SCSD 1 Facilities Master Plan

Acknowledgements

S U B L E T T E C O U N T Y S C H O O L D I S T R I C T # 1

Jay Harnack Superintendant

Dennis Seipp Construction Manager

Vern McAdams Business Manager

Jim Malkowski School District Board Chairman

Jamison Ziegler School District Board Vice Chairman

S U B L E T T E C O U N T Y S C H O O L D I S T R I C T # 1 L O N G R A N G E P L A N N I N G C O M M I T T E E

Jocelyn Moore

Dave Lankford

Ken Konicek

Ward Wise

S U B L E T T E C O U N T Y S C H O O L D I S T R I C T # 1 C O M M U N I T Y P A R T N E R S

Donna Lozier Board of Cooperative Education Services (BOCES) Director

JJ Huntley Pinedale Aquatic Center (PAC) Director

V C B O A R C H I T E C T U R E

Steve Crane, FAIA

Brent Tippets, AIA

Whitney Ward, AIA

Christian Oliver

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M A S T E R P L A N • SUBLETTE COUNTY SCHOOL DISTRICT #1

VCBO ARCHITECTURE

T A B O N E I N T R O D U C T I O N

1.1 Introduction

1.2 Master Plan Process

1.3 Master Plan Goals

1.4 Sublette County School District #1 Growth

1.5 Recent Construction History

T A B T W O E X I S T I N G F A C I L I T I E S S U R V E Y

2.1 Facilities Overview

2.2 Pinedale Campus

2.3 Pinedale Elementary School

2.5 Vacated Pinedale Elementary School

2.7 Pinedale Middle School

2.9 Pinedale High School

2.11 Wrangler Gymnasium

2.13 Administration and Auditorium Building

2.15 Pinedale Aquatic Center

2.17 Vocational and Agricultural Building

2.18 Facilities Building

2.19 Bus Garage

T A B T H R E E S P A C E C R I T E R I A

3.1 Wyoming State Student Space Criteria

Table of Contents

T A B F O U R S C H O O L S O F T H E F U T U R E

4.1 Schools of the Future

4.3 Technology in the Classroom

4.4 Adaptive Design

4.5 Sustainable Design Strategies for Schools

T A B F I V E G R O W T H A S S E S S M E N T

5.1 Growth Assessment

5.2 Growth Assessment Matrix

5.3 Growth Assessment Matrix Findings

5.4 Elementary School Recommendations

5.5 Middle School Recommendations

5.6 High School Analysis

5.7 High School Analysis Option I

5.8 High School Analysis Option II

5.9 High School Analysis Option III

5.10 High School Recommendation

T A B S I X L O N G T E R M P L A N

6.1 Recommendation Summary

6.2 A Timeline for the Future

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Sublette County School District #1 has completed the construction of a new elementary school off campus. The addition of this facility will result in additional square footage for the district to operate and maintain. The School District has commissioned a master plan to determine best use of available square footage on the Pinedale campus and to plan for future improvements as well as explore opportunities for sharing spaces with community partners and making upgrades to existing facilities. This master plan will investigate the district’s facility re-confi guration in the short term and study growth options for a longer outlook.

Introduction

“SCSD #1 is planning over the next two years to involve the public in discussions about the disposition of excess square footage. Those discussions will lead the decisions in the reconstruction of the existing campus.”

“The excess square footage built by the District 20 years ago in the form of an enhanced gymnasium and auditorium is now adversely affecting the ability of the District to provide classroom space for students...”

“...The District is searching for options to provide the needed classroom space without demolishing; either by leasing out or reconfi guring these two spaces that are an integral part of the Pinedale community.”

“...The most signifi cant problem facing the district related to facilities is how to re-purpose and “right size” the main campus.”

Source: Sublette County School District #1 School Facilities Plan (March 2009)

The purpose of a master plan is to provide a road map for its users, identifying strategies and plans for meeting future needs. This Master Plan will provide guidance for Sublette County School District #1 for the immediate, ten year and twenty year outlooks.

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Master Plan Process

Beginning in the winter of 2010, VCBO Architecture began the master plan process by composing an inventory of the district’s existing facilities and their current conditions. These evaluations included building walk-throughs, interviews, a survey and an analysis of previous information held by the district.

The information gathered from this existing facility analysis allowed the master plan team to assess the perceived needs of the school district and evaluate the goals of the users. A summary of the information gathered during this phase are included in the appendix of this report.

Upon completion of the existing building analysis, these fi ndings were reported to the stakeholders. At that time the Master Plan Committee challenged the team to develop a district plan that will promote growth that is sustainable, effective and effi cient for the District. The results of that challenge formulated this report, including assessing a number of growth options for the Pinedale educational facilities. This assessment resulted in the exploration of three potential growth options that were evaluated and refi ned to formulate one recommended plan.

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Sublette County School Distr ict #1, in a safe atmosphere of mutual respect and responsibi l i ty, promotes l i fe long personal and academic excel lence in a l l endeavors.

Master Plan Goals

There are three primary goals for the Master Plan. The fi rst goal is to accommodate growth within the district. The county has seen a series of boom and bust events in the recent past. Consequentially, the Sublette County School District #1 must be able to accommodate the increase in students that comes with an economic boom as well as afford to operate and maintain facilities during the times with lower enrollment. The second goal is to meet the evolving needs of the students and curriculum. Flexibility is needed to ensure the district can provide the facilities needed to match the current curriculum as well as accommodate changing technologies and evolving teaching and learning needs. The third goal is to provide sustainable facilities for the district. The district facilities need to be functional, durable and fi nancially feasible

over the next half century and beyond. District facilities also need to provide healthy environments, perform as effi ciently as possible and promote energy effi ciency over the life of the building.

This master plan outlines strategies to accommodate existing and immediate district needs, while sharing the facility cost burden with community partners. Looking forward to the next ten and twenty years, the master plan seeks to create a plan that will provide growth options that meet the three primary goals above.

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P i n e d a l e G r o w t h h i s t o r y

Census Population

Historical Populations

% ±

1940 647

1950 770 19%

1960 965 25%

1970 948 -0.02%

1980 1,066 12.4%

1990 1,181 11%

2000 1,412 20%

2009 2,043 45%

The historical average increase per decade is 18.9%

*Data for Fall 2000-Fall 2015 gathered from the School Enrollment Projection Analysis prepared by the School Facilities Commission. Data for Fall 2020 and Fall 2025 formulated using the Historical average percentage increase of 18.9%.

Sublette County School District #1 Growth

SCSD #1 has grown signifi cantly in student enrollment since 2001. It is projected that the school district will continue to increase in student population until about 2015 (Sublette County EIS, 2005) with an overall population of between 677 students and 1,763 students. After 2015 the growth is predicted to level off and from 2020 onward, the forecast is for slow, gradual growth. This district growth model refl ects the overall expected growth of the Pinedale area, which is expected to continue to grow, but this growth may be at a slightly reduced rate, than what has been seen the last decade.

As indicated in the graph above, the school district population is expected to more than double in the next twenty years. This drastic growth will have a great impact on the district facilities, and will be addressed in the options and growth recommendations sections of this plan. Not refl ected in these historic populations, recorded every decade, are the boom and bust effects created by the oil and natural resource industry. These growth variations can dramatically impact annual enrollment which leads to fl uctuations in funding from the State. Effects of this phenomenon need to be considered as plans for growth are formulated.

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2 0 0 2

Early in 2002 the district reviewed construction and facility maintenance needs and priorities and began to address a lengthy list of projects which were refl ected in the 5 Year Plan.

2 0 0 3

Additional classrooms and renovations were initiated in the high school due to the scoping report and increased enrollment at this level. This project was funded through excess rebated recapture funds.

2 0 0 4

Based on the availability of excess rebated recapture funds the district embarked on replacing a seriously deteriorated pool with the Pinedale Aquatic Center. This project was a multi year project and opened in February, 2008.

The feasibility study for an elementary addition was conducted this year. This option was decided against because an addition would create too large of an elementary school (500 + students) and the diffi culty of designing an effi cient and aesthetic addition with suffi cient student traffi c fl ow.

Recent Construction History

2 0 0 5

The feasibility study of an addition to the auditorium, art room, Agriculture and middle school buildings took place due to continued increases in enrollment at the secondary levels. This discussion evolved into the addition of the 5th – 6th grade wing being built onto the middle school

The 5th – 6th grade addition to the middle school was decided after considerable thought and creative planning. This new wing added space and classrooms to the middle school as well as relieved pressure at the elementary school due to growth in student numbers. This facility was funded through excess rebated recapture funds.

Discussions began about the possibility of needing a new elementary school due to continued student growth. With the passage of Amendment B (loss of excess rebated recapture funds) the district began to work with the SFC on planning a new facility.

2 0 0 7

The Board initially approved building a new elementary but received additional input on the issue and decided further study was needed. The Board was considering the construction of a new high school located off of the current site with a K-8 campus remaining. With remodeling of existing facilities and a new high school this could meet the district’s needs for quite a few years. Public input resulted in the development of a new elementary school off campus.

2 0 0 8

The Pinedale Aquatic Center was completed in 2008. In addition, preliminary planning for the elementary school, including the creation of educational specifi cations, tours of Salt Lake City area schools and public meetings regarding the future of the elementary school occurred. This led to the decision to locate the elementary school off campus. The new elementary school was commissioned in November 2008.

2 0 0 9

Construcution of the new 86,000SF elementary school began. Plans for remodeling the existing elementary school and high school were underway.

2 0 1 0

Students moved into the new elementary school facility in the fi rst part of the year. The Master Plan is being generated to help defi ne the vision of the campus and district in order to inform re-confi guration and future growth decisions.

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Facilities Overview

Pinedale Campus

Pinedale Elementary School

Vacated Pinedale Elementary School

Pinedale Middle School

Pinedale High School

Wrangler Gymnasium

Administration and Auditorium Building

Pinedale Aquatic Center

Agriculture and Art Facility

Maintenance Facility

Bus Garage

* Bondurant Elementary School is not included in this study

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Pinedale Campus

Located in the heart of Pinedale, Wyoming, the Pinedale campus provides an educational, athletic and cultural center for the community. The Pinedale Middle School, Pinedale High School, Pinedale Aquatic Center, Wrangler Gymnasium and Auditorium and Administration buildings are all located on the campus. In addition, a new football fi eld and running track as well as a grandstand and vending area are located on the northeast portion of campus and provide state of the art athletic facilities for the students.

The following facility analysis has been completed to assess the condition of each of the Pinedale school facilities to help guide future growth decisions.

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Date of Original Survey: August 2010

Building Information

Project Year Square FeetOriginal Building 2010 81,709 s.f.Additions n/a n/aTotal Gross S.F. 81,709 s.f.

Number of Floors: 1Grades Housed: K - 5thStudent Capacity: 570Student Enrollment: 500Number of Teaching Stations: 48Type of Construction: II-BAir Conditioning System: Air cooled chiller at administration areaHeating System: Boiler and air handler


Facility Address: 3040 Bloomfi eld Aveue

Site

The Pinedale Elementary School is located west of downtown Pinedale, in the Bloomfi eld subdivision, at 3040 Bloomfi eld Avenue. This site is north of the bus maintenance facility. The school is accessed from Bloomfi eld Avenue which was developed in correlation with the school and is slated to be the main access road for a residential development in the future. The project site is 20 acres, with ample area for both play grounds and parking. There are currently 137 parking stalls on campus and area to accommodate 12 busses.

Due to the size of the site, and the location in an undeveloped area in Pinedale, the site can accommodate more parking and play area development if required to meet the growing needs of the district.

Both the site and the facility are fully ADA accessible.

Building

The building, built in 2010, is 81,097 SF with three academic wings. The academic wings allow students to have a smaller learning community while having convenient access to the shared media center, multi-purpose room and art facilities. Each of the classrooms has an operable window that provides access to daylight and views for the students as well as access to natural ventilation.

The exterior of the building walls are concrete fi ber board and manufactured stone while the interior walls are mostly gypsum board, with tile wainscot and stone accents. The ceilings are predominantly acoustic panels and the fl ooring is carpet, linoleum sheet fl ooring and rubber fl ooring.

The building was designed to meet LEED for New Construction at the Silver level, but did not submit for the certifi cation. In addition, it fully complies with the 2007

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Facility Assessment Summary

International Building Code, including accessibility requirements. The new school building is equipped with a fi re sprinkler system.

The school was designed with growth in mind and an additional academic wing can be added on the west side of the building to increase the capacity of the school to 760 students.


Utility Costs

Utility cost information is currently unknown as the facility has only been in operation for a couple of months.

Facility Conditions Summary

The facility is a state of the art elementary school that will serve the needs of the district for years to come. The building systems should be viable for the next two decades with regular maintenance and the spaces will provide a healthy and productive environment for the users.

Facility Condition Score: 5 Total Defi ciencies (Cost to Update): NA Replacement Cost (New Facility): $23 million

Recommended Actions

• No immediate action is needed for the facility. • As enrollment growth continues, the future addition should be considered.

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Date of Original Survey: June 2010



Number of Floors: 1Grades Housed: n/aStudent Capacity: 350Student Enrollment: n/aNumber of Teaching Stations: 23Type of Construction: V-AAir Conditioning System: NAHeating System: Boilers with air handler


Facility Address: 655 N. Tyler Street, Pinedale, WY 82941

Built in 1987, the now vacated Pinedale Elementary School served the Pinedale area for 23 years. With the addition of the new Elementary School, this existing facility has been vacated by the district and a third of the existing building is now being used by BOCES.

Site

This building is located on the northernmost side of the Pinedale Campus, directly north of the Wrangler Gymnasium, and is adjacent to parking areas and a play area. The playground, built in 2004, includes new play equipment, a bouldering wall and soft ground cover. The playground is located northwest of the running track and covers approximately a half an acre. Parking exists to the north and west of the building with .75 acres of paved area and 60 existing parking stalls. There is a bus drop off north of the building that could be striped to provide an additional 27 parking stalls.

Building

The elementary school building is 51,387 square feet on a single story. The building structure is primarily load bearing masonry and was built as a 1 hour fi re rated structure. The existing classrooms are designed for a typical elementary school with each classroom being accessed from the main corridor, through a coat closet area. each classroom is between 900 and 1,000 square feet and most classrooms are around the perimeter with access to daylight and views. The media center is centrally located, just behind the administrative area at the west side, or front, of the school.

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The building is primarily masonry bearing wall and metal frame construction. Both the interior and exterior of the vacated elementary school are in good condition. Brick is the primary exterior material and brick and gypsum board are the primary interior wall fi nishes. The ceilings are a combination of metal slat and gypsum board and the fl oors are primarily carpet. All fi nishes within the elementary school have been well maintained, and although they refl ect the time in which the school was constructed, are in good condition.

The vacated elementary school is ADA accessible as it is all on one level. The site is also fully accessible.

The vacated elementary school has hot water boilers with a central air handler and individual variable air volume boxes serving each classroom. The boilers are relatively new and all building systems are fully functional.

The centrally located media center and administrative offi ce areas as well as the front six classrooms are currently being used by BOCES.


Utility Costs

Total Annual Costs $ 96,000.00Cost/ SF $ 1.87


Facility Condition Score: 4 Total Defi ciencies (Cost to Update): Restroom Upgrades $100,000 Replacement Cost (New Facility): $10 Million

Recommended Actions

• Continue to lease to BOCES for the immediate future. • Explore other short term community partners to lease additional space. • Maintain the playground as a community amenity for the short term. • Explore options to re-purpose to meet current district needs such as a testing

center or conference space.

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Project Year Square FeetOriginal Building 1976 22,365 s.f.Additions 1998 5,005 s.f. 1998 8,900 s.f. 2007 22,680 s.f.Total Gross S.F. 58,950 s.f.

Number of Floors: 1Grades Housed: 6th -8thStudent Capacity: 300 Student Enrollment: 290Number of Teaching Stations: 24Type of Construction: III-B Air Conditioning System: NAHeating System: Boilers and unit heaters with an air handler


Facility Address: 227 E. Hennick, Pinedale, WY 82941

The Pinedale Middle School is located on the southeast corner of the Pinedale Campus, directly east of the administration and auditorium building. The original middle school building was built in 1976 with 22,365 square feet and additions in 1998 and 2007 brought the building area up to 58,950 square feet on one level. This area will accommodate 250 students.

Site

Site features include a 12,000 square foot paved play area for basketball, dodgeball, four square, a small bouldering wall and other play features for middle school students. This is located to the east of the school building. There is also a small parking area to the south of the building that has approximately 60 parking stalls and a bus drop off area. The middle school also has access to the running track and athletic fi elds north of the school.

Building

The original building structure is load bearing masonry and steel frame. The new addition is the same construction type. The classrooms are primarily located around the perimeter and are typically 800 to 850 square feet, with the science labs and computer labs larger. The administration is located in the center of the building, toward the building entry and the media center is to the west of the administration offi ces. The cafeteria is located on the southwest corner of the building, with the gymnasium directly north of the cafeteria.

The middle school shares band and choral rooms with the high school. These are currently located in the administration and auditorium building.

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Both the interior and exterior of the middle school are in good condition. The middle school is primarily brick and concrete masonry on the exterior walls and gypsum board and concrete masonry on the interior walls. The fl oors are primarily carpet and vinyl tile while the ceilings are typically acoustic tile. The middle school has also been well maintained. The middle school has hot water boilers with wall unit heaters and air handlers. The roof of the older portion of the school will need some maintenance work within the next fi ve years.

A sprinkler system was added to the building with the 2007 cafeteria and classroom addition. The middle school is mostly accessible, but there is a kiva area that is recessed and diffi cult to access.

The 2007 addition was designed to accommodate additional classrooms to the east side of the northernmost wing. The building has the ability to expand to 73,450 square feet which would accommodate 400 students, according to Wyoming State School Facilities guidelines.


Utility Costs

Total Annual Costs $74,000Cost/ SF $1.26


With the recent additions, the access to shared athletic facilities and shared music facilities the middle school is serving the needs of the District and the building staff and students are happy with the facility.

Facility Condition Score: 3.5 Total Defi ciencies (Cost to Update): Replacement Cost (New Facility): $12 million

Recommended Actions

• The middle school meets the district needs and will continue to serve the community for future decades

• As enrollment growth occurs, the district can add the previously planned classroom addition at the northeast wing of the school.

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Project Year Square FeetOriginal Building 1958 40,335 s.f.Additions 1980 7,200 s.f. 1987 36,425 s.f. 1996 1,096 s.f. 1998 4,424 s.f. 2004 11,100 s.f.Total Gross S.F. 100,580 s.f.


Facility Address: 147 E Hennick, Pinedale, WY 82941

Number of Floors 1.25Grades Housed 9-12Student Capacity 300 Student Enrollment 300Number of Teaching Stations 13Type of Construction: II-BAir Conditioning System: NAHeating System: Boiler and air handler units

Built in 1958, Pinedale High School is the oldest building on the Pinedale Campus. The high school is located on the southwest side of the campus, west of the auditorium and administration building. The current high school, including all modifi cations and additions, is 93,980 square feet. This does not include the 7,200 square foot agriculture and art building.

Site

The high school has a large parking area to the southwest of the building for students, teachers and staff as well as a small parking area directly south of the building. There are currently approximately 100 parking stalls available for the High school. This is not enough to handle the current capacity of cars each day. The site is primarily composed of parking, sidewalks and grass areas. The high school does have access to the running track and athletic fi elds to the north of the building as well as the Wrangler Gymnasium and facilities for athletic events.

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Building

The high school currently includes classrooms, located to the north and west of the main entrance, administration offi ces at the entrance, a media center, practice gymnasium and academic and athletic support spaces. The majority of the high school is on a single level, but there are a couple of classrooms, the wood shop and a drafting room on a lower level. The agriculture and art facilities are located in a separate building to the north of the administration and auditorium building.

The school structure is a combination of steel frame and structural masonry and the mechanical and electrical systems have been upgraded to the extent feasible, but are limited by the building’s age and lack of fl exibility.

A number of additions, including a classroom addition to the north and media center addition have helped the existing school accommodate enrollment growth over the years, but the facility’s age and space limitations are catching up with enrollment. As the population grows, additional high school facilities should be explored.


Utility Costs



This is the oldest and least effi cient building on the campus. This building needs system upgrades, additional classrooms as well as support space renovations and additions. Upgrading the existing facility in place will not resolve the circulation, visibility and access issues.

Facility Condition Score: 2.5 Total Defi ciencies (Cost to Update): Addition / Renovation / Building System

Upgrades - $10 - 20 million Replacement Cost (New Facility): $28.5 million

Recommended Actions

• Explore opportunities for new or renovated high school facilities.

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Project Year Square FeetOriginal Building 1987 33,000 s.f.Additions NATotal Gross S.F. 33,000 s.f.

Number of Floors: 1Grades Housed: NAStudent Capacity: NA Student Enrollment: NANumber of Teaching Stations: 2Type of Construction: III-BAir Conditioning System: NAHeating System: Boiler and air handler units

Wrangler Gymnasium

Facility Address: 665 N Tyler, Pinedale, WY 82941

The Wrangler Gymnasium was built in 1987 as a cafeteria for the elementary school and high school students as well as house the elementary school physical education program and the competitive high school athletic programs.

Site

The Wrangler Gymnasium has a large parking area to the west of the building for visitors as well as campus overfl ow. There is an additional drive and delivery area to the south southeast of the building. There are currently approximately 112 parking stalls available for the facility. The site is primarily composed of parking, sidewalks and grass areas. The facility has direct access to the running track and athletic fi elds to the east of the building as well as a connecting corridor to the existing elementary school.

Building

The Wrangler Gymnasium and Cafeteria building has been well maintained and is in good condition. The building houses a 6,300 square foot cafeteria as well as a 12,400 square foot competition gymnasium and athletic support spaces such as a gymnastics room and locker rooms.

The cafeteria is currently unused, as the middle school cafeteria is hosting both middle and high school lunches.

The gymnasium is well used. The only defi ciency is a lack of locker rooms for visiting teams and multiple events.

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Wrangler Gymnasium

Utility Costs

Total Annual Costs: Part of elementary school costs


This is a newer building on the campus. There are relatively few needs for this facility.

Facility Condition Score: 4.5Total Defi ciencies (Cost to Update): Additional locker rooms ($500,000 -

$1,000,000.00)

Replacement Cost (New Facility): $6.6 million

Recommended Actions

• Explore opportunities to use cafeteria area in future

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Date of Survey: June 2010


Project Year Square FeetOriginal Building 1987 36,425 s.f. Additions n/a n/aTotal Gross S.F. 36,425 s.f.

Number of Floors: 1Grades Housed: NAStudent Capacity: NA Student Enrollment: NANumber of Teaching Stations: 9Type of Construction: V AAir Conditioning System: Air cooled chiller, air handlerHeating System: Boilers, air handler


Facility Address:

The administrative and auditorium building is located between the middle school and high school on the south side of the Pinedale Campus. This building was constructed in 1987 and has a footprint of 36,425 square feet.

Site

The only site area associated with this facility is some landscaping and paving in the front and a drive on the east side of the building that allows for deliveries and access to a loading dock on the north side of the auditorium. Currently parking exists at the front, or south side of the building. There are approximately 24 parking stalls. This is not adequate for events, requiring visitors to park in the middle school or high school parking lot or across the street adjacent to neighboring houses.

Building

The facility, built in 1987, houses the District Administration offi ces as well as the only auditorium in Pinedale. In addition, classrooms used by the high school and band and choral rooms used by both the high school and middle school are located in the building.

The building is primarily masonry bearing wall and steel construction. The primary exterior material is brick masonry and the interior walls are primarily gypsum board with brick and painted masonry elements. The fl oors are carpet and the ceilings are a combination of acoustic panel and metal slat systems.

The auditorium is used by both the district and the community throughout the year. It is not large enough for all events, but meets the community and district needs the majority of the time. The associated dressing room, storage and scene preparation areas are inadequate for the scale and quantity of performances held in the auditorium.

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Utility Costs

Total Annual Costs $30,000

Cost/ SF $0.82



Facility Condition Score: 4 Total Defi ciencies (Cost to Update): Auditorium Support $200,000 - $400,000Replacement Cost (New Facility): $10 million

Recommended Actions

• Continue use as Administrative Offi ces for the district.• Maintain the Auditorium for district and community use.• Consider an addition at the northwest corner to accommodate scene shop and

auditorium support spaces.

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The Pinedale Aquatic Center is owned and operated separately from the School District, but is located on the Pinedale Campus. This location provides convenient access for the community and allows the schools to share and take advantage of the PAC facilities.

Project Year Square FeetOriginal Building 2008 76,000 s.f.Total Gross S.F. 76,000 s.f.

Number of Floors: 2Type of Construction: II-BAir Conditioning System: Heating System:


Facility Address: 101 E. Hennick Street, Pinedale, WY

Site

Pinedale Aquatic Center (PAC) is located on the Pinedale Campus, north and slightly west of the High School. Parking for the facility is located to the west of the entrance. There is also an outdoor tennis facility north and west of the PAC.

Expansion can occur north of the competition pool or in the small area south of the gymnasium. There is not a lot of room for expansion unless PAC can move into or build over part of the existing High School.

The landscape is primarily turf grass with some native and adapted vegetation. There is no outdoor play area associated with the PAC.

Parking is located west of the building entrance and there are currently 40 parking stalls, 2 of which are ADA accessible, allocated for the Aquatic Center. The existing parking is not enough for large events and competitions, but shared parking is available when school is not in session.

Building

The new, state-of-the-art aquatic section of the center is designed for both the competitive and leisure swimmer and features an 8-lane 25-yard competition pool with spectator seating, a diving pool, movable bulkhead, and recreation pool with zero depth entry. Aquatic play components include a 3-spiral waterslide that splashes into the leisure pool, a lazy river, and a hot tub. The facility also houses locker rooms for the Pinedale High School swim and diving teams. The Recreation Center features include a gymnasium, climbing wall, racquetball courts, fi tness/cardio area, walking/jogging track, family changing rooms, classroom space, a party room, and a child care center.

The building was constructed to comply with the 2003 International Building Code. It meets all requirements set forth in this edition. The Aquatic Center is fully accessible.

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entry vestibulelobbyclimbing wallgymnasiumclassroomchild careoffi ceconference roomstoragewomen’s team roomwomen’s restroomwomen’s locker roommen’s team roommen’s locker roommen’s restroomfamily change roomsjanitorelectrical / communicationscompetition poolchemical storageozonepool equipmentlifeguardaquatics directorleisure poolparty roomrunning trackmechanicalfi tnessracquetball courtsobservation

123456789

10111213141816171819202122232425262728293031


Facility Condition Score: 5Total Defi ciencies (Cost to Update): Additional Storage - $50,000 - $250,000 Replacement Cost (New Facility): $17 - $25 million


Recommended Actions

• In the immediate future, continue use - explore options to lease space in existing campus facilities to PAC for additional storage.

• Upgrades as necessary for continued use and maintenance

• Building may need some renovation and/or an addition to accommodate community needs in fi fteen to twenty years.

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This facility is located in the core of the campus, south of the football fi eld and north of the auditorium building. This location provides convenient access for both the middle and high school students to share and take advantage of the facility.


Site

The existing site is paved on all sides to allow access to allow automobile access to the facility for the vocational program. There is currently no parking associated with the building. All users park in another lot on campus.

Vocational and Agriculture Building

Facility Address: Pinedale School District Campus, Pinedale, WY

Building

There are technically two attached buildings that comprise the vocational and art facility. One building is a pre-manufactured steel building and the other is a simple wood frame building attached on the west side. Art and Vocational Education share the steel building and vocational education has a classroom and engraving shop in the wood framed building.

The wood structure is not large enough to house both the classroom and engraving shop. In addition, a larger and more fl exible classroom has been requested.

The art program has a newly renovated and very functional space within the steel building. The vocational section of the steel building meets the current needs, but is not large enough to accommodate program or classroom growth.


Facility Condition Score: 2 - 4.5, depending on the space Total Defi ciencies (Cost to Update): Additional Classroom: $50,000- $250,000Replacement Cost (New Facility): $1 million

Recommended Actions

• In the immediate future, continue use - explore options to enlarge or replace classroom and engraving spaces

• Upgrades as necessary for continued use and maintenance

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Facilities Building



This facility is located directly north of the Vocational and Art Building. This location provides convenient access for facility maintenance and storage as it is close to all facilities on the campus


Facility Address: Pinedale School District Campus, Pinedale, WY

Site

The existing site is paved on all sides to allow access to allow automobile access to the facility. There is currently no parking associated with the building. All users park in another lot on campus.

Building

The building is a pre-manufactured steel building. It meets the needs of the facility storage and offi ces. This facility does not need to be located in the center of campus. It could be re-located to a periphery location to allow this prime location to be better used to serve the school district.


Facility Condition Score: 2.5 Total Defi ciencies (Cost to Update): NAReplacement Cost (New Facility): $500,000

Recommended Actions

• In the immediate future, continue use

• Explore relocating to periphery of campus to allow more applicable development in this location.

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Date of Original Survey:



Number of Floors: 1

Bus Garage

Facility Address:

Site Information

The bus garage is located on a site located a little over a mile from the campus, off of Pine Street. There is clear, easy access for bus and maintenance vehicles to access campus and the new elementary school from this location.


The new 23,277 square foot facility offers a state of the art storage and maintenance facility for the district bus fl eet.

Utility Costs



Facility Condition Score: 5 Total Defi ciencies (Cost to Update): NA Replacement Cost (New Facility): $3 million

Recommended Actions

• There are no immediate needs for the facility.

• It should be maintained and upgraded as necessary.

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The Wyoming School Facilities Commission has formulated parameters for determining spatial requirements per student dependent on the student’s age group and the school’s student population size. Simplifi ed, the chart above, says that an elementary, middle school and high school should have approximately 150 sf, 200 sf and 243 sf per student, respectively. In comparison, Sublette County School District #1 averages 163 square feet for each elementary school student, 203 square feet per student at the middle school and 335 square feet per student at the high school. These numbers are higher than the state criteria.

Wyoming State Student Space Criteria

W Y O M I N G S T A T E O F F I C E O F E D U C A T I O N S T U D E N T S P A C E C R I T E R I A

Level Square feet per student Number of StudentsTotal Gross Square Feet

Area *Elementary 132 450 or more 60,192 +

140 342 47,880

150 228 34,200

185 114 21,090

135 57 7,695

155 19 or less 2,945 -

Middle 150 750 or more 112,500 +

Intermediate 160 550 88,000

Junior High 195 350 68,250

300 150 or less 45,000 -

Senior High 180 750 or more 135,000 +

195 550 211,992

235 350 82,250

360 150 or less 54,000 -

S U B L E T T E C O U N T Y S C H O O L D I S T R I C T # 1 2 0 1 0 S P A C E A L L O C A T I O N P E R S T U D E N T

School SF Students SF/Student

Elementary

Pinedale Elementary School 81,709 500 163

Middle School

Pinedale Middle School 58,950 290 203

High School

Pinedale High School 100,580 300 335

*For purposes of this table, Gross Square Feet Area is the sum of the area on each fl oor level, measured in square feet from the exterior walls. It includes all rooms, corridors and storage areas, etc. A more precise square footage calculator is available at:

http://www.wyoming.gov/loc/03302010_1/resources/Pages/Guidelines.aspx.

The larger area required per student can be partially explained by the goal of the Sublette County School District #1 to minimize the number of students per classroom to 23 and achieve a student teacher ratio of 12:1. While the state’s space criteria information does not formally recommend a maximum class size, and many districts place 30-35 students in each classroom, it is generally accepted that each student’s educational experience is greater if a teacher has less pupils to concentrate on. Thus, considering larger class sizes would increase student density and minimize the need for additional facilities, however, there is a potential cost to the quality of the education each student receives.

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Schools of the Future

Numerous studies show the pervasive impact of technology on Americans of all ages. Rapidly changing means of communication and media are revolutionizing the way adults and youth are learning and processing information. Using the technology systems is now the preferred means of acquiring information. The prevalence of technology is therefore inevitably impacting the educational landscape, challenging its models and questioning its traditional “kids on grids” environments. The following excerpts shed light on the technological phenomenon that is impacting America’s adults and youth.

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H O W P E O P L E U S E M O B I L E V I D E O

Two-thirds of Americans now own a video-enabled mobile device, including iPods, cell phones, and laptop computers, up from less than half three years ago, according to new data being released September 2 by Knowledge Networks. Of Americans age 13-54, 65.7% of them have at least one video-enabled mobile device, up from 44.9% in a 2006 KN study. The study indicates that laptop computer are the most prevalent technology, with 57.3% of Americans now owning one, up from 42.8% in 2006.

P O D C A S T P O P U L A R I T Y

The latest Pew Internet and American Life Project found that 19% of Internet users had downloaded podcasts to listen or view at a later date. A similar study in August 2006 found that just 12% of Internet users had done this. An earlier study of downloading habits, in February and April 2006, found that just 7% of users had downloaded a podcast in this manner, the UK’s Guardian reports American kids age 6-11: 71.1% accessed the Internet in the past 30 days

• Of those: 83.4% did their web surfi ng at home; School (#2) 29.6%, bookstore/library(3rd) 6.82%

• 81.2% reported accessing the web to play online games

• 86.8% of youths played a video game; 29.1% played a video game on a cell phone

• Of the nearly 50 web sites measured by the study, three of the top fi ve are TV sites (Disneychannel.com, Nick.com and Cartoonnetwork.com)

• More than half (57.0%) accessed the web because advertising drove them there.

U . S . T E E N C E L L P H O N E U S E G R O W S ( P E W S T U D Y )

In 2004, less than half of U.S. teens aged 12 to 17 owned a cell phone, compared to 65 percent of adults. By 2008, teens owning cell phones had increased to 71 percent, versus 77 percent of adults, but the cell phone wasn’t the most prevalent electronic device teens owned, at least in 2008. The most popular gadget was a game console, owned by 78 percent of the respondents. Next was an iPod or other MP3 player, which just edged out the mobile phone with 74 percent. Only 60 percent of teens said they owned a PC, whether it be a desktop or notebook.

B R O A D B A N D I N T E R N E T A C C E S S

The Pew Internet and American Life Project’s latest study found that 63 percent of Americans now have high-speed access at home, compared to 55 percent in May 2008.

Schools of the Future

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W H A T W E D O W I T H O U R M O B I L E P H O N E S ?

According to comScore Mobile, a higher percentage of users in the 13- to 24-year-old group compared with the older group use their phones for services like texting.

Service 13-24 25-52

Sent text message 57% 28%

Sent email 11 9

Took photos 14 5

Used I.M. service 9 4

Used photo/video network 9 4

Sent photo to a phone 8 3

Sent photo to a pc 6 2

Sent photo via email 5 3

Captured video 5 2

Uploaded photo to Web 4 2

(Source: NYT 1/21/09)

All article excerpts found at “http://www.frankwbaker.com/mediause.html”

T E C H N O L O G Y I N T H E C L A S S R O O M

There is no doubt that a key component of learning is technology. Understanding the role technology will play in the school environment as well as embracing the continuously evolving nature of technology is imperative to the success of future learning environments. With the previous data in mind, it becomes pressing to strategize ways to incorporate developing technologies in classroom design. The process of planning for and designing schools to meet future needs requires a vision of what schools and classrooms will look like and how they will function in the decades to come.

The integration of technology in the classroom provides a number of benefi ts, including the ability to learn from outside the classroom. Students who are away from school due to competitions or shows, training, medical reasons, vacations or parental obligations will no longer fall behind students who are in the classroom. With appropriate integration of technology, lectures can be recorded and web cast and homework can be electronically submitted. The classroom with video and audio distance learning capabilities can pave the path for students to be linked into their learning environment.

While the role of technology in learning environments is guaranteed, the type of technology used may vary greatly. For example, some people argue that the cell phone or hand held device will be the linking mechanism between the student and the learning materials. (A study from Project Tomorrow shows 40% of K-2nd graders use a cell phone.) Others argue that single display groupware, which is the use of one monitor by multiple students as a means of interacting and group learning, is more appropriate. And still others believe a laptop for every child is a necessity. There are a variety of technologies to choose from and it remains arguable which form of technology best meets the needs of the student. There is no question, however, that good learning environments are those environments that integrate prevalent technology and smart design.

Some basic and clear design strategies such as providing necessary power and data connections, for projectors as well as computers, laptops and charging stations need to be incorporated. Implementing these basic strategies provide the access way for future cable and/or wireless technologies. Taking long term measures, such as these, enhance learning opportunities for current students and those of the future. Enabling students with the resources to adapt with the latest technological developments largely widens the possibilities to a more fl exible learning environment.

Technology in the Classroom

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A D A P T I V E D E S I G N

Making provisions for the necessary resources to enhance learning opportunities goes hand in hand with the solution of rethinking the confi guration of the classroom. The idea is to move from the “kids on grids” model into a more fl exible, interactive environment. Teaching models and pedagogies are constantly evolving to meet changing needs of students and respond to societal evolutions. As more and more students process both technological and societal changes, these changes inevitably meet the learning space and the need to design “outside the box/classroom” becomes more imperative. Thus, it becomes crucial that learning spaces and environments reach forward to new methods of learning as well as teaching. Learning environments must make provisions for acoustical and visual capabilities as distance education programs expand. In this era, as learning occurs everywhere the classroom is often times virtual. Questions such as, “How can spaces be designed to promote and encourage ongoing and distance learning?” become important to consider. A key point to smart design is creating adaptive spaces.

Flexibility and adaptability are critical in school and classroom design. While the classroom must work for today’s teaching methods it must also be adaptable for future teaching environments. Montclaire State University has taken the task of

defi ning the future classroom head on and has built three model classrooms. While the exact size and shape may vary, the critical components noted in their study include abundant data ports and electrical outlets on walls, fl oors and ceilings. Audio/Visual input and output ports must be similarly placed. Furniture should be light and on wheels to allow for simplifi ed reconfi guration of classrooms and lighting must have varying levels.

While the possibilities for using technology are intoxicating, it is critical to understand that it only partially responds to the educational experience. Dr. Miguel Nussbaum in The Classroom of Tomorrow, Built with Today’s Technology stated, “It is essential that the technological network support the social network- the students should be able to collaborate seamlessly…The students face-to-face interaction should be the fi nal aim, and the technology should be a transparent driving force.” The teacher, classroom, and school will always be necessary tools for education, but it is clear that variation from the traditional “kids on grids“ will occur.

The impact of technology and future teaching methods in the school and classroom are imperative in master planning. The fi nal form of the teaching environment may be unknown and it will continuously evolve, but measures must be taken to

prepare schools for the impact of future teaching methods. Building schools with maximum fl exibility and adaptability is critical. Classrooms may be replaced with open learning environments and have the infrastructure to accommodate distance learning technologies. The teacher’s role may be to guide students of varying ages and learning levels instead of lecturing to groups. Despite the unknowns, it is necessary that we start to think about how new technologies, learning methods and teaching pedagogues can infl uence classroom design and create more fl exible and technologically enabled school environments.

Adaptive Design

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S U S T A I N A B L E D E S I G N S T R A T E G I E S F O R S C H O O L S

A well designed building not only incorporates crucial technological resources, but is inherently sustainable, as it will enhance the user’s experience and respond to and respect the natural environment. Schools must encourage the learning pedagogy of today while ensuring the building will remain effective for the life of the school. A number of key design strategies are employed to ensure the success of the facility. These include:

D e s i g n i n g a n d b u i l d i n g e n d u r i n g f a c i l i t i e s

The most sustainable building is durable and fl exible maximizing its lifespan. All building materials must be evaluated in terms of “Lifecycle costs”. The lifecycle cost of a product includes expected life span, maintenance requirements and replacement costs. This allows the design team and the owner to make informed decisions about building systems, and operations impacts early in the project design.

An integral element of a building’s ability to endure is adaptability. Both interior and exterior spaces are designed to provide adaptable learning spaces, to respond to

changing enrollment, to accommodate shifts in pedagogical styles and to ensure technology changes are easily integrated into the facility.

Equally important is the consideration of a building’s spatial fl exibility. In terms of schools, fl exibility can be attained by creating learning environments throughout the building, not just the classroom. By doing this, the volume of the building can be minimized saving on materials during construction and energy during occupancy.

P r o m o t i n g h e a l t h y e n v i r o n m e n t s

A healthy environment is defi ned in two ways. The fi rst being the use of safe materials and the second being provisions for daylight, ventilation and integration of the natural environment.

Access to daylight, adequate ventilation and a connection to nature have been shown to decrease absenteeism for both students and staff and increase test scores in students. In addition, interior spaces lacking adequate ventilation and fi ltration can have up to 90% more pollutants than outside environments. Natural

ventilation can help alleviate both of these issues and save energy over mechanical ventilation.

Day lighting can be attained by use of windows and skylights, as well as by borrowing natural light in spaces with limited access to the exterior. Ensuring these strategies are in place helps prevent the presence of pollutants and mold, while providing an inspiring environment in which students are eager to learn.

Sustainable Design Strategies for Schools

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R e d u c i n g r e s o u r c e c o n s u m p t i o n

Energy and water consumption reduction is a primary concern for building owners as it will impact the operations cost and environmental impact during the life of the building. The resource reduction strategies need to be addressed at the design, construction and occupancy phases of the building.

A number of decisions are made during the design phases to reduce the energy consumption in the building. These include, but are not limited to:

• Designing lighting with lower overall light levels and providing task lighting as well as adding photocell sensors to light fi xtures adjacent to daylight sources will reduce energy necessary for lighting and create more fl exible, comfortable environments.

• Installing continuous insulation in a well sealed building envelope will improve thermal comfort and increase mechanical effi ciencies.

• Sharing spaces, such as having a shared teacher prep area and shared classrooms, will provide fl exibility and reduce the amount of unoccupied building areas that are conditioned, lit and powered during the day.

• Specifying sink faucets with sensors and a lower fl ow are used to ensure water is only on when needed, dual fl ush toilet valves and one pint per fl ush urinals helps to ensure only the amount of water necessary is used.

Renewable energy systems should be considered for integration into the building design for energy generation and educational purposes. Solar hot water heating is the most effective use of solar energy and should be standard on all buildings. In addition photovoltaic and wind energy generating systems should be explored for feasibility on the site and life-cycle costs. If proven feasible, these technologies should be used. In addition, geothermal heat exchangers and bio-fuel run emergency generators should be explored. Renewable energy systems are a wonderful technology that should be used in the appropriate locations, applications and scales.

A commissioning agent ensures that the building systems are installed and functioning properly during construction and helps train the maintenance staff to ensure the building runs at optimal effi ciency. A commissioning agent should be a part of every project team.

The culmination of each of these sustainable strategies will be intuitively understood by the building users, as the building will provide a more comfortable, healthy and functional learning environment. The building and grounds will provide numerous opportunities to integrate environmental awareness and sustainable education into the programs and curriculum and encourage environmental stewardship and sustainable behaviors for the future generations.

Sustainable Design Strategies for Schools

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As determined by the research noted earlier in this plan, the primary issue for the Sublette County School District #1 is growth. Enrollment numbers have gone from an 18.9% growth over 5 years in the past decades to the more recent 26% growth projection over 5 years. This data predicts that the population of students within Sublette County School District #1 will nearly double by the year 2030.

Taking growth as a given, the next concern is the means by which the growth will be accommodated. Many growth options exist, including the more traditional approach of building new schools, other physical facilities and support services proportional to the growth. Newer, non-traditional approaches to growth management include modifying school schedules to allow more children to use the same facilities,

*Data for Fall 2000-Fall 2015 gathered from the School Enrollment Projection Analysis prepared by the School Facilities Commission. Data for Fall 2020 and Fall 2025 formulated using the Historical average percentage increase of 18.9%.

providing technology to allow and encourage distance learning; and grade shifting between facilities to maximize facility usage.

This master plan primarily addresses growth in the more traditional manner of creating facilities to accommodate the student population, but there are key moments in the District’s development that would benefi t from the non-traditional approaches to growth. This has been seen recently through the shifting of the 5th grade to the middle school during the construction of the new elementary school. Transitions to new facilities can be eased through creative thinking about how students can be accommodated in the existing facilities.

While planning for the future, it is also important to address the state of the current facilities. First, a new elementary school has been built at a location off campus, creating a vacancy on the campus, which stresses the School District’s budget. Second, the high school is the oldest facility on campus and cannot accommodate the current technology, space or adjacency needs of the district. Lastly, the district’s projected growth will result in the need to accommodate more students each year.

Growth Assessment

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MeasurementsFunctional Space

Integration Future FlexibilityPhasing / Adaptivity

Benefit to Education

Operational Efficiency Sustainability

Infrastructure Implecations Parking Sum

Overall SF Change

Community Benefit Cost implecation

Elementary School SchemesPlan for future expansion at new school 2 1 0 1 0 1 0 0 5 increase 0 $ - $$Plan for future expansion into old elementary school -2 -1 -1 -1 -1 0 -1 -1 -8 0 + $

Plan a new elementary school off-campus -1 -1 -1 0 -2 1 -2 2 -4 increase - $$$$

Middle School SchemesDo Nothing 1 0 0 -1 0 0 -1 0 -1 0 - 0Plan for future expansion 0 1 0 0 1 1 0 -1 2 increase 0 $ - $$Move Middle School to elementary school, demo or convert middle school to other use(s) 0 -1 -1 -2 1 0 -1 0 -4 increase 0 $$

Build new middle school off campus, demo existing facility or re-purpose 1 2 2 2 -1 1 -2 2 7 increase - $$$$

High School SchemesDo Nothing -1 -1 0 -2 -2 0 -1 0 -7 0 - 0Plan for addition on existing high school 0 1 -1 -1 0 1 0 -1 -1 increase 0 $ - $$Move high school to elementary school, demolish existing high school or re-purpose -2 -1 -1 -2 0 0 -1 -1 -8 increase 0 $$

Demolish high school and build new in place 2 2 -2 2 1 2 -1 -1 5 increase + $$$Build new high school at middle school and incorporate new areas of middle school in high school

1 1 -1 1 0 1 -1 -1 1 increase 0 $$$

Build new high school off campus 2 2 2 2 -1 1 -2 2 8 increase - $$$$

Others…

Maintenance Shop relocation 0 2 0 1 0 0 -1 1 3 0 + $

-2 Greatly Diminish $ 100,000 - 2,999,999-1 Diminish $$ 3,000,000 - 9,999,9990 No Change $$$ 10,000,000-24,999,9991 Improve $$$$ 25,000,000 and up2 Greatly Improve

To assess the developmental and growth needs for the Sublette County School District #1, an assessment matrix was compiled. This matrix takes into account the three primary goals for the Master Plan-- growth, fl exibility and sustainability. Without these fundamental guidelines, the assessment would not properly project opportunities for growth and development.

Several future growth options for each existing facility are listed and ranked based on the potential benefi t each option offers to the students and educational experience. The following considerations were assessed in relation to the existing school conditions for each growth opportunity:

• Functional Space Integration - How well does the growth measure integrate with existing learning spaces at the current facility?

• Future Flexibility - Does the growth measure provide fl exibility for growth in the future?

• Phasing / Adaptivity - Does the growth measure provide the ability to be built in phases, offering the district fl exibility?

• Benefi t to Eductaion - Does the growth measure provide a marked benefi t to the educational experience?

• Operational Effi ciency - Does the growth measure allow for an increase in operational effi ciency?

• Sustainability - Does the growth measure provide an opportunity for enhanced

sustainability, both in healthy environments and resource effi ciency?• Infrastructure Implications - Does the growth measure have a positive or negative

impact on the existing infrastructure systems?• Parking - Does the proposed growth measure provide more or better parking for

the facility or district?Once these items were assessed, the implications on district square footage, the level of community benefi t and potential improvement costs were assessed to further defi ne which design option for each school is the most feasible and benefi cial.

Growth Assessment Matrix

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P l a n f o r F u t u r e E x p a n s i o n a t N e w E l e m e n t a r y S c h o o l

• Infrastructure, services and play areas in place• Reduced cost implications• More integrated elementary program

P l a n f o r F u t u r e E x p a n s i o n a t t h e M i d d l e S c h o o l

• Existing facility liked by teachers and administration• Infrastructure, services and athletic facilities are in place or available• Substantially reduced cost implications• Community benefi ts from centralized campus

D e m o l i s h H i g h S c h o o l a n d B u i l d N e w i n P l a c e

• Infrastructure, services and athletic facilities are in place or available• Presents opportunities for reduced structure and infrastructure costs• Community benefi ts from centralized campus• Does not greatly impact building area for district operations

Growth Assessment Matrix Findings

R e l o c a t e M a i n t e n a n c e a n d F a c i l i t i e s B u i l d i n g

• Allows additional fl exibility for the campus• Community benefi ts from additional development or parking opportunities at the

core of the campus

The assessment matrix provided guidance on design options for the various facility growth options and led to the studies and recommendations that follow. The direction for growth for the elementary school and middle school were clearly delineated from the matrix and are as follows:

• The most effi cient option assessed for the elementary school was to plan for a future expansion at the new elementary school. Additional fi ndings and recommendations for the elementary school are located on page 5.4.

• The most effi cient growth option for the middle school is to plan for future expansion at the current facility. Additional fi ndings and recommendations for the middle school are located on page 5.5.

Growth for the high school, however is not as clear. The matrix led to demolishing the high school and replacing the facility. There are clear advantages to leaving the facility on-site, but the location, size and confi guration of the high school is not defi ned. A variety of options for the high school were explored and are presented on pages 5.6 through 5.11.

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G o a l 1 : G r o w t h

The square footage per student for the new elementary school facility is signifi cantly greater than the vacated elementary school. This results in a building that not only custom fi ts the current grade school student population for the SCSD #1, but will also serve the district through a modest amount of enrollment growth.

G o a l 2 : F l e x i b i l i t y

The new facility meets the needs of the current elementary students and faculty and administration. It also provides state of the art technology systems, more fl exible classroom options, more user controls and the ability to redefi ne the current teaching pedagogy.

G o a l 3 : S u s t a i n a b i l i t y

The new elementary school was designed to a LEED Silver level, but was not certifi ed. This resulted in additional daylight, more environmentally responsible material usage and reduced energy consumption. As the new addition occurs, it should maintain and improve upon the performance of the school.

The current capacity of the elementary school is 570, but the facility was designed to add an additional academic wing onto the east side of the facility, which will bring the capacity to 800 students.

Based on the very aggressive growth projections, the existing facility with the addition will accommodate the elementary students through 2015. At this point a K-2 and 3-5 academy will be built on the same site to allow for shared services.

new addition

Elementary School Recommendation

A r e a a n a l y s i s

Projected Growth SF Students SF/Student Facility Requirements

2010 81,709 600 136 Existing Elementary School

2015 107,765 814 132 Existing Elementary School with addition

2020 117,562 888 132 K-2 & 3-5 Academy

2030 128,683 972 132

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Middle School Recommendation


The current middle school was designed to accommodate an addition to the current facility. Plans for this future expansion will allow an additional 100 students. Ideally, according to the state’s student space criteria, the addition would be an increase of 14,500 square feet, in order to accommodate a capacity of 400 or more students. Allowing the middle school to use the classrooms in the auditorium building will also allow an additional 100 student population increase, bringing the facility capacity to 500 students.


Existing infrastructure, services and athletics area all exist the current middle school. In addition, existing classrooms in the auditorium building can be used for the middle school. The existing campus facilities offer fl exibility for the middle school to grow without adding a large building area and minimizing the fi nancial impact on the district.


Substantially reduced cost implications come as a result of building onto an existing structure. Students, teachers and the administration favor the existing facility and the community benefi ts from a centralized campus. In addition, using existing building stock to the extent feasible reduces the material and energy impacts of building projects, resulting in a more sustainable approach to growth.

Through the information gathering phase of this study, all of the feedback on the middle school was positive. The faculty and staff are pleased with the current facility, and enjoy the diverse amenities such as music and athletic facilities that are available on the campus.

Current capacity lies at approximately 300 students. An addition to the northeast side of the school would allow an increase to 400 students and additional growth capacity exists in the classrooms and facilities located in the administration building for middle school classes, assuming the high school vacates this area.

new addition


Projected Growth SF Students SF/Student Facility Requirements

2010 58,950 290 140 Existing Middle School

2015 74,254 408 182 Grow into Auditorium Building

2020 77,761 444 175Existing Middle School with addition

2030 81,841 486 168

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High School Analysis

Growth assessment data projected that constructing a new building for the high school best meets the needs of students, faculty and the community. Following the assessment, fi ve schemes were developed-- each considering a different building confi guration and site utilization. These options explored how basic massing and forms impact each respective site as well as allowed the team to assess the implications on parking, massing and circulation on the campus.

Option 1 considers locating the new high school facility in the same location as the current high school. With this option there is no apparent parking benefi t. There are also a number of potential phasing issues associated with this option.

Option I Option 2 Option 3

Option 4 Option 5

Option 2 considers setting back and clustering the new building behind the existing auditorium. In this option, Administration will be moved to the elementary school. Additional parking can be accommodated with this scheme, but there is a lack of access to daylight and views as well as potential circulation issues associated with this option.

Option 3 explores a similar orientation to that of previous options, with massing more dispersed throughout the site. Option 3 allows additional parking at the south side of the high school, where the existing high school sits.

Option 4 locates a larger, new high school building at the current site, with parking to the western edge as well as behind the existing auditorium. The additional parking behind the auditorium is not feasible due to the propensity for middle school students to cross the drive to take classes in the auditorium building.

Option 5 presents a unique perspective to growth and development for the high school, locating the new facility at the location of the vacated elementary school and utilizing the site’s current parking. Administration and the auditorium will be maintained, and the benefi t of parking around the perimeter of the facility mitigates potential crossing issues.

The next step in assessing growth was analyzing these fi ve options and then narrowing them down to the top three most feasible and benefi cial options. The following pages discuss those three options, their advantages and disadvantages and looks at phasing for each design scheme.

Space Type

Existing Area (Net SF)

Existing Area/ Student

Proposed Area (Net SF)

Proposed Area/Student

Academic Area 20,230 67.5 34,700 58

Athletic Area 14,300 48 25,700 43

Vocational Area 11,000 24 15,000 25

Administration 2,160 7.2 4,000 7

Media Center 3,150 10.5 7,200 12

Food Service* 2,150 7.2 6,300 10.5

Total Net Area 52,990 92,900

Total Gross Area 81,190 270.6 120,770201

meets state standards

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Option I

This option looks at rebuilding the new high school in the same location as the old high school and considers the following:

• Maintaining existing practice gym

• Maintaining the new classroom addition

• Administration moves to the old elementary school

• Academic spaces in the auditorium building to remain

• Adjacency to the middle school to remain

High School Analysis Option I

administration

academic

commons area

athletic

media center

vocational

Disadvantages to this scheme include:

• Parking on campus is not improved

• Circulation and visibility are not improved

• Future expansion discouraged due to the lack of available space on this site

P H A S I N G

• BOCES is to be relocated

• The existing high school will be vacated and students moved into the elementary school or portable classrooms.

• Parts of the vacated high school that are demolished are to be rebuilt and auditorium building areas are to be renovated.

• BOCES would be relocated in the elementary school and students would move into the new facility.

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VCBO ARCHITECTURE

Option II

This option looks at clustering the new high school and setting the facilities back on the site of the old high school. The following are included in this scheme:

• Maintaining the existing practice gym and addition

• Moving administration to the vacated elementary school

• Adding additional parking at the west side of the building

High School Analysis Option II


• The lack of available space for future expansion is limited on this site.

• The demolition of existing facilities would be involved and there would be a large amount of disruption to the district functions.

• Site stormwater issues would be encountered.

P H A S I N G

• Students and faculty will move to the older portion of the facility as well as into portables or the old elementary school.

• A new high school facility will be built in place of the demolished portions of the high school.

• Parts of the auditorium building will be demolished.

• Once students and faculty have moved into the new facility, the old portion of the high school, will be demolished.

administration

academic

commons area

athletic

media center

vocational

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VCBO ARCHITECTURE

Option III

This option looks at rebuilding the new high school facility at the site of the vacated elementary school and considers the following:

• Maintaining and using the existing Wrangler gym

• Maintaining and using the existing cafeteria

• Additional parking to be added to the north, and availability of parking around facility

• Access to various services such as athletic areas are available

High School Analysis Option III


• BOCES does not have facilities during construction, prior to having space in the addition at the high school and vocational building

• There will be an increased walk for high school students to the auditorium for events

P H A S I N G

• The existing high school is to remain fully functional during construction of the new facility

• BOCES will be relocated

• Portions of the elementary school will be demolished to build a new high school.

• The entry to the Wrangler Gym and gym support spaces will be renovated.

administration

academic

commons area

athletic

media center

vocational

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VCBO ARCHITECTURE

High School Recommendation


The high school greatly needs a new facility and as data has shown, this remains the ideal option for the community and district. The area analysis shows how the future facility will reduce square footage in order to properly fi t current and future enrollment projections.


Building a new facility will provide the space and resources that students and teachers currently lack in the existing facility. A new facility will allow for growth and provide fl exible, effi cient and high quality learning environments.


Demolishing the existing facility and building a new school, although more expensive than renovation, will provide the optimal learning environment for the high school students and help alleviate existing visibility and supervisory limitations of the current facility.

All new district facilities will be constructed to meet sustainable goals, creating a building that is operationally effi cient, designed to promote health and create productive learning environments and durable and fl exible enough to serve the district for the next sixty years.

A scheme to construct a new facility on the existing campus also benefi ts from the existing infrastructure and facilities, thereby reducing costs.

The current high school enrollment, 300 students, is projected to double to 600 students by the year 2030 (in a more conservative estimate). Although the existing facility is more than 50 years old, it has been well maintained. This has enabled the district to continue to offer classes in the existing building, but the facility has reached a pivotal point where the building systems do not have the ability or capacity to accommodate new technologies.

After ranking and weighing the various growth considerations and implications for the high school, results show that demolishing the current facility and building a new facility is the most economically and operationally effi cient option. The most favorable design option for the new high school is to move the future high school to

the current site of the vacated elementary school. This allows for the project to be open to a variety of design schemes, and includes expansion at other facilities such as the middle school and BOCES.

This will provide the high school with ample space for programmatic elements and growth. Natural clustering of spaces with this design option, allows for a stronger sense of connection, community and collaboration. Other advantages to locating the school at this site are its ease of accessibility and parking accommodations. The existing elementary school structure should be used, where deemed possible.


Projected Growth

SF StudentsSF/Student

Facility Requirements

2010 100,580 300 335 Existing High School

2015 114,623 544 211

New High School2020 121,002 592 204

2030 128,306 648 198

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Recommendation Summary

The fi ndings in this document lead to the following suggestions:

• Move the high school to the existing site of the vacated elementary school

• Increase parking accommodations to the northeast of the new high school

• Relocate the maintenance facility to the northeast corner of the football fi eld

• Lease existing high school practice gym to PAC

• Lease the newer addition to the high school and the vocational and art building to BOCES

Final Recommendations

academic

commons area

athletic

media center

vocational

future expansion

• Flexibility for future development at:

− BOCES − Pinedale Aquatic Center − Existing Middle School − Auditorium

• Overall campus sustainability and fl exibility enhanced

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VCBO ARCHITECTURE

A Time Line for the Future

This master plan document provides a guide for future development within Sublette County School District #1. Exact dates remain vague for when the recommendations in this document will occur. However, based upon analysis and student enrollment, projected expansion is expected once capacity is reached.

existing elementary600 student capacity

elementary w/ addition800 student capacity

K-2 & 3-5 academy1200 student capacity

add on toelementary school

transition toK-2 & 3-5 academy

considernew elementary school

elementary

existing middle school300 student capacity

existing middle school &auditorium building

400 student capacity

middle school w/ addition500 student capacity

grow into auditorium bldg. classrooms

add on to middle school considernew middle school

middle

existing high school300 student capacity

new high school450 student capacity

new high school w/ addition600 student capacity

transition to new high school add on to new high school plan for addition tohigh school for new facility

high

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VCBO ARCHITECTURE