Vision 2014

Facilities

Presented to the Board of Education

May 12, 2011

Presented by

Facilities Working Group

Dennis Bloom, Director

Lori Brink, Director

Sara Derby, Assistant Director

Aaron Drevlow, Assistant Principal

Jim Eberhardt, Assistant Principal

Andy Fields, Principal

Mary Leadem Ticiu, Assistant Principal

Ray Queener, Assistant Superintendent

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Facilities Working Group Report

Executive Summary Stillwater Area Public Schools have consistently placed a high priority on ensuring that facilities are aligned with the teaching and learning needs of our community. District facilities are community assets and are maintained at a high level to protect this important investment. As a part of Vision 2014, a group of administrators and district staff were charged with the task of studying the district’s facilities and making recommendations to align with Strategic Direction E: Provide high-quality educational facilities and equipment that support effective student learning and opportunities.

What We’ve Learned Research has shown that facilities have a direct impact on student achievement:

• Evidence of improved health for students and staff, increased productivity, and reduced off-task behavior in students due to an appropriate building environment.

As the educational needs of our students change over time, we must continue to offer quality learning facilities. Recent changes to graduation requirements in the area of science, for example, are pushing our facilities to the limit. We do not have enough science classrooms to meet the demand. Additionally, priorities set forth by other Vision 2014 Working Groups will push our facilities even further.

Recommendations

To move Stillwater Area Public Schools toward Vision 2014, the facilities working group recommends that the school board consider the following options: I. District-wide Infrastructure Improvements

While district facilities are well-maintained, there are some improvements that can be made to improve the health and safety of students within our facilities. Recommended improvements include:

o Upgrade HVAC (heating, ventilation, air conditioning) units at six sites o Enhance visual monitoring of main entrance of school buildings and ensure single

point of entry during school hours o Consider all future facility improvements and enhancements through the lens of

environmental sustainability II. Teaching and Learning Spaces

As changes take place in the way that education is delivered by teachers and accessed by students, district facilities must change in response. This report focuses specifically on

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the need for science and STEM labs. It is also recommended that media centers be upgraded and advanced learner labs be created to establish spaces for interactive and self-directed learning.

o Reconfigure/repurpose all media centers to provide production and social spaces o Create space for advanced learner labs at Stillwater Area High School o Construct or renovate science labs at Stillwater Area High School creating

adequate space to meet the demand of new state graduation requirements o Add and/or reconfigure spaces that are dedicated to STEM/science offerings at

Stillwater Area High School and Oak-Land Junior High School o Provide space for science and art programming at all elementary schools

III. Reconfiguration to a 9-12 High School

Currently the high school facility does not provide enough common and support spaces to house an additional 700 students. Facility needs include:

o Science classrooms (see above recommendation) o Media center/advanced learning labs (see above recommendation) o Cafeteria space o Hallway and common areas o Other classroom spaces as determined by the Grade Configuration Task Force

It is recommended that the community task force researching grade configuration be charged with exploring facility solutions for serving ninth grade students at a 9-12 Stillwater Area High School. These solutions will likely include a combination of renovation and new construction on the campus. Additionally, the group should consider all scheduling options explored by the grade configuration group as ways to create facility solutions.

IV. Fitness and Community Spaces

To support lifelong habits for healthy living and physical activity for our students, staff and community; improvements and enhancements should be made to indoor and outdoor activity spaces across the district. Options include:

o Improvements or additions to indoor activity/fitness spaces o Upgrades to existing athletic fields o Converting select fields to synthetic turf o Creating a domed (covered) field during the winter months o Providing more lighted fields

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Facilities Working Group Report

Stillwater Area Public Schools have consistently placed a high priority on ensuring that facilities are aligned with the teaching and learning needs of our community. District facilities are community assets and are maintained at a high level to protect this important investment. As a part of Vision 2014, a group of administrators and district staff were charged with the task of studying the district’s facilities and making recommendations to align with Strategic Direction E: “Provide high-quality educational facilities and equipment that support effective student learning and opportunities.”

The purpose of this report is two-fold. First, the group set out to identify current areas of need within our district facilities and opportunities to enhance the learning environment for students, staff, families, and the communities we serve. This was achieved by studying current expressed facility needs/gaps and by conducting site visits and having conversations with facilities professionals in other public schools. Secondly, this report will make recommendations in response to priorities set forth by other Vision 2014 Working Groups (specifically Grade Configuration and Program Options). In light of anticipated future changes in how education will be delivered and accessed, this report will provide further support for innovation in how our schools look and how they function.

All of the recommendations and considerations within this report are based on the following priorities. All district facilities must be:

• Optimized to support student learning

• Safe and secure

• Healthy

• Flexible

• Energy-efficient

The facilities working group has recommended that these priorities guide the evaluation of current district facilities and all future projects. It is important to note that the district uses a variety of funding sources to maintain and improve facilities. Each has its own set of limitations, both in funding amounts and in the type of facility improvements that are allowable. These sources include:

• District Capital Fund

• Deferred Maintenance

• Alternative Facilities Fund

• Lease Levy

• District Designated Reserve from Rentals

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Many of the options presented in this report consist of major improvements that may not fit into any of the categories above, either in scope or time line, and may require additional funding through a bonding referendum.

District-wide Infrastructure Improvements People recognize the quality of schools and facilities within the Stillwater Area Public School District. As noted in the recent survey completed by Decision Resources International (2011), 88 percent of those surveyed viewed the district’s buildings and facilities as good or excellent. Even with quality facilities and grounds, Stillwater Area Public Schools can become better. Sound management of deferred maintenance projects and long-term planning for facility maintenance create quality-learning environments while protecting the valuable asset provided by the community. Yet, there are still areas that would provide opportunities to make improvements such as improved and enhanced indoor air quality, and areas related to safety, security and access. There are several components of a school building that affect the school culture as well as impact the overall learning environment for students and staff. Such components include the actual physical structure of the building, the quality of the indoor air, the cleanliness of the interior of the building as well as the outdoor grounds. The research related to quality school buildings and facilities is very clear, especially related to indoor air quality and energy savings. For example, as noted by Turner Construction (2005), 70 percent of executives surveyed through organizations stated that green schools reduced student absenteeism and improved student performance. Not only do green schools provide sustainability and environmentally friendly settings, there is a significant focus on indoor air quality as well energy efficiency. The finding of reduced absenteeism and increased student performance was also evident in other locations and studies (Schneider, 2002; US Environmental Protection Agency, 2000). Additionally, in a collection of extensive research, Kats (2006) provided evidence of improved health for students and staff, increased productivity, and reduced off-task behavior in students due to an appropriate building environment. Wakefield (2002) noted in an article that poor indoor air quality negatively affects student performance, concentration, memory as well as respiratory diseases such as allergies and asthma. The National Research Council (2007) noted several recommendations for consideration in construction or renovation of school buildings. This body of research also supported need to control the quality of indoor air as there is a direct link to student learning and overall human productivity.

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Air Quality

Improved HVAC systems allow for enhanced indoor air quality (IAQ). These systems increase the flow of fresh air into the facility while controlling the temperature and humidity of the air. Additionally, systems that provide enhanced air quality make the indoor environment more conducive to activities taking place. Since 1999, the Stillwater district has upgraded and replaced several HVAC systems that meet outdoor air ventilation rates as set by ASHRAE (American Society of Heating, Refrigerating, and Air Conditioning Engineers). The current ASHRAE 62.1-2004 standards calculate fresh air requirements based on occupant load, square footage, and utilization of rooms. This calculation equates to approximately 15 cubic feet of fresh air per minute per occupant in classrooms. All district buildings meet this minimal standard. As systems continue to age and reach critical life cycle milestones, opportunities exist to make improvements in those systems with replacement or upgraded components. Several district buildings currently only have partial control for temperature or climate control beyond the fresh air requirements. These HVAC systems should be upgraded or replaced to include increased air flow, de-humidification, and improved air quality. Initial estimates for such upgrades are listed in the table below.

School Estimated cost for HVAC upgrade

Afton-Lakeland $625,000

Lake Elmo Elementary $775,000

Lily Lake Elementary $775,000

Oak-Land Junior High $775,000

Oak Park Elementary $625,000

Stillwater Junior High $1,450,000

Estimated total for all six improvements $5,025,000 As mentioned previously, all district buildings have very good IAQ. The recommendations above are to provide enhanced IAQ. These enhancements are currently included in the design phases of the new Early Childhood Family Center. In addition to providing enhanced IAQ, the modifications in the HVAC systems will provide an environmentally friendly, sustainable building with reduced energy costs. It is also our recommendation that all future renovation projects include components of LEED (Leadership in Energy and Environmental Design) and possibly seek LEED certification.

How do Stillwater Area Public Schools Compare?

As part of the data collection for this working group project, several school districts were contacted and inquiry was made relative to the areas mentioned previously. As noted in the table below, there is significant variability among schools and school districts.

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Schools # of buildings

Percent of buildings fully air-

conditioned / humidity controlled

Is there a plan to become fully air-

conditioned/ humidity

controlled?

Percent of buildings

with monitors at

entrance

Percent of buildings with

controlled access (routed through

office)

Eden Prairie 8 100% 100% 100%

Mounds View

14 100% N/A 14% 100%

Osseo 30 100% 23% 77%

South Washington County

25 92% Yes - 2 additional buildings 2011

24% 56%

Hopkins 11 82% Yes - 100% by 2013

40% 100%

Wayzata 11 73% Yes - no timeline set

54% 36%

Stillwater 13 54% Yes –evaluating at this time

8% 15%

Hastings 6 50% Yes - 1 additional bldg 2011

33% 100%

White Bear Lake

12 33%

Yes - 1 additional bldg 2011 goal of 100%

33% 25%

Minnetonka 9 33% Yes - re-evaluating sites as remodeled

11% Yes – (Currently working on buzz-in foyer system)

North St Paul 17 29% No - no additions at this time

100% 100%

Edina 9 11% No 0 100%

Roseville 10 0 No 10% 100%

Safety, Security and Access

Student safety at school is a primary concern of parents and taken very seriously by all staff within the school district. The district has recently looked for areas to make continued improvements in the area of student safety and facility security. While established protocols for safe operations of schools including security and planning for response to crisis, should they occur, are very good within the district, opportunities for improvement are being considered.

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Several staff members within schools and at the district level have attended training for the past three years on how to make improvements in building safety and security. This training led to a joint partnership with Intermediate School District 916 to write and receive a Readiness and Emergency Management for Schools (REMS) grant during 2010. The primary goals of the grant are:

• Revise and enhance the district emergency procedures manual

• Train staff in threat and safety assessments

• Train staff in response protocols including National Incident Management System (NIMS) and Incident Command Systems (ICS).

• Provide opportunities for tabletop exercises for staff, with community partners (police, EMS, fire and county health) to practice new learning to prepare for situations if ever presented within the schools and district.

• Conduct building assessment and vulnerability study While the grant provides significant resources for training of staff and the development of enhanced procedures, these resources will not provide for significant modifications to buildings or enhanced systems. Currently, all schools and district buildings have two significant systems that help with student safety and building security. Each building within the district has controlled entrances with proximity card readers. These systems allow for staff with proximity cards to access entrances (other than the main entrance) under controlled situations leaving the buildings secure and directing all others to the main entrances. While the systems are installed in each facility, there are expansion opportunities to include additional doors both internally and externally. It is recommended that an analysis of these needs should be completed, with cost estimates and included in future capital needs project list. Additionally, all buildings within the school district currently have video security cameras located throughout the building. As with the controlled entrances system, the video system provides a good base for video security, however, opportunities to expand such systems exist. Additional cameras both internally and externally will enhance the video security of buildings. It is recommended that an analysis of these needs should be completed, with cost estimates, and included in future capital needs project list. Finally, several school building floor plans place the main administrative office various distances from the main entrance. Best practices for building visitor control include visitor sign-in, issuances of nametags and staff awareness of visitors. Relocating administrative offices in existing buildings closer to the main entrance is not cost effective or prohibitive based on the building design. Consideration, however, should be given to how each building monitors main entrances.

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Two options were considered as a part of this research.

• Placing an entrance monitor staff person immediately inside the main entrance would allow for face to face greeting of visitors to the building. In addition to assisting with sign-in protocols and issuing nametags, the monitor could help direct the visitor to the section of the building they are visiting.

• Include an enhancement to the controlled entrance system by placing a video camera directly at the main entrance. The main entrance door would then be locked during periods of time when traffic volume is low, and a system would be implemented whereby visitors must page a staff member within the building to be admitted by unlocking the door remotely. This option will accomplish many, but not all, of the desired outcomes of the entrance monitor solution.

It is recommended that these two options be explored in further detail with costs of each option compiled and the most cost effective solution to meet the desired safety and security needs be implemented. Environmental Sustainability

In addition to providing high-quality facilities and equipment, the working group recommends that the district also consider all future facility improvements and enhancements through the lens of environmental sustainability. Now that the organization has embarked on its first LEED (Leadership in Energy and Environmental Design) Certified building project with the Early Childhood Family Center, this “green” approach to how buildings are designed and operated should be an ongoing commitment on behalf of the district. Not only does this benefit the environment and result in more efficient operations of building systems, it ensures healthy learning spaces for our students and creates opportunities for teaching and learning with staff, students and the community about the importance of sustainability.

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Teaching and Learning Spaces

As changes take place in the way that education is delivered by teachers and accessed by students, district facilities must change in response. Our schools need to provide more flexible spaces for students to work both independently and collaboratively with their peers.

Media Centers

Once known as libraries and filled with hushed voices and row upon row of books, today’s media center has evolved to serve a variety of purposes. Media centers are focal points of our building and some of the highest-use areas in our schools. Media centers today house both books and computers, and are centers for integrating instructional programming. They are also used for staff/parent meetings, professional development trainings, small group and classroom instruction, and book checkout. Given the increasing role technology plays in instruction, the movement towards more independent and student guided learning, and a more intentional focus on student and staff collaboration, media centers will play an integral part in facilitating 21st century learning environments. The Department of Education in South Carolina (Rex, n.d.) recently consulted with Martha Alewine of School Library Media Services to design recommendations for 21st century libraries and media centers. Alewine proposed ten key areas essential to modern media center. The facilities working group focused its work specifically on the areas of production and socialization. Each of these designated spaces would look different depending on an elementary, middle or high school setting. The production area allows students and staff the ability to collaborate in an enclosed and soundproofed space. This designated area is equipped with a wide array of technology providing students and educators an opportunity to produce various projects using multimedia as its platform. The social area is intended to provide a designated space for staff, students, and guests to communicate and collaborate on projects. Many schools have documented an increase in book checkouts and the overall use of their media center through the creation of a social space. The media centers in our district have served us well over the years. As we move closer to achieving Vision 2014, these spaces will play even greater roles in the overall learning experiences we provide for students.

Advanced Learner Lab

In high schools across the country, media centers are being transformed into advanced learner labs. An advanced learning lab essentially looks like a collegiate library. Students are indirectly supervised through sign in and sign out procedures, and a variety of resources are present to support learning. Examples of supports would be; a media specialist, student-run writing center,

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technology help desk, media resources, computers and tablets for student use, study carrels, small meeting rooms for group work, and other comforts that encourage facility usage. A lab at Stillwater Area High School could mimic spaces similar to the South St. Paul Synergy Center, the media center at East Ridge High School in Woodbury, or other 21st century schools where students and community may access space to complete independent work for completion of self directed study groups or learning groups. As we work toward meeting Vision 2014, the creation of an advanced learner lab at Stillwater Area High School is essential. New opportunities in blended and online learning, flexible scheduling and individualized extended learning (see Graduation Requirements and Program Options Working Group Report) require spaces for students to study alone and in groups. A learning lab addresses future innovation to extend learning beyond the academic classroom by providing support space for those students engaged in a flexible schedule option. This space may also allow community members to access online learning labs in the evening. Currently at the high school there is not an advanced learner lab with outside access which would meet the needs of students. The district should consider repurposing existing classrooms, media center, cafeteria and computer lab spaces or potentially building a new advanced learner lab coupled with other build out options considered in this report.

Science/STEM Labs

Science and technology are always changing and evolving. Consider the many scientific and technological changes that have occurred in the past decade alone. When the existing science labs within the district were designed more than 20 years ago the Internet was in its infancy, the Smartphone had yet to be created, and Pluto was still considered a planet. The times have changed and our current science labs, particularly at Oak-Land Junior High and Stillwater Area High School, are poorly equipped to meet the needs of students both now and into the future.

As noted in the report on appropriate class size, steps should be taken to ensure that science labs are sized and equipped to meet the instructional needs of our teachers and the hands-on learning needs of our students. For example, in some science labs at Oak-Land Junior High and Stillwater Area High School, we are serving 28-34 students in 1,000-1,100 square feet. Industry standard would call for a 1,500 square foot space to serve 28 students.

Minnesota Department of Education has implemented a new graduation requirement for 2014 that will require all students to have completed a physics or chemistry course prior to graduation. In 2011 we currently offer three sections of physics, and 16 sections of chemistry, and serve only 51 percent of our student population. By the year 2014, we will need to serve 100 percent of our population, thus doubling the number of science sections needed. Our high school does not have enough or adequately equipped classroom space to absorb the required increase of students taking chemistry and physics. In the following table science courses offered at the high school are listed, as well as the number of sections for courses which will require updated lab space to stay current, and improve the offerings that are expanding due to new science standards.

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Science Sections Offered at Stillwater Area High School

Course Name

Sections Offered

2011/2012

Sections Offered

2013/2014

Full or Half Year Course

Priority for Renovation

(High, Medium, Low)

Accelerated Chemistry and Physics I

1 2 Full H

Accelerated Chemistry and Physics II

1 2 Full H

Advanced Placement Chemistry

1 2 Full H

Physics 3 6 Full H

Chemistry 16 22 Full H

Biology Standards 2 2 Full H

Biology 22 22 Full H

Astronomy 4 4 Full L

Environmental Field Biology

2 2 Half M

Human Anatomy 5 5 Full L

Advanced Placement Biology

2 2 Full H

Environmental Learning Center Ecology

2 2 Half L

Animal Care and Management

1 1 Half L

Animal Science 1 1 Half M

College in the Schools Animal Science

1 1 Half M

Bio Tech 1 1 Half H

Food Science 1 1 Half L

Floral Design 1 1 Half L

Horse Care and Management

1 1 Half L

Plant Science 1 1 Half L

Natural Resource Science 1 1 Half L

Aqua Culture 1 1 Half L

Forestry 1 1 Half L

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To meet the growing need, it is estimated that all 12 science labs at Stillwater Area High School would need renovation, and an additional five labs would need to be constructed. A “renovation only plan” could be considered to mitigate some current issues, however, this will not provide the classroom space necessary to accommodate the increasing state requirements in science (see Appendix B Option 1). The cost to renovate and construct upgraded science facilities at both Stillwater Area High School and Oak-Land Junior High is estimated at $10,350,000 (see Appendix B Option 2).

In order to prepare our students to live and work in a global society, experiences in science, technology, engineering, and mathematics (STEM) are vitally important. Research strongly supports enhanced STEM initiatives to prepare students for their future. The Vision 2014 Graduation Requirements and Program Options Working Group recommended the district provide a K-12 program that creates opportunities for well-rounded education with emphasis on creativity, science, technology, engineering and mathematics.

In order to provide the necessary facilities and equipment for these programs, further study would include renovation and enhancements to technical education rooms and the addition of fabrication labs (see Appendix B Option 3). The potential for a dedicated flexible learning lab that could house science/STEM or art programming at all elementary schools should also be considered a priority. See the Grade Configuration and Program Options Working Group Report for more detail.

Reconfiguration to a 9-12 High School

As part of the Vision 2014 Grade Configuration Working Group Report district leaders recommended moving to a 9-12 high school (see the Grade Configuration Working Group Report). Currently the high school facilities will not accommodate the addition of another grade level. While creative scheduling may free up classroom space to accommodate more students, the current facility does not provide enough common and support spaces to house an additional 700 students.

Cafeteria Space

Currently, this high school’s food service and lunchroom facility provides for four lunches during the hours of 11:41 a.m. and 1:16 p.m. Students attend lunch during one class period and seating accommodates the current 500-600 students each hour. The area is crowded under the current scheduling. In order to accommodate ninth grade students the district would need to consider one of the following options; renovating space in the cafeteria, adding square footage, opening lunch for seniors, or reconfiguring lunch schedules.

Renovating Existing Cafeteria Area There may be ways to renovate the existing cafeteria area to provide additional square footage. An architectural study of floor plans of similar high school facilities in other communities may help determine changes that could be made to our building.

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There are two spaces adjacent to the cafeteria that could be incorporated into a renovated space. One is the current staff lounge and the other is the storage room directly to the left of the entry and E-wing main hall. The staff lounge could be re-located centrally in the building and the current space could be used to extend the cafeteria. Additionally, the existing cafeteria is surrounded by shoulder high brick planters that have since been repurposed as counters. The counters encase the student’s table area. These cases could be removed to allow additional kidney-shaped or hightop standing tables. The standing tables do not allow excess of four students per table, but could be easily added and removed to accommodate needs. One of the sites the working group visited in the winter of 2011 allowed for movable stations in the cafeteria. This allowed the cafeteria area to transform into an evening awards showcase area or community meeting space. Images taken from that site might guide the work of architects to reclaim existing space. Adding Square Footage through Construction Should the district determine a need to construct new classroom space to address deficits in existing science labs, it is recommended that the cafeteria space be built out as well. An addition might include an extension off the back of the existing cafeteria. The existing space could merge with the science addition and also house an advanced learning lab. Open Campus Lunch For many years the high school provided an open campus lunch, which allowed students to leave campus during their lunch hour. In order to address the issues with the existing cafeteria space, the district may once again consider offering an open lunch. Access off site could be limited to seniors as a senior privilege. Students granted consent to leave could use an electronically scanned access pass system to leave grounds and be accounted for by returning through the same station point in a timely manner. The option to open campus has often been met with concern by members of the community. Decisions to open campus would need stakeholder support of families and local businesses. The working group recommends a task force be created to determine the risk and the security of opening this campus. Reconfiguring Lunch Schedules The current lunch schedule is complex, and it would be difficult to extend it to include an additional lunch shift during 5th hour. However, in an effort to seat all students in the existing facilities, the schedule could include a lunch session during 4th hour from 10:42-11:35. Teachers would need to be flexible as classes may be split in order to allow a rotation plan to be made to allow passage to and from the cafeteria.

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Circulation Space

To accommodate more students, additional circulation (hallway) space would need to be created for students to move comfortably and efficiently through the building.

It is recommended that the community task force researching grade configuration be charged with exploring facility solutions for serving ninth grade students at a 9-12 Stillwater Area High School. These solutions will likely include a combination of renovation and new construction on the campus. Additionally, the group should consider all scheduling options explored by the grade configuration group as ways to create facility solutions.

Fitness and Community Space

Stillwater Area Public Schools is somewhat unique in that none of the municipalities within our school district (except for Woodbury) levy for recreation. In many communities, activities like summer softball leagues and winter basketball leagues for the community are run by City Park and Recreation Departments. In our district, Community Education provides a great deal of recreational programming to meet the needs of the community and provide for this important element in the community’s quality of life. Although there are a number of outdoor fields owned and maintained by cities and townships, a great deal of community demand for gyms and fields falls on the school district. A recent survey of local youth athletic organizations through the Washington County SHIP (Statewide Health Improvement Plan) initiative indicated needs for more gym space, additional athletic fields, and the need for more lighted fields (see Appendix A). Groups generally rated ISD 834’s facilities as adequate to good, but indicated a lack of space for both practices and competitions. Studies have found that youth who play sports or are physically active spend less time in sedentary pursuits, such as television watching and this can translate to a healthier lifestyle both now and into the future (Scheuer & Mitchell, 2003). Additionally, in a 2010 research review by the Division of Adolescent and School Health for the Centers for Disease Control and Prevention, government researchers found that kids who take breaks from their class work to be physically active during the school day are often better able to concentrate on their school work and may do better on standardized tests. Of the 50 studies they examined, half of the findings showed positive associations between physical activity and academic performance; half showed no effect, but virtually none of the research showed any negative impact (Hellmich, 2010). Stillwater Area Public Schools’ newly-adopted health and physical education curriculum emphasizes the importance of lifelong fitness and healthy habits at all ages. Increased access and opportunities for physical activity for our students and our community will support student achievement as well as engage a broader segment of the community in benefitting from the facilities and programs in their neighborhood schools.

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Outdoor Fields

Our district’s increased number of co-curricular offerings, coupled with increases in community-based youth sports development programs, has maximized use of current fields. This constant use of fields has prevented proper field maintenance and scheduled improvements. Ideally, long-term field management plans require a field to be taken out of use periodically for turf maintenance. Given the demand, this will continue to be difficult to achieve. To meet current and projected increases in demand, our recommendation is that the following options be researched and considered.

Synthetic Turf Fields

Converting the competition fields at Pony Stadium and Miller Field and select practice fields to synthetic turf would provide the following benefits:

• More availability for all users Competition fields would become extra practice fields and teaching spaces. Instead of these fields being set aside for only the highest level of play, they would be available to more levels, from Junior Varsity to community youth sports leagues. Currently, the Pony Stadium field is used only 50 times per year or approximately 200 hours annually.

• Reduced field maintenance costs for fertilizer, weed control, mowing, painting and irrigation The district currently spends $18,000-$20,000 in maintenance to use Pony Stadium 50 times per year. The average annual maintenance for a turf field is $5,000-$6,000. A turf field would result in estimated maintenance cost savings of $13,000-$15,000 annually per field.

• Fewer weather-related cancellations Weather conditions, such as rain and snow, often force cancellation of events and/or limits practice opportunities due to poor field conditions. Because of the durability of a turf field more of these events and practices would be able to take place.

• Ability to host sectional and state tournaments Currently, Stillwater cannot host sectional tournaments in lacrosse or soccer and cannot host state quarter-finals in football because these games must be played on synthetic turf fields.

• Increased rental revenue capability Turf fields would be available to rental for community youth sports leagues, and would provide additional revenue to the district through facility use fees.

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Suburban East Conference Schools with Synthetic Turf

Suburban East Conference Schools

without Synthetic Turf

Other Metro Schools with Synthetic Turf

East Ridge Forest Lake Eden Prairie

Mounds View Hastings Edina

Park High Stillwater Farmington

Roseville White Bear Lake Hopkins

Woodbury Irondale

Cretin Derham Hall (at the University of St. Thomas)

Mahtomedi (In construction)

Minnetonka (Domed, see below)

Maple Grove

Osseo

Spring Lake Park

St. Paul Central

St. Paul Johnson

Wayzata

Covered/Domed Fields The St. Croix Valley Recreation Center in Stillwater is currently the only domed facility located in the Stillwater area. Rental at the facility is at a premium as community organizations, youth athletics organizations and the school district all vie for access. Access for district activities is very limited. In the spring the high school sports teams share time for practices and scrimmages. In March and April 2011 the dome was only available seven times for two hour blocks. Seven teams split practice times during those 14 hours. The high school’s two golf teams were unable to secure time for practice. Rental at the dome is $275/hour for the full field, and $150/hour for a half field.

Other school districts have solved their practice facilities issues by covering their turf fields during the winter months. At Minnetonka High School, a dome is placed over the competition turf football field each year between the months of November and March. The Tonka Dome’s operating costs each winter are covered completely by rental fees ($300-$400 per hour for the full field), and therefore the dome does not require any tax dollars for its operation.

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Figure 1: Tonka Dome at Minnetonka High School

Covering the field at Pony Stadium with a dome would extend the use of the field from November through March. Operating cost of a dome in the winter months could potentially be covered by rental as is the case in the “Tonka Dome” at Minnetonka High School. The district could also save money in rental costs to access practice time at the St. Croix Valley Recreation Center.

The costs of installing a domed field vary, dependent upon size, and can range from $1.5 to $3 million. A project of this nature should be explored in partnership with other organizations, such as municipalities and community-based youth athletics.

Lighting at More District Fields The current number of lighted outdoor fields limits both school and community use in the evenings. Additional lighted fields would keep more community groups from having to rent elsewhere to meet their practice and game schedule needs. Any comprehensive study of field improvement needs should include the costs and benefits of adding lighting at select locations.

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Indoor Activity Spaces

There are a number of current and projected needs in the area of indoor activity spaces throughout the district. Depending upon the direction of our programs and grade configuration, further study will be necessary to determine the need for physical activity spaces both during the school day and outside of school time. Both elementary and secondary schools have been creative at sharing space and modifying schedules to accommodate the growing need for gym space.

• Elementary Schools At the elementary schools, the move from 25 minutes to 30 minutes for each physical education class this year created gym scheduling challenges in some of our schools. Should the district choose to provide physical education classes every day in the elementary schools, a number of schools would have difficulty scheduling these classes into existing gym space and/or would need to install dividers to serve multiple classes during the same time period. The needs of the adaptive physical education program will need to be considered as a part of any elementary school gym study as well.

• Secondary Schools As noted above, our secondary schools have been able to arrange physical education, athletic practice and competition schedules to maximize the use of all gyms. Without any change to the current grade configuration or program structures, the following are examples of identified challenges at the secondary schools in our current structure:

• Oak-Land uses the cafeteria for wrestling practices and wrestling meets. This is less than ideal space for both athletes and spectators and creates access and storage issues for wrestling mats and cafeteria tables.

• Neither junior high has enough gym space for junior high basketball games and practices. Students are transported to various elementary schools each day after school.

• As a result of the junior high basketball program needing the space (above), the school age care program at these elementary schools does not have indoor space for physical activity on these days.

• Junior high volleyball programs often have 70-80 students across the three available courts for practices and games.

• The gymnastics gym at the high school is needed for multiple uses throughout the year so the equipment cannot stay installed year-round. This limits the ability for off-season gymnastics training programs for younger children.

• There are nadequate strength and conditioning rooms at Stillwater Area High School to serve the current student population.

As plans move forward for Vision 2014, options for addressing these and other identified challenges should be included in a comprehensive facilities improvement plan.

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Community Partnerships and Community Use

Stillwater Area Public Schools are fortunate to have strong partnerships with public agencies in the area of facility use. Through lease levy revenue, the district is able to lease space at the Stillwater Recreation Center for our hockey programs, as well as late season/inclement weather practices for soccer in the fall and early season/inclement weather practices for all spring sports. Community groups, particularly youth athletic leagues, utilize the school district gyms, swimming pools and athletic fields outside of school time throughout the year. These facilities are made available only after the school district events and practices are scheduled. Community Education offers a number of recreational programs for youth and adults in school district facilities, with the goal of providing access and opportunities for those who may not be accessing a private health club or fitness studio.

Several neighboring schools, including Park, East Ridge, Woodbury, and Hastings, have created or have partnerships in multi-purpose “field house” athletic and recreation facilities. Additionally, trends in shared services see many communities partnering between school districts and City Park and Recreation departments to create expanded community recreation spaces such as walking tracks, sport courts, weight and cardio fitness rooms, aerobic/dance studios, kids’ swimming pools and other open recreation areas.

Any planned enhancements to physical activity spaces within the school district should take community needs and potential civic resources and partnerships into account. It is the recommendation of this committee that a variety of partnerships be explored, including the potential Stillwater Armory facility that will include a number of physical activity spaces.

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References

Hellmich, N. (2010). Study: Physical activity can boost student performance. USA Today.

Retrieved May 4, 2011 from http://www.usatoday.com/news/education/2010-04-14-

letsmoveinschool15_ST_N.htm.

Kats, G. (2006). Greening America’s schools: Costs and benefits. Retrieved from

http://www.usgbc.org/ShowFile.aspx?DocumentID=2908.

National Research Council. (2007). Green Schools: Attributes for Health and Learning. National

Academy Press. Washington, D.C. 180pp.

Rex, J.H. South Carolina Department of Education, Office of Technology. (n.d.). School library

media center design considerations and recommendations. http://ed.sc.gov.

Schneider, M. (2002). Public school facilities and teaching: Washington DC and Chicago.

Twenty-First Century School Fund, Washington, DC: Ford Foundation, New York, NY.

Scheuer, L. J., and Mitchell, D. (2003). Does Physical Activity Influence Academic

Performance? Retrieved May 4, 2011 from http://www.sports-

media.org/sportapolisnewsletter19.htm.

Turner Construction. (2005). Survey of green buildings. Retrieved from

http://www.turnerconstruction.com/greenbuildings.

US Environmental Protection Agency. (2000). IAQ tools for schools. Retrieved from

http://www.epa.gov/iaq/schools.

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Appendices Appendix A: Physical Activity Inventory – Public Use Survey

Appendix B: Science Classrooms Cost Estimate

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Appendix A

Physical Activity Inventory – Public Use Survey Key Findings January 11, 2011

The Stillwater Area Public School District, in partnership with Washington County and the State of Minnesota, was a recipient of a Statewide Health Improvement Program (SHIP) grant. The grant is designed to improve achievement, performance and well being of students, staff and families in the Stillwater Area. As part of the grant, a survey was conducted of youth sports organizations to create an inventory of physical activity spaces, facilities and fields within the district. The following is a summary of findings from the survey.

Summary Finding from the Survey Conducted in November

• 12 of 32 groups responded to the invitation to take the survey.

• All are non-profit organizations.

• 66% of the spaces used by groups are handicap accessible.

• The overall rating of the facilities was fair to good by 82% of respondents.

• 67% said facilities were maintained Fair on a Poor-Fair – Good – Very Good – Excellent Scale.

• 100% of the respondents felt safe at the facilities.

• Access to the facilities by bikers, walkers, joggers via trails or sidewalks was listed at 50/50.

Top three Areas of Improvement to the facility Features, services, or programs in the Stillwater Area they would like to see:

• More wood courts for court sports.

• More lighted fields for extending the play day.

• Artificial Turf Facility so main fields can be used more.

• More access to general recreation/exercise space during inclement weather months.

• Improve all fields at the junior highs. What type of facilities or amenities are most lacking in your opinion as a community user of facility space in the greater Stillwater Area:

• A Community Center type facility for families and general exercise use

• A Community Pool for open activity and use (see Shoreview Community Center)

• More gym space for general recreation use

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