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ALBUQUERQUE PUBLIC SCHOOLS SOUTH WEST HIGH SCHOOL DRAFT EXECUTIVE SUMMARY FACILITY PROGRAM September 22, 2006
prepared by
HEALY, BENDER & ASSOCIATES, INC. for
FANNING, BARD, TATUM ARCHITECTS/ PERKINS+ WILL ARCHITECTS
DRAFT EXECUTIVE SUMMARY FACILITY PROGRAM
SOUTH WEST HIGH SCHOOL AL B U Q U E R Q U E P U B L I C S C H O O L S September 22, 2006
School Board Paula Maes Miguel A. Acosta Gordon Rowe Leonard J. DeLayo, Jr. Berna V. Facio Robert D. Lucero Mary Lee Martin
prepared by HEALY, BENDER & ASSOCIATES, INC. for Fanning, Bard, Tatum Architects Perkings + Will
Draft Executive Summary Facility Program
September 22, 2006
Table of Contents S e c t i o n 1 Introduction........................................................................................ 1
Project Goals and Objectives ........................................................................ 2 Acknowledgements ....................................................................................... 3 Board of Education ........................................................................................ 3 Executive Leadership Team .......................................................................... 3 APS South West High School Steering Committee........................................ 4 APS South West High School Executive Committee ..................................... 5 APS South West High School Planning Committee ....................................... 6
S e c t i o n 2 Academic Model .............................................................................. 9
Introduction .................................................................................................... 9 Summary of Guiding Principles for Project Development ........................... 11 APS and State of New Mexico Statewide Adequacy Standards................. 12 Instructional Space and Calculations .......................................................... 14 Recommended Instructional Spaces .......................................................... 20 Small Learning Communities ....................................................................... 21 Academies ................................................................................................... 27 Special Education ........................................................................................ 33 Other Functions............................................................................................ 36 Fine Arts – Art, Music, and Drama ............................................................... 36 Learning Resource Center........................................................................... 38 Athletic Programs......................................................................................... 39 Student Health ............................................................................................. 41 Student Activities ......................................................................................... 42 Family and Career Center............................................................................ 43 Industrial Arts, Extension Courses, Industry Programs ............................... 45 Food Service ................................................................................................ 46 Transportation and Access.......................................................................... 47 Security ........................................................................................................ 49
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Community Programs .................................................................................. 50
S e c t i o n 3 Special Issues .................................................................................. 53
Small Learning Communities Research....................................................... 53 Career Academies ....................................................................................... 64 Community Schools ..................................................................................... 73 APS Schools & Community Partnerships..................................................... 76 Public Input for Community Schools............................................................ 79 Planning Committee Direction on Community Schools ............................... 80 Parent Involvement In School ...................................................................... 80 Focus Groups............................................................................................... 83
S e c t i o n 4 Space Program ................................................................................ 95
Introduction / Overview ................................................................................ 95 Program Structure ........................................................................................ 97 Definitions and Space Calculations ............................................................. 99 Space Summary......................................................................................... 102 Total Summary .......................................................................................... 105 Classroom Count Comparison................................................................... 106 Detailed Space Listing............................................................................... 108 Future Facilities .......................................................................................... 134
S e c t i o n 5 PSFA Comparison ........................................................................ 145
Introduction / Overview .............................................................................. 145
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S e c t i o n 6 Physical Requirements ................................................................ 149
Compact versus Campus Plan .................................................................. 149 General Site Organization Concepts ......................................................... 150 Security Zoning and Control ...................................................................... 150 Functional Areas ........................................................................................ 152 Core Classrooms ....................................................................................... 152 Kiva ............................................................................................................ 152 Science Facilities ....................................................................................... 152 Elective Labs.............................................................................................. 153 Fine Arts (Visual Arts and Music)............................................................... 153 Technology Shops ..................................................................................... 154 Special Education ...................................................................................... 154 Health ......................................................................................................... 156 Student Activities ....................................................................................... 157 Learning Resource Center/Library............................................................. 158 Food Service .............................................................................................. 160 Transportation, Parking and Access ......................................................... 160
S e c t i o n 7 daylighting Approaches And Opportunities In Schools............. 163
General Description ................................................................................... 163 Regulations, codes and standards............................................................ 165 Human Factors........................................................................................... 167 Design Alternatives .................................................................................... 178 Technology Developments ........................................................................ 184 Performance and Economics..................................................................... 187 Case studies of other projects ................................................................... 188 Design Calculations ................................................................................... 194 Recent Developments, Resources and Products...................................... 198 Recommendations for Albuquerque Public schools ................................. 199 Bibliography ............................................................................................... 202
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1
SECTION
Introduction
The following report summarizes the initial program requirements for the New South West High School for Albuquerque Public Schools (APS). It contains project goals, key facts, key concepts, and space listings; presents key relationship diagrams; and describes key components of the facility that form the basis for the planning and design of the high school. The report communicates to the owner, user and architect essential facility requirements that provide a common basis for facility design, while encouraging the contribution of insights by the building designer. It contains a detailed space program, with room-by-room space requirement sheets. The project defined in this document reflects the statement of goals, objectives, curriculum / educational model, and facility requirements approved by the Executive Committee. The project as defined also adopts and builds on the work completed for planning of the North West High School. This facility program contains information obtained through: •
Validation of policies established for the planning of the North West High School that apply to the South West High School;
•
Review of existing standards and guidelines;
•
Analysis of existing APS facilities;
•
Interviews with various APS functional area representatives;
•
Discussion of experience with projects having similar elements; and
•
Workshops with the High School Planning Committee representatives.
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Project Goals and Objectives The project design process and resulting design of the facility should: •
Be inclusive – provide opportunity for input by community members, parents, students of all cultural backgrounds and economic levels.
•
Support instruction – not drive it.
•
Promote Academies and Small Learning Communities.
•
Maximize opportunities for state-supported funding – accomplish the most within the budget.
•
Be Flexible. The design should readily accommodate instructional, community and technology change.
•
Be Expandable. The design of both the site and facility should be planned for logical expansion to accommodate future growth.
•
Be coordinated with the City and Community – with the site and facilities planned for community use of the fields and specific areas of the facility.
•
Make a statement of APS’ commitment to the West Side. The school should be progressive, forward-looking, state-of-the-art, and inclusive.
•
Be accessible – provide access to educational opportunities for all students.
•
Multi-lingual – respect and respond to the community heritage and culture.
•
Support sustainable design concepts, including: o
Be designed for low energy consumption.
o
Take advantage of the great views to the mountains, volcanoes and escarpment.
o
Maximize naturalistic learning opportunities.
o
Apply solar design principles.
o
Incorporate proper building orientation.
o
Incorporate wind design principles.
o
Reduce effects of blowing sand.
o
Maximize natural ventilation.
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Acknowledgements Board of Education •
Paula Maes, President (District 5)
•
Miguel A. Acosta, Vice President (District 1)
•
Gordon Rowe, Secretary (District 7)
•
Leonard J. DeLayo, Jr. Board Member (District 4)
•
Berna V. Facio, Board Member (District 3)
•
Robert D. Lucero, Board Member (District 2)
•
Mary Lee Martin, Board Member (District 6)
Executive Leadership Team •
Elizabeth M. Everitt, Ph.D Superintendent
•
Michael J. Vigil Chief Business Officer
•
Susie Peck Associate Superintendent for Instruction
•
Nelinda Venegas Associate Superintendent for School Clusters
Project Management This project is being executed under the management direction of •
Karen Alarid Facilities Design and Construction
•
Roldan Pasion Facilities Design and Construction
Project Consultant Team. This report has been prepared by Healy, Bender & Associates, Inc. as part of the Fanning, Bard, Tatum Architects / Perkins + Will, project team for Albuquerque Public Schools.
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APS South West High School Steering Committee Staff Resources •
Karen Alarid Facilities Design and Construction
•
Roldan Pasion Facilities Design and Construction
Committee Participants •
Nelinda Venegas Associate Superintendent
•
Candelaria Patterson WMHS Mustang parent Chair
•
Iris Cortiz Comfort West Mesa High School Student Council Rep 836
•
Yvonne Lopez Rio Grande High School Student Council Rep
•
Yvonne Garcia EHS Principal
•
Blanca Lopez Principal WMHS
•
Tony Watkins Community Relations
•
Leah Gutierrez-Secondary Curriculum
Architects •
Susan Johnson Fanning Bard Tatum Architects
•
Art Tatum Fanning Bard Tatum Architects
•
Chris Bard Fanning Bard Tatum Architects
•
Peter Brown Perkins+Will
•
Wendell Vaughn Perkins+Will
•
Mike Griebel Healy, Bender & Associates, Inc.
•
Brian Conway The Planning Site
PSFA •
Rocky Kearney PSFA
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APS South West High School Executive Committee Staff Resources •
Karen Alarid Facilities Design and Construction
•
Roldan Pasion Facilities Design and Construction
Architects •
Susan Johnson Fanning Bard Tatum Architects
•
Art Tatum Fanning Bard Tatum Architects
•
Chris Bard Fanning Bard Tatum Architects
•
Peter Brown Perkins+Will
•
Wendell Vaughn Perkins+Will
•
Mike Griebel Healy, Bender & Associates, Inc.
•
Brian Conway The Planning Site
PSFA •
Rocky Kearney PSFA
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APS South West High School Planning Committee •
Mathew Archutleta West Gate Community
•
Ken Barreras Director, Athletics
•
Grace Brown CHS Principal
•
Ken Cole Technology
•
Frank Comfort WMHS Parent
•
Iris Cortiz West Mesa High School Student Council Rep
•
Paula Donahue City of Albuquerque Representative
•
Omar Durant Inst. Mtls/Lib Svcs
•
Marcia Fernandez South Valley Coalition of Neighborhoods
•
Tim Gallegos Parent from Rio Grande Cluster/CAC Co-Chair
•
Yvonne Garcia EHS Principal
•
Enrico Gradi Bernalillo County Representative
•
Debi Hines Director-Sp Ed
•
James Jordan Food Services
•
Janet Kahn Inst. Mgr-Fine Arts
•
Linda Lasater WMHS Parent
•
Ornolfo Leal Immigrant Community 833-9321 C
•
Blanca Lopez Principal WMHS
•
Oscar Marquez Immigrant Community
•
John Miera Human Resources (Staffing)
•
Candelaria Patterson WMHS Mustang parent Chair Home
•
Klarissa Pena President South West Association of Neighborhoods (SWAN)
•
Katherin Reut Rio Grande High School Student Council Rep
•
Al Sanchez RGHS Principal
•
Nancy Stewart CNM
•
Ro Torres SRM PTA
•
Nelinda Venegas Associate Superintendent
•
Jesus Villegas ENLACE C
•
Tony Watkins Community Relations
•
Brad Winter Executive Director, Facilities Support and Operations
•
Joe Valles President & Secretary of West Side Coalition Ofc
•
Laura Horton VRNA pres
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Staff Resources •
Karen Alarid Facilities Design and Construction
•
John DuFay Maintenance & Operations
•
Patrick Garcia Transportation
•
Roger Garcia Transportation
•
Betty King Capital Master Plan, Demographer
•
Gil Lovato APS Police
•
Tyler Mason Facilities Design and Construction
•
Roseann McKernan Research Development and Accountability
•
Don Newton City Neighborhood Representative
•
Mary Nulk Facilities Design and Construction
•
Roldan Pasion Facilities Design and Construction
•
Costa Pavlakos Sp. Ed. Coordinator
•
John Petronis ARC
•
Bob Robie ARC
•
Karen Rudys Human Resources (Staffing)
•
Kizito Wijenje Director, Capital Master Plan
Architects •
Susan Johnson Fanning Bard Tatum Architects
•
Art Tatum Fanning Bard Tatum Architects
•
Chris Bard Fanning Bard Tatum Architects
•
Peter Brown Perkins+Will
•
Wendell Vaughn Perkins+Will
•
Mike Griebel Healy, Bender & Associates, Inc.
•
Brian Conway The Planning Site
PSFA •
Rocky Kearney PSFA
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2
SE C TIO N
Academic Model
Introduction The Executive Facility Program for the New South West High School is the starting basis for the planning of the Albuquerque Public Schools New South West High School. The new high school will provide a comprehensive curriculum that allows all the students to obtain all requirements for graduation. The design of the facility, the allocation of teaching and administrative positions, the scheduling, and the curriculum will support APS – tested and demonstrated concepts and practical experience regarding successful “small learning communities.” The design also will capitalize upon national experience and research. Specifically, the school will be organized around the use of a ninth grade academy and the use of career academies for students in the upper grades. In addition, the design should accommodate continued change and future evolution of the curriculum to meet the student preferences and cultural requirements of the Albuquerque community. The academic model adopted for the school is the result of review of the academic model used for the North West High School and input received during a one-day visioning session held on July 20, 2006. The executive committee affirmed the planning direction provided by APS and community leaders at the visioning session and provided clarification for implementation of the academic model. Key characteristics of the academic model include: •
The New South West High School will be planned for 9-12 grade students;
•
The school will be organized around Small Learning Communities (SCL) of targeted capacity of 120 students each;
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•
The small learning communities will provide shared teacher workrooms, conference areas and teacher home bases within or directly adjacent to the small learning communities;
•
The school will be further organized into “Academies” composed of multiple small learning communities;
•
Overall, planning should assume that there will be a separate 9th grade academy and four or more upper grade academies;
•
All students will participate in SLCs and Academies;
•
The facility should accommodate distributed science curriculum to the small learning communities;
•
The design and program should support distributed special education to the small learning communities, except for intensive support program special education students;
•
Planning should assume there will be one principal with separate deans/assistant principals and administrative units for each academy;
•
The design should accommodate a centralized kitchen. Food service will be distributed to the 9th Grade Academy but centralized in a commons/cafeteria for the remaining school population. Separate cafes will be provided for additional dining and social experiences for the students.
•
The school should accommodate community needs including parent meetings and participation in school functions, after-hours functions and community use, continuing education, night school, college preparation, job training, counseling, social services or health care services. Specific functional areas that are recommended include a family/career center, a teen/community health center, an extension adult education area, and a child development center.
•
The facility should be designed for a multi-lingual/multi-cultural school. The community has a high percentage of students who come from households where English is not the primary language.
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Summary of Guiding Principles for Project Development Key principals that have direct impact on the success of the small learning community model include the following: 1. The school must follow a clear, articulated vision centered on the concepts of Smaller Learning Communities and Academies for the New South West High School -- with consistent leadership. Strategic and tactical plans must be developed and implemented by the administrative staff. 2. Teacher collaboration between and among faculty in the Academies and SLCs must be supported -- guided by specific professional development. 3. There must be a firm and solid commitment to interdisciplinary instruction -with academies designed to incorporate 100% of the classrooms and support areas that represent the core content areas in the academy. 4. The facility must provide the capacity to support scheduling into exclusive teams (SLCs). 5. The New South West High School should have one school principal and distributed decision-making leadership with deans/assistant principals for each academy. 6. SLCs and Academies must have a defined environment -- with shared but separate lockers, seating, and a workroom for faculty, parent meetings, counseling, and advisory teams -- designed to create a "sense of community" among teachers and students.
7. Planning for technology must include labs for specific and applied technologies for each academy, and must provide support for flexible and comprehensive wired / wireless technology uses in all educational areas (classrooms, labs, project areas, team areas, and others).
8. The school should be designed to support an integrate curriculum that is related to the life and career opportunities of students.
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APS and State of New Mexico Statewide Adequacy Standards The initial planning for the New South West High School completed by ARC was guided by the following sets of planning standards: •
New Mexico Primary and Secondary Statewide Adequacy Standards 6.27.30 NMAC as approved at the PSCOC meeting of August 12, 2002 and amended August 5, 2005. These standards are the minimum as established by statute and must be met. More importantly, they are the basis for the state-matching appropriation. Matches are provided in proportion to the district’s share (46% in APS’ case).
•
The New Mexico Public School Faculties Adequacy Standards Planning Reference Guide. Drafted in 2003 and updated in 2005, the Reference Guide clarifies the standards and provides assistance through references and examples to complement the adopted Standards 6.27.30 NMAC, 9/1/2002. The Reference Guide does not supersede or increase the state's adopted Adequacy Standards but serves as a reference tool for the design of new construction, additions and renovations of sites and facilities. If there appears to be a conflict between the Adequacy Standards and the Reference Guide during the appraisal for adequacy of an existing facility, the Adequacy Standards control.
•
APS Facility Planning Guidelines, High Schools (1990). The high school standards were based on La Cueva High School, the last new high school to be constructed by APS. APS facility policies and standards are explicit statements about how school facilities should perform to support the educational and other needs of the district. The guidelines serve as a: o
Checklist to evaluate existing schools.
o
To identify capital outlay needs to bring all schools to common standards.
o
Basis for new school design.
During the development of the initial program and budget for the New North West High School, the Project Planning Team and ARC recommended certain changes to the APS Planning Guidelines. Please refer to Appendix 5.2 of the Executive Facility
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Program for additional information regarding the proposed changes to the APS Planning Guidelines promoted by ARC. Key departures from the APS Facility Planning Guidelines relate to information contained in Section 3.0 Adequacy and Environment for Education of those standards. The APS standards advocates organizing the school along academic departmental groups (Standard 3.2.3) rather than small learning communities that will be used on the South West High School. In addition, the standards advocate extensive use of demountable partitions to achieve a variety of classroom sizes (standard 3.1.1).
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Instructional Space and Calculations The school needs to provide sufficient capacity in instructional spaces to meet APS objectives. These include allowing the entire student body to exceed the minimum graduation requirements, and allowing the students to achieve their desired credits towards their career tracks. The design must balance the need for instructional space with the need for other supporting spaces necessary for a functional school. Excess capacity in the projects will limit the project from developing other spaces that enhance the educational experience, particularly space needed to support the SLC concept such as student and teacher group spaces. Inadequate capacity will force the school to limit the number of electives available to students and to overpopulate classes. The capacity is determined by a set of interdependent factors. These factors include the number of students enrolled in each curriculum, the average number of students in each class, the amount of the day the classroom is occupied (referred to as the utilization ratios). The utilization of classroom space is driven by policy issues including the type of schedule – such as block schedule, 7 period day or 6 period day, and if the teaching staff are each assigned their own class or classes are scheduled to other teachers during their prep periods. Even with sharing classrooms, it is difficult to schedule classrooms beyond 90% utilization levels. To establish the number of instructional spaces required, the planning team used multiple methods. The methods include: student enrolment patterns from similar high schools; calculations based on state standards for graduation and student/teacher ratios; and capacity loading of the SLC system. In addition, the capacity provided will refer back to the North West High School for parity between the two schools, which are both targeted towards serving the same number of students. Existing patterns of enrollment for existing schools provide a valid predictive model for determining the capacity of the new school. The planning team reviewed enrollment patterns for West Mesa High School, Rio Grande High School, and Valley High School for the 2005 master schedule. Given current student population profile, the enrollment patterns illustrate the current preferences of these students, including the percent of students who choose each curriculum, and the number of students
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that the schools achieve in each class type. As with other methods, care must be taken. The use of enrollment for one point in time may contain irregularities and may not reflect the true long term trends. Of specific concern is the current status of West Mesa High School and Rio Grande High School, with reduced student/teacher ratios. The approach also requires adjustment for master schedule credit that does not utilize full sized teaching stations. These credits include teacher aid, early release, small group instruction or special education credits. The following table shows the results from using Valley High School as a basis. This school is not under a restructuring mandate, and reflects student teacher ratios that may realistically be achieved in the South West High School. Small group instructions, which can occur in alternative instructional settings are not included. Valley High School offers Child Development curriculum, and does not have an NROTC program.
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School Capacity Projection Based on Valley High School Enrollment
Student
2,200 7
Subject Catego
Subject Category
Average ClassSize
Art
25.2
% of Students Enrolled Student Seats 1.9%
Class Sessions
296
11.73
Class Utilization Rate
Category
0.75
3
Business
19.8
1.9%
299
15.08
0.85
3
Culinary
25.4
1.1%
170
6.70
0.75
2
Drama
16.6
0.7%
111
6.70
0.75
2
English
24.2
14.6%
2,247
92.96
0.85
16
Humanities
25.6
16.6%
2,552
99.66
0.85
17
Industry
27.0
1.2%
181
6.70
0.75
2
Language
27.8
6.0%
931
33.50
0.85
6
Math
23.6
15.3%
2,353
99.66
0.85
17
Other Electives
22.3
2.8%
430
19.26
0.75
4
Physical Education
24.5
7.3%
1,129
46.06
0.85
8
Science
23.4
11.3%
1,743
74.54
0.75
15
Technology
22.4
1.9%
300
13.40
0.75
3
Music
14.9
1.1%
175
11.73
0.75
3
Health
22.1
27.64
0.75
4.0%
610
Total
88%
13,526
Core
58%
Core Classes
62
Science
14%
Science Classes
15
PE
7%
Physical Ed
8
Electives
21%
Electives
22
Total
107
Special Education Classes
6 107
30
The following table provides a capacity calculations based on the number of instructors required to meet state graduation and student teacher ratios. This method has many drawbacks, but is useful in defining the minimum number of spaces that are required by regulation. It has many disadvantages, including:
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•
It does not provide an accurate predictive model of the number of students who may enroll in advance placement classes for English, math, science, humanities or social studies.
•
It does not predict the other different elective options the students may choose.
•
It determines the number of teachers at maximum utilization, which is not the same thing as instructional spaces.
•
Teachers may share instructional areas or require use of multiple types of instructional spaces.
Capacity Calculations Based on State Requirements
Grade
9th
10th
11th
12th
Students
Cedit Hours
536
509
484
460
1988.8
Student./
Class
Seats
Teacher
Rooms
1,989
150
14
Credit Hours by Year
Subject
Total
English
4
Comm Skills
1
509
150
4
Mathematics
3
1
1
1
1,529
160
10
Science
3
1
1
1
1,529
160
10
3.5
1
1
1
1,759
160
11
1
1
536
160
4
160
38
Social Studies Physical Education Electrives Grad Electives Schedule Total Electives
1
1
1
1
0.5
7.5
1
1
2
3.5
3,623
5
1
1
1
2
2,449
12.5
2
2
3
5.5
6,072
1072
1018
1452
2530
7
7
7
7
Elective Seats Total
1
28
Special Education
13,923
91 30
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The following table yields an instructional space count base on calculating the number of spaces required for fully populated SLC teams. With this method, sufficient space is provided in each SLC to seat all the students enrolled within the SLC. This is practical given that a period may occur during the day when all teachers are conducting full classes within the SLC. Capacity Calculations based on SLC Size Base Model Upper 9th Grade Grades
Category
Total
Model 2 - 1 SLCdelayed for Bid Alternate Upper Upper 9th Grade Grades Grades Total
Class Capacity
25
25
25
25
30
Core Classrooms
4
3
4
3
3
Science Classrooms
1
1
1
1
1
1
1
5
5
Elective Lab
1
SLC Classrooms
5
5
5
Student Resource Classrooms
1
1
1
1
1
SE Classrooms
2
1
2
1
1
Capacity @ SLC
125
125
125
125
150
SLC Count
6
10
16
6
4
5
15
Core
24
12
36
24
12
15
51
Science
6
4
10
6
4
5
15
4
4
4
5
9
Total Classrooms
30
50
80
30
20
25
75
Student Resource Classrooms
6
10
16
6
4
5
15
SE Classrooms
12
10
22
12
4
5
21
Total Capacity
750
1250
2000
750
500
750
2000
Electives
Gym
10
10
Art
4
4
Drama
3
3
Music
3
3
Culinary
1
1
Other Electives
5
5
Technical Shops
3
3
29
29
Total Specialty Classes Total General Pop Classrooms
109
104
Average Students per Classroom
24.5
25.6
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The Base Model calculates the number of SLCs required to accommodate all the students in the school with SLC capacity set at 125 students. Model 2 indicates the number of SLCs that will need to operate at 150 students per SLC if one SLC is deferred to Bid Alternate Status. Under Model 2, 5 of the SLCs will operate at a capacity of 150 students. Students will also attend class sessions outside the SLC for classes such as physical education, music and art, shop, culinary, NROTC, and student government. Therefore each SLC will not operate at full capacity all day long. Since not every class will operate at 25 students for every session, and since every classroom cannot be scheduled to a full 100% schedule every day, the vacant seat resulting from these non-SLC curricula allows the SLC the scheduling flexibility needed.
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Recommended Instructional Spaces Instructional space calculations for the three preceding methods yield the following results: Instructional Space Requirements Summary by Calculation Method Model
Core
Science
PE
Electives
Total
Valley High Model
62
15
8
22
107
State Regulations
39
10
4
38
91
SLC Model
65
15
10
14
104
NWHS
57
16
9
29
111
Base Planning Model
61
15
9
19
104
Bid Alternate Planning Model
65
16
10
19
110
The South West High School will be planned with a base capacity of 103 instructional spaces and 30 special education specialized instruction spaces. The school will also have another 15 student resource rooms which can be utilized for small group instruction sessions. Bid alternate strategies will add an additional SLC, a firing range, and a dance studio raising the capacity of the school to 109 instructional spaces as well as 31 special education specialized instruction spaces. The addition of the SLC will increase the number of student resource rooms to 16. The addition of the SLC will maintain the school capacity of 2200 students but allow the average class size to be reduced across the school to 125 for the upper grade academy SLCs.
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Small Learning Communities Briefly, between October 1, 2000 and September 30, 2003, Albuquerque Public Schools (APS) received funding from the U.S. Department of Education to implement small learning community programs in six high schools. A Small Learning Community (SLC) is a separately defined, individualized learning unit within a larger school setting. Groups of students and teachers are scheduled together and frequently have a common area of the school in which to hold most or all of their classes. Common preparatory periods allow teachers to collaborate, learn from and support each other and provide students with integrated, interdisciplinary learning experiences. Some SLC's are developed with a career focus; some SLCs are developed based on consistent teacher-student advisory relationships. A 9th grade academy is one type of SLC, focused at the 9th grade level. Small learning communities are used as the basic academic principle for organizing the curriculum model. The adoption of the small learning community principle is based on: •
Research findings for the APS High School 9th Grade Academy Small Learning Community Studies;
•
Published research;
•
Comparisons to regional and nationally-recognized exemplary high schools planned, designed or constructed since 2000 that employ Small Learning Community concepts; and
•
Measured comparisons to other high schools in Albuquerque, particularly those that have successfully adopted and implemented Small Learning Community concepts for Ninth Grade and Upper Level / Career Academies.
A key factor for success of the small learning community involves the communication within a teaching team that encompasses the students academic day. The facility should support the need for teachers to form small teams that oversee a manageable number of students, allowing the teaching team to be aware of each student’s performance, activities and attendance on a daily basis. This allows the teachers to be involved with the students individually, and to keep the students involved with their scholastic life.
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These teaching teams need space to interact, and cannot be spread across dispersed classrooms assigned by academic departments from the large facility pool of space. The teachers must have classrooms close to each other, and a common area where they prepare and naturally, even informally, interact with each other as they go about their daily activities. The relationship of the teachers fosters increased connection with the students, increased collaborative planning and intervention, innovation teaching techniques, and an increase in the sense of safety, support and job satisfaction. The personal relationship the student has with their peers and their teacher is important in maintaining their engagement with their academic life. A primary goal is to make the students “visible” so they feel that staff and other students know they are they, understand how they are doing, and care about them. The small learning community will foster the use of more diverse learning modalities as the teachers deal with each student rather than processing the continuous flow of unknown students through their caseload. The students need community space within their small learning communities to facilitate team collaboration, independent study, peer tutoring and project based learning. This supplements the lectures and seminar sessions, one-on-one teacher student mentoring, technology based learning, formal presentations and performances, art and hands on learning that happen in the classrooms, labs and shops of the SLC. The basic concept adopted by the project Executive Committee working with the Planning and Design Team was to develop a project as a series of Small Learning Communities. Each of these would include the following spaces: •
Core classrooms for English, math and humanities, with science lab classrooms for 40% hands on instruction. Designated science classrooms will be equipped for chemistry. Every science room will be designed with at least one station configured for access by disabled individuals.
•
Elective classroom space and technology shop space to support evolving curriculum. These spaces must also be positioned so that they may “swing” between other SLCs and support curriculum that may involve students from multiple SLC groups.
•
The total classroom space in each Small Learning Community is adequate to seat up to 150 students at any given time during the day.
•
Each SLC will have a pair of spaces for special education, electives and student resource use that can accommodate group sessions that have
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smaller enrollment. This teaching space will be shared between special education and the academic career paths and will allow special education to support students with special needs at the Small Learning Community as well as the at the Special Education Department. This will facilitate integration of special education students into the student communities. •
A teacher workroom and SLC conference rooms that will be shared between each pair of SLCs. The cohesiveness of the teaching teams is the critical factor for the success of the SLC, and therefore these spaces are critical to allow the teachers to prepare, communicate and maintain the oversight of students across the whole team.
•
Home base workstations will be provided for SLC teachers to provide flexibility for classroom utilization during teacher prep periods.
•
Project Studios and student team areas where the students can do selfregulated work and where break out sessions with small groups of students can be conducted. These spaces may be open to but demarcated from the corridors and be used on a more informal basis. It is important that the space be demarcated from the corridor, and that norms of behavior in the space are established and adhered to by the SLC.
•
Each SLC will have its own toilet and locker space. This increases the sense of security and ownership by the students of the SLC. The lockers and toilets should be positioned so they are accessible to students who are in transit between courses outside the SLC, and should not be placed where they are overly exposed to other students outside the SLC.
•
The students will be provided lockers for their books and personal belongings. Lockers should be located in a dedicated alcove space rather than along the corridors. Locating most of the student’s classes in a concentrated area will reduce the amount of movement to lockers required by the students because the lockers will always be close to the classrooms at the SLC. Alternatives where considered, including books at the classrooms, with a separate set of home books. This would have an advantage in student health from reduced backpack loads, and reduced class change time because they would not need to go back to the lockers as often but was not adopted because of its operational and financial implications.
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The following diagram illustrates the relationships of the key spaces within the SLC. SLC Zones
SLC private zone
Classroom Classroom
Classroom
Special Ed/ Electives
Project Studio
Student Resource Rm
Student Resource Rm
SLC swingspace zone Common Circulation
Science Lab
Classroom
SLC
SLC
Student Student Teacher Prep/ Team Team SLC Conference Area Area Lockers
SLC semi-private zone
Classroom
Project Studio
Classroom
Special Ed/ Electives
Lockers
Toilet
Toilet
Toilet
Toilet
Science Lab
Technology Lab
Access for SLC team students transferring between electives elsewhere
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Technology Lab
Access for students from other SLC teams
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SLC Organization. The design of the SLC can foster cohesive small learning communities through the proper provision and arrangement of spaces. The most important design characteristic is the placement of the spaces for the SLC contiguous with each other. The SLC must have a “place” where it exists that is separate but attached to the rest of the school. It is helpful if each SLC has some level of unique identity. Configure the SLC so every major instructional area has access to natural light. The appropriate use of natural light is one of the most important impacts architecture can have on student performance and energy use. The desired light level is at least a minimum of 30 foot candles of natural light to every desk area in the room. Please refer to the special topics section in this guide for background information on the benefits of natural light and for guidance on the effective application of natural light. Establishing and reinforcing the community areas where students can work together in teams or pull out into small group activities. Student team areas and project studio areas, which may be open to circulation, should have their owned defined areas. They can be defined either by changes in wall direction, changes in floor level or changes in ceiling level. The territorial definition will help the group define the spaces as unique activity spaces with rules of behavior and use according to the needs and leadership of the group. Configure areas within the SLC that are shared with students coming from the outside so as not to destroy the SLCs sense of cohesiveness. In order to afford all the students in the school adequate options for electives, every SLC will have some special or elective classes that have student participants from other SLCs and even other Academies. The movement of these outside students to the classes in the SLCs can disrupt or destroy the sense of community for the students belonging to the SLC. Tactics that can be used include placing elective class sessions in class spaces located near the entrance to the SLC, minimizing the physical distance that the outsiders intrude into the SLC. The circulation path can “narrow” past these interface classrooms providing the psychological message that spaces beyond the throat are “private” from outsiders. Establish sight lines for natural supervision of all student areas. Of particular interest is establishing views from staff areas while giving staff some sense of privacy. Place the staff home bases, teacher prep areas and SLC conference space where they are accessed from the SLC student circulation and team areas rather than in private “staff” suites. Provide partially glazed walls, with some opaque area to give the
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teacher privacy. Staff areas that open directly to the student community areas also allows staff to monitor audio activity as well. Student team areas, locker areas, project studio areas, the entrance to toilets and the circulation corridors should be visible from staff areas. Utilize low height lockers aligned so staff can see the aisles. Locate lockers in alcoves off of corridors to reduce the commotion. Create spaces for the staff – spaces where staff can interact formally and informally throughout the day, and spaces where the staff can prepare. An important feature is coffee bars in the teacher prep areas – an amenity that attracts teachers and fosters small, frequent, informal interactions. The program provides teacher prep and SLC conference space where SLC teaching teams can have joint planning periods. Placing teacher home bases in collegial office settings, while compromising some privacy, allows more interaction with the other teachers. Forms such as shallow arcs or shallow “V”s allow more interaction than linear forms. Restroom facilities should be integrated as part of the SLC. Clean and safe restrooms are important for the physical and psychological well being of students. Providing each group of students their own restroom facilities fosters a sense of ownership and responsibility for the space. Outside intruders who deface the restroom or conduct disruptive behavior within the restroom are more easily identified. SLC teaching staff are more able to monitor the restrooms because of the visual supervision of the restroom entrance. The locker areas should be integrated into the community space of the SLC. The students must frequently access the lockers, both when they are changing classes within the SLC and when they are going to classes outside the SLC. Therefore, the locker locations should be both central to the SLC and accessible from the external circulation serving the SLC. The lockers should be separated from non-SLC students, maintaining the lockers as part of the “privileged private zone” of the SLC.
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Academies The initial planning for the school will provide a 9th grade academy and up to four upper grade academies. The upper grade academies will generally be organized by career or academic focus, with each academy offering multiple related career paths. Each academy will be comprised of multiple Small Learning Communities who share common academic focus and require joint elective class offerings. Each academy may consist of between one and six small learning communities. Academy Themes Certificates
Elective Concentrations Economics Trigonometry LA 12
520/ 750
Administration Guidance
490/ 750 Humanities & Liberal Arts
Health, Science & Technology
Business & Leadership
Fine Arts
U.S. History Algebra Physics LA 11
Extended Learning Math (Geometry) LA 10
650/ 750
Communications Waived Electives Exploratory
Administration Guidance
750
10th Grade Elective Focus
9th Grade Academy
Chemistry NM History Geography World History
Math Science Language Arts Humanities Health Electives
The academies will not be of a specific fixed size, but will need to be flexible in size to accommodate the number of students choosing the career paths provided by each academy. In general, the academies should be sized between 120 and 600 students. The school administration will need to adjust the academic focus of each academy through time to maintain a balance of students within each academy. The number of SLC’s associated with each academy may therefore change over time.
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The Academies will evolve over time to meet the career ambitions of the students and the cultural requirements of the community. The traditional vocational curriculum based on trades is giving way to academies focused on technology, international communities, human health, and other fields more directly relevant to the direction students are taking in their post secondary lives. The formulation of the academies is therefore structured to allow each academy to adopt the type of elective hands on laboratory and shop experiences relevant to the curriculum that supports the career paths of the students in the academy. The mix of classroom, lab and shop spaces allows each academy to formulate a curriculum that appeals to a broad spectrum of students within the general field of interest.
Central Administration w/ Principal Accounting
9th Grade Academy
Business & Leadership
Health, Science & Technology
Fine Arts
Academy Dean/ Counseling Administration
Humanities & Liberal Arts
Staging Kitchens & Serverys 9th Grade Academy
Central Kitchen Central Dining
A single principal will provide the school clear leadership, fiscal accountability and coordination with the school district. The principal will assure that the entire school facility is managed in a coordinated manner, and will provide leadership for aspects of the school that cut across all academies. Separate deans/assistant principals will head administrative functions at each academy, providing the level of autonomy of personnel coordination and student management necessary for the academy structure to succeed. Counselors will be located at the academies providing direct service to the students. The academy administration with the dean/assistant principals and counselors will be located in administrative clusters that are part of each academy center. Because the school may evolve different career academies, the design should allow each dean/assistant principal to oversee related smaller academies with student enrollments below 300 students. Food service with a commons food court will be located at the 9th Grade academy. A central food court will be provided to serve the remainder of the school. A central kitchen will supply the upper grade food court and the 9th grade food court. In addition, cafes will be provided that may provide focused menu from food service or support DECA food programs or other culinary career track food endeavors.
Bid Alternate Central Dining
DECA Service
Café
DECA Service
Cafe
DECA Service
Cafe
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Academy Groupings and Support Components
SLC
Academy Areas
Central Areas
9th SLC Gym
9th SLC 9th SLC
Commons/Admin
Weight/Wrestl Aux Gym
9th SLC 9th SLC 9th SLC Hum&LA SLC Art & Com SLC
Administration Art & Music Ph II
PAC
H, Sci & Tech SLC
Specialty Classrooms
Kiva/Black Box
H, Sci & Tech SLC
Administration
LRC Ph I & B-A
H, Sci & Tech SLC
Technology Shops
Std Activities Ctr Admin
H, Sci & Tech SLC Bus & Lead SLC
Administration
Health
Bus & Lead SLC
ROTC
Spec Ed
Bus & Lead SLC
Specialty Classrooms
Bus & Lead SLC KEY
Phase I Phase II Bid Alternate
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Option 1 Different number of SLCs per Academy 1 2 3 4 SLC swing
swing
Specialty/ Shops Option 2 Different number of SLCs per Academy 1 3 3 3 SLC swing
swing
Specialty/ Shops Option 3 Different number of SLCs per Academy 3 2 3 SLC swing
swing
Specialty/ Shops Option 4 Different number of SLCs per Academy 4 2 4 SLC swing
swing
Specialty/ Shops
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Grouping SLCs into Academies
This program should not be viewed as a rigid prescription for the orchestration of SLCs into academies. As illustrated, the academy organization should allow SLCs to be re-assigned to different academies giving administration the ability to flex the size and orientation of each academy. A swing SLC placed between academy cores can be reassigned either left or right, allowing administration to create academies ranging from 1 to 4 SLCs. The illustration shows 4 of many combinations. 9th Grade (Freshman) Academy. The 9th grade academy will be designed to support 600-750 students in six Small Learning Community units ("teams") of not more than 125 students. This structure has been adopted to take advantage of the core principles of SLC design. APS has made a commitment to the use of 9th grade academies. The separate academies for 9th graders allow these young adults to transition into the high school world in a protective environment. During the 9th grade, students start on their path to achieve their graduation requirements. Students develop a portfolio, and identify a career focus. While the students have the flexibility to adjust their focus in later years, this activity forces the students to look at goals and structure their learning towards those goals.
9th Grade Academy SLCs
Gym Areas Commons Admin
Athletic Fields
A key part of a student’s early years in high school is fulfillment of the physical education requirement. This creates a key relationship between the 9th grade academy and the physical education department. These 9th grade students may be engaged in indoor sports, or may be utilizing the outdoor athletic fields. The construction of a gym during Phase I is recommended in this program to support the 9th grade physical education curriculum. The typical 9th grade student is transported to school, either by bus or by parents in the car pool lane. Older students may have driver’s licenses and use their vehicles to come to school. The bus lanes and car pool lanes should allow 9th graders to efficiently move from their academy to the transportation without navigating through large groups of upper grade students.
Bus Drop Off
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The 9th grade students should be able to access other areas of the high school such as the Learning Resource Center, Student Health, Music and Art without navigating through large groups of upper grade students. Career Academies. Key characteristics of this model that should be incorporated into the planning include: •
Personalization of the instruction to meet a student needs
•
Consistent teams of teachers and students
•
Support for constructive relationships between and among students and teachers by grouping students together each year to take core courses with the same group of teachers, thus increasing the support students receive.
Career Academies integrate academic and vocational instruction, provide workbased learning opportunities for students and prepare students for postsecondary education and employment, with the personalized learning environment of a small community. •
Teachers and students integrate academic and occupation-related classes as a way to enhance real-world relevance and maintain high academic standards.
•
Local employer partnerships provide program planning guidance, mentors and work internships.
•
Career Academies place an emphasis on building relationships between students and adults-teachers as well as work-site supervisors and other employer representatives.
The specific academy structure to be used at the New South West High School has not yet been finalized. The design architect will need to continue to work closely with the designated administrative team and the project Executive Committee to identify any special requirements for the adopted academy structure. Based on direction given for the North West High School and carried forward for the South West High School, the general curriculum focus of the upper grade academies will be categorized as follows: •
Health, Science and Technology Academy. This academy will include additional science facilities such as the green house and a pair of technology shops. It will include advanced math, computer related fields of study, and medical, sports medicine and biology related fields of study.
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•
Business and Leadership Academy. This academy will include accounting, marketing, economics, law, typing, CADD and drafting, culinary, student government and NROTC fields of study. Advanced athletics classroom based curriculum will also be connected to this academy. It will have a technology shop space as well.
•
Humanities and Liberal Academy. This academy will include elective humanities, literature, foreign language, journalism, yearbook, and history.
•
Arts and Communications Academy. This academy will include art, ceramics, sculpture, photography, illustration, band, chorus, orchestra, jazz, drama, stagecraft, and film making. This academy should be structured to allow a high level of access for other students to enter the academy for music or art curriculum without overwhelming the member students.
Each academy will have elective labs located in each SLC that may be used for computer or other hands on learning curriculum. The technology shops will provide an industrial setting for curriculum requiring the use of heavy machinery or loud activities or assembly activity related to specialized curriculum such as avionics. The academy core areas will not be equal, with some academies having specialized spaces such as music rooms, a greenhouse, firing range or other facility specifically dedicated to the curriculum of that academy.
Special Education Of the total student population, approximately 15% of the students require special education services, with approximately 10% receiving special education services at any given time. This program will not be a center that serves multiple schools. Special education students may stay in the school system for up to 22 years of age. The school must serve special education children with primary home foreign language other than English. In compliance with state guidelines, each special education student will have their individual education plan (IEP), which is updated once a year. This involves a student – teacher assessment session. Special education students must be given the least restrictive environment for the individual education programs. The special education students need to be integrated with the rest of the students to the greatest extent possible. For academies, there should be special education programs in each small learning
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community. Special education has age mixing, so placement of classrooms in age classified academies requires careful consideration. APS has four levels of special education children (A, B, C, & D) based on the percent of time the student spends in special education versus regular mainstreamed classrooms. •
“A” - level students spend less than 10% of their time receiving specialized instruction special education services. “A” - level students just require monitoring services and are placed in the classrooms with the general student body.
•
“B” - level students spend less than 50% of their time receiving specialized instruction special education services. In broad terms, “A” and “B” – level students are general education students who need some one on one counseling.
•
“C” - level students spend more than 50% of their time -- but not the entire day -- receiving specialized instruction special education services. For “C” funded children, the teacher can have a caseload of as many as15 children. Some “C” may be integrated and receive a consult, some will have direct services.
•
“D” - level students spend their entire day receiving specialized instruction special education services. Some “D” may be integrated and receive a consult, some will have direct services. Only eight “D” - level students should be in a classroom with one provider.
The “C” and “D” classrooms should be counted with the regular class counts. There are Intensive Support Program (ISP) children of which most are classified as C & D special education children. ISP will have 25 – 30 students – 1 % of total population. Class size will be 6 students. ISP will need time in self contained setting. This program requires 4-5 classrooms. The school provides community based learning (CBI) for special education students, where they are taught the life skills necessary for them to function within a household and the general community. The academic model for the New South West High School will provide distributed special education spaces integrated into the Small Learning Communities. Intensive Support Program special education students will be served at a dedicated section that is contiguous to the student health services and the transportation
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services. The academic model will avoid to the extent possible creating a specific “special education” area with the stigma and isolation inherent in that model. Due to high susceptibility to gang influence, the school should be designed to minimize areas where students can mill around in large groups, particularly as it relates to special education student activity patterns. The following table provides calculations for the number of instructional spaces required for specialized instruction for special education students. The majority of these spaces will be integrated into the SLCs. Special Education Capacity Calculations
Total Students
2200
Periods
7 Class Rooms
% of Pop
% SE Class
Students
Seats
A
2%
10%
4.4
30.8
20
1.5
0.22
0.65
0.34
B
8%
25%
44
308
20
15.4
2.20
0.65
3.38
C
8%
50%
88
616
15
41.1
5.87
0.75
7.82
D
7%
80%
123.2
862.4
8
107.8
15.40
0.85
18.12
1817.2
SE Category
Total
25%
259.6
C&D only
10%
211.2
Class Sessions
Booked Class Rooms
Average class Size
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30.00
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Other Functions Fine Arts – Art, Music, and Drama Centralized specialized facilities will be provided for the fine arts program. These facilities include art studios, a kiln, a graphic arts and photo lab, a band room and support spaces, a chorus room and support spaces, an orchestra room and support spaces, a black box theater, and a performing arts center. The fine arts will be directly associated with an academy with SLC capacity for the students who pursue academic focus in the fine arts fields of study. The fine arts will not be restricted to participation of just those students in the arts and communications academy. The academic model anticipates extensive participation of students in other academies, particularly in the extra-curricular activities associated with the fine arts such as marching band, choral competitions, and play productions. Music is an elective, and must be offered. For graduation, students are required to have a year credit in the arts, or practical arts. Music classes include: •
Band – includes marching band, concert band, jazz band, string orchestra, symphony orchestra,
•
Choral – includes mixed choir, concert choir, treble (girls) choir, beginning choir, show choir.
•
Guitar programs - include 1-7 classes per day. Mariachi program is offered in one of the schools. This is popular at West Mesa high school.
•
Keyboard classes – performed in lab with keyboards connected to master console, with headphones.
•
Music theory classes.
Music extracurricular activities include: •
Jazz combo/band
•
Show choir, jazz choir,
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•
Mariachi program
•
Marching band – which crosses over between curricular
•
School Musical Theater, which combines music and drama
Performing Arts Center. The Performing Arts Center (PAC) with a capacity for 450 seats will be provided, along with a black box theater. The PAC may also be used for faculty meetings. The PAC’s are used extensively for both the school and community. The PAC can be used for large testing sessions or an assembly classroom as well. A performance venue is an integral part of fine arts curriculum and of the assessment of the learning process. This is where all the skills are shown and presented in the final performance. Drama also includes stagecraft, lighting and sound mixing. From a career readiness, the skill from organizing productions and the logistics of running the PAC are important. It is very important to keep the students interest. The goals of the system are to increase the graduation rate and reduce the drop out rate. By offering the widest range of curriculum, the system is able to reach out to the broadest range of students. There needs to be venues for all types of youths to succeed in high school. APS is trying to reach out to the county and the city. The county normally places it’s investment in unincorporated areas, which don’t apply to the new school. A robust program with a PAC is important for municipal economic development – arts are a target area based on the culture of the city.
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Learning Resource Center The library will provide a collection of 24,000 volumes of material. The School District allocates $450,000/year for library material. This is for book and periodicals, video, reference material. The schools also have worked to get additional funds from outside this fund, including from capital outlay and mill levies. This has allowed the schools to purchase books and update the library. The objectives for the library include: •
The Student needs to be capable of working around libraries and other information sources; they will be able to teach themselves by gaining access to information. The environment should support this.
•
Create life long readers who read for pleasure.
All curriculum areas intersect in the library. So the library must be able to provide information resources to support all the curriculum material offered in the school. For the student to use the library, they have to believe that there is sufficient depth of material. Students will check out more books if they believe the material is current. The library is now purchasing medical and technology reference books, which have to be updated periodically. Also the depth of the information on the internet is to shallow for the depth of material required for the students studies. The new school will represent a substantial investment in new material library and textbook. The cost of journals is fairly high, while online information is also expensive. In many instances, the hard copy is less expensive than obtaining information online. The main library collection will be centralized rather than having sub-libraries at the academies or SLC. This gives all the students access to the material without causing redundancy. An area in the library should be configured for project presentation, with a drop down screen and the ability to dim the lighting level. Technology in the Library. APS has background with the value of information obtained via the internet versus maintaining information in the library. The libraries have been automated 10 years ago. It was traditionally the central location for accessing the internet, though access now is distributed to other locations in the school.
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Pinpoint and Weblinks are the two services used by the library. Pinpoint is for printed material, Weblink is for online information. The new automation system for library will give the student more depth in their search. The new systems will allow national search on pre-screened sites appropriate for high school/college. Eight online database services are provided. This is a service of a company that previews sites to determine that it has valid information. Compared to Google, the total number of returns is less in volume and more on target.
Athletic Programs The Athletic Department includes two programs: •
Physical Education Program
•
Interscholastic Program
The State of New Mexico requires all students to complete 1 year of physical education requirement to graduate. Depending on the type of schedule used (block versus traditional), the program will have 83 minutes block or 53 minute classes. Class size is normally 40 students per class for 9th grade and 25-40 students for the upper grades. The Interscholastic Program is a volunteer privilege based program. It is not mandated by the state. The school must provide equal participation for boys and girls. The Athletic Department offers classes for both physical education and elective classes for athletic sports which relate to the interscholastic competition. The district also offers programs for sports medicine. The athletic program, which requires extensive specialized facilities, will be planned as a centralized function serving the entire school. Athletic classroom based classes will be held in conjunction with the business and leadership academy. Physical Education. Basic Physical Education classes are provided for meeting the requirements of graduation, most of the time taken by 9th grade. These classes can include gymnastics and aerobics.
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Aerobics is offered for credit and should be different from weight room, though it uses jump ropes and small dumbbell weights. While it is used most of the day, it is the department’s lowest priority. Dance is an athletic curriculum falling under the spirit function of cheer, drill and dance. The school offers Mexican folk dance, step team and drill team. Some evening school events are open to public presentation. Some NM APS high schools have elective credit for participation in these classes. Team and Individual Sports classes are offered for upper grade levels for general physical education classes and can include sports such as tennis, badminton, and handball, Weight Training Courses are offered to upper grade level classes, with pre-requisite of the basic physical education class. A gym with lockers, office and storage should be constructed as part of Phase I to support the 9th grade PE requirements. Athletic Classes. These overlap between the physical education and the interscholastic program. Classes include football, baseball, softball, basketball, volley ball, cross country, track and field, wrestling, and soccer. The school does not offer martial arts classes. Interscholastic Teams include the following: •
Footballs – 3 teams: varsity, junior and freshman teams. 150 participants.
•
Soccer teams – 6 teams: boys/girls varsity, junior and freshman teams. 2 fields are sufficient. 140 participants (22 per team).
•
Volley ball teams – 3 teams: girls varsity, junior and freshman teams. 15 per team = 45 participants. Use main gym and auxiliary gym, multiple nets (up to 3 courts per Gym).
•
Cross Country team – boys and girls fall teams with unlimited participation (max 147 participants, min 8 participants, Cibola has 50 participants).
•
Basketball – 6 teams: boys/girls varsity, junior and freshman teams. 80 participants total.
•
Wrestling teams – 3teams: varsity, junior and freshman teams – unlimited, though max 60+, 40 participants at Cibola.
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•
Swimming program – 2 teams with unlimited number of participants (some schools have less than 10 participants, some over 1000 participants).
•
Baseball – 3 teams: varsity, junior and freshman teams. 60 participants.
•
Softball – 3 teams: varsity, junior and freshman teams. 60 participants.
•
Track – boys and girls teams, with 120-130 participants.
•
Golf – boys and girls teams, with 1-20 participants.
•
Tennis – boys and girls teams, with 30-40 participants.
Student Health School based health clinic will be open every day and available for use by the families as well as the students. The school will have two nurses, one for the intensive support program (ISP). The other nurse is for general population health services. They expect to see approximately 20% of the school population, those with health crisis, injuries or chronic health problems. Sports injuries are handled in the physical education department. The nurses need privacy for the student to communicate unique health issues, such as religious issues to the staff. Every high school has an ISP nurse. This is for students with severe disabilities. If they have an IQ below 45, they are classified as ISP. Every child who wants to come to school must be allowed by IDEA law. The health services for the ISP should be directly integrated with the ISP classroom facilities. The student health area should be located where students can have discrete access without going through other functional areas The student health should have direct exterior access for emergency transport of student requiring EMS sevices. Locate the special education ISP classrooms in close proximity to the student health for rapid transfer of ISP students experiencing health issues to the student health area. Locate the student health adjacent to the planned location of the Teen Health Center to allow integrated services.
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Student Activities Student Activities coordinate all the extra curricular activities. Overall Student Activities oversees over 40 organizations and fund raising activities. This includes all the clubs, honor societies such as French, national, Spanish, and fine arts program. Student Activities coordinates field trips for extra curricular activities and works with the student government. Student Activities is a semi-administrative activity. The Principal would oversee the organizations, but the Activities Director would coordinate and organize the specific activities. Administrative activity should be a separate area for student activities and group functions. Student Activities also meets with parent organizations for fund raising activities. The students must check out lockers at the beginning of the year from the student activities director. Student activities sell tickets for any events. The student activities center is a place where fun things are generated. The activities director coordinates the Marquee out in front of the school. The Activities Director coordinates with booster groups. Booster groups use material from the activities director such as folding tables to set up for their events. Small learning communities may have an impact on student government / activities. Consideration may be given for separate student activities at the academy or SLC level. The SWHS will still have a Prom, a Homecoming, student government, and honor societies that represent the entire school. There may be separate events related to each academy or each SLC. Consideration should be given to new forms of representation and government for each house/SLC or academy. The APS facility is used all day every day and most nights by community groups, student activities, athletic (volleyball 3 times per week), C Team, JV and Varsity Teams. The gyms are used until 7:30 to 8:00 PM every night. The school doesn’t totally close until 9:30 on any night. At the same time there is 9th grade, JV, and Varsity Football and soccer teams rotating on fields and going until dark or longer if there are lights on the field. These activities require access to locker rooms, training rooms, et cetera. Winter sports keep activities going in the gyms. Events are four nights per week. That means everyone else using the facilities must do it on other nights.
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The high school also lets students “hang out” at the school. Even general community use is allowed. Baseball field gets used by the senior league. The site is constantly used, with vehicles in the parking lots on all days of the week. Outside organizations may want to have judo tournaments or junior basketball games in the gym, and other teams are requesting use of the playing fields. APS facilities are already community schools – the district is just going to expand this role. Extended classes include driver’s education which is performed in a classroom. The program uses a classroom of whom-ever the certified teacher is that provides the class. This could be a science teacher, English teacher or teacher from any other field. The teacher must be certified as a driver education instructor. Often driver’s education is held in lecture halls because of the number of students. This does not include the driving practice. Student Government Classroom. The student council is a class taught by the activities director. The activity director works with up towards of 100 students for student government. The student government meets at 6:30 AM. There are formal business meetings for committees. During the class, they learn rules of order, leadership skills, roles and responsibilities. The Student Government classroom planned to PFSA standards will be used for student council meetings, honor society meetings, and committees. The classroom will be used every day for these types of meetings. Also the classroom can be used for preparation for pep rallies, smile day preparations, et cetera. Classes meet at 6:30 AM (co-curricular class) as well as during lunch time to prepare materials. Different activities meet under different schedules because they are working with 50100 kids. The Student Government Classroom use and scheduling would be coordinated through the activities and approved by the principal. The classroom may be used for other functions such as driver’s education.
Family and Career Center The facility should have a family center to support the ENLACE initiative. The Engaging Latino Communities in Education (ENLACE), was launched in New Mexico two years ago to increase the number of Hispanic students earning high school and college degrees. The ENLACE initiative in Albuquerque is a partnership of APS, UNM, CNM and other organizations. The initiative aims to dramatically improve retention and graduation rates of Hispanic students
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through a well-planned, communal approach. ENLACE features three, interlocking programs: family and community education; retention; and a Hispanic teacher pipeline. The family and community education component is designed to reach at-risk students through family involvement and expanded resources. Technologybased learning environments developed and maintained by community members are accessible to at-risk students through Education Access Rooms (EARS). EARs offer cable, video and Internet programs and services such as distance learning, tutoring, adult education classes, parent involvement opportunities and child care. Expanded opportunities for family involvement are provided through ENLACE-funded family centers at West Mesa, Valley and Albuquerque high schools. Parents serve as heads of the family centers, establishing a connection between school staff and the school's parent community. The family centers work in tandem with school administrations to enhance services and instruction to students, and to provide Hispanic students with individualized support to help ensure they succeed.
Access from Inside during School
Computer Lab
Café
Family & Career Center
The Family Center should be combined with career research resources to help families with the students investigate career opportunities. Other functions that can benefit through links with the Family Center or would enhance the Family Center’s operation include the LRC computer laboratory which could function as an after-hours cyber café, a café for snack/coffee service, and the lecture hall or black box theater, which could be used for larger group meetings. The students indicated that access to computers after hours would be very beneficial to students. Coupling this with a café snack service would create a place where students could hang out in a Access supervised area, receiving help with home work and increasing their from Outside engagement with the school. After Hours
Kiva Lecture/ Black Box Theater
The Family and Career Center should be located adjacent to the public controlled entrance to the school, where parents can come without interrupting other activities at the school. Access to the Family and Career Center should be provided after hours as well.
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Industrial Arts, Extension Courses, Industry Programs The New South West High School will provide industrial arts program. The nature of industrial arts program is changing from historic models. The District is experience a decline of student interest in traditional industrial programs such as automotive mechanics. The industrial programs are evolving to support a wider range of career paths for the students. Some industrial programs, such as woodworking, will still be integral to the educational process because they facilitate students learning to create, to be methodical and detail oriented and to learn complicated skills. In its effort to formulate industrial programs that serve the students career goals, the school may consider partnerships with CNM, UNM or a private company such as ECLIPSE aviation. They may also consider other high technology programs such as robotics. The district has a relationship with CNM, which can be implemented at the New South West High School. The district can also team up with UNM as well as CNM to provide evening classes. With ECLIPSE, there may be an opportunity for having a focus on aeronautics design and avionics at the facility. The industrial programs are an integral part of the curriculum for the career paths of the students in the academy. To facilitate the integration, the technology shops for the industrial programs are distributed to the academies to allow each academy to offer the industrial skill within a tight teaching team with the other curriculum of the academy. The shop spaces are focused as practical application and assembly spaces for career focused curriculum.
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Food Service Students look forward to the lunch period as a social experience, and want to interact with other students outside their SLC and academy during the lunch period. The students indicated a preference to “cruise” rather than stay in one location. They like to walk around, and maybe grab a seat for short periods of time with their friends. The lunch hour is a time to see and be seen by friends. Therefore, the dining areas should allow social exposure for the students. Food service will include a central kitchen, with two dining areas in the school. A central commons will serve the upper grade academy students. The 9th Grade Academy will have its own dining commons with separate service kiosks. The New South West High School will be based on a retail concept. The school will have a food court concept with multiple service points with hot services. The school will use commercial business concepts, and will be aimed at profitable business. The business will encourage students to eat food from the food court. The operation will use more efficient, streamlined system delivering quantity for price efficiency. Each kiosk will be in competition. The system can be called a food court with snack bars. The focus is to attract students to eat balanced healthy food from food service. Food is not allowed in classrooms, but is allowed in most other places in the school. The food court should “market” the experience of dining. It should aim for 60-70% of the students using the school food court. Plan for 75%. This counts snack bars as well. The students will pay with a school credit card kiosk – it is a cashless system. This allows for control of payment and thwarts theft. They do not use a remote order system. Additional café spaces will be provided to allow more variety of eating experiences and social experiences. The cafes provide the school with opportunities for alternative service models, which may involve APS food service, DECA or other models.
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Transportation and Access School bus transportation is the responsibility of the school principal. The Student Transportation Services provide technical support. They will assure that the number of buses required according to various state laws is provided. APS provides transportation to students who live further than 2 miles from the school. A special hazard designation may be applied because of the lack of sidewalks on the roads serving the high school – at least during early years. All 9th grade students must commute on the buses. Traffic flow pattern creates risk and requires risk management, which involves the school police, facility management and transportation programs. The four departments work collaboratively to assure that there is a safe loading and unloading of the students. Responsibilities for Transportation of actual bus service include provision of serviceable buses and hiring certified drivers including criminal background checks on the drivers. Bus attendant who ride the bus for supervision/assistance of students and assisting with students with special needs such as wheel chair lifts are also provide. They may be assigned for the bus for the individual IEP students. The Bus Loading Unloading Zone Team (BLUZ). Each school has a team that is responsible to assure that the bus loading zones are safe. The team includes the Director of APS Police, the Director of Student Transportation Services, Director of Risk Management, and Director of Facilities and Planning. This team assesses every loading and unloading zone in the district. It is a safety audit team that performs field site visit. They have technical support including school staff, municipal personnel, and special education staff for individuals with special needs. The design needs to be reviewed by the BLUZ team before it is finalized. They are especially interested in the design of the bus loading and unloading zone. They assess how the buses enter, circulate through and exit the sites. Responsibilities for Transportation of actual bus service include provision of serviceable buses and hiring certified drivers including criminal background checks on the drivers. Bus attendant who ride the bus for supervision/assistance of students and assisting with students with special needs such as wheel chair lifts are also provide. They may be assigned for the bus for the individual IEP students.
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Special Needs Transportation. Transportation supports the special education students, with a separate drop off and bus service. Special needs transportation for students who are disabled, in wheelchairs, or vision impaired, need to have there bus transportation close to the building for ease of getting to the loading zone and on the buses. Provide a dedicated spot for special needs buses.
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Security Please refer to the Draft Security Recommendations for discussion of security concepts and policies for the design of the new high school. The following is a brief summary of direction provided in that document. Planning is based on the premise that this will be a closed campus. The school will utilize access control proximity card reader system with CCVE surveillance. The New South West High School campus must be safe and secure, keeping in mind that the school is an environment for education and not a ‘prison” there must be a balance in the degree that a campus is made secure and by what means it is considered secure. “Bullet proof glass” is an example of overdoing it. Security cameras as well as security personnel should be incorporated into the school environment in ways that are not threatening or offensive, but leave the school environment with a sense of freedom and relaxed openness. All buildings including portables should have alarm system for security access in corridors, entries, and academic zones of the school. This way the APS Police can follow the alarm sequence on a computer floor plan from the central APS office. The building should be designed to keep in mind current and acceptable methods of providing security to students and staff from within the school as well as from the outside taking into consideration the various forms of security problems schools are facing at this point in time. APS still does classroom lockdowns for “situations”. APS Police does not allow classroom doors to be lockable from the inside except by a key to prevent an intruder from barricading themselves with hostages in a room. The building should be designed to follow Crime Prevention Through Environmental Design principles. These include: •
Natural Surveillance. The design concept is directed primarily at keeping intruders easily observable. This concept is promoted by features that maximize visibility of people, parking areas and building entrances: doors and windows overlooking streets and parking areas; pedestrian-friendly walkways; front porches; and adequate nighttime lighting.
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•
Territorial Reinforcement. Physical design can create or extend a sphere of influence. Users then develop a sense of territorial control while potential offenders, perceiving this control, are discouraged. Territorial reinforcement is promoted by features that define property lines and distinguish private spaces from public spaces using landscape plantings, pavement designs, gateway treatments, and “CPTED” fences.
•
Natural Access Control. This design concept is directed primarily at decreasing crime opportunity by denying access to crime targets and creating a perception of risk to offenders. Control gained by designing streets, sidewalks, building entrances and neighborhood gateways to clearly indicate public routes and discourage access to private areas with structural elements.
•
Targeting Hardening. This concept is accomplished by features that prohibit entry or access: window locks, dead bolts for doors, and interior hinges.
Community Programs It is APS’ goal to promote a community school concept. This goal is supported by resolution of the APS Board of Education (2.18.04) and the City of Albuquerque Planned Growth Strategy (R02-111). Community schools are defined as “... schools that integrate the delivery of quality education with whatever health and social services are required in the community.” (Dryfoos, Joy). The image of the South West High School should relate to the community heritage and culture. This should focus more than on just the language. The school should incorporate artwork with murals that tell the story of the 200 year history of the community and illustrate the diversity of the community in terms of people and places, as well as reflect the future of the community. The plan of the school should reflect and embrace of the community, bringing the community together. The name, colors and mascot of the school should be strong and meaningful and reflect the cultures present in the community. The program has been developed to support "community school" concepts outlined in the visioning session held with the Planning and Design Team and Community Forum held on August 2, 2006 at West Mesa High School PAC. Several features are of particular note:
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•
The New South West High School design should be developed to allow after-hours use of the gymnasium, performing arts center (PAC) and the Kiva, and to some degree, the media / instructional resource center.
•
Provision for a Family and Career Center to support ENLACE initiatives and other parent based support of the school.
•
Provisions have been made in the program for program areas for community fields and the community center areas, but priority for adjacencies to the New South West High School should be for the practice fields and competition fields necessary for support of the PE program (primarily 9th grade) and competition activities (all grade levels).
Key characteristics of the community school areas should include: •
A combination of school resources and outside community resources within the school to provide seamless programs.
• •
An active collaboration in governing such programs. Extended hours that keep the school building open evening, weekends, and summers.
• •
Strong parent involvement. Community ownership.
APS continues to be discussions with representatives from the city of Albuquerque about the potential of eventually locating on the APS South West High School facility a variety of joint-use facilities including: •
Playing fields (e.g., soccer, softball – separate from the school’s PE/athletic fields).
• • • •
A community center. A Teen/Community Health Center. An Extension and Adult Education Center. A Child Development Center.
•
A library (in conjunction with the school library).
No funding yet has been committed by the city for any joint-use facility at the site at this writing. Discussions between the city and APS will likely continue during the planning and design of the new High School. The community aspects of the school should reinforce rather than distract the school operations from the primary purpose of teaching students. The community school should reinforce the quality of education and quality of teaching staff.
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3
SE C T IO N
Special Issues
The planning for the South West High School involved investigation, review, development and incorporation of concepts on key subjects important to the success of the school. These subjects include: • • •
Small Learning Communities Research Career Academies Community Schools
• •
Multi-Cultural Environments High Performance Schools
Small Learning Communities Research Fundamental to the development of the New South West High School were the efforts on the part of the APS project team and the Design Team to incorporate lessons learned from the APS research regarding Small Learning Communities into the design of the new High School. The following paragraphs highlight key findings of six studies conducted by APS supported by grants received from the U.S. Department of Education regarding the use of Small Learning Community Programs in six high schools. All six high schools participated and implemented Freshman Academies; the use of SLCs in an Advanced Technology Academy was studied at one site. All six schools continued or expanded the SLC programs in 2003-2004, although some diminished implementation in 2004-2005. Please refer to the individual reports for specific and additional information regarding the studies and key findings at each high school. The studies incorporated both quantitative and qualitative research methods, including student surveys, teaching team reports and interviews, student focus groups, administrative interviews, parent surveys, and basic and advanced
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statistical analysis of attendance, test scores, dropout rates, credits earned and other factors. The program evaluations were conducted between the 2001-2002 and 2002-2003 school years. Data collection stopped at the end of 2003. Theory of Change. Figure 3.1 (overleaf) depicts the small learning community theory of change. Inputs such as teaming and interdisciplinary curricula were expected to produce changes in student attitudes and school climate, such as heightened academic expectations, social support, sense of belonging and school engagement. These intermediate outcomes, in turn, were expected to generate student performance benefits, such as increases in the proportion of students earning enough credits to matriculate to the next grade level and decreases in the proportion of students dropping out of school. This sequence of SLC inputs and outputs was to be supported by resources, policies and practices at both the school and district levels. SLC Academy Logic Model
M o d el c i g o L y m e d a c A / SLC
11
Short-Term Student Outcomes
Program Features (Inputs) • Separate space for SLC • Teacher and Student Teams • Students Share Classes with Team Members • Team Teachers Share Students • Team Teachers Collaborate • Common Teacher Prep Period • Interdisciplinary Curricula • Personalized Expectations and Assignments • Lower Teacher: Student Ratio • Student Monitoring and Advising • Integrated Parent / Family Contact • Team-Based Expectations and Policies
More Students: • Feel Safe • Trust Teachers • Have Meaningful Relationships with Adults • Feel Like They Belong • Retain Lessons • Support Learning Among Peers • Have Academic Self-Confidence • Are Engaged in School • Attend Regularly • Experience High Academic Expectations • Feel Known & Valued (Visibility) • Feel Accountable
Short-Term Teacher Outcomes Improvements as Teachers: • Knowledge of Students as Individuals • Knowledge of What’s Happening in Other Classes • Practice of New Instructional and Classroom Techniques • Teaching Skills and Self-Confidence • Experience of Professional Peer Support • Sense of Learning Community • Job Satisfaction
School & District Level Issues
1
Research, Development and Accountability (RDA) Office, Albuquerue Public Schools
Long-Term Academic Outcom
• Funding and Resources • Planning & Preparation • Scheduling (Master Schedule) • School Leadership & Support • Parent & Community Awareness & Support • Staff Development • Teacher Contract Rules • Staff Background, Beliefs/Attitudes & Skills • District Leadership & Support
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More Students: • Complete Credits to Pass to Next Grade Leve • Pass Core Content Classes • Earn GPA of 2.0 or Higher • Master Core Academic Skills • Stay in School and Graduate
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Consistent with national research findings, the studies noted that there has been some confusion in APS regarding the key attributes that define small learning communities, academies, career academies, career pathways, school-within-aschool models, and other methods of building small school environments. In response, both APS and the Design Team have paid particular attention to the key factors that effect success in the use of SLCs and Academies. APS research showed a statistically significant difference in the success of SLC programs at the six Albuquerque high schools for students, faculty, and parents based on fidelity to five critical factors: • • •
Common preparation periods for teachers; Coordinated schedules in interdisciplinary teams; Shared common and separate space;
•
Distinctive thematic or curricular focus; and
•
Administrative autonomy and flexibility.
Effective SLCs in the APS studies shared the following key factors: •
Four or five teachers that knew the students. There were significant dropoffs in performance if the number of teachers in the team dropped below four.
•
SLCs as large as 120 students (possibly as large as 150 students) could be successful if they adhered to the other key principles. SLCs of 180 or more students did not demonstrate the same level of success, even if they adhered to the other key principles.
Effective SLCs produced significant improvements in student outcomes; • • • •
Meeting attendance requirements; Reduced dropout rates; Increases in earned credits for promotion; and Higher likelihoods of meeting academic growth expectations.
Other benefits of effective SLCs included: •
Increased student knowledge and awareness of career opportunities;
• •
Increased student adoption of clear career goals More positive student attitudes about homework, attention in classes, getting good grades, and class attendance;
•
Higher reported levels of caring, collaborating, getting along, and mutual respect;
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• •
Higher reported satisfaction among freshman with academy placement; and Increased levels of school attachment.
Instructional changes were also noted: • • • • •
Faculty reported increased connections to students; Teachers reported increased use of innovative instructional techniques, fueling increased student engagement; Faculty reported increased collaborative planning and intervention; Faculty reported increased sense of support and job satisfaction; and Students, faculty and parents reported increased sense of safety and security.
These findings were consistent with important findings from recent national studies and research reports, including national and applied research regarding small schools. For example, APS findings are consistent with the following recent research findings: •
Smaller schools support academic achievement. Student achievement in small schools is at least equal, and possibly higher, in small schools relative to larger schools. The findings on academic achievement are equally divided; approximately half the studies show that students do no worse in small schools than in larger one; while the other half found that students in small schools do better on measures such as school grades, test scores, honor roll membership, subject-area achievement, and higher-order thinking skills assessments (Cotton, 1996).
•
Smaller schools promote academic equity. Smaller schools help close the achievement gap between students from higher income, mostly white and Asian-American families and students from lower-income, mostly African American and Hispanic-American families (Klonsky, 1998). For ethnic minority students and students of low socioeconomic status, the effects of small schools are especially positive, helping to reduce the damaging effects of poverty on student achievement; conversely, large schools have an especially negative impact on those students relative to all students (Cotton, 1996; Howley and Bickel, 2000). In fact, the correlation between poverty and low achievement is as much as ten times stronger in larger schools than in small ones (Howley and Bickel, 2000).
•
Student attitudes and behavior are more positive in smaller schools, with minority and low socioeconomic status students most profoundly affected. Multiple studies have associated small schools with students’ positive
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attitudes toward school, as well as a lower incidence of negative social behaviors such as truancy, classroom disruption, vandalism, aggressive behavior, theft, substance abuse and gang participation (Cotton, 1996). The independent Educational Priorities Panel recently completed a study of the first year of the class-size reduction program in New York City. Among improvements reported as a result of smaller classes were: o Noticeable declines in the number of disciplinary referrals; o Improved teacher morale; o A focus on prevention rather than remediation; and o Higher levels in classroom participation by students. o Extracurricular participation rates are higher in smaller schools. •
Of all the research on small school impacts, one of the best-documented findings was that students in small schools participate in extracurricular activities to a greater extent and in a wider variety (Cotton, 1996). This is especially significant since extracurricular participation is associated with other desirable outcomes, such as positive attitudes and social behavior. Students in small schools generally enjoy participating in extracurricular activities more than students in larger schools.
•
Attendance is higher and dropout rates lower in smaller schools. Smaller schools have higher attendance rates than larger schools, and attendance improves for individual students who transfer from large to smaller schools. Small schools have a relatively greater impact on attendance of minority and low socioeconomic status students and have lower dropout rates and higher graduation rates than large schools; states with the largest school and school districts have the highest dropout rates (Cotton, 1996).
•
Students feel better about themselves and others in smaller schools. Students’ perceptions of themselves academically and generally are higher in small schools, and they feel more connected to teachers and to each other. Interpersonal relations are better both among students and between students and teachers (Cotton, 2000).
•
Smaller schools prepare students for college as well or better than larger schools. Students from small high schools do as well or better than students from larger schools on college-related variables such as entrance examination scores, acceptance rates, attendance, grade point average and completion (Cotton, 2000).
•
Larger schools reach a point of diminishing returns on cost-effectiveness. Larger schools tend to have large, costly bureaucracies to manage and control their large numbers of students (Public Education Association, 1992) whereas smaller schools often save money by doing away with the complex
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large-school infrastructure. When measured against cost per student graduated, small schools are considerably less expensive to operate than either large or medium-sized schools because the dropout rates of small schools are so much lower (Raywid, 1999; Cotton, 2000). Specific Impacts on the Space Program for the New South West High School Ninth Grade Academy. The Freshman Academy Model for the New South West High School is based on the success and on lessons learned from the Ninth Grade Academy model used at Albuquerque High School (AHS) and the development of the 9th Grade Academy for the North West High School. In the fall of 2002, Albuquerque High created a freshman academy for all first-time ninth graders. Key to its creation was the school's new principal, who had helped establish another APS high school's freshman academy and was convinced of its benefits. Academy goals included: • •
Enhance students' sense of social support and belonging; Increase attendance;
•
Improve academic performance (grades, credits earned, matriculation rates); and
•
Reduce dropout.
Albuquerque High School's freshman academy embodied most features of the research-based small learning community model. Students and teachers were scheduled into teams. Teachers met regularly to discuss students and coordinate instruction during common preparatory periods. Academy staff and students shared a common space separate from the rest of the school. The academy had the distinctive focus of transitioning students from middle school to high school. Finally, the academy had a small measure of autonomy in terms of curriculum and staffing. In addition to these small learning community features, Albuquerque High School instituted a "flex schedule" with two days per week of fewer but longer class periods. Freshmen also had a twice-weekly, mandatory study hall, which awarded a pass/fail grade based entirely on attendance. AHS gave each academy teacher responsibility for "mentoring" approximately 20 homeroom students during study hall.
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SLC Characteristics Program Features t
l' Year of Operation
AHS Freshman Academy
2002-2003
Total Student Enrollment
509
Percent of Total Grade Level Enrollment
92% (excludes D level special education students)
Student Selection Methods
First-time freshmen only. Honors assigned to Teams 1 and 2, Bilingual assigned to Team 3
# Teams
3 (Team 3 had 2 sub-teams)
# Teachers per Team
4 (Teams 1 & 2), 9 (Team 3)
# Students per Team
125 (Teams 1 & 2), 220 (Team 3)
Teacher Course Load
5 (6 for teachers who sold prep period)
# Common Prep Periods Per Day
1
Teacher Caseload (average))
105 - 135
SLC Administration & Support
Ninth Grade Dean/Academy Director Clerk Resource Teacher Counselors
Separate Space
Yes, separate hall of the school
Special Education Inclusion
A, B & C levels (learning disabled)
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Teacher Collaboration. Teaching team interviews revealed that teachers met with their teams weekly. Teachers reported that an academy administrator, and often a counselor, attended each team meeting. Teachers appreciated this regular attention and support, and said it resulted in efficient responses to their concerns. A sideeffect of formal collaboration was an increase in overall communication. Teachers reported that they visited with each other much more often than they had done in the past ltd. Teachers explained that their teamwork resulted in more efficient and effective student placement. For example, Special Education students were given more opportunities to try regular education conditions, and students in need of special services were identified and placed with minimal delay. Interdisciplinary Activity. Interdisciplinary activities tended to be informal and infrequent during this first year of SLC implementation. Team 2 teachers and students were the only team members that described formal interdisciplinary projects. More than two-thirds of 9th graders responding to the student survey (68.6%) agreed that teachers helped them see connections between different subjects and classes. All teaching teams reported coordinating assignment due dates and test schedules. Student interviews and statements confirmed the success in interdisciplinary teaching methods using this model. Separate Space. Providing staff and students with their own space, separate from the rest of the school was felt to be one of the key points to a small learning community's ability to foster a sense of community, visibility, collaboration and safety. At AHS, the freshman academy had a separate hall within the school building. Student lockers, the 9th grade office, and all core content classes except science were located there. Freshmen also had their own study hall and in-school suspension room. Almost two-thirds (63%) of academy students felt they benefited from having a separate ninth grade hall. They said it increased teacher-student contact, improved attendance and prevented fights [ss, sfg]. Students as well perceived many benefits in having a separate space for the freshman academy. This finding at AHS was consistent with the development of SLC areas at Eldorado. Providing staff and students with their own space, separate from the rest of the school was found to be a key to a small learning community's ability to foster community, visibility, collaboration and safety. Starting with the academy's pilot year, all Eldorado ninth graders had their own building on campus, separate from the rest of the school. Almost all classrooms were in the ninth grade building as were all student lockers and a teachers' lounge.
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At the same time, Eldorado's administrators aimed to cultivate a sense of belonging to Eldorado High School as a whole, not just to the freshman academy. To this end, ninth graders took electives and physical education classes and shared lunch with upper-class students. Science classes and administrative offices, also, were located in different buildings, partly because science teachers wanted access to updated facilities and partly because the freshman academy building had limited space. Safety and Security. Small learning communities aim to foster safety and security by creating micro-environments in which students are well known and supported. When students feel safe they are more able to focus on learning. Importantly, Eldorado ninth graders reported a high level of safety in both 2001-02 and 2002-03, particularly within the freshman academy building and classrooms. Fewer students, but still a majority, felt completely safe outside around the school and in the school's bathrooms and hallways. Despite Eldorado's vast, college-like campus, freshmen felt significantly safer than ninth graders in the other four freshman academies studied in 2002-03." Students explained that the separate and shared freshman academy space helped them build social connections which created a feeling of security. One student said he felt safe because "It's kind of like everyone's there [in the same building]. You're never without someone. You're always with a friend." [sfg]. In other words, increased student visibility enhanced students' sense of safety. One of Eldorado's main goals in establishing the freshman academy was to increase students' sense of belonging to school. National research has linked higher levels of school attachment to reductions in student violence and substance use as well as improvements in academic performance.' Results from surveys, interviews and focus groups indicate that Eldorado's freshman academy cultivated a sense of community and belonging for many students but not all. As a whole, Eldorado's ninth graders reported moderate levels of school attachment. •
Almost two-thirds of students surveyed in both 2001-02 and 2002-03 reported they felt a sense of belonging to Eldorado's freshman academy [ss].
•
About half the survey respondents said that they felt close to people at school (57.7%), were happy to be at their school (53.9%), and felt part of their school (45.9%). Eldorado responses generally mirrored responses from a national sample.
•
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Distinctive Thematic or Curricular Focus. Small learning community research suggests that SLC's need a distinctive thematic or curricular focus to develop a clear sense of identity and purpose. Albuquerque High's freshman academy began with a clearly defined student population and unique agenda. First, it enrolled all the school's freshmen and did not include students who were repeating the 9th grade. Secondly, its distinctive focus was to ease the transition from middle school to high school and prepare ninth graders for the upper grade curriculum. Autonomy and Flexibility. Autonomy was not a stated goal of the Albuquerque High School freshman academy, however it is one of the key features of highly successful small learning communities. Autonomy in the areas of budget, schedule, staffing, curriculum, leadership and governance, assessment and space maximizes the ability of a SLC to "personalize" education to meet the particular needs of its student body, and to make changes throughout the year as needed. Most small learning communities take multiple years to develop autonomy.' The freshman academy had its own administrator, teachers, and support staff as well as a separate space and distinctive mission, but its budget, scheduling, counseling, staffing, curriculum and space were inextricably tied to those of the larger school. Academy teachers and administrators did not express a desire for more autonomy from the larger school. Without greater autonomy, however, research shows that SLC needs will be compromised to accommodate school-wide interests. Other High School Results. Evaluation findings suggest that Eldorado's freshman academy strengthened an already high achieving school, providing students with a smooth transition into high school, a safe and supportive environment, heightened visibility, high academic expectations and increased parent involvement. Teaming strengthened teachers' morale, self-confidence and job satisfaction. Associated results included: •
Increased instructional innovation and interdisciplinary collaboration, which, in turn, fueled an increase in students' school and academic engagement.
• • •
Decrease in student dropout, from 3.1% in 1999-2000 to 1.9% in 2002-03. High standardized test scores (83% scored at or above the 40`" percentile). High proportion of students earning enough credits to pass to the tenth grade (86%).
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Improved class attendance (95.5%), exceeding the state standard.
This evaluation of Eldorado's freshman academy demonstrates that schools can influence teaching and learning through structural reforms and resource allocations. At the same time, it is clear that students reap benefits only if teachers use SLC resources in intended ways. With this in mind, RDA offers the following recommendations: • •
hold academy goal-setting retreats; develop consistent team expectations;
• •
provide teams with instructional coaching; provide more frequent "pats on the back" to recognize extraordinary staff efforts;
• • • •
maximize team purity; continue providing teachers with 2 prep periods; provide more SLC-specific professional development; and publicize the freshman academy to gain active community support.
One of the academy's most cited consequences at Eldorado was improved morale among teachers. This alone made the reforms and hard work "worth it," according to one top administrator [ai]. In interviews, teachers attributed their strong morale to resource allocations that permitted them two prep periods per day and a student load of 120 instead of the traditional 150 or more. Teaching 30 fewer students and one fewer class period per day allowed teachers to accomplish more creative activities and tailor their instruction to the individuals in their classrooms. Teachers reported that they had time and energy to develop new curricula, to integrate instruction, to attend to students' individual concerns and to do innovative activities with parents [ti, tr]
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Career Academies The planning for the South West High School differentiates between small learning communities, academies and career pathways. The academies are closely related to career pathways. A career academy is a high school program that organizes curriculum and instruction in academic subjects around an industry or occupational theme – for example, veterinary science, automotive, architectural design, electrical technology, graphic arts, business technology – enabling students to fulfill requirements for college entrance in addition to acquiring work-related knowledge and skill.1 They are designed to prepare a broad section of the students for both college and work. They integrate academic courses with technical and applied courses organized around a career theme. Traditional courses, usually including math, English, and social studies or science, are combined with occupation-related classes that focus on the academy’s career theme, such as business and finance, computer and electronics, or health care. Students take other elective classes outside the career academy structure. They establish partnerships with local employers in an effort to strengthen connections between school and work and to provide students with a range of career development and work-based learning opportunities. 2 The business community in Philadelphia is created the first career academy. The Academy Model was created in 1969 at Edison High School by Charles Bowser, Executive Director of the Philadelphia Urban Coalition, in collaboration with Philadelphia Electric Company (PECO) and Bell of Pennsylvania (Bell), in response to the inner city riots of 1968. 3 There are now and estimated 2,000 – 3,000 high schools nationwide with career academies.4 Career academies differ from traditional academic and vocational education because they prepare high school students for both college and careers.
1
Pinellas County Schools Workforce Education web site. National Career Academy Coalition “About Career Academies” 3 National Career Academy Coalition “About Career Academies” 4 Planning Guide for Career Academies, Career Academy Support Network, University of California of Berkeley Graduate School of Education. 2
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Academics provide information about a field such as health care, finance, engineering, media, or natural resources. They weave the themes into academic curricula that qualify students for admission to four year colleges or universities. 5 Key elements in career academies include: •
Small learning communities comprised of a groups of student teams of between 100 and 150 students, who take classes together, and are taught by a team of teachers from different disciplines.
•
A college preparatory curriculum with a career theme, enabling students to understand relationships among academic subjects, and their application to a broad field of work.
•
Partnerships with employers, the community, and local colleges, bring resources from outside the high school to improve student motivation and achievement. 6
The U.S. Department of Education suggests organizing instruction related to careers into 16 clusters. Categories include: Agriculture & Natural Resources Architecture & Construction Education and Training Health Human Services Law and Public Safety Government and Public Administration Scientific Research/Engineering
Arts, A/V Technology & Communication Business and Administration Finance Hospitality and Tourism Information Technology Manufacturing Retailing/Wholesale Sales and Service Transportation, Distribution & Logistics
The Albuquerque Career pathways Development Rubric identifies a range of curriculum development to support career pathways from undeveloped traditional schools to fully actualized career pathway systems that lead youths to constructive careers in their adult lives. The rubric identifies the ideal career pathway that be achieved migrating from traditional curriculum models that provide no integrated curriculum, only one instruction methodology, little career exploration, no involvement with community or business partners. The fully realized career pathway curriculum will exhibit the following characteristics:
5 6
National Career Academy Coalition “About Career Academies” National Career Academy Coalition “About Career Academies”
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Integrated Curriculum. The school provides a seamless integration of the academic, career and vocational classes. All the classes will have fully integrated curriculum so that classes cannot even be identified as vocational or academic. All classes prepare students for high level academic preparation expected by the post-secondary education system and necessary skill development sought by employers.
•
Instructional Strategy. Learning takes place within the context of workbased learning, with students working in teams on real community problems with real world impact. Coursework may take place off-campus as well as in the school. Resources are limited by the student creativity. The teacher serves as facilitator. Assessment includes multiple methods that create wide opportunities for students to demonstrate their accomplishments in relation to learning and industry standards.
•
Adoption of Standards. All students are expected to meet the content and performance standards collaboratively developed by educators, parents, and community members. A school community support system is in place to assist all students in meeting the standards. The student assessment data derived from multiple sources is used to make revisions in curriculum ad assessment as part of a continuous re-evaluation process. Pathway Formation. Interdisciplinary site teams collaborate to assess qualitative data, school site opportunities, standards documents, and benefits nd tradeoffs. A comprehensive, manageable pathways system is designed to ensure coverage of all major career fields. Standards are used to align curricula with industry and post-secondary education requirements ensuring that students have various options after high school. Pathways are designed creatively, so that all learners can participate, learning is exciting and rewarding, and learning can challenge the big ideas, issues, and problems facing practitioners in pathway-related industries.
•
•
Career Planning. Students have been active participants in a coordinated career awareness and exploration process that began in kindergarten. By the time students reach high school, they can select an appropriate career pathway based on first-hand understanding of careers gained for curricular activities, work site field trips, career speakers, informational interviews, and other, more traditional career exploration activities. The career development process is ongoing and integrated into classroom and work-based learning experiences. Understanding of the career development process is internalized, so students can continue to fashion their careers throughout their working lives.
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Permeability of Career Pathways. The school as a structured plan that allows accessibility to other pathways.
•
Work-Based Learning. Work-based and classroom learning are truly integrated. There is significant reciprocity between the work place and school. Courses may be held at a workplace and strong collaborations exist so that businesses are in integral part of the learning process. Students opportunities to learn are significant heightened. All Aspects of Industry. By engaging in a rich array of work-based and school-based learning experience, students have first-hand knowledge of all aspects o the career major industry or industries. They clearly understand the skills knowledge base, and training needed for the variety of job areas within the industries. Students have an accessible collection of resources that they can continue to consult to learn of new developments in the industry, emerging jobs, employment trends, et cetera. Student Experience. Students experience several classes that are truly integrated. Teachers have moved beyond aligning subject curricula and actually offer blended instruction. They may team teach combined courses and work together in student evaluation. Connection to the community and workplace are integral part of the blended courses.
•
•
•
•
All Students. Every student in the school is actively engaged in a career pathway. Instructional strategies and support systems make the experience highly valuable for all students regardless of their individual strengths or challenges. External Collaboration. Partners are active participants in all aspects of the school, including professional development, curriculum development, setting standards, and decision-making. The school partners with support providers to continually evaluate progress in its reform efforts to improve student performance.
•
Learning Organization. The school staff in collaboration with community partners, has worked to make major changes in the school’s system and structures to allow the development of career pathways for all students to be supported. Changes may include collaborative time ongoing program evaluation, professional development, et cetera. Strategies to create smaller learning groups such as academies may be adopted.
•
Resources, Management and Sustainability. There are adequate community and school district resources allocated to School-to-Careers initiative. Community and district have made a long-term commitment and plan for sustainability. Administrators are an integral part of School-toCareers planning and development efforts.
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Impact of Academies on Student Performance. The positive impact of career academies on student’s performance has been affirmed conclusively by a randomassignment study. This has established career academies as one of the most durable and best tested components of high school reform strategies.7 Academy performance is directly correlated to higher attendance, lower drop out rate, better grades, and higher post secondary enrollment when compared to nonacademy students, even through academy students tended to be from lower income population groups and less native English speakers. The test also validated through post secondary performance that academy success was not due to lower grading standards (Stern, Dayton and Raby). Early ambivalence on post secondary enrollment is due to the vocational focus of those career academies.
7
Career Academies: Building Blocks for Reconstructing American High Schools, David Stern, Charles Dayton and Marilyn Raby, Career Academy Support Network, University of California at Berkley
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Studies outside of APS that have validated the effectiveness of academies include the following8: Findings on Academic Performance and High School Completion: Students in Career Academies Compared to Other Students Author(s) & Date(s) Main Findings Reller 1984, 1985
Academy students earned more course credits than comparison group. One-year dropout rates 2 to 6% in academies, 10 to 21% in comparison group.
Snyder & McMullan 1987b Graduation rate for 1981 sophomores in 3 business academies was 77%, compared to citywide average of 67% for freshmen. Stern, Dayton, Paik, Weisberg, & Evans 1988, 1989
Academy students overall performed significantly better than comparison groups in attendance, credits earned, average grades, and likelihood of staying in school. 3-year dropout rate for cohort entering 1985 was 7.3% in academies, 14.6% in comparison group.
Hayward & Talmadge 1995 Academies showed generally better results than other programs, improving students’ attendance, credits, grades, and likelihood of completing high school. McPartland, Legters, Jordan, & McDill 1996; McPartland, Balfanz, Jordan, & Legters 1998
Attendance in first implementation year rose from 71 to 77% at Patterson, compared to districtwide decline from 73 to 70% in grades 9-12. Survey of teachers found big improvement in reported school climate.
Kemple and Snipes 2000
Academy students overall earned a larger number of course credits and were more likely to have positive developmental experiences. Among students at highest risk of school failure, academy students attended school more regularly, earned more course credits, were more likely to participate in extracurricular activities and volunteer projects, and were less likely to be arrested. Dropout rate for the high-risk subgroup was reduced from 32% in the control group to 21% among the career academy students.
Maxwell and Rubin 1997, 2000
District records show academy students received higher grades. Followup survey found higher grades increased the likelihood of graduation; result was 92% graduation rate for academy students, 82% for non-academy.
Hanser, Elliott, and Gilroy, forthcoming
Students in JROTC career academies, and in other career academies or magnets, generally received higher grades, had better attendance, completed more credits, and were less likely to drop out, compared to statistically similar students not in
8
Career Academies: Building Blocks for Reconstructing American High Schools, David Stern, Charles Dayton and Marilyn Raby, Career Academy Support Network, University of California at Berkley
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Findings on Enrollment in Postsecondary Education: Students in Career Academies Compared to Other Students Author(s) and Date(s) Main Findings Reller 1987
15 months after graduation, postsecondary enrollment rate 62% for academy graduates, 47% for comparison group. 55% of academy graduates, 22% of comparison group expected to complete bachelor’s degree or more.
Snyder & McMullan 1987b 18% of business academy graduates said school was main activity in 1986-87, compared to 35% of citywide sample. Of those enrolled, 14% of academy graduates, and 43% of citywide sample, intended to get bachelor’s degrees. Academy for Educational Development 1990
89% of finance academy graduates said they had attended 4-year college or university, 58% majored in business or finance, and 67% planned to complete a master’s or doctorate.
Stern, Raby, & Dayton 1992
1989 and 1990 followup surveys found no consistent differences between academy and comparison graduates in postsecondary attendance or degree aspirations.
Maxwell and Rubin 1997, 2000
Analysis of followup survey found higher grades for academy students increased their probability of going to college, and 2 of 9 academies gave an extra added boost to college-going, resulting in 52% of former academy students going to 4year colleges, compared to 36% of non-academy.
Findings on Employment After High School: Students in Career Academies Compared to Other Students Author(s) and Date(s) Main Findings Reller 1987
No significant differences between academy and comparison students 27 months after graduation, in employment status, wages, or hours worked.
Snyder & McMullan 1987b 64% of business academy graduates said work was main activity in 1986-87, compared to 42% of citywide sample. Academy graduates employed a larger fraction of time since graduation. Stern, Raby, & Dayton 1992
1989 and 1990 followup surveys of academy and comparison graduates found academy graduates working 3 more hours per week, but no consistent overall difference in hourly earnings.
Maxwell and Rubin 1997, 2000
Analysis of followup survey found no significant differences in wages or hours worked between former academy and non-academy students, but former academy students more often said their high school program had prepared them well for further education and work.
Aspects of total enrollment of student population into career academies can include loss of volunteerism, detraction of academic culture by unwilling participants, and unconstructive rivalry between academies. Some performance outcomes identified by evaluations of partial school academies can be attributed to the recruitment of motivated students for the academies from the general student population.
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Movements impacting Career Academies. Three movements of relevance for career academies include: •
The school-to-work movement
•
The Coalition of Essential Schools, and
•
The small-schools movement.
The school-to-work movement is aimed at making the high school curriculum more coherent and meaningful for students by creating various kinds of curriculum pathways with career-related themes. Connections between the classroom and work world have been reinforced by providing opportunities for job shadowing, internships and other kids of work based learning.9 The school-to-work program receives federal sponsorship with the School-to-Work Opportunities Act of 1994. (Stern, Dayton and Raby). The High School that Work (HSTW) project predated the School-to-Work program and provided some of its basis, was launched in 1987 by the Southern Regional Education Board, with the aim to combine challenging academic courses and modern vocational education studies for the purpose of raising the achievement of high school students not enrolled in college-prep courses10. The Coalition of Essential Schools (CES) fundamental concerns are to improve the intellectual, social and ethical quality of life for students and teachers while they are in high school. CES has formulated10 common principles11: •
Learning to use one’s mind well;
•
Less is more, depth of coverage;
•
Goals apply to students;
•
Personalization of the student-teacher relationship;
•
Student as worker, teacher as coach;
9
Olson, L. (1997). The School-to-Work Revolution. Reading, MA: Addison-Wesley. Bottoms, G. & Presson, A. (1995). Improving High Schools for Career-Bound Youth: Reform through a Multistate Network. In Grubb, W.N. (ed.): Education through Occupations in American High Schools. New York, NY: Teachers College Press. Volume 2, pp. 35-54. 11 Sizer, T. (1992). Horace’s School: Redesigning the American High School. Boston: Houghton Mifflin. 10
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Assessment of student learning through demonstration of mastery;
•
Tone of decency and trust;
•
Commitment to the entire school;
•
Resources dedicated to teaching and learning; and
•
Democracy and equity.
The CES provides the core values that are adopted by career academies. The close student teacher relationship and the relevancy of career focused education reinforce the emphasis on goals, mastery, personal integrity and commitment espoused by CES. Evaluations, including those of APS academies, have affirmed the outcome of these values in career academies (Stern, Dayton and Raby). Career academies, as a subset of the entire school, are small learning communities within the larger school context. Career academies provide a thematic focus for the small learning communities. The benefits of the small learning community, as previously discussed in this report, reinforce the goals of the career academy in providing personalized focused education tracks for the students.
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Community Schools A community school is both a place and a set of partnerships between the school and other community resources. In these schools, an integrated focus on academics and family support, health and social services, and youth and community development leads to improved student learning, stronger families and healthier communities. Community schools are open to everyone—all day, including evenings and weekends. Community-based organizations or public institutions often work as lead agencies in community schools, helping to mobilize community assets and support student success.12 The school is a vital part of a holistic community vision that includes open green spaces, bike and pedestrian trails and wildlife corridors, mixed use of houses, retail, business and civic structures, vibrant interaction of neighbors of all ages, community sports fields, reliable mass transits, and access with un-congested roadways that do not separate the community but link the for easy access to the rest of the city. The architecture, including the school, should avoid sterile cookie-cutter designs and provide nice architectural image for the neighborhood. Schools can play a vital part of communities, serving as the community center and revitalizing neighborhoods13. The quality of schools impacts real estate prices and the vitality of neighborhoods through district investment in education and student performance14. A survey of 20 community schools showed a marked improvement in four categories15: •
Student learning including academic and non-academic development.
12
Martin J. Blank, Amy C. Berg, Atelia Melaville, Growing Community Schools: The Role Of Cross-Boundary Leadership, Coalition for Community Schools , 2006 13 Leila Fiester, Creating A School For The Future - John A. Johnson Achievement Plus Elementary School: A Case Study, Achievement Plus, 2004. 14 Haurin, Donald R. and Brasington, David M., "Capitalization of Parent, School, and Peer Group Components of School Quality into House Price" (January 7, 2005). 15 Martin J. Blank, Atelia Melaville, Bela P. Shah, Making The Difference Research and Practice in Community Schools, Coalition For Community Schools, 2003
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Family involvement, with increase stability, teacher interaction and school involvement.
•
School performance with strong parent teacher relationships, increased teacher satisfaction, better school environment, and greater community support.
•
Community vitality, including better use of school, increased security, heightened community pride, and rapport among students and residents.
Community Schools are supported by the APS Board, with policies for community involvement and also through the APS Community School Department. The development and maintenance of community schools requires leadership at many levels. Leadership by the school board, local government, civic, corporate and agency are important in establishing community schools by their commitment of their organizations resources, staff and knowledge to make the community schools a success. Leadership participation is also required at other levels, including the managers who can build the organizational infrastructure to support the community schools and the practitioners and community members who understand the community needs and connect the residents to the opportunities.16 Strategies that schools have found to be important include the following17: •
Maintaining Diverse Funding, including funding from partners, government agencies, and school district funding.
•
Changing policy and practice through technical assistance and professional development. Partner leaders must collaborate and provide technical assistance to solve implementation and operational problems.
•
Collect evidence of student and family success. Measures of success help reinforce policy direction and guide partners on the most effective aspects of the programs to pursue.
16
Martin J. Blank, Amy C. Berg, Atelia Melaville, Growing Community Schools: The Role of Cross Boundary Leadership, Coalition for Community Schools, 2006 17 Martin J. Blank, Amy C. Berg, Atelia Melaville, Growing Community Schools: The Role Of Cross-Boundary Leadership, Coalition for Community Schools , 2006
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Build broad based public support. The public needs to be informed of the community school to appreciate and use them. Importance of community schools can influence voters, particularly those who do not have children.
APS Board Policy. The APS School Board has adopted the following policies related to community schools18: K.01 COMMUNITY INVOLVEMENT. The Board of Education recognizes that constructive study, discussion, and active participation by citizens is necessary to promote the best program of education in the community. To encourage this participation, the Board enacts the following policies. Citizens Advisory Councils will exist to provide for greater community involvement in the educational planning process. The parents/citizens selected as members of committees should collectively be representative of the entire community and its varying viewpoints. All committees appointed by the Board will comply with applicable local, state, and federal legislation. Parents are encouraged to visit the schools throughout the school year. Conferences between such visitors and employees should not interfere with the employee's assigned duties. All visitors must sign-in at the office of the school. Visitors should verify their identity and the purpose for their visit. A visitor must obtain permission of the principal before entering a classroom. K.02 USE OF COMMUNITY RESOURCES. The Board of Education approves of and encourages the use of community resources to assist in making learning experiences more realistic. K.03 COMMUNITY USE OF BUILDINGS, GROUNDS, AND EQUIPMENT. The public investment in school plants and sites and the general community welfare justify the use of school buildings and grounds by local citizen groups for educational, cultural, 18
Albuquerque Public Schools, Board Policies, Updated: February 2005
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civic, and recreational purposes outside of school hours or when such use will not conflict or interfere with the school program. Application for such use of school facilities will be made and approved well in advance of proposed use. Non-political, non-sectarian, and non-commercial activities may be granted use of school facilities free of charge, at the discretion of the Superintendent. The Superintendent will set up a schedule of charges for the commonly used facilities. Such charges will cover normal use and will assess a reasonable charge to cover utility, maintenance, and replacement costs. As the occasion demands, a reasonable charge will be assessed to cover all other facilities and unusual wear or breakage. Persons using school equipment will assume responsibility for breakage or loss by signing forms in accordance with procedures developed by the Superintendent. Public school buildings may not be used for private teaching for which tuition charge is made and paid directly to the instructor. K.08 RELATIONS WITH COMMUNITY ORGANIZATIONS. The Superintendent may cooperate in furthering the work of non-profit, community-wide service, civic, or governmental agencies or organizations that support the missions, goals, and policies of the Albuquerque Public Schools. Such cooperation may not disrupt the school program or diminish the amount of time devoted to the school program. The Superintendent will develop procedures for cooperation with such entities. Cooperation may include the distribution of literature, announcements of meetings, and provision of space for organization activities.
APS Schools & Community Partnerships The Mission Statement for the APS Schools and Community Partnerships is “To collaborate with the community in creating partnerships which connect public schools to community resources, enhance opportunities for all students, and build mutually beneficial relationships” APS operates the Join-A-School program which was established in 1985 as a collaborative endeavor between the Greater Albuquerque Chamber of Commerce and the Albuquerque Public Schools. The
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program’s main goal is to allow businesses and community groups to partner with a school and provide educational support through a variety of activities. A key program for engaging business with APS schools is the Join-a-School program. The vision for Join-a-School is for schools, businesses and community groups to work hand-in-hand to provide the best educational resources for all students. Join-a-School develops school/community partnerships that: •
Support student achievement and enhance educational opportunities
•
Create reciprocal opportunities for involvement and understanding between schools and community
•
Connect schools to community resources
•
Provide students the skills to succeed in a changing society through career exploration opportunities with business and community partners
•
Promote an accurate impression of public schools in the community
The purpose of the Join-a-School program is to create opportunities for involvement and interaction between businesses and schools. This will also create a reciprocal understanding between our public schools and community businesses and organizations, and enhance curriculum and school programs. The program will provide career awareness and opportunities and increase student achievement. The partnership allows organizations to strengthen the community and impact economic growth by preparing students for tomorrow’s work force, focusing on student achievement. Through donating time, expertise and resources (not money) and by allowing employees to become involved in community service, the organizations can provide support to our schools and students. The partnership to become a Join-a-School partner involves a simple five-step process: Step 1: Contact Join-a-School to request a partnership •
A Join-a-School representative will discuss the program and offer to meet in person to discuss the program in detail
•
Once the decision is made by the school or business to move forward, a Join-a-School representative will arrange and facilitate a meeting to bring the school and business together
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Step 2: Match Business with Appropriate School. A business may request a particular school partner or a Join-a-School representative can find the best possible match. Several factors are considered to determine the best partnership: •
Physical proximity of the business to the school
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Where employees’ children attend school
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Common link, like fine arts or technology
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School with the greatest need at the time
Note: Businesses offering similar products or services are not placed in a Join-aSchool partnership with the same school. Step 3: Develop written Partnership Plan conducive to both partners proposing activities and educational support (Note: This can be revised as necessary throughout the relationship). Each business and school should designate a Join-aSchool “coordinator” to be the point of contact •
The business and school coordinators will meet together with a Join-aSchool representative to discuss the needs and resources of each partner and to brainstorm ideas for future activities
•
Be honest and flexible
•
Businesses should be realistic about the extent of the resources they can commit and be sensitive to the realities of today’s public schools
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Schools should understand what businesses can provide and be open to new approaches
Step 4: Implement Partnership Plan •
Start small and maintain support
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Start with a limited number of activities when beginning a partnership to maximize success
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“Quality versus Quantity” is a good rule to follow
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Create a small Join-a-School committee at your business or school to support your Join-a-School coordinator and provide assistance for your activities
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Step 5: Maintain Ongoing Communication •
Communication is the key to a successful relationship
•
• Ongoing internal communication about your Join-a-School partnership will increase employee understanding of the program, inform new employees of the relationship and maximize employee participation
•
• Play an active role with your partner and meet as often as possible to determine needs
Public Input for Community Schools. A Priorities and features that are recommended by the community forum participants include: •
A space should be provided for parent group meetings to support parent involvement.
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The school should focus on the cultural characteristics of the community rather than the language.
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Murals, the mascot and the school colors should be used depicting important cultural aspects of the community.
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The school should utilize the topography to maintain views and keep the students linked to nature.
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The image of the school addresses not only the past and present, but the future as well.
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The school should include a theater as a community draw, which can support drama productions, student assemblies and community meetings.
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The school should provide spaces that can be rented by community members. The school site should have a community center, as well as fields for team sports, and library resources available to the community.
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The school should form partnerships with businesses, post secondary education institutions, and non-profit organizations.
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The School should have a student health clinic which is available to the public as well.
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Consider providing day care services for both the school day and during the evening.
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Provide night time sports activities after the interscholastic teams are done.
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Planning Committee Direction on Community Schools The School should be a community school and reflect the community, not just the language but the entire culture. The following functions or areas should be included in the project: • • • •
A family center as part of the base building. A child care and/or nursery center through other funding. A teen health center with other funding. A public health center with other funding.
•
A commerce / career center.
Parent Involvement In School A key objective of community schools is to facilitate greater involvement by parents in the academic life of the students. APS has prepared a handbook identifying APS programs that invite parent involvement. Of specific interest for the planning of the school is direct involvement of parents in academic activities. Contact the Tony Watkins of the APS Community School Department for more complete description of the programs listed below. General Opportunities include: • • • •
Parent Teacher Associations and Organizations Instructional Councils Principal Selection Committees Indian Education Designee
• • • • •
Individualized Education Plans Student Assistance Teams Health/Mental Health Teams 504 Committees Albuquerque Community Learning Center Project (ACLCP)
• • • •
Engaging Latino Communities for Success (ENLACE) Even Start Families for Literacy Programs Youth Development Inc. Parent and Community House Meeting
Department Level
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• • •
Facilities Support Operation Fine Arts Community Advisory Council Physical Activity and Nutrition Advisory Committee
• • • • •
Asthma advisory Board District Counseling Program Advisory Council Prevention Advisory Committee Indian Education Parent Committee Bilingual Education and Alternative Language Services Parent Committee
• • • • •
Translation Services Albuquerque Reads Community Schools Join-a-School Job Net
• • • •
Special Education Parent Advisory Board Special Education Parent Liaison Special Education Parents Reaching Out Title I
District Level • • •
Capital Master Plan Review Committee Community Conversations Office of Equal Opportunity Services
• • •
School Health Advisory Council Superintendent’s Community Council on Equity Student, School and Community Service Center
Community Groups • • •
Albuquerque Indian Center Albuquerque Partnership Albuquerque Association for Gifted and Talented Students
• • • • •
Community Health Partnership Cornstalk Institute Enlace Communitario Family Leadership for Education, Culture and Health Access League of United Latin-American Citizens (LULAC)
• • •
National Alliance for the Mentally Ill New Mexico Holocaust and Intolerance Museum and Study Center National Association for the Advancement of Colored People
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• •
Neighborhood Association Educational Committees New Mexico Forum for Youth in Community: New Mexico Out-of-School Time Network
• •
Parents, Families and Friends of Lesbians & Gays Parents for Behaviorally Different Children
• • • • •
Parents Reaching Out Rio Grande Educational Collaborative After School Programs Southwest Organizing Project Young Women United
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SCHOOL EXPERIENCE: Views and Perceptions of Students in Large and Small High Schools in Albuquerque Focus Groups The following information was produced by Judith H. Heerwagen, Ph.D., J.H. Heerwagen & Associates, Inc., Seattle, Washington on September 4, 2006 under a subcontract with Healy, Bender & Associates, Inc. for the South West High School.
Part 1. Introduction. This study assessed student experiences in four Albuquerque high schools. These included West Mesa High School (2700 students) and three small schools each with about 125 students: Cesar Chavez Charter School, South Valley Academy, and Nuestra Valores Charter School. Focus groups were conducted with 5 to 6 students from each of the schools during the week of August 21, 2006. Discussions centered on broad issues of school experience and perceptions with the intent of identifying similarities and differences that could be used in the planning and design of new high schools in Albuquerque. The students at the three small schools were all at risk and most had dropped out of their previous public school. Some had been in gangs, and several were either pregnant or had young children at the time of the focus groups. In contrast, the West Mesa High School students were mostly college bound and were enrolled in advanced placement classes. Additional focus groups were held with parents and with social services and law enforcement personnel.
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PART 2. Focus Groups for “At Risk” Students in Small Schools (Nuestra Valores Charter School, Cesar Chavez Charter School, and South Valley Academy) Despite the fact that the three small schools had different educational approaches, the students’ experiences were highly similar. Four key themes emerged from the discussions: •
Being visible
•
Feeling supported
•
Developing personal skills
•
Missing the “high school feeling”
Being Visible. There was a palpable sense of not being visible - especially to teachers - in the large public schools that each of the students had attended previously. As explained by one student who was having trouble, he finally went to the teacher for help and “the teacher didn’t even know I was in the class.” This sentiment was echoed by others who felt that they were unknown and, consequently, overlooked. Although this was clearly viewed as a negative experience, students joked that the anonymity made it easier for them to skip classes and drop out because nobody took notice. In their new schools, skipping class was more difficult because classes were small and “everyone one knows you and knows what you are doing.” This creates peer pressure to not skip. Another student said “it is also harder to keep difficulties to yourself” because teachers knew students’ strengths and weaknesses. As one student said, “They are always on you. It was uncomfortable at first with everyone breathing down my neck.” Another said he didn’t think he was going to like it and was “annoyed at first,” but over time he and others said they got used to the demanding atmosphere and grew to like it. Being visible also involved public recognition for doing well which was a strong motivator and sense of pride. Feeling Supported. Being visible is clearly a precursor to feeling supported because teachers get to know individual students better. All of the students said they
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received more support than they had in their former schools. The teachers recognized that different students need different kinds of help, and provided individualized support. Several students spoke about the importance of detailed evaluations from teachers that identified their progress and deficiencies and laid out a plan for improvements. The evaluations were shared with parents or guardians, and students in one school felt that the evaluations and teacher conferences transferred to improved relationships at home. Not all students agreed however. Some were not living at home, and others said their parents or guardians were not very involved in their schooling beyond the required meetings. Students in one school said their parents were not very involved or helpful with homework because “they dropped out of school themselves and some of the subjects weren’t covered when they were in school.” The students felt that they learned more and were doing better in school as a result of the high level of support. Many also said that the increased help and “true sense of caring” about students motivated them to try harder and to do well, even when they were tired or sick. Some students were planning to go on to college after graduating, while others were focused on getting their high school diploma. Most of the students said they felt comfortable talking with their teachers about personal concerns and problems. In one school teachers gave out their home phone numbers and encouraged students to call them if they needed help after school. The support also comes from other students and promotes the sense that “school feels more like a family.” As one girl said, “We back each other up. But we also talk about each other a lot.” (This comment is a wonderful description of the central dilemma of social life that has been present throughout human history. We highly value knowing what is going on and who is doing what, but are less sanguine about others knowing all about us.) The high degree of involvement and oversight seemed overwhelming at times. However, as one student noted, “the teachers know when you don’t want to be bugged and they let you alone.” Feeling supported also involved better integration of school and personal life through writing about and discussing personal experiences in class. Students in one school said they liked teachers who were “honest with you” and “who told about their own experiences.” All of the students said they grew to like school, especially the small classes, and would not go back to a large public school. They felt that their relationships with their teachers were much better than in their previous schools and they felt more
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engaged in class and in school overall. Students in one school said they found school to be difficult due to a high level of homework and a big emphasis on keeping up: “If you are not doing well, you need to get help or you will fall behind.” However, the small class size also had a positive effect on keeping up because “everyone knows if you are not doing your homework.” . Developing Personal Skills. Being better prepared for the future was a common theme among the students in the small schools. The high level of support and mentoring they received form teachers and other adults helped them learn how to plan, solve problems, be on time, learn to deal with pressures, and to be accountable for their behaviors. Many of the students also worked, and had to learn how to juggle the demands of job and school. And for students who had young children, they also needed to balance school and family obligations. Students who had jobs or families felt that their school was highly supportive of their needs. One school had on-site child care, and two of the schools had work-study options. Becoming more expressive through writing and class discussions was also a major new skill. In one school, students kept a notebook of all of their work from the first day. This was a source of both amusement and motivation. They found it amusing to look back and see how weak their work was in the first year (“like I just wrote a couple of sentences in an essay!”) The notebook was also motivating because they realized how much better they were doing and they wanted to keep improving. Students also had to learn how to deal with friends who had dropped out of school. Many experienced conflicts between hanging out with friends and doing homework. “It’s hard not to hang out. But I feel like I am focusing on my future. If I don’t get my homework done, I feel guilty.” Missing the “High School Feeling”. Despite the fact that all of the students felt positive about the small schools, they missed many social aspects of larger traditional high schools – especially assemblies, pep rallies, homecoming, prom, and “school spirit.” Some students also missed having a variety of classes and other supports such as a cafeteria, a gym, driver’s education classes, art classes, and better access to computers. South Valley Academy had a gym that functioned as a cafeteria during lunch time and this was a highly valued space. Cesar Chavez had more technological supports than the other two schools, including computers and smart boards in all of the classrooms and laptops that could be checked out.
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Findings from Other Research Studies The results of the focus groups with the at risk students in small schools is consistent with other research findings. A 2006 study of high school drop outs by the Bill and Melinda Gates Foundation shows that students are more likely to stay in school when: •
School is engaging and relevant to students’ lives.
•
Strong support is provided through extra help, tutoring, summer school and when teachers pay attention to individual student needs.
•
There is a clear link between school and getting a job.
•
Classes are smaller with more interaction and feedback, and more connection to student interests.
•
The school climate focuses on academics, but first creates a sense of safety and reduces class disorder.
•
Parents are more involved in their children’s education.
These factors were present in the three small schools in this study, at least from the perspective of the students in the focus groups. The Albuquerque Public School’s “Small Learning Communities Program Evaluation” also shows that 9th grade students in the SLC’s had more positive outcomes on numerous evaluation factors compared to 9th graders who were not in the SLC. Improvements were shown in attitudes about school, social relationships with peers, self confidence, and attendance. Improved grades and test scores were found in some SLC’s but not others. The Albuquerque study identified several critical success factors for SLC’s located within a larger high school: •
Separation from the rest of the school, including classes and lockers
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High level of support for teacher planning and preparation
•
Teachers sharing the same students
•
A full time administrator for the academy
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Commitment to the program by the school principal
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Other school evaluations identify several additional success factors: •
High degree of personalization of the program
•
Teachers and students choose to attend and teach
•
An advisory structure that involves parents
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A carefully constructed curriculum aimed at developing specific proficiencies
•
The school (especially schools within a school) as a point of identity and affiliation for students and teachers
•
A communal vs. bureaucratic organizational structure
Raywid’s review of a large number of studies across the US identifies two key categories of effects on students: Instrumental (tied to learning goals) and Expressive (the school’s socio-emotional atmosphere). The studies show strong evidence of enhanced expressive behaviors in small schools (such as engagement, satisfaction, self esteem, attendance), but inconsistent evidence regarding improved school performance. Raywid argues that success in both areas requires integrated change in cultural, structural, organizational and programmatic features of the school.
Part 3. West Mesa High School “Nominal” Students Although West Mesa students shared some experiences with the students in the small schools, there were distinct differences. The differences are likely related both to school size and to differences between the students. Five of the six students in the West Mesa focus groups were in AP classes and played leadership roles in the school. They were all college bound, rather than at risk for dropping out. The Importance of Lunch and Social Life. The most striking similarity between West Mesa and the students at South Valley and Nuestra Valores was the role of lunch as a major support for social life at school. For students in all three schools lunch is a mobile activity. They often eat while walking so they can see as many people as possible. West Mesa students said they sit with a few others wherever they could find space (in the hallways or outdoors under a tree), but mostly they wandered around the school campus. Students at South Valley said lunch was their “favorite
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social time.” Misbehavior or tardiness resulted in lunch detentions – a strong deterrent in their minds. Students at Nuestra Valores often went for walks at lunch and ate wherever they could find space. Despite the similarities in the value placed on lunch time, the West Mesa students talked much more overall about liking the social aspects of school. The students in the small schools spent more time talking about personal development and teacher support. Being Visible. West Mesa students valued the variety of extracurricular activities that provided opportunity to make friends, to keep up with what’s going on, and to have an opportunity to “stand out.” These activities are largely unavailable to the students in the three small schools. Being someone important was a significant source of personal satisfaction at West Mesa. Unlike the students from the small schools, the students in the West Mesa focus group did not suffer from feeling invisible. They were highly engaged and active in school life. The West Mesa students said they would not like being in a small school because they would “feel bored with the same 125 students.” They also believed that a small school would reduce the ability to know a variety of other students. The large school “gives different perspectives that you wouldn’t get in a small school.” Feeling Supported. Although West Mesa students felt they were getting adequate support, they were still reluctant to ask for help in some classes because teachers often “made us feel stupid.” When they didn’t understand the subject matter in a class, they said they were often bored and felt less involved. Students were highly motivated to do well in classes when the teacher supported them and knew them well because they “didn’t want to let the teacher down”. They felt close to a few teachers and counselors, but not with most. When asked if they would feel comfortable discussing personal concerns with a teacher, they said there were a few, but that most teachers “would not really want to know.” There was a mixed response regarding whether they felt teachers cared about them as a person, but all said they thought it was important. The students’ were concerned about class size because teachers were less likely to notice individual students and they were perceived as less personal. Small classes were viewed as more focused and with better developed discussions.
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Developing Personal Skills. There was very little discussion of personal development among the West Mesa students. The extracurricular activities, such as mock trial, were discussed from a social perspective, especially getting to know students from other schools. The West Mesa students viewed their classes and activities as preparation for college. In contrast, many of the students from the other focus groups viewed school as a vehicle for developing personal skills and abilities that would help prepare them better for “real life.” A few of the small school students talked about college, but others just wanted to get their high school degree and be able to get a better job. General Discussion about West Mesa High School. General discussion about the high school dealt with sports, the school’s reputation, parental involvement, and the physical facility. •
Sports. Only one of the students took part in organized athletics. Others did sports (such as soccer) in middle school, but did not go out for sports teams at West Mesa. High school sports were viewed as more intimidating, formal, and competitive. The students said they didn’t feel like they were good enough to play, and “didn’t want to look bad.” Although the school has many intramural sports classes, only one student was taking such a class. The others said they felt that college admissions would look down on them if they did a sport as an elective class.
•
School reputation. The students uniformly felt that West Mesa had an underserved poor reputation and that the media focus on “bad things that happen here.” All said they were somewhat reluctant to go to the school and a few were afraid at first. But after they got to know the school better, they were reassured. Making friends was the key factor. Also, interacting with other schools in extracurricular activities helped to show that “we were good.”
•
Parent involvement. Students said that there was a low level of parent involvement in the school. There were mixed feelings about whether it was important for parents to be more involved. One student said “I don’t really want my parents coming to school.”
•
Physical design. The students were highly critical of the lack of windows and daylight, and the general absence of an inviting atmosphere.
•
Bathrooms. The bathrooms generated a significant level of discussion. Students were concerned with the vandalism and filthiness of the
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bathrooms, and the fact that were centers of deviant behavior. The mirrors and sinks in the hallways were uniformly disliked. The students complained that many bathrooms were locked and they frequently had to one much farther away. They suggested that bathroom monitors might help. •
Desired amenities. Student said that a “cyber café” with computers and group work areas for after school use would be valuable and all said they would make use of such a space. They suggested that it would be especially good for students who did not have computers at home. They also said that a teen health center was a good idea because “many students are misinformed about health issues.”
PART 4. Results from the Focus Groups with Parents, Social Services, and Law Enforcement Personnel Key themes from two additional focus groups (one with parents of West Mesa students, the other with social and law enforcement services) were: •
Need for more parent involvement. The parents felt that there were few opportunities beyond the “Next Step” open house that occurs once a year. The purpose of the event is to help students and parents plan for the next year in high school or beyond. Last year about 1800 parents attended. Additional approaches such as the class “contracts” used by some teachers were valued by parents. The contract is a description of the class and the requirements that is signed by both student and parent so that everyone will understand what is expected. Parents felt this was a good way to make students more accountable. They also thought it would be useful to have more conferences with teachers and more of a partnership among teachers, parents and students, but doubted it would be possible given the large size of the school. The parents said they didn’t know how well their children were doing in school until the end of the term and that was a bit late if they were having difficulty. The school parent group currently meets monthly with the principal and coaches and attends the instructional council meetings.
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The police lieutenant in the second focus group said parental involvement was a key to keeping kids in school and out of trouble. He considered this even more important for the new high school given its location. He also suggested school uniforms as a way to reduce gang activity. Making sure students attend classes is an economic issue for some families who receive state and federal financial assistance. Three absences trigger a notice to parents and may lead to loss of assistance. •
Using school design to enhance student experience. The police lieutenant identified La Cueva High School as the best designed for security. It was also considered a good design for school spirit and sense of pride. The school is filled with posters of and photos of school successes, awards, trophies, and other indicators of pride. The two focus groups felt that West Mesa did not exude a sense of pride or school spirit. The described the library where we were meeting as unattractive and uninviting. The parents also said something should be done about the problems with the bathrooms, but did not suggest any specific solutions. There was some discussion about whether the state of the bathrooms created a public health issue.
Part 5. General Design Issues Interestingly, none of the small school program evaluations discussed previously considers how the physical environment can support or inhibit small school success, even though identity, separateness, and internal focus are critical elements of the programmatic design of small schools. All three elements can be affected by design features including location, boundaries, circulation and connective spaces, centralized vs decentralized support facilities, entrances and exits, and the extent of individualized design to support specific programmatic goals and identity. The three small schools in this study all had their own facilities and are not currently housed in a larger public school. This provides them with the opportunity to convey their own sense of identity, culture and direction. Cesar Chavez had previously been located within a public school and had just moved into a new facility at the start of the 2006 school year. The students in the focus group were very proud of the new facility and liked it much better than their old school. They talked about the central
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“living room” with real leather sofa and chairs, the smart boards in all the classrooms, the child care center for students with children, the high level of computer access in all of the classrooms, and availability of laptops. Although there was no opportunity for interviews with teachers and administrators at Cesar Chavez, it would be worthwhile investigating what influence the move into a separate facility has on teaching, student development, and program outcomes. A central issue for the schools within a school concept is the relationship between the overall school and the smaller academies housed under its roof. The research literature suggests that separation and independence are critical success factors for small schools within a school – but what degree of separation and independence? Having separate classes and lockers appear to be important, but what about sports, extracurricular activities and spaces (such as band and drama), lunch rooms, bathrooms, and cyber cafés? Economic considerations alone suggest that some facilities, such as libraries, may need to be centralized and shared by all. But to what extent will other shared facilities loosen the bonds that are important to student development in small schools, especially at risk students? If students roam around more during the day, they are less visible to their teachers and peers. Both this study and research by others shows that knowledge of one’s behaviors is a strong factor in keeping up with homework and attending class. At the same time, encouraging students to take part in other activities is an important part of personal growth and high school life. Finding the right balance between inner focus (within the small school) and external engagement (with the larger school) is a critical component of design. It is also clear from the research on small schools that an integrated approach is needed – one that takes into consideration the physical facility, the academic program, governance and culture.
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4
SECTION
Space Program
Introduction / Overview This section provides the summary and detailed listing of spaces required for the South West High School. This program was based on the initial Executive Facility Program for the South West High School published by Architectural Research Consultants, Inc. (ARC) on July, 17, 2006, as well as the North West High School Facility Program Draft published December 9, 2005, and adjusted to reflect additional input from APS on the requirements for the school. The school will be developed in phases, including Phase I, and Phase II. In addition, desired program areas that are not in the base budget have been identified for bid alternate inclusion in the project depending on the level of competitive bids for construction received on the school. Furthermore, Phase I is divided into Phase IA, including the 9th Grade Academy, and Phase IB, the Athletic facilities included in Phase I. The program identifies the requirements per each phase. •
•
Phase I providing 9th grade academy with 6 Small Learning Communities of 125 students each for a capacity of 750 students. Phase IB of Phase I includes gym and locker facilities to support the academy during the first year of operation before the full athletic facilities are developed in Phase II. The construction of Phase IB may be staggered relative to Phase IA. Phase II providing the upper grade academies with 9 Small Learning Communities to bring the school capacity to 2200 students and core support capacity for 2200 students.
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•
Based on projected cost per square feet, the total Phase I and II facility scope is limited by budget constraints to 385 thousand square feet. Bid alternates will be added to the program to allow the District to take advantage of favorable bids if they occur. Bid Alternate provides an addition Small Learning Community, to allow reduced class sizes in upper grade Small Learning Communities, as well as NROTC space, additional learning resource space, specific dance aerobic space, and community spaces including a family/career center, teen/community health center and child care center.
•
Future phases can provide capacity expansion for up to 2650 students and additional community facilities.
Feedback from the Community Forum emphasized the importance of having
appropriate facilities to support the Phase I opening of the 9th Grade Academy. The participants emphasized the importance of having permanent facilities and not relying on portable structures. The 9th Grade Academy must offer technology capability upon opening. The academic program should offer a full elective menu for the students including music, dance and band to maintain a continuity of program instruction for the students. This may require temporary use of core classrooms for these elective functions. The same goes for offering Learning Resource Center/Library services to the 9th Grade Academy during the interim period between opening Phase I and Phase II. Information for the space program contained in this section includes the following: • •
A summary of the total area required in the facility; Calculations of the number of key spaces driven by the curriculum load of the facility;
•
Comparison of key space allocations to the initial allocations in the ARC program and to allocations indicated by the curriculum load placed on the facility; and
•
Detailed space list identifying the size and quantity of each individual space.
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Program Structure This space program has been structured to create academic academies with small learning communities as the basis of the curriculum model for the school. The small learning communities, which consist of clusters of classrooms and support spaces to support between 125 and 150 students, are organized into pods with multiple SLC pods linked together to form academies. Each academy has a curriculum focus, and contains multiple small learning communities as well as academic centers for educational programs associated with the academy. The capacity and size of academies varies based on the type of academy. There are six total academies shown in the program, including: • Ninth Grade Academy, containing six SLCs for a possible capacity of 750 students in Phase I, with an administrative area and food court. • Health, Science and Technology Academy, containing four SLC for a possible capacity of 600 students in Phase II. It also contains a science academic center for special science spaces, and a pair of technology shops. An administrative area will be provided in Phase II. The administrative area will contain the dean and counselor offices to support the academy. •
•
•
Business and Leadership Academy, containing three SLC for a capacity of 450 students in Phase II, and one SLCs as a bid alternate addition bringing the total capacity to a possible 600 students. It also contains a specialty classroom academic center with a technology shop, student government activity center/classroom, physical education lecture class, and a culinary lab. An administrative area will be provided in Phase II. A leadership NROTC training center will be provided in Phase II. A firing range may be added as a bid alternate. Humanities and Liberal Arts Academy, containing one SLC for a possible capacity of 150 students in Phase II. An administrative area will be provided in Phase II. This academy will have space for a dean and counselor offices in Phase II. Arts and Communications Academy, containing one SLC for a possible capacity of 150 students in Phase II. This academy will be administered by the dean and supported by the counsel in the Humanities and Liberal Arts Academy. Academic centers for art and music will be provided as part of this academy. These academic centers will serve students from throughout
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all the other academies who may be interest in the arts as well as the students enrolled in this academy. •
Expansion Academy. The site will be planned to accommodate an additional academy, which may have up to three SLC pods, an administrative area, and a food court. This academy may be constructed at some point in the future after completion of Phase II.
Distributed space has been provided within each small learning community to accommodate special education students. The objective is to integrate the special education students into the student body. There is a centralized special education center with classrooms to support ISP students and special education social workers. Decentralized administration with deans/assistant principals and counselors will be associated with each academy. Initially, the program provides for four distributed administration components as well as the central administration with the school principal and finance. Food service will be centralized for upper grade academies, with a separate distributed food courts associated with the 9th Grade academy. Centralized functions in the school include: • • • • •
Learning Resource Center; Kiva Area/Lecture Hall; Central Administration; Special Education specialized services; Student Activities Center
• • • •
Family and Career Center Health Services; Physical Education; Central Kitchen Food Service; and
•
Physical Plant.
Community facilities that may be planned but will be additional services and funded separately from the school include the following: • • •
Teen and Community Health Center; Child Development Center; Extension and Adult Education Center; and
•
Community Center
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Site requirements include parking, athletic and recreation fields, and a possible community city park.
Definitions and Space Calculations The space program is presented in table form, with each column providing different information. The first columns identify the space, both in title and with an alphnumeric designation system. The next set of columns identify the quantity and individual size for each space and the summary totals. The final columns provide phasing distribution of space between Phase I, Phase II, Bid Alternate and Future work beyond Phase II. Specific nomenclature used by this space program includes the following: •
Number of Spaces: This column provides the number of functional spaces required for that space type.
•
Net Assignable Square (NASF) Feet per Space: unit of area expressed in square feet specifically dedicated to the functions and activities within the interior of the space. The assignable square feet relates to the unit area allowed within state planning standards, or the planning standard area per student times the student capacity of the room.
•
Subtotal Net Assignable Square Feet (NASF) Required: The total net assignable square feet contained in all the rooms for that space line item. It is the product of the number of spaces times the net assignable square feet per space. Columns and minor chases may fall within the net assignable floor area.
•
Factor: This number represents additional space provided within the program for wall thickness, circulation and planning inefficiency. Please see the following discussions on corridor widths, building efficiency and TARE. The factor is the ratio between the Departmental Assignable Square Feet and the Net Assignable Square Feet. Subtotal Departmental Gross Square Feet (DGSF) Required: The total area required to accommodate the rooms itemized within the space list. The Departmental Gross Square Feet includes area allocated for wall thicknesses, circulation, and planning inefficiency as well as the spaces net assignable square feet.
•
•
Area Programmed: The amount of DGSF to be constructed within each phase of the project development.
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South West High School, Albuquerque Public Schools September 22, 2006
•
Subtotal NSF not including (nic) TARE: The amount of NSF area included in the program for each phase not including areas classified as TARE, such as corridors, toilets, lockers, janitor closets, physical plant space, and commons per PSFA definitions.
•
Subtotal DGSF for All Areas: The sum of the departmental assignable square feet from every component of the facility.
•
Building Gross / Component Gross Factor: This factor accounts for the facility exterior skin.
•
Building Gross Area (including MEP/Envelope/Other). The total constructed area of the building.
•
TARE Factor Efficiency: A planning ratio that expresses the amount of area required above the net assignable square feet of functional spaces. The area above the net assignable square feet is referred to as TARE. The TARE includes wall thicknesses, circulation, planning inefficiency, building exterior skin, physical plant spaces, toilets, lockers, student activity/commons not related to dining and any other non-dedicated enclosed space. The ARC program utilized an efficiency of 68%. Comparisons of existing APS schools reflected an efficiency of 67% for La Cueva High School mall concept and 75% for Eduardo High School campus concept. The effective efficiency suggested in this program is 65%, which allows an enclosed school with internal connections and team areas. The efficiency allowance of the New Mexico Adequacy Standards that will be funded by the state is 70%. Note that this program has itemized lockers, toilets, physical plant spaces and student activity/team/common areas, which are included in the Subtotal DGSF. Any additional spaces such as an additional commons or lobbies for different spaces must be created using space allocated in the planning factors.
The total area required for the design of the high school may range from the predicted TARE. Area required to establish cohesive central public spaces and comfortable internal circulation may result in additional 10% space requirements. The following program lists provide the initial “normative” area predictions as well as statements of space required within the design to achieve the public spaces desired by APS. Corridor Widths. The calculation method utilized in this program determines the planning factor for the Departmental Gross Area based on the room size and the width of the corridor serving the room. The planning factors are generally based on rooms that are square to rectangular with the narrow side adjoining the corridor.
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The factors assume nominal corridor widths of 10 feet serving classrooms, labs and shop, corridor widths of 5 feet serving offices or other administrative or back of the house spaces, corridor widths of 16 feet serving major public spaces such as the gym and Performing Arts Center. It should be noted that while the nominal corridor width for classrooms is designated as 10 feet, the actual width could vary between 8 and 12, depending on the classroom load of the particular corridor. This will allow the designer to create appropriately sized corridors along the primary circulation routes. Also please note that the lockers are programmed as a separate area, and do not detract from the corridor width. For each space identified in the program, columns on the report table provide the total number of spaces required, the net assignable square foot size of each space, the product net assignable square feet for each space type, and the gross square feet required for each component. An individual factor is applied to each component to convert the subtotal net assignable square feet to departmental gross square feet. The factor accommodates the corridor, partition construction, planning inefficiencies, miscellaneous space within the area and slight modifications to individual space sizes resulting from the plan organization. The factor is derived individually for each component based on the sizes of the rooms and the size of the corridors serving the room. Support and physical plant spaces are programmed as separate lines items, including toilets, janitor closets, student lockers, mechanical space, electrical closets, telecommunications rooms and closets, waste storage, and can wash. An additional building area is added to the final total to account for the exterior building skin, vertical circulation, main lobby and commons area,
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Space Summary The following tables provide a summary of the areas required.
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A more detailed breakdown summary of the academy areas are contained in the following tables.
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South West High School, Albuquerque Public Schools September 22, 2006
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Total Summary
General observations concerning the program include the following: •
The academies vary in size because they contain different types of academic centers as well as different numbers of SLCs.
•
Phase I is targeted towards opening up the 9th Grade Academy prior to completion of the rest of the school.
•
The program provides elective classrooms that may be customized for specialized curriculum such as fashion design, computer classes, business classes and similar classes that can be conducted in standard ceiling height finished environment.
•
The program provides technology shops that can be customized for wood, small metals, small engine, automotive, avionics assembly, electronics assembly, agricultural or similar curriculum.
•
The Bid Alternate SLC will allow the entire school to operate at 125 students per academy.
•
Space for the Teen/Community Health Center, Extension and Adult Education, Child Development Center and Community Center are planned on the site, but are not of the base building scope or included in the budget.
•
The actual size of the Expansion Academy is not driven by specific program considerations at this point in time. It can be planned to be larger than the three – SLC academy shown in the program. The planning team felt that any expansion with administrative should have at least three associated SLCs. The plan should consider providing a food court as part of the expansion to support the increased school capacity.
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South West High School, Albuquerque Public Schools September 22, 2006
Classroom Count Comparison The following table provides a comparison of programs requirements for this school. The comparison is between the actual program, requirements based on calculations, and previous statements of requirements for this school and prior projects that this school is based on. The analysis shown in this table is a key review of adequacy of this program to support the proposed student population level. The school must place students in classroom seats. The number of classrooms impacts the administrations ability to give the students course elective choices and maintain desired student/teacher ratios. The analysis groups classrooms/teaching stations by categories to provide an overview of the adequacy of the program. The five overall categories include: • • • •
Core Science Physical Education Electives
•
Special Education
The programs of class/teacher station provisions that are compared include: •
Classroom/teacher stations predicted by a curriculum model based on the enrollment experienced at Valley High School.
•
Executive Program space requirements for the South West High School prepared by Architectural Research Consultants. Note that this program is patterned directly on the Executive Program for the North West High School prepared by Architectural Research Consultants.
•
Executive Program room calculated need prepared by Architectural Research Consultants for the planning of the North West High School.
•
Facility Program for the North West High School prepared by Healy, Bender & Associates, Inc.
The actual number of classrooms presented in this report is driven both by the estimate of demand and the available budget to construct the capacity. The program has a 3% variance from the Executive Program room count. The program also includes 15 small student resource spaces that can be utilized for small group instruction.
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Total Phase I&II 2200 Students
South West Side High School Calc. Learning Spaces
Comparison of Programs Spaces
Base Programmed Bid Alternate Spaces Spaces
Total SWHS Program ARC Program
ARC Calculated Need
NWHS Spaces
Core Classroom
62
61
4
65
59
64
57
Science
15
15
1
16
12
10
16
77
76
5
81
71
74
73
Physical Ed.
8
9
1
10
9
8
9
General Elective
7
2
2
6
5
12
1
1
1
1
1
3
Student Government
1
1
1
Leadership ROTC
1
1
1
1
1
Subtotal
PE Classroom Life Skills/Culinary
2
-
1 2
-
1 1
Art
3
4
4
4
4
4
Music
3
3
3
3
3
3
Drama
2
3
3
3
Technology
5
3
3
3
4
3
22
19
19
25
19
29
107
104
6
110
105
101
111
21
1
22
25
14
29
7
7
Subtotal Electives Subtotal Non-Special Ed Special Ed/Electives
-
-
3
Special Ed Classrooms
30
8
Subtotal SE
30
29
1
30
29
32
21
137
133
7
140
134
133
132
31
1
32
282,663
21,035
282,663
Total Student Academic Areas Total Room Area TARE
68%
Total BGSF per Phase Students per classroom SE Students per classroom
71%
387,224
29,514
-
14
68% 416,737
19
19
18
19
20
19
7
7
7
7
7
5
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Detailed Space Listing
The following tables provide a detailed listing of the individual spaces required for the New South West High School.
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110
South West High School, Albuquerque Public Schools September 22, 2006
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112
South West High School, Albuquerque Public Schools September 22, 2006
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114
South West High School, Albuquerque Public Schools September 22, 2006
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116
South West High School, Albuquerque Public Schools September 22, 2006
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118
South West High School, Albuquerque Public Schools September 22, 2006
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120
South West High School, Albuquerque Public Schools September 22, 2006
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122
South West High School, Albuquerque Public Schools September 22, 2006
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123
124
South West High School, Albuquerque Public Schools September 22, 2006
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125
126
South West High School, Albuquerque Public Schools September 22, 2006
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128
South West High School, Albuquerque Public Schools September 22, 2006
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130
South West High School, Albuquerque Public Schools September 22, 2006
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132
South West High School, Albuquerque Public Schools September 22, 2006
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134
South West High School, Albuquerque Public Schools September 22, 2006
Future Facilities The following tables contain spaces that may be needed for future growth or to accommodate desired community functions that are not funded.
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136
South West High School, Albuquerque Public Schools September 22, 2006
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138
South West High School, Albuquerque Public Schools September 22, 2006
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140
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Site Requirements The following tables contain individual line items space requirements for the New South West High School site.
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Community areas that are desired that should be planned for the site.
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144
South West High School, Albuquerque Public Schools September 22, 2006
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5
PSFA Comparison
SE C T IO N
Introduction / Overview This section provides an assessment of the compliance of this program with the New Mexico Primary and Secondary Statewide Adequacy Standards 6.27.30 NMAC as approved at the PSCOC meeting of August 12, 2002 and amended August 5, 2005. There are two issues that this assessment addresses: •
The programmed spaces must meet or exceed the adequacy standards to assure an adequate educational environment for the students
•
The qualification of the spaces for PFCOC matching funds
Albuquerque Public Schools has entered into a joint powers agreement with the Public School Capital Outlay Committee (PSCOC). For the state, the project will be overseen by the Public School Funding Authority (PSFA). Portions of the project that receive joint funding for construction from PFCOC must meet the approval of PSFA representatives. The funding match provided by PFCOC will be 46% of facilities that meet state adequacy standards (see Section 4.4) less any Direct Appropriation Offset. PSCOC subtracts a percentage of the total direct legislative funding a district accepts from the district’s award (46% for APS). The following table shows a comparison of facility areas provided in this program versus the PFSA State Adequacy Standards minimums for those areas.
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Category
PSFA Requirement
Program Provision
Comment
Site
40 acres + 1 acre/100 students = 62
52.1
65 Acre Site provided
Parking
1.5 * Staff + .25*Students = 821.5 spaces
1160
Bus Parking
33 Site provided,but facilities not funded
Community Facilities
Not covered by funding
Recreationn Field Main Field Track Auxiliary Field Baseket Ball Court Baseball Field Softball Field Tennis Court
570 * 250 feet 601.152 ft long * 270 ft wide not covered two 40 * 60 not covered not covered not covered
200,000 70,000 43,200
General Classrooms
25 sf/Student, 700-900 SF ,750
840
Science Classroom
4 nsf/student minimum, 5 nsf/student allowed for planning, 1200-1400 max per classrooms, 8800 total minimum nsf science area, 11000 total allowed nsf science area
15 spaces, 21700 total area
Min 80 sf/science room, total 1200 sf
3200
Science Prep Special Education Toilet Kitchenette Storage Visual Art Classroom Storage Kiln Office
Chorus Instrument Storage Music Library
162270 210,000
min. 450 sf ea provide 80 min 150 sf max
Includes science classrooms & labs
600
1 per SLC, 2 in 9th grade SLCs
120 120
at ISP classroom at ISP classroom at OT/PT
1,500 sf max/classroom, 2.5 nsf/student, 55 4 spaces, 7865 total sf 150 max 60 max 120 max
Music Band Orchestra
Site only
2.5 nsf/student, 5500 total nsf, 1800 sf max each room 2.5 nsf/student, 5500 total nsf, 1200 sf max each room
10820 2600 for band, 1175 for orchestra 1965
600 max
525 max, 1350
200 max
210 max, 475 total for 3 spaces
Instrument Repair
150 max
180
Office each
150 max
120
Uniform Storage
varies
300
Individual Practice Room
60 max, 2 each
70 sf each, 8 total rooms
Group Practice Room
200 max, 1allowed
350 sf each, 4 total sf
share 2.5 sf with band
15430
4 Performing Arts PAC
not covered
Drama
1500 max
1200
Dance
2000 max
2200
Storage
100 max
320
Office
150 max
120
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Category
Career Education
PSFA Requirement
Program Provision
4 nsf/student, 8800 total SF
26920
Shops
2400 sf max
2500
Laboratory
1400 sf max
1200
Culinary
1800 sf max
1800
Child Development
1500 sf max
1500
Comment
Part of Bid Alternate
Obs area
128 sf max
Tlt
100 sf max
60
Part of Bid Alternate Part of Bid Alternate
Office
100 sf max
120
Part of Bid Alternate
3 nsf/student, 6600 total SF, 1400 sf max each rom
Computer/keyboard Physical Education
included in career education 46780
gym P.E. Lockers
6400 sf + 1.5 seating capacity = 16300
13200
2000 sf max
3,400
Offices
150 sf each max
240
General storage
300 sf/teaching station
4000
Weight room
2400 sf max
2400
Health classroom
regular classroom
840
Auxiliary Gym
not covered
5200
Athletic Lockers
not covered
3,400
Main Athletic Lockers
not covered
2200
Training room
not covered
1200
Concessiion and ticket area
not covered
500
Misc. facilities
not covered
5400
Library/Learning Resource Center
3 nsf/student, 6600 total SF
8870
Main Room
2000 sf max
6600
Library Office
150 sf max
340
Enry/circulation/distribution
700 sfmax
inc above
Equipment Storage
175 sf max
160
Small group conf. m
150 sf max
Classroom area
700 sfmax
Staff development/ ref. area
200 sf max
Multi-media production
400 sf max
350
Dining
15 nsf/student, 9000 total SF
7,200
Serving
15 nsf/student, 3000 total SF
1,170
Kitchen
2400 sf max
4,000
Kitchen warking/kitchen
250 sf max
500
Wrestling, Mezzanine
Food Service
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South West High School, Albuquerque Public Schools September 22, 2006
Category
PSFA Requirement
Program Provision
Administration & Other Facility Support Areas Administration
1.5 nsf/student, 3300 total SF
10985
Principal
150 sf max
220
Assistant Principal (ea.)
150 sf max
200
Reception
400 sf max
100
Secretary
500 sf max
120
Conference room
200 sf max
300
Record storage
100 sf max
180
General storage
200 sf max
395
Parent workspace
1 nsf/student, 2200 nsf total, but 800 calculated, but nsf max
200
Student health Nurse's area
1 nsf/student, 2200 nsf total 1000 sf max
3393 960
Counseling/Guidance suite Reception Counselor's office Conference room Individual testing room Storage
100 sf max 120 sf max 150 sf max 50 sf max 40 sf max
Faculty workroom
800 sf max
Teachers lounge
800 sf, larger for school above 25 teachers
Corridors
12 feet recommended
Lockers
add 3 feet to width of corridor
TARE
TARE of 30% with 70% efficiency
68% efficiency
Building support Storage Janitor/maintenance
2 sf/student = 4400 sf 0.5 sf/student = 1100 sf
3955 395
Suggested max bldg area
150 sf per student in schools over 1000 stud387224 sf
1680 120
10 spaces of 450 each totaling 4500 sf 4 lounges of 420 each totaling 1680
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6
Physical Requirements
SE C T IO N
Compact versus Campus Plan
While APS currently has high school sites that are either campus-type plans (a number of individual buildings within a planned landscape) or compact plans (a single large building and integrated site), there is a clear preference on the part of the project Executive Committee for a compact plan type of configuration for the project. There are advantages to the use of a compact plan on this project in terms of security, accessibility during all periods and conditions, management and oversight, and there may be advantages in terms of the overall sense of "school community" – given the patterned development of academies and small learning communities within the overall program for the school. However, the direction also has been clear from APS to the Design Team regarding the need to hold to the overall program to an efficiency level of 68%. Therefore, the final decision regarding the ability of the project to be provided as a "compact" versus "campus" plan will depend on the space and cost-efficiency of the design configuration developed in response to the program.
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General Site Organization Concepts
The APS Planning Standards establish the following general concepts: •
•
•
Provide clear and separate modes of access o Buses o Parent drop-off/pick-up o Service access Provide opportunities to adjust to programmatic (instructional and community) and technological changes, including the following: o Flexibility of existing spaces to meet a number of purposes o Ability to expand o Ability to accommodate new communication and information technologies in learning environments Organize the school site and facilities in a clear and consistent manner that: o Centralizes common-use facilities to the population(s) served (media center, kitchen, restrooms, workrooms) o Provides natural light to learning areas o Separates “noisy” from “quiet” activities o Promotes ease of supervision and security (controlled building access — control of functions, after-hours use) o Considers special accessibility needs o Provides covered (protected) circulation
Security Zoning and Control
The Building perimeter will be the main point of security control, with all locks on all exterior exits and operable windows, intrusion detection on all accessible points on the perimeter, and video surveillance of the exterior of the building. The site should incorporate a site perimeter demarcation such as a fence, with buffer zones of at least 50 feet between adjacent property and school functional areas such as parking or athletic fields. Pedestrian pathways that cross the site
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connecting the property to the community should have observable buffer zones between the path and school functional areas. Public, student and staff parking areas should each be separate from each other. These areas should also be separated from public parking, bus drop off lanes, the special education bus drop off lane and the service drive. Within the building, separate security zones should be provided for each academy. Areas accessed by the public for special events or community functions should be capable of being closed off from the remainder of the school. Transitions between zones should have access control to allow authorized staff to access the building and move between zones. Areas that should have direct access off of the main controlled public entry for public use includes the SLC, the Career and Family Center, the central dinning Commons, the Black Box Theater, and the ticket window for Student Activities. Other areas that require direct exterior access for events include the main Gym and the Performing Arts Center, though they can have separate entry points. These areas should be separated from academy and SLC areas by lockable doors/barriers.
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
Adm
Lab
Adm
Adm
Lab
Adm
Art
Com
Spec Ed
Health
SLC
Com
Std. Act.
Music
Teen Health
Fam Ctr
Adm
Black Box
Ph I Stdnt. Entry
P. E. Spec. Entry
Event Public Access
Special Education & Health Access
Pub Entry
Community Public Access
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PAC
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Functional Areas Core Classrooms The core classrooms will be sized at 840 square feet. The classrooms will be used for English, Math, Literature, History, and Health. The classrooms should be capable of being arranged in multiple formats. The classroom should be furnished with movable tables and chairs to allow the students to work in groups. Provide a teacher workstation rather than a desk. The classrooms must be technology ready, equipped with a whiteboard, projection screen, a ceiling mounted projector, and data and telephone connections. Consider placing the computers on a round table with five or six computer rather on tables than facing the wall.
Kiva The Kiva will provide the black box theater area for the high school to support speech and drama curriculum. The Kiva must be technology ready, equipped with a whiteboard, projection screen, a ceiling mounted projector, sound reinforcing system, and data and telephone connections.
Science Facilities The science rooms will be distributed to the individual SLC teams, with at least one science laboratory at each SLC. Each science room will have at least one station for four students equipped for individuals with disabilities. 50% of the upper grade science rooms will be equipped as chemistry science rooms. The 9th grade academy will not have chemistry science rooms. The science labs must be technology ready, equipped with a whiteboard, projection screen, a ceiling mounted projector, and data and telephone connections. Consider placing the computers on round tables and not facing the walls.
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Elective Labs The elective labs should allow a variety of configurations to be created within the space. Elective labs may be used for diverse curriculum ranging from accounting, marketing, economics, law, typing, CADD and drafting, computer programming, robotics, aeronautics, computer illustration and web design, yearbook, crafts, additional/specialized art and other diverse subjects depending on the curriculum focus of the academy. Because the curriculum focus of the academy may shift over time, the elective labs must be able to be reconfigured. The elective labs must be technology ready, equipped with a whiteboard, projection screen, a ceiling mounted projector, and data and telephone connections. Power and data infrastructure must computers to be connected anywhere in the room.
Fine Arts (Visual Arts and Music) Separate areas are required for band, orchestra and chorus. A central recording system will be provided linked to the band, orchestra and chorus rooms. The system will be controlled from the Orchestra Sound Control Room. Provide capability for both film and digital photography processing.
Performing Arts Center. Physical features of the PAC should include: •
Seating for 450.
•
Orchestra pit which can be used for theatrical device storage. Capacity of the orchestra pit for 20-25 seats. The pit should be about the length of the stage and between 8-10 feet deep to fit percussion, piano and musicians. Use the scaffolding system for covering the pit when not use.
•
The stage backdrop should be white.
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Stage will be a legitimate stage, though not exceed 50 feet due to building code.
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Height of the proscenium opening should be 25-30 feet tall. The height of the fly tower will be 70-80 feet tall.
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A movie screen should be provided.
Dressing. Room. Provide counter and mirrors, consider a separate makeup room, versus dressing area. Provide up to 25 lineal feet of dressing room counter and 40 lineal feet of counter in the makeup room. The band and orchestra would change in the music area. Other Spaces. The ticket window will need both inside access and outside access for ticket sales. It will need to serve a couple of different functions. Ticket windows will be used for booster groups.
Technology Shops The technology shops should be designed to accommodate machine intensive curriculum such as wood shops, metal working, electronics or other similar industrial activities. The technology shops should have high bay configuration with overhead vehicle doors accessible to the building exterior. Overhead power distribution, pneumatic lines, dust evacuation, and gas exhaust should be considered. Exposed structural finishes and sealed concrete floors may be provided.
Special Education A central special education area is provided for ISP students and as a central resource to the special education teaching staff. This central special education area should be in close proximity to the entrance to allow efficient transfer of students with mobility problems from their transportation to the special education center. Special education and ISP programs should be close to the administration for crisis intervention. It should not be isolated. ISP classrooms should be both contiguous with each other, but need relationships with the academies. They need to be close to the health nurse, support services, and have only a short traverse to academy
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functions. Access to the nurse’s office is required for medications retained in the ISP nurses office. The classroom settings for special educations should allow for different types of settings with various ranges of area allowances and student counts. Non ISP Special Education do not required separate bathrooms. Access to a kitchen, bathroom and changing table will be required for ISP students. ISP toilet requires changing cot and a Hoyer lift. One toilet can be shared with other classrooms. Electrical outlets are needed by the cots. Consider use of automatic door operators throughout the ISP area for doors with closers. Provide extra wide doorways for ease in wheelchair access. At least one special education space requires kitchen. The C and D classrooms should have access to a kitchen. Some of the focus in ISP programs is for the students to master life skills required for daily living. In some it is a method to accommodate special diet and food preparation issues related to ISP students. The kitchen in the special classroom is expensive to add at a later point in time. It should be equipped with a counter, refrigerator, oven, range, dishwasher, and sink w/ disposer and spray head. Consider issues related to Class I hood with venting when determining the type of cooking to be performed. The kitchen requires accessible counter areas. The school will offer physical therapy and occupational therapy. They need about 1200 square feet for this function. This space will have obstacle courses, climbing stations, and therapy stations. This space will need a storage room for physical therapy equipment. The special education PT room should have split carpet/non carpet floor area. The PT/OT room could be by the gym or with special education department. This area also needs cubbies / lockers for storage of items. These are located in the classrooms. A laundry with a washer and dryer and space for stacking linens is needed. Electrical outlets are needed in the PT room. The special education department needs a time out room with a window and cushioned floor. Classrooms for ED (emotionally disturbed) students are relatively self contained learning centers.
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Health The nurse’s area should be accessible from the primary circulation. The health facility should be located close to a primary entrance to allow ambulance access. The first responders are the police. The second is the fire department, the third is the ambulance. The location needs to be in an obvious location. It should not be down long winding corridors. Health should be close to administration and to special education and security. They often have injured youths who need discipline issues as well. Doors need to be wide enough for cots to be moved through - 48 inch wide. Provide accessible route for the cots as well. The health services require a reception area with waiting space for students. A health assistant may have a health assistant for the general nurse. This person will need a computer, desk, and acts as a receptionist. The health assistant should be located open to the waiting. FERPA and HIPAA standards must be complied, so health folders must be kept for every student. They must hold records for 10 years. They need enough for enrolled students. Upon graduation, they are stapled shut and archived with the academic folders. Provide a good telephone system to allow coordination of health needs with the parents. The health services area requires four cots for general population, and two cots for ISP. APS likes the Albuquerque model, 4 cots on the west wall, with glazed nurse’s office on the west wall. Vision screening which is performed in the health area requires a lane with a 20 foot distance. This will be performed in the cot area as well. Next to each cot, there needs to be an outlet for nebulizer / inhalers, and suctioning. The health facility needs a lot of grounded outlets, for children who are on a ventilator, which needs grounded outlets. A backup power is needed to support the outlets – this can be battery or generator. They also could use backup power in the special education classes. Provide lighting specific for each cart and general lighting on the walkway and work counter. The lights above the cots should be on a dimmer for students with headaches. This should allow the prime work area to remain lighted on separate.
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Light fixtures/lamps must be color adjusted to full spectrum to allow them to see the skin color of sick students. Provide adequate cabinet space for storage of items in the nursing area. Provide 1 full height cabinet and 8 foot of counter with upper and lower cabinets and the sink. Locking medication cabinets are inside the Nurse Offices for both ISP and general population nurses. The health clinic will need a separate toilet. The ISP nurse should be collocated with the other health, with Special Education collocated with Health. The ISP cot area requires adequate number of outlets, and hanging hooks for suction equipment. The space needs lots of lighting and storage. There should be adequate space for EMT’s and other personnel. For ISP, the space need to be very accessible with ADAAG, wide toilets with cots for diaper changes. The toilet needs enough space for the Hoyer lift. This can be funded by other funding sources/grants. Provide room for the Hoyer lift. ISP services require an area with a sink with running water, an extra cot, and extra outlets. The sink must be deeper than an ADA compliant sink to avoid blood or other substances from splashing out. This is the treatment sink. Provide cabinets in the toilet/changing room to store catheters, diapers et cetera. Provide diaper disposal container. Health Services has an APS audiology department. They perform hearing screening in the health center, and need a quite room for performing screening. It does not need to be a separate space; it can be done in the nurse’s office. Defibulators are not provided because of liability issues. A health provider must be there to use it. A nurse practitioner is not adequate.
Student Activities The Activities Office is should be adjacent to the administrative area – with a separate entrance and a back hallway so the activities director can access the area. The administration office needs to be in the front – but the activities office should be close so individuals seeking tickets can access the office without disrupting administration. The activities director works with the principal, and provides information to the Principal regarding scheduling of activities.
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Support spaces are needed for student activities. This is where children all apply for different activities, ranging from homecoming contest to environmental committees. A storage area will be used to store the sound system, paint and paper, homecoming items, files for every organization. The ticket window needs and in-out flow pattern. Also security for collecting the money needs to be considered. Athletic events have a gate ticket. The same for the PAC – it would have a ticket window. These are separate the student activities window, which should be next to the student activities directors office. Student Government Classroom. The classroom needs to have flexible arrangement for committees to meet and organize their activities. Classroom can be used for other functions as well, and must be capable of “morphing” several times per day for classes, meeting sessions, and event preparations. It should have a dividable partition to allow separate committees to focus on their issues. The classroom for Student Activities should have a wash-up sink and storage. The storage room needs to be separate from the classroom to secure items that need to be stored.
Learning Resource Center/Library The library requires pace for up to 5% of the student body to be active in the library (100 students). The new libraries are having reading rooms which may be used for discussion on literature. Provide flexible furniture which can be moved. When students have flexibility to move furniture around, they are creating casual spaces which suit their moods. The middle schools are purchasing soft seating and creating conversation areas. The circulation desk has to have area for at least 2 circulation systems. It has to have a book drop and a large work area for checkout area with storage area behind it for carts and shelving. The circulation desk should be near the front to control the entrance, and to accommodate book drop off. Other spaces that should be associated with the library include: •
Workroom for the teachers
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Space for a minimum of two copiers. A video production area. The video production area can be co-located with the fine arts. It will be moved there. There is an issue around curriculum related to video production.
The teachers should have access to the library from the teachers lounge area. This increases adult use of the library. The production room should be accessible by the teachers. The mail access is important. The text book circulation room should be close to the library, because often the librarian supervises the textbook circulation clerk. Book room is equivalent of the textbook circulation room. The textbook room is a place to store books. This is not a space where students browse. There needs be storage shelving, work area, and circulation window. This functions as a bookstore. Students will have a list of classes with books they need for the classes. The staff picks the books off the shelves. There are 4 events, including the start and end of each semester, with the biggest events occurring at the start and end of the school year. The textbook room needs a PC at each circulation window, with 3-4 windows. Evaluate the student flow past the windows. Consider a drop order window and pick up windows. The area outside should allow for lounge. A service line arrangement may be used where they enter on one end, flow down alongside a counter, then checkout and exit at the end. The objective is to keep the students moving. The staff often pulls out textbooks for science, math and literature and places them out in the library during checkout. One school has the textbook room opening into an exterior courtyard. This works because it gives the students a place to mill around while collecting or returning their textbooks. All work areas need to have sink. This will be in the textbook room, the production room, and near the circulation desk, wherever staff handles books and other printed material. Paper produces considerable dust. The HVAC must not introduce moisture into the library. Natural light is desirable, though care must be taken not to compromise wall stack space. Consider clearstory/wainscot arrangements.
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Food Service Food service needs a secured outside office to count the money. Food service needs need a reception desk and a locked office. Cash counting needs to be performed in an office. Manager office and storeroom need to be locked. The cafeteria tables should be small round tables, not large gang seating tables. APS is not in favor of booths because of the difficult to clean and maintain them. Provide space for mobile carts, which take up area. The central kitchen allocation will have storage and ware washing. Ware washing will bring items back from the kiosks. The academy needs a wash rinse sterilizing capability, plus hand wash sinks and janitorial space. Make allowance for trash and recycling throughout the school and allow for recycling for cardboard, aluminum, glass, and plastics. Consider trash cans, can washing and janitor mops. Sanitation needs to be separate for the kitchen and dining room because of security and food pilferage. Janitorial closet can be in a connecting corridor. Provide male and female toilets, not unisex toilets.
Transportation, Parking and Access •
Bus Drop-off. The school should have a dedicated on-site bus drop-off, accessible at the beginning of the day and the end of the day. Only busses should be allowed to drop off in this area, which should be accessible only through its own gate entrance onto the campus. Gates should be lockable during and after the school day. There is an APS Bus Loading / Unloading Team to approve the A/E design.
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Parent Student Drop-off. The school should have a dedicated on-site student drop-off, accessible through its own gate entrance onto the campus with its own gate exit drive. This area should be positioned away from the public streets to reduce opportunities for gang representatives to pick up or create incidents for students that are being picked up. It allows APS Police to take action on a gang vehicle because the vehicle is on campus.
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Student Parking. Student parking is generally provided for senior and junior students only. The lot should be appropriately lighted and should provide security camera surveillance. Lower grades generally cannot park on campus. This parking area(s), controlled by security staff, should have gated limited access points that are open for a limited amount of time in the
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morning before school begins and in the afternoon, when school is out. At this time, the discussions have noted that only senior students may be permitted to leave the campus during lunch. Staff Parking. Staff parking should be provided in a separate area, secured and well lit. Students should not be able to meander through this lot. Visitor Parking. Visitor parking should provide parking for 40 to 60 visitors, and should be located to funnel the visitor into one entry location for monitoring and sign-in.
Specific design points that should be considered include: •
Bus loading and unloading zone should be separate from other parking or other traffic flow patterns, including pedestrian. People should not be walking around the buses. The loading zone must be designed without requiring individuals to cross over in front of buses. Buses are on a tight time schedule. Buses require a separate entrance/exit from other traffic. Also note that buses are operating when delivery trucks are operating, so they should not share the same entrance.
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Buses should not be adjacent to staff parking or other parking where individuals are trying to beat the buses out. Buses have large blind spots and can backup on children.
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A fence barrier with walk through ports should be used to restrain students from walking out in front of the buses until the buses have stopped and shut down their engines. An opening in the fence will be provided for each bus. Fence on the other side of the bus should keep students from using the bus line area to shortcut to parking.
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A single line is preferable, with boarding on the right side of the bus. Double lines create a hazard with students walking in front of the buses. If a single line cannot be created, the school may use angled (drive through) parking, where the bus can then take off forward. Buses should never have to back up. Avoid the double parked bus arrangement used at Cibola High School.
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The bus loading zone must be clearly marked, with signs (in white or yellow), curb painted in yellow. Make it obvious that the bus lane is not for car pool.
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The infrastructure for flashing lights/school speed zone needs to be in place when the school opens
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Bus loading zones should not intrude on fire lanes. When buses are in the fire lane, the driver cannot leave the buses.
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The buses are on a tight time line, because they then have to go to the middle school and elementary school for those routes.
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The bus line and sidewalks should be paved, without the students walking over mud.
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The bus loading zone should be capable of accommodating growth.
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The buses need a separate exit from the car pool, student and visitor.
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A single line should be 12 feet wide, with 40 feet of length for each bus (buses are 34-36 feet long).
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If a bus breaks down, the single file arrangement must have pullout lanes to allow buses to by-pass a bus with mechanical problems. There should be a pull-off at the end for buses with problems that need to be addressed before they get on the road.
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The buses have a capacity of 44 students per bus. The actual capacity will range from 10-50 students. The average load is 35 students per bus. The time and distance of the route can impact the number of students on each bus. The manufacture rated capacity for a typical bus is 71 including students and driver. Buses are replaced every 12 years.
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Bus turning radiuses are 42 ft outside radius and 24 ft inside radius.
Special Needs Transportation. The dedicated bus zone for special needs should be designed to meet the requirements for buses serving general population students. In addition, these should be accessible from the special needs/special education. Special needs busing will need sloped curb cuts.
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7
DAYLIGHTING APPROACHES AND OPPORTUNITIES IN SCHOOLS
SECTION
General Description Daylighting is the use of light from the sun and sky to complement or replace electric lighti. Appropriate fenestration and lighting controls are used to modulate daylight admittance and to reduce electrical lighting, while meeting the occupants’ lighting quality and quantity requirements. By providing a direct link to the dynamic and perpetually evolving patterns of outdoor illumination, daylighting helps create a visually stimulating and productive environment for building occupants, while reducing as much as one-third of total building energy costs. ii iii
Challenges that are posed in applying daylighting solutions include the following : •
In predominantly overcast climates or in built-up urban areas, there is insufficient daylight flux to provide adequate interior daylighting.
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In some climates and orientations, poor control of glare or contrast from direct sunlight limits daylight applications.
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In hot and sunny climates, daylighting designs must manage sunlight to control cooling loads.
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There is widespread interest in extending the floor area that can be effectively daylighted at a distance from windows and skylights.
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Given the ever-changing nature of tasks in buildings and the dynamic nature of daylight, design solutions that provide some degree of operational control are desirable.
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Even when the technology exists, it is often difficult to characterize performance in a manner that allows designers to reliably predict long-term performance.
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Many daylighting systems prevent un-obstructed views to the outside. Fixed systems designed for use of diffused daylight may serve as shading devices but few systems, which tend to be expensive, improve daylight penetration into the room.
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Most systems are expensive.
Daylighting benefits from an integrated approach. Tips for Daylighting with Windows outlines the key elements of an integrated approachiv. The design team should: • Adopt a holistic design approach, where the building is viewed as a whole and not just a collection of parts. Common practice often fails to address
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the critical interactions between the building façade (which admits light and heat) and the electrical lighting system, resulting in an uncomfortable and inefficient building that is expensive and difficult to retrofit. Share appropriate decisions across disciplines.
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Regularly evaluate decision for any building-wide ramifications.
Daylighting involves the following design functions: • • • •
The amount of fenestration (openings and glazing) The type of fenestration (windows, skylights, clerestory windows, light tubes) The shape of the window The type of glazing (tinted and coatings, single or multiple panes, vacuum or gas filled interstitial space, strengthening, optical treatment such as etching or molding, and alternative materials like acrylic)
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Shading strategies Light reflectance and color of interior surfaces Coordination with electrical/artificial light sources
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Sensors and lighting controls that respond to daylight levels provided within the interior space
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Coordination with the mechanical system to balance the thermal load, reduce the peak load and optimize the building form
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Calibration and commissioning of the design prior to occupancy to assure performance of the design
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Maintenance of the facility to assure continued performance of the design
Daylighting must be location specific and consider the daily and seasonal lighting patterns at the site. The track of the sun, the conditions of the sky, the climate and the nature of the site are significant bioregional forces that influence daylighting. The effects and experiences of each force are made to be place-specific through the interactions of each with the particular geology, geography, latitude and longitude of the placev. Greg Anders in the Whole Building Design Guide outlines basic visual acuity vi
requirements of occupants that must be addressed in daylighting design including : •
Veiling Reflections: Veiling reflections of high brightness light sources off specular (shiny) surfaces obscure details by reducing contract. They should be avoided, particularly where critical visual tasks occur.
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Distribution: Introduce as much controlled daylight as deep as possible into a building interior. The human eye can adjust to high levels of luminance as
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long as it is evenly distributed. In general, light that reaches a task indirectly (such as having bounced from a white wall) will provide better lighting quality than light that arrives directly from a natural or artificial source. Glare: The aim of an efficient daylighting design is not only to provide luminance levels sufficient for good visual performance, but also to maintain a comfortable and pleasing atmosphere. Glare, or excessive brightness contrast within the field of view, is an aspect of lighting that can cause discomfort to occupants. The human eye can function quite well over a wide range of luminous environments, but does not function well if extreme levels of brightness are present in the same field of view. Variety: Some contrast in brightness levels may be desirable in a space for visual effectiveness. Dull uniformity in lighting can lead to tiredness and lack of attention, neither of which is compatible with a productive environment. Often times a good daylighting solution will integrate a "blast" of beam daylight in a circulation area for visual interest and to help lead occupants through a building. The human eye is naturally attracted to this bright area and can be useful in guiding people down an otherwise banal corridor.
Regulations, codes and standards Provisions within the International Building Code for lighting, glazing and daylight vii
include the following : • •
408.3.6 provides for limited glazing on vertical exit enclosure. 12-4.1 requires provision of either natural light or artificial light. Windows providing natural light must be a minimum of 8 percent of the floor area.
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1301.1.1 requires buildings to be designed and constructed in accordance with the International Energy Conservation Code.
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Chapter 24 provides requirements for glazing including use, loads, sloped glazing and skylights, and safety glazing.
Provisions within Title 6 Chapter 27 Part 30 Primary And Secondary Education Public School Capital Outlay Council Statewide Adequacy Standards for lighting, glazing and daylighting include the following:
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6.27.30.8 GENERAL REQUIREMENTS. Design of a facility shall include: ease of maintenance; centralized common use areas; natural light; ease of supervision and security; and site-specific covered (protected) circulation if needed; and (2) Exterior envelope - (b) doors and windows are weather tight under normal conditions with routine upkeep, and the building structural systems support the loads imposed on them.
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6.27.30.12 ACADEMIC CLASSROOM SPACE. C. Classroom lighting (1) Each general, science and arts classroom shall have a light system capable of maintaining at least 50 foot-candles of light; and (2) The light level shall be measured at a work surface located in the approximate center of the classroom, between clean light fixtures.
Provisions within the New Mexico Public School Facilities Adequacy Standards Planning Reference Guide July 11, 2006 for lighting, glazing and daylighting include the following: •
General Classrooms Additional Considerations: 1. Academic classroom space: Lighting: In addition to encouraging energy savings through artificial lighting controls, the designer should emphasize the provision of diffuse natural light into all learning spaces. The Adequacy Standards require a level of at least 50 foot candles at classroom work surfaces. Skylights, clerestories, windows, with light diffusing “eyebrows”, are typical elements of a well lighted space. These apertures should be able to be darkened for AV presentations and positioned so that the room does not over-heat.
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Art Education - Visual Arts Additional Considerations: Illumination that is glare-free, intense enough for detailed work and that allows true color discrimination is vital. Natural light from northern windows is ideal.
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Libraries And Media Centers Additional Considerations: The use of natural lighting is encouraged.
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Physical Education Additional Considerations: Lighting should be controlled from a keyed switching bank and be designed to provide adequate light levels at 36 inches above the floor. Suitable fixtures that are recessed or shielded should be installed. Windows in the gymnasium should be elevated and protected.
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Circulation, Entries & Commons Additional Considerations: 3. Courtyard schools, where feasible by climate, offer a very effective solution by minimizing unusable space and lowering the tare ratio, increasing the
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amount of natural light into academic spaces and shortening the distance to exits. •
Appendix E: Mechanical And Electrical Systems - 2. Window units U = 0.33 or less on nonsouth windows; U = 0.5 or less on south windows.
Human Factors Clinical studies show that from 5 to 10 percent of the population in the mid- to northern United States become seriously disabled between December and February, when nights are longest. The symptoms include sluggishness, difficulty awakening, carbohydrate craving, and psychological responses of sadness, social withdrawal, low sexual desire, and work disturbance. This is attributed to the physiological reaction of our body to lightviii. Science has demonstrated some specific interaction on the brain by light. The retina of the eye is directly connected to two clusters of nerve cells located in the hypothalamus called the suprachiasmatic nuclei (SCN), which acts as a circadian pacemaker for the body. Light entering the retina acts on the SCN, stimulating it to bring the body’s circadian rhythm into line with the daylight patterns. Melatonin, secreted by the pineal gland in 24 hour rhythm, reacts directly with sunlight, which suppresses its flow. Melatonin acts directly on the SCN. The pineal gland in many lower species is a third eye (complete with retina), and is known to react to light. In humans, the retino-hypothalamic tract is separate from the visual pathway, though they both are connected to our retina. While science is still trying to conclusively diagnose the relationship with light and behavior, there is substantial evidence that the relationship exists. Mental illness, suicide, and violence occur more frequently among Artic residents than among those at lower latitudes (although darkness may be only one of the causes). Suicide behavior increases in December and January even outside the Artic, and the high suicide rates in such areas as Seattle, Washington and Sweden may be associated with the lack of winter sunshine. Respondents to broad surveys report low energy, increased weight, increased sleep, decreased social activity, lower health, decreased sexual drive and irritableness during the winter months. This is termed Seasonal Affective Disorder (SAD). While clinical cases are higher for women, surveys indicate that male and female have winter problems at about the same level.ix
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The visible light spectrum waves in the green region have the most impact on SAD cases. Light intensities of 10,000 lux are used to treat SAD cases. Research also indicates that the same factors that underlie SAD also contribute to manicdepressive mood disorders. Research also suggests that we are very sensitive to the nuances of light. Light during the dusk and dawn has the capability of resetting our internal clocks, while light during the middle of the day does not seem to affect our circadian rhythms. The biological sensitivity to the lengthening day and quality of sunset and sunrise light appears to trigger our circannual (yearly) clocks, impacting fertility and metabolism rates. Physical health is also impacted by sunlight. The skin uses ultraviolet radiation (UVB) sunlight to create vitamin D, an essential vitamin used by the body in creating bone matrix. The body regenerates the bone from the outside in every 10 years, so there is a constant demand for vitamin D. The body makes and stores up to six weeks of vitamin D, but after that, lack of vitamin D begins to have an effect on bone formation. Lack of vitamin D can cause rickets and osteomalacia, which is a softening and deforming of the bone resulting from incomplete calcification of the bone. Dark skin individuals, who absorb less sunlight in the skin, are particularly vulnerable to these ailments when deprived of adequate sunlight. Since the sunlight of northern latitudes is too weak to produce vitamin D during the winter, those living in Canada and the northern parts of the United States, Europe and the Russia may risk developing rickets or osteomalacia by the end of winter unless they eat plenty of vitamin D-rich foods or take vitamin D supplements. One quart of milk per day can make up the deficiency. From a physical health standpoint, overexposure to UVB radiation can be just as harmful, because it is known to increase risk of eye cataracts and skin cancer. Lighting studies have shown extensive impact on animals health. Photoperiod control for cattle has been proven to increase milk production and growth.x Introduction of natural light has been shown to influence consumer behavior. In a study performed with a chain retail store, comparison of stores designed during the same period showed significant impact on sales by skylights. The study also tested for influence of the number of hours of operation, the population level and economic level of the zip codes served by the store and the number of years since the store was remodeled. The study found that the skylights were positively and significantly correlated to higher sales. All things being equal, an average non-skylit store in the
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chain would likely have 40% higher sales with the addition of skylights, with a probable range of 31% to 49%. This statistical certainty of this study was 99%.xi This illustrates that natural lighting has an effect on behavioral patterns. In another study by the same author, the academic performance of 21,000 students from three very different areas of the country was reviewed. When controlled for all other influences, students with the most daylight in their classrooms progressed 20% faster on math tests and 26% faster on reading tests in one year than those with the least daylight. The difference in performance showed up more pronounced in areas of the country that had fewer sunny days. Daylighting and access to windows had even more positive significant impact on academic progress than ethnic or primary language had negative impact! xii This study has significant implications for the design of education faciliteis While the study could not isolate the “cause” for daylight having this level of impact, clearly, the appropriate introduction of daylight impacts the cognitive development of young individuals. While there is not conclusive evidence to link office productivity to natural lighting, employee productivity gains of 6-16% and reduced absenteeism were achieved by converting to improved lighting as part of an overall energy management program in a study by the Rocky Mountain Institute in Snowmass, Colorado. Daytime-simulation helped improve cognitive performance of night-shift workers in studies by the Lighting Research Center.xiii Windows have a significant impact on occupant satisfaction. In a study performed by MIT and the Center for Advanced Studies, problems related to windows reported by IBM staff included: xiv • • • •
Lack of privacy – 48% Area affected by outside temperature – 18% Glare – 18% Drafty – 8%
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Visual distractions – 8%
For educational environments, the view may be a very critical element in designing windows. In a study conducted on healthcare utilization in prison environments, a specific correlation on health care use was identified that could only be subscribed to the type of view the prisoner had. The study was able to account for age, race, security level, housing type, prison work activity and compass orientation. In many multiple housing units, those cells that had views to the external world rather than
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internally or concrete courtyards had lower sick call rates. They made 25% fewer sick calls. xv The preference for views of greenery over views of other buildings has been academically established. Individuals perceived their own space to be more xvi
spacious when the views were to green spaces.
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DESIGN ISSUES General Strategies. Greg Anders in the Whole Building Design Guide describes a number of design strategies that should be understood and explored during the design process. These strategies, briefly described in narrative and graphics below are excerpted from his text.
xvii
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Increase perimeter daylight zones-extend the perimeter footprint to maximize the usable daylighting area.
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Allow daylight penetration high in a space. Windows located high in a wall or in roof monitors and clerestories will result in deeper light penetration and reduce the likelihood of excessive brightness.
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Reflect daylight within a space to increase room brightness. A lightshelf, if properly designed, has the potential to increase room brightness and decrease window brightness.
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Slope ceilings to direct more light into a space. Sloping the ceiling away from the fenestration area will help increase the surface brightness of the ceiling further into a space. Avoid direct beam daylight on critical visual tasks. Poor visibility and discomfort will result if excessive brightness differences occur in the vicinity of critical visual tasks.
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Filter daylight. The harshness of direct light can be filtered with vegetation, curtains, louvers, or the like, and will help distribute light.
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Understand that different building orientations will benefit from different daylighting strategies; for example light shelves which are effective on south-facades are often ineffective on the east or west elevations of buildings
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In addition, other design strategies excerpted from Tips for Daylighting with Windows that are recommended include:
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Increase the exposure of interior areas to daylight, by increasing the skin to volume ratio of the building and by reducing the depth of area from exterior glazing. North and south exposures are preferred because of the consistent nature of light as opposed to east and west exposures, which naturally have significant variations in light quantity and angle throughout the day.
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Shape building for self-shading, using mass articulation, balconies, deep reveals or arcades.
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Incorporate building shading devices such as overhangs, louvers, fins and light shelves.
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Use deep splayed reveals with rounded edges to soften and diffuse light entering through the windows.
• • •
Provide natural light from two directions to balance light Keep enclosed spaces shallow. Provide light colored exterior surfaces to increase reflectance of light into the building.
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Provide strip windows for more uniform light distribution. Avoid large windows directly adjacent to task areas, to reduce glare and thermal discomfort.
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Separate view windows from daylight windows to control glare while increasing daylight. Use clear glass for increased light transmittance in clerestory areas, and lower transmission glass in view windows for glare control.
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Place windows near room surfaces for good light distribution, and position the windows to direct light onto the ceiling. Keep surfaces smooth and light colored to increase light reflectance. Do not use mirrored or glossy specular finishes on visible surfaces to reduce glare. Recommended reflectance levels are 80% for ceilings, 50-70% for walls, 20-40% for floors, and 25-45% for furniture surfaces.
• •
Don’t waste glazing where is doesn’t contribute to daylighting or views. Locate activities for light and thermal comfort requirements. Place spaces with infrequent use such as restrooms in non-perimeter areas. Shield sensitive activities such as video display terminals (VDT’s) from bright glaring sunlight. Allow individual control of window shading systems.
• •
Use light transmitting materials in partitions, such as clerestory windows. Use west zones for service spaces, because west-facing areas are more difficult to control for glare and cooling loads. Provide calculations of sun
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angles at the end of the school day to accurately assess the impact on west views during the school day. In addition, the designer must take into consideration the external obstructions and reflections that exist. Obstructions of sunlight during part of the day by trees and other buildings can dramatically reduce the amount of sunlight available. Reflections and glare from outside surface conditions including bodies of water, paved areas, mirror glazed buildings and snow cover can overload daylight control systems. Glazing Selection. The choice of glazing can maximize the daylight, minimize energy use and contribute to occupant comfort while still meeting architectural objectives. A discussion of glazing selection is provided in Tips for Daylighting with Windows.xix When choosing a glazing product, the characteristics of glazing need to be evaluated including: •
Visible Transmittance is the percentage of daylight that will pass through the glass. Glass can selectively transmit different light wavelengths.
•
Visible Reflectance indicates the mirror characteristics on the outside and inside surfaces. Treatments such as metallic coatings can increase reflectance.
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Solar Heat Gain Coefficient or Shading Coefficient indicates the ratio of total transmitted solar heat to incident solar energy.
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U-Value is a measure of heat transfer through the glazing due to temperature differences between the indoor and outdoor environment, expressed as a rate of heat flow.
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R-Value is a measure of the resistance to heat flow or insulating properties of the glazing (R-1/U).
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Ultraviolet Transmittance is the percentage of ultraviolet radiation that is passed through the glazing.
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Spectral Selectivity is the ability of glazing to respond differently to different natural light wavelengths, with the ability to let visible spectrum light pass through while blocking non visible spectrums such as ultraviolet radiation.
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Glazing Color may dominate glazing selection because of the impact on the building appearance, though the glazing color can significantly alter the quality of light entering a space.
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Sound Transmittance. Outdoor-to-indoor transmittance class (OITC) expresses the sound attenuation property of the glazing, with a high OITC rating indicating higher sound insulation properties.
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The process for selecting glazing should include the following: • •
Check building codes or glazing requirements Select between dual-pane and single-pane glazing
• • •
Choose a spectral selective glazing Balance conflict between glare and useful light Balance window size and glazing selection through effective aperture method
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Use multiple methods in addition to glazing selection to control sunlight, including interior and exterior shading devices
Shading Strategy. The orientation of the building face is the critical element in choosing shading strategies. For south facing windows, horizontal shading elements are most effective because of the track of the sun. For east and west facing windows, vertical shading devices are more effective, because the significant changing altitude of the sun throughout the day. For limited budgets, consider shading the south and west facing windows only, because the east window does not experience relatively significant heat gain before the direct sunlight moves to the opposite direction. Louvers can be used in lieu of solid shading devices to allow filtered light into the space. Exterior shading devices are more effective at blocking heat gain than interior shading devices, though they have significant visual impact on the facility and can present other issues such as roosting areas for birds, ice buildup and more difficult window cleaning. Interior window shading has limited reduction of solar gain, because the heat has entered the building envelope. Occupant manipulation can result in less effective thermal protection. Light colored interior shading will more effectively reflect radiation heat back out of the window, and provide a softer visual transition between the bright exterior and the interior light levels. Interior shading devices are more effective at controlling glare. Moveable shading devices may be considered for more efficient use of sunlight and for occupant ability to self-adjust for comfort. Standard window blinds such as vertical or horizontal blinds allow for a high degree of occupant manipulation.
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Mechanical Coordination. Savings in first costs and operating costs for mechanical systems are some of the key elements in cost-effective daylighting. The appropriate use of daylighting strategies can reduce mechanical loads. The glazing selection and effective shading strategies will have significant impact on the solar heat gain and resultant cooling loads. The savings in mechanical services can offset the added costs for the glazing and shading upgrades. In addition, the savings in electrical lighting can reduce cooling loads. xx To take full advantage of daylight strategies, the project should involve a mechanical engineering from the beginning of the project. Mechanical load calculations should be determined from the initial design concepts onward, informing the design in terms of the effect of the strategies considered. The final calculations should be comprehensive and include the factors for the actual glazing, shading and lighting designs and not generic values. To reduce first costs of mechanical systems the calculated peak loads should take into account reduction in electrical lighting systems with proven and reliable switching or dimming systems, refined window size, insulated low energy emissive glazing, and reduced solar heat gain from shading strategies. Insulated glazing can eliminate the need for a perimeter reheat systems. Winter warm up can be accomplished by central heating systems with appropriate controls. Operating costs can be reduced by using exterior rather than interior shading, installing appropriate energy management systems, and by letting temperature levels in non-critical spaces such as corridors fluctuate. Some benefits should be available from insulated glass with lower heat gain coefficients, reduced electrical light power consumption and related reduction in cooling loads. xxi Occupant comfort is a critical design issue when coordinating mechanical and daylighting strategies. Often, mechanical systems cannot compensate for poorly designed window systems. The unbalanced solar heat gain results in spaces that cannot be made comfortable for the occupants, no matter how much the thermostat is adjusted. Occupants near the windows can be affected by the mean temperature of the glazing, which can vary considerably from room temperature depending on the tinting and insulating characteristics of the glass. Lighting Strategies. An integrated daylighting strategy will have a significant impact on the electrical lighting system. The design of the lighting system must
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consider the daylighting concepts from the design inception. In fact, for areas primarily used during the day, the electrical lighting system can be designed to primarily augment the natural daylight. When designing lighting systems, the comfort for the occupant should be considered a higher priority than energy savings. xxii The cost effectiveness of daylighting depends on significant energy savings from electrical lighting. To take the most advantage of daylighting, the electrical lighting system must have effective controls that respond to the daylight conditions and adjust artificial light levels accordingly, either through dimming or partial switching of the lighting system. An effective lighting strategy is to use daylight as the primary ambient light source, with electrical task lighting to give users control over their specific lighting needs. The ambient daylighting system should use direct/indirect lighting methods to avoid glare, while providing adequate light to the task areas. For deep rooms with high room depth to glazing height ratios, care should be taken to balance the luminance levels of the space, including possible washing back walls with light. The light levels on ceiling and wall surfaces should be kept within a 1:4 ratio from darkest to lightest areas. Natural “white” light is approximately 6100° K. The lower the temperature, the more “yellow’ the light is. The higher the temperature, the “cooler” the color is. Tungsten lamps have color ranges from 2300 to 3000° K. The lighting system should use the right technology. Fixtures with T8 triphosphor lamps and dimmable ballasts are recommended. To provide color balance, artificial light should be selected in the “cool” color range of 4100° K. Avoid lamps that do not dim well such as high intensity discharge lamps, which suffer color shift when dimmed, or T12 lamps. For areas with video display terminals, the ambient light levels should be kept around 30-50 foot-candles (300 lux), with fixtures that that have cut-offs of 55° to 65°.
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ANSI/IESNA RP-1-1993 recommendations for lighting in space with video display terminals include: • Illuminance. A maximum of 50 footcandles (500 lux) of general lighting on the work plan for work areas that combine paper and screen-based tasks. If work is primarily screen-based, or if additional task lighting is provided for paper-based work, lower general illuminance may be appropriate. •
Luminance Balance. Windows, brightly colored walls and other highluminance surfaces can reflect in computer screens causing distraction and eyestrain. These surfaces should be similar in brightness to limit the intensity of screen reflections and improve visual comfort. Luminance ratios should be no greater than 3:1 for screen-based tasks. Paper-based tasks can range up to ratios of 10:1.
•
Luminaire Performance. Direct lighting luminaries should not exceed 850cd/square meter at 65 degrees, 350cd/square meter at 75 degrees and 175cd/square meter at 85 degrees. Indirect luminaries should have maximum ceiling luminance of 850cd/square meter or less. Ceiling luminance ratios should not exceed 4:1. Lighting Control and Sensors. Integrated daylighting strategies rely on sensor systems to coordinate the electrical lighting systems to the daylight conditions. Effective controls not only respond to the daylight levels, but also provide occupancy sensing and other inputs such as lumen maintenance (compensation for aging fixtures), schedules for weekend, holidays and night time periods.
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For sensors to be effective, they must be properly calibrated and commissioned prior to occupancy. Documentation must be maintained on the design and maintenance of the system, and responsibility for adjustment of the system must be clearly defined. There are two different technologies for lighting control. Dimming involves the use of dimmable ballasts that incrementally adjust the light output and energy usage of light fixtures. Switching involves the independent control of lamps within fixtures, allowing some lamps to be turned off while others are on. This reduces but does not eliminate electrical light service in areas that have daylight. Dimmable fixtures are more expensive, but they tend to produce lighting levels more acceptable to occupants. Dimming technologies provide specific control for maintaining uniform light levels and for lumen maintenance. On the other hand, switching is less costly and provides more immediate paybacks, though the abrupt
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change in light levels when switched can be disconcerting to occupants. Switching may be activated either through scheduling or through sensors. Scheduling systems should have programmable software, that allows the system to respond not only to the daily and seasonal changes in light level, but to weekends, holidays and night time schedules as well. The software should also allow for manual override by occupants. Occupancy sensors should be integrated into the switching or dimming system. Appropriately installed occupancy sensors can yield 15-30% energy savings. The switching and dimming systems should be zoned according to the daylight distribution patterns and space activity functions. For a good general discussion of lighting controls, see the Whole Building Design Guide Electric Lighting Controls website at http://www.wbdg.org/DesignResource.asp?Resource=12&Introductioin=7&Principal =1.
Design Alternatives Alternative approaches can include the following: introducing and controlling daylight in interior areas through window and skylight placement strategies and fenestration ratios; use of low-e and glazing systems; sun control devices including building screens and shades and window treatment; courtyards, light wells, atrium and greenhouse architectural forms; and optical system concepts including light shelves, light tubes, and fiber optic systems that transport light to inner spaces.
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Skylights. A skylight is a horizontal or sloped glazed opening located on the roof that allows either direct or indirect sunlight into interior spaces. Skylights can vary significantly in size, ranging from small openings of one square foot up to large structured systems covering hundreds of square feet. Skylights may be coupled with atrium spaces to allow daylight to reach multiple floor levels. Applications. Skylights provide large amounts of sunlight into the interior so they are best used in atrium spaces, public circulation, and interior courtyards. Proper control of the daylight requires ceiling forms and skylight wells specifically designed in conjunction with the skylight, as might be seen in a church or museum ridge or wall cove skylight. Skylights over work areas should have diffusing louvers or glazing to soften the light. Strengths. Skylights are effective in bringing large amounts of natural light deep into interior spaces, especially when combined with atrium and courtyard features. Skylights can be used to create climate controlled “exterior” spaces that can be used the entire year. Weaknesses. The direct sunlight entering through skylights can result in excessive glare and contrast. Insulation values of skylights are also an issue. Skylights require penetrations of the roof, and have material joints that can result in leaks. Requirements for fire resistive construction may limit the use of skylights in some specific locations. Skylights incur the cost of glazing but do not provide a view. Vendors. There are many vendors of skylights. Skylights can be categorized into three main categories, including: • Acrylic skylights mounted on curbs, which can be operable or fixed • •
Glazed framed skylights mounted on curbs, which can be operable or fixed Structural framed skylights with glazed panels for creating domes, barrel vaults, pyramid and other unique architectural forms
Clerestory Windows. Clerestory windows are vertical glazed openings located in partitions above the viewable height or in raised ceiling/roof areas.
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Applications. Clerestory windows may be used on the building exterior to admit daylight into the space. On the interior, clerestory windows can be used on partitions to allow daylight to be transmitted from perimeter spaces. Clerestory windows can be applied either on the upper portion of exterior walls, or underneath raised roof sections. For single story structures, top level areas, large hall spaces, atriums and courtyards, clerestory windows provide more control and indirect diffused light than skylights. For building perimeter spaces, clerestory windows allow light to penetrate further into interior spaces without producing glare. Strengths. Clerestory windows allow the designer to place the natural light source out of the occupant sight lines. They also are effective in bringing natural light further into interior spaces. Ceilings can be effectively illuminated with clerestory windows, providing greater amounts of diffused light. Clerestory windows are a specific application of general window technology, and there is a wide diversity of frame and glazing technologies that can be used and are compatible with other glazing in the facility. Using clerestory windows is also a very effective exterior fenestration strategy in areas with high video display terminal use or where internal glazed views or displays are required where reflections would hinder the views. Weaknesses. Clerestory windows do not provide exterior views and require higher ceiling heights. Clerestory windows are as expensive as regular windows. Vendors. Clerestory windows can be purchased from window suppliers. Light Shelves. A light shelf is a horizontal reflective shading surface placed either on the interior or exterior of a window. Its purpose is to reflect sunlight up onto the ceiling of the room casting natural daylight further to the interior than is normally achieved with standard window configurations. It also shades the area directly
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adjacent to the window from direct sunlight. When light shelves are used, the exterior window is normally divided between the lower portion that provides views, and the upper portion that maximizes light transmittance. Application. The light shelf should be used on the southern exposure when used in the northern hemisphere. It can be applied to new or renovated buildings, large or small. Light shelves can cast adequate light into the room from 2.5 to 4 times the vertical window head height, depending on the sophistication of the light shelf optics and the latitude of the site. Strengths. Light shelves can be an integral part of a lighting strategy, drastically reducing the amount and time artificial illumination is required. Interior light shelves can be created inexpensively by using off-the-shelf suspended ceiling components. Weaknesses. •
Advanced custom fabricated systems can be more expensive, particularly for exterior shelf applications.
•
Light shelves are applicable to south facing glazing, and provide lower performance advantages on east and west orientations and no function on north orientations.
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Fire sprinkler protection must be taken into account when designing the light shelf.
•
Light shelves require higher than average floor to ceiling heights to work effectively.
•
Additional maintenance is required for light shelves, which can hinder service access to the upper windows.
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Lighting and Window treatment design must be coordinated with light shelves to work effectively.
Vendors. Light shelves are classified as a new technology by the Advanced Buildings service of the Public Works and Government Service Canada. The following company manufactures light shelves: •
ASCA, P.O. Box 1140, Portsmouth, NH 03802-1140, manufactures modern external light shelves, sunshades and canopies.
Several manufacturers list interior light shelves as a product, but have no catalogue information on the product:
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•
DEC Architectural Composites, a Division of DEC Associates, Inc., Corporate Headquarters and West Coast Plant, 1620 South Sinclair Street, Anaheim, California 92806 – manufactures custom formulated Acrylic Composite FRP (fiber reinforced polyester), glass fiber reinforced gypsum (GRG), or glass fiber reinforced concrete (GFRG) that can be formed into light shelves.
•
Melton Classics, Inc., P.O. Box 465020, Lawrenceville, GA 30042 manufactures glass-fiber reinforced gypsum products that can be formed into light shelves.
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Plastrglas, Inc., 4200 N. 30th St., Omaha, NE 68111 advertises light shelves as one of their products.
•
Architectural Energy Corporation, 2540 Frontier Ave, Suite 201, Boulder, Colorado 80301 manufactures a mini-optical light shelf. LightLouver, LLC, 2540 Frontier Avenue, Suite 201, Boulder, Colorado 80301manufactures LightLouver Daylight Control System,
•
Variations on the light shelf theme, such as the mini-optical light shelf manufactured by Architectural Energy Corporation, are being developed to provide the benefits of light shelves in different configurations. All lighting shelves viewed on the case studies for this report were custom designed. Tubular Skylights. A tubular skylight is a rigid or flexible tube of between 8 to 21 inches in diameter with a super reflective lining. It runs from a ceiling light diffuser up to the roof and is capped by a clear dome. With double acrylic domes and insulated diffusers, combined with the sealed dead air space in the tube, these devices can have insulation values of R-22. Applications. Tubular skylights are effective methods for introducing natural light into interior space on single story or top story spaces that are remote from exterior surfaces, or where exterior views are not desired such as dressing rooms and toilet rooms. The amount of light introduced by tubular skylights depends on the size of the skylight, the orientation to the sun of the collection dome, and the light loss within the skylight. Tubular skylights have some light loss depending on the quality of the
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reflective material used inside the tube, the length of the tube, and bends or other non-linear alignment of the dome and diffuser. Strengths. Tubular skylights are economical natural lighting devices that are easy to install. Based on the amount of sunlight available, they introduce a significant amount of light into interior spaces and can be spaced at even intervals to provide uniform lighting within a space. The collection domes and diffusers allow the level of light transmitted to remain fairly constant throughout the daytime. They do not require significant architectural modification to the building, such as construction of wells or raised roof sections, and they provide relatively high insulation characteristics. Weaknesses. Tubular skylights can only be used over limited distances (up to around 6-8 feet) before transmission losses begin to reduce their effectiveness. They also require penetration of roof membranes, increasing the chance for leaks, particularly in climates with significant freeze/thaw cycles. From an aesthetic standpoint, the diffusers themselves tend to be large, and can cause some glaring reflections in video display terminals. Vendors. • •
Solatube International, Inc., 2210 Oak Ridge Way, Vista, CA 92083 Sun-Dome Energy Efficient Solar Lighting, 3570 Consumer St., Suite #3, West Palm Beach, Florida 33404
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The Daylite Co. / HUVCO, LLC, Proactive Energy Solutions, 3416 Prices Distillery Road, Ijamsville, Maryland 21745 USA
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Natural Light Tubular Skylights, 2640 E. Rose Garden Lane, Phoenix, AZ 85050
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SumBeamer Tubular Skylights, Sacramento Shingle Company Inc., 7337 Roseville Rd #2, Sacramento, California 95842
• •
Solar Bright Corporation, 836 Deville Dr., Largo, Florida 33771 Solar Connection, 1942 Woodson Court, Centerville, OH 45459
• • • • •
The Sun Tunnel Skylights, 786 McGlincey Lane, Campbell, CA 95008 The DayLite Company, 1560 Eastman Ave. Ventura, CA 93003 The Sun Pipe Co., Inc., P.O. Box 5760, Elgin, IL 60121-5760 Tru-Lite Tubular Skylights, 2120 W. Dartmouth Ave., Englewood, CO 80110 Solare Megaphone, Entech, Inc., 1077 Chisolm Trail, Keller, Texas 76248 USA
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Horizontal Light Pipes. This technology utilizes a reflective tube extending into the space from the exterior façade. It uses many of the same characteristics of a light tube, turning the technology sideways. The vertical section is configured similar to a light shelf to optimize the collection and distribution of sunlight into interior building areas. Applications. Horizontal light pipes can be used to bring daylight further into spaces than may be achieved by light shelves. They do not require as much ceiling height, and have less design impact on the façade than light shelves. Strengths. Horizontal light pipes can be used within a ceiling plenum, allowing the design to use suspended ceilings for other purposes. Light pipes can also be used to bring light over opaque partitions that would otherwise block natural light. The exterior aperture can be designed to collect and redirect light from many directions, giving the designer more flexibility on orientation of the façade. They also allow introduction of sunlight from low altitude sun angles without the accompanying glare. For buildings with transom glass between stories, the strategy can take advantage of the natural light striking those panes and introduce the light into the building. Weaknesses. Horizontal light tubes require their own fenestration of the façade, with the accompanying aesthetic implications and risk of leaks. Vendors. This study found no commercially available products, so they would have to be custom fabricated, resulting in significant expense.
Technology Developments New technologies are being developed that allow more finite manipulation of light, better glazing performance, alternative methods for delivering light to building interiors, better control of shading and lighting systems, and easier to use design tools for more comprehensive simulation of actual conditions. In addition, research will provide a more exact understanding of the impact of light on occupants, the amount of light required, the economic consequences of different systems and the environmental conditions resulting from different system deployment. Examples of new technologies include the following. Holographic Diffusers. Holographic glazing such as the Light Shaping Diffusers® or LSD®, developed by the Physical Optics Corporation, are a holographically
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recorded, randomized surface structures on glazing which enables higher Transmission Efficiency of up to 92%. The primary use for LSD’s is LCD computer screens, but use of these technologies are being studied for building glazing. Depending on the angle of distribution, LSD’s can achieve between 85% and 92% transmission efficiency. The low back-scatter of LSD structures are anti-reflective in nature and utilize light that would otherwise be wasted due to Fresnel loss. A clear piece of polycarbonate substrate is 89% transmissive. With LSD, transmission improves to 92%. LSD surface relief holograms are replicated from a holographically recorded master. The holographic master recording process allows a variety of circular or elliptical light patterns. xxiv LSD’s precisely shape, control and distribute light. Incoming light is precisely controlled within well-defined areas. Light does not escape these boundaries for greater control and utilization of light, thus maximizing photon utilization. LSD’s provide greater photon density, as compared to other diffusers, making LSD’s very suitable for high ambient or highly efficient light conditions. LSD’s are non-wavelength dependent and will work in white and monochromatic. Laser-Cut Light Deflecting Panels. The laser cut panel (LCP) is an optical material produced by making laser cuts in a thin panel of clear acrylic material. The surface of each laser cut becomes a small internal mirror that deflects light passing through the panel. The principal characteristics are (a) a very high proportion of light deflected through a large angle (>120 degrees), (b) maintenance of view through the panel and (c) flexible manufacturing method suitable for small or large quantities. xxv An LCP is a thin panel that has been divided into an array of rectangular elements by laser cutting. Light is deflected in each element by refraction then total internal reflection and again by refraction. As each deflection works in the same direction
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the deflecting power is high - much higher than in prismatic glass. The panels may be used as an external glazing if the cut surface is protected by lamination between glass sheets. More often the panel is fixed inside existing glazing. It is possible to adjust the angle of the laser cut to gain more control over the direction of the deflected light. Panels are produced by laser cutting a sheet of clear acrylic (PMMA). The panel is designed to include a solid periphery and support sections. The laser cutter is programmed with the design and automatically cuts the required number of panels. This method of producing laser cut light deflecting panels is patented in USA, UK and Australia. The patentee is Ian Edmonds. Small quantities of panels are available from Ian Edmonds. Large quantities may be produced by arrangements involving license rights. Laser cut panels may be used in fixed and moveable arrangements within a window system. The panels may be viewed through, however, they reflect light inward so it is best to install them above eye level to avoid glare. Dynamic Daylight Control. Achieving higher energy savings may require looking beyond static systems to dynamic systems that directly respond to sunlight conditions. This can include movable shading devices attached to a heliotrope that tracks the sun’s position. An electro-chromatic glazing consisting of a multiple layered thin-film device that changes from clear to desired tint levels with the introduction of low voltage currents. xxvi Optical Fiber. Lighting systems have been developed that utilize optical fiber to deliver light from a remote source. While this technology holds some promise in the future for delivering natural light deep into building interior spaces, current technology and costs do not make it a practical solution for commercial applications. Current fiber technology uses polymer fibers that suffer significant light transmission losses and color shift when distances reach 30 feet. Glass fiber optics used for data communication systems have much less light transmission loss, but are not economically feasible for commercial lighting applications.
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Light Emitting Diodes. LED’s are starting to be used as lamps in lighting solutions. LED’s produce a narrow band of light, are very efficient, produce very little heat and have very long life spans.
Performance and Economics Benefits of daylighting include:
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•
Improved Life Cycle Cost: At an estimated incremental first cost increase of from $0.50 to $0.75 per square foot of occupied space for dimmable ballasts, fixtures and controls, daylighting has been shown to save from $0.05 to $0.20 per square foot annually [in 1997 $].
•
Increased User Productivity: Daylight enlivens spaces and has been shown to increase user satisfaction and visual comfort leading to improved performance.
•
Reduced Emissions: By reducing the need for electric consumption for lighting and cooling, the use of daylight reduces greenhouse gases and slows fossil fuel depletion.
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Reduced Operating Costs: Electric lighting accounts for 35 to 50 percent of the total electrical energy consumption in commercial buildings. By generating waste heat, lighting also adds to the loads imposed on a building's mechanical cooling equipment. The energy savings from reduced electric lighting through the use of daylighting strategies can directly reduce building cooling energy usage an additional 10 to 20 percent. For many institutional and commercial buildings, total energy costs can be reduced by as much as one-third through the optimal integration of daylighting strategies.
Electrical lighting comprises 20% of the nations electrical consumption. Of this, about 10-15% is used to light a building’s perimeter zone where daylight is already present. Research projects show that total electrical peak demand savings of 2040% in lighting and associated cooling energy can be achieved with the proper use xxviii
of dimmable daylighting.
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Case studies of other projects xxix
UNSW Red Centre. The new University of NSW Red Centre, designed by Mitchell Guirgola & Thorp Architects, has been designed using green principles to reduce energy consumption and improve environmental conditions through the use of natural systems. Maximum use is made of natural ventilation, passive heating and cooling and highly developed natural daylighting. The objective was to introduce sufficient daylight to reduce the need for artificial illumination to a minimum, while avoiding the excessive solar gain that causes elevated temperatures in summer. Daylight and thermal performance have been balanced to obtain the final design solution. The façade has deeply set windows to provide sunshade. Two linear windows are provided on each floor: one low level window provides views, while the upper level window and integrated light shelf reflect natural daylight deep into the room. The use of daylighting has been further developed through clerestory windows and internal void openings. Salient elements include: •
Fixed external horizontal overhead sun shades to rooms on the north (sunlit) side of the building (the building is in the southern hemisphere).
•
Automatic solar tracking vertical external shades to east and west façades to provide solar protection.
•
Light shelves incorporated into the north (sunlit) façade to provide a more even natural light distribution. Extensive clear glazing to allow the maximum appropriate daylighting of
•
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spaces. •
Extensive use of internal glazing to allow some natural daylighting of internal corridors.
•
Use of light colors to provide better natural light distribution.
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Fingal County Hall. Designed in 1996, this 13,170 square meter administrative center for the Fingal County Council and 400 staff in Sword, Ireland, was designed for low energy usage and responsiveness to the environment. It combines natural lighting, natural ventilation and thermal storage to reduce energy use. Features relating to natural lighting include: •
Office bars with narrow cross sections to allow greater access to natural light.
•
Primarily open office with minimum number of office “cells” to allow greater infiltration of light.
•
External and internal light shelves on south facing windows to reflect daylight into the building and provide even distribution of light, with upper windows above the light shelf designed to maximize light transmittance.
• •
External solar shading to reduce glare. Central building management system control of all light switching. Individuals can adjust light levels at their workstation by entering codes into the BMS, which then factors in daylight levels received from sensors and adjust supplemental lighting accordingly.
• •
Parabolic curved ceiling profile to increase external light distribution. Computer simulation of the design to assure performance under various lighting conditions through each season. The model was continuously improved in an iterative process to match how an energy efficient building would react and achieve the design requirements established for this project.
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Surrey Tax Centre.
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This building, developed
through a competitive design process, emphasizes the use of daylighting and the need to convert space to a multiple tenant layout in the future. Features relating to natural lighting in this building include: • • •
Staggered floor plate to give each office area access to natural light. Light shelves, integrated with lighting, with large areas of low-e glass. 90% of the workstations are within 8 meters of glazing. The three meter high ceilings maximize the benefit of exterior light.
•
Daylight sensors control indirect overhead lighting.
Green on the Grand Office Building .
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This 2,190 square meter building is the
first building to be designed to exceed Canada’s C-2000 program. It makes extensive use of daylighting to achieve energy use at 28% of ASHRAE 90.1 and lighting consumption reduction of 50%.
Features relating to natural lighting in this building include: • •
Large dormer windows, glazed entranceways and interior glass walls. Specific placement of windows to maximize views and lighting, while limiting glare and thermal gain.
•
Triple-glazed windows with two argon gas-filled interspaces, two silicone edge spacers, spectrally selective glass, pultruded fiberglass frames, and polystyrene insulated lineals.
•
Summertime shading provided by fabric roller blinds and horizontal blinds that deflect light into the building.
• • •
Lighting scheme emphasizing task lighting, with indirect ambient lighting. Motion sensitive controls. Emphasis on low energy consumption laptop computers and printers.
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BC Telus Building.
xxxiii
The success of this
cast-in-place 11,800 square meter 1940’s retrofitted building proves that “green” renovation can be accomplished. Notable features relating to daylighting of this building include: •
Triple skin, with a double-glazed fritted and frameless glazing system with operable windows suspended from the existing building face.
•
Light shelves and whitewash concrete ceilings to maximize daylight penetration. xxxiv
Verifone. An upgrade of the 76,000 square foot building included a series of skylights, high performance windows and occupancy sensors that allow workers to use only natural light and task lights in sunny California. Verifone has validated a reduction in absenteeism by 40%, productivity increases of 5% and energy savings of 50% providing a payback on investment in less than one year. In another Verifone retrofit in Auburn, California, the addition of light tubes, insulation, hydronic heating and night roof spray thermal storage system with an underground storage tank reduced energy consumption 42% for a 7,329 square foot facility. The Solar Energy Research Facility.
xxxv
Located in Golden, Colorado, this facility uses a stepped clerestory window configuration to bring daylight inside to illuminate office areas and brighten corridors that divide the offices from laboratories. The recessed clerestory windows scatter the sunlight to reduce glare, creating a softer light than electric light and resulting in a pleasant environment. Because of the windows’ exterior overhang and inside light
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“shelves,” indirect sunlight enters the building to provide quality light year-round. Sunlight is shared with interior hallways and offices through strategically placed windows and curved alcoves that reflect the light into the spaces. Very efficient lights include T-8, compact fluorescent and metal halide lamps that saved an additional $10,000 per year. Designers saved even more electricity by using on-demand lighting where motion-sensors automatically turn lights off when the space is unoccupied. Total savings are around $200,000 per year. The Ojai Section.
xxxvi
An interesting study performed by a UCLA student, Ameet Nindra, examined school architecture produced by Maynard Lyndon in 1946. The title refers to the architectural cross section used first in the Mieners Oaks Elementary School in Ojai, California by Mr. Lyndon. The study examined user perceptions of lighting quality and visual comfort, the light distribution in the classrooms, how well the classrooms worked and the utilitarian function of the design 40-50 years later. The Mieners Oaks Elementary School and others designed by Mr. Lyndon are in use throughout the southern California area. The design consists of four primary elements: a) a 6 foot clerestory window facing south, b) a light shelf/walkway canopy under the south exterior of the clerestory window, c) vertical louvers at the classroom ceiling to diffuse and block the southern sunlight entering the clerestory window, and d) a full height north facing window wall. Light meter tests in two separate schools showed the following distribution of light. The survey of the users identified the following issues: •
The users liked the sunlight and views, which helped reduce classroom stress
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•
Trees blocked the light in some classrooms.
•
The full height north window area caused glare on computer and video monitors.
•
The louvers made cleaning the clerestory windows difficult. The extensive window area left inadequate space for marker boards and tack boards for children’s displays.
•
•
The window areas have caused security problems with break-in theft of electronic equipment.
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Design Calculations Methods for determining light levels in a facility include hand calculation methods, computer programs and scale models. Hand Calculations. Several different hand calculations methods have been developed. They include the following: •
For a “Two-Minute” Feasibility Study, see page 2-2 of Tips for Daylighting with Windows. xxxvii
•
Tips for Daylighting with Windows provides a hand calculation method to Determine the Net Glazing Area on page 3-7.xxxviii
•
Lumen Method, also referred to as the Libbey-Owens-Ford method, developed by Bill Griffith in the 1950s. This method applies a coefficient of utilization (the ratio of light incident at a reference point to the light entering a space). This method has been adopted by the Illuminating Engineering Society (IES) as part of their Recommended Practice of Daylighting. This method is presented in Daylighting Performance and Design, page 37.xxxix
•
BRS Daylighting Protractor. These tools simplify the calculations of the sky factor and sky component and enable daylight measurements to be made from the delineation of a building design. The tools are composed of a series of circular protractors that each apply to a different set of sky conditions, slope of glazing, and in one case, unglazed openings.xl
•
SHDB-1 Skylight Calculations. This series of worksheets provide simple analysis procedures for focusing on some of the specifics of skylight design. The focus of these calculations is to maximize light energy and cost savings. The worksheets are available on disk from American Architectural Manufacturers Association, 1540 East Dundee Road, Palatine, IL 60067. Gregg D. Ander explains these calculations in Daylighting Performance and Design.
xli
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The trigonometry equation for determining Variable Value Solar Altitude 30 shading overhand is (((cosine of sun Clearance 6.5 angle)*(clearance from shaded surface to Cosine of Alt. 0.866 shading device))/(sine of sun Sine of Alt. 0.500 angle))*(absolute value of angle of window Window Face 5.000 South orientation to south – sun azimuth)). This Sun Azimuth 45 calculation uses trigonometry to determine AM PM 2 AM or PM the sides of a right triangle based on sun 45.000 altitude, window height and overhang depth. Angle Difference Sine of Diff. 0.707 The overhang then needs to be adjusted for Overhang 8 feet the orientation of the window relative to the azimuth of the sun. The overhang is multiplied by the sine of the angle difference between the azimuth of the sun and the direction of the window. The table illustrates this calculation. To use the accompanying table in the electronic version of this document, double click on it to activate the MSExcel object, and change the solar altitude, solar azimuth (remember to note if it’s AM or PM) and window orientation or clearance to generate a new overhang dimension. Albuquerque is located at 35° 10. The vertical sun altitude in Albuquerque can oscillate from 30 degrees at noon in December to 85 degrees at noon in July.
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A shade on a south-facing window with a head height of 9 feet for a desk at 2.5 feet above the floor would require an 8 foot overhang to protect a desk at the window from the sun located at 30° altitude. The sunlight would be coming in at roughly 30° angle from the southwest. Protecting west-facing areas from direct sun glare during late afternoons is very difficult without blocking the window with shade, because the sun reaches 120° to the northwest at sunset during the summer. Even vertical blind solutions would require adjustment to be effective under west facing conditions. Scale Models. Because light behaves exactly the same way in a model as in a fullscale building, models provide an accurate means for testing daylighting strategies xliii
on limited budgets. Through the model design options can be explored.
A physical model can be constructed and tested either under the actual outdoor conditions or in a sky simulator facility. The tests must address not only the different positions of the sun, which can be achieved by repositioning the model with respect to the light source or sun, but also different sky conditions. Filters or artificial sky domes can be used to emulate the different sky conditions.
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Heliodons or "sun machines" create the appropriate geometrical relationship between an architectural scale model and a representation of the sun. By allowing adjustment for solar declination (season), the earth's rotation (time of day), and site location (latitude) a heliodon can simulate sunlight penetration and shading for any combination of site location and time. The result is a useful representation of solar patterns for clear sky conditions. Other techniques are often used in concert with heliodon simulations to account for variations in the strength of the sun (due to weather, angle of incidence, and atmospheric attenuation) and local horizon shading. Heliodons provide an effective tool for the visualization and xliv
calculation of solar effects at the window, building, or site scale.
There are two approaches to designing a heliodon, including the fixed sun/moving earth and the moving sun concepts. For the fixed sun/moving earth concept, the sun is represented by a theater spotlight mounted near the ceiling at a distance large enough to establish generally parallel light rays and appropriate relative diameter of the light source/sun diameter. Adjustments for season, time, and weather are built into an articulated "table" with the top of the table representing the building site. Advantages of this approach include: • The light source is relatively inexpensive. The light striking the heliodon, like the sun it represents, should have parallel rays. The fixed-sun, moving-earth scheme approximates parallel rays by placing the light source at a distance. If mounted at 30' from the table, light will diverge less than 2 degrees from the table centerline to its edge. •
•
The fixed-sun, moving-earth heliodon demonstrates the actual motions of the earth relative to the sun. The moving-earth table should have a visible north pole-south pole axis that tilts toward and away from the fixed-sun for seasonal variation and around which the tabletop rotates. The fixed-sun, moving-earth scheme requires relatively little space. If the light source is ceiling mounted and has a clear path to the table location then a working area of ten feet square is sufficient.
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There are two disadvantages traditionally associated with fixed-sun, moving-earth heliodons and both are associated with the action of moving the table and the model attached to it: • The tilting table will place the model it carries at various angles during a simulation. The model must be constructed to withstand tilts up to 90 degrees from horizontal. In practice, this disadvantage only arises when examining models developed for presentation rather than analysis. •
It is somewhat difficult to observe patterns of light and shadow when they occur on a moving object. The tester must use a variety of techniques to work around this disadvantage. The most powerful of these is a small video camera that moves with the moving model and provides a constant-point-ofview depiction of light and shadow on an adjacent video monitor.
Recent Developments, Resources and Products Building Technologies Department, Lawrence Berkeley National Laboratory has a compendium of daylight publications. These can be found at http://eetd.lbl.gov/btp/pub/DApub.htm. Tips for Daylighting with Windows, issued by Lawrence Berkeley National Laboratory, contains guidelines on an integrated approach to the cost-effective design of perimeter zones in new commercial buildings. The guidelines function as a quick reference for designers through a set of easy steps and rules-of-thumb, emphasizing “how-to” practical details. References are given to more detailed sources of information, should the reader wish to go further. It can be downloaded from http://eetd.lbl.gov/btp/pub/designguide/. Whole Building Design Guide web site has a resource page for Daylighting under the Principal Minimize Energy Consumption of the Design Objective Sustainable. This web page provides descriptions, applications, relevant codes and standards, and additional resources including publications and organizations and associations. The International Energy Agency (IEA) was established in 1974 as an autonomous agency within the framework of the Economic Cooperation and Development (OECD) to carry out a comprehensive program of energy cooperation among its 25 member countries and the Commission of the European Communities. The Solar Heating and Cooling Programme of the IEA set up a series of Tasks for address
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issues related to the agencies mission. The main objective of Task 21 was to advance daylighting technologies and to promote daylight conscious building design. Task 21 was to focus on those daylighting systems and strategies that can be applied in new and existing buildings with significant electricity saving potential such as offices, schools, commercial, and institutional buildings. Systems and strategies were tested and performance evaluated through studies in laboratory facilities, by computer simulations, as well as in case study buildings. The performance assessment covered visual, architectural and environmental aspects, xlv
including user acceptance of the systems.
To accomplish the objectives the Task 21 research was conducted on the framework of the following four Subtasks: Subtask A: Performance evaluation of daylighting systems Subtask B: Daylight responsive lighting control systems Netherlands Subtask C: Daylighting design tools Subtask D: Case studies
lead: Australia lead: The lead: Germany lead: Denmark
Recommendations for Albuquerque Public schools Because of the clear impact on cognitive health and physical health for students, and employee productivity and satisfaction, all efforts should be made to maximize natural light in the interior of the facility. This is particularly true for classrooms and other instructional spaces. General Recommendations • • •
Use spectral selective high energy emissive glazing. Explore clerestory windows to bring light further into classrooms. Explore light shelf/clerestory windows in all classroom areas, with coordinated lighting, sensor and mechanical systems.
•
Consider light tubes or skylights with diffusing louvers/glazing on interior upper floor areas.
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Specific Recommendations The primary objective of these recommendations will be to introduce substantial amounts of natural light to improve the learning environment for students. If performed properly, the use of natural light will also reduce energy use and improve the visual comfort of these areas. Classroom Areas. Exposure to natural light for the students within the classroom where they spend the majority of their time is the most important design objective for the school. The design should strive to bring at least 30 foot candles of natural light illumination to each desk within the classrooms. The design should employ multiple strategies to bring natural light to all student areas of the classroom while maintaining efficient floor layout configurations. Light shelves should be used on all perimeter classroom areas with southern exposure. Preferably, a combination of exterior and interior light shelves will used. For classrooms with eastern exposure, windows are desirable, but sun control must be provided. The eastern exposure windows do not cause excessive heat gain at the end of the school day when peak cooling loads are occurring. The focus for windows with eastern exposure should be on glare control against the low altitude early morning sun when classes are first in session. Light shelves and other means to bring natural light will not be very effective because the changing altitude of the sun, which makes bringing natural light deep into the space consistently a very difficult problem. For spaces with westerly exposure, carefully analyze the sun altitude during the periods when the classrooms are in use during the early afternoon. Late afternoon low sun altitudes may not be a significant issue for classrooms that have little utilization after the end of the school day. The extensive heat gain that can occur from west facing windows towards the end of the day can cause significant cooling load peaks for spaces that remain in use after the last regular class session of the day. In addition, the glare caused by the low altitude of the sun in the late afternoon is not desirable. All west facing windows should be equipped with user adjustable sun control devices such as window blinds or shades. Vertical blinds will be more effective than horizontal blinds because of their ability to provide more consistent protection as the sun changes altitude. Consider clearstory borrow lights to internal skylight atrium areas, providing natural light from two directions within the room for more even broadcast of light patterns. Also consider use of light tubes, sky lights and light shafts to bring natural light to the interior areas of the classrooms.
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Corridor, Locker and Common Areas. While not as critical for nurturing learning, the other areas frequented by students as part of their daily routines will benefit from natural light in maintaining a positive learning environment that fosters a safe and calm atmosphere for the students. Commons and other student and teacher areas, particularly those in the SLC, should have natural light and exterior views to foster positive academic pursuits by the students as part of their SLC experience. Windows at view height should be provided for these spaces, introducing views to exterior green areas. The use of skylights may be considered, but should be carefully designed to reduce extreme contrast in light levels and minimize heat gain in areas with high occupancy load swings. Consider how the operation of the sun control devices will be performed such as automatic control systems so they are not messed with by the students. The eastern exposure windows do not cause excessive heat gain at the end of the school day when peak cooling loads are occurring. For spaces with westerly exposure, determine if the space will be used for extra-curricular activities or community activities which will require late afternoon sun control. Roof Mounted Glazing. Damage and leaks caused by snow and ice buildup on roofs is a serious consideration for design of glazing in northern cold climates. Single story spaces and spaces located on the top floor of multiple story structures can greatly benefit from natural light introduced through roof mounted glazing, so the design effort to create serviceable roof mounted glazing should be invested in the project. Consider sloped roofing to allow avoid snow and ice buildup around glazed units. Also consider raised penthouse sections, provide clearstory fenestration where the glazing head, sill and jambs can be afforded some protection from ice damage. Additionally, cluster skylight penetrations with other room penetrations to minimize the number of roof penetrations. PSFA, as a policy, discourages roof penetrations to minimize the roof leak risks and roofing replacement costs.
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Bibliography
i
Tips for Daylighting with Windows (Berkeley, CA, Buildings Technologies Program, Energy and Environment Division of the Lawrence Berkeley National Laboratory), 1997
ii
Gregg D. Anders, Sustainable Design Objective, Enhanced IEQ Daylighting Principal, Whole Building Design Guide, (Washington, D.C., National Institute of Building Sciences), http://www.wbdg.org/index.asp iii
Daylight in Buildings - Report of completed Research Task, IEA Solar Heating and Cooling Programme Website (http://www.iea-shc.org/task21_final/relatedinfo.htm)
iv
Tips for Daylighting with Windows, ibid pg 1-1
v
Mary Guzowski, Daylighting for Sustainable Design, (New York, NY, McGraw-Hill), 2000, pg. 3
vi
Gregg D. Anders, Sustainable Design Objective, Enhanced IEQ Daylighting Principal, Whole Building Design Guide, Ibid. vii
International Buidling Code 2000 (Falls Church, VA, International Code Council, Inc.), 2000.
viii
Jane Wegscheider Hyman, The Light Book (Los Angeles, Jeremy P. Tarcher, Inc.), 1990. pg
ix ix Jane Wegscheider Hyman, The Light Book (Los Angeles, Jeremy P. Tarcher, Inc.), 1990, pg 94, cites Michael Terman, “On the Question of Mechanism in Phototherapy for Seasonal Affective Disorder: Considerations of Clinical Efficacy and Epidemiology,” Journal of Biological Rhythms, 1990
x
Gunnar Josefsson, Marcia Miquelon and Larry Chapman, University of Wisconsin Healthy Farmers, Healthy Profits Project, August, 2000, Second Edition
xi
Heschong Mahone Group, Skylighting and Retail Sales, Daylighting Initiative (Pacific Gas and Electric Company) 1999
xii
Heschong Mahone Group, Daylighting in Schools, Daylighting Initiative (Pacific Gas and Electric Company) 1999
xiii
ASID Productive Solutions: The Impact of Interior Design on the Bottom Line (American Society of Interior Designers), xiv Acharawan Chutarat,, The Experience of Light in the Workplace (Massachusetts Institute of Technology) 2000
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xv
Ernest Otto Moore, A Prison Environment: Its Affect on Healthcare Utilization, (The University of Michigan), 1980. pg 94
xvi
Inui, M. Views through a Window. In: Krochmann, J. (ed). Proceedings of the symposium on daylight. Physical, psychological and architectural aspects. (Commission Internationale de l’Eclairage. Instutut fur Lichttenchnik, TU, Berlin) 1980, pg 323-332
xvii
Gregg D. Anders, Sustainable Design Objective, Enhanced IEQ Daylighting Principal, Whole Building Design Guide, Ibid.
xviii
Tips for Daylighting with Windows, ibid.
xix
Tips for Daylighting with Windows, ibid pg 4-2
xx
Tips for Daylighting with Windows, ibid pg 6-1
xxi
Tips for Daylighting with Windows, ibid pg 6-2&3
xxii
Tips for Daylighting with Windows, ibid pg 7-1
xxiii
Tips for Daylighting with Windows, ibid pg 8-1
xxiv
Physical Optics Corporation, 20600 Gramercy Place, Bldg 100, Torrance, CA 90501
xxv
Laser cut light deflecting panel (LCP) (QUT - Queensland University of Technology, Brisbane, Australia)
xxvi
Daylighting with Integrated Envelope and Lighting System (Berkeley, CA, California Institute for Energy Efficiency, Lawrence Berkeley National Laboratories), 1998, pg 11
xxvii
Tips for Daylighting with Windows, ibid.
xxviii
Daylighting with Integrated Envelope and Lighting System (Berkeley, CA, California Institute for Energy Efficiency, Lawrence Berkeley National Laboratories), 1998 xxix
Roger Parks, “New Green Building at UNSW”, Newsletter, Australasian Association of Higher Education Facilities Officers, Issue No: 12, (December 1998) pp. 1, 3-4.
xxx
Good Practice Case Study 9 – Fingal County Hall – Low Energy Office, Sustainable Energy Ireland (Irish Energy Centre, Glasnevin, Dublin 9, Ireland, http://www.irish-energy.ie/)
xxxi
Case Studies – Surrey Tax Center, Advanced Buildings Technologies & Practices (http://www.advancedbuildings.org)
xxxii
Case Studies – Green on the Grand Office Building, Advanced Buildings Technologies & Practices (http://www.advancedbuildings.org)
xxxiii Case Studies – BC Telus Building, Advanced Buildings Technologies & Practices (http://www.advancedbuildings.org)
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xxxiv Absenteeism dropped at Verifone – Productivity Up, Seattle City Light (http://www.ci.seattle.wa.us/light/conserve/sustainability/studies/cv5_sc.htm)
xxxv
Buildings for the 21st Century (National Renewable Energy Laboratory, DOE) 2001
xxxvi
Vital Signs Student Case Study Competition: The Ojai Section (Vital Signs Project, http://arch.ced.berkeley.edu/vitalsigns/bld/Casestudies/ojai2.pdf), 1998 xxxvii
Tips for Daylighting with Windows, ibid. pg 2-2
xxxviii
Tips for Daylighting with Windows, ibid. pg 3-7
xxxix
Gregg D. Anders, Daylighting Performance and Design, (New York, NY, John Wiley and Sons, Inc.) 1995, pg 31 xl
Building Research Establishment, B.R.S. Daylight Protractors, Department of Environment, United Kingdom as cited in Gregg D. Ander, Daylighting Performance and Design, ibid, pg 36 xli
American Architectural Manufactures Association Skylight Handbook – Design Guidelines as cited in Gregg D. Ander, Daylighting Performance and Design, ibid, pg 37-59 xlii
Tips for Daylighting with Windows, ibid. pg 5-8
xliii
Gregg D. Anders, Daylighting Performance and Design, (New York, NY, John Wiley and Sons, Inc.) 1995, pg 74 xliv
The Heliodon, Building Sciences, U.C. Berkeley website (http://arch.ced.berkeley.edu/resources/bldgsci/bsl/heliodon.html)
xlv
Daylight in Buildings - Report of completed Research Task, IEA Solar Heating and Cooling Programme Website (http://www.iea-shc.org/task21_final/index.html)
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DRAFT EXECUTIVE SUMMARY FACILITY PROGRAM
SOUTH WEST HIGH SCHOOL AL B U Q U E R Q U E P U B L I C S C H O O L S September 22, 2006
School Board Paula Maes Miguel A. Acosta Gordon Rowe Leonard J. DeLayo, Jr. Berna V. Facio Robert D. Lucero Mary Lee Martin
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Table of Contents S e c t i o n 1 Introduction........................................................................................ 1
Project Goals and Objectives ........................................................................ 2 Acknowledgements ....................................................................................... 3 Board of Education ........................................................................................ 3 Executive Leadership Team .......................................................................... 3 APS South West High School Steering Committee........................................ 4 APS South West High School Executive Committee ..................................... 5 APS South West High School Planning Committee ....................................... 6
S e c t i o n 2 Academic Model .............................................................................. 9
Introduction .................................................................................................... 9 Summary of Guiding Principles for Project Development ........................... 11 APS and State of New Mexico Statewide Adequacy Standards................. 12 Instructional Space and Calculations .......................................................... 14 Recommended Instructional Spaces .......................................................... 20 Small Learning Communities ....................................................................... 21 Academies ................................................................................................... 27 Special Education ........................................................................................ 33 Other Functions............................................................................................ 36 Fine Arts – Art, Music, and Drama ............................................................... 36 Learning Resource Center........................................................................... 38 Athletic Programs......................................................................................... 39 Student Health ............................................................................................. 41 Student Activities ......................................................................................... 42 Family and Career Center............................................................................ 43 Industrial Arts, Extension Courses, Industry Programs ............................... 45 Food Service ................................................................................................ 46 Transportation and Access.......................................................................... 47 Security ........................................................................................................ 49
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Community Programs .................................................................................. 50
S e c t i o n 3 Special Issues .................................................................................. 53
Small Learning Communities Research....................................................... 53 Career Academies ....................................................................................... 64 Community Schools ..................................................................................... 73 APS Schools & Community Partnerships..................................................... 76 Public Input for Community Schools............................................................ 79 Planning Committee Direction on Community Schools ............................... 80 Parent Involvement In School ...................................................................... 80 Focus Groups............................................................................................... 83
S e c t i o n 4 Space Program ................................................................................ 95
Introduction / Overview ................................................................................ 95 Program Structure ........................................................................................ 97 Definitions and Space Calculations ............................................................. 99 Space Summary......................................................................................... 102 Total Summary .......................................................................................... 105 Classroom Count Comparison................................................................... 106 Detailed Space Listing............................................................................... 108 Future Facilities .......................................................................................... 134
S e c t i o n 5 PSFA Comparison ........................................................................ 145
Introduction / Overview .............................................................................. 145
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S e c t i o n 6 Physical Requirements ................................................................ 149
Compact versus Campus Plan .................................................................. 149 General Site Organization Concepts ......................................................... 150 Security Zoning and Control ...................................................................... 150 Functional Areas ........................................................................................ 152 Core Classrooms ....................................................................................... 152 Kiva ............................................................................................................ 152 Science Facilities ....................................................................................... 152 Elective Labs.............................................................................................. 153 Fine Arts (Visual Arts and Music)............................................................... 153 Technology Shops ..................................................................................... 154 Special Education ...................................................................................... 154 Health ......................................................................................................... 156 Student Activities ....................................................................................... 157 Learning Resource Center/Library............................................................. 158 Food Service .............................................................................................. 160 Transportation, Parking and Access ......................................................... 160
S e c t i o n 7 daylighting Approaches And Opportunities In Schools............. 163
General Description ................................................................................... 163 Regulations, codes and standards............................................................ 165 Human Factors........................................................................................... 167 Design Alternatives .................................................................................... 178 Technology Developments ........................................................................ 184 Performance and Economics..................................................................... 187 Case studies of other projects ................................................................... 188 Design Calculations ................................................................................... 194 Recent Developments, Resources and Products...................................... 198 Recommendations for Albuquerque Public schools ................................. 199 Bibliography ............................................................................................... 202
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1
SECTION
Introduction
The following report summarizes the initial program requirements for the New South West High School for Albuquerque Public Schools (APS). It contains project goals, key facts, key concepts, and space listings; presents key relationship diagrams; and describes key components of the facility that form the basis for the planning and design of the high school. The report communicates to the owner, user and architect essential facility requirements that provide a common basis for facility design, while encouraging the contribution of insights by the building designer. It contains a detailed space program, with room-by-room space requirement sheets. The project defined in this document reflects the statement of goals, objectives, curriculum / educational model, and facility requirements approved by the Executive Committee. The project as defined also adopts and builds on the work completed for planning of the North West High School. This facility program contains information obtained through: •
Validation of policies established for the planning of the North West High School that apply to the South West High School;
•
Review of existing standards and guidelines;
•
Analysis of existing APS facilities;
•
Interviews with various APS functional area representatives;
•
Discussion of experience with projects having similar elements; and
•
Workshops with the High School Planning Committee representatives.
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Project Goals and Objectives The project design process and resulting design of the facility should: •
Be inclusive – provide opportunity for input by community members, parents, students of all cultural backgrounds and economic levels.
•
Support instruction – not drive it.
•
Promote Academies and Small Learning Communities.
•
Maximize opportunities for state-supported funding – accomplish the most within the budget.
•
Be Flexible. The design should readily accommodate instructional, community and technology change.
•
Be Expandable. The design of both the site and facility should be planned for logical expansion to accommodate future growth.
•
Be coordinated with the City and Community – with the site and facilities planned for community use of the fields and specific areas of the facility.
•
Make a statement of APS’ commitment to the West Side. The school should be progressive, forward-looking, state-of-the-art, and inclusive.
•
Be accessible – provide access to educational opportunities for all students.
•
Multi-lingual – respect and respond to the community heritage and culture.
•
Support sustainable design concepts, including: o
Be designed for low energy consumption.
o
Take advantage of the great views to the mountains, volcanoes and escarpment.
o
Maximize naturalistic learning opportunities.
o
Apply solar design principles.
o
Incorporate proper building orientation.
o
Incorporate wind design principles.
o
Reduce effects of blowing sand.
o
Maximize natural ventilation.
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Acknowledgements Board of Education •
Paula Maes, President (District 5)
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Miguel A. Acosta, Vice President (District 1)
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Gordon Rowe, Secretary (District 7)
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Leonard J. DeLayo, Jr. Board Member (District 4)
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Berna V. Facio, Board Member (District 3)
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Robert D. Lucero, Board Member (District 2)
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Mary Lee Martin, Board Member (District 6)
Executive Leadership Team •
Elizabeth M. Everitt, Ph.D Superintendent
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Michael J. Vigil Chief Business Officer
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Susie Peck Associate Superintendent for Instruction
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Nelinda Venegas Associate Superintendent for School Clusters
Project Management This project is being executed under the management direction of •
Karen Alarid Facilities Design and Construction
•
Roldan Pasion Facilities Design and Construction
Project Consultant Team. This report has been prepared by Healy, Bender & Associates, Inc. as part of the Fanning, Bard, Tatum Architects / Perkins + Will, project team for Albuquerque Public Schools.
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South West High School, Albuquerque Public Schools September 22, 2006
APS South West High School Steering Committee Staff Resources •
Karen Alarid Facilities Design and Construction
•
Roldan Pasion Facilities Design and Construction
Committee Participants •
Nelinda Venegas Associate Superintendent
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Candelaria Patterson WMHS Mustang parent Chair
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Iris Cortiz Comfort West Mesa High School Student Council Rep 836
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Yvonne Lopez Rio Grande High School Student Council Rep
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Yvonne Garcia EHS Principal
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Blanca Lopez Principal WMHS
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Tony Watkins Community Relations
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Leah Gutierrez-Secondary Curriculum
Architects •
Susan Johnson Fanning Bard Tatum Architects
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Art Tatum Fanning Bard Tatum Architects
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Chris Bard Fanning Bard Tatum Architects
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Peter Brown Perkins+Will
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Wendell Vaughn Perkins+Will
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Mike Griebel Healy, Bender & Associates, Inc.
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Brian Conway The Planning Site
PSFA •
Rocky Kearney PSFA
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APS South West High School Executive Committee Staff Resources •
Karen Alarid Facilities Design and Construction
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Roldan Pasion Facilities Design and Construction
Architects •
Susan Johnson Fanning Bard Tatum Architects
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Art Tatum Fanning Bard Tatum Architects
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Chris Bard Fanning Bard Tatum Architects
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Peter Brown Perkins+Will
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Wendell Vaughn Perkins+Will
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Mike Griebel Healy, Bender & Associates, Inc.
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Brian Conway The Planning Site
PSFA •
Rocky Kearney PSFA
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South West High School, Albuquerque Public Schools September 22, 2006
APS South West High School Planning Committee •
Mathew Archutleta West Gate Community
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Ken Barreras Director, Athletics
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Grace Brown CHS Principal
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Ken Cole Technology
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Frank Comfort WMHS Parent
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Iris Cortiz West Mesa High School Student Council Rep
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Paula Donahue City of Albuquerque Representative
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Omar Durant Inst. Mtls/Lib Svcs
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Marcia Fernandez South Valley Coalition of Neighborhoods
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Tim Gallegos Parent from Rio Grande Cluster/CAC Co-Chair
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Yvonne Garcia EHS Principal
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Enrico Gradi Bernalillo County Representative
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Debi Hines Director-Sp Ed
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James Jordan Food Services
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Janet Kahn Inst. Mgr-Fine Arts
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Linda Lasater WMHS Parent
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Ornolfo Leal Immigrant Community 833-9321 C
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Blanca Lopez Principal WMHS
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Oscar Marquez Immigrant Community
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John Miera Human Resources (Staffing)
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Candelaria Patterson WMHS Mustang parent Chair Home
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Klarissa Pena President South West Association of Neighborhoods (SWAN)
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Katherin Reut Rio Grande High School Student Council Rep
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Al Sanchez RGHS Principal
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Nancy Stewart CNM
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Ro Torres SRM PTA
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Nelinda Venegas Associate Superintendent
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Jesus Villegas ENLACE C
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Tony Watkins Community Relations
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Brad Winter Executive Director, Facilities Support and Operations
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Joe Valles President & Secretary of West Side Coalition Ofc
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Laura Horton VRNA pres
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Staff Resources •
Karen Alarid Facilities Design and Construction
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John DuFay Maintenance & Operations
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Patrick Garcia Transportation
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Roger Garcia Transportation
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Betty King Capital Master Plan, Demographer
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Gil Lovato APS Police
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Tyler Mason Facilities Design and Construction
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Roseann McKernan Research Development and Accountability
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Don Newton City Neighborhood Representative
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Mary Nulk Facilities Design and Construction
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Roldan Pasion Facilities Design and Construction
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Costa Pavlakos Sp. Ed. Coordinator
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John Petronis ARC
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Bob Robie ARC
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Karen Rudys Human Resources (Staffing)
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Kizito Wijenje Director, Capital Master Plan
Architects •
Susan Johnson Fanning Bard Tatum Architects
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Art Tatum Fanning Bard Tatum Architects
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Chris Bard Fanning Bard Tatum Architects
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Peter Brown Perkins+Will
•
Wendell Vaughn Perkins+Will
•
Mike Griebel Healy, Bender & Associates, Inc.
•
Brian Conway The Planning Site
PSFA •
Rocky Kearney PSFA
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South West High School, Albuquerque Public Schools September 22, 2006
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2
SE C TIO N
Academic Model
Introduction The Executive Facility Program for the New South West High School is the starting basis for the planning of the Albuquerque Public Schools New South West High School. The new high school will provide a comprehensive curriculum that allows all the students to obtain all requirements for graduation. The design of the facility, the allocation of teaching and administrative positions, the scheduling, and the curriculum will support APS – tested and demonstrated concepts and practical experience regarding successful “small learning communities.” The design also will capitalize upon national experience and research. Specifically, the school will be organized around the use of a ninth grade academy and the use of career academies for students in the upper grades. In addition, the design should accommodate continued change and future evolution of the curriculum to meet the student preferences and cultural requirements of the Albuquerque community. The academic model adopted for the school is the result of review of the academic model used for the North West High School and input received during a one-day visioning session held on July 20, 2006. The executive committee affirmed the planning direction provided by APS and community leaders at the visioning session and provided clarification for implementation of the academic model. Key characteristics of the academic model include: •
The New South West High School will be planned for 9-12 grade students;
•
The school will be organized around Small Learning Communities (SCL) of targeted capacity of 120 students each;
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South West High School, Albuquerque Public Schools September 22, 2006
•
The small learning communities will provide shared teacher workrooms, conference areas and teacher home bases within or directly adjacent to the small learning communities;
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The school will be further organized into “Academies” composed of multiple small learning communities;
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Overall, planning should assume that there will be a separate 9th grade academy and four or more upper grade academies;
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All students will participate in SLCs and Academies;
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The facility should accommodate distributed science curriculum to the small learning communities;
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The design and program should support distributed special education to the small learning communities, except for intensive support program special education students;
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Planning should assume there will be one principal with separate deans/assistant principals and administrative units for each academy;
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The design should accommodate a centralized kitchen. Food service will be distributed to the 9th Grade Academy but centralized in a commons/cafeteria for the remaining school population. Separate cafes will be provided for additional dining and social experiences for the students.
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The school should accommodate community needs including parent meetings and participation in school functions, after-hours functions and community use, continuing education, night school, college preparation, job training, counseling, social services or health care services. Specific functional areas that are recommended include a family/career center, a teen/community health center, an extension adult education area, and a child development center.
•
The facility should be designed for a multi-lingual/multi-cultural school. The community has a high percentage of students who come from households where English is not the primary language.
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Summary of Guiding Principles for Project Development Key principals that have direct impact on the success of the small learning community model include the following: 1. The school must follow a clear, articulated vision centered on the concepts of Smaller Learning Communities and Academies for the New South West High School -- with consistent leadership. Strategic and tactical plans must be developed and implemented by the administrative staff. 2. Teacher collaboration between and among faculty in the Academies and SLCs must be supported -- guided by specific professional development. 3. There must be a firm and solid commitment to interdisciplinary instruction -with academies designed to incorporate 100% of the classrooms and support areas that represent the core content areas in the academy. 4. The facility must provide the capacity to support scheduling into exclusive teams (SLCs). 5. The New South West High School should have one school principal and distributed decision-making leadership with deans/assistant principals for each academy. 6. SLCs and Academies must have a defined environment -- with shared but separate lockers, seating, and a workroom for faculty, parent meetings, counseling, and advisory teams -- designed to create a "sense of community" among teachers and students.
7. Planning for technology must include labs for specific and applied technologies for each academy, and must provide support for flexible and comprehensive wired / wireless technology uses in all educational areas (classrooms, labs, project areas, team areas, and others).
8. The school should be designed to support an integrate curriculum that is related to the life and career opportunities of students.
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APS and State of New Mexico Statewide Adequacy Standards The initial planning for the New South West High School completed by ARC was guided by the following sets of planning standards: •
New Mexico Primary and Secondary Statewide Adequacy Standards 6.27.30 NMAC as approved at the PSCOC meeting of August 12, 2002 and amended August 5, 2005. These standards are the minimum as established by statute and must be met. More importantly, they are the basis for the state-matching appropriation. Matches are provided in proportion to the district’s share (46% in APS’ case).
•
The New Mexico Public School Faculties Adequacy Standards Planning Reference Guide. Drafted in 2003 and updated in 2005, the Reference Guide clarifies the standards and provides assistance through references and examples to complement the adopted Standards 6.27.30 NMAC, 9/1/2002. The Reference Guide does not supersede or increase the state's adopted Adequacy Standards but serves as a reference tool for the design of new construction, additions and renovations of sites and facilities. If there appears to be a conflict between the Adequacy Standards and the Reference Guide during the appraisal for adequacy of an existing facility, the Adequacy Standards control.
•
APS Facility Planning Guidelines, High Schools (1990). The high school standards were based on La Cueva High School, the last new high school to be constructed by APS. APS facility policies and standards are explicit statements about how school facilities should perform to support the educational and other needs of the district. The guidelines serve as a: o
Checklist to evaluate existing schools.
o
To identify capital outlay needs to bring all schools to common standards.
o
Basis for new school design.
During the development of the initial program and budget for the New North West High School, the Project Planning Team and ARC recommended certain changes to the APS Planning Guidelines. Please refer to Appendix 5.2 of the Executive Facility
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Program for additional information regarding the proposed changes to the APS Planning Guidelines promoted by ARC. Key departures from the APS Facility Planning Guidelines relate to information contained in Section 3.0 Adequacy and Environment for Education of those standards. The APS standards advocates organizing the school along academic departmental groups (Standard 3.2.3) rather than small learning communities that will be used on the South West High School. In addition, the standards advocate extensive use of demountable partitions to achieve a variety of classroom sizes (standard 3.1.1).
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South West High School, Albuquerque Public Schools September 22, 2006
Instructional Space and Calculations The school needs to provide sufficient capacity in instructional spaces to meet APS objectives. These include allowing the entire student body to exceed the minimum graduation requirements, and allowing the students to achieve their desired credits towards their career tracks. The design must balance the need for instructional space with the need for other supporting spaces necessary for a functional school. Excess capacity in the projects will limit the project from developing other spaces that enhance the educational experience, particularly space needed to support the SLC concept such as student and teacher group spaces. Inadequate capacity will force the school to limit the number of electives available to students and to overpopulate classes. The capacity is determined by a set of interdependent factors. These factors include the number of students enrolled in each curriculum, the average number of students in each class, the amount of the day the classroom is occupied (referred to as the utilization ratios). The utilization of classroom space is driven by policy issues including the type of schedule – such as block schedule, 7 period day or 6 period day, and if the teaching staff are each assigned their own class or classes are scheduled to other teachers during their prep periods. Even with sharing classrooms, it is difficult to schedule classrooms beyond 90% utilization levels. To establish the number of instructional spaces required, the planning team used multiple methods. The methods include: student enrolment patterns from similar high schools; calculations based on state standards for graduation and student/teacher ratios; and capacity loading of the SLC system. In addition, the capacity provided will refer back to the North West High School for parity between the two schools, which are both targeted towards serving the same number of students. Existing patterns of enrollment for existing schools provide a valid predictive model for determining the capacity of the new school. The planning team reviewed enrollment patterns for West Mesa High School, Rio Grande High School, and Valley High School for the 2005 master schedule. Given current student population profile, the enrollment patterns illustrate the current preferences of these students, including the percent of students who choose each curriculum, and the number of students
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that the schools achieve in each class type. As with other methods, care must be taken. The use of enrollment for one point in time may contain irregularities and may not reflect the true long term trends. Of specific concern is the current status of West Mesa High School and Rio Grande High School, with reduced student/teacher ratios. The approach also requires adjustment for master schedule credit that does not utilize full sized teaching stations. These credits include teacher aid, early release, small group instruction or special education credits. The following table shows the results from using Valley High School as a basis. This school is not under a restructuring mandate, and reflects student teacher ratios that may realistically be achieved in the South West High School. Small group instructions, which can occur in alternative instructional settings are not included. Valley High School offers Child Development curriculum, and does not have an NROTC program.
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South West High School, Albuquerque Public Schools September 22, 2006
School Capacity Projection Based on Valley High School Enrollment
Student
2,200 7
Subject Catego
Subject Category
Average ClassSize
Art
25.2
% of Students Enrolled Student Seats 1.9%
Class Sessions
296
11.73
Class Utilization Rate
Category
0.75
3
Business
19.8
1.9%
299
15.08
0.85
3
Culinary
25.4
1.1%
170
6.70
0.75
2
Drama
16.6
0.7%
111
6.70
0.75
2
English
24.2
14.6%
2,247
92.96
0.85
16
Humanities
25.6
16.6%
2,552
99.66
0.85
17
Industry
27.0
1.2%
181
6.70
0.75
2
Language
27.8
6.0%
931
33.50
0.85
6
Math
23.6
15.3%
2,353
99.66
0.85
17
Other Electives
22.3
2.8%
430
19.26
0.75
4
Physical Education
24.5
7.3%
1,129
46.06
0.85
8
Science
23.4
11.3%
1,743
74.54
0.75
15
Technology
22.4
1.9%
300
13.40
0.75
3
Music
14.9
1.1%
175
11.73
0.75
3
Health
22.1
27.64
0.75
4.0%
610
Total
88%
13,526
Core
58%
Core Classes
62
Science
14%
Science Classes
15
PE
7%
Physical Ed
8
Electives
21%
Electives
22
Total
107
Special Education Classes
6 107
30
The following table provides a capacity calculations based on the number of instructors required to meet state graduation and student teacher ratios. This method has many drawbacks, but is useful in defining the minimum number of spaces that are required by regulation. It has many disadvantages, including:
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•
It does not provide an accurate predictive model of the number of students who may enroll in advance placement classes for English, math, science, humanities or social studies.
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It does not predict the other different elective options the students may choose.
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It determines the number of teachers at maximum utilization, which is not the same thing as instructional spaces.
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Teachers may share instructional areas or require use of multiple types of instructional spaces.
Capacity Calculations Based on State Requirements
Grade
9th
10th
11th
12th
Students
Cedit Hours
536
509
484
460
1988.8
Student./
Class
Seats
Teacher
Rooms
1,989
150
14
Credit Hours by Year
Subject
Total
English
4
Comm Skills
1
509
150
4
Mathematics
3
1
1
1
1,529
160
10
Science
3
1
1
1
1,529
160
10
3.5
1
1
1
1,759
160
11
1
1
536
160
4
160
38
Social Studies Physical Education Electrives Grad Electives Schedule Total Electives
1
1
1
1
0.5
7.5
1
1
2
3.5
3,623
5
1
1
1
2
2,449
12.5
2
2
3
5.5
6,072
1072
1018
1452
2530
7
7
7
7
Elective Seats Total
1
28
Special Education
13,923
91 30
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The following table yields an instructional space count base on calculating the number of spaces required for fully populated SLC teams. With this method, sufficient space is provided in each SLC to seat all the students enrolled within the SLC. This is practical given that a period may occur during the day when all teachers are conducting full classes within the SLC. Capacity Calculations based on SLC Size Base Model Upper 9th Grade Grades
Category
Total
Model 2 - 1 SLCdelayed for Bid Alternate Upper Upper 9th Grade Grades Grades Total
Class Capacity
25
25
25
25
30
Core Classrooms
4
3
4
3
3
Science Classrooms
1
1
1
1
1
1
1
5
5
Elective Lab
1
SLC Classrooms
5
5
5
Student Resource Classrooms
1
1
1
1
1
SE Classrooms
2
1
2
1
1
Capacity @ SLC
125
125
125
125
150
SLC Count
6
10
16
6
4
5
15
Core
24
12
36
24
12
15
51
Science
6
4
10
6
4
5
15
4
4
4
5
9
Total Classrooms
30
50
80
30
20
25
75
Student Resource Classrooms
6
10
16
6
4
5
15
SE Classrooms
12
10
22
12
4
5
21
Total Capacity
750
1250
2000
750
500
750
2000
Electives
Gym
10
10
Art
4
4
Drama
3
3
Music
3
3
Culinary
1
1
Other Electives
5
5
Technical Shops
3
3
29
29
Total Specialty Classes Total General Pop Classrooms
109
104
Average Students per Classroom
24.5
25.6
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The Base Model calculates the number of SLCs required to accommodate all the students in the school with SLC capacity set at 125 students. Model 2 indicates the number of SLCs that will need to operate at 150 students per SLC if one SLC is deferred to Bid Alternate Status. Under Model 2, 5 of the SLCs will operate at a capacity of 150 students. Students will also attend class sessions outside the SLC for classes such as physical education, music and art, shop, culinary, NROTC, and student government. Therefore each SLC will not operate at full capacity all day long. Since not every class will operate at 25 students for every session, and since every classroom cannot be scheduled to a full 100% schedule every day, the vacant seat resulting from these non-SLC curricula allows the SLC the scheduling flexibility needed.
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Recommended Instructional Spaces Instructional space calculations for the three preceding methods yield the following results: Instructional Space Requirements Summary by Calculation Method Model
Core
Science
PE
Electives
Total
Valley High Model
62
15
8
22
107
State Regulations
39
10
4
38
91
SLC Model
65
15
10
14
104
NWHS
57
16
9
29
111
Base Planning Model
61
15
9
19
104
Bid Alternate Planning Model
65
16
10
19
110
The South West High School will be planned with a base capacity of 103 instructional spaces and 30 special education specialized instruction spaces. The school will also have another 15 student resource rooms which can be utilized for small group instruction sessions. Bid alternate strategies will add an additional SLC, a firing range, and a dance studio raising the capacity of the school to 109 instructional spaces as well as 31 special education specialized instruction spaces. The addition of the SLC will increase the number of student resource rooms to 16. The addition of the SLC will maintain the school capacity of 2200 students but allow the average class size to be reduced across the school to 125 for the upper grade academy SLCs.
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Small Learning Communities Briefly, between October 1, 2000 and September 30, 2003, Albuquerque Public Schools (APS) received funding from the U.S. Department of Education to implement small learning community programs in six high schools. A Small Learning Community (SLC) is a separately defined, individualized learning unit within a larger school setting. Groups of students and teachers are scheduled together and frequently have a common area of the school in which to hold most or all of their classes. Common preparatory periods allow teachers to collaborate, learn from and support each other and provide students with integrated, interdisciplinary learning experiences. Some SLC's are developed with a career focus; some SLCs are developed based on consistent teacher-student advisory relationships. A 9th grade academy is one type of SLC, focused at the 9th grade level. Small learning communities are used as the basic academic principle for organizing the curriculum model. The adoption of the small learning community principle is based on: •
Research findings for the APS High School 9th Grade Academy Small Learning Community Studies;
•
Published research;
•
Comparisons to regional and nationally-recognized exemplary high schools planned, designed or constructed since 2000 that employ Small Learning Community concepts; and
•
Measured comparisons to other high schools in Albuquerque, particularly those that have successfully adopted and implemented Small Learning Community concepts for Ninth Grade and Upper Level / Career Academies.
A key factor for success of the small learning community involves the communication within a teaching team that encompasses the students academic day. The facility should support the need for teachers to form small teams that oversee a manageable number of students, allowing the teaching team to be aware of each student’s performance, activities and attendance on a daily basis. This allows the teachers to be involved with the students individually, and to keep the students involved with their scholastic life.
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These teaching teams need space to interact, and cannot be spread across dispersed classrooms assigned by academic departments from the large facility pool of space. The teachers must have classrooms close to each other, and a common area where they prepare and naturally, even informally, interact with each other as they go about their daily activities. The relationship of the teachers fosters increased connection with the students, increased collaborative planning and intervention, innovation teaching techniques, and an increase in the sense of safety, support and job satisfaction. The personal relationship the student has with their peers and their teacher is important in maintaining their engagement with their academic life. A primary goal is to make the students “visible” so they feel that staff and other students know they are they, understand how they are doing, and care about them. The small learning community will foster the use of more diverse learning modalities as the teachers deal with each student rather than processing the continuous flow of unknown students through their caseload. The students need community space within their small learning communities to facilitate team collaboration, independent study, peer tutoring and project based learning. This supplements the lectures and seminar sessions, one-on-one teacher student mentoring, technology based learning, formal presentations and performances, art and hands on learning that happen in the classrooms, labs and shops of the SLC. The basic concept adopted by the project Executive Committee working with the Planning and Design Team was to develop a project as a series of Small Learning Communities. Each of these would include the following spaces: •
Core classrooms for English, math and humanities, with science lab classrooms for 40% hands on instruction. Designated science classrooms will be equipped for chemistry. Every science room will be designed with at least one station configured for access by disabled individuals.
•
Elective classroom space and technology shop space to support evolving curriculum. These spaces must also be positioned so that they may “swing” between other SLCs and support curriculum that may involve students from multiple SLC groups.
•
The total classroom space in each Small Learning Community is adequate to seat up to 150 students at any given time during the day.
•
Each SLC will have a pair of spaces for special education, electives and student resource use that can accommodate group sessions that have
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smaller enrollment. This teaching space will be shared between special education and the academic career paths and will allow special education to support students with special needs at the Small Learning Community as well as the at the Special Education Department. This will facilitate integration of special education students into the student communities. •
A teacher workroom and SLC conference rooms that will be shared between each pair of SLCs. The cohesiveness of the teaching teams is the critical factor for the success of the SLC, and therefore these spaces are critical to allow the teachers to prepare, communicate and maintain the oversight of students across the whole team.
•
Home base workstations will be provided for SLC teachers to provide flexibility for classroom utilization during teacher prep periods.
•
Project Studios and student team areas where the students can do selfregulated work and where break out sessions with small groups of students can be conducted. These spaces may be open to but demarcated from the corridors and be used on a more informal basis. It is important that the space be demarcated from the corridor, and that norms of behavior in the space are established and adhered to by the SLC.
•
Each SLC will have its own toilet and locker space. This increases the sense of security and ownership by the students of the SLC. The lockers and toilets should be positioned so they are accessible to students who are in transit between courses outside the SLC, and should not be placed where they are overly exposed to other students outside the SLC.
•
The students will be provided lockers for their books and personal belongings. Lockers should be located in a dedicated alcove space rather than along the corridors. Locating most of the student’s classes in a concentrated area will reduce the amount of movement to lockers required by the students because the lockers will always be close to the classrooms at the SLC. Alternatives where considered, including books at the classrooms, with a separate set of home books. This would have an advantage in student health from reduced backpack loads, and reduced class change time because they would not need to go back to the lockers as often but was not adopted because of its operational and financial implications.
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The following diagram illustrates the relationships of the key spaces within the SLC. SLC Zones
SLC private zone
Classroom Classroom
Classroom
Special Ed/ Electives
Project Studio
Student Resource Rm
Student Resource Rm
SLC swingspace zone Common Circulation
Science Lab
Classroom
SLC
SLC
Student Student Teacher Prep/ Team Team SLC Conference Area Area Lockers
SLC semi-private zone
Classroom
Project Studio
Classroom
Special Ed/ Electives
Lockers
Toilet
Toilet
Toilet
Toilet
Science Lab
Technology Lab
Access for SLC team students transferring between electives elsewhere
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Technology Lab
Access for students from other SLC teams
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SLC Organization. The design of the SLC can foster cohesive small learning communities through the proper provision and arrangement of spaces. The most important design characteristic is the placement of the spaces for the SLC contiguous with each other. The SLC must have a “place” where it exists that is separate but attached to the rest of the school. It is helpful if each SLC has some level of unique identity. Configure the SLC so every major instructional area has access to natural light. The appropriate use of natural light is one of the most important impacts architecture can have on student performance and energy use. The desired light level is at least a minimum of 30 foot candles of natural light to every desk area in the room. Please refer to the special topics section in this guide for background information on the benefits of natural light and for guidance on the effective application of natural light. Establishing and reinforcing the community areas where students can work together in teams or pull out into small group activities. Student team areas and project studio areas, which may be open to circulation, should have their owned defined areas. They can be defined either by changes in wall direction, changes in floor level or changes in ceiling level. The territorial definition will help the group define the spaces as unique activity spaces with rules of behavior and use according to the needs and leadership of the group. Configure areas within the SLC that are shared with students coming from the outside so as not to destroy the SLCs sense of cohesiveness. In order to afford all the students in the school adequate options for electives, every SLC will have some special or elective classes that have student participants from other SLCs and even other Academies. The movement of these outside students to the classes in the SLCs can disrupt or destroy the sense of community for the students belonging to the SLC. Tactics that can be used include placing elective class sessions in class spaces located near the entrance to the SLC, minimizing the physical distance that the outsiders intrude into the SLC. The circulation path can “narrow” past these interface classrooms providing the psychological message that spaces beyond the throat are “private” from outsiders. Establish sight lines for natural supervision of all student areas. Of particular interest is establishing views from staff areas while giving staff some sense of privacy. Place the staff home bases, teacher prep areas and SLC conference space where they are accessed from the SLC student circulation and team areas rather than in private “staff” suites. Provide partially glazed walls, with some opaque area to give the
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teacher privacy. Staff areas that open directly to the student community areas also allows staff to monitor audio activity as well. Student team areas, locker areas, project studio areas, the entrance to toilets and the circulation corridors should be visible from staff areas. Utilize low height lockers aligned so staff can see the aisles. Locate lockers in alcoves off of corridors to reduce the commotion. Create spaces for the staff – spaces where staff can interact formally and informally throughout the day, and spaces where the staff can prepare. An important feature is coffee bars in the teacher prep areas – an amenity that attracts teachers and fosters small, frequent, informal interactions. The program provides teacher prep and SLC conference space where SLC teaching teams can have joint planning periods. Placing teacher home bases in collegial office settings, while compromising some privacy, allows more interaction with the other teachers. Forms such as shallow arcs or shallow “V”s allow more interaction than linear forms. Restroom facilities should be integrated as part of the SLC. Clean and safe restrooms are important for the physical and psychological well being of students. Providing each group of students their own restroom facilities fosters a sense of ownership and responsibility for the space. Outside intruders who deface the restroom or conduct disruptive behavior within the restroom are more easily identified. SLC teaching staff are more able to monitor the restrooms because of the visual supervision of the restroom entrance. The locker areas should be integrated into the community space of the SLC. The students must frequently access the lockers, both when they are changing classes within the SLC and when they are going to classes outside the SLC. Therefore, the locker locations should be both central to the SLC and accessible from the external circulation serving the SLC. The lockers should be separated from non-SLC students, maintaining the lockers as part of the “privileged private zone” of the SLC.
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Academies The initial planning for the school will provide a 9th grade academy and up to four upper grade academies. The upper grade academies will generally be organized by career or academic focus, with each academy offering multiple related career paths. Each academy will be comprised of multiple Small Learning Communities who share common academic focus and require joint elective class offerings. Each academy may consist of between one and six small learning communities. Academy Themes Certificates
Elective Concentrations Economics Trigonometry LA 12
520/ 750
Administration Guidance
490/ 750 Humanities & Liberal Arts
Health, Science & Technology
Business & Leadership
Fine Arts
U.S. History Algebra Physics LA 11
Extended Learning Math (Geometry) LA 10
650/ 750
Communications Waived Electives Exploratory
Administration Guidance
750
10th Grade Elective Focus
9th Grade Academy
Chemistry NM History Geography World History
Math Science Language Arts Humanities Health Electives
The academies will not be of a specific fixed size, but will need to be flexible in size to accommodate the number of students choosing the career paths provided by each academy. In general, the academies should be sized between 120 and 600 students. The school administration will need to adjust the academic focus of each academy through time to maintain a balance of students within each academy. The number of SLC’s associated with each academy may therefore change over time.
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The Academies will evolve over time to meet the career ambitions of the students and the cultural requirements of the community. The traditional vocational curriculum based on trades is giving way to academies focused on technology, international communities, human health, and other fields more directly relevant to the direction students are taking in their post secondary lives. The formulation of the academies is therefore structured to allow each academy to adopt the type of elective hands on laboratory and shop experiences relevant to the curriculum that supports the career paths of the students in the academy. The mix of classroom, lab and shop spaces allows each academy to formulate a curriculum that appeals to a broad spectrum of students within the general field of interest.
Central Administration w/ Principal Accounting
9th Grade Academy
Business & Leadership
Health, Science & Technology
Fine Arts
Academy Dean/ Counseling Administration
Humanities & Liberal Arts
Staging Kitchens & Serverys 9th Grade Academy
Central Kitchen Central Dining
A single principal will provide the school clear leadership, fiscal accountability and coordination with the school district. The principal will assure that the entire school facility is managed in a coordinated manner, and will provide leadership for aspects of the school that cut across all academies. Separate deans/assistant principals will head administrative functions at each academy, providing the level of autonomy of personnel coordination and student management necessary for the academy structure to succeed. Counselors will be located at the academies providing direct service to the students. The academy administration with the dean/assistant principals and counselors will be located in administrative clusters that are part of each academy center. Because the school may evolve different career academies, the design should allow each dean/assistant principal to oversee related smaller academies with student enrollments below 300 students. Food service with a commons food court will be located at the 9th Grade academy. A central food court will be provided to serve the remainder of the school. A central kitchen will supply the upper grade food court and the 9th grade food court. In addition, cafes will be provided that may provide focused menu from food service or support DECA food programs or other culinary career track food endeavors.
Bid Alternate Central Dining
DECA Service
Café
DECA Service
Cafe
DECA Service
Cafe
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Academy Groupings and Support Components
SLC
Academy Areas
Central Areas
9th SLC Gym
9th SLC 9th SLC
Commons/Admin
Weight/Wrestl Aux Gym
9th SLC 9th SLC 9th SLC Hum&LA SLC Art & Com SLC
Administration Art & Music Ph II
PAC
H, Sci & Tech SLC
Specialty Classrooms
Kiva/Black Box
H, Sci & Tech SLC
Administration
LRC Ph I & B-A
H, Sci & Tech SLC
Technology Shops
Std Activities Ctr Admin
H, Sci & Tech SLC Bus & Lead SLC
Administration
Health
Bus & Lead SLC
ROTC
Spec Ed
Bus & Lead SLC
Specialty Classrooms
Bus & Lead SLC KEY
Phase I Phase II Bid Alternate
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Option 1 Different number of SLCs per Academy 1 2 3 4 SLC swing
swing
Specialty/ Shops Option 2 Different number of SLCs per Academy 1 3 3 3 SLC swing
swing
Specialty/ Shops Option 3 Different number of SLCs per Academy 3 2 3 SLC swing
swing
Specialty/ Shops Option 4 Different number of SLCs per Academy 4 2 4 SLC swing
swing
Specialty/ Shops
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Grouping SLCs into Academies
This program should not be viewed as a rigid prescription for the orchestration of SLCs into academies. As illustrated, the academy organization should allow SLCs to be re-assigned to different academies giving administration the ability to flex the size and orientation of each academy. A swing SLC placed between academy cores can be reassigned either left or right, allowing administration to create academies ranging from 1 to 4 SLCs. The illustration shows 4 of many combinations. 9th Grade (Freshman) Academy. The 9th grade academy will be designed to support 600-750 students in six Small Learning Community units ("teams") of not more than 125 students. This structure has been adopted to take advantage of the core principles of SLC design. APS has made a commitment to the use of 9th grade academies. The separate academies for 9th graders allow these young adults to transition into the high school world in a protective environment. During the 9th grade, students start on their path to achieve their graduation requirements. Students develop a portfolio, and identify a career focus. While the students have the flexibility to adjust their focus in later years, this activity forces the students to look at goals and structure their learning towards those goals.
9th Grade Academy SLCs
Gym Areas Commons Admin
Athletic Fields
A key part of a student’s early years in high school is fulfillment of the physical education requirement. This creates a key relationship between the 9th grade academy and the physical education department. These 9th grade students may be engaged in indoor sports, or may be utilizing the outdoor athletic fields. The construction of a gym during Phase I is recommended in this program to support the 9th grade physical education curriculum. The typical 9th grade student is transported to school, either by bus or by parents in the car pool lane. Older students may have driver’s licenses and use their vehicles to come to school. The bus lanes and car pool lanes should allow 9th graders to efficiently move from their academy to the transportation without navigating through large groups of upper grade students.
Bus Drop Off
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The 9th grade students should be able to access other areas of the high school such as the Learning Resource Center, Student Health, Music and Art without navigating through large groups of upper grade students. Career Academies. Key characteristics of this model that should be incorporated into the planning include: •
Personalization of the instruction to meet a student needs
•
Consistent teams of teachers and students
•
Support for constructive relationships between and among students and teachers by grouping students together each year to take core courses with the same group of teachers, thus increasing the support students receive.
Career Academies integrate academic and vocational instruction, provide workbased learning opportunities for students and prepare students for postsecondary education and employment, with the personalized learning environment of a small community. •
Teachers and students integrate academic and occupation-related classes as a way to enhance real-world relevance and maintain high academic standards.
•
Local employer partnerships provide program planning guidance, mentors and work internships.
•
Career Academies place an emphasis on building relationships between students and adults-teachers as well as work-site supervisors and other employer representatives.
The specific academy structure to be used at the New South West High School has not yet been finalized. The design architect will need to continue to work closely with the designated administrative team and the project Executive Committee to identify any special requirements for the adopted academy structure. Based on direction given for the North West High School and carried forward for the South West High School, the general curriculum focus of the upper grade academies will be categorized as follows: •
Health, Science and Technology Academy. This academy will include additional science facilities such as the green house and a pair of technology shops. It will include advanced math, computer related fields of study, and medical, sports medicine and biology related fields of study.
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•
Business and Leadership Academy. This academy will include accounting, marketing, economics, law, typing, CADD and drafting, culinary, student government and NROTC fields of study. Advanced athletics classroom based curriculum will also be connected to this academy. It will have a technology shop space as well.
•
Humanities and Liberal Academy. This academy will include elective humanities, literature, foreign language, journalism, yearbook, and history.
•
Arts and Communications Academy. This academy will include art, ceramics, sculpture, photography, illustration, band, chorus, orchestra, jazz, drama, stagecraft, and film making. This academy should be structured to allow a high level of access for other students to enter the academy for music or art curriculum without overwhelming the member students.
Each academy will have elective labs located in each SLC that may be used for computer or other hands on learning curriculum. The technology shops will provide an industrial setting for curriculum requiring the use of heavy machinery or loud activities or assembly activity related to specialized curriculum such as avionics. The academy core areas will not be equal, with some academies having specialized spaces such as music rooms, a greenhouse, firing range or other facility specifically dedicated to the curriculum of that academy.
Special Education Of the total student population, approximately 15% of the students require special education services, with approximately 10% receiving special education services at any given time. This program will not be a center that serves multiple schools. Special education students may stay in the school system for up to 22 years of age. The school must serve special education children with primary home foreign language other than English. In compliance with state guidelines, each special education student will have their individual education plan (IEP), which is updated once a year. This involves a student – teacher assessment session. Special education students must be given the least restrictive environment for the individual education programs. The special education students need to be integrated with the rest of the students to the greatest extent possible. For academies, there should be special education programs in each small learning
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community. Special education has age mixing, so placement of classrooms in age classified academies requires careful consideration. APS has four levels of special education children (A, B, C, & D) based on the percent of time the student spends in special education versus regular mainstreamed classrooms. •
“A” - level students spend less than 10% of their time receiving specialized instruction special education services. “A” - level students just require monitoring services and are placed in the classrooms with the general student body.
•
“B” - level students spend less than 50% of their time receiving specialized instruction special education services. In broad terms, “A” and “B” – level students are general education students who need some one on one counseling.
•
“C” - level students spend more than 50% of their time -- but not the entire day -- receiving specialized instruction special education services. For “C” funded children, the teacher can have a caseload of as many as15 children. Some “C” may be integrated and receive a consult, some will have direct services.
•
“D” - level students spend their entire day receiving specialized instruction special education services. Some “D” may be integrated and receive a consult, some will have direct services. Only eight “D” - level students should be in a classroom with one provider.
The “C” and “D” classrooms should be counted with the regular class counts. There are Intensive Support Program (ISP) children of which most are classified as C & D special education children. ISP will have 25 – 30 students – 1 % of total population. Class size will be 6 students. ISP will need time in self contained setting. This program requires 4-5 classrooms. The school provides community based learning (CBI) for special education students, where they are taught the life skills necessary for them to function within a household and the general community. The academic model for the New South West High School will provide distributed special education spaces integrated into the Small Learning Communities. Intensive Support Program special education students will be served at a dedicated section that is contiguous to the student health services and the transportation
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services. The academic model will avoid to the extent possible creating a specific “special education” area with the stigma and isolation inherent in that model. Due to high susceptibility to gang influence, the school should be designed to minimize areas where students can mill around in large groups, particularly as it relates to special education student activity patterns. The following table provides calculations for the number of instructional spaces required for specialized instruction for special education students. The majority of these spaces will be integrated into the SLCs. Special Education Capacity Calculations
Total Students
2200
Periods
7 Class Rooms
% of Pop
% SE Class
Students
Seats
A
2%
10%
4.4
30.8
20
1.5
0.22
0.65
0.34
B
8%
25%
44
308
20
15.4
2.20
0.65
3.38
C
8%
50%
88
616
15
41.1
5.87
0.75
7.82
D
7%
80%
123.2
862.4
8
107.8
15.40
0.85
18.12
1817.2
SE Category
Total
25%
259.6
C&D only
10%
211.2
Class Sessions
Booked Class Rooms
Average class Size
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Other Functions Fine Arts – Art, Music, and Drama Centralized specialized facilities will be provided for the fine arts program. These facilities include art studios, a kiln, a graphic arts and photo lab, a band room and support spaces, a chorus room and support spaces, an orchestra room and support spaces, a black box theater, and a performing arts center. The fine arts will be directly associated with an academy with SLC capacity for the students who pursue academic focus in the fine arts fields of study. The fine arts will not be restricted to participation of just those students in the arts and communications academy. The academic model anticipates extensive participation of students in other academies, particularly in the extra-curricular activities associated with the fine arts such as marching band, choral competitions, and play productions. Music is an elective, and must be offered. For graduation, students are required to have a year credit in the arts, or practical arts. Music classes include: •
Band – includes marching band, concert band, jazz band, string orchestra, symphony orchestra,
•
Choral – includes mixed choir, concert choir, treble (girls) choir, beginning choir, show choir.
•
Guitar programs - include 1-7 classes per day. Mariachi program is offered in one of the schools. This is popular at West Mesa high school.
•
Keyboard classes – performed in lab with keyboards connected to master console, with headphones.
•
Music theory classes.
Music extracurricular activities include: •
Jazz combo/band
•
Show choir, jazz choir,
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•
Mariachi program
•
Marching band – which crosses over between curricular
•
School Musical Theater, which combines music and drama
Performing Arts Center. The Performing Arts Center (PAC) with a capacity for 450 seats will be provided, along with a black box theater. The PAC may also be used for faculty meetings. The PAC’s are used extensively for both the school and community. The PAC can be used for large testing sessions or an assembly classroom as well. A performance venue is an integral part of fine arts curriculum and of the assessment of the learning process. This is where all the skills are shown and presented in the final performance. Drama also includes stagecraft, lighting and sound mixing. From a career readiness, the skill from organizing productions and the logistics of running the PAC are important. It is very important to keep the students interest. The goals of the system are to increase the graduation rate and reduce the drop out rate. By offering the widest range of curriculum, the system is able to reach out to the broadest range of students. There needs to be venues for all types of youths to succeed in high school. APS is trying to reach out to the county and the city. The county normally places it’s investment in unincorporated areas, which don’t apply to the new school. A robust program with a PAC is important for municipal economic development – arts are a target area based on the culture of the city.
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Learning Resource Center The library will provide a collection of 24,000 volumes of material. The School District allocates $450,000/year for library material. This is for book and periodicals, video, reference material. The schools also have worked to get additional funds from outside this fund, including from capital outlay and mill levies. This has allowed the schools to purchase books and update the library. The objectives for the library include: •
The Student needs to be capable of working around libraries and other information sources; they will be able to teach themselves by gaining access to information. The environment should support this.
•
Create life long readers who read for pleasure.
All curriculum areas intersect in the library. So the library must be able to provide information resources to support all the curriculum material offered in the school. For the student to use the library, they have to believe that there is sufficient depth of material. Students will check out more books if they believe the material is current. The library is now purchasing medical and technology reference books, which have to be updated periodically. Also the depth of the information on the internet is to shallow for the depth of material required for the students studies. The new school will represent a substantial investment in new material library and textbook. The cost of journals is fairly high, while online information is also expensive. In many instances, the hard copy is less expensive than obtaining information online. The main library collection will be centralized rather than having sub-libraries at the academies or SLC. This gives all the students access to the material without causing redundancy. An area in the library should be configured for project presentation, with a drop down screen and the ability to dim the lighting level. Technology in the Library. APS has background with the value of information obtained via the internet versus maintaining information in the library. The libraries have been automated 10 years ago. It was traditionally the central location for accessing the internet, though access now is distributed to other locations in the school.
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Pinpoint and Weblinks are the two services used by the library. Pinpoint is for printed material, Weblink is for online information. The new automation system for library will give the student more depth in their search. The new systems will allow national search on pre-screened sites appropriate for high school/college. Eight online database services are provided. This is a service of a company that previews sites to determine that it has valid information. Compared to Google, the total number of returns is less in volume and more on target.
Athletic Programs The Athletic Department includes two programs: •
Physical Education Program
•
Interscholastic Program
The State of New Mexico requires all students to complete 1 year of physical education requirement to graduate. Depending on the type of schedule used (block versus traditional), the program will have 83 minutes block or 53 minute classes. Class size is normally 40 students per class for 9th grade and 25-40 students for the upper grades. The Interscholastic Program is a volunteer privilege based program. It is not mandated by the state. The school must provide equal participation for boys and girls. The Athletic Department offers classes for both physical education and elective classes for athletic sports which relate to the interscholastic competition. The district also offers programs for sports medicine. The athletic program, which requires extensive specialized facilities, will be planned as a centralized function serving the entire school. Athletic classroom based classes will be held in conjunction with the business and leadership academy. Physical Education. Basic Physical Education classes are provided for meeting the requirements of graduation, most of the time taken by 9th grade. These classes can include gymnastics and aerobics.
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Aerobics is offered for credit and should be different from weight room, though it uses jump ropes and small dumbbell weights. While it is used most of the day, it is the department’s lowest priority. Dance is an athletic curriculum falling under the spirit function of cheer, drill and dance. The school offers Mexican folk dance, step team and drill team. Some evening school events are open to public presentation. Some NM APS high schools have elective credit for participation in these classes. Team and Individual Sports classes are offered for upper grade levels for general physical education classes and can include sports such as tennis, badminton, and handball, Weight Training Courses are offered to upper grade level classes, with pre-requisite of the basic physical education class. A gym with lockers, office and storage should be constructed as part of Phase I to support the 9th grade PE requirements. Athletic Classes. These overlap between the physical education and the interscholastic program. Classes include football, baseball, softball, basketball, volley ball, cross country, track and field, wrestling, and soccer. The school does not offer martial arts classes. Interscholastic Teams include the following: •
Footballs – 3 teams: varsity, junior and freshman teams. 150 participants.
•
Soccer teams – 6 teams: boys/girls varsity, junior and freshman teams. 2 fields are sufficient. 140 participants (22 per team).
•
Volley ball teams – 3 teams: girls varsity, junior and freshman teams. 15 per team = 45 participants. Use main gym and auxiliary gym, multiple nets (up to 3 courts per Gym).
•
Cross Country team – boys and girls fall teams with unlimited participation (max 147 participants, min 8 participants, Cibola has 50 participants).
•
Basketball – 6 teams: boys/girls varsity, junior and freshman teams. 80 participants total.
•
Wrestling teams – 3teams: varsity, junior and freshman teams – unlimited, though max 60+, 40 participants at Cibola.
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•
Swimming program – 2 teams with unlimited number of participants (some schools have less than 10 participants, some over 1000 participants).
•
Baseball – 3 teams: varsity, junior and freshman teams. 60 participants.
•
Softball – 3 teams: varsity, junior and freshman teams. 60 participants.
•
Track – boys and girls teams, with 120-130 participants.
•
Golf – boys and girls teams, with 1-20 participants.
•
Tennis – boys and girls teams, with 30-40 participants.
Student Health School based health clinic will be open every day and available for use by the families as well as the students. The school will have two nurses, one for the intensive support program (ISP). The other nurse is for general population health services. They expect to see approximately 20% of the school population, those with health crisis, injuries or chronic health problems. Sports injuries are handled in the physical education department. The nurses need privacy for the student to communicate unique health issues, such as religious issues to the staff. Every high school has an ISP nurse. This is for students with severe disabilities. If they have an IQ below 45, they are classified as ISP. Every child who wants to come to school must be allowed by IDEA law. The health services for the ISP should be directly integrated with the ISP classroom facilities. The student health area should be located where students can have discrete access without going through other functional areas The student health should have direct exterior access for emergency transport of student requiring EMS sevices. Locate the special education ISP classrooms in close proximity to the student health for rapid transfer of ISP students experiencing health issues to the student health area. Locate the student health adjacent to the planned location of the Teen Health Center to allow integrated services.
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Student Activities Student Activities coordinate all the extra curricular activities. Overall Student Activities oversees over 40 organizations and fund raising activities. This includes all the clubs, honor societies such as French, national, Spanish, and fine arts program. Student Activities coordinates field trips for extra curricular activities and works with the student government. Student Activities is a semi-administrative activity. The Principal would oversee the organizations, but the Activities Director would coordinate and organize the specific activities. Administrative activity should be a separate area for student activities and group functions. Student Activities also meets with parent organizations for fund raising activities. The students must check out lockers at the beginning of the year from the student activities director. Student activities sell tickets for any events. The student activities center is a place where fun things are generated. The activities director coordinates the Marquee out in front of the school. The Activities Director coordinates with booster groups. Booster groups use material from the activities director such as folding tables to set up for their events. Small learning communities may have an impact on student government / activities. Consideration may be given for separate student activities at the academy or SLC level. The SWHS will still have a Prom, a Homecoming, student government, and honor societies that represent the entire school. There may be separate events related to each academy or each SLC. Consideration should be given to new forms of representation and government for each house/SLC or academy. The APS facility is used all day every day and most nights by community groups, student activities, athletic (volleyball 3 times per week), C Team, JV and Varsity Teams. The gyms are used until 7:30 to 8:00 PM every night. The school doesn’t totally close until 9:30 on any night. At the same time there is 9th grade, JV, and Varsity Football and soccer teams rotating on fields and going until dark or longer if there are lights on the field. These activities require access to locker rooms, training rooms, et cetera. Winter sports keep activities going in the gyms. Events are four nights per week. That means everyone else using the facilities must do it on other nights.
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The high school also lets students “hang out” at the school. Even general community use is allowed. Baseball field gets used by the senior league. The site is constantly used, with vehicles in the parking lots on all days of the week. Outside organizations may want to have judo tournaments or junior basketball games in the gym, and other teams are requesting use of the playing fields. APS facilities are already community schools – the district is just going to expand this role. Extended classes include driver’s education which is performed in a classroom. The program uses a classroom of whom-ever the certified teacher is that provides the class. This could be a science teacher, English teacher or teacher from any other field. The teacher must be certified as a driver education instructor. Often driver’s education is held in lecture halls because of the number of students. This does not include the driving practice. Student Government Classroom. The student council is a class taught by the activities director. The activity director works with up towards of 100 students for student government. The student government meets at 6:30 AM. There are formal business meetings for committees. During the class, they learn rules of order, leadership skills, roles and responsibilities. The Student Government classroom planned to PFSA standards will be used for student council meetings, honor society meetings, and committees. The classroom will be used every day for these types of meetings. Also the classroom can be used for preparation for pep rallies, smile day preparations, et cetera. Classes meet at 6:30 AM (co-curricular class) as well as during lunch time to prepare materials. Different activities meet under different schedules because they are working with 50100 kids. The Student Government Classroom use and scheduling would be coordinated through the activities and approved by the principal. The classroom may be used for other functions such as driver’s education.
Family and Career Center The facility should have a family center to support the ENLACE initiative. The Engaging Latino Communities in Education (ENLACE), was launched in New Mexico two years ago to increase the number of Hispanic students earning high school and college degrees. The ENLACE initiative in Albuquerque is a partnership of APS, UNM, CNM and other organizations. The initiative aims to dramatically improve retention and graduation rates of Hispanic students
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through a well-planned, communal approach. ENLACE features three, interlocking programs: family and community education; retention; and a Hispanic teacher pipeline. The family and community education component is designed to reach at-risk students through family involvement and expanded resources. Technologybased learning environments developed and maintained by community members are accessible to at-risk students through Education Access Rooms (EARS). EARs offer cable, video and Internet programs and services such as distance learning, tutoring, adult education classes, parent involvement opportunities and child care. Expanded opportunities for family involvement are provided through ENLACE-funded family centers at West Mesa, Valley and Albuquerque high schools. Parents serve as heads of the family centers, establishing a connection between school staff and the school's parent community. The family centers work in tandem with school administrations to enhance services and instruction to students, and to provide Hispanic students with individualized support to help ensure they succeed.
Access from Inside during School
Computer Lab
Café
Family & Career Center
The Family Center should be combined with career research resources to help families with the students investigate career opportunities. Other functions that can benefit through links with the Family Center or would enhance the Family Center’s operation include the LRC computer laboratory which could function as an after-hours cyber café, a café for snack/coffee service, and the lecture hall or black box theater, which could be used for larger group meetings. The students indicated that access to computers after hours would be very beneficial to students. Coupling this with a café snack service would create a place where students could hang out in a Access supervised area, receiving help with home work and increasing their from Outside engagement with the school. After Hours
Kiva Lecture/ Black Box Theater
The Family and Career Center should be located adjacent to the public controlled entrance to the school, where parents can come without interrupting other activities at the school. Access to the Family and Career Center should be provided after hours as well.
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Industrial Arts, Extension Courses, Industry Programs The New South West High School will provide industrial arts program. The nature of industrial arts program is changing from historic models. The District is experience a decline of student interest in traditional industrial programs such as automotive mechanics. The industrial programs are evolving to support a wider range of career paths for the students. Some industrial programs, such as woodworking, will still be integral to the educational process because they facilitate students learning to create, to be methodical and detail oriented and to learn complicated skills. In its effort to formulate industrial programs that serve the students career goals, the school may consider partnerships with CNM, UNM or a private company such as ECLIPSE aviation. They may also consider other high technology programs such as robotics. The district has a relationship with CNM, which can be implemented at the New South West High School. The district can also team up with UNM as well as CNM to provide evening classes. With ECLIPSE, there may be an opportunity for having a focus on aeronautics design and avionics at the facility. The industrial programs are an integral part of the curriculum for the career paths of the students in the academy. To facilitate the integration, the technology shops for the industrial programs are distributed to the academies to allow each academy to offer the industrial skill within a tight teaching team with the other curriculum of the academy. The shop spaces are focused as practical application and assembly spaces for career focused curriculum.
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Food Service Students look forward to the lunch period as a social experience, and want to interact with other students outside their SLC and academy during the lunch period. The students indicated a preference to “cruise” rather than stay in one location. They like to walk around, and maybe grab a seat for short periods of time with their friends. The lunch hour is a time to see and be seen by friends. Therefore, the dining areas should allow social exposure for the students. Food service will include a central kitchen, with two dining areas in the school. A central commons will serve the upper grade academy students. The 9th Grade Academy will have its own dining commons with separate service kiosks. The New South West High School will be based on a retail concept. The school will have a food court concept with multiple service points with hot services. The school will use commercial business concepts, and will be aimed at profitable business. The business will encourage students to eat food from the food court. The operation will use more efficient, streamlined system delivering quantity for price efficiency. Each kiosk will be in competition. The system can be called a food court with snack bars. The focus is to attract students to eat balanced healthy food from food service. Food is not allowed in classrooms, but is allowed in most other places in the school. The food court should “market” the experience of dining. It should aim for 60-70% of the students using the school food court. Plan for 75%. This counts snack bars as well. The students will pay with a school credit card kiosk – it is a cashless system. This allows for control of payment and thwarts theft. They do not use a remote order system. Additional café spaces will be provided to allow more variety of eating experiences and social experiences. The cafes provide the school with opportunities for alternative service models, which may involve APS food service, DECA or other models.
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Transportation and Access School bus transportation is the responsibility of the school principal. The Student Transportation Services provide technical support. They will assure that the number of buses required according to various state laws is provided. APS provides transportation to students who live further than 2 miles from the school. A special hazard designation may be applied because of the lack of sidewalks on the roads serving the high school – at least during early years. All 9th grade students must commute on the buses. Traffic flow pattern creates risk and requires risk management, which involves the school police, facility management and transportation programs. The four departments work collaboratively to assure that there is a safe loading and unloading of the students. Responsibilities for Transportation of actual bus service include provision of serviceable buses and hiring certified drivers including criminal background checks on the drivers. Bus attendant who ride the bus for supervision/assistance of students and assisting with students with special needs such as wheel chair lifts are also provide. They may be assigned for the bus for the individual IEP students. The Bus Loading Unloading Zone Team (BLUZ). Each school has a team that is responsible to assure that the bus loading zones are safe. The team includes the Director of APS Police, the Director of Student Transportation Services, Director of Risk Management, and Director of Facilities and Planning. This team assesses every loading and unloading zone in the district. It is a safety audit team that performs field site visit. They have technical support including school staff, municipal personnel, and special education staff for individuals with special needs. The design needs to be reviewed by the BLUZ team before it is finalized. They are especially interested in the design of the bus loading and unloading zone. They assess how the buses enter, circulate through and exit the sites. Responsibilities for Transportation of actual bus service include provision of serviceable buses and hiring certified drivers including criminal background checks on the drivers. Bus attendant who ride the bus for supervision/assistance of students and assisting with students with special needs such as wheel chair lifts are also provide. They may be assigned for the bus for the individual IEP students.
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Special Needs Transportation. Transportation supports the special education students, with a separate drop off and bus service. Special needs transportation for students who are disabled, in wheelchairs, or vision impaired, need to have there bus transportation close to the building for ease of getting to the loading zone and on the buses. Provide a dedicated spot for special needs buses.
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Security Please refer to the Draft Security Recommendations for discussion of security concepts and policies for the design of the new high school. The following is a brief summary of direction provided in that document. Planning is based on the premise that this will be a closed campus. The school will utilize access control proximity card reader system with CCVE surveillance. The New South West High School campus must be safe and secure, keeping in mind that the school is an environment for education and not a ‘prison” there must be a balance in the degree that a campus is made secure and by what means it is considered secure. “Bullet proof glass” is an example of overdoing it. Security cameras as well as security personnel should be incorporated into the school environment in ways that are not threatening or offensive, but leave the school environment with a sense of freedom and relaxed openness. All buildings including portables should have alarm system for security access in corridors, entries, and academic zones of the school. This way the APS Police can follow the alarm sequence on a computer floor plan from the central APS office. The building should be designed to keep in mind current and acceptable methods of providing security to students and staff from within the school as well as from the outside taking into consideration the various forms of security problems schools are facing at this point in time. APS still does classroom lockdowns for “situations”. APS Police does not allow classroom doors to be lockable from the inside except by a key to prevent an intruder from barricading themselves with hostages in a room. The building should be designed to follow Crime Prevention Through Environmental Design principles. These include: •
Natural Surveillance. The design concept is directed primarily at keeping intruders easily observable. This concept is promoted by features that maximize visibility of people, parking areas and building entrances: doors and windows overlooking streets and parking areas; pedestrian-friendly walkways; front porches; and adequate nighttime lighting.
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•
Territorial Reinforcement. Physical design can create or extend a sphere of influence. Users then develop a sense of territorial control while potential offenders, perceiving this control, are discouraged. Territorial reinforcement is promoted by features that define property lines and distinguish private spaces from public spaces using landscape plantings, pavement designs, gateway treatments, and “CPTED” fences.
•
Natural Access Control. This design concept is directed primarily at decreasing crime opportunity by denying access to crime targets and creating a perception of risk to offenders. Control gained by designing streets, sidewalks, building entrances and neighborhood gateways to clearly indicate public routes and discourage access to private areas with structural elements.
•
Targeting Hardening. This concept is accomplished by features that prohibit entry or access: window locks, dead bolts for doors, and interior hinges.
Community Programs It is APS’ goal to promote a community school concept. This goal is supported by resolution of the APS Board of Education (2.18.04) and the City of Albuquerque Planned Growth Strategy (R02-111). Community schools are defined as “... schools that integrate the delivery of quality education with whatever health and social services are required in the community.” (Dryfoos, Joy). The image of the South West High School should relate to the community heritage and culture. This should focus more than on just the language. The school should incorporate artwork with murals that tell the story of the 200 year history of the community and illustrate the diversity of the community in terms of people and places, as well as reflect the future of the community. The plan of the school should reflect and embrace of the community, bringing the community together. The name, colors and mascot of the school should be strong and meaningful and reflect the cultures present in the community. The program has been developed to support "community school" concepts outlined in the visioning session held with the Planning and Design Team and Community Forum held on August 2, 2006 at West Mesa High School PAC. Several features are of particular note:
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•
The New South West High School design should be developed to allow after-hours use of the gymnasium, performing arts center (PAC) and the Kiva, and to some degree, the media / instructional resource center.
•
Provision for a Family and Career Center to support ENLACE initiatives and other parent based support of the school.
•
Provisions have been made in the program for program areas for community fields and the community center areas, but priority for adjacencies to the New South West High School should be for the practice fields and competition fields necessary for support of the PE program (primarily 9th grade) and competition activities (all grade levels).
Key characteristics of the community school areas should include: •
A combination of school resources and outside community resources within the school to provide seamless programs.
• •
An active collaboration in governing such programs. Extended hours that keep the school building open evening, weekends, and summers.
• •
Strong parent involvement. Community ownership.
APS continues to be discussions with representatives from the city of Albuquerque about the potential of eventually locating on the APS South West High School facility a variety of joint-use facilities including: •
Playing fields (e.g., soccer, softball – separate from the school’s PE/athletic fields).
• • • •
A community center. A Teen/Community Health Center. An Extension and Adult Education Center. A Child Development Center.
•
A library (in conjunction with the school library).
No funding yet has been committed by the city for any joint-use facility at the site at this writing. Discussions between the city and APS will likely continue during the planning and design of the new High School. The community aspects of the school should reinforce rather than distract the school operations from the primary purpose of teaching students. The community school should reinforce the quality of education and quality of teaching staff.
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3
SE C T IO N
Special Issues
The planning for the South West High School involved investigation, review, development and incorporation of concepts on key subjects important to the success of the school. These subjects include: • • •
Small Learning Communities Research Career Academies Community Schools
• •
Multi-Cultural Environments High Performance Schools
Small Learning Communities Research Fundamental to the development of the New South West High School were the efforts on the part of the APS project team and the Design Team to incorporate lessons learned from the APS research regarding Small Learning Communities into the design of the new High School. The following paragraphs highlight key findings of six studies conducted by APS supported by grants received from the U.S. Department of Education regarding the use of Small Learning Community Programs in six high schools. All six high schools participated and implemented Freshman Academies; the use of SLCs in an Advanced Technology Academy was studied at one site. All six schools continued or expanded the SLC programs in 2003-2004, although some diminished implementation in 2004-2005. Please refer to the individual reports for specific and additional information regarding the studies and key findings at each high school. The studies incorporated both quantitative and qualitative research methods, including student surveys, teaching team reports and interviews, student focus groups, administrative interviews, parent surveys, and basic and advanced
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statistical analysis of attendance, test scores, dropout rates, credits earned and other factors. The program evaluations were conducted between the 2001-2002 and 2002-2003 school years. Data collection stopped at the end of 2003. Theory of Change. Figure 3.1 (overleaf) depicts the small learning community theory of change. Inputs such as teaming and interdisciplinary curricula were expected to produce changes in student attitudes and school climate, such as heightened academic expectations, social support, sense of belonging and school engagement. These intermediate outcomes, in turn, were expected to generate student performance benefits, such as increases in the proportion of students earning enough credits to matriculate to the next grade level and decreases in the proportion of students dropping out of school. This sequence of SLC inputs and outputs was to be supported by resources, policies and practices at both the school and district levels. SLC Academy Logic Model
M o d el c i g o L y m e d a c A / SLC
11
Short-Term Student Outcomes
Program Features (Inputs) • Separate space for SLC • Teacher and Student Teams • Students Share Classes with Team Members • Team Teachers Share Students • Team Teachers Collaborate • Common Teacher Prep Period • Interdisciplinary Curricula • Personalized Expectations and Assignments • Lower Teacher: Student Ratio • Student Monitoring and Advising • Integrated Parent / Family Contact • Team-Based Expectations and Policies
More Students: • Feel Safe • Trust Teachers • Have Meaningful Relationships with Adults • Feel Like They Belong • Retain Lessons • Support Learning Among Peers • Have Academic Self-Confidence • Are Engaged in School • Attend Regularly • Experience High Academic Expectations • Feel Known & Valued (Visibility) • Feel Accountable
Short-Term Teacher Outcomes Improvements as Teachers: • Knowledge of Students as Individuals • Knowledge of What’s Happening in Other Classes • Practice of New Instructional and Classroom Techniques • Teaching Skills and Self-Confidence • Experience of Professional Peer Support • Sense of Learning Community • Job Satisfaction
School & District Level Issues
1
Research, Development and Accountability (RDA) Office, Albuquerue Public Schools
Long-Term Academic Outcom
• Funding and Resources • Planning & Preparation • Scheduling (Master Schedule) • School Leadership & Support • Parent & Community Awareness & Support • Staff Development • Teacher Contract Rules • Staff Background, Beliefs/Attitudes & Skills • District Leadership & Support
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More Students: • Complete Credits to Pass to Next Grade Leve • Pass Core Content Classes • Earn GPA of 2.0 or Higher • Master Core Academic Skills • Stay in School and Graduate
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Consistent with national research findings, the studies noted that there has been some confusion in APS regarding the key attributes that define small learning communities, academies, career academies, career pathways, school-within-aschool models, and other methods of building small school environments. In response, both APS and the Design Team have paid particular attention to the key factors that effect success in the use of SLCs and Academies. APS research showed a statistically significant difference in the success of SLC programs at the six Albuquerque high schools for students, faculty, and parents based on fidelity to five critical factors: • • •
Common preparation periods for teachers; Coordinated schedules in interdisciplinary teams; Shared common and separate space;
•
Distinctive thematic or curricular focus; and
•
Administrative autonomy and flexibility.
Effective SLCs in the APS studies shared the following key factors: •
Four or five teachers that knew the students. There were significant dropoffs in performance if the number of teachers in the team dropped below four.
•
SLCs as large as 120 students (possibly as large as 150 students) could be successful if they adhered to the other key principles. SLCs of 180 or more students did not demonstrate the same level of success, even if they adhered to the other key principles.
Effective SLCs produced significant improvements in student outcomes; • • • •
Meeting attendance requirements; Reduced dropout rates; Increases in earned credits for promotion; and Higher likelihoods of meeting academic growth expectations.
Other benefits of effective SLCs included: •
Increased student knowledge and awareness of career opportunities;
• •
Increased student adoption of clear career goals More positive student attitudes about homework, attention in classes, getting good grades, and class attendance;
•
Higher reported levels of caring, collaborating, getting along, and mutual respect;
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• •
Higher reported satisfaction among freshman with academy placement; and Increased levels of school attachment.
Instructional changes were also noted: • • • • •
Faculty reported increased connections to students; Teachers reported increased use of innovative instructional techniques, fueling increased student engagement; Faculty reported increased collaborative planning and intervention; Faculty reported increased sense of support and job satisfaction; and Students, faculty and parents reported increased sense of safety and security.
These findings were consistent with important findings from recent national studies and research reports, including national and applied research regarding small schools. For example, APS findings are consistent with the following recent research findings: •
Smaller schools support academic achievement. Student achievement in small schools is at least equal, and possibly higher, in small schools relative to larger schools. The findings on academic achievement are equally divided; approximately half the studies show that students do no worse in small schools than in larger one; while the other half found that students in small schools do better on measures such as school grades, test scores, honor roll membership, subject-area achievement, and higher-order thinking skills assessments (Cotton, 1996).
•
Smaller schools promote academic equity. Smaller schools help close the achievement gap between students from higher income, mostly white and Asian-American families and students from lower-income, mostly African American and Hispanic-American families (Klonsky, 1998). For ethnic minority students and students of low socioeconomic status, the effects of small schools are especially positive, helping to reduce the damaging effects of poverty on student achievement; conversely, large schools have an especially negative impact on those students relative to all students (Cotton, 1996; Howley and Bickel, 2000). In fact, the correlation between poverty and low achievement is as much as ten times stronger in larger schools than in small ones (Howley and Bickel, 2000).
•
Student attitudes and behavior are more positive in smaller schools, with minority and low socioeconomic status students most profoundly affected. Multiple studies have associated small schools with students’ positive
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attitudes toward school, as well as a lower incidence of negative social behaviors such as truancy, classroom disruption, vandalism, aggressive behavior, theft, substance abuse and gang participation (Cotton, 1996). The independent Educational Priorities Panel recently completed a study of the first year of the class-size reduction program in New York City. Among improvements reported as a result of smaller classes were: o Noticeable declines in the number of disciplinary referrals; o Improved teacher morale; o A focus on prevention rather than remediation; and o Higher levels in classroom participation by students. o Extracurricular participation rates are higher in smaller schools. •
Of all the research on small school impacts, one of the best-documented findings was that students in small schools participate in extracurricular activities to a greater extent and in a wider variety (Cotton, 1996). This is especially significant since extracurricular participation is associated with other desirable outcomes, such as positive attitudes and social behavior. Students in small schools generally enjoy participating in extracurricular activities more than students in larger schools.
•
Attendance is higher and dropout rates lower in smaller schools. Smaller schools have higher attendance rates than larger schools, and attendance improves for individual students who transfer from large to smaller schools. Small schools have a relatively greater impact on attendance of minority and low socioeconomic status students and have lower dropout rates and higher graduation rates than large schools; states with the largest school and school districts have the highest dropout rates (Cotton, 1996).
•
Students feel better about themselves and others in smaller schools. Students’ perceptions of themselves academically and generally are higher in small schools, and they feel more connected to teachers and to each other. Interpersonal relations are better both among students and between students and teachers (Cotton, 2000).
•
Smaller schools prepare students for college as well or better than larger schools. Students from small high schools do as well or better than students from larger schools on college-related variables such as entrance examination scores, acceptance rates, attendance, grade point average and completion (Cotton, 2000).
•
Larger schools reach a point of diminishing returns on cost-effectiveness. Larger schools tend to have large, costly bureaucracies to manage and control their large numbers of students (Public Education Association, 1992) whereas smaller schools often save money by doing away with the complex
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large-school infrastructure. When measured against cost per student graduated, small schools are considerably less expensive to operate than either large or medium-sized schools because the dropout rates of small schools are so much lower (Raywid, 1999; Cotton, 2000). Specific Impacts on the Space Program for the New South West High School Ninth Grade Academy. The Freshman Academy Model for the New South West High School is based on the success and on lessons learned from the Ninth Grade Academy model used at Albuquerque High School (AHS) and the development of the 9th Grade Academy for the North West High School. In the fall of 2002, Albuquerque High created a freshman academy for all first-time ninth graders. Key to its creation was the school's new principal, who had helped establish another APS high school's freshman academy and was convinced of its benefits. Academy goals included: • •
Enhance students' sense of social support and belonging; Increase attendance;
•
Improve academic performance (grades, credits earned, matriculation rates); and
•
Reduce dropout.
Albuquerque High School's freshman academy embodied most features of the research-based small learning community model. Students and teachers were scheduled into teams. Teachers met regularly to discuss students and coordinate instruction during common preparatory periods. Academy staff and students shared a common space separate from the rest of the school. The academy had the distinctive focus of transitioning students from middle school to high school. Finally, the academy had a small measure of autonomy in terms of curriculum and staffing. In addition to these small learning community features, Albuquerque High School instituted a "flex schedule" with two days per week of fewer but longer class periods. Freshmen also had a twice-weekly, mandatory study hall, which awarded a pass/fail grade based entirely on attendance. AHS gave each academy teacher responsibility for "mentoring" approximately 20 homeroom students during study hall.
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SLC Characteristics Program Features t
l' Year of Operation
AHS Freshman Academy
2002-2003
Total Student Enrollment
509
Percent of Total Grade Level Enrollment
92% (excludes D level special education students)
Student Selection Methods
First-time freshmen only. Honors assigned to Teams 1 and 2, Bilingual assigned to Team 3
# Teams
3 (Team 3 had 2 sub-teams)
# Teachers per Team
4 (Teams 1 & 2), 9 (Team 3)
# Students per Team
125 (Teams 1 & 2), 220 (Team 3)
Teacher Course Load
5 (6 for teachers who sold prep period)
# Common Prep Periods Per Day
1
Teacher Caseload (average))
105 - 135
SLC Administration & Support
Ninth Grade Dean/Academy Director Clerk Resource Teacher Counselors
Separate Space
Yes, separate hall of the school
Special Education Inclusion
A, B & C levels (learning disabled)
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Teacher Collaboration. Teaching team interviews revealed that teachers met with their teams weekly. Teachers reported that an academy administrator, and often a counselor, attended each team meeting. Teachers appreciated this regular attention and support, and said it resulted in efficient responses to their concerns. A sideeffect of formal collaboration was an increase in overall communication. Teachers reported that they visited with each other much more often than they had done in the past ltd. Teachers explained that their teamwork resulted in more efficient and effective student placement. For example, Special Education students were given more opportunities to try regular education conditions, and students in need of special services were identified and placed with minimal delay. Interdisciplinary Activity. Interdisciplinary activities tended to be informal and infrequent during this first year of SLC implementation. Team 2 teachers and students were the only team members that described formal interdisciplinary projects. More than two-thirds of 9th graders responding to the student survey (68.6%) agreed that teachers helped them see connections between different subjects and classes. All teaching teams reported coordinating assignment due dates and test schedules. Student interviews and statements confirmed the success in interdisciplinary teaching methods using this model. Separate Space. Providing staff and students with their own space, separate from the rest of the school was felt to be one of the key points to a small learning community's ability to foster a sense of community, visibility, collaboration and safety. At AHS, the freshman academy had a separate hall within the school building. Student lockers, the 9th grade office, and all core content classes except science were located there. Freshmen also had their own study hall and in-school suspension room. Almost two-thirds (63%) of academy students felt they benefited from having a separate ninth grade hall. They said it increased teacher-student contact, improved attendance and prevented fights [ss, sfg]. Students as well perceived many benefits in having a separate space for the freshman academy. This finding at AHS was consistent with the development of SLC areas at Eldorado. Providing staff and students with their own space, separate from the rest of the school was found to be a key to a small learning community's ability to foster community, visibility, collaboration and safety. Starting with the academy's pilot year, all Eldorado ninth graders had their own building on campus, separate from the rest of the school. Almost all classrooms were in the ninth grade building as were all student lockers and a teachers' lounge.
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At the same time, Eldorado's administrators aimed to cultivate a sense of belonging to Eldorado High School as a whole, not just to the freshman academy. To this end, ninth graders took electives and physical education classes and shared lunch with upper-class students. Science classes and administrative offices, also, were located in different buildings, partly because science teachers wanted access to updated facilities and partly because the freshman academy building had limited space. Safety and Security. Small learning communities aim to foster safety and security by creating micro-environments in which students are well known and supported. When students feel safe they are more able to focus on learning. Importantly, Eldorado ninth graders reported a high level of safety in both 2001-02 and 2002-03, particularly within the freshman academy building and classrooms. Fewer students, but still a majority, felt completely safe outside around the school and in the school's bathrooms and hallways. Despite Eldorado's vast, college-like campus, freshmen felt significantly safer than ninth graders in the other four freshman academies studied in 2002-03." Students explained that the separate and shared freshman academy space helped them build social connections which created a feeling of security. One student said he felt safe because "It's kind of like everyone's there [in the same building]. You're never without someone. You're always with a friend." [sfg]. In other words, increased student visibility enhanced students' sense of safety. One of Eldorado's main goals in establishing the freshman academy was to increase students' sense of belonging to school. National research has linked higher levels of school attachment to reductions in student violence and substance use as well as improvements in academic performance.' Results from surveys, interviews and focus groups indicate that Eldorado's freshman academy cultivated a sense of community and belonging for many students but not all. As a whole, Eldorado's ninth graders reported moderate levels of school attachment. •
Almost two-thirds of students surveyed in both 2001-02 and 2002-03 reported they felt a sense of belonging to Eldorado's freshman academy [ss].
•
About half the survey respondents said that they felt close to people at school (57.7%), were happy to be at their school (53.9%), and felt part of their school (45.9%). Eldorado responses generally mirrored responses from a national sample.
•
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Distinctive Thematic or Curricular Focus. Small learning community research suggests that SLC's need a distinctive thematic or curricular focus to develop a clear sense of identity and purpose. Albuquerque High's freshman academy began with a clearly defined student population and unique agenda. First, it enrolled all the school's freshmen and did not include students who were repeating the 9th grade. Secondly, its distinctive focus was to ease the transition from middle school to high school and prepare ninth graders for the upper grade curriculum. Autonomy and Flexibility. Autonomy was not a stated goal of the Albuquerque High School freshman academy, however it is one of the key features of highly successful small learning communities. Autonomy in the areas of budget, schedule, staffing, curriculum, leadership and governance, assessment and space maximizes the ability of a SLC to "personalize" education to meet the particular needs of its student body, and to make changes throughout the year as needed. Most small learning communities take multiple years to develop autonomy.' The freshman academy had its own administrator, teachers, and support staff as well as a separate space and distinctive mission, but its budget, scheduling, counseling, staffing, curriculum and space were inextricably tied to those of the larger school. Academy teachers and administrators did not express a desire for more autonomy from the larger school. Without greater autonomy, however, research shows that SLC needs will be compromised to accommodate school-wide interests. Other High School Results. Evaluation findings suggest that Eldorado's freshman academy strengthened an already high achieving school, providing students with a smooth transition into high school, a safe and supportive environment, heightened visibility, high academic expectations and increased parent involvement. Teaming strengthened teachers' morale, self-confidence and job satisfaction. Associated results included: •
Increased instructional innovation and interdisciplinary collaboration, which, in turn, fueled an increase in students' school and academic engagement.
• • •
Decrease in student dropout, from 3.1% in 1999-2000 to 1.9% in 2002-03. High standardized test scores (83% scored at or above the 40`" percentile). High proportion of students earning enough credits to pass to the tenth grade (86%).
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•
Improved class attendance (95.5%), exceeding the state standard.
This evaluation of Eldorado's freshman academy demonstrates that schools can influence teaching and learning through structural reforms and resource allocations. At the same time, it is clear that students reap benefits only if teachers use SLC resources in intended ways. With this in mind, RDA offers the following recommendations: • •
hold academy goal-setting retreats; develop consistent team expectations;
• •
provide teams with instructional coaching; provide more frequent "pats on the back" to recognize extraordinary staff efforts;
• • • •
maximize team purity; continue providing teachers with 2 prep periods; provide more SLC-specific professional development; and publicize the freshman academy to gain active community support.
One of the academy's most cited consequences at Eldorado was improved morale among teachers. This alone made the reforms and hard work "worth it," according to one top administrator [ai]. In interviews, teachers attributed their strong morale to resource allocations that permitted them two prep periods per day and a student load of 120 instead of the traditional 150 or more. Teaching 30 fewer students and one fewer class period per day allowed teachers to accomplish more creative activities and tailor their instruction to the individuals in their classrooms. Teachers reported that they had time and energy to develop new curricula, to integrate instruction, to attend to students' individual concerns and to do innovative activities with parents [ti, tr]
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Career Academies The planning for the South West High School differentiates between small learning communities, academies and career pathways. The academies are closely related to career pathways. A career academy is a high school program that organizes curriculum and instruction in academic subjects around an industry or occupational theme – for example, veterinary science, automotive, architectural design, electrical technology, graphic arts, business technology – enabling students to fulfill requirements for college entrance in addition to acquiring work-related knowledge and skill.1 They are designed to prepare a broad section of the students for both college and work. They integrate academic courses with technical and applied courses organized around a career theme. Traditional courses, usually including math, English, and social studies or science, are combined with occupation-related classes that focus on the academy’s career theme, such as business and finance, computer and electronics, or health care. Students take other elective classes outside the career academy structure. They establish partnerships with local employers in an effort to strengthen connections between school and work and to provide students with a range of career development and work-based learning opportunities. 2 The business community in Philadelphia is created the first career academy. The Academy Model was created in 1969 at Edison High School by Charles Bowser, Executive Director of the Philadelphia Urban Coalition, in collaboration with Philadelphia Electric Company (PECO) and Bell of Pennsylvania (Bell), in response to the inner city riots of 1968. 3 There are now and estimated 2,000 – 3,000 high schools nationwide with career academies.4 Career academies differ from traditional academic and vocational education because they prepare high school students for both college and careers.
1
Pinellas County Schools Workforce Education web site. National Career Academy Coalition “About Career Academies” 3 National Career Academy Coalition “About Career Academies” 4 Planning Guide for Career Academies, Career Academy Support Network, University of California of Berkeley Graduate School of Education. 2
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Academics provide information about a field such as health care, finance, engineering, media, or natural resources. They weave the themes into academic curricula that qualify students for admission to four year colleges or universities. 5 Key elements in career academies include: •
Small learning communities comprised of a groups of student teams of between 100 and 150 students, who take classes together, and are taught by a team of teachers from different disciplines.
•
A college preparatory curriculum with a career theme, enabling students to understand relationships among academic subjects, and their application to a broad field of work.
•
Partnerships with employers, the community, and local colleges, bring resources from outside the high school to improve student motivation and achievement. 6
The U.S. Department of Education suggests organizing instruction related to careers into 16 clusters. Categories include: Agriculture & Natural Resources Architecture & Construction Education and Training Health Human Services Law and Public Safety Government and Public Administration Scientific Research/Engineering
Arts, A/V Technology & Communication Business and Administration Finance Hospitality and Tourism Information Technology Manufacturing Retailing/Wholesale Sales and Service Transportation, Distribution & Logistics
The Albuquerque Career pathways Development Rubric identifies a range of curriculum development to support career pathways from undeveloped traditional schools to fully actualized career pathway systems that lead youths to constructive careers in their adult lives. The rubric identifies the ideal career pathway that be achieved migrating from traditional curriculum models that provide no integrated curriculum, only one instruction methodology, little career exploration, no involvement with community or business partners. The fully realized career pathway curriculum will exhibit the following characteristics:
5 6
National Career Academy Coalition “About Career Academies” National Career Academy Coalition “About Career Academies”
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Integrated Curriculum. The school provides a seamless integration of the academic, career and vocational classes. All the classes will have fully integrated curriculum so that classes cannot even be identified as vocational or academic. All classes prepare students for high level academic preparation expected by the post-secondary education system and necessary skill development sought by employers.
•
Instructional Strategy. Learning takes place within the context of workbased learning, with students working in teams on real community problems with real world impact. Coursework may take place off-campus as well as in the school. Resources are limited by the student creativity. The teacher serves as facilitator. Assessment includes multiple methods that create wide opportunities for students to demonstrate their accomplishments in relation to learning and industry standards.
•
Adoption of Standards. All students are expected to meet the content and performance standards collaboratively developed by educators, parents, and community members. A school community support system is in place to assist all students in meeting the standards. The student assessment data derived from multiple sources is used to make revisions in curriculum ad assessment as part of a continuous re-evaluation process. Pathway Formation. Interdisciplinary site teams collaborate to assess qualitative data, school site opportunities, standards documents, and benefits nd tradeoffs. A comprehensive, manageable pathways system is designed to ensure coverage of all major career fields. Standards are used to align curricula with industry and post-secondary education requirements ensuring that students have various options after high school. Pathways are designed creatively, so that all learners can participate, learning is exciting and rewarding, and learning can challenge the big ideas, issues, and problems facing practitioners in pathway-related industries.
•
•
Career Planning. Students have been active participants in a coordinated career awareness and exploration process that began in kindergarten. By the time students reach high school, they can select an appropriate career pathway based on first-hand understanding of careers gained for curricular activities, work site field trips, career speakers, informational interviews, and other, more traditional career exploration activities. The career development process is ongoing and integrated into classroom and work-based learning experiences. Understanding of the career development process is internalized, so students can continue to fashion their careers throughout their working lives.
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Permeability of Career Pathways. The school as a structured plan that allows accessibility to other pathways.
•
Work-Based Learning. Work-based and classroom learning are truly integrated. There is significant reciprocity between the work place and school. Courses may be held at a workplace and strong collaborations exist so that businesses are in integral part of the learning process. Students opportunities to learn are significant heightened. All Aspects of Industry. By engaging in a rich array of work-based and school-based learning experience, students have first-hand knowledge of all aspects o the career major industry or industries. They clearly understand the skills knowledge base, and training needed for the variety of job areas within the industries. Students have an accessible collection of resources that they can continue to consult to learn of new developments in the industry, emerging jobs, employment trends, et cetera. Student Experience. Students experience several classes that are truly integrated. Teachers have moved beyond aligning subject curricula and actually offer blended instruction. They may team teach combined courses and work together in student evaluation. Connection to the community and workplace are integral part of the blended courses.
•
•
•
•
All Students. Every student in the school is actively engaged in a career pathway. Instructional strategies and support systems make the experience highly valuable for all students regardless of their individual strengths or challenges. External Collaboration. Partners are active participants in all aspects of the school, including professional development, curriculum development, setting standards, and decision-making. The school partners with support providers to continually evaluate progress in its reform efforts to improve student performance.
•
Learning Organization. The school staff in collaboration with community partners, has worked to make major changes in the school’s system and structures to allow the development of career pathways for all students to be supported. Changes may include collaborative time ongoing program evaluation, professional development, et cetera. Strategies to create smaller learning groups such as academies may be adopted.
•
Resources, Management and Sustainability. There are adequate community and school district resources allocated to School-to-Careers initiative. Community and district have made a long-term commitment and plan for sustainability. Administrators are an integral part of School-toCareers planning and development efforts.
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Impact of Academies on Student Performance. The positive impact of career academies on student’s performance has been affirmed conclusively by a randomassignment study. This has established career academies as one of the most durable and best tested components of high school reform strategies.7 Academy performance is directly correlated to higher attendance, lower drop out rate, better grades, and higher post secondary enrollment when compared to nonacademy students, even through academy students tended to be from lower income population groups and less native English speakers. The test also validated through post secondary performance that academy success was not due to lower grading standards (Stern, Dayton and Raby). Early ambivalence on post secondary enrollment is due to the vocational focus of those career academies.
7
Career Academies: Building Blocks for Reconstructing American High Schools, David Stern, Charles Dayton and Marilyn Raby, Career Academy Support Network, University of California at Berkley
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Studies outside of APS that have validated the effectiveness of academies include the following8: Findings on Academic Performance and High School Completion: Students in Career Academies Compared to Other Students Author(s) & Date(s) Main Findings Reller 1984, 1985
Academy students earned more course credits than comparison group. One-year dropout rates 2 to 6% in academies, 10 to 21% in comparison group.
Snyder & McMullan 1987b Graduation rate for 1981 sophomores in 3 business academies was 77%, compared to citywide average of 67% for freshmen. Stern, Dayton, Paik, Weisberg, & Evans 1988, 1989
Academy students overall performed significantly better than comparison groups in attendance, credits earned, average grades, and likelihood of staying in school. 3-year dropout rate for cohort entering 1985 was 7.3% in academies, 14.6% in comparison group.
Hayward & Talmadge 1995 Academies showed generally better results than other programs, improving students’ attendance, credits, grades, and likelihood of completing high school. McPartland, Legters, Jordan, & McDill 1996; McPartland, Balfanz, Jordan, & Legters 1998
Attendance in first implementation year rose from 71 to 77% at Patterson, compared to districtwide decline from 73 to 70% in grades 9-12. Survey of teachers found big improvement in reported school climate.
Kemple and Snipes 2000
Academy students overall earned a larger number of course credits and were more likely to have positive developmental experiences. Among students at highest risk of school failure, academy students attended school more regularly, earned more course credits, were more likely to participate in extracurricular activities and volunteer projects, and were less likely to be arrested. Dropout rate for the high-risk subgroup was reduced from 32% in the control group to 21% among the career academy students.
Maxwell and Rubin 1997, 2000
District records show academy students received higher grades. Followup survey found higher grades increased the likelihood of graduation; result was 92% graduation rate for academy students, 82% for non-academy.
Hanser, Elliott, and Gilroy, forthcoming
Students in JROTC career academies, and in other career academies or magnets, generally received higher grades, had better attendance, completed more credits, and were less likely to drop out, compared to statistically similar students not in
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Career Academies: Building Blocks for Reconstructing American High Schools, David Stern, Charles Dayton and Marilyn Raby, Career Academy Support Network, University of California at Berkley
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Findings on Enrollment in Postsecondary Education: Students in Career Academies Compared to Other Students Author(s) and Date(s) Main Findings Reller 1987
15 months after graduation, postsecondary enrollment rate 62% for academy graduates, 47% for comparison group. 55% of academy graduates, 22% of comparison group expected to complete bachelor’s degree or more.
Snyder & McMullan 1987b 18% of business academy graduates said school was main activity in 1986-87, compared to 35% of citywide sample. Of those enrolled, 14% of academy graduates, and 43% of citywide sample, intended to get bachelor’s degrees. Academy for Educational Development 1990
89% of finance academy graduates said they had attended 4-year college or university, 58% majored in business or finance, and 67% planned to complete a master’s or doctorate.
Stern, Raby, & Dayton 1992
1989 and 1990 followup surveys found no consistent differences between academy and comparison graduates in postsecondary attendance or degree aspirations.
Maxwell and Rubin 1997, 2000
Analysis of followup survey found higher grades for academy students increased their probability of going to college, and 2 of 9 academies gave an extra added boost to college-going, resulting in 52% of former academy students going to 4year colleges, compared to 36% of non-academy.
Findings on Employment After High School: Students in Career Academies Compared to Other Students Author(s) and Date(s) Main Findings Reller 1987
No significant differences between academy and comparison students 27 months after graduation, in employment status, wages, or hours worked.
Snyder & McMullan 1987b 64% of business academy graduates said work was main activity in 1986-87, compared to 42% of citywide sample. Academy graduates employed a larger fraction of time since graduation. Stern, Raby, & Dayton 1992
1989 and 1990 followup surveys of academy and comparison graduates found academy graduates working 3 more hours per week, but no consistent overall difference in hourly earnings.
Maxwell and Rubin 1997, 2000
Analysis of followup survey found no significant differences in wages or hours worked between former academy and non-academy students, but former academy students more often said their high school program had prepared them well for further education and work.
Aspects of total enrollment of student population into career academies can include loss of volunteerism, detraction of academic culture by unwilling participants, and unconstructive rivalry between academies. Some performance outcomes identified by evaluations of partial school academies can be attributed to the recruitment of motivated students for the academies from the general student population.
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Movements impacting Career Academies. Three movements of relevance for career academies include: •
The school-to-work movement
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The Coalition of Essential Schools, and
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The small-schools movement.
The school-to-work movement is aimed at making the high school curriculum more coherent and meaningful for students by creating various kinds of curriculum pathways with career-related themes. Connections between the classroom and work world have been reinforced by providing opportunities for job shadowing, internships and other kids of work based learning.9 The school-to-work program receives federal sponsorship with the School-to-Work Opportunities Act of 1994. (Stern, Dayton and Raby). The High School that Work (HSTW) project predated the School-to-Work program and provided some of its basis, was launched in 1987 by the Southern Regional Education Board, with the aim to combine challenging academic courses and modern vocational education studies for the purpose of raising the achievement of high school students not enrolled in college-prep courses10. The Coalition of Essential Schools (CES) fundamental concerns are to improve the intellectual, social and ethical quality of life for students and teachers while they are in high school. CES has formulated10 common principles11: •
Learning to use one’s mind well;
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Less is more, depth of coverage;
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Goals apply to students;
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Personalization of the student-teacher relationship;
•
Student as worker, teacher as coach;
9
Olson, L. (1997). The School-to-Work Revolution. Reading, MA: Addison-Wesley. Bottoms, G. & Presson, A. (1995). Improving High Schools for Career-Bound Youth: Reform through a Multistate Network. In Grubb, W.N. (ed.): Education through Occupations in American High Schools. New York, NY: Teachers College Press. Volume 2, pp. 35-54. 11 Sizer, T. (1992). Horace’s School: Redesigning the American High School. Boston: Houghton Mifflin. 10
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Assessment of student learning through demonstration of mastery;
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Tone of decency and trust;
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Commitment to the entire school;
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Resources dedicated to teaching and learning; and
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Democracy and equity.
The CES provides the core values that are adopted by career academies. The close student teacher relationship and the relevancy of career focused education reinforce the emphasis on goals, mastery, personal integrity and commitment espoused by CES. Evaluations, including those of APS academies, have affirmed the outcome of these values in career academies (Stern, Dayton and Raby). Career academies, as a subset of the entire school, are small learning communities within the larger school context. Career academies provide a thematic focus for the small learning communities. The benefits of the small learning community, as previously discussed in this report, reinforce the goals of the career academy in providing personalized focused education tracks for the students.
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Community Schools A community school is both a place and a set of partnerships between the school and other community resources. In these schools, an integrated focus on academics and family support, health and social services, and youth and community development leads to improved student learning, stronger families and healthier communities. Community schools are open to everyone—all day, including evenings and weekends. Community-based organizations or public institutions often work as lead agencies in community schools, helping to mobilize community assets and support student success.12 The school is a vital part of a holistic community vision that includes open green spaces, bike and pedestrian trails and wildlife corridors, mixed use of houses, retail, business and civic structures, vibrant interaction of neighbors of all ages, community sports fields, reliable mass transits, and access with un-congested roadways that do not separate the community but link the for easy access to the rest of the city. The architecture, including the school, should avoid sterile cookie-cutter designs and provide nice architectural image for the neighborhood. Schools can play a vital part of communities, serving as the community center and revitalizing neighborhoods13. The quality of schools impacts real estate prices and the vitality of neighborhoods through district investment in education and student performance14. A survey of 20 community schools showed a marked improvement in four categories15: •
Student learning including academic and non-academic development.
12
Martin J. Blank, Amy C. Berg, Atelia Melaville, Growing Community Schools: The Role Of Cross-Boundary Leadership, Coalition for Community Schools , 2006 13 Leila Fiester, Creating A School For The Future - John A. Johnson Achievement Plus Elementary School: A Case Study, Achievement Plus, 2004. 14 Haurin, Donald R. and Brasington, David M., "Capitalization of Parent, School, and Peer Group Components of School Quality into House Price" (January 7, 2005). 15 Martin J. Blank, Atelia Melaville, Bela P. Shah, Making The Difference Research and Practice in Community Schools, Coalition For Community Schools, 2003
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Family involvement, with increase stability, teacher interaction and school involvement.
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School performance with strong parent teacher relationships, increased teacher satisfaction, better school environment, and greater community support.
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Community vitality, including better use of school, increased security, heightened community pride, and rapport among students and residents.
Community Schools are supported by the APS Board, with policies for community involvement and also through the APS Community School Department. The development and maintenance of community schools requires leadership at many levels. Leadership by the school board, local government, civic, corporate and agency are important in establishing community schools by their commitment of their organizations resources, staff and knowledge to make the community schools a success. Leadership participation is also required at other levels, including the managers who can build the organizational infrastructure to support the community schools and the practitioners and community members who understand the community needs and connect the residents to the opportunities.16 Strategies that schools have found to be important include the following17: •
Maintaining Diverse Funding, including funding from partners, government agencies, and school district funding.
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Changing policy and practice through technical assistance and professional development. Partner leaders must collaborate and provide technical assistance to solve implementation and operational problems.
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Collect evidence of student and family success. Measures of success help reinforce policy direction and guide partners on the most effective aspects of the programs to pursue.
16
Martin J. Blank, Amy C. Berg, Atelia Melaville, Growing Community Schools: The Role of Cross Boundary Leadership, Coalition for Community Schools, 2006 17 Martin J. Blank, Amy C. Berg, Atelia Melaville, Growing Community Schools: The Role Of Cross-Boundary Leadership, Coalition for Community Schools , 2006
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Build broad based public support. The public needs to be informed of the community school to appreciate and use them. Importance of community schools can influence voters, particularly those who do not have children.
APS Board Policy. The APS School Board has adopted the following policies related to community schools18: K.01 COMMUNITY INVOLVEMENT. The Board of Education recognizes that constructive study, discussion, and active participation by citizens is necessary to promote the best program of education in the community. To encourage this participation, the Board enacts the following policies. Citizens Advisory Councils will exist to provide for greater community involvement in the educational planning process. The parents/citizens selected as members of committees should collectively be representative of the entire community and its varying viewpoints. All committees appointed by the Board will comply with applicable local, state, and federal legislation. Parents are encouraged to visit the schools throughout the school year. Conferences between such visitors and employees should not interfere with the employee's assigned duties. All visitors must sign-in at the office of the school. Visitors should verify their identity and the purpose for their visit. A visitor must obtain permission of the principal before entering a classroom. K.02 USE OF COMMUNITY RESOURCES. The Board of Education approves of and encourages the use of community resources to assist in making learning experiences more realistic. K.03 COMMUNITY USE OF BUILDINGS, GROUNDS, AND EQUIPMENT. The public investment in school plants and sites and the general community welfare justify the use of school buildings and grounds by local citizen groups for educational, cultural, 18
Albuquerque Public Schools, Board Policies, Updated: February 2005
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civic, and recreational purposes outside of school hours or when such use will not conflict or interfere with the school program. Application for such use of school facilities will be made and approved well in advance of proposed use. Non-political, non-sectarian, and non-commercial activities may be granted use of school facilities free of charge, at the discretion of the Superintendent. The Superintendent will set up a schedule of charges for the commonly used facilities. Such charges will cover normal use and will assess a reasonable charge to cover utility, maintenance, and replacement costs. As the occasion demands, a reasonable charge will be assessed to cover all other facilities and unusual wear or breakage. Persons using school equipment will assume responsibility for breakage or loss by signing forms in accordance with procedures developed by the Superintendent. Public school buildings may not be used for private teaching for which tuition charge is made and paid directly to the instructor. K.08 RELATIONS WITH COMMUNITY ORGANIZATIONS. The Superintendent may cooperate in furthering the work of non-profit, community-wide service, civic, or governmental agencies or organizations that support the missions, goals, and policies of the Albuquerque Public Schools. Such cooperation may not disrupt the school program or diminish the amount of time devoted to the school program. The Superintendent will develop procedures for cooperation with such entities. Cooperation may include the distribution of literature, announcements of meetings, and provision of space for organization activities.
APS Schools & Community Partnerships The Mission Statement for the APS Schools and Community Partnerships is “To collaborate with the community in creating partnerships which connect public schools to community resources, enhance opportunities for all students, and build mutually beneficial relationships” APS operates the Join-A-School program which was established in 1985 as a collaborative endeavor between the Greater Albuquerque Chamber of Commerce and the Albuquerque Public Schools. The
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program’s main goal is to allow businesses and community groups to partner with a school and provide educational support through a variety of activities. A key program for engaging business with APS schools is the Join-a-School program. The vision for Join-a-School is for schools, businesses and community groups to work hand-in-hand to provide the best educational resources for all students. Join-a-School develops school/community partnerships that: •
Support student achievement and enhance educational opportunities
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Create reciprocal opportunities for involvement and understanding between schools and community
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Connect schools to community resources
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Provide students the skills to succeed in a changing society through career exploration opportunities with business and community partners
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Promote an accurate impression of public schools in the community
The purpose of the Join-a-School program is to create opportunities for involvement and interaction between businesses and schools. This will also create a reciprocal understanding between our public schools and community businesses and organizations, and enhance curriculum and school programs. The program will provide career awareness and opportunities and increase student achievement. The partnership allows organizations to strengthen the community and impact economic growth by preparing students for tomorrow’s work force, focusing on student achievement. Through donating time, expertise and resources (not money) and by allowing employees to become involved in community service, the organizations can provide support to our schools and students. The partnership to become a Join-a-School partner involves a simple five-step process: Step 1: Contact Join-a-School to request a partnership •
A Join-a-School representative will discuss the program and offer to meet in person to discuss the program in detail
•
Once the decision is made by the school or business to move forward, a Join-a-School representative will arrange and facilitate a meeting to bring the school and business together
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Step 2: Match Business with Appropriate School. A business may request a particular school partner or a Join-a-School representative can find the best possible match. Several factors are considered to determine the best partnership: •
Physical proximity of the business to the school
•
Where employees’ children attend school
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Common link, like fine arts or technology
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School with the greatest need at the time
Note: Businesses offering similar products or services are not placed in a Join-aSchool partnership with the same school. Step 3: Develop written Partnership Plan conducive to both partners proposing activities and educational support (Note: This can be revised as necessary throughout the relationship). Each business and school should designate a Join-aSchool “coordinator” to be the point of contact •
The business and school coordinators will meet together with a Join-aSchool representative to discuss the needs and resources of each partner and to brainstorm ideas for future activities
•
Be honest and flexible
•
Businesses should be realistic about the extent of the resources they can commit and be sensitive to the realities of today’s public schools
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Schools should understand what businesses can provide and be open to new approaches
Step 4: Implement Partnership Plan •
Start small and maintain support
•
Start with a limited number of activities when beginning a partnership to maximize success
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“Quality versus Quantity” is a good rule to follow
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Create a small Join-a-School committee at your business or school to support your Join-a-School coordinator and provide assistance for your activities
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Step 5: Maintain Ongoing Communication •
Communication is the key to a successful relationship
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• Ongoing internal communication about your Join-a-School partnership will increase employee understanding of the program, inform new employees of the relationship and maximize employee participation
•
• Play an active role with your partner and meet as often as possible to determine needs
Public Input for Community Schools. A Priorities and features that are recommended by the community forum participants include: •
A space should be provided for parent group meetings to support parent involvement.
•
The school should focus on the cultural characteristics of the community rather than the language.
•
Murals, the mascot and the school colors should be used depicting important cultural aspects of the community.
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The school should utilize the topography to maintain views and keep the students linked to nature.
•
The image of the school addresses not only the past and present, but the future as well.
•
The school should include a theater as a community draw, which can support drama productions, student assemblies and community meetings.
•
The school should provide spaces that can be rented by community members. The school site should have a community center, as well as fields for team sports, and library resources available to the community.
•
The school should form partnerships with businesses, post secondary education institutions, and non-profit organizations.
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The School should have a student health clinic which is available to the public as well.
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Consider providing day care services for both the school day and during the evening.
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Provide night time sports activities after the interscholastic teams are done.
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Planning Committee Direction on Community Schools The School should be a community school and reflect the community, not just the language but the entire culture. The following functions or areas should be included in the project: • • • •
A family center as part of the base building. A child care and/or nursery center through other funding. A teen health center with other funding. A public health center with other funding.
•
A commerce / career center.
Parent Involvement In School A key objective of community schools is to facilitate greater involvement by parents in the academic life of the students. APS has prepared a handbook identifying APS programs that invite parent involvement. Of specific interest for the planning of the school is direct involvement of parents in academic activities. Contact the Tony Watkins of the APS Community School Department for more complete description of the programs listed below. General Opportunities include: • • • •
Parent Teacher Associations and Organizations Instructional Councils Principal Selection Committees Indian Education Designee
• • • • •
Individualized Education Plans Student Assistance Teams Health/Mental Health Teams 504 Committees Albuquerque Community Learning Center Project (ACLCP)
• • • •
Engaging Latino Communities for Success (ENLACE) Even Start Families for Literacy Programs Youth Development Inc. Parent and Community House Meeting
Department Level
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Facilities Support Operation Fine Arts Community Advisory Council Physical Activity and Nutrition Advisory Committee
• • • • •
Asthma advisory Board District Counseling Program Advisory Council Prevention Advisory Committee Indian Education Parent Committee Bilingual Education and Alternative Language Services Parent Committee
• • • • •
Translation Services Albuquerque Reads Community Schools Join-a-School Job Net
• • • •
Special Education Parent Advisory Board Special Education Parent Liaison Special Education Parents Reaching Out Title I
District Level • • •
Capital Master Plan Review Committee Community Conversations Office of Equal Opportunity Services
• • •
School Health Advisory Council Superintendent’s Community Council on Equity Student, School and Community Service Center
Community Groups • • •
Albuquerque Indian Center Albuquerque Partnership Albuquerque Association for Gifted and Talented Students
• • • • •
Community Health Partnership Cornstalk Institute Enlace Communitario Family Leadership for Education, Culture and Health Access League of United Latin-American Citizens (LULAC)
• • •
National Alliance for the Mentally Ill New Mexico Holocaust and Intolerance Museum and Study Center National Association for the Advancement of Colored People
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Neighborhood Association Educational Committees New Mexico Forum for Youth in Community: New Mexico Out-of-School Time Network
• •
Parents, Families and Friends of Lesbians & Gays Parents for Behaviorally Different Children
• • • • •
Parents Reaching Out Rio Grande Educational Collaborative After School Programs Southwest Organizing Project Young Women United
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SCHOOL EXPERIENCE: Views and Perceptions of Students in Large and Small High Schools in Albuquerque Focus Groups The following information was produced by Judith H. Heerwagen, Ph.D., J.H. Heerwagen & Associates, Inc., Seattle, Washington on September 4, 2006 under a subcontract with Healy, Bender & Associates, Inc. for the South West High School.
Part 1. Introduction. This study assessed student experiences in four Albuquerque high schools. These included West Mesa High School (2700 students) and three small schools each with about 125 students: Cesar Chavez Charter School, South Valley Academy, and Nuestra Valores Charter School. Focus groups were conducted with 5 to 6 students from each of the schools during the week of August 21, 2006. Discussions centered on broad issues of school experience and perceptions with the intent of identifying similarities and differences that could be used in the planning and design of new high schools in Albuquerque. The students at the three small schools were all at risk and most had dropped out of their previous public school. Some had been in gangs, and several were either pregnant or had young children at the time of the focus groups. In contrast, the West Mesa High School students were mostly college bound and were enrolled in advanced placement classes. Additional focus groups were held with parents and with social services and law enforcement personnel.
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PART 2. Focus Groups for “At Risk” Students in Small Schools (Nuestra Valores Charter School, Cesar Chavez Charter School, and South Valley Academy) Despite the fact that the three small schools had different educational approaches, the students’ experiences were highly similar. Four key themes emerged from the discussions: •
Being visible
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Feeling supported
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Developing personal skills
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Missing the “high school feeling”
Being Visible. There was a palpable sense of not being visible - especially to teachers - in the large public schools that each of the students had attended previously. As explained by one student who was having trouble, he finally went to the teacher for help and “the teacher didn’t even know I was in the class.” This sentiment was echoed by others who felt that they were unknown and, consequently, overlooked. Although this was clearly viewed as a negative experience, students joked that the anonymity made it easier for them to skip classes and drop out because nobody took notice. In their new schools, skipping class was more difficult because classes were small and “everyone one knows you and knows what you are doing.” This creates peer pressure to not skip. Another student said “it is also harder to keep difficulties to yourself” because teachers knew students’ strengths and weaknesses. As one student said, “They are always on you. It was uncomfortable at first with everyone breathing down my neck.” Another said he didn’t think he was going to like it and was “annoyed at first,” but over time he and others said they got used to the demanding atmosphere and grew to like it. Being visible also involved public recognition for doing well which was a strong motivator and sense of pride. Feeling Supported. Being visible is clearly a precursor to feeling supported because teachers get to know individual students better. All of the students said they
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received more support than they had in their former schools. The teachers recognized that different students need different kinds of help, and provided individualized support. Several students spoke about the importance of detailed evaluations from teachers that identified their progress and deficiencies and laid out a plan for improvements. The evaluations were shared with parents or guardians, and students in one school felt that the evaluations and teacher conferences transferred to improved relationships at home. Not all students agreed however. Some were not living at home, and others said their parents or guardians were not very involved in their schooling beyond the required meetings. Students in one school said their parents were not very involved or helpful with homework because “they dropped out of school themselves and some of the subjects weren’t covered when they were in school.” The students felt that they learned more and were doing better in school as a result of the high level of support. Many also said that the increased help and “true sense of caring” about students motivated them to try harder and to do well, even when they were tired or sick. Some students were planning to go on to college after graduating, while others were focused on getting their high school diploma. Most of the students said they felt comfortable talking with their teachers about personal concerns and problems. In one school teachers gave out their home phone numbers and encouraged students to call them if they needed help after school. The support also comes from other students and promotes the sense that “school feels more like a family.” As one girl said, “We back each other up. But we also talk about each other a lot.” (This comment is a wonderful description of the central dilemma of social life that has been present throughout human history. We highly value knowing what is going on and who is doing what, but are less sanguine about others knowing all about us.) The high degree of involvement and oversight seemed overwhelming at times. However, as one student noted, “the teachers know when you don’t want to be bugged and they let you alone.” Feeling supported also involved better integration of school and personal life through writing about and discussing personal experiences in class. Students in one school said they liked teachers who were “honest with you” and “who told about their own experiences.” All of the students said they grew to like school, especially the small classes, and would not go back to a large public school. They felt that their relationships with their teachers were much better than in their previous schools and they felt more
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engaged in class and in school overall. Students in one school said they found school to be difficult due to a high level of homework and a big emphasis on keeping up: “If you are not doing well, you need to get help or you will fall behind.” However, the small class size also had a positive effect on keeping up because “everyone knows if you are not doing your homework.” . Developing Personal Skills. Being better prepared for the future was a common theme among the students in the small schools. The high level of support and mentoring they received form teachers and other adults helped them learn how to plan, solve problems, be on time, learn to deal with pressures, and to be accountable for their behaviors. Many of the students also worked, and had to learn how to juggle the demands of job and school. And for students who had young children, they also needed to balance school and family obligations. Students who had jobs or families felt that their school was highly supportive of their needs. One school had on-site child care, and two of the schools had work-study options. Becoming more expressive through writing and class discussions was also a major new skill. In one school, students kept a notebook of all of their work from the first day. This was a source of both amusement and motivation. They found it amusing to look back and see how weak their work was in the first year (“like I just wrote a couple of sentences in an essay!”) The notebook was also motivating because they realized how much better they were doing and they wanted to keep improving. Students also had to learn how to deal with friends who had dropped out of school. Many experienced conflicts between hanging out with friends and doing homework. “It’s hard not to hang out. But I feel like I am focusing on my future. If I don’t get my homework done, I feel guilty.” Missing the “High School Feeling”. Despite the fact that all of the students felt positive about the small schools, they missed many social aspects of larger traditional high schools – especially assemblies, pep rallies, homecoming, prom, and “school spirit.” Some students also missed having a variety of classes and other supports such as a cafeteria, a gym, driver’s education classes, art classes, and better access to computers. South Valley Academy had a gym that functioned as a cafeteria during lunch time and this was a highly valued space. Cesar Chavez had more technological supports than the other two schools, including computers and smart boards in all of the classrooms and laptops that could be checked out.
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Findings from Other Research Studies The results of the focus groups with the at risk students in small schools is consistent with other research findings. A 2006 study of high school drop outs by the Bill and Melinda Gates Foundation shows that students are more likely to stay in school when: •
School is engaging and relevant to students’ lives.
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Strong support is provided through extra help, tutoring, summer school and when teachers pay attention to individual student needs.
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There is a clear link between school and getting a job.
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Classes are smaller with more interaction and feedback, and more connection to student interests.
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The school climate focuses on academics, but first creates a sense of safety and reduces class disorder.
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Parents are more involved in their children’s education.
These factors were present in the three small schools in this study, at least from the perspective of the students in the focus groups. The Albuquerque Public School’s “Small Learning Communities Program Evaluation” also shows that 9th grade students in the SLC’s had more positive outcomes on numerous evaluation factors compared to 9th graders who were not in the SLC. Improvements were shown in attitudes about school, social relationships with peers, self confidence, and attendance. Improved grades and test scores were found in some SLC’s but not others. The Albuquerque study identified several critical success factors for SLC’s located within a larger high school: •
Separation from the rest of the school, including classes and lockers
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High level of support for teacher planning and preparation
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Teachers sharing the same students
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A full time administrator for the academy
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Commitment to the program by the school principal
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Other school evaluations identify several additional success factors: •
High degree of personalization of the program
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Teachers and students choose to attend and teach
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An advisory structure that involves parents
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A carefully constructed curriculum aimed at developing specific proficiencies
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The school (especially schools within a school) as a point of identity and affiliation for students and teachers
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A communal vs. bureaucratic organizational structure
Raywid’s review of a large number of studies across the US identifies two key categories of effects on students: Instrumental (tied to learning goals) and Expressive (the school’s socio-emotional atmosphere). The studies show strong evidence of enhanced expressive behaviors in small schools (such as engagement, satisfaction, self esteem, attendance), but inconsistent evidence regarding improved school performance. Raywid argues that success in both areas requires integrated change in cultural, structural, organizational and programmatic features of the school.
Part 3. West Mesa High School “Nominal” Students Although West Mesa students shared some experiences with the students in the small schools, there were distinct differences. The differences are likely related both to school size and to differences between the students. Five of the six students in the West Mesa focus groups were in AP classes and played leadership roles in the school. They were all college bound, rather than at risk for dropping out. The Importance of Lunch and Social Life. The most striking similarity between West Mesa and the students at South Valley and Nuestra Valores was the role of lunch as a major support for social life at school. For students in all three schools lunch is a mobile activity. They often eat while walking so they can see as many people as possible. West Mesa students said they sit with a few others wherever they could find space (in the hallways or outdoors under a tree), but mostly they wandered around the school campus. Students at South Valley said lunch was their “favorite
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social time.” Misbehavior or tardiness resulted in lunch detentions – a strong deterrent in their minds. Students at Nuestra Valores often went for walks at lunch and ate wherever they could find space. Despite the similarities in the value placed on lunch time, the West Mesa students talked much more overall about liking the social aspects of school. The students in the small schools spent more time talking about personal development and teacher support. Being Visible. West Mesa students valued the variety of extracurricular activities that provided opportunity to make friends, to keep up with what’s going on, and to have an opportunity to “stand out.” These activities are largely unavailable to the students in the three small schools. Being someone important was a significant source of personal satisfaction at West Mesa. Unlike the students from the small schools, the students in the West Mesa focus group did not suffer from feeling invisible. They were highly engaged and active in school life. The West Mesa students said they would not like being in a small school because they would “feel bored with the same 125 students.” They also believed that a small school would reduce the ability to know a variety of other students. The large school “gives different perspectives that you wouldn’t get in a small school.” Feeling Supported. Although West Mesa students felt they were getting adequate support, they were still reluctant to ask for help in some classes because teachers often “made us feel stupid.” When they didn’t understand the subject matter in a class, they said they were often bored and felt less involved. Students were highly motivated to do well in classes when the teacher supported them and knew them well because they “didn’t want to let the teacher down”. They felt close to a few teachers and counselors, but not with most. When asked if they would feel comfortable discussing personal concerns with a teacher, they said there were a few, but that most teachers “would not really want to know.” There was a mixed response regarding whether they felt teachers cared about them as a person, but all said they thought it was important. The students’ were concerned about class size because teachers were less likely to notice individual students and they were perceived as less personal. Small classes were viewed as more focused and with better developed discussions.
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Developing Personal Skills. There was very little discussion of personal development among the West Mesa students. The extracurricular activities, such as mock trial, were discussed from a social perspective, especially getting to know students from other schools. The West Mesa students viewed their classes and activities as preparation for college. In contrast, many of the students from the other focus groups viewed school as a vehicle for developing personal skills and abilities that would help prepare them better for “real life.” A few of the small school students talked about college, but others just wanted to get their high school degree and be able to get a better job. General Discussion about West Mesa High School. General discussion about the high school dealt with sports, the school’s reputation, parental involvement, and the physical facility. •
Sports. Only one of the students took part in organized athletics. Others did sports (such as soccer) in middle school, but did not go out for sports teams at West Mesa. High school sports were viewed as more intimidating, formal, and competitive. The students said they didn’t feel like they were good enough to play, and “didn’t want to look bad.” Although the school has many intramural sports classes, only one student was taking such a class. The others said they felt that college admissions would look down on them if they did a sport as an elective class.
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School reputation. The students uniformly felt that West Mesa had an underserved poor reputation and that the media focus on “bad things that happen here.” All said they were somewhat reluctant to go to the school and a few were afraid at first. But after they got to know the school better, they were reassured. Making friends was the key factor. Also, interacting with other schools in extracurricular activities helped to show that “we were good.”
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Parent involvement. Students said that there was a low level of parent involvement in the school. There were mixed feelings about whether it was important for parents to be more involved. One student said “I don’t really want my parents coming to school.”
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Physical design. The students were highly critical of the lack of windows and daylight, and the general absence of an inviting atmosphere.
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Bathrooms. The bathrooms generated a significant level of discussion. Students were concerned with the vandalism and filthiness of the
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bathrooms, and the fact that were centers of deviant behavior. The mirrors and sinks in the hallways were uniformly disliked. The students complained that many bathrooms were locked and they frequently had to one much farther away. They suggested that bathroom monitors might help. •
Desired amenities. Student said that a “cyber café” with computers and group work areas for after school use would be valuable and all said they would make use of such a space. They suggested that it would be especially good for students who did not have computers at home. They also said that a teen health center was a good idea because “many students are misinformed about health issues.”
PART 4. Results from the Focus Groups with Parents, Social Services, and Law Enforcement Personnel Key themes from two additional focus groups (one with parents of West Mesa students, the other with social and law enforcement services) were: •
Need for more parent involvement. The parents felt that there were few opportunities beyond the “Next Step” open house that occurs once a year. The purpose of the event is to help students and parents plan for the next year in high school or beyond. Last year about 1800 parents attended. Additional approaches such as the class “contracts” used by some teachers were valued by parents. The contract is a description of the class and the requirements that is signed by both student and parent so that everyone will understand what is expected. Parents felt this was a good way to make students more accountable. They also thought it would be useful to have more conferences with teachers and more of a partnership among teachers, parents and students, but doubted it would be possible given the large size of the school. The parents said they didn’t know how well their children were doing in school until the end of the term and that was a bit late if they were having difficulty. The school parent group currently meets monthly with the principal and coaches and attends the instructional council meetings.
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The police lieutenant in the second focus group said parental involvement was a key to keeping kids in school and out of trouble. He considered this even more important for the new high school given its location. He also suggested school uniforms as a way to reduce gang activity. Making sure students attend classes is an economic issue for some families who receive state and federal financial assistance. Three absences trigger a notice to parents and may lead to loss of assistance. •
Using school design to enhance student experience. The police lieutenant identified La Cueva High School as the best designed for security. It was also considered a good design for school spirit and sense of pride. The school is filled with posters of and photos of school successes, awards, trophies, and other indicators of pride. The two focus groups felt that West Mesa did not exude a sense of pride or school spirit. The described the library where we were meeting as unattractive and uninviting. The parents also said something should be done about the problems with the bathrooms, but did not suggest any specific solutions. There was some discussion about whether the state of the bathrooms created a public health issue.
Part 5. General Design Issues Interestingly, none of the small school program evaluations discussed previously considers how the physical environment can support or inhibit small school success, even though identity, separateness, and internal focus are critical elements of the programmatic design of small schools. All three elements can be affected by design features including location, boundaries, circulation and connective spaces, centralized vs decentralized support facilities, entrances and exits, and the extent of individualized design to support specific programmatic goals and identity. The three small schools in this study all had their own facilities and are not currently housed in a larger public school. This provides them with the opportunity to convey their own sense of identity, culture and direction. Cesar Chavez had previously been located within a public school and had just moved into a new facility at the start of the 2006 school year. The students in the focus group were very proud of the new facility and liked it much better than their old school. They talked about the central
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“living room” with real leather sofa and chairs, the smart boards in all the classrooms, the child care center for students with children, the high level of computer access in all of the classrooms, and availability of laptops. Although there was no opportunity for interviews with teachers and administrators at Cesar Chavez, it would be worthwhile investigating what influence the move into a separate facility has on teaching, student development, and program outcomes. A central issue for the schools within a school concept is the relationship between the overall school and the smaller academies housed under its roof. The research literature suggests that separation and independence are critical success factors for small schools within a school – but what degree of separation and independence? Having separate classes and lockers appear to be important, but what about sports, extracurricular activities and spaces (such as band and drama), lunch rooms, bathrooms, and cyber cafés? Economic considerations alone suggest that some facilities, such as libraries, may need to be centralized and shared by all. But to what extent will other shared facilities loosen the bonds that are important to student development in small schools, especially at risk students? If students roam around more during the day, they are less visible to their teachers and peers. Both this study and research by others shows that knowledge of one’s behaviors is a strong factor in keeping up with homework and attending class. At the same time, encouraging students to take part in other activities is an important part of personal growth and high school life. Finding the right balance between inner focus (within the small school) and external engagement (with the larger school) is a critical component of design. It is also clear from the research on small schools that an integrated approach is needed – one that takes into consideration the physical facility, the academic program, governance and culture.
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4
SECTION
Space Program
Introduction / Overview This section provides the summary and detailed listing of spaces required for the South West High School. This program was based on the initial Executive Facility Program for the South West High School published by Architectural Research Consultants, Inc. (ARC) on July, 17, 2006, as well as the North West High School Facility Program Draft published December 9, 2005, and adjusted to reflect additional input from APS on the requirements for the school. The school will be developed in phases, including Phase I, and Phase II. In addition, desired program areas that are not in the base budget have been identified for bid alternate inclusion in the project depending on the level of competitive bids for construction received on the school. Furthermore, Phase I is divided into Phase IA, including the 9th Grade Academy, and Phase IB, the Athletic facilities included in Phase I. The program identifies the requirements per each phase. •
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Phase I providing 9th grade academy with 6 Small Learning Communities of 125 students each for a capacity of 750 students. Phase IB of Phase I includes gym and locker facilities to support the academy during the first year of operation before the full athletic facilities are developed in Phase II. The construction of Phase IB may be staggered relative to Phase IA. Phase II providing the upper grade academies with 9 Small Learning Communities to bring the school capacity to 2200 students and core support capacity for 2200 students.
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•
Based on projected cost per square feet, the total Phase I and II facility scope is limited by budget constraints to 385 thousand square feet. Bid alternates will be added to the program to allow the District to take advantage of favorable bids if they occur. Bid Alternate provides an addition Small Learning Community, to allow reduced class sizes in upper grade Small Learning Communities, as well as NROTC space, additional learning resource space, specific dance aerobic space, and community spaces including a family/career center, teen/community health center and child care center.
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Future phases can provide capacity expansion for up to 2650 students and additional community facilities.
Feedback from the Community Forum emphasized the importance of having
appropriate facilities to support the Phase I opening of the 9th Grade Academy. The participants emphasized the importance of having permanent facilities and not relying on portable structures. The 9th Grade Academy must offer technology capability upon opening. The academic program should offer a full elective menu for the students including music, dance and band to maintain a continuity of program instruction for the students. This may require temporary use of core classrooms for these elective functions. The same goes for offering Learning Resource Center/Library services to the 9th Grade Academy during the interim period between opening Phase I and Phase II. Information for the space program contained in this section includes the following: • •
A summary of the total area required in the facility; Calculations of the number of key spaces driven by the curriculum load of the facility;
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Comparison of key space allocations to the initial allocations in the ARC program and to allocations indicated by the curriculum load placed on the facility; and
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Detailed space list identifying the size and quantity of each individual space.
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Program Structure This space program has been structured to create academic academies with small learning communities as the basis of the curriculum model for the school. The small learning communities, which consist of clusters of classrooms and support spaces to support between 125 and 150 students, are organized into pods with multiple SLC pods linked together to form academies. Each academy has a curriculum focus, and contains multiple small learning communities as well as academic centers for educational programs associated with the academy. The capacity and size of academies varies based on the type of academy. There are six total academies shown in the program, including: • Ninth Grade Academy, containing six SLCs for a possible capacity of 750 students in Phase I, with an administrative area and food court. • Health, Science and Technology Academy, containing four SLC for a possible capacity of 600 students in Phase II. It also contains a science academic center for special science spaces, and a pair of technology shops. An administrative area will be provided in Phase II. The administrative area will contain the dean and counselor offices to support the academy. •
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Business and Leadership Academy, containing three SLC for a capacity of 450 students in Phase II, and one SLCs as a bid alternate addition bringing the total capacity to a possible 600 students. It also contains a specialty classroom academic center with a technology shop, student government activity center/classroom, physical education lecture class, and a culinary lab. An administrative area will be provided in Phase II. A leadership NROTC training center will be provided in Phase II. A firing range may be added as a bid alternate. Humanities and Liberal Arts Academy, containing one SLC for a possible capacity of 150 students in Phase II. An administrative area will be provided in Phase II. This academy will have space for a dean and counselor offices in Phase II. Arts and Communications Academy, containing one SLC for a possible capacity of 150 students in Phase II. This academy will be administered by the dean and supported by the counsel in the Humanities and Liberal Arts Academy. Academic centers for art and music will be provided as part of this academy. These academic centers will serve students from throughout
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all the other academies who may be interest in the arts as well as the students enrolled in this academy. •
Expansion Academy. The site will be planned to accommodate an additional academy, which may have up to three SLC pods, an administrative area, and a food court. This academy may be constructed at some point in the future after completion of Phase II.
Distributed space has been provided within each small learning community to accommodate special education students. The objective is to integrate the special education students into the student body. There is a centralized special education center with classrooms to support ISP students and special education social workers. Decentralized administration with deans/assistant principals and counselors will be associated with each academy. Initially, the program provides for four distributed administration components as well as the central administration with the school principal and finance. Food service will be centralized for upper grade academies, with a separate distributed food courts associated with the 9th Grade academy. Centralized functions in the school include: • • • • •
Learning Resource Center; Kiva Area/Lecture Hall; Central Administration; Special Education specialized services; Student Activities Center
• • • •
Family and Career Center Health Services; Physical Education; Central Kitchen Food Service; and
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Physical Plant.
Community facilities that may be planned but will be additional services and funded separately from the school include the following: • • •
Teen and Community Health Center; Child Development Center; Extension and Adult Education Center; and
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Community Center
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Site requirements include parking, athletic and recreation fields, and a possible community city park.
Definitions and Space Calculations The space program is presented in table form, with each column providing different information. The first columns identify the space, both in title and with an alphnumeric designation system. The next set of columns identify the quantity and individual size for each space and the summary totals. The final columns provide phasing distribution of space between Phase I, Phase II, Bid Alternate and Future work beyond Phase II. Specific nomenclature used by this space program includes the following: •
Number of Spaces: This column provides the number of functional spaces required for that space type.
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Net Assignable Square (NASF) Feet per Space: unit of area expressed in square feet specifically dedicated to the functions and activities within the interior of the space. The assignable square feet relates to the unit area allowed within state planning standards, or the planning standard area per student times the student capacity of the room.
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Subtotal Net Assignable Square Feet (NASF) Required: The total net assignable square feet contained in all the rooms for that space line item. It is the product of the number of spaces times the net assignable square feet per space. Columns and minor chases may fall within the net assignable floor area.
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Factor: This number represents additional space provided within the program for wall thickness, circulation and planning inefficiency. Please see the following discussions on corridor widths, building efficiency and TARE. The factor is the ratio between the Departmental Assignable Square Feet and the Net Assignable Square Feet. Subtotal Departmental Gross Square Feet (DGSF) Required: The total area required to accommodate the rooms itemized within the space list. The Departmental Gross Square Feet includes area allocated for wall thicknesses, circulation, and planning inefficiency as well as the spaces net assignable square feet.
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Area Programmed: The amount of DGSF to be constructed within each phase of the project development.
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Subtotal NSF not including (nic) TARE: The amount of NSF area included in the program for each phase not including areas classified as TARE, such as corridors, toilets, lockers, janitor closets, physical plant space, and commons per PSFA definitions.
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Subtotal DGSF for All Areas: The sum of the departmental assignable square feet from every component of the facility.
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Building Gross / Component Gross Factor: This factor accounts for the facility exterior skin.
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Building Gross Area (including MEP/Envelope/Other). The total constructed area of the building.
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TARE Factor Efficiency: A planning ratio that expresses the amount of area required above the net assignable square feet of functional spaces. The area above the net assignable square feet is referred to as TARE. The TARE includes wall thicknesses, circulation, planning inefficiency, building exterior skin, physical plant spaces, toilets, lockers, student activity/commons not related to dining and any other non-dedicated enclosed space. The ARC program utilized an efficiency of 68%. Comparisons of existing APS schools reflected an efficiency of 67% for La Cueva High School mall concept and 75% for Eduardo High School campus concept. The effective efficiency suggested in this program is 65%, which allows an enclosed school with internal connections and team areas. The efficiency allowance of the New Mexico Adequacy Standards that will be funded by the state is 70%. Note that this program has itemized lockers, toilets, physical plant spaces and student activity/team/common areas, which are included in the Subtotal DGSF. Any additional spaces such as an additional commons or lobbies for different spaces must be created using space allocated in the planning factors.
The total area required for the design of the high school may range from the predicted TARE. Area required to establish cohesive central public spaces and comfortable internal circulation may result in additional 10% space requirements. The following program lists provide the initial “normative” area predictions as well as statements of space required within the design to achieve the public spaces desired by APS. Corridor Widths. The calculation method utilized in this program determines the planning factor for the Departmental Gross Area based on the room size and the width of the corridor serving the room. The planning factors are generally based on rooms that are square to rectangular with the narrow side adjoining the corridor.
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The factors assume nominal corridor widths of 10 feet serving classrooms, labs and shop, corridor widths of 5 feet serving offices or other administrative or back of the house spaces, corridor widths of 16 feet serving major public spaces such as the gym and Performing Arts Center. It should be noted that while the nominal corridor width for classrooms is designated as 10 feet, the actual width could vary between 8 and 12, depending on the classroom load of the particular corridor. This will allow the designer to create appropriately sized corridors along the primary circulation routes. Also please note that the lockers are programmed as a separate area, and do not detract from the corridor width. For each space identified in the program, columns on the report table provide the total number of spaces required, the net assignable square foot size of each space, the product net assignable square feet for each space type, and the gross square feet required for each component. An individual factor is applied to each component to convert the subtotal net assignable square feet to departmental gross square feet. The factor accommodates the corridor, partition construction, planning inefficiencies, miscellaneous space within the area and slight modifications to individual space sizes resulting from the plan organization. The factor is derived individually for each component based on the sizes of the rooms and the size of the corridors serving the room. Support and physical plant spaces are programmed as separate lines items, including toilets, janitor closets, student lockers, mechanical space, electrical closets, telecommunications rooms and closets, waste storage, and can wash. An additional building area is added to the final total to account for the exterior building skin, vertical circulation, main lobby and commons area,
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Space Summary The following tables provide a summary of the areas required.
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A more detailed breakdown summary of the academy areas are contained in the following tables.
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Total Summary
General observations concerning the program include the following: •
The academies vary in size because they contain different types of academic centers as well as different numbers of SLCs.
•
Phase I is targeted towards opening up the 9th Grade Academy prior to completion of the rest of the school.
•
The program provides elective classrooms that may be customized for specialized curriculum such as fashion design, computer classes, business classes and similar classes that can be conducted in standard ceiling height finished environment.
•
The program provides technology shops that can be customized for wood, small metals, small engine, automotive, avionics assembly, electronics assembly, agricultural or similar curriculum.
•
The Bid Alternate SLC will allow the entire school to operate at 125 students per academy.
•
Space for the Teen/Community Health Center, Extension and Adult Education, Child Development Center and Community Center are planned on the site, but are not of the base building scope or included in the budget.
•
The actual size of the Expansion Academy is not driven by specific program considerations at this point in time. It can be planned to be larger than the three – SLC academy shown in the program. The planning team felt that any expansion with administrative should have at least three associated SLCs. The plan should consider providing a food court as part of the expansion to support the increased school capacity.
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South West High School, Albuquerque Public Schools September 22, 2006
Classroom Count Comparison The following table provides a comparison of programs requirements for this school. The comparison is between the actual program, requirements based on calculations, and previous statements of requirements for this school and prior projects that this school is based on. The analysis shown in this table is a key review of adequacy of this program to support the proposed student population level. The school must place students in classroom seats. The number of classrooms impacts the administrations ability to give the students course elective choices and maintain desired student/teacher ratios. The analysis groups classrooms/teaching stations by categories to provide an overview of the adequacy of the program. The five overall categories include: • • • •
Core Science Physical Education Electives
•
Special Education
The programs of class/teacher station provisions that are compared include: •
Classroom/teacher stations predicted by a curriculum model based on the enrollment experienced at Valley High School.
•
Executive Program space requirements for the South West High School prepared by Architectural Research Consultants. Note that this program is patterned directly on the Executive Program for the North West High School prepared by Architectural Research Consultants.
•
Executive Program room calculated need prepared by Architectural Research Consultants for the planning of the North West High School.
•
Facility Program for the North West High School prepared by Healy, Bender & Associates, Inc.
The actual number of classrooms presented in this report is driven both by the estimate of demand and the available budget to construct the capacity. The program has a 3% variance from the Executive Program room count. The program also includes 15 small student resource spaces that can be utilized for small group instruction.
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Total Phase I&II 2200 Students
South West Side High School Calc. Learning Spaces
Comparison of Programs Spaces
Base Programmed Bid Alternate Spaces Spaces
Total SWHS Program ARC Program
ARC Calculated Need
NWHS Spaces
Core Classroom
62
61
4
65
59
64
57
Science
15
15
1
16
12
10
16
77
76
5
81
71
74
73
Physical Ed.
8
9
1
10
9
8
9
General Elective
7
2
2
6
5
12
1
1
1
1
1
3
Student Government
1
1
1
Leadership ROTC
1
1
1
1
1
Subtotal
PE Classroom Life Skills/Culinary
2
-
1 2
-
1 1
Art
3
4
4
4
4
4
Music
3
3
3
3
3
3
Drama
2
3
3
3
Technology
5
3
3
3
4
3
22
19
19
25
19
29
107
104
6
110
105
101
111
21
1
22
25
14
29
7
7
Subtotal Electives Subtotal Non-Special Ed Special Ed/Electives
-
-
3
Special Ed Classrooms
30
8
Subtotal SE
30
29
1
30
29
32
21
137
133
7
140
134
133
132
31
1
32
282,663
21,035
282,663
Total Student Academic Areas Total Room Area TARE
68%
Total BGSF per Phase Students per classroom SE Students per classroom
71%
387,224
29,514
-
14
68% 416,737
19
19
18
19
20
19
7
7
7
7
7
5
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Detailed Space Listing
The following tables provide a detailed listing of the individual spaces required for the New South West High School.
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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South West High School, Albuquerque Public Schools September 22, 2006
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Future Facilities The following tables contain spaces that may be needed for future growth or to accommodate desired community functions that are not funded.
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Site Requirements The following tables contain individual line items space requirements for the New South West High School site.
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Community areas that are desired that should be planned for the site.
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5
PSFA Comparison
SE C T IO N
Introduction / Overview This section provides an assessment of the compliance of this program with the New Mexico Primary and Secondary Statewide Adequacy Standards 6.27.30 NMAC as approved at the PSCOC meeting of August 12, 2002 and amended August 5, 2005. There are two issues that this assessment addresses: •
The programmed spaces must meet or exceed the adequacy standards to assure an adequate educational environment for the students
•
The qualification of the spaces for PFCOC matching funds
Albuquerque Public Schools has entered into a joint powers agreement with the Public School Capital Outlay Committee (PSCOC). For the state, the project will be overseen by the Public School Funding Authority (PSFA). Portions of the project that receive joint funding for construction from PFCOC must meet the approval of PSFA representatives. The funding match provided by PFCOC will be 46% of facilities that meet state adequacy standards (see Section 4.4) less any Direct Appropriation Offset. PSCOC subtracts a percentage of the total direct legislative funding a district accepts from the district’s award (46% for APS). The following table shows a comparison of facility areas provided in this program versus the PFSA State Adequacy Standards minimums for those areas.
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Category
PSFA Requirement
Program Provision
Comment
Site
40 acres + 1 acre/100 students = 62
52.1
65 Acre Site provided
Parking
1.5 * Staff + .25*Students = 821.5 spaces
1160
Bus Parking
33 Site provided,but facilities not funded
Community Facilities
Not covered by funding
Recreationn Field Main Field Track Auxiliary Field Baseket Ball Court Baseball Field Softball Field Tennis Court
570 * 250 feet 601.152 ft long * 270 ft wide not covered two 40 * 60 not covered not covered not covered
200,000 70,000 43,200
General Classrooms
25 sf/Student, 700-900 SF ,750
840
Science Classroom
4 nsf/student minimum, 5 nsf/student allowed for planning, 1200-1400 max per classrooms, 8800 total minimum nsf science area, 11000 total allowed nsf science area
15 spaces, 21700 total area
Min 80 sf/science room, total 1200 sf
3200
Science Prep Special Education Toilet Kitchenette Storage Visual Art Classroom Storage Kiln Office
Chorus Instrument Storage Music Library
162270 210,000
min. 450 sf ea provide 80 min 150 sf max
Includes science classrooms & labs
600
1 per SLC, 2 in 9th grade SLCs
120 120
at ISP classroom at ISP classroom at OT/PT
1,500 sf max/classroom, 2.5 nsf/student, 55 4 spaces, 7865 total sf 150 max 60 max 120 max
Music Band Orchestra
Site only
2.5 nsf/student, 5500 total nsf, 1800 sf max each room 2.5 nsf/student, 5500 total nsf, 1200 sf max each room
10820 2600 for band, 1175 for orchestra 1965
600 max
525 max, 1350
200 max
210 max, 475 total for 3 spaces
Instrument Repair
150 max
180
Office each
150 max
120
Uniform Storage
varies
300
Individual Practice Room
60 max, 2 each
70 sf each, 8 total rooms
Group Practice Room
200 max, 1allowed
350 sf each, 4 total sf
share 2.5 sf with band
15430
4 Performing Arts PAC
not covered
Drama
1500 max
1200
Dance
2000 max
2200
Storage
100 max
320
Office
150 max
120
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Category
Career Education
PSFA Requirement
Program Provision
4 nsf/student, 8800 total SF
26920
Shops
2400 sf max
2500
Laboratory
1400 sf max
1200
Culinary
1800 sf max
1800
Child Development
1500 sf max
1500
Comment
Part of Bid Alternate
Obs area
128 sf max
Tlt
100 sf max
60
Part of Bid Alternate Part of Bid Alternate
Office
100 sf max
120
Part of Bid Alternate
3 nsf/student, 6600 total SF, 1400 sf max each rom
Computer/keyboard Physical Education
included in career education 46780
gym P.E. Lockers
6400 sf + 1.5 seating capacity = 16300
13200
2000 sf max
3,400
Offices
150 sf each max
240
General storage
300 sf/teaching station
4000
Weight room
2400 sf max
2400
Health classroom
regular classroom
840
Auxiliary Gym
not covered
5200
Athletic Lockers
not covered
3,400
Main Athletic Lockers
not covered
2200
Training room
not covered
1200
Concessiion and ticket area
not covered
500
Misc. facilities
not covered
5400
Library/Learning Resource Center
3 nsf/student, 6600 total SF
8870
Main Room
2000 sf max
6600
Library Office
150 sf max
340
Enry/circulation/distribution
700 sfmax
inc above
Equipment Storage
175 sf max
160
Small group conf. m
150 sf max
Classroom area
700 sfmax
Staff development/ ref. area
200 sf max
Multi-media production
400 sf max
350
Dining
15 nsf/student, 9000 total SF
7,200
Serving
15 nsf/student, 3000 total SF
1,170
Kitchen
2400 sf max
4,000
Kitchen warking/kitchen
250 sf max
500
Wrestling, Mezzanine
Food Service
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Category
PSFA Requirement
Program Provision
Administration & Other Facility Support Areas Administration
1.5 nsf/student, 3300 total SF
10985
Principal
150 sf max
220
Assistant Principal (ea.)
150 sf max
200
Reception
400 sf max
100
Secretary
500 sf max
120
Conference room
200 sf max
300
Record storage
100 sf max
180
General storage
200 sf max
395
Parent workspace
1 nsf/student, 2200 nsf total, but 800 calculated, but nsf max
200
Student health Nurse's area
1 nsf/student, 2200 nsf total 1000 sf max
3393 960
Counseling/Guidance suite Reception Counselor's office Conference room Individual testing room Storage
100 sf max 120 sf max 150 sf max 50 sf max 40 sf max
Faculty workroom
800 sf max
Teachers lounge
800 sf, larger for school above 25 teachers
Corridors
12 feet recommended
Lockers
add 3 feet to width of corridor
TARE
TARE of 30% with 70% efficiency
68% efficiency
Building support Storage Janitor/maintenance
2 sf/student = 4400 sf 0.5 sf/student = 1100 sf
3955 395
Suggested max bldg area
150 sf per student in schools over 1000 stud387224 sf
1680 120
10 spaces of 450 each totaling 4500 sf 4 lounges of 420 each totaling 1680
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6
Physical Requirements
SE C T IO N
Compact versus Campus Plan
While APS currently has high school sites that are either campus-type plans (a number of individual buildings within a planned landscape) or compact plans (a single large building and integrated site), there is a clear preference on the part of the project Executive Committee for a compact plan type of configuration for the project. There are advantages to the use of a compact plan on this project in terms of security, accessibility during all periods and conditions, management and oversight, and there may be advantages in terms of the overall sense of "school community" – given the patterned development of academies and small learning communities within the overall program for the school. However, the direction also has been clear from APS to the Design Team regarding the need to hold to the overall program to an efficiency level of 68%. Therefore, the final decision regarding the ability of the project to be provided as a "compact" versus "campus" plan will depend on the space and cost-efficiency of the design configuration developed in response to the program.
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General Site Organization Concepts
The APS Planning Standards establish the following general concepts: •
•
•
Provide clear and separate modes of access o Buses o Parent drop-off/pick-up o Service access Provide opportunities to adjust to programmatic (instructional and community) and technological changes, including the following: o Flexibility of existing spaces to meet a number of purposes o Ability to expand o Ability to accommodate new communication and information technologies in learning environments Organize the school site and facilities in a clear and consistent manner that: o Centralizes common-use facilities to the population(s) served (media center, kitchen, restrooms, workrooms) o Provides natural light to learning areas o Separates “noisy” from “quiet” activities o Promotes ease of supervision and security (controlled building access — control of functions, after-hours use) o Considers special accessibility needs o Provides covered (protected) circulation
Security Zoning and Control
The Building perimeter will be the main point of security control, with all locks on all exterior exits and operable windows, intrusion detection on all accessible points on the perimeter, and video surveillance of the exterior of the building. The site should incorporate a site perimeter demarcation such as a fence, with buffer zones of at least 50 feet between adjacent property and school functional areas such as parking or athletic fields. Pedestrian pathways that cross the site
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connecting the property to the community should have observable buffer zones between the path and school functional areas. Public, student and staff parking areas should each be separate from each other. These areas should also be separated from public parking, bus drop off lanes, the special education bus drop off lane and the service drive. Within the building, separate security zones should be provided for each academy. Areas accessed by the public for special events or community functions should be capable of being closed off from the remainder of the school. Transitions between zones should have access control to allow authorized staff to access the building and move between zones. Areas that should have direct access off of the main controlled public entry for public use includes the SLC, the Career and Family Center, the central dinning Commons, the Black Box Theater, and the ticket window for Student Activities. Other areas that require direct exterior access for events include the main Gym and the Performing Arts Center, though they can have separate entry points. These areas should be separated from academy and SLC areas by lockable doors/barriers.
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
SLC
Adm
Lab
Adm
Adm
Lab
Adm
Art
Com
Spec Ed
Health
SLC
Com
Std. Act.
Music
Teen Health
Fam Ctr
Adm
Black Box
Ph I Stdnt. Entry
P. E. Spec. Entry
Event Public Access
Special Education & Health Access
Pub Entry
Community Public Access
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Functional Areas Core Classrooms The core classrooms will be sized at 840 square feet. The classrooms will be used for English, Math, Literature, History, and Health. The classrooms should be capable of being arranged in multiple formats. The classroom should be furnished with movable tables and chairs to allow the students to work in groups. Provide a teacher workstation rather than a desk. The classrooms must be technology ready, equipped with a whiteboard, projection screen, a ceiling mounted projector, and data and telephone connections. Consider placing the computers on a round table with five or six computer rather on tables than facing the wall.
Kiva The Kiva will provide the black box theater area for the high school to support speech and drama curriculum. The Kiva must be technology ready, equipped with a whiteboard, projection screen, a ceiling mounted projector, sound reinforcing system, and data and telephone connections.
Science Facilities The science rooms will be distributed to the individual SLC teams, with at least one science laboratory at each SLC. Each science room will have at least one station for four students equipped for individuals with disabilities. 50% of the upper grade science rooms will be equipped as chemistry science rooms. The 9th grade academy will not have chemistry science rooms. The science labs must be technology ready, equipped with a whiteboard, projection screen, a ceiling mounted projector, and data and telephone connections. Consider placing the computers on round tables and not facing the walls.
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Elective Labs The elective labs should allow a variety of configurations to be created within the space. Elective labs may be used for diverse curriculum ranging from accounting, marketing, economics, law, typing, CADD and drafting, computer programming, robotics, aeronautics, computer illustration and web design, yearbook, crafts, additional/specialized art and other diverse subjects depending on the curriculum focus of the academy. Because the curriculum focus of the academy may shift over time, the elective labs must be able to be reconfigured. The elective labs must be technology ready, equipped with a whiteboard, projection screen, a ceiling mounted projector, and data and telephone connections. Power and data infrastructure must computers to be connected anywhere in the room.
Fine Arts (Visual Arts and Music) Separate areas are required for band, orchestra and chorus. A central recording system will be provided linked to the band, orchestra and chorus rooms. The system will be controlled from the Orchestra Sound Control Room. Provide capability for both film and digital photography processing.
Performing Arts Center. Physical features of the PAC should include: •
Seating for 450.
•
Orchestra pit which can be used for theatrical device storage. Capacity of the orchestra pit for 20-25 seats. The pit should be about the length of the stage and between 8-10 feet deep to fit percussion, piano and musicians. Use the scaffolding system for covering the pit when not use.
•
The stage backdrop should be white.
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•
Stage will be a legitimate stage, though not exceed 50 feet due to building code.
•
Height of the proscenium opening should be 25-30 feet tall. The height of the fly tower will be 70-80 feet tall.
•
A movie screen should be provided.
Dressing. Room. Provide counter and mirrors, consider a separate makeup room, versus dressing area. Provide up to 25 lineal feet of dressing room counter and 40 lineal feet of counter in the makeup room. The band and orchestra would change in the music area. Other Spaces. The ticket window will need both inside access and outside access for ticket sales. It will need to serve a couple of different functions. Ticket windows will be used for booster groups.
Technology Shops The technology shops should be designed to accommodate machine intensive curriculum such as wood shops, metal working, electronics or other similar industrial activities. The technology shops should have high bay configuration with overhead vehicle doors accessible to the building exterior. Overhead power distribution, pneumatic lines, dust evacuation, and gas exhaust should be considered. Exposed structural finishes and sealed concrete floors may be provided.
Special Education A central special education area is provided for ISP students and as a central resource to the special education teaching staff. This central special education area should be in close proximity to the entrance to allow efficient transfer of students with mobility problems from their transportation to the special education center. Special education and ISP programs should be close to the administration for crisis intervention. It should not be isolated. ISP classrooms should be both contiguous with each other, but need relationships with the academies. They need to be close to the health nurse, support services, and have only a short traverse to academy
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functions. Access to the nurse’s office is required for medications retained in the ISP nurses office. The classroom settings for special educations should allow for different types of settings with various ranges of area allowances and student counts. Non ISP Special Education do not required separate bathrooms. Access to a kitchen, bathroom and changing table will be required for ISP students. ISP toilet requires changing cot and a Hoyer lift. One toilet can be shared with other classrooms. Electrical outlets are needed by the cots. Consider use of automatic door operators throughout the ISP area for doors with closers. Provide extra wide doorways for ease in wheelchair access. At least one special education space requires kitchen. The C and D classrooms should have access to a kitchen. Some of the focus in ISP programs is for the students to master life skills required for daily living. In some it is a method to accommodate special diet and food preparation issues related to ISP students. The kitchen in the special classroom is expensive to add at a later point in time. It should be equipped with a counter, refrigerator, oven, range, dishwasher, and sink w/ disposer and spray head. Consider issues related to Class I hood with venting when determining the type of cooking to be performed. The kitchen requires accessible counter areas. The school will offer physical therapy and occupational therapy. They need about 1200 square feet for this function. This space will have obstacle courses, climbing stations, and therapy stations. This space will need a storage room for physical therapy equipment. The special education PT room should have split carpet/non carpet floor area. The PT/OT room could be by the gym or with special education department. This area also needs cubbies / lockers for storage of items. These are located in the classrooms. A laundry with a washer and dryer and space for stacking linens is needed. Electrical outlets are needed in the PT room. The special education department needs a time out room with a window and cushioned floor. Classrooms for ED (emotionally disturbed) students are relatively self contained learning centers.
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Health The nurse’s area should be accessible from the primary circulation. The health facility should be located close to a primary entrance to allow ambulance access. The first responders are the police. The second is the fire department, the third is the ambulance. The location needs to be in an obvious location. It should not be down long winding corridors. Health should be close to administration and to special education and security. They often have injured youths who need discipline issues as well. Doors need to be wide enough for cots to be moved through - 48 inch wide. Provide accessible route for the cots as well. The health services require a reception area with waiting space for students. A health assistant may have a health assistant for the general nurse. This person will need a computer, desk, and acts as a receptionist. The health assistant should be located open to the waiting. FERPA and HIPAA standards must be complied, so health folders must be kept for every student. They must hold records for 10 years. They need enough for enrolled students. Upon graduation, they are stapled shut and archived with the academic folders. Provide a good telephone system to allow coordination of health needs with the parents. The health services area requires four cots for general population, and two cots for ISP. APS likes the Albuquerque model, 4 cots on the west wall, with glazed nurse’s office on the west wall. Vision screening which is performed in the health area requires a lane with a 20 foot distance. This will be performed in the cot area as well. Next to each cot, there needs to be an outlet for nebulizer / inhalers, and suctioning. The health facility needs a lot of grounded outlets, for children who are on a ventilator, which needs grounded outlets. A backup power is needed to support the outlets – this can be battery or generator. They also could use backup power in the special education classes. Provide lighting specific for each cart and general lighting on the walkway and work counter. The lights above the cots should be on a dimmer for students with headaches. This should allow the prime work area to remain lighted on separate.
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Light fixtures/lamps must be color adjusted to full spectrum to allow them to see the skin color of sick students. Provide adequate cabinet space for storage of items in the nursing area. Provide 1 full height cabinet and 8 foot of counter with upper and lower cabinets and the sink. Locking medication cabinets are inside the Nurse Offices for both ISP and general population nurses. The health clinic will need a separate toilet. The ISP nurse should be collocated with the other health, with Special Education collocated with Health. The ISP cot area requires adequate number of outlets, and hanging hooks for suction equipment. The space needs lots of lighting and storage. There should be adequate space for EMT’s and other personnel. For ISP, the space need to be very accessible with ADAAG, wide toilets with cots for diaper changes. The toilet needs enough space for the Hoyer lift. This can be funded by other funding sources/grants. Provide room for the Hoyer lift. ISP services require an area with a sink with running water, an extra cot, and extra outlets. The sink must be deeper than an ADA compliant sink to avoid blood or other substances from splashing out. This is the treatment sink. Provide cabinets in the toilet/changing room to store catheters, diapers et cetera. Provide diaper disposal container. Health Services has an APS audiology department. They perform hearing screening in the health center, and need a quite room for performing screening. It does not need to be a separate space; it can be done in the nurse’s office. Defibulators are not provided because of liability issues. A health provider must be there to use it. A nurse practitioner is not adequate.
Student Activities The Activities Office is should be adjacent to the administrative area – with a separate entrance and a back hallway so the activities director can access the area. The administration office needs to be in the front – but the activities office should be close so individuals seeking tickets can access the office without disrupting administration. The activities director works with the principal, and provides information to the Principal regarding scheduling of activities.
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Support spaces are needed for student activities. This is where children all apply for different activities, ranging from homecoming contest to environmental committees. A storage area will be used to store the sound system, paint and paper, homecoming items, files for every organization. The ticket window needs and in-out flow pattern. Also security for collecting the money needs to be considered. Athletic events have a gate ticket. The same for the PAC – it would have a ticket window. These are separate the student activities window, which should be next to the student activities directors office. Student Government Classroom. The classroom needs to have flexible arrangement for committees to meet and organize their activities. Classroom can be used for other functions as well, and must be capable of “morphing” several times per day for classes, meeting sessions, and event preparations. It should have a dividable partition to allow separate committees to focus on their issues. The classroom for Student Activities should have a wash-up sink and storage. The storage room needs to be separate from the classroom to secure items that need to be stored.
Learning Resource Center/Library The library requires pace for up to 5% of the student body to be active in the library (100 students). The new libraries are having reading rooms which may be used for discussion on literature. Provide flexible furniture which can be moved. When students have flexibility to move furniture around, they are creating casual spaces which suit their moods. The middle schools are purchasing soft seating and creating conversation areas. The circulation desk has to have area for at least 2 circulation systems. It has to have a book drop and a large work area for checkout area with storage area behind it for carts and shelving. The circulation desk should be near the front to control the entrance, and to accommodate book drop off. Other spaces that should be associated with the library include: •
Workroom for the teachers
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Space for a minimum of two copiers. A video production area. The video production area can be co-located with the fine arts. It will be moved there. There is an issue around curriculum related to video production.
The teachers should have access to the library from the teachers lounge area. This increases adult use of the library. The production room should be accessible by the teachers. The mail access is important. The text book circulation room should be close to the library, because often the librarian supervises the textbook circulation clerk. Book room is equivalent of the textbook circulation room. The textbook room is a place to store books. This is not a space where students browse. There needs be storage shelving, work area, and circulation window. This functions as a bookstore. Students will have a list of classes with books they need for the classes. The staff picks the books off the shelves. There are 4 events, including the start and end of each semester, with the biggest events occurring at the start and end of the school year. The textbook room needs a PC at each circulation window, with 3-4 windows. Evaluate the student flow past the windows. Consider a drop order window and pick up windows. The area outside should allow for lounge. A service line arrangement may be used where they enter on one end, flow down alongside a counter, then checkout and exit at the end. The objective is to keep the students moving. The staff often pulls out textbooks for science, math and literature and places them out in the library during checkout. One school has the textbook room opening into an exterior courtyard. This works because it gives the students a place to mill around while collecting or returning their textbooks. All work areas need to have sink. This will be in the textbook room, the production room, and near the circulation desk, wherever staff handles books and other printed material. Paper produces considerable dust. The HVAC must not introduce moisture into the library. Natural light is desirable, though care must be taken not to compromise wall stack space. Consider clearstory/wainscot arrangements.
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Food Service Food service needs a secured outside office to count the money. Food service needs need a reception desk and a locked office. Cash counting needs to be performed in an office. Manager office and storeroom need to be locked. The cafeteria tables should be small round tables, not large gang seating tables. APS is not in favor of booths because of the difficult to clean and maintain them. Provide space for mobile carts, which take up area. The central kitchen allocation will have storage and ware washing. Ware washing will bring items back from the kiosks. The academy needs a wash rinse sterilizing capability, plus hand wash sinks and janitorial space. Make allowance for trash and recycling throughout the school and allow for recycling for cardboard, aluminum, glass, and plastics. Consider trash cans, can washing and janitor mops. Sanitation needs to be separate for the kitchen and dining room because of security and food pilferage. Janitorial closet can be in a connecting corridor. Provide male and female toilets, not unisex toilets.
Transportation, Parking and Access •
Bus Drop-off. The school should have a dedicated on-site bus drop-off, accessible at the beginning of the day and the end of the day. Only busses should be allowed to drop off in this area, which should be accessible only through its own gate entrance onto the campus. Gates should be lockable during and after the school day. There is an APS Bus Loading / Unloading Team to approve the A/E design.
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Parent Student Drop-off. The school should have a dedicated on-site student drop-off, accessible through its own gate entrance onto the campus with its own gate exit drive. This area should be positioned away from the public streets to reduce opportunities for gang representatives to pick up or create incidents for students that are being picked up. It allows APS Police to take action on a gang vehicle because the vehicle is on campus.
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Student Parking. Student parking is generally provided for senior and junior students only. The lot should be appropriately lighted and should provide security camera surveillance. Lower grades generally cannot park on campus. This parking area(s), controlled by security staff, should have gated limited access points that are open for a limited amount of time in the
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morning before school begins and in the afternoon, when school is out. At this time, the discussions have noted that only senior students may be permitted to leave the campus during lunch. Staff Parking. Staff parking should be provided in a separate area, secured and well lit. Students should not be able to meander through this lot. Visitor Parking. Visitor parking should provide parking for 40 to 60 visitors, and should be located to funnel the visitor into one entry location for monitoring and sign-in.
Specific design points that should be considered include: •
Bus loading and unloading zone should be separate from other parking or other traffic flow patterns, including pedestrian. People should not be walking around the buses. The loading zone must be designed without requiring individuals to cross over in front of buses. Buses are on a tight time schedule. Buses require a separate entrance/exit from other traffic. Also note that buses are operating when delivery trucks are operating, so they should not share the same entrance.
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Buses should not be adjacent to staff parking or other parking where individuals are trying to beat the buses out. Buses have large blind spots and can backup on children.
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A fence barrier with walk through ports should be used to restrain students from walking out in front of the buses until the buses have stopped and shut down their engines. An opening in the fence will be provided for each bus. Fence on the other side of the bus should keep students from using the bus line area to shortcut to parking.
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A single line is preferable, with boarding on the right side of the bus. Double lines create a hazard with students walking in front of the buses. If a single line cannot be created, the school may use angled (drive through) parking, where the bus can then take off forward. Buses should never have to back up. Avoid the double parked bus arrangement used at Cibola High School.
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The bus loading zone must be clearly marked, with signs (in white or yellow), curb painted in yellow. Make it obvious that the bus lane is not for car pool.
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The infrastructure for flashing lights/school speed zone needs to be in place when the school opens
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Bus loading zones should not intrude on fire lanes. When buses are in the fire lane, the driver cannot leave the buses.
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The buses are on a tight time line, because they then have to go to the middle school and elementary school for those routes.
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The bus line and sidewalks should be paved, without the students walking over mud.
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The bus loading zone should be capable of accommodating growth.
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The buses need a separate exit from the car pool, student and visitor.
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A single line should be 12 feet wide, with 40 feet of length for each bus (buses are 34-36 feet long).
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If a bus breaks down, the single file arrangement must have pullout lanes to allow buses to by-pass a bus with mechanical problems. There should be a pull-off at the end for buses with problems that need to be addressed before they get on the road.
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The buses have a capacity of 44 students per bus. The actual capacity will range from 10-50 students. The average load is 35 students per bus. The time and distance of the route can impact the number of students on each bus. The manufacture rated capacity for a typical bus is 71 including students and driver. Buses are replaced every 12 years.
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Bus turning radiuses are 42 ft outside radius and 24 ft inside radius.
Special Needs Transportation. The dedicated bus zone for special needs should be designed to meet the requirements for buses serving general population students. In addition, these should be accessible from the special needs/special education. Special needs busing will need sloped curb cuts.
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7
DAYLIGHTING APPROACHES AND OPPORTUNITIES IN SCHOOLS
SECTION
General Description Daylighting is the use of light from the sun and sky to complement or replace electric lighti. Appropriate fenestration and lighting controls are used to modulate daylight admittance and to reduce electrical lighting, while meeting the occupants’ lighting quality and quantity requirements. By providing a direct link to the dynamic and perpetually evolving patterns of outdoor illumination, daylighting helps create a visually stimulating and productive environment for building occupants, while reducing as much as one-third of total building energy costs. ii iii
Challenges that are posed in applying daylighting solutions include the following : •
In predominantly overcast climates or in built-up urban areas, there is insufficient daylight flux to provide adequate interior daylighting.
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In some climates and orientations, poor control of glare or contrast from direct sunlight limits daylight applications.
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In hot and sunny climates, daylighting designs must manage sunlight to control cooling loads.
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There is widespread interest in extending the floor area that can be effectively daylighted at a distance from windows and skylights.
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Given the ever-changing nature of tasks in buildings and the dynamic nature of daylight, design solutions that provide some degree of operational control are desirable.
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Even when the technology exists, it is often difficult to characterize performance in a manner that allows designers to reliably predict long-term performance.
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Many daylighting systems prevent un-obstructed views to the outside. Fixed systems designed for use of diffused daylight may serve as shading devices but few systems, which tend to be expensive, improve daylight penetration into the room.
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Most systems are expensive.
Daylighting benefits from an integrated approach. Tips for Daylighting with Windows outlines the key elements of an integrated approachiv. The design team should: • Adopt a holistic design approach, where the building is viewed as a whole and not just a collection of parts. Common practice often fails to address
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the critical interactions between the building façade (which admits light and heat) and the electrical lighting system, resulting in an uncomfortable and inefficient building that is expensive and difficult to retrofit. Share appropriate decisions across disciplines.
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Regularly evaluate decision for any building-wide ramifications.
Daylighting involves the following design functions: • • • •
The amount of fenestration (openings and glazing) The type of fenestration (windows, skylights, clerestory windows, light tubes) The shape of the window The type of glazing (tinted and coatings, single or multiple panes, vacuum or gas filled interstitial space, strengthening, optical treatment such as etching or molding, and alternative materials like acrylic)
• • •
Shading strategies Light reflectance and color of interior surfaces Coordination with electrical/artificial light sources
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Sensors and lighting controls that respond to daylight levels provided within the interior space
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Coordination with the mechanical system to balance the thermal load, reduce the peak load and optimize the building form
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Calibration and commissioning of the design prior to occupancy to assure performance of the design
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Maintenance of the facility to assure continued performance of the design
Daylighting must be location specific and consider the daily and seasonal lighting patterns at the site. The track of the sun, the conditions of the sky, the climate and the nature of the site are significant bioregional forces that influence daylighting. The effects and experiences of each force are made to be place-specific through the interactions of each with the particular geology, geography, latitude and longitude of the placev. Greg Anders in the Whole Building Design Guide outlines basic visual acuity vi
requirements of occupants that must be addressed in daylighting design including : •
Veiling Reflections: Veiling reflections of high brightness light sources off specular (shiny) surfaces obscure details by reducing contract. They should be avoided, particularly where critical visual tasks occur.
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Distribution: Introduce as much controlled daylight as deep as possible into a building interior. The human eye can adjust to high levels of luminance as
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•
long as it is evenly distributed. In general, light that reaches a task indirectly (such as having bounced from a white wall) will provide better lighting quality than light that arrives directly from a natural or artificial source. Glare: The aim of an efficient daylighting design is not only to provide luminance levels sufficient for good visual performance, but also to maintain a comfortable and pleasing atmosphere. Glare, or excessive brightness contrast within the field of view, is an aspect of lighting that can cause discomfort to occupants. The human eye can function quite well over a wide range of luminous environments, but does not function well if extreme levels of brightness are present in the same field of view. Variety: Some contrast in brightness levels may be desirable in a space for visual effectiveness. Dull uniformity in lighting can lead to tiredness and lack of attention, neither of which is compatible with a productive environment. Often times a good daylighting solution will integrate a "blast" of beam daylight in a circulation area for visual interest and to help lead occupants through a building. The human eye is naturally attracted to this bright area and can be useful in guiding people down an otherwise banal corridor.
Regulations, codes and standards Provisions within the International Building Code for lighting, glazing and daylight vii
include the following : • •
408.3.6 provides for limited glazing on vertical exit enclosure. 12-4.1 requires provision of either natural light or artificial light. Windows providing natural light must be a minimum of 8 percent of the floor area.
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1301.1.1 requires buildings to be designed and constructed in accordance with the International Energy Conservation Code.
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Chapter 24 provides requirements for glazing including use, loads, sloped glazing and skylights, and safety glazing.
Provisions within Title 6 Chapter 27 Part 30 Primary And Secondary Education Public School Capital Outlay Council Statewide Adequacy Standards for lighting, glazing and daylighting include the following:
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6.27.30.8 GENERAL REQUIREMENTS. Design of a facility shall include: ease of maintenance; centralized common use areas; natural light; ease of supervision and security; and site-specific covered (protected) circulation if needed; and (2) Exterior envelope - (b) doors and windows are weather tight under normal conditions with routine upkeep, and the building structural systems support the loads imposed on them.
•
6.27.30.12 ACADEMIC CLASSROOM SPACE. C. Classroom lighting (1) Each general, science and arts classroom shall have a light system capable of maintaining at least 50 foot-candles of light; and (2) The light level shall be measured at a work surface located in the approximate center of the classroom, between clean light fixtures.
Provisions within the New Mexico Public School Facilities Adequacy Standards Planning Reference Guide July 11, 2006 for lighting, glazing and daylighting include the following: •
General Classrooms Additional Considerations: 1. Academic classroom space: Lighting: In addition to encouraging energy savings through artificial lighting controls, the designer should emphasize the provision of diffuse natural light into all learning spaces. The Adequacy Standards require a level of at least 50 foot candles at classroom work surfaces. Skylights, clerestories, windows, with light diffusing “eyebrows”, are typical elements of a well lighted space. These apertures should be able to be darkened for AV presentations and positioned so that the room does not over-heat.
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Art Education - Visual Arts Additional Considerations: Illumination that is glare-free, intense enough for detailed work and that allows true color discrimination is vital. Natural light from northern windows is ideal.
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Libraries And Media Centers Additional Considerations: The use of natural lighting is encouraged.
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Physical Education Additional Considerations: Lighting should be controlled from a keyed switching bank and be designed to provide adequate light levels at 36 inches above the floor. Suitable fixtures that are recessed or shielded should be installed. Windows in the gymnasium should be elevated and protected.
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Circulation, Entries & Commons Additional Considerations: 3. Courtyard schools, where feasible by climate, offer a very effective solution by minimizing unusable space and lowering the tare ratio, increasing the
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amount of natural light into academic spaces and shortening the distance to exits. •
Appendix E: Mechanical And Electrical Systems - 2. Window units U = 0.33 or less on nonsouth windows; U = 0.5 or less on south windows.
Human Factors Clinical studies show that from 5 to 10 percent of the population in the mid- to northern United States become seriously disabled between December and February, when nights are longest. The symptoms include sluggishness, difficulty awakening, carbohydrate craving, and psychological responses of sadness, social withdrawal, low sexual desire, and work disturbance. This is attributed to the physiological reaction of our body to lightviii. Science has demonstrated some specific interaction on the brain by light. The retina of the eye is directly connected to two clusters of nerve cells located in the hypothalamus called the suprachiasmatic nuclei (SCN), which acts as a circadian pacemaker for the body. Light entering the retina acts on the SCN, stimulating it to bring the body’s circadian rhythm into line with the daylight patterns. Melatonin, secreted by the pineal gland in 24 hour rhythm, reacts directly with sunlight, which suppresses its flow. Melatonin acts directly on the SCN. The pineal gland in many lower species is a third eye (complete with retina), and is known to react to light. In humans, the retino-hypothalamic tract is separate from the visual pathway, though they both are connected to our retina. While science is still trying to conclusively diagnose the relationship with light and behavior, there is substantial evidence that the relationship exists. Mental illness, suicide, and violence occur more frequently among Artic residents than among those at lower latitudes (although darkness may be only one of the causes). Suicide behavior increases in December and January even outside the Artic, and the high suicide rates in such areas as Seattle, Washington and Sweden may be associated with the lack of winter sunshine. Respondents to broad surveys report low energy, increased weight, increased sleep, decreased social activity, lower health, decreased sexual drive and irritableness during the winter months. This is termed Seasonal Affective Disorder (SAD). While clinical cases are higher for women, surveys indicate that male and female have winter problems at about the same level.ix
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The visible light spectrum waves in the green region have the most impact on SAD cases. Light intensities of 10,000 lux are used to treat SAD cases. Research also indicates that the same factors that underlie SAD also contribute to manicdepressive mood disorders. Research also suggests that we are very sensitive to the nuances of light. Light during the dusk and dawn has the capability of resetting our internal clocks, while light during the middle of the day does not seem to affect our circadian rhythms. The biological sensitivity to the lengthening day and quality of sunset and sunrise light appears to trigger our circannual (yearly) clocks, impacting fertility and metabolism rates. Physical health is also impacted by sunlight. The skin uses ultraviolet radiation (UVB) sunlight to create vitamin D, an essential vitamin used by the body in creating bone matrix. The body regenerates the bone from the outside in every 10 years, so there is a constant demand for vitamin D. The body makes and stores up to six weeks of vitamin D, but after that, lack of vitamin D begins to have an effect on bone formation. Lack of vitamin D can cause rickets and osteomalacia, which is a softening and deforming of the bone resulting from incomplete calcification of the bone. Dark skin individuals, who absorb less sunlight in the skin, are particularly vulnerable to these ailments when deprived of adequate sunlight. Since the sunlight of northern latitudes is too weak to produce vitamin D during the winter, those living in Canada and the northern parts of the United States, Europe and the Russia may risk developing rickets or osteomalacia by the end of winter unless they eat plenty of vitamin D-rich foods or take vitamin D supplements. One quart of milk per day can make up the deficiency. From a physical health standpoint, overexposure to UVB radiation can be just as harmful, because it is known to increase risk of eye cataracts and skin cancer. Lighting studies have shown extensive impact on animals health. Photoperiod control for cattle has been proven to increase milk production and growth.x Introduction of natural light has been shown to influence consumer behavior. In a study performed with a chain retail store, comparison of stores designed during the same period showed significant impact on sales by skylights. The study also tested for influence of the number of hours of operation, the population level and economic level of the zip codes served by the store and the number of years since the store was remodeled. The study found that the skylights were positively and significantly correlated to higher sales. All things being equal, an average non-skylit store in the
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chain would likely have 40% higher sales with the addition of skylights, with a probable range of 31% to 49%. This statistical certainty of this study was 99%.xi This illustrates that natural lighting has an effect on behavioral patterns. In another study by the same author, the academic performance of 21,000 students from three very different areas of the country was reviewed. When controlled for all other influences, students with the most daylight in their classrooms progressed 20% faster on math tests and 26% faster on reading tests in one year than those with the least daylight. The difference in performance showed up more pronounced in areas of the country that had fewer sunny days. Daylighting and access to windows had even more positive significant impact on academic progress than ethnic or primary language had negative impact! xii This study has significant implications for the design of education faciliteis While the study could not isolate the “cause” for daylight having this level of impact, clearly, the appropriate introduction of daylight impacts the cognitive development of young individuals. While there is not conclusive evidence to link office productivity to natural lighting, employee productivity gains of 6-16% and reduced absenteeism were achieved by converting to improved lighting as part of an overall energy management program in a study by the Rocky Mountain Institute in Snowmass, Colorado. Daytime-simulation helped improve cognitive performance of night-shift workers in studies by the Lighting Research Center.xiii Windows have a significant impact on occupant satisfaction. In a study performed by MIT and the Center for Advanced Studies, problems related to windows reported by IBM staff included: xiv • • • •
Lack of privacy – 48% Area affected by outside temperature – 18% Glare – 18% Drafty – 8%
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Visual distractions – 8%
For educational environments, the view may be a very critical element in designing windows. In a study conducted on healthcare utilization in prison environments, a specific correlation on health care use was identified that could only be subscribed to the type of view the prisoner had. The study was able to account for age, race, security level, housing type, prison work activity and compass orientation. In many multiple housing units, those cells that had views to the external world rather than
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internally or concrete courtyards had lower sick call rates. They made 25% fewer sick calls. xv The preference for views of greenery over views of other buildings has been academically established. Individuals perceived their own space to be more xvi
spacious when the views were to green spaces.
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DESIGN ISSUES General Strategies. Greg Anders in the Whole Building Design Guide describes a number of design strategies that should be understood and explored during the design process. These strategies, briefly described in narrative and graphics below are excerpted from his text.
xvii
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Increase perimeter daylight zones-extend the perimeter footprint to maximize the usable daylighting area.
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Allow daylight penetration high in a space. Windows located high in a wall or in roof monitors and clerestories will result in deeper light penetration and reduce the likelihood of excessive brightness.
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Reflect daylight within a space to increase room brightness. A lightshelf, if properly designed, has the potential to increase room brightness and decrease window brightness.
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Slope ceilings to direct more light into a space. Sloping the ceiling away from the fenestration area will help increase the surface brightness of the ceiling further into a space. Avoid direct beam daylight on critical visual tasks. Poor visibility and discomfort will result if excessive brightness differences occur in the vicinity of critical visual tasks.
•
•
Filter daylight. The harshness of direct light can be filtered with vegetation, curtains, louvers, or the like, and will help distribute light.
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Understand that different building orientations will benefit from different daylighting strategies; for example light shelves which are effective on south-facades are often ineffective on the east or west elevations of buildings
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In addition, other design strategies excerpted from Tips for Daylighting with Windows that are recommended include:
xviii
•
Increase the exposure of interior areas to daylight, by increasing the skin to volume ratio of the building and by reducing the depth of area from exterior glazing. North and south exposures are preferred because of the consistent nature of light as opposed to east and west exposures, which naturally have significant variations in light quantity and angle throughout the day.
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Shape building for self-shading, using mass articulation, balconies, deep reveals or arcades.
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Incorporate building shading devices such as overhangs, louvers, fins and light shelves.
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Use deep splayed reveals with rounded edges to soften and diffuse light entering through the windows.
• • •
Provide natural light from two directions to balance light Keep enclosed spaces shallow. Provide light colored exterior surfaces to increase reflectance of light into the building.
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Provide strip windows for more uniform light distribution. Avoid large windows directly adjacent to task areas, to reduce glare and thermal discomfort.
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Separate view windows from daylight windows to control glare while increasing daylight. Use clear glass for increased light transmittance in clerestory areas, and lower transmission glass in view windows for glare control.
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Place windows near room surfaces for good light distribution, and position the windows to direct light onto the ceiling. Keep surfaces smooth and light colored to increase light reflectance. Do not use mirrored or glossy specular finishes on visible surfaces to reduce glare. Recommended reflectance levels are 80% for ceilings, 50-70% for walls, 20-40% for floors, and 25-45% for furniture surfaces.
• •
Don’t waste glazing where is doesn’t contribute to daylighting or views. Locate activities for light and thermal comfort requirements. Place spaces with infrequent use such as restrooms in non-perimeter areas. Shield sensitive activities such as video display terminals (VDT’s) from bright glaring sunlight. Allow individual control of window shading systems.
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Use light transmitting materials in partitions, such as clerestory windows. Use west zones for service spaces, because west-facing areas are more difficult to control for glare and cooling loads. Provide calculations of sun
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angles at the end of the school day to accurately assess the impact on west views during the school day. In addition, the designer must take into consideration the external obstructions and reflections that exist. Obstructions of sunlight during part of the day by trees and other buildings can dramatically reduce the amount of sunlight available. Reflections and glare from outside surface conditions including bodies of water, paved areas, mirror glazed buildings and snow cover can overload daylight control systems. Glazing Selection. The choice of glazing can maximize the daylight, minimize energy use and contribute to occupant comfort while still meeting architectural objectives. A discussion of glazing selection is provided in Tips for Daylighting with Windows.xix When choosing a glazing product, the characteristics of glazing need to be evaluated including: •
Visible Transmittance is the percentage of daylight that will pass through the glass. Glass can selectively transmit different light wavelengths.
•
Visible Reflectance indicates the mirror characteristics on the outside and inside surfaces. Treatments such as metallic coatings can increase reflectance.
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Solar Heat Gain Coefficient or Shading Coefficient indicates the ratio of total transmitted solar heat to incident solar energy.
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U-Value is a measure of heat transfer through the glazing due to temperature differences between the indoor and outdoor environment, expressed as a rate of heat flow.
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R-Value is a measure of the resistance to heat flow or insulating properties of the glazing (R-1/U).
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Ultraviolet Transmittance is the percentage of ultraviolet radiation that is passed through the glazing.
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Spectral Selectivity is the ability of glazing to respond differently to different natural light wavelengths, with the ability to let visible spectrum light pass through while blocking non visible spectrums such as ultraviolet radiation.
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Glazing Color may dominate glazing selection because of the impact on the building appearance, though the glazing color can significantly alter the quality of light entering a space.
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Sound Transmittance. Outdoor-to-indoor transmittance class (OITC) expresses the sound attenuation property of the glazing, with a high OITC rating indicating higher sound insulation properties.
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The process for selecting glazing should include the following: • •
Check building codes or glazing requirements Select between dual-pane and single-pane glazing
• • •
Choose a spectral selective glazing Balance conflict between glare and useful light Balance window size and glazing selection through effective aperture method
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Use multiple methods in addition to glazing selection to control sunlight, including interior and exterior shading devices
Shading Strategy. The orientation of the building face is the critical element in choosing shading strategies. For south facing windows, horizontal shading elements are most effective because of the track of the sun. For east and west facing windows, vertical shading devices are more effective, because the significant changing altitude of the sun throughout the day. For limited budgets, consider shading the south and west facing windows only, because the east window does not experience relatively significant heat gain before the direct sunlight moves to the opposite direction. Louvers can be used in lieu of solid shading devices to allow filtered light into the space. Exterior shading devices are more effective at blocking heat gain than interior shading devices, though they have significant visual impact on the facility and can present other issues such as roosting areas for birds, ice buildup and more difficult window cleaning. Interior window shading has limited reduction of solar gain, because the heat has entered the building envelope. Occupant manipulation can result in less effective thermal protection. Light colored interior shading will more effectively reflect radiation heat back out of the window, and provide a softer visual transition between the bright exterior and the interior light levels. Interior shading devices are more effective at controlling glare. Moveable shading devices may be considered for more efficient use of sunlight and for occupant ability to self-adjust for comfort. Standard window blinds such as vertical or horizontal blinds allow for a high degree of occupant manipulation.
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Mechanical Coordination. Savings in first costs and operating costs for mechanical systems are some of the key elements in cost-effective daylighting. The appropriate use of daylighting strategies can reduce mechanical loads. The glazing selection and effective shading strategies will have significant impact on the solar heat gain and resultant cooling loads. The savings in mechanical services can offset the added costs for the glazing and shading upgrades. In addition, the savings in electrical lighting can reduce cooling loads. xx To take full advantage of daylight strategies, the project should involve a mechanical engineering from the beginning of the project. Mechanical load calculations should be determined from the initial design concepts onward, informing the design in terms of the effect of the strategies considered. The final calculations should be comprehensive and include the factors for the actual glazing, shading and lighting designs and not generic values. To reduce first costs of mechanical systems the calculated peak loads should take into account reduction in electrical lighting systems with proven and reliable switching or dimming systems, refined window size, insulated low energy emissive glazing, and reduced solar heat gain from shading strategies. Insulated glazing can eliminate the need for a perimeter reheat systems. Winter warm up can be accomplished by central heating systems with appropriate controls. Operating costs can be reduced by using exterior rather than interior shading, installing appropriate energy management systems, and by letting temperature levels in non-critical spaces such as corridors fluctuate. Some benefits should be available from insulated glass with lower heat gain coefficients, reduced electrical light power consumption and related reduction in cooling loads. xxi Occupant comfort is a critical design issue when coordinating mechanical and daylighting strategies. Often, mechanical systems cannot compensate for poorly designed window systems. The unbalanced solar heat gain results in spaces that cannot be made comfortable for the occupants, no matter how much the thermostat is adjusted. Occupants near the windows can be affected by the mean temperature of the glazing, which can vary considerably from room temperature depending on the tinting and insulating characteristics of the glass. Lighting Strategies. An integrated daylighting strategy will have a significant impact on the electrical lighting system. The design of the lighting system must
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consider the daylighting concepts from the design inception. In fact, for areas primarily used during the day, the electrical lighting system can be designed to primarily augment the natural daylight. When designing lighting systems, the comfort for the occupant should be considered a higher priority than energy savings. xxii The cost effectiveness of daylighting depends on significant energy savings from electrical lighting. To take the most advantage of daylighting, the electrical lighting system must have effective controls that respond to the daylight conditions and adjust artificial light levels accordingly, either through dimming or partial switching of the lighting system. An effective lighting strategy is to use daylight as the primary ambient light source, with electrical task lighting to give users control over their specific lighting needs. The ambient daylighting system should use direct/indirect lighting methods to avoid glare, while providing adequate light to the task areas. For deep rooms with high room depth to glazing height ratios, care should be taken to balance the luminance levels of the space, including possible washing back walls with light. The light levels on ceiling and wall surfaces should be kept within a 1:4 ratio from darkest to lightest areas. Natural “white” light is approximately 6100° K. The lower the temperature, the more “yellow’ the light is. The higher the temperature, the “cooler” the color is. Tungsten lamps have color ranges from 2300 to 3000° K. The lighting system should use the right technology. Fixtures with T8 triphosphor lamps and dimmable ballasts are recommended. To provide color balance, artificial light should be selected in the “cool” color range of 4100° K. Avoid lamps that do not dim well such as high intensity discharge lamps, which suffer color shift when dimmed, or T12 lamps. For areas with video display terminals, the ambient light levels should be kept around 30-50 foot-candles (300 lux), with fixtures that that have cut-offs of 55° to 65°.
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ANSI/IESNA RP-1-1993 recommendations for lighting in space with video display terminals include: • Illuminance. A maximum of 50 footcandles (500 lux) of general lighting on the work plan for work areas that combine paper and screen-based tasks. If work is primarily screen-based, or if additional task lighting is provided for paper-based work, lower general illuminance may be appropriate. •
Luminance Balance. Windows, brightly colored walls and other highluminance surfaces can reflect in computer screens causing distraction and eyestrain. These surfaces should be similar in brightness to limit the intensity of screen reflections and improve visual comfort. Luminance ratios should be no greater than 3:1 for screen-based tasks. Paper-based tasks can range up to ratios of 10:1.
•
Luminaire Performance. Direct lighting luminaries should not exceed 850cd/square meter at 65 degrees, 350cd/square meter at 75 degrees and 175cd/square meter at 85 degrees. Indirect luminaries should have maximum ceiling luminance of 850cd/square meter or less. Ceiling luminance ratios should not exceed 4:1. Lighting Control and Sensors. Integrated daylighting strategies rely on sensor systems to coordinate the electrical lighting systems to the daylight conditions. Effective controls not only respond to the daylight levels, but also provide occupancy sensing and other inputs such as lumen maintenance (compensation for aging fixtures), schedules for weekend, holidays and night time periods.
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For sensors to be effective, they must be properly calibrated and commissioned prior to occupancy. Documentation must be maintained on the design and maintenance of the system, and responsibility for adjustment of the system must be clearly defined. There are two different technologies for lighting control. Dimming involves the use of dimmable ballasts that incrementally adjust the light output and energy usage of light fixtures. Switching involves the independent control of lamps within fixtures, allowing some lamps to be turned off while others are on. This reduces but does not eliminate electrical light service in areas that have daylight. Dimmable fixtures are more expensive, but they tend to produce lighting levels more acceptable to occupants. Dimming technologies provide specific control for maintaining uniform light levels and for lumen maintenance. On the other hand, switching is less costly and provides more immediate paybacks, though the abrupt
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change in light levels when switched can be disconcerting to occupants. Switching may be activated either through scheduling or through sensors. Scheduling systems should have programmable software, that allows the system to respond not only to the daily and seasonal changes in light level, but to weekends, holidays and night time schedules as well. The software should also allow for manual override by occupants. Occupancy sensors should be integrated into the switching or dimming system. Appropriately installed occupancy sensors can yield 15-30% energy savings. The switching and dimming systems should be zoned according to the daylight distribution patterns and space activity functions. For a good general discussion of lighting controls, see the Whole Building Design Guide Electric Lighting Controls website at http://www.wbdg.org/DesignResource.asp?Resource=12&Introductioin=7&Principal =1.
Design Alternatives Alternative approaches can include the following: introducing and controlling daylight in interior areas through window and skylight placement strategies and fenestration ratios; use of low-e and glazing systems; sun control devices including building screens and shades and window treatment; courtyards, light wells, atrium and greenhouse architectural forms; and optical system concepts including light shelves, light tubes, and fiber optic systems that transport light to inner spaces.
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Skylights. A skylight is a horizontal or sloped glazed opening located on the roof that allows either direct or indirect sunlight into interior spaces. Skylights can vary significantly in size, ranging from small openings of one square foot up to large structured systems covering hundreds of square feet. Skylights may be coupled with atrium spaces to allow daylight to reach multiple floor levels. Applications. Skylights provide large amounts of sunlight into the interior so they are best used in atrium spaces, public circulation, and interior courtyards. Proper control of the daylight requires ceiling forms and skylight wells specifically designed in conjunction with the skylight, as might be seen in a church or museum ridge or wall cove skylight. Skylights over work areas should have diffusing louvers or glazing to soften the light. Strengths. Skylights are effective in bringing large amounts of natural light deep into interior spaces, especially when combined with atrium and courtyard features. Skylights can be used to create climate controlled “exterior” spaces that can be used the entire year. Weaknesses. The direct sunlight entering through skylights can result in excessive glare and contrast. Insulation values of skylights are also an issue. Skylights require penetrations of the roof, and have material joints that can result in leaks. Requirements for fire resistive construction may limit the use of skylights in some specific locations. Skylights incur the cost of glazing but do not provide a view. Vendors. There are many vendors of skylights. Skylights can be categorized into three main categories, including: • Acrylic skylights mounted on curbs, which can be operable or fixed • •
Glazed framed skylights mounted on curbs, which can be operable or fixed Structural framed skylights with glazed panels for creating domes, barrel vaults, pyramid and other unique architectural forms
Clerestory Windows. Clerestory windows are vertical glazed openings located in partitions above the viewable height or in raised ceiling/roof areas.
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Applications. Clerestory windows may be used on the building exterior to admit daylight into the space. On the interior, clerestory windows can be used on partitions to allow daylight to be transmitted from perimeter spaces. Clerestory windows can be applied either on the upper portion of exterior walls, or underneath raised roof sections. For single story structures, top level areas, large hall spaces, atriums and courtyards, clerestory windows provide more control and indirect diffused light than skylights. For building perimeter spaces, clerestory windows allow light to penetrate further into interior spaces without producing glare. Strengths. Clerestory windows allow the designer to place the natural light source out of the occupant sight lines. They also are effective in bringing natural light further into interior spaces. Ceilings can be effectively illuminated with clerestory windows, providing greater amounts of diffused light. Clerestory windows are a specific application of general window technology, and there is a wide diversity of frame and glazing technologies that can be used and are compatible with other glazing in the facility. Using clerestory windows is also a very effective exterior fenestration strategy in areas with high video display terminal use or where internal glazed views or displays are required where reflections would hinder the views. Weaknesses. Clerestory windows do not provide exterior views and require higher ceiling heights. Clerestory windows are as expensive as regular windows. Vendors. Clerestory windows can be purchased from window suppliers. Light Shelves. A light shelf is a horizontal reflective shading surface placed either on the interior or exterior of a window. Its purpose is to reflect sunlight up onto the ceiling of the room casting natural daylight further to the interior than is normally achieved with standard window configurations. It also shades the area directly
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adjacent to the window from direct sunlight. When light shelves are used, the exterior window is normally divided between the lower portion that provides views, and the upper portion that maximizes light transmittance. Application. The light shelf should be used on the southern exposure when used in the northern hemisphere. It can be applied to new or renovated buildings, large or small. Light shelves can cast adequate light into the room from 2.5 to 4 times the vertical window head height, depending on the sophistication of the light shelf optics and the latitude of the site. Strengths. Light shelves can be an integral part of a lighting strategy, drastically reducing the amount and time artificial illumination is required. Interior light shelves can be created inexpensively by using off-the-shelf suspended ceiling components. Weaknesses. •
Advanced custom fabricated systems can be more expensive, particularly for exterior shelf applications.
•
Light shelves are applicable to south facing glazing, and provide lower performance advantages on east and west orientations and no function on north orientations.
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Fire sprinkler protection must be taken into account when designing the light shelf.
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Light shelves require higher than average floor to ceiling heights to work effectively.
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Additional maintenance is required for light shelves, which can hinder service access to the upper windows.
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Lighting and Window treatment design must be coordinated with light shelves to work effectively.
Vendors. Light shelves are classified as a new technology by the Advanced Buildings service of the Public Works and Government Service Canada. The following company manufactures light shelves: •
ASCA, P.O. Box 1140, Portsmouth, NH 03802-1140, manufactures modern external light shelves, sunshades and canopies.
Several manufacturers list interior light shelves as a product, but have no catalogue information on the product:
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•
DEC Architectural Composites, a Division of DEC Associates, Inc., Corporate Headquarters and West Coast Plant, 1620 South Sinclair Street, Anaheim, California 92806 – manufactures custom formulated Acrylic Composite FRP (fiber reinforced polyester), glass fiber reinforced gypsum (GRG), or glass fiber reinforced concrete (GFRG) that can be formed into light shelves.
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Melton Classics, Inc., P.O. Box 465020, Lawrenceville, GA 30042 manufactures glass-fiber reinforced gypsum products that can be formed into light shelves.
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Plastrglas, Inc., 4200 N. 30th St., Omaha, NE 68111 advertises light shelves as one of their products.
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Architectural Energy Corporation, 2540 Frontier Ave, Suite 201, Boulder, Colorado 80301 manufactures a mini-optical light shelf. LightLouver, LLC, 2540 Frontier Avenue, Suite 201, Boulder, Colorado 80301manufactures LightLouver Daylight Control System,
•
Variations on the light shelf theme, such as the mini-optical light shelf manufactured by Architectural Energy Corporation, are being developed to provide the benefits of light shelves in different configurations. All lighting shelves viewed on the case studies for this report were custom designed. Tubular Skylights. A tubular skylight is a rigid or flexible tube of between 8 to 21 inches in diameter with a super reflective lining. It runs from a ceiling light diffuser up to the roof and is capped by a clear dome. With double acrylic domes and insulated diffusers, combined with the sealed dead air space in the tube, these devices can have insulation values of R-22. Applications. Tubular skylights are effective methods for introducing natural light into interior space on single story or top story spaces that are remote from exterior surfaces, or where exterior views are not desired such as dressing rooms and toilet rooms. The amount of light introduced by tubular skylights depends on the size of the skylight, the orientation to the sun of the collection dome, and the light loss within the skylight. Tubular skylights have some light loss depending on the quality of the
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reflective material used inside the tube, the length of the tube, and bends or other non-linear alignment of the dome and diffuser. Strengths. Tubular skylights are economical natural lighting devices that are easy to install. Based on the amount of sunlight available, they introduce a significant amount of light into interior spaces and can be spaced at even intervals to provide uniform lighting within a space. The collection domes and diffusers allow the level of light transmitted to remain fairly constant throughout the daytime. They do not require significant architectural modification to the building, such as construction of wells or raised roof sections, and they provide relatively high insulation characteristics. Weaknesses. Tubular skylights can only be used over limited distances (up to around 6-8 feet) before transmission losses begin to reduce their effectiveness. They also require penetration of roof membranes, increasing the chance for leaks, particularly in climates with significant freeze/thaw cycles. From an aesthetic standpoint, the diffusers themselves tend to be large, and can cause some glaring reflections in video display terminals. Vendors. • •
Solatube International, Inc., 2210 Oak Ridge Way, Vista, CA 92083 Sun-Dome Energy Efficient Solar Lighting, 3570 Consumer St., Suite #3, West Palm Beach, Florida 33404
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The Daylite Co. / HUVCO, LLC, Proactive Energy Solutions, 3416 Prices Distillery Road, Ijamsville, Maryland 21745 USA
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Natural Light Tubular Skylights, 2640 E. Rose Garden Lane, Phoenix, AZ 85050
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SumBeamer Tubular Skylights, Sacramento Shingle Company Inc., 7337 Roseville Rd #2, Sacramento, California 95842
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Solar Bright Corporation, 836 Deville Dr., Largo, Florida 33771 Solar Connection, 1942 Woodson Court, Centerville, OH 45459
• • • • •
The Sun Tunnel Skylights, 786 McGlincey Lane, Campbell, CA 95008 The DayLite Company, 1560 Eastman Ave. Ventura, CA 93003 The Sun Pipe Co., Inc., P.O. Box 5760, Elgin, IL 60121-5760 Tru-Lite Tubular Skylights, 2120 W. Dartmouth Ave., Englewood, CO 80110 Solare Megaphone, Entech, Inc., 1077 Chisolm Trail, Keller, Texas 76248 USA
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Horizontal Light Pipes. This technology utilizes a reflective tube extending into the space from the exterior façade. It uses many of the same characteristics of a light tube, turning the technology sideways. The vertical section is configured similar to a light shelf to optimize the collection and distribution of sunlight into interior building areas. Applications. Horizontal light pipes can be used to bring daylight further into spaces than may be achieved by light shelves. They do not require as much ceiling height, and have less design impact on the façade than light shelves. Strengths. Horizontal light pipes can be used within a ceiling plenum, allowing the design to use suspended ceilings for other purposes. Light pipes can also be used to bring light over opaque partitions that would otherwise block natural light. The exterior aperture can be designed to collect and redirect light from many directions, giving the designer more flexibility on orientation of the façade. They also allow introduction of sunlight from low altitude sun angles without the accompanying glare. For buildings with transom glass between stories, the strategy can take advantage of the natural light striking those panes and introduce the light into the building. Weaknesses. Horizontal light tubes require their own fenestration of the façade, with the accompanying aesthetic implications and risk of leaks. Vendors. This study found no commercially available products, so they would have to be custom fabricated, resulting in significant expense.
Technology Developments New technologies are being developed that allow more finite manipulation of light, better glazing performance, alternative methods for delivering light to building interiors, better control of shading and lighting systems, and easier to use design tools for more comprehensive simulation of actual conditions. In addition, research will provide a more exact understanding of the impact of light on occupants, the amount of light required, the economic consequences of different systems and the environmental conditions resulting from different system deployment. Examples of new technologies include the following. Holographic Diffusers. Holographic glazing such as the Light Shaping Diffusers® or LSD®, developed by the Physical Optics Corporation, are a holographically
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recorded, randomized surface structures on glazing which enables higher Transmission Efficiency of up to 92%. The primary use for LSD’s is LCD computer screens, but use of these technologies are being studied for building glazing. Depending on the angle of distribution, LSD’s can achieve between 85% and 92% transmission efficiency. The low back-scatter of LSD structures are anti-reflective in nature and utilize light that would otherwise be wasted due to Fresnel loss. A clear piece of polycarbonate substrate is 89% transmissive. With LSD, transmission improves to 92%. LSD surface relief holograms are replicated from a holographically recorded master. The holographic master recording process allows a variety of circular or elliptical light patterns. xxiv LSD’s precisely shape, control and distribute light. Incoming light is precisely controlled within well-defined areas. Light does not escape these boundaries for greater control and utilization of light, thus maximizing photon utilization. LSD’s provide greater photon density, as compared to other diffusers, making LSD’s very suitable for high ambient or highly efficient light conditions. LSD’s are non-wavelength dependent and will work in white and monochromatic. Laser-Cut Light Deflecting Panels. The laser cut panel (LCP) is an optical material produced by making laser cuts in a thin panel of clear acrylic material. The surface of each laser cut becomes a small internal mirror that deflects light passing through the panel. The principal characteristics are (a) a very high proportion of light deflected through a large angle (>120 degrees), (b) maintenance of view through the panel and (c) flexible manufacturing method suitable for small or large quantities. xxv An LCP is a thin panel that has been divided into an array of rectangular elements by laser cutting. Light is deflected in each element by refraction then total internal reflection and again by refraction. As each deflection works in the same direction
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the deflecting power is high - much higher than in prismatic glass. The panels may be used as an external glazing if the cut surface is protected by lamination between glass sheets. More often the panel is fixed inside existing glazing. It is possible to adjust the angle of the laser cut to gain more control over the direction of the deflected light. Panels are produced by laser cutting a sheet of clear acrylic (PMMA). The panel is designed to include a solid periphery and support sections. The laser cutter is programmed with the design and automatically cuts the required number of panels. This method of producing laser cut light deflecting panels is patented in USA, UK and Australia. The patentee is Ian Edmonds. Small quantities of panels are available from Ian Edmonds. Large quantities may be produced by arrangements involving license rights. Laser cut panels may be used in fixed and moveable arrangements within a window system. The panels may be viewed through, however, they reflect light inward so it is best to install them above eye level to avoid glare. Dynamic Daylight Control. Achieving higher energy savings may require looking beyond static systems to dynamic systems that directly respond to sunlight conditions. This can include movable shading devices attached to a heliotrope that tracks the sun’s position. An electro-chromatic glazing consisting of a multiple layered thin-film device that changes from clear to desired tint levels with the introduction of low voltage currents. xxvi Optical Fiber. Lighting systems have been developed that utilize optical fiber to deliver light from a remote source. While this technology holds some promise in the future for delivering natural light deep into building interior spaces, current technology and costs do not make it a practical solution for commercial applications. Current fiber technology uses polymer fibers that suffer significant light transmission losses and color shift when distances reach 30 feet. Glass fiber optics used for data communication systems have much less light transmission loss, but are not economically feasible for commercial lighting applications.
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Light Emitting Diodes. LED’s are starting to be used as lamps in lighting solutions. LED’s produce a narrow band of light, are very efficient, produce very little heat and have very long life spans.
Performance and Economics Benefits of daylighting include:
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•
Improved Life Cycle Cost: At an estimated incremental first cost increase of from $0.50 to $0.75 per square foot of occupied space for dimmable ballasts, fixtures and controls, daylighting has been shown to save from $0.05 to $0.20 per square foot annually [in 1997 $].
•
Increased User Productivity: Daylight enlivens spaces and has been shown to increase user satisfaction and visual comfort leading to improved performance.
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Reduced Emissions: By reducing the need for electric consumption for lighting and cooling, the use of daylight reduces greenhouse gases and slows fossil fuel depletion.
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Reduced Operating Costs: Electric lighting accounts for 35 to 50 percent of the total electrical energy consumption in commercial buildings. By generating waste heat, lighting also adds to the loads imposed on a building's mechanical cooling equipment. The energy savings from reduced electric lighting through the use of daylighting strategies can directly reduce building cooling energy usage an additional 10 to 20 percent. For many institutional and commercial buildings, total energy costs can be reduced by as much as one-third through the optimal integration of daylighting strategies.
Electrical lighting comprises 20% of the nations electrical consumption. Of this, about 10-15% is used to light a building’s perimeter zone where daylight is already present. Research projects show that total electrical peak demand savings of 2040% in lighting and associated cooling energy can be achieved with the proper use xxviii
of dimmable daylighting.
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Case studies of other projects xxix
UNSW Red Centre. The new University of NSW Red Centre, designed by Mitchell Guirgola & Thorp Architects, has been designed using green principles to reduce energy consumption and improve environmental conditions through the use of natural systems. Maximum use is made of natural ventilation, passive heating and cooling and highly developed natural daylighting. The objective was to introduce sufficient daylight to reduce the need for artificial illumination to a minimum, while avoiding the excessive solar gain that causes elevated temperatures in summer. Daylight and thermal performance have been balanced to obtain the final design solution. The façade has deeply set windows to provide sunshade. Two linear windows are provided on each floor: one low level window provides views, while the upper level window and integrated light shelf reflect natural daylight deep into the room. The use of daylighting has been further developed through clerestory windows and internal void openings. Salient elements include: •
Fixed external horizontal overhead sun shades to rooms on the north (sunlit) side of the building (the building is in the southern hemisphere).
•
Automatic solar tracking vertical external shades to east and west façades to provide solar protection.
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Light shelves incorporated into the north (sunlit) façade to provide a more even natural light distribution. Extensive clear glazing to allow the maximum appropriate daylighting of
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spaces. •
Extensive use of internal glazing to allow some natural daylighting of internal corridors.
•
Use of light colors to provide better natural light distribution.
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Fingal County Hall. Designed in 1996, this 13,170 square meter administrative center for the Fingal County Council and 400 staff in Sword, Ireland, was designed for low energy usage and responsiveness to the environment. It combines natural lighting, natural ventilation and thermal storage to reduce energy use. Features relating to natural lighting include: •
Office bars with narrow cross sections to allow greater access to natural light.
•
Primarily open office with minimum number of office “cells” to allow greater infiltration of light.
•
External and internal light shelves on south facing windows to reflect daylight into the building and provide even distribution of light, with upper windows above the light shelf designed to maximize light transmittance.
• •
External solar shading to reduce glare. Central building management system control of all light switching. Individuals can adjust light levels at their workstation by entering codes into the BMS, which then factors in daylight levels received from sensors and adjust supplemental lighting accordingly.
• •
Parabolic curved ceiling profile to increase external light distribution. Computer simulation of the design to assure performance under various lighting conditions through each season. The model was continuously improved in an iterative process to match how an energy efficient building would react and achieve the design requirements established for this project.
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Surrey Tax Centre.
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This building, developed
through a competitive design process, emphasizes the use of daylighting and the need to convert space to a multiple tenant layout in the future. Features relating to natural lighting in this building include: • • •
Staggered floor plate to give each office area access to natural light. Light shelves, integrated with lighting, with large areas of low-e glass. 90% of the workstations are within 8 meters of glazing. The three meter high ceilings maximize the benefit of exterior light.
•
Daylight sensors control indirect overhead lighting.
Green on the Grand Office Building .
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This 2,190 square meter building is the
first building to be designed to exceed Canada’s C-2000 program. It makes extensive use of daylighting to achieve energy use at 28% of ASHRAE 90.1 and lighting consumption reduction of 50%.
Features relating to natural lighting in this building include: • •
Large dormer windows, glazed entranceways and interior glass walls. Specific placement of windows to maximize views and lighting, while limiting glare and thermal gain.
•
Triple-glazed windows with two argon gas-filled interspaces, two silicone edge spacers, spectrally selective glass, pultruded fiberglass frames, and polystyrene insulated lineals.
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Summertime shading provided by fabric roller blinds and horizontal blinds that deflect light into the building.
• • •
Lighting scheme emphasizing task lighting, with indirect ambient lighting. Motion sensitive controls. Emphasis on low energy consumption laptop computers and printers.
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BC Telus Building.
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The success of this
cast-in-place 11,800 square meter 1940’s retrofitted building proves that “green” renovation can be accomplished. Notable features relating to daylighting of this building include: •
Triple skin, with a double-glazed fritted and frameless glazing system with operable windows suspended from the existing building face.
•
Light shelves and whitewash concrete ceilings to maximize daylight penetration. xxxiv
Verifone. An upgrade of the 76,000 square foot building included a series of skylights, high performance windows and occupancy sensors that allow workers to use only natural light and task lights in sunny California. Verifone has validated a reduction in absenteeism by 40%, productivity increases of 5% and energy savings of 50% providing a payback on investment in less than one year. In another Verifone retrofit in Auburn, California, the addition of light tubes, insulation, hydronic heating and night roof spray thermal storage system with an underground storage tank reduced energy consumption 42% for a 7,329 square foot facility. The Solar Energy Research Facility.
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Located in Golden, Colorado, this facility uses a stepped clerestory window configuration to bring daylight inside to illuminate office areas and brighten corridors that divide the offices from laboratories. The recessed clerestory windows scatter the sunlight to reduce glare, creating a softer light than electric light and resulting in a pleasant environment. Because of the windows’ exterior overhang and inside light
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“shelves,” indirect sunlight enters the building to provide quality light year-round. Sunlight is shared with interior hallways and offices through strategically placed windows and curved alcoves that reflect the light into the spaces. Very efficient lights include T-8, compact fluorescent and metal halide lamps that saved an additional $10,000 per year. Designers saved even more electricity by using on-demand lighting where motion-sensors automatically turn lights off when the space is unoccupied. Total savings are around $200,000 per year. The Ojai Section.
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An interesting study performed by a UCLA student, Ameet Nindra, examined school architecture produced by Maynard Lyndon in 1946. The title refers to the architectural cross section used first in the Mieners Oaks Elementary School in Ojai, California by Mr. Lyndon. The study examined user perceptions of lighting quality and visual comfort, the light distribution in the classrooms, how well the classrooms worked and the utilitarian function of the design 40-50 years later. The Mieners Oaks Elementary School and others designed by Mr. Lyndon are in use throughout the southern California area. The design consists of four primary elements: a) a 6 foot clerestory window facing south, b) a light shelf/walkway canopy under the south exterior of the clerestory window, c) vertical louvers at the classroom ceiling to diffuse and block the southern sunlight entering the clerestory window, and d) a full height north facing window wall. Light meter tests in two separate schools showed the following distribution of light. The survey of the users identified the following issues: •
The users liked the sunlight and views, which helped reduce classroom stress
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Trees blocked the light in some classrooms.
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The full height north window area caused glare on computer and video monitors.
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The louvers made cleaning the clerestory windows difficult. The extensive window area left inadequate space for marker boards and tack boards for children’s displays.
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The window areas have caused security problems with break-in theft of electronic equipment.
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Design Calculations Methods for determining light levels in a facility include hand calculation methods, computer programs and scale models. Hand Calculations. Several different hand calculations methods have been developed. They include the following: •
For a “Two-Minute” Feasibility Study, see page 2-2 of Tips for Daylighting with Windows. xxxvii
•
Tips for Daylighting with Windows provides a hand calculation method to Determine the Net Glazing Area on page 3-7.xxxviii
•
Lumen Method, also referred to as the Libbey-Owens-Ford method, developed by Bill Griffith in the 1950s. This method applies a coefficient of utilization (the ratio of light incident at a reference point to the light entering a space). This method has been adopted by the Illuminating Engineering Society (IES) as part of their Recommended Practice of Daylighting. This method is presented in Daylighting Performance and Design, page 37.xxxix
•
BRS Daylighting Protractor. These tools simplify the calculations of the sky factor and sky component and enable daylight measurements to be made from the delineation of a building design. The tools are composed of a series of circular protractors that each apply to a different set of sky conditions, slope of glazing, and in one case, unglazed openings.xl
•
SHDB-1 Skylight Calculations. This series of worksheets provide simple analysis procedures for focusing on some of the specifics of skylight design. The focus of these calculations is to maximize light energy and cost savings. The worksheets are available on disk from American Architectural Manufacturers Association, 1540 East Dundee Road, Palatine, IL 60067. Gregg D. Ander explains these calculations in Daylighting Performance and Design.
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The trigonometry equation for determining Variable Value Solar Altitude 30 shading overhand is (((cosine of sun Clearance 6.5 angle)*(clearance from shaded surface to Cosine of Alt. 0.866 shading device))/(sine of sun Sine of Alt. 0.500 angle))*(absolute value of angle of window Window Face 5.000 South orientation to south – sun azimuth)). This Sun Azimuth 45 calculation uses trigonometry to determine AM PM 2 AM or PM the sides of a right triangle based on sun 45.000 altitude, window height and overhang depth. Angle Difference Sine of Diff. 0.707 The overhang then needs to be adjusted for Overhang 8 feet the orientation of the window relative to the azimuth of the sun. The overhang is multiplied by the sine of the angle difference between the azimuth of the sun and the direction of the window. The table illustrates this calculation. To use the accompanying table in the electronic version of this document, double click on it to activate the MSExcel object, and change the solar altitude, solar azimuth (remember to note if it’s AM or PM) and window orientation or clearance to generate a new overhang dimension. Albuquerque is located at 35° 10. The vertical sun altitude in Albuquerque can oscillate from 30 degrees at noon in December to 85 degrees at noon in July.
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A shade on a south-facing window with a head height of 9 feet for a desk at 2.5 feet above the floor would require an 8 foot overhang to protect a desk at the window from the sun located at 30° altitude. The sunlight would be coming in at roughly 30° angle from the southwest. Protecting west-facing areas from direct sun glare during late afternoons is very difficult without blocking the window with shade, because the sun reaches 120° to the northwest at sunset during the summer. Even vertical blind solutions would require adjustment to be effective under west facing conditions. Scale Models. Because light behaves exactly the same way in a model as in a fullscale building, models provide an accurate means for testing daylighting strategies xliii
on limited budgets. Through the model design options can be explored.
A physical model can be constructed and tested either under the actual outdoor conditions or in a sky simulator facility. The tests must address not only the different positions of the sun, which can be achieved by repositioning the model with respect to the light source or sun, but also different sky conditions. Filters or artificial sky domes can be used to emulate the different sky conditions.
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Heliodons or "sun machines" create the appropriate geometrical relationship between an architectural scale model and a representation of the sun. By allowing adjustment for solar declination (season), the earth's rotation (time of day), and site location (latitude) a heliodon can simulate sunlight penetration and shading for any combination of site location and time. The result is a useful representation of solar patterns for clear sky conditions. Other techniques are often used in concert with heliodon simulations to account for variations in the strength of the sun (due to weather, angle of incidence, and atmospheric attenuation) and local horizon shading. Heliodons provide an effective tool for the visualization and xliv
calculation of solar effects at the window, building, or site scale.
There are two approaches to designing a heliodon, including the fixed sun/moving earth and the moving sun concepts. For the fixed sun/moving earth concept, the sun is represented by a theater spotlight mounted near the ceiling at a distance large enough to establish generally parallel light rays and appropriate relative diameter of the light source/sun diameter. Adjustments for season, time, and weather are built into an articulated "table" with the top of the table representing the building site. Advantages of this approach include: • The light source is relatively inexpensive. The light striking the heliodon, like the sun it represents, should have parallel rays. The fixed-sun, moving-earth scheme approximates parallel rays by placing the light source at a distance. If mounted at 30' from the table, light will diverge less than 2 degrees from the table centerline to its edge. •
•
The fixed-sun, moving-earth heliodon demonstrates the actual motions of the earth relative to the sun. The moving-earth table should have a visible north pole-south pole axis that tilts toward and away from the fixed-sun for seasonal variation and around which the tabletop rotates. The fixed-sun, moving-earth scheme requires relatively little space. If the light source is ceiling mounted and has a clear path to the table location then a working area of ten feet square is sufficient.
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There are two disadvantages traditionally associated with fixed-sun, moving-earth heliodons and both are associated with the action of moving the table and the model attached to it: • The tilting table will place the model it carries at various angles during a simulation. The model must be constructed to withstand tilts up to 90 degrees from horizontal. In practice, this disadvantage only arises when examining models developed for presentation rather than analysis. •
It is somewhat difficult to observe patterns of light and shadow when they occur on a moving object. The tester must use a variety of techniques to work around this disadvantage. The most powerful of these is a small video camera that moves with the moving model and provides a constant-point-ofview depiction of light and shadow on an adjacent video monitor.
Recent Developments, Resources and Products Building Technologies Department, Lawrence Berkeley National Laboratory has a compendium of daylight publications. These can be found at http://eetd.lbl.gov/btp/pub/DApub.htm. Tips for Daylighting with Windows, issued by Lawrence Berkeley National Laboratory, contains guidelines on an integrated approach to the cost-effective design of perimeter zones in new commercial buildings. The guidelines function as a quick reference for designers through a set of easy steps and rules-of-thumb, emphasizing “how-to” practical details. References are given to more detailed sources of information, should the reader wish to go further. It can be downloaded from http://eetd.lbl.gov/btp/pub/designguide/. Whole Building Design Guide web site has a resource page for Daylighting under the Principal Minimize Energy Consumption of the Design Objective Sustainable. This web page provides descriptions, applications, relevant codes and standards, and additional resources including publications and organizations and associations. The International Energy Agency (IEA) was established in 1974 as an autonomous agency within the framework of the Economic Cooperation and Development (OECD) to carry out a comprehensive program of energy cooperation among its 25 member countries and the Commission of the European Communities. The Solar Heating and Cooling Programme of the IEA set up a series of Tasks for address
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issues related to the agencies mission. The main objective of Task 21 was to advance daylighting technologies and to promote daylight conscious building design. Task 21 was to focus on those daylighting systems and strategies that can be applied in new and existing buildings with significant electricity saving potential such as offices, schools, commercial, and institutional buildings. Systems and strategies were tested and performance evaluated through studies in laboratory facilities, by computer simulations, as well as in case study buildings. The performance assessment covered visual, architectural and environmental aspects, xlv
including user acceptance of the systems.
To accomplish the objectives the Task 21 research was conducted on the framework of the following four Subtasks: Subtask A: Performance evaluation of daylighting systems Subtask B: Daylight responsive lighting control systems Netherlands Subtask C: Daylighting design tools Subtask D: Case studies
lead: Australia lead: The lead: Germany lead: Denmark
Recommendations for Albuquerque Public schools Because of the clear impact on cognitive health and physical health for students, and employee productivity and satisfaction, all efforts should be made to maximize natural light in the interior of the facility. This is particularly true for classrooms and other instructional spaces. General Recommendations • • •
Use spectral selective high energy emissive glazing. Explore clerestory windows to bring light further into classrooms. Explore light shelf/clerestory windows in all classroom areas, with coordinated lighting, sensor and mechanical systems.
•
Consider light tubes or skylights with diffusing louvers/glazing on interior upper floor areas.
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Specific Recommendations The primary objective of these recommendations will be to introduce substantial amounts of natural light to improve the learning environment for students. If performed properly, the use of natural light will also reduce energy use and improve the visual comfort of these areas. Classroom Areas. Exposure to natural light for the students within the classroom where they spend the majority of their time is the most important design objective for the school. The design should strive to bring at least 30 foot candles of natural light illumination to each desk within the classrooms. The design should employ multiple strategies to bring natural light to all student areas of the classroom while maintaining efficient floor layout configurations. Light shelves should be used on all perimeter classroom areas with southern exposure. Preferably, a combination of exterior and interior light shelves will used. For classrooms with eastern exposure, windows are desirable, but sun control must be provided. The eastern exposure windows do not cause excessive heat gain at the end of the school day when peak cooling loads are occurring. The focus for windows with eastern exposure should be on glare control against the low altitude early morning sun when classes are first in session. Light shelves and other means to bring natural light will not be very effective because the changing altitude of the sun, which makes bringing natural light deep into the space consistently a very difficult problem. For spaces with westerly exposure, carefully analyze the sun altitude during the periods when the classrooms are in use during the early afternoon. Late afternoon low sun altitudes may not be a significant issue for classrooms that have little utilization after the end of the school day. The extensive heat gain that can occur from west facing windows towards the end of the day can cause significant cooling load peaks for spaces that remain in use after the last regular class session of the day. In addition, the glare caused by the low altitude of the sun in the late afternoon is not desirable. All west facing windows should be equipped with user adjustable sun control devices such as window blinds or shades. Vertical blinds will be more effective than horizontal blinds because of their ability to provide more consistent protection as the sun changes altitude. Consider clearstory borrow lights to internal skylight atrium areas, providing natural light from two directions within the room for more even broadcast of light patterns. Also consider use of light tubes, sky lights and light shafts to bring natural light to the interior areas of the classrooms.
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Corridor, Locker and Common Areas. While not as critical for nurturing learning, the other areas frequented by students as part of their daily routines will benefit from natural light in maintaining a positive learning environment that fosters a safe and calm atmosphere for the students. Commons and other student and teacher areas, particularly those in the SLC, should have natural light and exterior views to foster positive academic pursuits by the students as part of their SLC experience. Windows at view height should be provided for these spaces, introducing views to exterior green areas. The use of skylights may be considered, but should be carefully designed to reduce extreme contrast in light levels and minimize heat gain in areas with high occupancy load swings. Consider how the operation of the sun control devices will be performed such as automatic control systems so they are not messed with by the students. The eastern exposure windows do not cause excessive heat gain at the end of the school day when peak cooling loads are occurring. For spaces with westerly exposure, determine if the space will be used for extra-curricular activities or community activities which will require late afternoon sun control. Roof Mounted Glazing. Damage and leaks caused by snow and ice buildup on roofs is a serious consideration for design of glazing in northern cold climates. Single story spaces and spaces located on the top floor of multiple story structures can greatly benefit from natural light introduced through roof mounted glazing, so the design effort to create serviceable roof mounted glazing should be invested in the project. Consider sloped roofing to allow avoid snow and ice buildup around glazed units. Also consider raised penthouse sections, provide clearstory fenestration where the glazing head, sill and jambs can be afforded some protection from ice damage. Additionally, cluster skylight penetrations with other room penetrations to minimize the number of roof penetrations. PSFA, as a policy, discourages roof penetrations to minimize the roof leak risks and roofing replacement costs.
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Bibliography
i
Tips for Daylighting with Windows (Berkeley, CA, Buildings Technologies Program, Energy and Environment Division of the Lawrence Berkeley National Laboratory), 1997
ii
Gregg D. Anders, Sustainable Design Objective, Enhanced IEQ Daylighting Principal, Whole Building Design Guide, (Washington, D.C., National Institute of Building Sciences), http://www.wbdg.org/index.asp iii
Daylight in Buildings - Report of completed Research Task, IEA Solar Heating and Cooling Programme Website (http://www.iea-shc.org/task21_final/relatedinfo.htm)
iv
Tips for Daylighting with Windows, ibid pg 1-1
v
Mary Guzowski, Daylighting for Sustainable Design, (New York, NY, McGraw-Hill), 2000, pg. 3
vi
Gregg D. Anders, Sustainable Design Objective, Enhanced IEQ Daylighting Principal, Whole Building Design Guide, Ibid. vii
International Buidling Code 2000 (Falls Church, VA, International Code Council, Inc.), 2000.
viii
Jane Wegscheider Hyman, The Light Book (Los Angeles, Jeremy P. Tarcher, Inc.), 1990. pg
ix ix Jane Wegscheider Hyman, The Light Book (Los Angeles, Jeremy P. Tarcher, Inc.), 1990, pg 94, cites Michael Terman, “On the Question of Mechanism in Phototherapy for Seasonal Affective Disorder: Considerations of Clinical Efficacy and Epidemiology,” Journal of Biological Rhythms, 1990
x
Gunnar Josefsson, Marcia Miquelon and Larry Chapman, University of Wisconsin Healthy Farmers, Healthy Profits Project, August, 2000, Second Edition
xi
Heschong Mahone Group, Skylighting and Retail Sales, Daylighting Initiative (Pacific Gas and Electric Company) 1999
xii
Heschong Mahone Group, Daylighting in Schools, Daylighting Initiative (Pacific Gas and Electric Company) 1999
xiii
ASID Productive Solutions: The Impact of Interior Design on the Bottom Line (American Society of Interior Designers), xiv Acharawan Chutarat,, The Experience of Light in the Workplace (Massachusetts Institute of Technology) 2000
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xv
Ernest Otto Moore, A Prison Environment: Its Affect on Healthcare Utilization, (The University of Michigan), 1980. pg 94
xvi
Inui, M. Views through a Window. In: Krochmann, J. (ed). Proceedings of the symposium on daylight. Physical, psychological and architectural aspects. (Commission Internationale de l’Eclairage. Instutut fur Lichttenchnik, TU, Berlin) 1980, pg 323-332
xvii
Gregg D. Anders, Sustainable Design Objective, Enhanced IEQ Daylighting Principal, Whole Building Design Guide, Ibid.
xviii
Tips for Daylighting with Windows, ibid.
xix
Tips for Daylighting with Windows, ibid pg 4-2
xx
Tips for Daylighting with Windows, ibid pg 6-1
xxi
Tips for Daylighting with Windows, ibid pg 6-2&3
xxii
Tips for Daylighting with Windows, ibid pg 7-1
xxiii
Tips for Daylighting with Windows, ibid pg 8-1
xxiv
Physical Optics Corporation, 20600 Gramercy Place, Bldg 100, Torrance, CA 90501
xxv
Laser cut light deflecting panel (LCP) (QUT - Queensland University of Technology, Brisbane, Australia)
xxvi
Daylighting with Integrated Envelope and Lighting System (Berkeley, CA, California Institute for Energy Efficiency, Lawrence Berkeley National Laboratories), 1998, pg 11
xxvii
Tips for Daylighting with Windows, ibid.
xxviii
Daylighting with Integrated Envelope and Lighting System (Berkeley, CA, California Institute for Energy Efficiency, Lawrence Berkeley National Laboratories), 1998 xxix
Roger Parks, “New Green Building at UNSW”, Newsletter, Australasian Association of Higher Education Facilities Officers, Issue No: 12, (December 1998) pp. 1, 3-4.
xxx
Good Practice Case Study 9 – Fingal County Hall – Low Energy Office, Sustainable Energy Ireland (Irish Energy Centre, Glasnevin, Dublin 9, Ireland, http://www.irish-energy.ie/)
xxxi
Case Studies – Surrey Tax Center, Advanced Buildings Technologies & Practices (http://www.advancedbuildings.org)
xxxii
Case Studies – Green on the Grand Office Building, Advanced Buildings Technologies & Practices (http://www.advancedbuildings.org)
xxxiii Case Studies – BC Telus Building, Advanced Buildings Technologies & Practices (http://www.advancedbuildings.org)
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xxxiv Absenteeism dropped at Verifone – Productivity Up, Seattle City Light (http://www.ci.seattle.wa.us/light/conserve/sustainability/studies/cv5_sc.htm)
xxxv
Buildings for the 21st Century (National Renewable Energy Laboratory, DOE) 2001
xxxvi
Vital Signs Student Case Study Competition: The Ojai Section (Vital Signs Project, http://arch.ced.berkeley.edu/vitalsigns/bld/Casestudies/ojai2.pdf), 1998 xxxvii
Tips for Daylighting with Windows, ibid. pg 2-2
xxxviii
Tips for Daylighting with Windows, ibid. pg 3-7
xxxix
Gregg D. Anders, Daylighting Performance and Design, (New York, NY, John Wiley and Sons, Inc.) 1995, pg 31 xl
Building Research Establishment, B.R.S. Daylight Protractors, Department of Environment, United Kingdom as cited in Gregg D. Ander, Daylighting Performance and Design, ibid, pg 36 xli
American Architectural Manufactures Association Skylight Handbook – Design Guidelines as cited in Gregg D. Ander, Daylighting Performance and Design, ibid, pg 37-59 xlii
Tips for Daylighting with Windows, ibid. pg 5-8
xliii
Gregg D. Anders, Daylighting Performance and Design, (New York, NY, John Wiley and Sons, Inc.) 1995, pg 74 xliv
The Heliodon, Building Sciences, U.C. Berkeley website (http://arch.ced.berkeley.edu/resources/bldgsci/bsl/heliodon.html)
xlv
Daylight in Buildings - Report of completed Research Task, IEA Solar Heating and Cooling Programme Website (http://www.iea-shc.org/task21_final/index.html)
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