San Dieguito Union High School District

EARL WARREN MIDDLE SCHOOL MASTER PLANNovember 2011

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OverviewEarl Warren Middle School (EWMS) is an existing, aging campus in Solana Beach, CA, originally built in 1954. In addition to the middle school, the 20 acre campus houses a joint-use public library. The site also provides well-used athletic fi elds to the community of Solana Beach. It is the intention of the District Facilities Master Plan to replace Earl Warren Middle School with a new school on the existing site.

The District’s vision for sustainable, technology rich 21st century learning environments, when combined with the signifi cant access compliance (ADA) issues, infrastructure inadequacies and insuffi cient core facilities made replacement the most viable course of action. The replacement school will be served by the existing joint use library which will remain.

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ProcessThe design team met four times with the Earl Warren site committee to determine the needs of a new middle school. The Carmel Valley Middle School, the District’s newest middle school was used as a reference project. In fact, the EWMS committee met jointly with the Carmel Valley committee to garner lessons learned from their newer middle school. Two additional site specifi c meetings were held with the Earl Warren Middle School site committee that engaged the committee in the design of the new middle school. In general, the meeting objectives are described below:

Meeting #1: Process Review and Goals Discussion. Meeting #2 was a joint meeting where goals for the two middle schools were discussed. This meeting allowed the discussion of parity and equity among the middle schools to inform the discussion. In general, larger classrooms were the number one goal of both committees. This goal is also a District wide mandate, as 21st Century teaching and learning modalities suggest more project-based learning and small group learning and District budget impacts suggest larger class sizes when students are in class, and more online learning for lectures and direct instruction.

Meeting #2: 21st Century Spaces. A second joint meeting focused on how “core spaces” could be transformed into more relevant, functional spaces. For example, how can libraries be transformed into student unions for media use, gathering and research? The discussion was prompted by images of 21st century learning environments.

Meeting #3: Site Planning and Design Preference The committee took the lessons learned from their existing campus, as well as those of the Carmel Valley community to set the goals for the project. The group participated in a Design Preference exercise, where images of a wide variety of schools were presented and the committee “voted” their preferences, discussing the specifi c characteristics that were important to them. In addition, the committee engaged in a site planning exercise where they were able to move building pieces around to develop concepts for the new school planning.

Meeting #4: Review of Design Alternatives The design team presented for design options for discussion with the group. The feedback from the group will be included in the fi nal master plan phase document.

The results of this process were shared with the District-wide facilities committee for their review and comment.

The image represents a unanimous “vote” by the committee for architectural design that best represents their community vision.

Foresthill High SchoolPlacer Union High School District

Vision

The vision for the facilities of San Dieguito Union High School District is focused on creat-ing learning environments that embrace variety in teaching and learning styles, are responsive

to our rapidly changing world, and will encour-age students to be good stewards and citizens of a greater community. The three areas of focus

are:

• Flexible, Adaptable and Technology Rich Facilities

• Sustainable, High Performance Environ-ments for Learning

• Community Focused Campuses

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The welcoming scale and curved roof forms are an important part of Solana Beach.

Solana Beach

GoalsThe committee vision for the Earl Warren Middle School embraces the goals that were established by the District as well as some specifi c goals for this unique community. These goals will continue to drive the design of the new EWMS.

• The District established a site capacity of 500 students.• Classrooms will meet the new District standard of approximately 1200 square feet.• The joint-use library will remain.• The campus design should continue the tradition of the Earl Warren Middle School as a community school – a warm and inviting place for students.• The school design should fi t into the context of the Solana Beach community.• Sustainable design is a priority of the district as well as the community.

Community Focused Campuses

Students need to understand their place in the community. By inviting the community in –

through joint use spaces and public gathering places – schools become seamless parts of the

communities they serve. With facilities and pro-grams that mimic the “real world,” students are

prepared to be responsible citizens.

Capacity and the Building ProgramThe District’s Facilities Master Plan, completed in 2008, determined a capacity for Earl Warren Middle School of 500 students. While the existing facility currently houses approximately 700 students, the completion of another middle school within the District should allow the downsizing of this campus to the recommended 500. The District’s methodology for calculating school site capacity assumes a 30:1 student-teacher ratio; then applies an “effi ciency” factor of 85% to accommodate teacher preparation periods which occur in the classroom. The model capacity is shown below:

Through discussions with the site committee, it was determined that the capacity study was to be considered a minimum standard; additional spaces were identifi ed by the committee as essential to their program. A more detailed description of the space requirements for individual spaces occurs later in this report. The resulting building program is summarized below:

Teaching Stations: 17 TS @ 30:1 (.85) = 434Special Education: 1 TS @ 15:1 (1.0) = 15PE Stations: 2 TS @ 30:1 (1.0) = 60

Total 509

Classrooms 14 Classrooms @ 1150 SF 16,100 SF2 Physical Ed Classrooms @ 900 SF 1,800 SF

Science 4 Science Labs @ 1150 SF 4,600 SFScience Resource Spaces 800 SF

Music 1 Teaching Station 4,000 SFStudent Union - Warren Hall 2,500 SFGymnasium 10,630 SFLocker 3,320 SFAdministration/Student Services 5,050 SFSub Total 48,800 SFRestrooms, Circulation, Mechanical and Storage (15% approximately) 7,320 SFTotal 56,120 SF

“Warren Hall becomes an integral part of the new school as a student union.”

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School gardens are an important component of a sustainable school.

Sustainable, High Performance Learning EnvironmentsSan Dieguito Union High School District brought forward a vision for sustainable, high performance learning environments focused on saving energy, improving student performance and on creating future environmental stewards with a strong understanding of the impact of the built environment on the world. The district has already invested in renewable energy resources (solar energy) in its pursuit of their sustainable vision. As the pyramid demonstrates (facing page), solar energy is the proverbial “icing on the cake” in the sustainable movement. As the EWMS moves through the design process, the team will focus on those items that will make the most difference, namely:

• Building Envelope/Energy Conservation: The building envelope is the most effective way to save energy. Proper building orientation, high quality building materials (insulation, dual paned windows, etc.) and energy management systems that promote conservation are the most important fi rst steps in sustainably designed buildings. The fi rst and most important goal is to fi rst reduce the demand for energy.

• Daylighting: Daylighting, or natural light, when appropriately oriented and controlled saves energy and improves user well being. By reducing the electric lighting needed, energy is saved – both from the reduced electricity and the lowered demand on air conditioning systems when less heat is generated from electric lights. Also, appropriately designed daylighting in classrooms has been proven to improve student performance. This is the most signifi cant benefi t to schools.

• User Control/Operational Performance: Why do sustainable strategies fail when placed in to operation? The answer is usually in the area of user control. When users have some control of their environment, and understand the system, they are more likely to behave in a way that saves energy. Examples such as thermostat control, lighting controls and appropriate window blinds infl uence the user’s experience.

• High Effi ciency HVAC: The more effi cient the system, the greater the savings. After demand is reduced to its lowest level, the size of the system can be reduced as well. Displacement ventilation, as an example, is a system that may be considered here as well.

• Solar: Solar and other renewable create energy to meet the demand, or a portion of the demand. By reducing demand fi rst, the investment in renewable can be lessened.

The Earl Warren Middle School starts with proper orientation, taking advantage of the best schemes for natural daylighting. The opportunity for natural ventilation (operable windows) in the temperate climate is an excellent one as well. Renewable, recycled and local material choices are important characteristics of sustainable buildings and will be incorporated where the long term maintenance properties align with the district’s operational goals.

Sustainable, High Performance Environments for Learning

The facts have shown that high performance learning environments improves student

performance and attendance. Sustainably designed facilities are models of energy ef-fi ciency, but more importantly are teaching tools that model behavior for living in our

resource challenged world.

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“Natural daylighting not only reduces energy consumption with the reduced need for electric lighting and by covering

the heat generated by electric lighting, it has been proven to improve student academic performance”

Alder Creek Middle SchoolTahoe Truckee Unifi ed School District

Sustainability (cont’d)Sustainable design principles are essential to high quality building design. The pyramid at the left refl ects an effi cient and effective prioritization of these strategies. Especially in the design of public buildings, emphasis is on providing the “biggest bang for the buck” whether in energy (and general fund) savings, improving occupant comfort or bolstering student performance.

For example, the foundation of the pyramid is to fi rst save energy, thereby reducing the overall demand on the system. Next, effective daylighting not only enhances student performance and well being, it also allows lights to be turned off and heat gain in the classrooms to be reduced, saving energy.

User behavior has a big effect on the effectiveness of sustainable design - do they understand the systems and compliment them by say, keeping the lights off?

Creating new energy, with solar or other renewables is the fi nal strategy. Often expensive, good sustainable design should rely on renewables primarily to offset an already minimized demand.

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During an interactive session, the committee placed class-rooms on the sloping site, with north facing windows for natural daylighting and outdoor space for student gather-ing and learning.

Master Plan The site planning for the new Earl Warren Middle School is infl uenced by several key characteristics of the existing site. First, the location of the joint-use library and related parking lot and drop-off areas (which will not be removed) had to be considered. Secondly, the signifi cant slope of the site creates opportunities for two-story buildings, but careful consideration is needed for access compliant circulation.

Finally, the ability to take advantage of north facing windows for natural daylighting informed the building placement and orientation.

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Aerial view from west

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AdministrationThe administration and student services building is the campus “front door.” As such, its location, adjacent to the existing library is important in that public access has traditionally been to that location on campus. The entry to the administration should be signifi cant enough to “compete” with the library entrance so that the school entry is clear to a fi rst time visitor, but welcoming as well. The building program is as follows:• Principal’s Secretary/Reception 300 sf• Conference Room 650 sf• Principal 250 sf• Attendance 200 sf• Assistant Principal 225 sf• Assistant Principal’s Secretary 120 sf• Workroom 350 sf• Teachers Lounge 920 sf• Health Offi ce 300 sf• Student Support 107 sf & 130 sf• Counselor’s Offi ce 120 sf• Counselor’s Secretary 260 sf• Speech/Language Offi ce 120 sf• Psychologist’s Offi ce 120 sf• Files 150 sf• Toilet Rooms (small) (2) x 70 sf• Toilet Room (large) 230 sf• Teachers Patio 350 sf

ASSISTANT PRINCIPAL

ATTENDANCE

PRINCIPAL

PRIN. SEC./ RECEPTION

A.P. SEC.

COUNSELING SEC.

FILESWORK ROOM

CONFERENCE

TOIL.

TOIL.

TOILET

TEACHER’S PATIO

TEACHER’S LOUNGE

HEALTH

COUNSELOR SPEECH/LANGUAGE

PSYCHOLOGIST

STUDENT SUPPORT

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Gymnasium/Food ServiceThe gymnasium building serves Food Service, Physical Education and Athletics. In addition to the Main Gymnasium, with bleacher seating for 50 persons, a main basketball fl oor and two cross-courts, and proposed locker rooms. The main food service kitchen is located here as well. Dining space, as a district standard is provided in covered outdoor areas in and around the student quad.

• Gymnasium 10,630 sf• Lockers (2) X 1,660 sf

restroom/shower included• Food Service 1,835 sf

LOCKER ROOMS

RETRACTABLE BLEACHERS

FOOD SERVICE

STAGE

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P.E. CLASSROOMS

WARREN HALL STUDENT UNION / MEDIA CENTER

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Warren Hall - Student UnionAdjacent to the joint use library is the existing Warren Hall, part of the original EWMS, and the existing food service area. The plan reclaims Warren Hall, a multi-purpose room, and repurposes it as a Student Union. The Student Union has wireless internet, spaces for student project based learning as well as small group instruction. This space will supplement the library services, but will be exclusive to students of EWMS. In addition, the food service space is reclaimed and two classrooms are developed for use by Physical Education, but also accessible after hours to the community. A small balance of space will be dedicated to the library.

• Warren Hall 2,444 sf• Classrooms (2) x 870 sf

PE CLASSROOM

PE CLASSROOM

FRIENDS OFLIBRARY

WARREN HALL

LIBRARY

WORK ROOM

OFFICE

TOILET ROOM

OFFICE

OFFICE

OFFICE

LOBBY

TOILET ROOM

TOILET ROOM

WORK ROOM STORE

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MusicThe Music room for this program has been upgraded to act as a Performing Arts venue, a Little Theater, as well. Designed as a multi-purpose space, it does not have a traditional stage/proscenium, but rather assumes music risers that can double as seating for a performance. The “stage” may be assumed to be demountable rather than permanent. Appropriate acoustics and a minimal stage lighting package will complete the Music Room. The room is supported by an Instrument Storage room.

• Music Room 4,000 sf• Storage/Instrument Storage

645 sf

UP

PERFORMINGARTS

INSTRUMENTSTORAGE

TOILET

TOILET

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ClassroomsTypical Fourteen (14) classrooms are included in the new buildings; with two additional classrooms developed as part of the renovation to Warren Hall. The fourteen classrooms are meeting the district’s new standard of 1,150 square feet. Each of classrooms has a “private” outdoor learning area, linked to the classroom with class walls/doors. The classrooms are expected to be fl exible spaces – with wireless technology and ergonomic, moveable furnishings – as well as high performance and sustainable places to learn. Most of the classrooms are housed in two-story buildings, each fl oor with direct outdoor access as they are built into the slope of the site.

• 14 Classrooms @ 1,150 sf 16,100 sf

CLASSROOM OUTDOORCLASSROOM

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Science ClassroomsFour Science labs, of 1200 square feet each are included as well. The labs share two resource rooms for storage of laboratory materials and supplies. The buildings are shown as one-story buildings, with attached outdoor learning patios. The labs will be further developed in a later phase, but will include access to water and appropriate utilities.

• 4 Science labs @ 1,150 sf 4,600 sf

• 2 Resource Rooms @ 400 sf 800 sf

CLASSROOM OUTDOORCLASSROOM