Thesis Research: STEAM Middle School

Steam Middle School in Massachusetts Thesis 2018 Bri Dazio

Table

of

Contents

Problem Statement page 4 Thesis Statement page 5 Base Building and Site Analysis page 4 Case Studies page 12 Dearborn STEM Academy page 12

Martin Luther King Jr. School page 16 Billerica High School page 20

Mount Vernon Upper School page 24

Pathways Innovation Center page 28 Surveys and Interview page 32 Client Needs page 36 Client Problem Statement page 36 Stakeholders page 37 Sample Program List page 38

Day in the Life of a Middle Schooler page 40 Adjacency Matrix page 41 Goals and Objectives page 42 Codes and Accessibility page 43 Plan Prototypes page 48 Materials Research page 50 Color Theory Research page 51 The WELL Building Standard page 54 Consultant: Dr. Brett Jones page 56 Related Research page 60 Thesis Focus page 60 STEAM Curriculum page 61

Universal Design for Learning page 62

Universal Design Principles page 63

Maslow’s Hierarchy of Needs Theory page 64 Design Parameters page 65

Health and Student Performance page 66

Indoor Environmental Quality Concerns page 68 Ergonomics for Students page 69 Works Cited page 70

Problem Statement Located in the North End neighborhood of Boston, Massachusetts, this middle school brings a new life to the two story 78,840 square-foot former healthcare building. As a whole, Massachusetts is known for its renowned biotechnology sector. This middle school will offer opportunities for students to utilize the newest technology and learn in hands-on settings through the STEAM programs- Science, Technology, Engineering, Arts, and Mathematics. By providing state-of the-art equipment and facilities, students will engage with the surrounding community in a collaborative environment, in order to introduce them to the fields available in their future educational careers.

Thesis Statement Over the past few decades, school curriculum, teaching methods, and student learning habits have evolved rapidly, yet the physical environments of schools do not always account for such changes. In recent years, Universal Design for Learning has risen as an educational framework, based on creating a flexible classroom to accommodate individual learning differences. Utilizing Universal Design principles, this middle school creates collaborative communities, maker spaces, and flexible learning environments to address the needs of individual students, as well as faculty and staff. In this environment, students will not only learn better, but they will also be exposed to a variety of fields through the STEAM programs and facilities.

5

Base Building and

Site Analysis

“Boston is a fantastic city with a ton of different activities at any given time! In the summer time, there are loads of free events (concerts, park performances, museum openings, and sports events) for people of all ages, and the city really comes to life when the weather gets warm. The city is incredibly walkable, and the public transportation makes getting around really easy. Each neighborhood has a unique atmosphere to give it its own identity�

~Boston Resident

Niche grades are calculated using public data sets and millions of reviews: COMMUTE: A

CRIME And SAFETY: B

GOOD For FAMILIES: A+

JOB MARKET: B

DIVERSITY: A-

HEALTH And FITNESS: A

HOUSING: C+

OUTDOOR ACTIVITIES: A+

PUBLIC SCHOOLS: A+

Demographics of Boston, Ma (US Census 2015) Population: 687,584

Median Age: 34.5

Median Household Income: $95,518

Number of households: 25,324

Percentage of married couples: 57%

Persons under 18 years: 17.7%

Average household size: 2.26

Second common ethnicity: Asian

7

Boston,

Massachusetts

Located in Suffolk County, Boston is the capital city of the Commonwealth.

With a population of 687,584 people in 2017, Boston is known as “the city of neighborhoods,” with over 23 designated by the city’s government.

8

Spanning over 48 square miles, Boston is a city full of history spanning all the way back to the American Revolution and features a variety of historic landmarks and streets- including the Massachusetts State House, cobblestone alleys, the Bunker Hill Monument, and the Prudential Tower.

9

580 Commercial Street

Site Amenities: 1 Sidewalk 2 Parking 3 Bike Racks 4 Front Entrance 5 Courtyard 6 Open Field 7 Turf Football Field 8 Baseball Field 9 Soccer Field

Learning occurs not only in the classroom, but also outside as well. The grounds surrounding the middle school offer amenities to allow for activities, sports, and learning opportunities.

The building’s orientation is set to maximize daylight, a vital aspect to learning and productivity.

By facing North, the site has optimal access to sunlight through exterior glazing.

10

COLUMN GRID

While a column grid does exist within the building shell, it appears to be slightly irregular. It has the potential to dictate interior zoning and spatial organization of the program.

SPATIAL ZONING

Due to the shape of the floor plan, the building has the potential to be separated into different wings and zones, depending on uses of the program.

NATURAL LIGHT

Expansive glazing line all sides of the building and offer plenty of daylight to flood the interior.

11

Case Study 1: Dearborn Stem Academy

“The new Dearborn 6-12 STEM/Early College Academy for Boston in the neighborhood of Roxbury manifests the mission of STEM education in its proposal for a new kind of educational building type- a school without corridors which fosters interrelatedness and transparency. It also represents a major leap towards the realization of a new and improved future for the residents of Roxbury and the City at large�

~Boston Mayor Martin Walsh

Dearborn Stem Academy

Firm: Jonathon Levi Architects

Grades: 6-12

Location: Boston, Massachusetts

Size: 128,000 ft2

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Dearborn Stem Academy

Features:

ART EXTRA STORAGE ART

RECEIVING

Multi-Purpose Spaces

Large school commons

Media center

Black box theater

Physical education gymnasium

KITCHEN

CAFE TERIA

RECYCLE/ TRASH

MEDIA CENTER GENERAL COMMONS WEIGHT ROOM TECH CL ASSROOM

AUDITORIUM BOY’S LOCKER

DANCE ROOM

GIRL’S LOCKER

EXAM ROOM

FAB L AB (WORKSHOP)

FAB L AB (DIGITAL)

CONFERENCE

BAND

EXTERIOR STORAGE

CHORUS STORAGE - BAND

First Floor Plan

CLASSROOM

DEAN OFFICE

CLASSROOM

COHORT

P.E. STORAGE

CLASSROOM COHORT COMMONS CLASSROOM

CLASSROOM

ATRIUM GYMNASIUM

STEM TRAINING ROOM

ENTRY

GENERAL OFFICES

section title

CLASSROOM

CHEMISTRY

CLASSROOM

EXPLORATORY

Schematic Floor Plans

STEM Focus

Fabrication labs

Chemistry labs

Digital art computer lab

Band and chorus practice rooms

CLASSROOM

FLEX SPED

51

Second Floor Plan High School Cohort (Grades 11,12)

CLASSROOM

CLASSROOM (SPED)

CLASSROOM

CLASSROOM CLASSROOM CLASSROOM

Project-Based Teaching and Learning

Highly flexible classrooms

Material storage

Ongoing display of student work

EXPLORATORY

EXPLORATORY GYMNASIUM

COHORT COMMONS

CLASSROOM

COHORT OFFICE

CLASSROOM CLASSROOM

CLASSROOM

FLEX SPED

Third Floor Plan Middle School Cohort (Grades 8-10)

CLASSROOM

FLEX SPED

COHORT COMMONS EXPLORATORY

EXPLORATORY

MECHANICAL ROOM

SPED RESOURCE

Schematic Floor Plans

53

14

CLASSROOM

CLASSROOM CLASSROOM

section title

Cohort Neighborhoods

Cross-disciplinary teaching teams

Shared teacher offices

Small group seminar areas

Cohort level commons

COHORT OFFICE

CLASSROOM

CLASSROOM (SPED)

CLASSROOM

CLASSROOM

CLASSROOM

Fourth Floor Plan Lower School Cohort (Grades 6,7)

s

ation

1

: Embedded Gymnasium

d teacher ration office

SMALL SCALE LEARNING ‘Flex SPED’ suite

Dean’s office

By creating smaller communities within the school, Dearborn STEM Academy creates small scale learning environments. These smaller units are not only more manageable for faculty and staff, but they also help target the needs of individual students. In turn, the bond between students helps with collaborative learning, as these spaces foster collaborative trust and allow for spontaneous voluntary engagement.

Cohort conference room

Atrium balconies

CohortInterior reception corridor windows Cohort

Specialization

work space

1

: Embedded Gymnasium

Specialization 3 : Cohort Offices FLEXIBLE LEARNING

‘Flex SPED’ suite

Chemistry 12’ Acoustic lab operable Solutions > Aggregation and Specialization 27 partition Lab benches

Shared teacher perperation office Exploratory Chemistry

storage/ Preperation

Specialization

ia

2

: Exploratories and Labs

VISIBLE LEARNING

LearningDean’s environments are designed with flexibility in office Cohort mind. Furnitureconference is light-weight and on casters to help room with changing the arrangement. Back-to-back rooms are separated with as 12’ acoustic operable partition. This allows the opportunity for teachers to open the partition and have joint classes. Shared faculty offices line the corridor. Offices have visual connection to the hallway Cohort to maintain constant supervision of students, while also reception Cohort having a physical connection to the classrooms through a work space set of doors.

Specialization

3

: Cohort Offices

Shared corridor spaces between classroom units

In order to maintain transparency and collaboration, Dearborn STEM Academy utilizes a central spiral staircase to connect the four floors. This allows for visible learning, as students learn from one another and witness peer activity. Technology is also readily visible, as students demonstrate innovation through projects, thus inspiring and motivating other students to learn.

Solutions > Aggregation and Specialization 27

ard & drop-off

Geometry and Oprimization 3: interior sightlinges and security

Geometry and Oprimization 4: interior effects

15

Case Study 2: Martin Luther King Jr. School

“We designed the building to be a hands-on learning laboratory, where every design decision and every sustainable feature is a learning moment that the students will carry with them throughout their lives. Through its daylight-filled learning environments, engagement with the community through shared spaces, and sustainability initiatives that seek to achieve near net-zero energy results, this new school complex reinforces the joys of learning and embodies social justice and environmental stewardship at once.� ~Principal Jana Silsby

Martin Luther King Jr. School

Firm: Perkins Eastman

Grades: K-5

Location: Cambridge, Massachusetts

Size: 170,000 ft2

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the lower and upper schools were

massing stepsinto back, reducing organized “neighborhoods” shadows onto neighboring comprised of classrooms, labs, buildings.

The school’s twoand teacher administrative offices, primary academic wings also support spaces. Each school is provide a welcoming entry organized as three “neighborhoods” with the creation of a public that were intended to encourage a entrance courtyard.

sense of community among a subset of the school population.

PUBLIC SPACES

With larger than average corridors, Martin Luther King SECURITY PUBLIC SPACES Jr. School creates unique public spaces. These zones King an internaland circulation To Street, reduce bullying create of their own, as students become learning environments spine, connects the different school positive connections, stairs, observe others in class and notice exemplary work on communities, from the preschool to staff areas, and primary the Upper School, and helps create display. To enhance the idea of Net Zero Energy, these shared spaces selectively different zones and designated have glazing for views to walls to show the mechanical spaces feature cutouts in areas for the schools andthe the corridors, breakout spaces, publicly shared spaces.

King Street system at work. Spaces are no longer seen as a “corridor,” and outdoor spaces. enables the joint-use public spaces, but rather asuch circulation path that extends learning. as the Lower School gym, Upper School gym, Cafeteria, and Preschool by making them easily accessible and open to the public.

ACCESS TO NATURE and DAYLIGHT

With sustainability at the forefront of the design, access to EXTENDED LEARNING nature and daylight areTOkey components in the building.

ACCESS NATURE In many ofOne the science rooms, large doors open to aspect of the learning neighborhoods is that gardens, which areUpper available Both the School andas learning opportunities. its circulation space was Inside, theorganized use light shelves, the Lower School gyms help bounce daylight inside. to provide flexible, have large doors that Sustainability features, such as a photovoltaic system on informal, learning spaces open upallow to play space.

The that would for small the roof, geothermal walls to support the heating/cool garden provides a schoolgroup work to occur outside system, and twolearning 10,000 gallon cisterns for storm water wide opportunity. of classrooms, activating the “corridor” as a space reclamation, allow the building to become a teacher and for learning. change student’s understanding of energy usage.

ontinued)

LEARNING NEIGHBORHOODS

With over 300 students enrolled in the school, the LEARNING NEIGHBORHOODS physical environment of Martin Luther King Jr. School To reduce the scale of the building creates communities among subsets of the school and encourage greater interaction population.

These learning neighborhoods foster between faculty and students, both collaboration and interaction, through informal learning the lower and upper schools were organized into “neighborhoods” spaces.

Perkins Eastman research found a positive comprised of classrooms, labs, correlation between a sense of community in schools and administrative offices, and teacher spaces. attitudes Each school is in school and better academic bothsupport positive organized as three “neighborhoods” motivation and engagement. With this knowledge in that were intended to encourage a mind, architectural elements work to foster community. sense of community among a subset of the school population.

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Indoor Environmental Quality (IEQ) considerations: DAYLIGHT

THERMAL COMFORT

AIR QUALITY

WATER

ACOUSTICS

ODOR

Ways IEQ Affects Occupants:

Students in DAYLIGHT CLASSROOMS progress

Daylight: students score better on test when exposed to daylight Natural light: students’ health benefits in terms of melatonin cycle and cortisol production when exposed to natural light

20% FASTER

on math tests

&

26% FASTER

on reading tests

Thermal control: students perform better on tests when they feel comfortable with the temperature Acoustics: students feel an enhanced sense of learning if the acoustics are controlled Air Quality: student attendance rates are better if the ventilation is improved

In classrooms with higher MECHANICAL VENTILATION RATES

students score 14-15% higher on standardized tests & the health and productivity of TEACHERS IMPROVED. 19

Case Study 3: Billerica High School

“Our design reflects the capacity to adapt because change is happening more quickly and what students learn and how they do it is evolving, requires more cross-disciplinary thinking. In fact, that is how we work as a design firm and how we approached this project. Our experts on labs, sports, health care, interior design, office and sustainability all collaborated to bring the newest research and thinking to create Billerica Memorial High School� ~Principal Brooke Trivas

Billerica High School

Firm: Perkins + Will

Grades: 8-12

Location: Billerica, Massachusetts

Size: 325,000 ft2

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Billerica High School

Features:

Hands-On Learning Spaces

Tech shops

Robotic labs

Engineering labs

CAD spaces

Innovation Media Center Cafe

Soft seating

Breakout spaces

Incorporation of natural light

Classrooms as studios

Highly flexible rooms

Variety of seating to engage “bored� students

Technology enhanced active learning environment

Mobility Learning

Atrium as teaching space

Ability to learn anywhere

Flexible furniture

Plug and play ability

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KNOWING

DOING

As education trends evolve, Billerica Memorial High School adapts from an environment of Knowing to an environment focused on Doing. The changing curriculum incorporates a more hands-on approach to teaching and learning and is reflected in the creation of fabrication labs and maker spaces.

TEACHER

STUDENT-CENTERED

Teaching methods have evolved and shifted from lecture style presentations to collaborative group work experiences. This shift highlights a fundamental change from schools being teacher-centered to more student-centered. Billerica Memorial High School not only changes the layout of the classroom to have no true front of the room, but also incorporates learning commons throughout the building for informal student collaboration.

CLASSROOMS

LEARNING ENVIRONMENT

Learning happens not only in the classroom, but throughout the school as a whole. Billerica Memorial High School fosters learning environments to embody the idea that every space, including hallways, can be a place to gain knowledge of sorts. The inclusion of student study commons throughout the building allows students flexibility to learn from one another outside the classroom.

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Case Study 4: Mount Vernon Upper School

“Schools focus on different things at different times, everybody is trying to figure out the best way for students and teachers to communicate and what the physical environment can do to enhance those relationships. By expanding our facilities to match the growth of our school, we have the unique opportunity to build a space that is purpose-built for the relevant educational experiences MVPS is committed to� ~Head of MVPS, Dr. Brett Jacobsen

Mount Vernon Upper School

Firm: Colllins Cooper Carusi

Grades: 9-12

Location: Atlanta, Georgia

Size: 57,000 ft2

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Mount Vernon Upper School

Features:

Art Spaces Kiln

Screen printing Critique/gallery

Drawing and painting

Music Spaces

Recording studio

Band/chorus room

Practice rooms

Dance studio

Maker Spaces

Wood tools

Animation studio

Robotics lab

3D Printer

Student Commons

Private study rooms

Modular furniture

Monumental Stairs

26

Challenge for students to “design a better world�: SEE

THINK

WONDER

EMPOWER LEARNERS to BECOME SEEKERS

INSPIRE ONE ANOTHER THROUGH WORK

?

People-centered problem solving method: ENGAGE the LOCAL COMMUNITY

Understanding Types of 21st Century Learners: Collaborator: builds strong partnerships within a diverse team to lead others

Communicator: cultivates interpersonal skills to express ideas with wide audiences

Collaborator

Communicator

Creative Thinker

Ethical Decision Maker

Creative Thinker: challenges assumptions to adapt to new challenges and opportunities Ethical Decision Maker: exhibits integrity to demonstrate civic responsibility Innovator: explores and experiments to create meaningful products Solution Seeker: inquires, evaluates, and synthesizes knowledge to develop a plan

Innovator

Solution Seekers

27

Case Study 5: Pathways Innovation Center

“Education is designed to prepare children for a distant and unbelievable future. Our strategy is to create learning environments that encourage creativity, engaging activities, and insightful dialogue. These spaces would allow for the advanced technology necessary to prepare children for success in a world we cannot yet imagine. To change. To morph. To innovate. To lead by design. To pioneer. To modernize. To TRANSFORM.� ~Principle Chad Sharpe

Pathways Innovation Center

Firm: Cunningham Group

Grades: 11-12

Location: Casper, Wyoming

Size: 83,000 ft2

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Pathways Innovation Center

Academies:

ACME: Architecture, Construction, Manufacturing, Engineering

Engage with community

Accreditations and certifications offered

Latest technology and equipment

Labs mimic real work settings ACME

ACME

ARCHITECTURE, CONSTRUCTION, MANUFACTURING AND ENGINEERING

BU

Woodworking Welding Engineering

Bus Mar Spo Nut

Robotics Auto Service Cabinetmaking

Robotics Engineering Electronics/Electricity Biotechnology

ARCHITECTURE, CONSTRUCTION, MANUFACTURING AND ENGINEERING

BUSINESS, AGRICULTURE AND NATURAL RESOURCES

Woodworking Welding Engineering

Business Marketing Sports & Entertainment Nutrition

Robotics Auto Service Cabinetmaking

Robotics Engineering Electronics/Electricity Biotechnology

Food Service Culinary Arts Agriculture Natural Resources

Veterinary Science Horticulture Food Science

BANR

BANR: Business, Agriculture and Natural Resources

Career focused counseling Smaller learning environments Increased student performance and achievement Connections with business and industry 2017 LE Solutions Planning and Design Awards

CACD

EDUCATIONAL ENVIRONMENT

CREATIVE ARTS, COMMUNICATION AND DESIGN

HEALTH S

Production Arts Visual Arts Digital Media Arts Color Theory & Design

Caregiving Early Childho Nursing Pharmacolog

Photography Sculpture Computer-Aided Arts Web Design

Graphic Design Film/TV Production Graphic Technology

CACD: Creative Arts, Communication and Design

Variety of fields to spark curiosity

Student driven environments

Inventive environments for specialized learning

HSHS: Health Sciences and Human Services

Glass walls to promote collaboration

Shared teacher offices

Floating “think tank” for informal learning

Common spaces to connect 4 academies CACD

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CREATIVE ARTS, COMMUNICATION AND DESIGN

HEALTH SCIENCES AND HUMAN SERVICES

Production Arts Visual Arts Digital Media Arts Color Theory & Design

Caregiving Early Childhood Development Nursing Pharmacology

Photography Sculpture Computer-Aided Arts Web Design

Graphic Design Film/TV Production Graphic Technology

Sports Medicine Pre-Occupational Therapy Pre-Physical Therapy Fire Science

English/Language Arts Psychology Sociology

HSHS

Sustainability features: SITE ORIENTATION

DAYLIGHT-CLERESTORY

WHITE ROOF

NATIVE LANDSCAPING

THERMAL ENVELOPE

S

LED LIGHTING

Implemented Sustainability Strategies:

LED Lighting with controls

Orientation to reduce unwanted low-angle glare

Exterior vertical window shades at west facing glazing

Decreased building wall infiltration

High performance glazing, tuned for each elevation

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Surveys and

Interviews

In order to gather information, we created two surveys- one for the students and one for parents. In addition, we also interviewed a fourth grade school teacher from Roanoke County.

When analyzing the feedback from both the surveys and the interview, we noticed a few popular comments. For instance, many of the parents stressed the importance of security in order to protect their children. This coincided with our interview with Sherry Meredith, who talked about the sheer number of security checks visitors must go through in order to enter the school. In addition, parents also talked about wayfinding and how navigating the school for events can be difficult. For the most part, students highlighted building community and showcasing school spirit. However, oddly, students discussed how community emerges through school-sponsored events and clubs. This contrasts the idea of the built environment fostering community and is something we hope to challenge in our designs.

After fully analyzing the responses, we concluded there are six aspects for us to pay the most attention to in our designs: maker spaces, daylight, security, offering choices, building community, and technology. Based on student, parent, and teacher feedback, we believe these six to be pivotal in how students learn, how teachers teach, and how to shape the built environment.

RESPONDENTS 1 Teacher 8 Parents 17 Students

STUDENT GRADE DISTRIBUTION 4th

We received responses from 17 students, ranging from 4th grade to 12th grade and eight parents with children across elementary, middle, and high school. In terms of the interview, we spoke with Sherry Meredith, who teaches at Fort Lewis Elementary School.

7th 9th 10th 11th 12th

STUDENT SCHOOL DISTRIBUTION

PARENT CHILD GRADE DISTRIBUTION

1 2

4

1

1 1 1

13

Most of the students surveyed were in high school.

However, the second largest group of respondents are students in elementary school, specifically 4th grade.

1 4

33

Sample Questions Students:

How is technology utilized in the space?

Rate how much you think the interior of the school represents the school spirit/mascot.

How does your school foster a sense of community?

Are there opportunities for students to work outside the classrooom?

Rate how comfortable the furniture in the school is.

Rank the order as to how you learn:

A) Best with visuals;

B) Best with a hands-on project;

C) Best when someone verbally tells information Rate how often you see daylight during the average school day.

Parents:

Rate how often you attend functions at the school

A) Daily

B) 2-3 times a week

C) Once a week

D) Once a month

E) Never How is security considered within the school?

What method of transportation does your child take to get to and from school?

Rate how easy it is to navigate within the building.

Teachers:

Do you teach in one singular classroom?

What size is your smallest class? Your largest class?

How often do you incorporate technology into teaching?

Are there spaces dedicated specifically to faculty?

Rank the methods you most frequently use to teach

A) Lecture presentation

B) Group work

C) Individual Work Rate how well acoustics are controlled within the school.

Rate how well lighting is within the school.

Do you and/or students rearrange the classroom to meet daily needs?

How is security considered to ensure the safety of the students?

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Top comments heard from all three age groups: FACULTY SPACES

NAVIGATION

SCHOOL PRIDE

SECURITY

FLEXIBLE CLASSROOM

COMMUNITY

Top Considerations in Design:

Maker Spaces: encourage collaboration to simulate real world environments through state-of-the-art equipment and facilities

Maker Spaces

Daylight

Choices

Security

Community

Technology

Daylight: provide access to views and daylight throughout the building to promote productivity and wellbeing Choices: give students, faculty and staff choices to offer more ownership of the space Security: incorporate security at exterior entrances and classroom doors per request by both teachers and parents Community: encourage interaction through the physical environment to foster a sense of community and belonging Technology: integrate technology to aid in the learning and teaching process

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Client Problem: Students For many, middle school is a time of transition. It is a time of growth- finding independence, and cultivating an identity. Yet these years are often a rocky time for many adolescents, as they struggle to discover who they truly are. While much of this angst is from teenage hormones, a portion of it can be attributed to a feeling of being lost within large classes and an even larger school. This project aims to bring learning to a smaller scale, through the creation of communities amongst grade levels, and maker spaces designed to help students explore STEAM career field options available to them. Through the design of the physical environment, students will feel safe, productive and motivated to learn and grow.

STUDENTS What do students want?

•More opportunities for hands-on learning, in comparison to lectures •Spaces to “hang out” at during free periods and lunch •Opportunities to work outside on nice days •More comfortable and a wider variety of seating options

FACULTY and STAFF What does the faculty and staff want?

•Spaces to prepare for the upcoming day of classes •A breakout space for both individual relaxation and collaboration •Ergonomic furniture to support long days of sitting, balanced with durable, comfortable flooring for long days spent standing

PARENTS and COMMUNITY What do the parents and community want?

•Opportunities to engage with the students during the school day through workshops and guest lectures •Security to help maintain safety, but not too much as to worry students •Facilities that can be accessed after hours for public events

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Sample Program List Site:

•Parking •Buses

•Parents drop-off/pick-up •Faculty •Bike racks

Administration:

•Main Office

•Front Desk

•Principal Office

•Waiting Area

•Conference Room •Nurse’s Office

•Examination Room

•Private Bathroom •Guidance Offices •Faculty Offices

Core Academics:

•Classrooms •Library •Science Labs

•Science Prep •Special Education Classrooms •Small Group Spaces •Conference Rooms

Custodial:

•Bathrooms •Student •Faculty •Storage •Custodial Closet

Miscellaneous:

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•Lockers •School Store •Learning Stairs

Sample Program List Dining

•Cafeteria •Seating •Kitchen •Servery

Health/PE Department

•Gymnasium

•Basketball Court •Bleachers •Locker Rooms •Fitness Center

Music Department

•Band/Chorus Room

•Instrument Storage

•Practice Rooms

Drama Department

•Auditorium •Seating •Control, Lighting and Projector Room •Stage •Dressing Rooms

Maker Spaces

•Broadcast/Recording Studio •Robotics Lab •Wood Shop

Art Department •Art Room •Art Storage •Photo Studio

Outdoors:

•Green roof •Courtyard 39

Day in the Life of a Middle Schooler

7:10am Arrive

at

Thompson Middle School via Bus

7:15am Grab Morning Books 7:20am Catch Up

with

7:30am Walk Upstairs

and

Supplies from Locker

Friends Near Locker Pods to

First Period Classroom

7:32am Homeroom Bell Rings 7:35am First Period Begins- Language Arts Class 8:55am Morning News Broadcast 9:00am First Period Ends 9:03am Second Period Begins- Math Class 10:25am Second Period Ends- Class Change 10:28am Return Books

to

Locker; Grab Lunch

10:30am Lunch Hour Begins- Attend Club Meeting 11:00am Lunch Hour Continues- Attend Second Club Meeting 10:25am Grab Afternoon Books

and

Supplies from Locker

11:27am Lunch Hour Ends- Class Change 11:28am Walk Upstairs

to

Third Period Classroom

11:30am Third Period Begins- Art Elective 12:41pm Third Period Ends- Class Change 12:44pm Fourth Period Begins- Science Class 2:18pm Fourth Period Ends 2:20pm Return Books 2:25pm Run 40

to

to

Locker, Pack up Back Pack

Bus to Leave School

Adjacency Matrix

Direct

Convenient

Distant

41

Goals and Objectives

Goal: Design an environment that promotes learning styles of the 21st century Objectives: •Apply research from education trends to understand evolving learning and teaching styles •Implement Universal Design principles to work in collaboration with Universal Design Learning strategies in the classrooms

Goal: Appeal to all stakeholders involved in a school including students, parents,

teachers and staff, and the surrounding community

Objectives: •Collaborate with a current middle school teacher to understand what teachers want •Provide amenities for outside engagement that can be accessible without disrupting the core student areas

Goal: Create an environment that promotes a community within the students Objectives: •Provide shared spaces that encourage collaboration and interaction between the students •Utilize glass and transparency to create an environment where students can appreciate what is happening throughout the building

Goal: Accommodate for changes in the education field in the future Objectives: •Utilize modular design in furniture and space planning to plan for changes •Incorporate moveable wall partitions to allow for expandable classrooms

Goal: Create opportunities for students to experiment with different career paths, as according to the STEAM curriculum standards

Objectives: •Design maker spaces that utilize state of the art technology and real equipment •Apply research regarding hands-on learning to understand its correlation to student success 42

Codes and

Accessibility

The state of Massachusetts operates under the 2012 IBC, with state-specific amendments. IBC codes cover occupancy load and classifications, means of egress, plumbing requirements and more. For school design specifically, the IBC mandates that classroom doors have lever type hardware, while doors to the exterior feature exit hardware. The 963 CMR 200 adds another layer of requirements for educational design. The CMR includes information such as the gross squre feet per student, percentage to allow for special education spaces, core classroom sizes and general standards. In addition, the Massachusetts School Building Authority (MSBA) covers information regarding specifics for science classrooms and labs, visual art rooms, and general classrooms.

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Code requirement and assessment, according to IBC 2012: USE GROUPS Band/Chorus Room........... Assembly: Concentrated Cafeteria............................ Assembly: Unconcentrated (A-2) Auditorium/Theatre........... Assembly: Fixed Seating (A-1) Cafeteria Kitchen............... Assembly: Commerical Kitchen (A-2) Cafeteria Servery................Assembly: Servery (A-2) Faculty Offices................... Business Admin Offices.................... Business Conference Rooms............ Business Guidance Offices............... Business Classrooms.........................Education Vocational Rooms.............. Education Stage..................................Assembly (A-1) Locker Rooms.................... Assembly (A-1) Reading Areas....................Assembly: Library (A-3) Library Stacks..................... Assembly: Library (A-3)

OCCUPANCY FACTORS Assembly: Concentrated... 7 net Assembly: Unconcentrated15 net Assembly: Fixed................ Count Estimation Assembly: Kitchen............. 200 gross Business............................. 100 gross Education: Classroom........ 20 net Education: VocTech........... 50 net Assembly: Stage (A-1)........15 net Assembly: Lockers(A-1)......50 gross Library: Reading.................50 net Library: Stacks.................... 100 gross FLOOR DIAGONAL: 169’- 4”

44

SPRINKLERED? Yes EGRESS Minimum of 3 exits per story are needed, as occupancy load per story is between 501 and 1000 TRAVEL DISTANCE A............................... 250 ft E............................... 250 ft B............................... 300 ft EGRESS CORRIDOR Width of 72” minimum OCCUPANCY LOAD: 1505 People Assembly: Concentrated... 186 people Assembly: Unconcentrated120 people Assembly: Fixed................ 210 people Assembly: Kitchen............. 14 people Business............................. 54 people Education: Classroom........ 675 people Education: VocTech........... 140 people Assembly: Stage (A-1)........54 people Assembly: Lockers(A-1)......16 people Library: Reading.................30 people Library: Stacks.................... 6 people PLUMBING REQUIREMENTS Water Closets

Male: 17

Female: 18 Lavatory

Male: 14

Female: 14 Water Fountains: 5 Service Sinks: 5

150

❏

THE CODES GUIDEBOOK FOR INTERIORS

MEANS OF EGRESS

❏

205

Tables and diagrams as according to IBC 2012 TABLE 1014.3 COMMON PATH OF EGRESS TRAVEL

DIAGRAM: DOOR OPEN 90 DEGREES

MEANS OF EGRESS

❏

181

of the codes require a minimum of two exits, whether they are for an Note entire building or a space within the building. However, in each occuWhen an interior project pancy classification, a single exit from a space or building is some- involves only part of a building or floor, the exit times allowed when specific requirements are met.

The number of exits is based on the occupant load of the space or capacity for this new area must be determined. ❏ THE CODES GUIDEBOOK FOR INTERIORS building. Use the occupant load tables in the codes (such as the one However, it is also150 important ❏ MEANS OF EGRESS 199 shown in Figure 2.8 in Chapter 2) to determine the occupant load of to make sure that the other TABLE 1016.2 existing building exits can DIAGRAM: SLIDING DOOR determining the required number of exits the area requiring exits. If Figureaccommodate 4.3 Typical at doors. thisclearances new the occupant load must be calculated for each area. for an entireEXIT building, ACCESS TRAVEL DISTANCE In some cases, the floor or story. Each floor is considered separately. existing exits may have to When a floor has mixed occupancies or more than one tenant, be increased or the size of new space or occupant the occupant load of each occupant or tenant must be calculated and well. the Depending on whether the approach to the door is from th load may have to be added together to get the total occupant load for the floor. If determinpush decreased. or pull side and the hinge or latch side, a minimum clearanc ing the number of exits for a particular room, space, or tenant within of 12, 18, or 24 inches (305, 445, or 610 mm) is typically required. (Se the building, only the occupant load for that area need be calculated.

Figure 4.4.) If an existing condition makes it virtually impossible t (Refer to Chapter 2 for a more detailed explanation of occupant loads obtain the required accessible clearances, an automatic door may b and how to calculate them.) an option.

Once the occupant load for the space or entire floor is established, refer to the building codes and/or the LSC to determine the required ure 4.27 International Building Code Table 1014.3, “Common Path of Egress Travel” number of exit locations. Each code has the similar exit requirements 12 International Building Code, copyright © 2012. Washington, DC: International located within the text. The requirements are summarized in the chart de Council.

Reproduced Figure 4.16with . permission. All rights reserved. www.iccsafe.org). shown in It is important to remember when confirming the required number of exits for a multi‐story building that the number of exits cannot lesdecrease accessing the various and/or cestoward wouldthe merge as one proceeds rooms along the egressoffi path publicat the the space.

This is shown in eption area to arrive door way. Therefore, the flat oorthe with the exiting largest occupant load determines Figure 4.4 Typical clearances at doorways. exits for lower floors. to For“B.” example, the disthe4.25 number of required gure beginning at point “3”alland leading Mostifexit FIGURE 4.16 DIAGRAM: POCKET DOOR

arges can be considered a common pathOF of travel, REQUIRED NUMBER EXITSsuch as a lobby or stibule where other means of egress must converge to allow occunts to leave the building.

SIGNAGE

variety of signs are required by the codes in a means of egress. These lude exit signs and other exiting and location‐related signs. Some

Figure 4.16 Required number of exits.

ure 4.24 International Building Code Table 1016.1, “Exit Access Travel Distance”

45

Toe ClearanCe (Figs. 11a, 11b) of 9 inches (230mm) minimum above the finish floor i

560

42 min

24 Recommended

1065

WaTer drain pipeS lavatories mustThe required underSUpplY, the front partition and oneand sideeXpoSed partition ofSUrFaCeS all accessibleunder compartments. be insulated or otherwise to protectdeep against contact.44-48 There should be no sharp toe clearance must extend 6 configured inches (150mm) minimum beyond the compartment-side 1120-1220 or abrasive surfaces.

This is particularly important to prevent burns and other face of the partition. Toe clearance at the front partition is not36-44 required if theinjuries depthtoof the C: 915-1120 people who have may have decreased sensation in their legs.

One solution is wrapped pipes compartment is greater than 62 inches (1575mm) deep with a wall-hung toilet or 65 inches Depending on age panel under the (Fig. 4). A recommended design solution is to install a removable protective (1650mm) deep with a floor-mounted toilet.

Toe clearance at the side partition is not require lavatory (Fig. 5). in a compartment greater than 66 inches (1675mm) wide.

610

48UrinalS min , where provided, should include at least one wall-hung (Fig. 13) or stall-type urinal Recommended DeSign foR lARge PUblic installed with the rim 17 inches (430mm) maximum above the finish floor. Urinals must be

1220 ReStRooMS SPeciAl conSiDeRAtionS foR lAVAtoRieS 13- 1⁄2 inches (345mm) minimum deep measured from the outer face of the urinal to the back of the fixture. The operable portion of the flush valve must be mounted no higher than 48 inches (1220mm) maximum above the floor, or no higher than 44 inches if the urinal extends far enough to create at least 20 inches (510mm) of reach. A clear floor space of 30 inches wide by 48 inches deep (760 by 1220mm) minimum must be provided to allow forward approach.

When designing large restrooms with multiple lavatories, urinals and toilet compartments, the following guidelines are recommended: • Entrances and exits are laid out to minimize congestion and for universal access; • Passageways and access aisles are a minimum 42 inches to 48 inches (1065 to 1220mm) wide;

lavaTorieS are important features in public restrooms to provide convenient hygienic • Minimum clear height of 80 inches (2030mm) throughout all circulation routes,

d

Fig. 13 Wall hung urinal Location.

passageways and access aisles;

facilities for all people. At least one area in each restroom must meet or exceed 2010 ADA • Wheelchair turning spaces wherever required; • Accessories are fully recessed into the walls wherever possible; Fig.for 3baccessible Opposing Doors.

(Door has and inno latch) place it as Standards lavatories.

If the lavatory is tocloser be installed a countertop, • Each type of accessory meets or exceeds 2010 ADA and 2009 ICC/ANSI Standards; • Centered minimum clear floor space of 30 inches by 48 inches (760 by 1220mm) is close as possible to the front edge so it is accessible.

An accessible lavatory must be installed Fig. 1a upper Range of Mounting heights for Restroom accessories with Operabl provided for each accessory; accessible Toilet compartment.

Fig.ambulatory 4 Lavatory clearances.

Tables diagrams according to IBC 2012 Fig. 10 • Lavatories, urinals, and toilet compartments meet or exceed 2010 ADA and 2009 ICC/ with the frontand of the highest point of eitheras the rim orANSIcounter surface, 34 inches (865mm) C: If 31 max Lavatory height Standards; 785 If there are 6 or more toilet compartments or urinals, there is at least one ambulatory maximum above the finish floor, and have a knee •clearance of at least 27 inches (685mm) accessible toilet compartment in addition to the standard accessible compartment.

24 min Knee clearance then 32 min DIAGRAM: LARGE RESTROOM DIAGRAM: WHEELCHAIR TURNING minimum from the bottom WOMEN’S of the apron to the finish floor The knee clearance must Figures 14, 15, and(Fig. 16 illustrate4). accessible restrooms with suggested universal design 35-37 610RADIUS 12 max Door must swing-out Fig. 2 Wheelchair Turning Spaces. 42 min features that meet and exceed 2010 ADA and815 2009 ICC/ANSI Standards.

890-940 1065 305 extend at least 8 inches (203mm) under the front edge of theENTRY lavatory.

The protrusion WITH SINGLE DOOR 48 min Recommended and be self-closing 36 1220not be considered in of the overflow (in the Standards, the “dip in the overflow”) shall 915 ICC/ANSI 60 min C: Kneespace not determining knee and toeaCCeSSible clearance. The required forward approach provide clearbefloor WheelChair ToileT CoMparTMenT (Fig.must 8) the depth must 56 1525 required for ages 5 and 34 max inchesand (1420mm) minimum for 30 wall-hung 59 inches inches (1500mm) depth 865 under if 30 x 48 inches space in front under the lavatory inchestoilets wide and by 48 deep (760minimum by 1220mm) ReD minimum.forExcept (760 x 1220mm) clear floor-mounted toilets. The minimum width measuredwith at right anglespace from the is 60 40 max 27 min in residential dwelling units, a lavatory a knee canside nowall longer 9 min floor space for parallel 1015 685 (1525mm).

The for minimum space required toilet compartments is provided so thatthe a 230 overhanginches the clear floor space an accessible toilet.in Complete the design by providing approach available person using a wheelchair can maneuver into position at the toilet. The toilet must be offset on the standards: required amount of toe clearance underneath the lavatory of 17 inches (430mm) to 25 inches Vertical grab bars 18 inches the back wall with the toilet centerline 16 inches (405mm) minimum to 18 inches (455mm) ccessible Toilet (635mm)maximum maximum. clearance least 9Grab inches aboveonthethefinish floorand must be 32 min clear (455mm) long (ICC/ANSI) 60 min from Toe the side wall or at partition. bars(230mm) must be mounted rear wall 815 beled Large42 min for provided theclosest full depth.

Washfountains must alsoInstall meetcoat thehooks 2010and ADAshelves Standards clearance 1525 on the side wall or partition to the toilet. maximum 48 17-19 e compartments 1065 and reachinches requirements.

430-485 (1220mm) – projecting no more than 4 inches (100mm) – to complete the design.

13 1/2 min 345

17 max 430

Fig. 14 Women’s Large Restroom with Single Door entry.

Enlarged wheelchair accessible toilet compartment

25 feet - 1 inch

66

765cm

35-37

66

1675

890-940

1675

36

Recommended

Conventional compartment

Elongated ambulatory accessible toilet compartment

915

Vertical grab bars 18 inches (455mm) long (ICC/ANSI)

ICC/ANSI

B

18 min

66

1675

F D A C

Recommended

GG

M

A C

GG

GG

K

455

N

GG

K

24

610

12 feet - 4 inch

Preferred

A C

376cm

JJ

60 min

FF

1525

56 x 60 min

Wheelchair turning space

1420 x 1525

Clear floor space at toilet

91

2310

W

ilet using a 30 x 48 48 min RecommendedHH Z DD DD Z R R R R R EE large WheelChair aCCeSSible ToileT CoMparTMenT (Fig. lavatories 9) is one ofmust gonal, 1220 side WaTer and SUpplY, drainR pipeS and eXpoSed SUrFaCeS under U U 30 x 48 manyortypes of larger wheelchairtoaccessible compartments that are possible. that be insulated otherwise configured protect toilet against contact. There should be noNote sharp in-swinging doors must not overlap the required toilet clearances.

Q B-3579 Surface-Mounted Recessed Toilet Seat Cover K B-357 Partition-Mounted Toilet Seat Cover Dispenser, aa B-3644 Recessed Waste Receptacle legend

8 min Knee clearance 205

760 x 1220

Clear floor space

Baby changing station 24 x 36 inches (610 x 915mm) in down position

Wall-hung lavatories with insulated or enclosed piping below

or abrasive surfaces. This is particularly important to prevent burns and other injuries to people who have may have decreased sensation in their legs. One solution is wrapped pipes (Fig. 4). A recommended design solution is to install a removable protective panel under the lavatory (Fig. 5). e F

g

h

) long

J

Dispenser, Sanitary Napkin Disposal, Toilet Tissue Dispenser with Theft-Resistant Spindle r B-822 Lavatory-Mounted Soap Dispenser S B-824 Automatic, Universal Countertop-Mounted Soap Dispenser T B-830 Series SureFlo® Lavatory-Mounted Soap Dispensing System U B-165 Series Wall-to-Wall Mirror v B-165 Series Mirror, 24" W x 36" H (610 x 915mm) W B-165 Series Full-Length Mirror, 24" W x 60" H (610 x 1525mm) X B-318 Recessed Paper Towel Dispenser Y B-369 Recessed Paper Towel Dispenser and Waste Receptacle Z B-3974 Automatic, Universal Roll Paper Towel Dispenser and Waste Receptacle

Sanitary Napkin Disposal, Toilet Tissue Dispenser with Theft-Resistant Spindle (serves two compartments) l B-3571 Partition-Mounted Toilet Seat Cover Dispenser, Sanitary Napkin Disposal, Toilet Tissue Dispenser on left when facing unit with Theft-Resistant Spindle (serves two compartments) M B-35715 Partition-Mounted Toilet Seat Cover Dispenser, Sanitary Napkin Disposal, Toilet Tissue Dispenser on right when facing unit with Theft-Resistant Spindle (serves two compartments) n B-3574 Recessed Toilet Seat Cover Dispenser, Sanitary Napkin Disposal, Toilet Tissue Dispenser on right when facing unit with Theft-Resistant Spindle (serves two compartments) p B-35745 Recessed Toilet Seat Cover Dispenser, Sanitary Napkin Disposal, Toilet Tissue Dispenser on left when facing unit with Theft-Resistant Spindle

B-5806 x 18 Vertical Grab Bar B-5806 x 36 Horizontal Grab Bar B-5806 x 42 Horizontal Grab Bar B-221 Surface-Mounted Toilet Seat Cover Dispenser (mounts below grab bar) B-270 Surface-Mounted Sanitary Napkin Disposal (mounts below grab bar) B-2888 Surface-Mounted Multi-Roll Toilet Tissue Dispenser (mounts below grab bar) B-301 Recessed Toilet Seat Cover Dispenser (mounts below grab bar) B-347 Partition-Mounted Toilet Seat Cover Dispenser, Toilet Tissue Dispenser with Theft-Resistant Spindle B-3471 Partition-Mounted Toilet Seat Cover Dispenser, Toilet Tissue Dispenser, on left when facing unit with Theft-Resistant Spindle (serves two compartments)

32 min Vertical grab bars 18LAVATORY inches (455mm) long 48DIAGRAM: min (ICC/ANSI) 815 1220 48 min Recommended

B-529 Circular Waste Chute B-8397 Surface-Mounted Facial Tissue Dispenser B-7128 Surface-Mounted Hand Dryer B-3706 Recessed Sanitary Napkin/Tampon Vendor B-687 Door Bumper KB102-00 Wall-Mounted Child Protection Seat KB200-00 Horizontal, Wall-Mounted Baby Changing Station JJ 1092 Series Overhead-Braced Solid Color Reinforced Composite Toilet Compartments KK 1541 Series Floor-Anchored Laminated Plastic Toilet Compartments ll 1545 Series Wall-Hung Urinal Screen

42 min

approach only Fig. 5 Latch Protective Panel under Lavatory.

1. This edition of the Planning Guide for Accessible Restrooms has adopted the simple measurement notation for figures that is found in the current standards. This notation eliminates the use of English and metric notation, and millimeterunder dimensions with the inch always appearing over the millimeter in Fig.substituting 11 Toeinch clearance Partitions. this manner: 48 Bottom of panel should be

C: If 31 max Lavatory height 785

610

1220

Fig. 3c Open Vestibule.

34 max 865

27 min

9 min

685

230

40 max 1015

22.2 N). Door handles, pulls, latches, locks, and other operable parts must have a shape that Fig. 7b Side approach.

Fig. 7c Perpendicular Transfer. s easy to operate with one hand, and not require tight grasping, pinching, or twisting of the 8 min Knee clearance wrist. Operable parts of door205hardware are to be mounted at 634 (865mm) minimum maxinches Toe clearance 150 11 min nd 48 inches (1220mm) maximum above the finish floor. Lever-operated mechanisms, 280 17-25 ush-type mechanisms, and U-shaped handles are acceptable430-635 designs.

If a door Toe clearance depth has a closer or pring hinge it must be adjusted to meet the minimum opening and closing requirements. t a grab bar

mm) grab bar, ch (305mm) x plit over center er closet.

DIAGRAM: LARGE WHEELCHAIR ACCESSIBLE TOILET COMPARTMENT 36 min

60 min

865

36 min

1525

1525

27 min 685

) that e 12 m

05

er or

toilet

toilet partment 46 children's use)

6 min

Bottom of panel should be

Partition

Wheelchair turning as highspace as possible and still

5

Partition

conceal and protect pipes

6 min

6 min

150

9 min

915

6 min

Fig. 11a horizontal Toe clearance.

205

785

280

DIAGRAM; VERTICAL TOE CLEARANCE

8 min

C: When 31 max Lavatory height

11 min 150

Vertical grab bar 18 inches (455mm) long (ICC/ANSI)

915

60 min

Place lavatory bowl as far forward as possible and cut out pipe protection panel around bowl

150

Fig. 5 Protective PanelWheelchair under Lavatory.

Fig. 9 Large accessible Toilet compartment.

34 max

as high as possible and still

2. In certain figures34with overall room dimensions are given in feetconceal and inches withpipes the metric min maxwhole27restrooms, and protect dimension listed in865 centimeters685(cm).

8 min Vertical grab bar C: When 31 max Lavatory height 205 785 18 inches (455mm) long 9 min (ICC/ANSI) 230

doorS for interior use must push or pull open with a maximum of 5 pounds of force (lbf)

n length, ted to be n length, set.

60

1065 DIAGRAM: PANEL 1525UNDER noTeS For all FigUreS in ThiS planning gUideLAVATORY

then 24 min Knee clearance

C: Kneespace not required for ages 5 and under if 30 x 48 inches (760 x 1220mm) clear floor space for parallel approach available

17-25 Toe clearance depth

54 min 430-635 Fig. 2a 60 inch (1525mm) 1370 Diameter Turning Space.

bb CC dd ee FF gg hh

CLEARANCE

1220 Fig. 10 4 Lavatory clearances.

150

280

Clear floor space

a b C d

6 max Toe clearance

11 min

760 x 1220

150

230

16-18

Clear floor space

405-455

Place lavatory bowl as far forward as possible and cut out pipe protection panel around bowl

11 min 280

60 min

C: 12-18

1525

305-455

12 min

9 min

305

230

56 min 1420

C: 59 min

59 min 1500

1500

Wall-mtd. toilet

Elevation adult

Floor-mtd. toilet

5

Elevation children

Fig. 11b Vertical Toe clearance.

1240 and 1259 1260 and 1279

180 178

1.45 1.45

Between 1960 and 1979 Between 1980 and 1999

1280 and 1299

177

1.44

Greater than 2000

158 157 to be determined

1.40 1.40 1.40

(5) Vocational Technical Schools. Vocational Technical Schools and the Vocational Educational Space components of Comprehensive High Schools shall not exceed 225 gross square feet per pupil and any additional programmatic requirements may be considered on a case-by-case basis by the Authority in conformity with M.G.L. c. 74 requirements and a comparison of existing school facilities with similar vocational program requirements.

Tables and diagrams as according to Massachusetts School Building Authority- 963 CMR 200

963Education CMR: MASSACHUSETTS SCHOOL BUILDING (6) (a) Special Spaces. Spaces for specialAUTHORITY education classes/programs may receive special consideration at the discretion of the Authority. The gross square feet per student TABLE 2: 2.06(6) GROSS SQUARE FEET PER 2.06: continued defined in 963 CMR includes a baseline assumption that 8% of the total planned enrollment will be enrolled in Student separate special education programs. the gross square feet per student is based on STUDENTMIDDLE HIGH Notwithstanding The Table 2: Gross Square Feet per –AND Middle andJUNIOR Junior High Schools gross square footage maximum standards established in 963 CMR 2.06(6), additional space enrollment. For vocational tech schools, this Projected Enrollment GSF per Student Projected Enrollment GSF per Student consideration may be given, at the sole discretion of the Authority, Less than 400 190 Between 580 and 589 175 if the Eligible Applicant number shall not exceed 225 gross square feet documents and400certifies to the190Authority why there a need to174exceed the maximum gross Between and 409 Between 590 andis599 Between 410 and 419 Between 600 and 609 173 square footage allowances. 189 per pupil.

Between 420 and 429 188 Between 610 and 619 172 (b) Educational Collaborative Authority its sole discretion, consider Between 430 and 439 187 Spaces. The Between 620 and 629 may, in 171 Between 440 and 449 Between 630 through and 639 170 spaces for special education187services provided Department of Elementary and Between 450 and 459 186 Between 640 and 649 169 Secondary Education (DESE) approved Educational Collaboratives to be included within 963 CMR 200 also mandates that 8% of total Between 460 and 469 185 Between 650 and 659 169 Special Education. to consider Collaborative Space, the Eligible Applicant Between 470 and For 479 the Authority 184 Between 660 and 669 168 planned enrollment have special education 183 Between 670 and 679 167 must: Between 480 and 489 Between 490 and 499 182 Between 680 and 689 166 spaces, to account for the increase in students 1. have executed a formal written agreement to be a member of the collaborative or to Between 500 and 509 181 Between 690 and 699 165 Between 510 and 519 181 Between 709 164 receive services from a collaborative, prior700toandfiling a Statement of Interest with with the special needs. These spaces are to be Between 520 and 529 180 Between 710 and 719 163 Authority; and Between 530 and 539 179 Between 720 and 729 163 spread out amongst the general classrooms.

2. Between certify540that any space the 730 Authority in a162 school facility for use by a and 549 178allowed by Between and 739 Between 550 and 559 177 Between 740 and 749 161 Collaborative shall remain in use for the Collaborative for the useful life of the facility.

Between 560 and 569 Between 570 and 579

176 175

160

750 and greater

(7) Space Allowance by Program Activity. The approved Design and Educational Program and Table 3: Gross Square Feet per Student – Academic High Schools Project Scope and Budget Agreement shall be within the limitations as set forth in 963 CMR 2.06: Table 4: MaximumSQUARE FEET FORMaximum For TABLE 4: NET GSF per Grossing GSF per Grossing Table 4: NetProjected SquareEnrollment Feet1 Projected Enrollment Student Factor Limit Student Factor Limit

CLASSROOMS

to be Less than 600 determined 1.50 Between 1300 and 1319 Minimum Between 600 and 619 226 1.50 Between 1320 and 1339 Elementary School Between 620 and 639 226 1.50 Between 1340 and 1359 Between 640 and 659 222 1.50 Between 1360 and 1379 Pre-kindergarten and Kindergarten Between 660 and 679 219 1.50 Between 1380 and 1399 1,100 (including lavatory) Between 680 and 699 self-contained 216 1.50 Between 1400 and 1419 Between 700 and 719 214 1.50 Between 1420 and 900 1439 Core Classroom (grades 1-8) Between 720 and 739 212 1.50 Between 1440 and 1459 Junior High School/Middle School Between 740 and 759 210 1.50 Between 1460 and 1479 Core Classroom Between 760 and 779 209 1.50 Between 1480 and 850 1499 Between 780 and 799 207 1.50 Between 1500 and 1519 High School 206 Between 800 and 819 1.50 Between 1520 and 1539 Core Classroom Between 820 and 839 205 1.50 Between 1540 and 850 1559 Between 840 and 859 204 1.50 Between 1560 and 1579 Between 860 and 879 202 1.50 Between 1580 and 1599 1 Measured wall1.50 to inside wall.

Between 880 and 899 from inside 201 Between 1600 and 1619 Between 900 and 919 200 1.50 Between 1620 and 1639 Between 920 and 939 200 1.50 Between 1640 and 1659 Between 940 and 959 198 1.50 Between 1660 and 1679 Between 960 and 979 197 1.50 Between 1680 and 1699 Between 980 and 999 195 1.50 Between 1700 and 1719 Between 1000 and 1019 195 1.50 Between 1720 and 1739 Between 1020 and 1039 194 1.50 Between 1740 and 1759 Between 1040 and 1059 193 1.49 Between 1760 and 1779 Between 1060 and 1079 192 1.49 Between 1780 and 1799 Between 1080 and 1099 190 1.48 Between 1800 and 1819 Between 1100 and 1119 189 1.48 Between 1820 and 1839

a middle school in particular, the core classroom shall be between 850 square feet and 950 square feet in size. This area is measured inside wall to inside wall.

1.44 Maximum

175 174 173 172 171 171 170 169 167 166 165 165 165 164 163 162 162 162 162 162 161 160 160 160 160 160 160

1.44 1.43 1.43 1.42 1,300 1.42 1.42 1,000 1.41 1.41 950 1.40 1.40 1.40 950 1.40 1.40 1.40 1.40 1.40 1.40 1.40 1.40 1.40 1.40 1.40 1.40 1.40 1.40 1.40

For general standards, 963 CMR 200 requires daylight and windows in classroom. Exceptions to this rule include computer rooms, music rooms, digital art studios, technology rooms, small resource labs, and small laboratories.

DIAGRAM: HIGH SCHOOL SCIENCE LAB (WITH CHEMICAL STORAGE CABINETS)

HIGH SCHOOL SCIENCE LAB PLAN A (WITH CHEMICAL STORAGE IN SECURE CABINETS)

SEE SHEET 2 OF 3 FOR ALTERNATE CASEWORK CONFIGURATION

SCIENCE SINKS INCLUDE H&C WATER, GAS (OPTIONAL AIR OR VACUUM)

OPTIONAL FUME HOOD/ BIO-SAFETY CABINET MOVABLE TABLES @ 36" HIGH

10'-4"

WHEELCHAIR ACCESSIBLE COUNTER @ 34" HIGH W/ OPTIONAL BASE CABINETS

1,440 SF SCIENCE LAB

400 SF PREP ROOM WHEELCHAIR TURNING AND CLEAR SPACE

HC CLEAR AREAS (TYP.)

MOVEABLE DEMO TABLE

OPTIONAL FUME HOOD/ BIO-SAFETY CABINET

4'-0"

WHEELCHAIR ACCESSIBLE COUNTER @ 34" HIGH W/ OPTIONAL BASE CABINETS

(2) WHEELCHAIR ACCESSIBLE TABLES @ 34" HIGH

FRIDGE

COUNTER @ 36" HIGH W/ OPTIONAL BASE CABINETS

SCIENCE SINKS INCLUDE H&C WATER, GAS (OPTIONAL AIR OR VACUUM)

HC CLEAR AREAS (TYP.)

WHEELCHAIR TURNING AND CLEAR SPACE

4'-0"

2'-0"

1,440 SF SCIENCE LAB

MOVABLE TABLES @ 36" HIGH

30'-0"

COUNTER @ 36" HIGH W/ OPTIONAL BASE CABINETS

MOVEABLE DEMO TABLE

(2) WHEELCHAIR ACCESSIBLE TABLES @ 34" HIGH

INSTRUCTOR'S STATION

SAFETY SHOWER & EYEWASH W/ FD

SAFETY SHOWER & EYEWASH W/ FD

TEACHING WALL

TEACHING WALL

SAFETY GOGGLE STERLIZER UNIT

SAFETY GOGGLE STERLIZER UNIT

FIRE EXTINGUISHER MASTER GAS SHUTOFF

49'-6"

INSTRUCTOR'S STATION

SAFETY GOGGLE STERLIZER UNIT

FIRE EXTINGUISHER MASTER GAS SHUTOFF

SAFETY GOGGLE STERLIZER UNIT FIRE EXTINGUISHER MASTER GAS SHUTOFF

FIRE EXTINGUISHER MASTER GAS SHUTOFF

13'-4"

FRONT FACING / LARGE GROUP INSTRUCTION TEAMS OF 2 CONFIGURATION

49'-6"

LAB CONFIGURATION

SCIENCE LAB GUIDELINES NOTES:

1. THESE DIAGRAMS ARE EXAMPLES OF TABLE ARRANGEMENTS THAT CAN ACCOMMODATE A WIDE VARIETY OF ACTIVITIES, GROUPINGS, AND INSTRUCTIONAL CONFIGURATIONS THAT ARE TYPICAL OF LABORATORY WORK AND INSTRUCTION IN SMALL, MEDIUM, AND WHOLE-CLASS GROUPS. THE INTENT IS TO DESIGN SPACES WITH MAXIMUM FLEXIBILITY FOR VARIED USES WITHOUT EXTENSIVE RECONSTRUCTION. 2. THESE PLANS ARE TO BE CONSIDERED STANDARD TEMPLATE CONFIGURATIONS; SPECIFIC SCHOOL DESIGNS MAY VARY FROM THESE STANDARDS. 3. THE ITEMS DESCRIBED BELOW AS ‘REQUIREMENTS’ ARE MANDATORY, OTHER ITEMS ARE MSBA RECOMMENDATIONS ARE CONSIDERED ‘BEST PRACTICES”.

REQUIREMENTS:

MSBA guidelines have a specific set of rules for science classrooms and labs. Recently updated, the guidelines specify these rooms to be 1440 square feet at a minimum. To help with space efficiency, MSBA recommends 200 square foot shared prep rooms between two adjacent rooms. The guidelines also mandate the provision of fixed casework and utilities along the perimeter with movable workstations in the center. For each lab, MSBA also requires 2 means of egress, in the case of an emergency.

1. THE MSBA ALLOTMENT OF 1,440 NSF FOR EACH SCIENCE LAB IS BASED ON A 60 NSF PER STUDENT (24 STUDENTS). SMALLER SCIENCE CLASSROOMS MAY BE CONSIDERED IF THE CLASS SIZE IS SMALLER, WITH A MINIMUM OF 60 NSF PER STUDENT. 2. THE DISTRICT AND DESIGN TEAM SHOULD PROVIDE FOR A SCIENCE LAB LAYOUT THAT ALLOWS AS MUCH FLEXIBILITY AND UNIVERSALITY AS PRACTICAL, GIVEN THE DISTRICTS SCIENCE DEPARTMENT EDUCATIONAL PLAN. 3. BOTH LAB AND LECTURE CONFIGURATIONS MUST BE ACCOMMODATED IN EVERY DESIGNATED SCIENCE LAB ROOM. SEPARATE LABS AND LECTURE ROOMS ARE NOT PERMITTED. 4. NO LAB RAISED UTILITIES, THAT MAY RESTRICT FLEXIBILITY, ARE TO BE PROVIDED IN THE CENTRAL FLOOR AREA OF THE SCIENCE LABS. UTILITIES FROM A GRID SUSPENDED FROM THE CEILING MAY BE NEEDED FOR SOME DISCIPLINES, BUT ONLY IF THE PERIPHERAL UTILITIES CANNOT ACCOMMODATE MOST NEEDS. 5. NO FIXED CASEWORK IS PERMITTED IN THE CENTRAL FLOOR AREA. 6. FOR THOSE PROJECTS IN WHICH THE DESIGN TEAM HAS DETERMINED THAT A SINGLE EXIT ACCESS DOORWAY FROM EACH SCIENCE LAB COMPLIES WITH THE REQUIREMENTS FOR EGRESS AS STATED IN 780 CMR CHAPTER 10 MASSACHUSETTS STATE BUILDING CODE, THE DESIGNER SHALL PROVIDE, IN ADDITION TO THE REQUIRED EXIT ACCESS DOORWAY, A COMMUNICATING/CONVENIENCE DOOR FROM EACH LAB OR BETWEEN LABS, OR TO OTHER ADJACENT CLASSROOMS OR ACCESSIBLE SPACES THEREBY PROVIDING A SECOND MEANS TO ENTER AND EXIT EACH LAB. THIS SECOND DOOR SHOULD BE SEPARATED AS FAR FROM THE EXIT ACCESS DOORWAY AS PRACTICAL, AS DETERMINED BY THE DESIGN TEAM. DOORS USED FOR ACCESS TO STORAGE ROOMS, PREP ROOMS OR OTHER SPACES LOCKED OR OTHERWISE NOT TYPICALLY ACCESSED BY STUDENTS WILL NOT BE CONSIDERED TO MEET THIS REQUIREMENT. THE REQUIREMENT FOR THIS SECOND DOOR IS IN ADDITION TO, DOES NOT SUPERSEDE, AND THE DESIGN MUST NOT CONFLICT WITH, THE MINIMUM REQUIREMENTS OF 780 CMR, WHICH ARE THE RESPONSIBILITY OF THE DESIGN TEAM. BEST PRACTICES: 1. STURDY, STANDING-HEIGHT TWO-STUDENT TABLES SHOULD MATCH THE HEIGHT OF PERIPHERAL COUNTERTOPS SO THAT STUDENTS PERFORM LAB WORK STANDING (PREFERABLE) AND “SEAT WORK” ON STOOLS. TWO-STUDENT TABLES (NOT LARGER) ARE RECOMMENDED SO THEY CAN BE MOVED INTO A VARIETY OF CONFIGURATIONS. AN OPTION FOR 34" TALL CASEWORK AND TABLES FOR OVER ALL ACCESSIBILITY IS ALSO AVAILABLE. ADJUSTABLE-HEIGHT TABLES ARE NOT RECOMMENDED. 2. STUB UTILITIES WHERE NEEDED FOR POTENTIAL FUTURE CONFIGURATIONS. 3. SINKS SHOULD BE WIDE AND DEEP ENOUGH TO ACCOMMODATE BUCKETS AND OTHER LARGE CONTAINERS. 4. OPTIONAL FUME HOODS AND BIO-SAFETY CABINETS SHOULD BE ACCESSIBLE FROM BOTH THE PREP ROOM AND THE CLASSROOM. 5. PROVIDE FULL BLACK-OUT WINDOW TREATMENTS IN LABS. 6. PROVIDE MOVABLE TEACHER DEMONSTRATION TABLES (NOT FIXED).

7. EACH LAB PREP ROOM SHOULD INCLUDE ONE REFRIGERATOR AND ONE DISHWASHER. 8. NOT USED 9. PROVIDE VISUAL ACCESS BETWEEN LEAVES AND PREP ROOMS / PREP ROOM DOORS. 10. SHARED SPACES CAN BE REDUCED IN AREA, WITH SAVED AREAS REALLOCATED ELSEWHERE AS NEEDED. 11. PREP ROOMS CAN CHEMICAL STORAGE SHOULD BE KEYED IN SUCH A WAY TO PROVIDE LIMITED ACCESS, FOR REQUIRED PERSONNEL ONLY. 12. AT THE DISTRICTS DISCRETION, CHEMICAL STORAGE CAN BE DIVIDED INTO SATELLITE STORAGE ROOMS, BUT CHEMICAL STORAGE IN PREP ROOM IS DISCOURAGED. 13. SAFETY EQUIPMENT AND INFORMATION SUCH AS FIRE BLANKETS, STERILE EYE-PROTECTION, AND MATERIAL SAFETY DATA SHEETS (MSDS) SHOULD BE LOCATED IN HIGHLY-VISIBLE AND EASILY ACCESSED PLACES, PREFERABLY NEAR EXITS AND OTHER REQUIRED SAFETY EQUIPMENT. 14. RATHER THAN GREEN HOUSES, CONSIDER DESIGNS THAT ALLOW PLANTS TO BE PLACED ON SHELVES OR MOVEABLE RACKS WITH ACCESS TO LIGHT FROM CLASSROOM WINDOWS.

1 of 3 revised 12.6.13

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PRACTICE ROOMS INSTRUMENT STORAGE ROOM

CAFETERIA

CAFETERIA

11' - 0"

4' - 0"

4' - 0"

4' - 0"

4' - 0" 11' - 1"

7' - 8"

R

2'

6" R

2'

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6"

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2' R

13' - 0 1/2" 6' - 0"

R 8' - 9"

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-6 "

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2'

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R 2 13' - 0 1/2" ' 6" 6' - 0" R 2' -6 "

6"

13' - 0 1/2" 6' - 0"

2'

16' - 0"

2' - 0" 6' - 0" 3' - 9" 2' - 0" 6' - 0"

R 2'

3' - 5 1/2"

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3' - 5 1/2"

6"

3' - 9" 16' - 0"

SHARED FACULTY SHARED FACULTY OFFICES OFFICES 3' - 5 1/2"

R

2'

SHARED FACULTY OFFICES

SMALL GROUP WORK SMALL GROUP8'WORK - 9"

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6"

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2'

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CLASSROOM

7' - 0"

7' - 0"

R - 6" 2' -6 "

R

2'

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2'

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4' - 0" 2' - 0"

2'

R 4' - 0"

4' - 0" 2' - 0"

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7' - 0"

7' - 0"

4' - 0"

31' - 2 1/2"

2' - 0" 31' - 24'1/2" - 0"

2' 2' - 0" 4' - 0" R - 6" 2' 31' - 2 1/2" -6 "

4' 2' - 0" 4' 2' - 0" - 0"- 0" 2' - 0"

R

31' - 2 1/2"

R

2'

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7' - 0" 7' - 0"

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7' - 0"

R ' - 0"

2'4'- -0" 0"

23' - 10" 23' -23' 10"- 10"

42' -42' 8" - 8"

48 ' - 0"

-6 "

7' - 8"

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2' - 0" 2' - 6"

31' - 7"

2' -- 7" 0" 2' - 6" 31'

R

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2'

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2'

2' - 0" 2' - 6"

7' - 8"

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2' - 0" 2' - 6" 4' - 0" 31' - 7" 4' - 0"

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13' - 4"

21' - 4" 13' - 4" 4' - 0"

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R - 6" 2' - 6 13' - 4" " 21' - 4"

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7' - 0"

12' -12' 0" - 0"

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3'12' - 0" - 0" 3' - 12' 0" 3' --0" 0"

2'

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42' - 8"

2' - 0"

21' - 7 1/2" 21' - 7 1/2" 21' -21' 7 1/2" - 7 1/2"

3' - 0"

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4' - 0" 3' - 2"

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3' 12' - 0" 3'- -0" 0" 12' -12' 0" - 0"

3' - 2"

0' - 6"

30' - 11"

30' - 11"

CLASSROOMS OMS CLASSROOMS

12' 3' -- 0" 0" 3'30' - 2"- 11" 4' - 0"

3' - 0"

28' - 5 1/2" 28' - 5 1/2" 28' -28' 5 1/2" - 5 1/2"

23' - 11" 23' -23' 11"- 11"

7' - 0"

23' - 11"

2' R - 6" 2' -6 "

4' - 0" 2'

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4' - 0" 2' - 0"

2' 4' --6 0" "

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SMALL GROUP WORK " -6

2' - 0"

-6 "

7' - 0"

7' - 0"

3' - 2" 4' - 0" 30' - 11"

R

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SHARED FACULTY OFFICES

42' - 8"

42' - 8"

2' - 0" 4' - 0" 31' - 2 1/2"

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INFORMAL COLLABORATION ZONES

7' - 0"

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0" 31' 2' - 2- 1/2"

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7' - 8" 2' - 0" 2' - 6"

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2' R

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-6 " 13' - 4"

2' 4' - 0"

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R

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2' - 0" 2' - 6" 31' - 7" 4' - 0"

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6"

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28' - 5 1/2"

6"

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2' - 0" 2'

6" 12' - 0"

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R

21' - 7 1/2"

2'

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0' - 6" 3' - 0" 3' - 2" 4' - 0" 30' - 11"

23' - 11"

3' - 7"

12' - 0"

11' - 1"

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- 0"

28' - 5 1/2"

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3' - 0"

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2' - 0" 6' - 0"2' - 0" 6' -3' 2'0"-- 9" 0" 2' 6' - 0" - 0" 6'3'- -0"9"

3' - 9" 3' - 9"

MUSIC ROOM MUSIC ROOM

11' - 0"

43' - 0"

PRACTICEPRACTICE ROOMS ROOMS INSTRUMENT STORAGESTORAGE ROOM INSTRUMENT ROOM

43' - 0"

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6" R

2'

6"

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6"

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2'

23' - 4"

6" R

2'

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6"

4' - 0"

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36' - 6"

2'

6"

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1' - 6"

2'

6"

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R

5' - 0"

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2'

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7' - 0"

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4' - 11"

6"

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2'

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10' - 0" 36' - 9" 4' - 0" 4' - 0"

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SCIENCE CLASSROOMS and LABS 10' - 2 1/2"

SCIENCE CLASSROOM + LAB 30' - 11"

2'

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R

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10' - 2 1/2"

5' - 0"

30' - 11"

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ART ROOM ART ROOM

6' - 0" 3' - 0"

EQ 1' - 6"

- 6"

24' - 1 1/2" 34' - 9 1/2"

3' - 0" 4' - 0" 3' - 0" EQ

EQ

R 2'

6' - 0"

3' - 0"

SCIENCE CLASSROOM + LAB

2'

23' - 4"

6' - 3"

EQ

24' - 1 1/2" 34' - 9 1/2"

ART ROOM and STORAGE

6' - 0" 4' - 0" EQ

4' - 0" EQ 51' - 6"

46' - 3 1/2"46' - 3 1/2"

R

11' - 1"

42' - 7"

51' - 6"

EQ

6' - 3"

1' - 6"

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0' - 4 1/2" 42' - 7"

11' - 1" 11' - 1"

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EQ

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MUSIC ROOM and PRACTICE ROOMS

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The IBC has requirements for interior finishes, and guidelines such as Greenguard and CHPS help with selection. Overall, materials in a school should be durable and easy to clean.

TABLE 803.5 INTERIOR WALL AND CEILING The IBC has certain requirements for interior FINISH REQUIREMENTS BY OCCUPANCY finishes. These requirements include: •Wall and ceiling finishes adhere to NFPA 286 •Suspended ACT adhere to ASTM C635/ C636 •Floor finishes/ floor covering materials adhere to NFPA 253 and be Class I or Class II •Carpet type be tested for proposed use •Decorative materials be flame resistant and adhere to Section 805.2 and NFPA 701

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GREENGUARD CHILDREN AND SCHOOLS STANDARD

Now renamed Greenguard Gold Certification, the Greenguard Children and Schools Standard was created to “establish a nationally recognized voluntary standard for qualifying building materials, finishes an furnishings as certified low emitting products for the indoor environment, specifically the educational environment for children” (citation). Selection of materials that meet this standard will be useful in addressing materials that are safe in terms of emissions to young children.

CHPS LIST OF LOW-EMITTING MATERIALS

The Collaborative For High Performance Schools (CHPS) features a Low-Emitting Materials table using the CSI Master Format to be utilized when specifying products and furniture with low VOCs. Acceptable alternative programs include FloorScore, Green Label Plus, and Indoor Advantage Gold. In addition, CHPS features High Performance Products, another database, which focuses on additional performance attributes.

Color Theory Research

When designing an education facility, color is an important aspect to consider.

Researchers from Perkins + Will suggest approaching color from a functional standpoint, rather than an aesthetic one. Color can stimulate brain activity and facilitate learning to have an impact on student achievement, teacher effectiveness, and staff efficiency. “Color is important and it can have benefits for the classroom.

The impact of color is often overlooked, but color is an inseparable part of our everyday lives� ~Kathie Engelbrecht from Perkins + Will

WARMER COLOR PALETTE •Tends to be more stimulating •Brings excitement to students and increases brain activity •Recommended for primary age students (K-5) to help stimulate learning

COOLER COLOR PALETTE •Seen as calming and relaxing •Beneficial in areas of high concentration and heads down focus work •Recommended for middle school and above to help with concentration

NEUTRAL COLORS •Offer opportunity for students to intermittently rest their eyes from high contrast of learning material •Utilize neutrals to balance strong colors and provide contrast

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Ways to introduce color: FURNITURE

WALLS

DECORATIONS

INCREASE SCHOOL SPIRIT and PRIDE

REDUCE DISRUPTIVE BEHAVIOR

Color can...

ALTER PERCEPTION of TIME

Importance of Branding in a School Environment

Tells a story

Brings people together with a common mission and vision

Triggers sense of pride

Creates sense of belonging

Utilization of graphics for wayfinding

Serves as embodiment of role model

Creates identity

Brookline High School: Navy Blue and Red

William Lincoln School: Blue and White

Conveys history about students

Heath School: Green and White

Lawrence Primary: Lime Green and Yellow

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The Well Building Standard

Air: Optimize and achieve indoor air quality through the removal of airborne contaminants, prevention and purification resources

Strategies: •Reduce VOCs in paint, flooring, furniture and finishes •Utilize operable windows •Include entryway walk-off mats and create entryway air seal •Utilize high-touch surfaces for counter tops, fixtures and handles •Select at least 25% furnishings and finishes to meet sustainability certifications

Water: Optimize water quality while promoting accessibility Strategies: •Locate at least one water dispenser within 100 feet of all parts of regularly occupied floor space for easy access •Ensure water is clean and healthy for consumption, as according to testing agencies

Nourishment: Encourage healthy eating habits Strategies: •Provide access to a variety of fruits and vegetables in school cafeteria through a salad bar, color photographs on the menu, and fruit and vegetable options near the checkout location •Ensure all foods sold are properly labeled on packaging, menus and signage to alert consumers to common allergens such as peanuts, shellfish, soy, milk and dairy products, eggs, wheat, and others.

•Locate proper handwashing facilities to include paper towel dispenser and liquid soap where appropriate within building •Offer variety of seating choices where high-top tables and seats comprise at least 25% of total seating options available in the dining space, while booth seats compromise at a maximum 25% of total seat options

Light: Minimize disruption to the body’s circadian rhythm Strategies: •Include ambient lighting at classroom desks to maintain an average of 16 footcandles •Include ambient lighting for the cafeteria to maintain an average of 14 footcandles •Minimize glare from the incoming sun by orienting nearby computer screens within a 20o angle perpendicular to the plane of the window •Provide 75% of workstations within 25 feet of an atrium or window with exterior views 54

The Well Building Standard

Fitness: Encourage physical activity through building design technologies and

knowledge-based strategies

Strategies: •Utilize wayfinding signage to encourage stair usage •Include a physical activity facility, such as a gymnasium or playing field, on-site •Include age-appropriate fitness equipment and instructions for usage •Specify at least 60% of workstations to allow for adjustable sit-to-stand work •Incorporate aesthetic design features to make stairs more appealing, through elements such as artwork, daylighting, and biophilic design

Comfort: Create an indoor environment that is distraction-free, productive, and

soothing

Strategies: •Comply with ADA Standards for accessible design •Specify all computer screens to be adjustable in terms of height and distance from the user •Specify all floors in the corridors to not have a value less than 50 for Impact Insulation Class •Account for classrooms to be less than 35 while unoccupied for noise, as measured in the geometric center of the room

Mind: Support mental and emotional health Strategies: •Provide for 45 ft2 per student for space allocation in the classroom •Ensure small learning environments by capping the number of students for 90% of offered classes at 18 students maximum •Help with spatial familiarity through wayfinding design elements •Incorporate biophilic design elements in the interior •Create designated quiet spaces for focus, contemplation and relaxation

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Consultant: Dr. Brett Jones

Brett Jones, Ph.D., is a professor in the Educational Psychology program in the School of Education at Virginia Tech. After initially receiving his B.A.E. in Architectural Engineering from the Pennsylvania State University, he went on to earn his M.A. and Ph.D. in Educational Psychology from the University of North Carolina and Chapel Hill. While Dr. Jones teaches a variety of courses at Virginia Tech, he mostly focuses on topics related to motivation, cognition, and teaching strategies. Dr. Jones also conducts a variety of research, specializing in the investigation of the correlation between instructors’ methods to help support students’ motivation and learning. His most recent work includes the development of the MUSIC model, a research-based model to help instructors motivate student learners through five key principles.

“MUSIC Model of Motivation,” as according to Dr. Jones: eMpowerment

Usefulness

Interest

Caring

MUSIC Model Strategies in Interior Design:

Success

Instructor creates motivating conditions

eMpowerment: provide choices and options to let students feel in control and foster independence Usefulness: create spaces that show students what they are learning is relevant to career goals and/or the “real world” Success: showcase and reward student success to encourage them and their peers, but focus on the process versus the product Interest: utilize a variety, whether through furniture, types of spaces, etc., so as to engage and stimulate the students Caring: create a learning environment in which students feel safe, motivated, and excited to be in

Students perceive: eMpowerment Usefulness Success Interest Caring

Students become engaged in learning activities

Students learn more

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Interview with Dr. Jones eMpowerment is all about control, how do students perceive eMpowerment in a space?

Students can perceive empowerment in a variety of ways, both through the teacher’s instructional methods, as well as through the physical environment. For instance, teachers can give choices in class and homework. This allows students to feel like they can succeed, because they have the power to choose. In the classroom, students like opportunities to split off and do different things- such as break out into groups and utilize technology.

A new trend in educational design is the creation of maker spaces, how does that work in accordance to the MUSIC model?

Maker spaces capture this idea of what the “real world” is like. For students, this is both useful and interesting. It’s useful because they get to familiarize themselves with new tools and become exposed to new fields. It’s also interesting to them because it’s differentit’s not your average lecture classroom. You may love math class, but if you have the opportunity to use it to build a robot, per say, it’s all new and exciting, or interesting.

You developed the MUSIC model primarily while reseraching higher education trends, how do you see it working for the middle school level?

The beauty of the MUSIC model is that it works for any age group. But I think it’s especially relevant in college and middle school- two pivotal moments in a youth’s life for development of an identity. At both of these ages, there is a desire for independence.

There’s also a desire to find a niche group. With both of these wants, empowerment and caring are at play. Additionally, these are both ages that love to challenge anything and everything. For so much of their childhood, their values and identity are based on their families, their culture, even their towns. Yet at these ages, they start to realize there are other opinions out there. They have the internal motivation to learn, teachers just need to harness the MUSIC model to help their students.

Obviously the design of a physical environment can cultivate a feeling of caring, but how does that translate into teacher instructional methods?

I’d say that caring is the moment when a good teacher becomes great. If a teacher can make that connection with a student, then that student will feel as though he or she is set up for success. Mostly that works with communication- how often is the teacher available outside of class times? How willing is the teacher to work with the student on an individual basis? Does the teacher remember small details of the student’s life to show they were listening? But communication does not mean only rewarding the student and saying, “good job!” It comes with letting the student understand that failure is acceptable. I often advise teachers to focus on the process versus the product. This allows students to try new things and have the opportunity to be more creative. That may sound difficult in classes that are traditionally viewed as “black and white,” with the right answer. But if teachers set up assignments in ways to encourage a little creativity, students will feel more motivated.

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Interview with Dr. Jones Today, technology is becoming more ubiquitous in our society, how do you see relating to education and teaching methods?

It’s intriguing to watch the introduction of technology into a classroom as a researcher.

Technology is, admittedly, very powerful and if harnessed correctly, can be an excellent resource. However, often times we notice that teachers are not using technology in a proper way. For instance, today, children of a middle school age have quite literally grown up with technology in the palm of their hands. It’s nothing new to them, so when a teacher introduces technology in the classroom, it might be perceived just another fact of life. The teacher may see it as new and exciting, and thus, interesting. But this is only because the teacher grew up in a different era, one where technology was not always part of life. In order to truly harness the power of technology and let it be interesting, teachers must find new and innovative ways to utilize it. Technology cannot necessarily replace old teaching methods. Rather, it can be thought of as a tool in a teacher’s metaphorical toolkit.

With recent years, Stem education has taken off for both middle and high schools. This thesis project will focus on the introduction of Steam curriculum instead. How has this new curriculum shaped the education field?

I think STEM and STEAM education offer a lot to both middle and high school students.

First of all, it’s a great opportunity for students to learn about fields that they otherwise might not have been exposed to. Secondly, these two programs align with the MUSIC model. They’re useful, because students learn about relevant skills for the work force.

They’re also interesting, because working in a maker space is a break from a traditional classroom setting. We are asking students at a young age to choose a major for college, asking them to make decisions that will potentially impact their entire life. If we can expose children to these fields from an earlier age, hopefully the choice will be easier.

The Music model focuses mostly on teacher instructional methods and student perceptions. How has student learning evolved over the years?

The way students learn and interact with teachers has evolved over the years, especially as teachers take on this new role of role model, rather than disciplinarian. Think about your parents, perhaps. They might have attended a Catholic School, which were primarily run by priests, brothers, and nuns. These adults ran a tight ship and carried a supreme sense of authority. Today, teachers still operate with authority, but the relationship between student and teacher is much different. There was also this idea of right versus wrong back then. Students were praised for finding the correct answer, and potentially even punished for the wrong ones. Now, there is the idea of solutions. There is not always one right answer. Rather, students are encouraged to explore and foster a sense of design thinking.

You’re a design major; you’re learning to cultivate skills to think differently. Those skills that might have seemed foreign when you first started are now second nature. Those are highly coveted thinking skills, ones that we want other students to develop. So as teachers change curriculum, student learning adapts at the same time.

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Thesis Focus An estimated 40% of students enter college as “undecided” and an estimated 75% change their major at least once prior to graduation (Freedman, 2013). At 17 and 18 years old, students are asked to make decisions about their futures with no true knowledge of the fields available. This middle school will introduce students to options through the STEAM curriculum, which focuses on Science, Technology, Engineering, the Arts, and Mathematics. This curriculum will be an opportunity for students to learn and be better informed for future decisions. In addition to this curriculum, the middle school will translate principles from Universal Design for Learning into the physical space through Universal Design. Universal Design for Learning will maximize learning for the students, while Universal Design in the interior will create an accessible environment.

Sociology studies show middle school is a time in which adolescents “seek to forge their own identities” (Citation). Because of this transition period, studies have found that up to 60% of teenagers report feelings of loneliness and confusion (citation). As students grapple with inner turmoil, the built environment of a school is an opportunity to meet the five levels of Maslow’s Hierarchy of Needs pyramid. This middle school will feature communities amongst the grade levels, to create a support network. In addition, the maker spaces from the STEAM curriculum will be an opportunity for students to engage with the surrounding community through workshops and guest lectures to expand their network.

STEAM Curriculum Research, according to “Innovating with STEAM in middle school classrooms”: Breakdown of STEAM Curriculum:

“STEAM represents a paradigm shift from traditional education philosophy based on standardized test scores to a modern ideal which focuses on valuing the learning process as much as the results. In essence, we dare our students to be wrong, to try multiple ideas, listen to alternate opinions and create a knowledge base that is as applicable to real life as opposed to simply an exam” Transdisciplinary

“Science and Technology, interpreted through Engineering and Arts, based in Mathematical elements”

Blending of disciplines and ideas

Emphasis on collaboration

Science

Technology

Real world scenarios

Participation in hypothetical, real-world scenarios

Exposure to variety of fields and careers

Apply knowledge to hands-on projects

Engineering

Arts

Design-thinking approach

Emphasis on experimentation

Student expression and creativity

Solving problems multiple ways Mathematics

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UDL Principles, according to National Center on Universal Design for Learning: THE “WHAT” OF LEARNING

Recognition Network

Provide Multiple Means of Representation Students differ in ways that they perceive and comprehend presented information. For instance, some may gravitate towards visual information rather than auditory delivery. In a classroom with a variety of students, no singular means of presentation is optimal for all. Instead, providing options for representation is beneficial.

THE “HOW” OF LEARNING

Strategic Network

Provide Multiple Means of Action and Expression Students also differ in how they explore the room and express their work.

In navigating the classroom, some may have an easier time than others due to movement impairments or spatial deficiencies. Additionally, some students may communicate ideas best through text, while others are better verbally. Providing options for action and expression is useful.

THE “WHY” OF LEARNING

Affective Network

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Provide Multiple Means of Engagement The way students engage and are motivated to learn is another aspect that differs in a classroom. Some learners prefer to work alone, while others favor working with peers. Other students prefer spontaneity and novelty, while some enjoy routine. By providing environments with options for engagement, students will feel more comfortable learning.

Principles of Universal Design: EQUITABLE USE

PERCEPTIBLE INFO

FLEXIBILITY IN USE

TOLERANCE FOR ERROR

SIMPLE AND INTUITIVE

LOW PHYSICAL EFFORT

SIZE AND SPACE FOR APPROACH AND USE

Universal Design Strategies in a School:

Equitable Use: account for students with wide range of abilities by using variety of furniture options and layouts Flexibility in Use: allow users the ability to customize spaces through mobile furniture

Simple and Intuitive Use: organize similar programs adjacent to one another to help users understand and navigate Perceptible Information: utilize ageappropriate signage with the incorporation of Braille to help users Tolerance for Error: ensure safety throughout the building, but specifically in the maker spaces with powerful tools Low Physical Effort: install door levels that do not require grip strength to open Size and Space for Approach and Use: specify furniture for a variety of body sizes, postures, and mobility of users 63

Maslow’s

Hierarchy of needs

Five Need Levels: In 1943, Abraham Maslow proposed his Hierarchy of Needs theory. Since then, psychologists, researchers, designers and others, look at the needs pyramid to understand the basic drivers of human motivation. In a middle school, students and teachers have an innate desire to meet all of these needs.

While it is important for the built environment to help meet all 5 of Maslow’s Hierachy of Needs, Researcher Eric Schaps noted a trend towards “build[ing] a caring school culture or community to help academic achievement” (46). He suggests ways in which the interior can meet these goals: Tier 1: Meet physiological needs in the classroom (Physiological)

Create an environment that makes students and teachers feel comfortable through the layout, colors selected, and meets guidelines for Indoor Environmental Quality and building codes Tier 2: Provide stability, safety and security, freedom from fear (Safety)

Ensure safety through protective and preventive measures to keep the school a safe place Tier 3: Create nurturing environment of belonging and love (Love/Belonging)

Offer spaces that are flexible to allow for group work as students learn to work together and care for one another Tier 4: Generate ways to recognize achievement and respect of mastery of skills (Esteem)

Provide a space for students to pin-up work to feel validated and receive compliments Tier 5: Help students become self-assessors and self-reflectors (Self-Actualization)

Incorporate maker spaces to help students become creative thinkers and understand the greater world around them 64

Research, according to “The Impact of Classroom Design on Pupil’s Learning”: LIGHT

SOUND

TEMPERATURE

AIR QUALITY

LINKS TO NATURE

OWNERSHIP

FLEXIBILITY

CONNECTION

COMPLEXITY

COLOR

Design Parameter Strategies: Light: quality of artificial light Sound: sound-absorbing material Temperature: heating control Air Quality: HVAC to purify air Links to Nature: view to the outdoors Ownership: opportunity to personalize Flexibility: modular furniture to rearrange Connection: view to interior of building Complexity: diverse options for stimulation Color: cohesive brand and colors

Holistic Conceptual Model

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Research, according to “The Impact of School Buildings on Student Health and Performance”: WHAT STUDENTS HEAR Research has found that acoustics are fundamental to learning and can have either a positive or negative impact on student’s ability to absorb and retain information. Two aspects of acoustics are considered to have a correlation with student comprehension: background noise and speech intelligibility. Background noise can make it difficult for students to hear teachers, and even impact teachers who must raise their voice and might suffer fatigue as a result. Speech intelligibility comes into play when rooms create more echoes due to hard materials that cause sound waves to bounce around and result in a longer reverberation time. Acoustics are an important consideration when designing educational spaces. (7) HOW STUDENTS BREATHE The air quality and ventilation have a direct correlation on student and teacher health. When designing a space, it is necessary to consider building systems and materials and their contribution to the air quality.

For instance, building systems have the capacity to filter out pollutants in the ambient air. The HVAC system should operate at a rate higher than 50 cubic feet per minute (cfm), despite ASHRAE Standard 62 requiring only 15 cfm. Materials should be selected based on guidelines set forth regarding testing, durability and cleanability. In addition, materials that will contribute to volatile organic compounds (VOCs), toxic materials, etc., should be avoided.

HOW STUDENTS SEE Both natural and artificial light have an impact on the visual experience.

Research has found that students without access to natural light “showed a delay in seasonal cortisol production, a hormone that is positively associated with concentration abilities” (10). Natural light is needed in the space not only to help with cortisol production, but also with student and teacher’s Circadian rhythms. Levels of artificial light should be high enough so as to not cause strain when staring at text or computer screens. The utilization of Light Emitting Diode (LED) lighting has been shown to “reduce eye strain and to enhance learning by generating light that is less harsh and closer to natural lighting conditions” (10).

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Research, according to “The Impact of School Buildings on Student Health and Performance”: HOW STUDENTS FEEL How students and teachers feel relates to the thermal comfort in the environment. The IBC mandates classroom interiors be kept within a range of 68o F and 74o (12). In 2007, a study by Wygon and Wargocki found a “significant effect on student speed on the same tests when temperatures were lowered from 77o to 68o F” (12). However, thermal comfort also relates to user control. In spaces such as computer labs, locker rooms, kitchens and conference rooms, the IBC requires each have its own thermostat. In addition, teachers have indicated a “strong preference for thermal controls of some kind and see it as an influence on student achievement and their own performance (12).

HOW STUDENTS THINK While there are many factors at play, there is a relationship between cognitive functioning and the built environment. Observational studies across the United States have found the healthier the environment, in terms of Indoor Environmental Quality (IEQ), the better for students.

While there is no conclusive evidence to directly tie the two together, studies look at average attendance to observe any health issues, as well as record standardized test scores. Researchers continue to design studies to focus on daylighting, CO2 levels, acoustics and other environmental factors, however, it is difficult to specifically focus on a cognitive skill to optimize (14).

HOW STUDENTS MOVE A pressing concern in the United States is the health of children, specifically the ever-increasing rates of obesity. Researcher Howard Frumkin states, “school is an opportunity to promote health” (16). In recent years, Active Design principles have been on the rise, in efforts for spaces to promote physical activity. School site locations should be accessible to pedestrians and bikers, to help increase the percentage of students who currently bike and walk to school. Additionally, design features, such as a central staircase can be used to entice students to walk to increase their physical movement, and thus their health (16).

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IEQ, according to “Measuring Up, Using Pre- and Post- Occupancy Evaluation to Assess Design”: THERMAL According to Sullivan and Trujillo’s paper, “The Importance of Thermal Comfort in the Classroom,” thermal comfort can be defined as, “the perceived satisfaction an individual has with his or her respective environment” (Sullivan 3). Thermal considerations include maintaining a comfortable temperature, consideration of the building envelope and mechanical systems, as well as energy consumption. Temperature and humidity affect students in the classroom and can negatively impact a student’s ability to learn. Sullivan and Trujillo recommend the temperature kept between 68o F and 74o F and the humidity between 40% and 70% (Sullivan 5) for optimal conditions.

ACOUSTICS High levels of background noise, such as noise from corridors, cars, the outdoors, and loud HVAC equipment, can detrimentally impact student performance (Herber 21). When designing a school, acoustics must be considered, not only through building materials, but also through spatial adjacencies. Building materials may consist of insulated walls to trap sound, as well as sound absorbing material rather than hard surfaces. In terms of spatial adjacencies, Herber suggests separating “louder public spaces from classroom areas to reduce interruptions” (Herber 21). In addition, Herber recommends selecting and locating HVAC equipment to minimize any disturbance (Herber 21).

INDOOR AIR QUALITY According to the EPA, schools should place emphasis on Indoor Air Quality (IAQ) because “children are often susceptible to pollutants” and “students are at greater risk because of the hours spent in school facilities” (EPA citation). In schools, IAQ the ventilation of a classroom is often measured through Carbon Dioxide (CO2) levels (Herber 22).

According to a 2016 study by the Harvard School of Public Health, “reduced CO2 concentrations are closely correlated with increased cognitive functions (Allen). ASHRAE mandates that ventilation rates target levels lower than 1000 parts per million (ppm), but the Harvard study furthers this by recommending levels below 550ppm (Allen).

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Ergonomics for Students

Effects of Poor Posture: 1 Inhibits blood flow 2 Creates muscle shortening 3 Stresses back muscles 4 Compresses spine 5 Compresses diaphragm 6 Affects breathing 7 Can inhibit learning

Poor Student Posture

Good Student Posture

The average middle school day lasts 6.64 hours (citation). In many schools, students spend most of this time seated. Researchers Stephen Legg and Karen Jacobs suggest that if properly selected, a chair can improve learning, meet ergonomic standards, and keep students comfortable. In order to do so, however, chairs must meet certain criteria as follows: Be the Right Size:

Desk and chair heights should differ according to the student grade level and age. For some of the grade levels, there should be a combination of sizes, to account for growing children and changing national average in body size.

Be Adjustable:

Furniture that is adjustable to the individual student’s needs not only offer control, but also help with ergonomics. It is essential to a student’s health that chairs and furniture are properly proportional to the size of the specific student.

Be Able to Move:

Furniture should not only be able to be moved physically around the room, but also allow for students to fidget. Even when “sitting still,” our bodies are constantly in motion. Having furniture that allows for micro motions is essential to wellbeing.

Be Functional:

While ergonomics is extremely important when selecting furniture, the options must match the functionality of the space. More often, teachers are asking students to form groups for classwork, and furniture must be “nimble enough to be configurable into groups”

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