1

BLUEPRINT FOR SUCCESSDesigning for Kids of Tomorrow

Downers Grove School District 58BOE Steps 1 & 2 February 11, 2019

Agenda✓ Strategic Plan Recap✓ Timeline✓ 8 Core Ideas to Support Modern-Learning ✓ Visioning Session Update✓ What Do We Have?✓ Next Steps

Steps 7 & 8 | Finalize

Facility Plan

Community EndorsementBOE Adoption

Step 2 |What do

we Have?

DemographicsPhysical Condition

Educational AlignmentCapacity|Utilization

Timeline

Steps 3 & 4 |

What do we Want?

Gap AnalysisPrioritiesStaff & Community Engagement|Evaluation

Step 1 |

Establish the Why?

Facility Planning Council Visioning Meetings

Step 5 | Facility

Master Plan

Alternatives|OptionsCost EstimatesCommunity EducationFeedback

2019

Step 6 | Facility

Master Plan

Recommend to BOEEvaluate FinancesImplementation Strategies

Initiate

Implementation

Plan

2020

2018 S O N D J F M A M J J A S O N D J

Prior Steps

Facility Assessments Building Maintenance,

Repairs and Operations Capital Planning

Strategic Planning

You are

Here!Big Picture

Vision & What do we Have

Step 2 |What do

we Have?

DemographicsPhysical Condition

Educational AlignmentCapacity|Utilization

Timeline – Today and Immediate Future

Steps 3 & 4 |

What do we Want?

Gap AnalysisPrioritiesStaff & Community Engagement|Evaluation

Step 5 | Facility

Master Plan

Alternatives|OptionsCost EstimatesCommunity EducationFeedback

2019

2018 S O N D J F M A M J J A S O N D J

2020

You are

Here!Big Picture

Vision & What do we Have

Steps 7 & 8 | Finalize

Facility Plan

Community EndorsementBOE Adoption

Timeline

2019

Step 6 | Facility

Master Plan

Recommend to BOEEvaluate FinancesImplementation Strategies

Initiate

Implementation

Plan

2020

2018 S O N D J F M A M J J A S O N D J

You are

Here!Big Picture

Vision & What do we Have

YESTERDAY

TODAY & TOMORROW

Why?

8 core things we look for to

support modern learning

Fun, agile classrooms with flexible furniture (and multiple zones)

Space beyond classrooms to collaborate & engage others

Tech-driven common areas w/flexibility for varied activities

Learning Centers that support a variety of activities & styles

Spaces to learn by making & doing (& doing over)

Abundant daylight, engaging space, transparency, & indoor air quality

Opportunity to change the dining & social experience

Spaces to promote life-long wellness

What Could This Mean for District 58

Students?

1. Use of Color, Light & Material Aesthetics in the Learning Environment to ENLIVEN SPACES

2. Bringing DAYLIGHT into Learning Environments

3. Adapt spaces for STUDENT COMFORT

4. Enhance student HEALTH & WELLNESS

5. Provide Agile and Adaptable Classrooms through the uses of FLEXIBLE FURNITURE

6. Enhance access to STUDENT SUPPORT resources

7. Improve INDOOR AIR QUALITY

8. Enhance EMOTIONAL SUPPORT & SOCIAL WELLBEING

9. Support Creative Thinking, COLLABORATION, and Small Group Activity

10. Creating a safe and secure atmosphere – SAFE PLACE VIBE

Summary of Top Ten PrioritiesThe most essential elements for an Effective Learning Environment

District 58 Focus Areas for Consideration

Safety & Security(approach to building, entrance, interior, transparency)

Student Comfort (temperature, humidity, fresh air, daylight, glare, acoustics)

6th – 8th middle schools (changes in environment when moving 6th graders)

K – 5th grade schools (opportunities available when moving 6th graders)

What Does This All Mean for District 58 Students?

AGREE, HIGH PRIORITY

Place your final blue dots on the ONE statement in EACH

focus area that you AGREE with the strongest. (40 POINTS)

I agree; I think this is important and should

be considered a High Priority item (20 POINTS)

I like this, but this a Medium Priority item (10 POINTS)

I disagree and this is NOT Important to me (-20 POINTS)

MEDIUM PRIORITY

LOW PRIORITY

LOVE IT! HIGHEST PRIORITY

What Does This All Mean for District 58 Students?

Dot Activity:

Safety & Security / Student Comfort & Health

Drivers’ license scanners and key card

systems must be installed at all schools.

Staff must use key card ID to enter at

designated doors, visitors must enter

through main entry and have driver’s

license/ID scanned – no exceptions.

335

Learning environments should

consider including natural daylight into

spaces.321

Improving indoor air quality

through mechanical ventilationis required by building codes for schools.

Conditioning the air could be added with

ventilation systems to remove humidity,

better control air temperatures, and control

growth of mold/allergens.

529

New mechanical systems for learning

environments should include air

conditioning.

450

Student and staff focus is improved when

temperature and humidity

are controlled in the classrooms.

423

Before a visitor is admitted into the office it

is essential to protect the office,

staff, and students.

392

100

Update fluorescent classroom lighting to

improve classroom environments and foster

comfort and health. For example LED

lighting, lighting control sensors

that detect occupancy, and uses of daylight

in spaces to save energy.

New mechanical systems could

included the ability to be digitally

controlled to conserve energywhen buildings are not occupied.-206

Our buildings should convey an open,

welcoming image to all visitors upon approach and entry to the main entry.

Security measures will be present, but first

impression of guests will be one of

openness.

66

Our main entrances need to be

more clearly distinctive and well-

lit at the exterior of the buildings.

-57

Transparency between

classrooms and corridors are

essential to ensure visual observation of

student and staff activities within the

classroom.-212

On-going education about safety/security

protocols and practice drills are

important way for students and staff to

increase safety awareness.208

Safety & Security / Student Comfort & Health

Elementary & Middle School Structures

6th graders moving to the middle

schools could have greater access to

science labs, advanced math classes and

other amenities of a middle school

curriculum. Adequate number of labs,

STEM areas, and other specialized

curricular spaces could be provided.

424

Classrooms vacated by 6th

graders in each elementary school

could be used to make up any classroom

space shortages that may exist. I.E.

additional classrooms, special

ed, art, music, etc.

391

Moving 6th graders to the middle schools

and creating a middle school

model is the best way to balance the

academic, social and emotional

energy of 6th graders as they prepare to

transition to high school in a few short

years.

376

Classrooms vacated by 6th graders in

each elementary school could

be used to expand student

support space and activities for

academic enrichment and

intervention.

242

Classroom space vacated by

6th graders in each elementary school

could be used to adjust existing spaces in

order to accommodate modern

learning flexibility.

280

6th graders moving to the middle

school may benefit socially and

emotionally by having access to

counselling staff that are also

working with 7th and 8th graders (an

understanding of the path forward).

186

6th graders vacating the K-5 buildings could

allow the school culture (vibe) to

become more focused on younger

learners.-268

129

Classrooms vacated by 6th graders in each

elementary school could be used to

create spaces to learn by

making and doing.

Classrooms vacated by 6th

graders in each elementary school could

be used to create more multi-

purpose space.140

6th graders moving to the middle

schools could have greater access

after school clubs,

theatrical/musical performing

arts and team sports.172

Improving and modernizing

middle schools to provide the 6th

graders with a middle school structure could

be less costly than renovating

space in each elementary

school to provide a similar experience for

6th graders.

148 95

Adding 6th grade to the middle schools

gives students an extra year of

transition time in the same building

before moving on to high school.

Elementary & Middle School Structures

Improving indoor air quality

through mechanical ventilationis required by building codes for schools.

Conditioning the air could be added with

ventilation systems to remove humidity,

better control air temperatures, and control

growth of mold/allergens.

529

Summary –Top Priorities

6th graders moving to the middle

schools could have greater access to

science labs, advanced math classes and

other amenities of a middle school

curriculum. Adequate number of labs,

STEM areas, and other specialized

curricular spaces could be provided.

424

Student and staff focus is improved when

temperature and humidity

are controlled in the classrooms.

423

New mechanical systems for learning

environments should include air

conditioning.

450

Before a visitor is admitted into the office it

is essential to protect the office,

staff, and students.

392

Classrooms vacated by 6th

graders in each elementary school

could be used to make up any classroom

space shortages that may exist. I.E.

additional classrooms, special

ed, art, music, etc.

391

What Do We Have ✓ Physical Condition Update

✓ Educational Alignment

✓ Capacity/ Utilization

EDUCATIONAL

ALIGNMENT

with program needs

PHYSICAL

CONDITION

needs of the

school buildings

OPTIONS & COST

DATA

& FINDINGS

Community

Priorities

District

Vision

Best

Practices

Next

Practices

LONG-RANGE FACILITY PLAN

COMPONENTS OF FACILITY ASSESSMENT

AGING BUILDINGS REQUIRE MAINTENANCE AND UPDATES

HERRICK

O’NEILL

BELLE AIRE

EL SIERRA

FAIRMOUNT

HENRY PUFFER

HIGHLAND

HILLCREST

INDIAN TRAIL

KINGSLEY

LESTER

PIERCE DOWNER

WHITTIER

19

51

19

55

19

59

19

60

19

62

19

63

19

65

19

67

19

68

19

71

19

72

19

73

19

85

19

86

19

88

19

89

19

90

19

93

19

97

19

98

20

05

20

13

20

18ORIGINAL

BUILDING

YEAR

AVERAGE

TOTAL ADDITIONS

1954

TOTAL

1953

1957

1969

1968

1959

1936

1952

1952

1967

1963

1956

1951

1928

2

3

3

5

4

3

2

2

4

7

4

4

5

3

2 3 3 1 3 2 1 1 2 1 1 1 1 2 1 1 5 11 1 2 1 1 1 48

EDUCATIONAL

ALIGNMENT

with program needs

PHYSICAL

CONDITION

needs of the

school buildings

OPTIONS & COSTS

DATA

& FINDINGS

Community

Priorities

District

Vision

Best

Practices

Next

Practices

LONG-RANGE FACILITY PLAN

COMPONENTS OF FACILITY ASSESSMENT

YESTERDAY

TODAY & TOMORROW

Why?

HOW WELL THE BUILDINGS…• Support Programs

• Align with District Vision• Enable Modern-Learning

CAMPUS CONTEXT

Setting & Neighborhood

Safety, Security, & Site Logistics

Inspirational Qualities

BUILDINGCONFIGURATION

Perceptual Qualities

Security & Circulation

Grade-level/Classroom

Organization

Adjacency of Spaces

Exceptional Qualities

LEARNINGSPACES

Physical Qualities

Health & Comfort

Furniture + Equipment

Technology

EDUCATIONAL ALIGNMENT50+ DATA POINTS

1 2 3

EDUCATIONAL

ALIGNMENTwith program needs

CONFIGURATION• Overall upkeep • Interiors aesthetic• Main entry security• Circulation/exits• Accessibility• Public/private separation• Wayfinding• Logical room adjacencies

CAMPUS CONTEXT• Neighborhood• Security/lighting• Vehicle/pedestrian separation• Main entry visibility• Play areas

CAMPUS / FACILITY CONFIGURATION ASSESSMENT

HERRICK

O’NEILL

BELLE AIRE

EL SIERRA

FAIRMOUNT

HENRY PUFFER

HIGHLAND

HILLCREST

INDIAN TRAIL

KINGSLEY

LESTER

PIERCE DOWNER

WHITTIER

CA

MP

US

CO

NTE

XT

FAC

ILIT

Y

CO

NFI

GU

RA

TIO

N

4 excellent

3 good

2 fair

1 poor

score condition

LEARNING SPACES SURVEY ASSESSMENTCORE

LEARNING SPACES

Physic

al Q

ualit

ies

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

LIBRARY

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

ART

Ph

ysic

al Q

ua

litie

s

Health &

Com

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

MUSIC

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

DINING

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

STUDENT SUPPORT

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

GYMNASIUM

Ph

ysic

al Q

ua

litie

s

Health &

Com

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

HERRICK

O’NEILL

BELLE AIRE

EL SIERRA

FAIRMOUNT

HENRY PUFFER

HIGHLAND

HILLCREST

INDIAN TRAIL

KINGSLEY

LESTER

PIERCE DOWNER

WHITTIER

4 excellent

3 good

2 fair

1 poor

score condition

CORE LEARNING SPACES - CLASSROOMSCORE

LEARNING SPACES

Physic

al Q

ualit

ies

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

HERRICK

O’NEILL

BELLE AIRE

EL SIERRA

FAIRMOUNT

HENRY PUFFER

HIGHLAND

HILLCREST

INDIAN TRAIL

KINGSLEY

LESTER

PIERCE DOWNER

WHITTIER

4 excellent

3 good

2 fair

1 poor

score conditionPHYSICAL QUALITIES• Size, Shape, Volume• Flexibility/ Adaptability• Transparency• Teacher vs. Student• Aesthetic• Surfaces• Storage

HEALTH & COMFORT• Temperature /

Humidity• Ventilation• Acoustics• Occupancy

Controls• Artificial Lighting• Daylight

FURNITURE & EQUIPMENT• Agility• Flexibility/Adaptability• Quality

TECHNOLOGY• Dispersed Power• Data Access• Ability to Share

Content

ASSESSMENT DATA POINTS

HERRICK

O’NEILL

BELLE AIRE

EL SIERRA

FAIRMOUNT

HENRY PUFFER

HIGHLAND

HILLCREST

INDIAN TRAIL

KINGSLEY

LESTER

PIERCE DOWNER

WHITTIER

4 excellent

3 good

2 fair

1 poor

score condition

ART

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

MUSIC

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

NON-CORE LEARNING SPACES – LIBRARY, ART, and MUSIC

LIBRARY

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

PHYSICAL QUALITIES• Size, Shape, Volume• Flexibility/ Adaptability• Transparency• Teacher vs. Student• Aesthetic• Surfaces• Storage

HEALTH & COMFORT• Temperature /

Humidity• Ventilation• Acoustics• Occupancy

Controls• Artificial Lighting• Daylight

FURNITURE & EQUIPMENT• Agility• Flexibility/Adaptability• Quality

TECHNOLOGY• Dispersed Power• Data Access• Ability to Share

Content

ASSESSMENT DATA POINTS

HERRICK

O’NEILL

BELLE AIRE

EL SIERRA

FAIRMOUNT

HENRY PUFFER

HIGHLAND

HILLCREST

INDIAN TRAIL

KINGSLEY

LESTER

PIERCE DOWNER

WHITTIER

4 excellent

3 good

2 fair

1 poor

score condition

DINING

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

GYMNASIUM

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

LARGE GROUP SPACES – DINING and GYMNASIUMS

PHYSICAL QUALITIES• Size, Shape, Volume• Flexibility/ Adaptability• Transparency• Teacher vs. Student• Aesthetic• Surfaces• Storage

HEALTH & COMFORT• Temperature /

Humidity• Ventilation• Acoustics• Occupancy

Controls• Artificial Lighting• Daylight

FURNITURE & EQUIPMENT• Agility• Flexibility/Adaptability• Quality

TECHNOLOGY• Dispersed Power• Data Access• Ability to Share

Content

ASSESSMENT DATA POINTS

HERRICK

O’NEILL

BELLE AIRE

EL SIERRA

FAIRMOUNT

HENRY PUFFER

HIGHLAND

HILLCREST

INDIAN TRAIL

KINGSLEY

LESTER

PIERCE DOWNER

WHITTIER

4 excellent

3 good

2 fair

1 poor

score condition

STUDENT SUPPORT

Ph

ysic

al Q

ua

litie

s

He

alth

& C

om

fort

Fu

rnitu

re &

Eq

uip

men

t

Te

ch

no

log

y

STUDENT SUPPORT SPACES – RESOURCE, PSYCH/SOCIAL, SPEECH, SPECIAL ED

PHYSICAL QUALITIES• Size, Shape, Volume• Flexibility/ Adaptability• Transparency• Teacher vs. Student• Aesthetic• Surfaces• Storage

HEALTH & COMFORT• Temperature /

Humidity• Ventilation• Acoustics• Occupancy

Controls• Artificial Lighting• Daylight

FURNITURE & EQUIPMENT• Agility• Flexibility/Adaptability• Quality

TECHNOLOGY• Dispersed Power• Data Access• Ability to Share

Content

ASSESSMENT DATA POINTS

YESTERDAY

TODAY & TOMORROW

Capacity ?More than just seats in a room…

• Core classrooms available

• Room size / number of students

• Site size / Traffic / Playspace• Teaching & Learning style

Capacity – More than just seats in a room…

92,196

99,047

30,204

33,695

34,265

54,934

34,148

45,580

50,105

59,685

46,554

37,108

37,435

11.3

9.5

9.5

7.0

8.5

11.3

6.2

9.9

8.3

10.3

6.7

5.2

4.5

41

76

49

69

46

50

43

54

58

59

42

55

42

141

226

127

157

100

135

88

119

129

140

89

111

116

850

900

800

850

800

700

800

900

850

800

800

870

850

HERRICK

O’NEILL *

BELLE AIRE

EL SIERRA

FAIRMOUNT

HENRY PUFFER *

HIGHLAND

HILLCREST *

INDIAN TRAIL *

KINGSLEY *

LESTER

PIERCE DOWNER

WHITTIER

7-8

7-8

K-6

K-6

K-6

PK-6

K-6

K-6

PK-6

K-6

K-6

K-6

K-6

655

439

238

214

341

408

387

384

387

425

522

334

323

BUILDING

SQUARE

FOOTAGE 2018

CURRENT

ACREAGE

CLASSROOM

AREA PER

STUDENT

GROSS

SQUARE FOOT

PER STUDENT

AVERAGE

CLASSROOM

SIZE (SF)

GRADE LEVELENROLLMENT

2018

50,381 8 53 129 828DISTRICT AVERAGE

389

654,956 108DISTRICT TOTALS

5,057

*

*

*

*

*

* School hosts specialized programs with unique enrollment classifications.

Space Utilization

Steps 7 & 8 | Finalize

Facility Plan

Community EndorsementBOE Adoption

Next Steps

2019

Step 6 | Facility

Master Plan

Recommend to BOEEvaluate FinancesImplementation Strategies

Initiate

Implementation

Plan

2020

2018 S O N D J F A S O N D J

You are

Here!Big Picture

Vision & What do we Have

Steps 3 & 4 |

What do we Want?

Gap AnalysisPrioritiesStaff & Community Engagement|Evaluation

Step 5 | Facility

Master Plan

Alternatives|OptionsCost EstimatesCommunity EducationFeedback

M A M J J

Thank You!Let’s Continue the

Conversation to Provide Safe and Effective

Learning Environments in District 58

For more information visit:https://dg58.org/facility-planning/