DAY

100% 90%

Percentage of Learning Zones That Change Type

80% 70% 60% 50% 40% 30% 20% 10%

17% SOMA

4%

0%

FORT MASON

DOG PATCH

11% ALAMO SQUARE

MKTHINK

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DRAFT

8AM

9AM

10AM

11AM

12AM

LEARNING ZONES

Overall Typology Daily Use LEARNING ZONE USE THROUGHOUT THE DAY

1 – 25 STUDENTS

76 – 100 STUDENTS

26 – 50 STUDENTS

101 – 150 STUDENTS

51 – 75 STUDENTS

151+ STUDENTS

WORKSHOP SHELL DEN NEST HARBOR SANCTUARY HUB PARLOR FORUM

8AM

40

9AM

10AM

11AM

MKThink proprietary material. Do not distribute without written permission.

12AM

1PM

2PM

3PM

1PM

FORUM

LEARNING ZONES

DRAFT 8AM

Overall Typology Daily Use LEARNING ZONE USE BY CAMPUS

9AM

10AM

11AM

1 - 10 STUDENTS

51 – 75 STUDENTS

11 - 25 STUDENTS

76 – 100 STUDENTS

26 - 50

101+ STUDENTS

STUDENTS

12AM

1PM

LEARNING ZONE USE THROUGHOUT THE DAY

WORKSHOP

AS DP FM SM

SHELL

AS DP FM SM

DEN

AS DP FM SM

POD

AS DP FM SM

HARBOR

AS DP FM SM

SANCTUARY

AS DP FM SM

HUB

AS DP FM SM

SEMINAR

AS DP FM SM

FORUM

AS DP FM SM

8AM

9AM

10AM

11AM

1 - 10 STUDENTS

51 – 75 STUDENTS

11 - 25 STUDENTS

76 – 100 STUDENTS

26 - 50 STUDENTS

101+ STUDENTS

12AM

1PM

2PM

3PM

MKTHINK

41

DRAFT

42

MKThink proprietary material. Do not distribute without written permission.

DRAFT

Too much, too little, or just right?

HOW MUCH SPACE IS DEDICATED TO LEARNING AND TO EACH STUDENT.

MKTHINK

43

DRAFT

EFFICIENCY As each Altschool campus is unique in size and scale, it was unclear if the space dedicated to each student was too much, too little, or just right. In order to evaluate how efficient AltSchool’s campuses are, we measured: • Campus: square footage allocation to AltSchool students per campus compared to national and CA LLP standards • Classroom: square footage allocation to AltSchool students per classroom compared to CA Building Code standards and more traditional schools across California

We gathered this information through: • Measurements/Records: data received on student enrollment from AltSchool; data from National and CA Building Code, CA LLP, Reggio and Hillbrook Schools

44

MKThink proprietary material. Do not distribute without written permission.

DRAFT

BUILDINGS

Classroom and Building Efficiency

PERCENT OF TEACHING SF TO TOTAL SF BY CAMPUS

TOTAL CAMPUS SF PER STUDENT 144 SF

150 140

125 SF

124 SF

122 SF 105 SF

120

100%

110

80 SF

90

73 SF

80 70 60 50 40

Total Building Square Footage

95 SF

91 SF

100

Total Teaching Square Footage*

Total Campus SF / Student (SF)

130

76%

30

79% 60%

60%

20 10 0%

National Median

(elem school)

CA LLP allowance

(elem school)

National Median

(middle school)

CA LLP allowance

(middle school)

SOMA

Fort Mason

Dog Patch

Alamo Square

SOMA

FORT MASON

DOG PATCH

ALAMO SQUARE

*Teaching Square Footage = Classroom SF + Breakout SF

*LLP is the minimum square foot allowance to qualify as a “complete school” for school facility program funding from the California Department of Education. Components included in the assessment of a complete school are: classroom, physical education space, support facilities, common essential facilities, multi-purpose rooms, and infrastructure. See appendix XX for breakdown of components. website: coa.ca.gov date of info: 2006

MKTHINK

45

DRAFT

EFFICIENCY: COMPARISON

SF Per Student Per Classroom TEACHING SPACE SF PER STUDENT BY GRADE LEVEL

100 90

74.2 SF

80

66.6 SF

Teaching SF* / Student** (SF)

70

59.8 SF 60 50 40

30 SF

30 20 10

CA Building Code

K – 1st

*Teaching SF = Classroom SF + Breakout SF **Number of students per grade level are estimated based on known campus enrollment numbers and classroom square footages

46

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2nd – 5th

6th – 8th

DRAFT

CLASSROOM SF PER STUDENT BY CAMPUS 100 90 76.4 SF

80

Classroom SF / Student* (SF)

70

69.6 SF

70.8 SF

69.3 SF

Fort Mason (2-5)

SOMA (6-8)

Fort Mason (6-8)

60.0 SF

60 50.2 SF 45.0 SF

50

43.8 SF 40.0 SF

40

38.7 SF

39 SF***

30.0 SF

30.0 SF

30.0 SF

Reggio Class (5-8)**

Hillbrook Class Room

30 20 10

CA Building Code

Reggio Class (JK-K)**

Reggio Class (1-4)**

Hillbrook Specialty Rooms

Alamo Square (K-1)

Fort Mason (K-1)

Dog Patch (K-1)

Alamo Square (2-5)

*Number of students per grade level are estimated based on known campus enrollment numbers and classroom square footages **Day, Christopher, & Midbjer, Anita (2007). Environment and Children, 44. ***Average classroom sqft/student is set based on Reggio and Hillbrook classrooms and the CA Building Code

MKTHINK

47

DRAFT

48

MKThink proprietary material. Do not distribute without written permission.

DRAFT

Too hot, too cold, or just right?

HOW DO THE ENVIRONMENTAL CONDITIONS IMPACT THE WAY SPACES ARE PERCEIVED.

MKTHINK

49

DRAFT

ENVIRONMENTAL EFFECTIVENESS The environmental quality of a space can affect the physical and psychological well-being of the inhabitant.

In order to determine the overall environmental quality of AltSchool’s campuses, we assessed four areas: • Visual Comfort: measures both light quality and visual clutter during times of observation • Olfactory Comfort: measures the observed strength of odors • Auditory Comfort: measures the observed sound levels • Thermal Comfort: measures the observed thermal quality of the space

We gathered this information through: • Surveys: data was received through surveys given to AltSchool staff • Observations: scheduled visits by MKThink analysts

50

MKThink proprietary material. Do not distribute without written permission.

DRAFT

OVERALL

Environmental Quality: Self-Report

Very Uncomfortable

Very Comfortable

Neutral

Somewhat Comfortable

Somewhat Uncomfortable

OLFACTORY COMFORT

VISUAL COMFORT

THERMAL COMFORT

ACOUSTIC COMFORT

How do you rate the olfactory comfort across all campuses?

How do you rate the visual comfort across all campuses?

How do you rate the thermal comfort across all campuses?

How do you rate the acoustic comfort across all campuses?

7%

7%

7% 29%

21%

14%

13%

14%

21%

14% 36%

14%

7%

21% 43%

The teachers and staff at AltSchool rated the Olfactory comfort as generally comfortable.

Impromptu conversations suggest that AltSchool teachers intentionally refrain from intense indoor activity to avoid unpleasant smells.

43% 43%

43%

While half of the survey respondents indicated that they are somewhat comfortable with the visual aesthetic of their rooms, written responses and impromptu conversations suggested that teachers are unhappy with the amount of clutter present and lack of storage space available.

Survey responses implied that over half of the teachers and staff feel comfortable or neutral within their space, while 28% felt that they are uncomfortable.

Over half of the AltSchool survey respondents indicated that the acoustic comfort of their classroom is uncomfortable. This is in line with statements made

by AltSchool teachers.

Due to the openness of their environments and the hard surfaces, acoustic reverberation can impede a teachers ability to teach.

MKTHINK

51

DRAFT OVERALL

Environmental Quality: MKThink Observations

OLFACTORY COMFORT 1 - Strong odor during times of observation 3 - Moderate odor during times of observation 5 - No noticeable odor during times of observation

VISUAL COMFORT 1 - Poor light quality/low visual coherence 3 - Moderate light quality/neutral visual coherence 5 - Excellent light quality/high visual coherence *light quality includes: artificial and natural light, level of glare **visual coherence measures amount of organization/clutter

ACOUSTIC COMFORT 1 - Very loud, difficult to focus 3 - Moderately loud, somewhat difficult to focus 5 - Quiet, easy to focus

THERMAL COMFORT 1 - Extreme hot or cold, uncomfortable working environment 3 - Somewhat hot or cold, somewhat comfortable working environment 5 - Comfortable temperature, very comfortable working environment 52

MKThink proprietary material. Do not distribute without written permission.

DRAFT OVERALL COMFORT (all locations)

1

2

3

4

5

SOMA

66%

DOGPATCH FORT MASON ALAMO 1

2

3

4

5

SOMA

51%

DOGPATCH FORT MASON ALAMO 1

2

3

4

5

SOMA

43%

DOGPATCH FORT MASON ALAMO 1

2

3

4

5

SOMA DOGPATCH

83%

FORT MASON ALAMO MKTHINK

53

DRAFT

54

MKThink proprietary material. Do not distribute without written permission.

DRAFT

What are you saying to the world?

NOW THAT WE’VE EVALUATED YOUR PHYSICAL SPACES FOR USE, EFFICIENCY, AND COMFORT, HOW DO YOUR PHYSICAL SPACES PROMOTE YOUR BRAND? MKTHINK

55

DRAFT

BRAND ALIGNMENT As AltSchool grows, building a recognizable brand will aid its ability to attract new families to its schools, as well as, become an institution in the community. While recognizing that AltSchool has only recently opened its doors, we chose to evaluate the company’s physical spaces on how well they aligned with the brand values promoted on the AltSchool website, as well as, answers provided by AltSchool staff through surveys on its internal culture.

We gathered this information through: • Surveys: data was received through surveys given to AltSchool staff • Observations: scheduled visits by MKThink analysts

56

MKThink proprietary material. Do not distribute without written permission.

Cultural Cartography A

tool

for

Profiling

cultures

At

scAle

And

in

7

time

fragile

9

.2.

2C OL LE CT IV E C.1

C.1.1.1 DIVE

RSITY

collective

ENT

researched

traditional

AG E M

7

conservative

L

IA NC

5

IO

N

M

ET

H

O

Y LO G

O TECHN S NES ADEPT

IN

decentralized

TU

8

exploratory

IntuItIve

restraIned

A culture with an informed tendency acts and makes decisions based on the collection and evaluation of data.

A culture with an exploratory tendency acts and makes decisions based on innovation and leadership.

A culture with an intuitive tendency acts and makes decisions based on experience and instinct.

A culture with a restrained tendency acts and makes decisions in a cautious or reserved manner.

s c o r e

s c o r e

s c o r e

s c o r e

now

future

5

now

6

future

13

now

8

does not identify in either direction, but would like to be moderately more individual.

future

1

now

22

future

is researched, would like to be moderately more researched.

is high risk, would like to be moderately more conservative.

manaGement

4

NA

S CI

D

Informed

16

does not identify in either direction, but would like to be significantly more heterogeneous.

FinanCial

3

centralized

Social Struct space in a col spatial prefer

Decision Inp decision-mak nature and co interval from

Financial: a c with respect t as well as inv

Management management indicate thei decentralized distributed a

Technology A experience an anticipated t

is decentralized, would like to be slightly more centralized.

teChnoloGy awareness

7

early-adopter

13

Diversity: a c homogeneity

DeCision inputs

5

FI

DE

E

9

RI SK

Y

UR

individual

IT IV E

US HOMO GENO

C.1 .2.

1I

L

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CT

Diversity

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0

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L NA IO

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WELL

HUMAN

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is net positive, would like to be significantly more net positive.

HU

C.2.1.1

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ERS

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Environmen sufficiency o imports or ex capital, comm operation res

E

A SE RE

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0

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L

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OPT LY-AD 1 EAR C.2.4.

D

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net negative

7

RY NTAL O ME AT VIRONLLNESS

ED RM

DIVER

is fragile, would like to be drastically more resilient.

environmental wellness

1

net positive

LO G Y HNO TEC SS PTNE ADE

Glossar

human wellness

5

resilient

WhAt Are the culturAl tendencies of Altschool today And Who do they AsPire to be in the future?

DRAFT

Cultural aspirations

late-majority

Are early adopters, would like to be slightly less early adopters.

peer orGanizations

aspirations

Blue School

Kiwi Crate

Google

Toyota

Friends School

Fusion Academy

Starbucks

Tesla

The Nueva School

Life Edited

Frog Design

Brightworks

Boulder Journey School

Stanford d.School

Zappos

Uber

Kunskapsskolan

IDEO

MKTHINK

57

DRAFT

BRAND ALIGNMENT

Brand Values

PROMOTED BRAND VALUES:

SELF-REPORTED BRAND VALUES:

STUDENT-CENTRIC (includes dynamic and rigorous): Focus on smaller classrooms and student:teacher ratios and mix individual, group, and experiential learning to keep students engaged.

EMOTIONAL ADAPTABILITY: Organization’s staff has a strong ability to adapt and grow emotionally, physically, socially, and psychologically.

(as stated on your website)

DIVERSITY: Belief that all children deserve studentcentric education and all children benefit from being in a diverse environment.

ENGAGEMENT WITH THE COMMUNITY: Engagement with community enriches children’s learning experiences.

PARTNERSHIP: Involvement of parents is vital to the success of their child. To support this, tools have been developed to allow parents to see their child’s progress at any time.

FUN: Allowing students to drive their education keeps them engaged, motivated, passionate, and creative, which in turn fuels their love of going to school. (descriptions adapted from Altschool website)

(as self-reported through the cultural cartography)

SUSTAINABILITY: Importance placed on the value of being environmentally sustainable in use of physical and operational resources.

INDIVIDUALITY: The individual is expressed from the student to the campus, highlighting uniqueness rather than homogeneity.

RESEARCH-BASED: Focus on research-based methods in decision-making processes.

FISCALLY RESPONSIBLE: Focus on organizations financial management practices in terms of strategy, investment, expenditure.

CENTRALLY-MANAGED: Focus on concentrating decision-making rather than distributing it throughout the organization.

TECHNOLOGICALLY MATURE: Focus on proficiency and anticipated technology adoption habits. (descriptions adapted from evaluation of Cultural Cartography)

58

MKThink proprietary material. Do not distribute without written permission.

DRAFT

BRAND ALIGNMENT

Brand values translated to cultural and physical environments PHYSICAL: Indicates brand values that strongly align with the physical environment and can relate to furniture, interior & exterior spaces, facade, and surrounding public space.

CULTURAL: Indicates brand values that strongly align with the beliefs and aspirations of the people and their organization.

PHYSICAL

CULTURAL FISCALLY RESPONSIBLE CENTRALLYMANAGED DIVERSITY

INDIVIDUALITY

FUN ENGAGEMENT WITH THE COMMUNITY

SUSTAINABILITY

STUDENTCENTRIC

RESEARCHEDBASED EMOTIONAL ADAPTABILITY PARTNERSHIP

TECHNOLOGICALLY MATURE

MKTHINK

59

DRAFT

BRAND ALIGNMENT

Physical Brand Values: MKThink Observations DO ALTSCHOOL’S BRAND VALUES STUDENT-CENTRIC, FUN, SUSTAINABILITY, ENGAGEMENT WITH THE COMMUNITY, AND INDIVIDUALITY ALIGN WITH ALTSCHOOL’S PHYSICAL ENVIRONMENT?

STUDENT-CENTRIC 1 - Low focus on smaller classrooms and mix of individual, group, and experiential learning 3 - Moderate focus on smaller classrooms and mix of individual, group, and experiential learning 5 - High focus on smaller classrooms and mix of individual, group, and experiential learning

1

60

4

5

DOGPATCH

STUDENT-CENTRIC: IS THERE A FOCUS ON SMALLER CLASSROOMS WITH A MIX OF INDIVIDUAL, GROUP, AND EXPERIENTIAL LEARNING? FUN: IS THERE CAMPUS (TEACHER/STUDENT) INVOLVEMENT IN SHAPING THE PHYSICAL ENVIRONMENT?

FORT MASON ALAMO

1

2

3

4

5

1

2

3

4

5

SOMA DOGPATCH FORT MASON ALAMO

SUSTAINABILITY 1 - Low use of sustainable resources used throughout the campuses 3 - Moderate use of sustainable resources throughout the campuses 5 - High use of sustainable resources throughout the campuses

3

SOMA

FUN 1 - Low campus involvement in shaping the physical environment 3 - Moderate campus involvement in shaping the physical environment 5 - High campus involvement in shaping the physical environment

2

OBSERVATION QUESTIONS

SOMA DOGPATCH FORT MASON ALAMO

MKThink proprietary material. Do not distribute without written permission.

SUSTAINABILITY: ARE ENVIRONMENTALLY SUSTAINABLE RESOURCES USED THROUGHOUT THE CAMPUSES?

DRAFT DO ALTSCHOOL’S BRAND VALUES STUDENT-CENTRIC, FUN, SUSTAINABILITY, ENGAGEMENT WITH THE COMMUNITY, AND INDIVIDUALITY ALIGN WITH THE PHYSICAL ENVIRONMENT?

ENGAGEMENT WITH THE COMMUNITY 1 - No noticeable engagement with the community 3 - Moderate engagement with the community 5 - High engagement with the community

1

2

3

4

OBSERVATION QUESTIONS

5

SOMA DOGPATCH FORT MASON ALAMO

INDIVIDUALITY 1 - Low individuality/uniqueness SOMA added to the physical environment DOGPATCH 3 - Moderate individuality/ uniqueness added to the physical FORT MASON environment 5 - Highly individualized/unique ALAMO physical environment

1

2

3

4

5

ENGAGEMENT WITH THE COMMUNITY: DOES THE PHYSICAL ENVIRONMENT REFLECT THE CULTURAL IDENTITY OF THE COMMUNITY IN WHICH IT RESIDES? INDIVIDUALITY: DOES THE PHYSICAL ENVIRONMENT HAVE STRONG INDIVIDUALITY AND INTENTIONAL UNIQUENESS IN RELATIONSHIP TO ITS SURROUNDINGS AND TO THE OTHER CAMPUSES?

MKTHINK

61

DRAFT

62

MKThink proprietary material. Do not distribute without written permission.

DRAFT

What did we find out?

MKTHINK

63

DRAFT

ALTSCHOOL: AT A GLANCE—

How does each school stack up?

USE OF SPACE

SOMA 2,415 sf

Use of Space score calculation: • Utilization score*: % of zones used over course of day • Flexibility score: % of times zones turned over in the course of a day • Distribution score: % of typologies used over the course of a day • Use of Space Score Weighting = 3x Utilization + 1x Flexibility + 1x Distribution

EFFICIENCY

DOGPATCH 1755 sf

Efficiency score calculation: • Campus score: % deviation of AltSchool sqft/student/campus to mean of precedents (CA LLP Allowance, National Medium) • Classroom score: % deviation of AltSchool sqft/student/ classroom to mean of precedents (CA building code, Reggio and Hillcrest schools)

ENVIRONMENTAL EFFECTIVENESS

BRAND ALIGNMENT

4,120 sf FIRST FLOOR

UP

UP

1,515 sf

DN

DN

1,455 sf

DN

MKThink proprietary material. Do not distribute without written permission.

3,420 sf

64

Brand Values score: Observational assessment by MKThink analysts of brand values relating to physical space including: Student-Centric, Fun, Sustainability, Engagement with the Community, and Individuality

SECOND FLOOR

•

ALAMO SQUARE THIRD FLOOR

Brand Alignment score calculation:

FORT MASON 3,520 sf

Environmental Effectiveness score calculation: • Visual Comfort: observational assessment by MKThink analysts of light quality and visual clutter in classroom spaces • Olfactory Comfort: observational assessment by MKThink analysts of strength of odors in classroom spaces • Auditory Comfort: observational assessment by MKThink analysts of sound levels in classroom spaces • Thermal Comfort: observational assessment by MKThink analysts thermal quality in classroom spaces

DRAFT USE OF SPACE

EFFICIENCY

ENVIRONMENTAL EFFECTIVENESS

BRANDALIGNMENT

50%

75%

56%

43%

35%

78%

76%

40%

41%

45%

64%

53%

62%

31%

47%

30%

MKTHINK

65

DRAFT

ALTSCHOOL: AT A GLANCE—

Summary Findings per Campus USE OF SPACE

SOMA

NOT WORKING

• Utilization: Throughout the day people observed in all the learning zones.

• Flexibility: Two zones were observed changing from small group to large group learning areas.

• Distribution: Lack of space conducive to independent and quiet work.

• Small variation in furniture configurations

• Distribution: Large distribution of spatial typologies.

• Utilization: Many learning zones appeared to be unused throughout the day.

• Flexibility: There were no changes in furniture arrangements throughout observation.

• Utilization: Lower Elementary classrooms benefited from closer proximity to each other.

• Flexibility: Upper Elementary classroom frequently changed the layout of its furniture throughout observation.

• Distribution: Only campus with Den space.

• Flexibility: Not all classrooms were observed as flexible.

• Distribution: Within each individual classroom there is not a wide variety of furniture arrangements.

• Utilization: Throughout the day people observed in all the learning zones.

• Flexibility: A small group learning area changed to a large group area during observation.

• Flexibility: Areas remain primarily static, • Distribution: Lack of space conducive to independent and quiet work.

2,415 sf

50%

WORKING

DOGPATCH 1755 sf

35%

4,120 sf

3,520 sf

FORT MASON 41%

ALAMO SQUARE FIRST FLOOR

SECOND FLOOR

THIRD FLOOR

UP

UP

1,515 sf

DN

DN

1,455 sf

DN

3,420 sf

66

62%

MKThink proprietary material. Do not distribute without written permission.

DRAFT

ALTSCHOOL: AT A GLANCE—

Summary Findings per Campus EFFICIENCY

SOMA

WORKING

NOT WORKING

2,415 sf

1755 sf 3,520 sf

FIRST FLOOR

SECOND FLOOR UP

UP

1,515 sf

DN

DN

1,455 sf

• Building: Lack of key support spaces such as vestibules and breakout spaces.

• Building: Key support spaces such as vestibules and breakout spaces.

• Building: More space dedicated to circulation and support.

• Classroom: Breakout space

• Building: Lack of key spaces such as vestibule.

• Building: High proportion of vertical circulation.

• Classroom: Communal gathering zones were too small within classrooms.

45%

ALAMO SQUARE DN

• Classroom: Single classroom format allows for reduction of support space square footage.

78%

FORT MASON

3,420 sf

• Building: Lack of key support spaces such as vestibules and breakout spaces.

75%

DOGPATCH

THIRD FLOOR

• Classroom: Single classroom format allows for reduction of support space square footage.

31%

MKTHINK

67

DRAFT

ALTSCHOOL: AT A GLANCE—

Summary Findings per Campus ENVIRONMENTAL EFFECTIVENESS

SOMA 2,415 sf

60%

DOGPATCH 1755 sf

76%

4,120 sf

3,520 sf

FORT MASON 64%

ALAMO SQUARE FIRST FLOOR

SECOND FLOOR

THIRD FLOOR

UP

UP

1,515 sf

DN

DN

1,455 sf

DN

3,420 sf

68

WORKING

NOT WORKING

• Visual: Strong visual connection between spaces.

• Visual: Strategic about what is displayed on walls, and how walls are used.

• Auditory: Strategic about how surfaces are used to modulate sound.

• Olfactory: Odors from food.

• Highest observed noise levels.

• Visual: Difficult to modulate light between front and rear of room.

• Visual: Clutter observed on floor.

• Auditory: Highest observed acoustical comfort.

• Olfactory: No odor detected during observation.

• Visual: Even light in space.

• Visual: Adequate light on all work surfaces observed.

• Visual: Disparate furniture styles.

• Visual: Overflowing storage.

• Moderate levels of sound observed.

• Visual: Daylight in all classrooms and primary ground floor circulation space.

• Visual: Too much transparency in ground floor spaces.

• Visual: Clutter observed on floor and wall surfaces.

• Visual: High reflectivity of wall surfaces was noted as bothersome.

• Auditory: Moderate levels of sound observed.

• Visual: Clutter observed on floor and wall surfaces.

• Visual: Direct light through windows made it difficult to use laptops and see projected images.

• Thermal: Direct light and poor heating system contribute to temperature fluctuations.

47%

MKThink proprietary material. Do not distribute without written permission.

DRAFT

ALTSCHOOL: AT A GLANCE—

Summary Findings per Campus BRANDALIGNMENT

SOMA 2,415 sf

43%

WORKING • Fun: Strong campus community (student/teacher) involvement in shaping the appearance of the interior space

DOGPATCH 1755 sf 3,520 sf

53%

ALAMO SQUARE FIRST FLOOR

SECOND FLOOR

THIRD FLOOR

UP

UP

1,515 sf

DN

DN

1,455 sf

DN

3,420 sf

30%

• Engagement with the community: little or no observed relationship with the community through the physical space • Individuality: Little or no individuality in relationship to its exterior surroundings

• Individuality: Little or no individuality in relationship to its exterior surroundings • Fun: little or no campus involvement in shaping the appearance of the interior space

40%

FORT MASON

NOT WORKING

• Individuality: Good campus community involvement in creating an unique environment through the vestibule and classrooms.

• Fun: little or no campus involvement in shaping the appearance of the interior space

• Fun: Strong campus community (student/teacher) involvement in shaping the feel of the campus (selected unique school color)

• Engagement with the community: little or no observed relationship with the community through the physical space • Individuality: Little or no individuality in relationship to its exterior surroundings

MKTHINK

69

DRAFT

70

MKThink proprietary material. Do not distribute without written permission.

DRAFT

ALTSCHOOL: AT A GLANCE—

Summary Findings Overall USE OF SPACE

EFFICIENCY

ENVIRONMENTAL EFFECTIVENESS

47%

57%

62%

BRANDALIGNMENT

42%

Increase space use by properly distributing the types and sizes of learning zones at each location.

Provide for flexibility where required.

Optimize efficiency by “right-sizing” spaces to the appropriate size by grade level. Determine right size / distribution of non-learning space.

Improve environmental effectiveness by focusing on visual coherence and acoustical control; maintain proper thermal comfort and olfactory control.

Improve brand-alignment by developing a strategy for the physical environment based on company’s values and goals.

KEY FINDINGS • 8/60 zones are optimized for independent learning and activities.

• 0-17% of learning zones changed.

KEY FINDINGS • 9/9 Classrooms have more square feet per student than the external mean of 39 square feet per student.

• AltSchool’s space efficiency varies by 44% across its campus portfolio.

KEY FINDINGS • Acoustical and visual coherence had the lowest ratings at 43% and 51% respectively.

• 64% of responses rate acoustical as somewhat or very uncomfortable.

KEY FINDINGS • Campuses lack strong branding through interior and exterior

KEY INSIGHTS Some zones are being used often and others not. “Right-sizing” learning zones represents a great opportunity to increase the use of space, for both collaborative and independent work, by increasing the distribution of learning zone types.

KEY INSIGHTS Support spaces and circulation spaces reduce campus efficiency, however, they add value/ improve the quality of the campus experience.

Correctly size learning zones by grade level.

KEY INSIGHTS Visual connectivity and acoustic separation are inversely proportional to one and other. The openness of classrooms needs to be weighed against its ability to support multiple, simultaneous activities.

KEY INSIGHTS Company has identified brand values, but have not implemented them into the physical space.

MKTHINK

71