Avonworth School District Master Plan 2020 by IKM Architecture

Avonworth School District Feasibility Study AVONWORTH MIDDLE / HIGH SCHOOL & ELEMENTARY SCHOOL EXPANSION PLAN

NOVEMBER 9, 2020

INTRODUCTION

PROCESS

VISION

BENCHMARK TOURS

DESIGN CONCEPTS

APPENDIX A

FACILITY ASSESSMENT REPORT

Contents

Introduction

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Executive Summary This Study and Survey have been prepared by IKM Architecture on behalf of the Avonworth School District and under the direction of Superintendent Tom Ralston. The team’s assignment has included, as part of the preparation of this report, an evaluation of District goals, analysis of District facilities, prioritization of improvements/modernization needs and recommendations for accommodating increased pupil population, demonstrated by a District-wide demographics study that preceded this engagement. EXISTING FACULTY EVALUATION The consulting team conducted an evaluation of the district’s existing Elementary School and Middle SchoolHigh School facilities, using a standardized facility condition rating system. All building characteristics, systems and physical spaces were reviewed and assigned a score of 1-5, 1 being poor condition, 5 being excellent condition. The functionality and ability to meet educational program needs at each facility was determined through meetings with District and school personnel and analyzing the areas in the context of the educational goals of the district. The team has also identified remedial action to existing facilities to evaluate costs of renovation and modernization. All of this combined data provided the basis on which to determine District facility needs and estimate construction costs and timelines.

DISTRICT EDUCATIONAL AND FACILITIES PLAN

FACILITY PLANNING IMPLEMENTATION

The Avonworth School District has a long standing reputation as a leader in educational excellence within the community, striving to deliver dynamic instruction supporting basic academic programs, enrichment and advanced placement programs, vocational offerings, cultural awareness as well as extra-curricular activities. Your determination to examine facility needs with special attention to enhancing teaching and learning spaces served as the foundation for building analysis and in particular, when developing design concepts for the schools in question.

The District has established a long-range facility plan based upon the investigation of this report. In general, both the Elementary School and the Middle School/High School have been well maintained. Recommended facility system upgrades are necessary due primarily to age of equipment and not due to neglect or improper care.

Critical to these new learning spaces will be: safety and security; consideration for flexibility to adapt to changing needs, including technology; transparency in terms of student-to-teacher and studentto-student; project spaces to apply learning; and, spaces for building relationships. With the understanding of these critical educational facility considerations, the School Design Advisory Teams (SDAT) developed the following Guiding Principles: 1. Create flexible, innovative and inspiring spaces that maximize learning. 2. Consider the overall district impact and long-term future by providing fiscally responsible and efficient solutions. 3. Create spaces that prioritize the physical health, mental health and safety of our students. 4. Provide solutions that celebrate the values of Avonworth and foster a greater sense of community and pride. The School Design Advisory Team, comprised of District staff, teachers, students, and community members reviewed the need and sequence for facility improvement, renovation, and addition. Through a collaborative, interactive and inclusive planning process, the District established facility priorities, scope, and concepts. Throughout the process, the Guiding Principles noted above served as filters to test the strength of a proposed concept or idea’s ability to support quality teaching and learning. Based on this collaborative planning input, committee feedback and District Involvement, a facility improvement and growth plan was established, scope was defined, priorities were set and a District Long Range Facility Plan was prepared.

ELEMENTARY SCHOOL

MIDDLE SCHOOL/HIGH SCHOOL

Consideration should be given to replacing electrical panels that are original to the building. The interior lighting in the majority of the building utilizes T-8 fluorescent light fixtures with limited control settings. Upgrading the building to LED light fixtures with digital control would significantly enhance the learning environment, provide wider variability for lighting options and produce long-term energy savings. Additional recommended systems upgrade include replacement of vertical unit ventilators due to age and a full building conversion to Direct Digital Automatic Temperature Control System to optimize energy efficiency and comfort control. In addition to systems upgrades, the delivery of educational services is compromised by building configuration, classroom size and changes in educational pedagogy. Providing more flexibility in classrooms, increased transparency between classroom and corridor and additional access to student dining and library spaces would provide additional tools for educators and more effective ways to deliver a 21st Century education.

The Secondary campus should have all interior light fixtures upgraded to LED fixtures with digital controls to optimize lighting levels and maximize energy savings. Exterior lighting should also be upgraded to LED sources as existing fixtures begin to fail. The boilers are from 1999 and approaching their end of life expectancy. A new chiller plant is recommended to replace the existing R22 plant. Additional systems recommendations include full building conversion to Direct Digital Automatic Temperature Control System to optimize energy efficiency and comfort control and replacement of numerous rooftop air handling devices that predate 1999 and are showing signs of deterioration. If corridors are part of larger renovation, they will need to be provided with ventilation to bring them up to code. In addition to systems upgrades, the delivery of educational services is compromised by building configuration, classroom size and changes in educational pedagogy. Providing more flexibility in classrooms, increased transparency between classroom and corridor and additional access to student dining and library spaces would provide additional tools for educators and more effective ways to deliver a 21st Century education.

Introduction

Outline

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

INTRODUCTION The purpose of this document is to articulate the educational vision, goals and program delivery options for secondary learning in the Avonworth School District, now and into the future. Furthermore, its purpose is to describe the physical environment necessary to support the vision and goals for effective teaching, learning and community engagement. This document has been authored for the community, and as a result, is more than a typical feasibility study where the audience is primarily the design team. Through the use of this study, the community becomes informed and may inform the design team, allowing for conversation that leads to a more symbiotic relationship between learning objectives and a physical environment that supports those objectives.

The process utilized to create this document is founded on a philosophy that honors the power and importance of collaboration and is also based on the premise that to successfully develop a vision for 21st Century educational facilities that support learning today and into the future, all voices must be heard and considered. This visioning process began, not with a focus on architecture, but rather a conversation and exploration about learning. How do we learn? Where do we learn best and why? Does the physical environment play a role in learning? How do we achieve academic success for all students? Our exploration and research for the answers to these questions included study of brain research, multiple intelligences, learning modalities, and examples of contemporary learning environments in our Ohio benchmarking tours.

The development of this document is a direct outcome of a broadly inclusive visioning and planning process that meaningfully engaged a wide spectrum of administrators, teachers, students and community members. Avonworth School District assembled this group called the School Design Advisory Team (SDAT) that, in partnership with IKM Architecture, crafted the vision for the district as student population increases and thoughtful re-organization of grade levels becomes necessary. On the following pages, the visioning process is both graphically illustrated and described in narrative.

Introduction

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Addressing Change

547 PRESCHOOL 500 PRESCHOOL

656 HIGHSCHOOL

DEMOGRAPHIC GROWTH

814 HIGHSCHOOL

TOTAL

Scenario IV: Projections with Higher Fertility (excerpt from Stewman Demographic School Analysis, February 11, 2019) This scenario uses the same parameters as in Scenario 1. What differs here pertains to the future projection years, 2023-2028, for which we must make assumptions about the number of births. We now increase them modestly from the most recent (2014-2017) 4-year average baseline of 146 births per year. The basis for the consideration of such an increase is the unfolding of a new replacement regime – the replacement of the baby bust female cohorts by the Echo Boom cohorts, increasing the number of reproductive women in the key fertility age groups (as discussed in Section 1). In this scenario, we have assumed that the births from 2018 to 2023 will be 156, an increase over the current level by 10/year. The full impact from the Echo Boom cohorts will not occur until 2020, as shown by their occupancy of all 3 key reproductive age – cohorts – 25-39, 30-34, and 35-39 – in Table 6. Given the net in-migration of preschoolers in the district, which adds to the births for subsequent K entries, and increase in births in the last 8 years, the assumption of yet additional births here seems quite reasonable. The results for Scenario IV are shown in Table 20. The changes are indicated in the shaded cells and as they can be readily seen, there are no changes at the middle and high school levels since the changes in births after 2020 do not reach beyond the 5th grade in the 10-year projection period. The Primary School is expected to increase by 19 students in the 1st 5 years and by 28 students in the 2nd 5 years for a total of 47 students (+10%). The Elementary School has a growth of almost 100 in the 1st 5 years and 20 additional students in the 2nd 5 years, a growth of 120. The Middle School is more similar to the Primary School, with an expected increase of 32 students in the 1st 5 years and 24 students in the 2nd 5 years, totaling 56 students by 2028. The High School’s expected increase is 70 additional students in the 1st 5 years and 88 in the 2nd 5 years, a total of 158 students. As noted above, there is no difference between Scenario I at the Middle and High Schools. Overall, growth in this scenario is expected to be 220 students in the 1st 5 years and 160 in the 2nd 5 years for a total of 380 students. The number of students at the beginning of the projection in 2018 and the expected number in 2028 in this scenario are as follows: This Scenario is viewed as the most likely scenario for the Avonworth School District

17%

TOTAL

PROJECTED INCREASE 327 MIDDLESCHOOL

SUMMARY

694 ELEMENTARY

CURRENT STUDENT DISTRIBUTION

383 MIDDLESCHOOL

813 ELEMENTARY

10 YEAR PROJECTION

We have examined several major demographic and economic effects to take into consideration when making projections. The following are 10 of the major findings:

1) 2) 3)

Births are currently at their highest level in over 3 decades. The first finding is that, in contrast to many school districts in Pennsylvania, where births have dropped for the last 20 years, in Avonworth the drop was confined to a five year period between 1995-1999. For the most current 8 years, births are at their highest level in 3 decades. Delayed Childbearing is continuing, with ever more births to mothers age 30 or higher. Births have continued to shift to women over 30. In 1990-1994 the below/above % for women age 30 or above was 48%/52%. By 1995-1999 the share was 36%/64% and this share basically held for the next decade and a half. The 2 most recent years it has increased to 28%/72%. The distinct Total Fertility Rates in the United States for essentially the 2nd half of the 20th century, 1945-2000, produced Population Waves in the age structure, including in Avonworth, and these Population Waves are largely responsible for the changes in births.

Net in-Migration for smaller cohorts such as the baby bust cohorts, can change the direction of births – up versus down if it is sufficient to change the direction of the cohort replacement.

Net in-Migration of Preschoolers has increased. For the most part, net-migration of preschoolers is negative for all but Ohio Township. However, Ohio Township’s net-migration has been substantial and increasing over time.

6) 7) 8) 9) 10)

Using E3 and NM as generators of enrollment change at the student level, we find NW’s role modest at the Primary level, with both E3 and NM equal and significant at the Elementary level, and neutral or negative at the Middle and High School levels. The retention and B-K ratios have a substantial growth embedded in them, with 9 of the 12 retention ratios equal or greater than 1.0 and the remaining 3 near 1.0; the B-K ratio is over 1.04. Net in-migration of women in both the 25-29 and 30-34 age cohorts is quite high, adding to both increased births and student net in-migration. Enrollment in the Avonworth School District has increased considerably in the last decade, accelerating in the last 5 years while enrollment in alternative schooling is declining a bit (-7%). The fastest enrollment growth over the last 29 years was in 19901994, and increase of 375 students; the second fastest was in 2015-2018 (+185) and the 3rd fastest was in the prior 5 years, 20102015 (+169). Major housing development has occurred over the last decade with a continued rather high rate of construction, but it appears to be dampening down. The construction of new homes in Ohio Township has totaled 830 over the past 9 years. The main developments, some starting some time ago, are near term or are completed or near completion. There will be no additional direct impact from new housing construction beyond that estimated in the retention rations and the B-K ratio.

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

From Many Voices, One Vision SDAT

THANK YOU

S.D.A.T. workshops

The Avonworth School District Board of Directors believes that a significant project aimed at effectively embracing the opportunities and challenges that come from significant population increase necessitate public input and a transparent planning and visioning process. In response, Superintendent of Schools Dr. Tom Ralston and his administrative team assembled a School Design Advisory Team (SDAT). This team included teachers, students, administrators, and community members. In support of this endeavor, the SDAT participated in 10 design workshops, participating in profound discourse on how we define and understand what learning means in the Avonworth School district – including how we instruct our students and how we prepare them for the future. It was essential that the SDAT fully understood the district’s mission, values, and beliefs before they could begin to envision what a new, expanded learning environment should look like. In addition to the role that our school facilities have in the lives of our students, the buildings also serve the broader community as a resource center for all. In order to meet the needs of students and non-school age residents alike, it’s critical that the SDAT include representation from this broader stakeholder group.

The insight, knowledge and passion of our many SDAT Partners have made this study possible. Thank you to the Avonworth District leadership, Elementary School, Middle School and High School staff, students, parents, and community members who have contributed immensely to our understanding of the Avonworth values, culture and history. A very special thank you to our SDAT members for their dedication and commitment to embracing the need and being a catalyst for change. Thank you for the many hours given to help shape the vision for the future of this district and it continues to grow and thrive as an educational leader in the region.

RULES OF PARTICIPATION 1) THIS IS NOT A SECRET 2) YOU ARE HERE BECAUSE WE WANT YOUR IDEAS 3) WE DON’T HAVE TO AGREE ALL THE TIME 4) CONSENSUS IS NOT A COMPROMISE

activating force

restraint

compromise

Process

Original Schedule

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Process

Revised Schedule

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Process

2.13.2020 Workshop

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

SUMMARY Our first School Design Advisory Team (SDAT) workshop kicked off with an introduction of IKM, our role in the feasibility study and an overview of IKM. process. The day began with a unique way of introducing each member of the SDAT and the community cohort that they represented. The Group was then broken up into small groups and each group focused on 5 broad discussion subjects: • • • • •

Likes and Dislikes of the Middle/School High School Likes and Dislikes of the Elementary School Values of Avonworth Community Defining Success Priorities for Avonworth

At the conclusion of this small group brainstorming session, the full SDAT was reassembled for a broader discussion about the things that surprised us during the small group discussion and the things that may require more thought. This summary event is called the Wows & Wonders and is a foundational element of the Planning and Visioning process. The small groups were asked to identify stakeholders impacted by this study. It is important to have a complete understanding of those who may be impacted by growth and change in the district to determine how we might leverage relationships and personnel as an effective tool in an expansion project. Lastly, the group was presented with the data from the Demographic Analysis Study that was commissioned by the district in 2019. This study identified significant growth in student populations over the next 10 years, necessitating a targeted and intentional plan to address the challenges associated with this kind of growth.

STAKEHOLDER MAPPING

Process

2.13.2020 Workshop

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Process

2.27.2020 Workshop

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

SUMMARY Our second School Design Advisory Team (SDAT) workshop focused on the impacts of the physical spaces and what potential growth may look like. We talked about middle school and high school grade organizational theory and we began a conversation about defining the Guiding Principles that would become important filters for future ideas to be evaluated and validated by.

ACTIVITY In the Grade Distribution Exercise, small groups were given simple floor plans without any room names. They were also given a series of stickers, labeled with each grade that currently lives in each school. Groups were asked to think about the pros and cons of different grade level configurations on each campus and had full creative license to reassign grade levels based on their groupâ&#x20AC;&#x2122;s beliefs and values. They were also given some parameters to address the growth that was identified in the Demographic Analysis. In the Site Plan Charrette, small groups were given large format google-earth site plans of the Middle/High School campus and the Elementary School Campus as well as a number of predetermined puzzle pieces of significant site elements. These included additional parking, roadways, building additions, gymnasiums, auditoriums, etc. The group was challenged to think broadly about the opportunities that existed on each campus and were given the latitude to reimagine/redesign the site plans for each school. This was a very interactive design exercise with heavy use of scissors, markers, tape and most importantly, creativity. At the culmination of the exercise, each group shared out their concept with the larger group and answered questions about the decisions made by the group.

SITE PLAN CHARETTE

GRADE LEVEL DISTRIBUTION EXERCISE

GUIDING PRINCIPLES BRAINSTORM

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

5.21.2020 Workshop SUMMARY

FUTURE EXPANSION

6TH GRADE ADDITION

Not long after our second full day SDAT workshop, our country was dramatically impacted by the COVID-19 global pandemic. This significant public health crisis forced a pause in our collaborative and interactive planning and visioning workshop schedule as Avonworth District officials were forced to rethink how education could be delivered to students in a remote learning environment.

6TH GRADE ADDITION

5TH GRADE WING

5TH GRADE ADDITION

3RD GRADE WING

4TH GRADE WING

3RD GRADE WING

4TH GRADE WING

SHARED CLASSROOMS

On May 21, Avonworth School District and IKM restarted our planning and visioning process with a 1 hour virtual SDAT via Google Meet. The time was spent revisiting discussions from February regarding grade level organization and groupings. Research papers were shared with the group and SDAT members brought forward their unique perspectives about the changes they saw when the 6th grade was moved to the Elementary Campus.

SHARED CLASSROOMS

We also reviewed the themes that came from the first round of our Guiding Principle small group work session. 10 common themes were pulled out for the groups consideration: • Learner Focused • Fiscally Responsible • Big Picture • Flexibility • Innovative & Inspiring • Wellness • Safe & Secure • Efficient • Transparency • Community

8TH GRADE 7TH GRADE 9TH GRADE ADDITION

HIGH SCHOOL

9TH GRADE WING

NEW MIDDLE SCHOOL BUILDING

6TH GRADE

7TH GRADE

8TH GRADE

GRADE LEVEL DISTRIBUTION EXERCISE

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

6.11.2020 Workshop

FUTURE EXPANSION

SUMMARY

6TH GRADE ADDITION

The primary objectives of the workshop were to review the final revisions to the Guiding Principles to reach consensus on their use and application. We also reviewed the results of the grade level distribution and site planning charrette that had taken place back in February (pre-pandemic).

6TH GRADE ADDITION

5TH GRADE WING

5TH GRADE ADDITION

3RD GRADE WING

4TH GRADE WING

3RD GRADE WING

4TH GRADE WING

SHARED CLASSROOMS

GUIDING PRINCIPLES

SHARED CLASSROOMS

The guiding principles represent a vision for the future of contemporary learning and growth at Avonworth Elementary School and at the Middle/ High School, both today and into the future. They are to be used as a communication tool and as a “filter” for guiding, evaluating and validating design decisions moving forward.

GRADE LEVEL DISTRIBUTION After reviewing the concepts that small groups had presented back in February showing various configurations of additions to the Elementary School and to the Middle/High School, as well as a new, free standing Middle School, the location of the 6th grade because the central point of conversation. In all possible variations, the location of the 6th grade was paramount to the success of the concept. With that illumination, discussion quickly focused in on the pros and cons of the 6th grade remaining as part of the Elementary School (requiring expansion of both facilities), or being relocated to an expanded Middle/School High School facility.

8TH GRADE 7TH GRADE 9TH GRADE ADDITION

HIGH SCHOOL

9TH GRADE WING

NEW MIDDLE SCHOOL BUILDING

Because our previous research and discussions already determined that there were no educational advantages to specific grade level groupings, the primary advantage of moving the 6th grade to the Middle/High School campus was construction related. A larger, singular construction project would be more cost-effective than splitting it between two separate sights.

6TH GRADE

7TH GRADE

8TH GRADE

GRADE LEVEL DISTRIBUTION EXERCISE

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

6.11.2020 Workshop SITE PLAN CHARETTE Concepts from the February activity were reviewed and major themes were discussed in both 2 dimensions and 3 dimensions. The following were evident from this collaborative exploration:

M OMOWING OO N SSRR CCLLAASSDITIO AD

A// RIIA ETEER NS S CAEFTMMON O CAFCOM M CO

• The Elementary School site provided very little opportunity for building expansion

RE LO C

AT EP

LA YG

M OO SSR N CLA DITIO AD

RELOCATE CARE SPACE

URE FUGTYMASIUM N GYM

A// RIIA ETEER NS S CAEFTMMON O CAFCOM M CO

IN MAAINRYE M C ENT N

E NT

RE LO C

AT EP

LA YG

RELOCATE CARE SPACE

IN MAAINRYE M C ENT N

E NT

• Any expansion to the building would have significant topographical challenges and / or compromise existing parking • The Elementary School site provided no additional parking opportunities Untitled Map

Write a description for your map.

• The Middle/High School campus provided multiple building expansion opportunities •With the recent acquisition of adjacent property, parking expansion is feasible

NEW MIDDLE SCHOOL 6TH, 7TH, & 8TH

MAIN ENTRY

DROP OFF

IN ADM

DROP OFF

PARKING

CONNECTION TO FIELD

IN ADM

DROP OFF

N MAI Y ENTR

PARKING

N MAI Y ENTR

PARKING A/ TERI CAFE MONS COM

A/ TERI CAFE MONS COM

PARKING UM TORI AUDI VATION RENO

UM TORI AUDI VATION RENO M SROO CLAS TION ADDI

CONNECTION TO FIELD

CONNECTION TO FIELD CAMPUS ENTRY

FIELD HOUS FITNE E, CLASSR OOM, SS & AD MIN

CAMPUS ENTRY

SITE PLAN CHARETTE CONCUSION

Image Landsat / Copernicus Image Landsat / Copernicus

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

8.27.2020 Workshop SUMMARY Brain Science • Biophilic Design

LAKE MIDDLE / HIGH

The primary objectives of the workshop were to present information gathered by the small group assigned to tour contemporary learning environment in Ohio and to learn about recent advances in Brain Science that allow is to make better designs in educational facility design.

• Benefits of natural light

HAWKEN

CAMPUS INTERNATIONAL

• Intersections in the classroom

Process

9.10.2020 Workshop

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

WATERBUCK WATERBUCK

SUMMARY The primary objective of this virtual charrette was to work together in small groups to design a new contemporary learning environment for the Avonworth School District by making a series of interventions to the Middle/High existing floor plan.

ACTIVITY

1 Entrance

The SDAT was broken up into small groups and each group was assigned a team name and an IKM facilitator. The team name was one of 5 species of Antelope. Once in the small group (via zoom) the participants were shown an existing floor plan, as well as a wide array of “puzzle pieces”. The puzzle pieces consisted of different programmatic elements such as classrooms, library, offices, classroom clusters, etc. The groups were to work with the IKM facilitator to move the pieces around and develop a concept to support contemporary learning as well as stated growth objectives. This design activity lasted approximately 40 minutes.

This circulation is important HS Admin Wing

Band

Choir

Studio

Community Fitness/ Recreation Center

After the design charrette was complete, the SDAT was reassembled as a large group again and each group elected a spokesperson to share their team’s approach to the solution.

Dividing walls for larger space

Larger ﬂexible spaces come in handy

2 Story Addition here

Overhead doors for expanding learning commons

(+) POSITIVES One main entry point

Program includes community spaces

New classrooms provide ﬂexibility

All admin. spaces are together

(-) NEGATIVES New music facilities

Commons space adds "communal" gathering area

Scope of work increases with new music facilities and community space

(!) BONUS FEATURES Added community space for residents

Increased gym viewing options with second ﬂoor commons

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

9.10.2020 Workshop

SABLE

BLACKBUCK

SABLE

12th grade breakout space

ALTERNATE

MS STUDENT HEALTH

MS/ HS

LEARNING COMMONS

SGL

6th

(+) POSITIVES ADDS MORE VISUAL CONNECTION WITH THE COURTYARD

COMBINED ADMIN BRINGS STAFF TOGETHER

IMPALA

LIBRARY GETS A FACELIFT

(-) NEGATIVES LEARNING COMMONS CREATES A MORE FLUID CAFETERIA WITH MORE SEATING OPTIONS

LEARNING COMMONS CAN BE USED FOR PEP RALLY'S AND EXPANDS THE SPACE AROUND THE AUDITORIUM AND GYMNASIUMS FOR EVENTS

STUDENT HEALTH ADJACENT TO EXIT

TWO NEW WINGS, ONE SERVES MS AND ONE SERVES HS

NEW SCOPE BENIFITS BOTH MS & HS STUDENTS

UPPER COMMONS ADDS MORE SEATING TO GYMNASIUM

PARKING IS MOVED FURTHER FROM BUILDING

MULTIPLE AREAS OF CONSTRUCTION COULD BE DISRUPTIVE

SOME EXISTING AND NEW CLASSROOMS WOULD LOSE ACCESS TO DAYLIGHT

(+) POSITIVES

EASIER TO MANAGE ONE ENTRACE

SUNI

like H.S. addition proximity to LGI/shops

multi-purpose expansion inc. overhead door and open space

(-) NEGATIVES possible separate 6th grade entrance

open common space & learning stair = grand entrance

would lose special education & shrink library media spaces if second story due to stairs

second story would require elevator addition

multiple entrances harder to manage

(!) BONUS FEATURES multi-purp. expansion /outdoor space

separate 6th grade entrance

ﬂexible common pod space for all grades

commons

MS HS new main entrance for both

add 3 more classrooms to top ﬂoor

upstairs dining?

MS HS

(+) POSITIVES

IMPALA

2 stories maybe 6th grade on top ﬂoor with their own identity

(-) NEGATIVES

ABILITY TO SEPARATE MIDDLE SCHOOL FROM HIGH SCHOOL

CREATES AN IMPACTFUL CHANGE TO THE ENTIRE BUILDING BY ADDING HEIGHT AND LARGE COMMON SPACES

SECOND STORY ADDITOIN WOULD BE DISRUPTIVE TO AREA BELOW

ADDED SPACES ARE FOCUSED PRIMARILY ON THE MIDDLE SCHOOL

CREATES MULTI STORY DIGITAL MEDIA LAB AND COMMON SPACE, DYNAMIC SPACES THAT ARE SHARED

POD TEACHING MATCHES MIDDLE SCHOOL PROGRAM

LEARNING COMMON SPACES ARE NOT AS GENEROUS AS OTHER OPTIONS

SOME NEW CLASSROOMS DO NOT HAVE EASY ACCESS TO NATURAL LIGHT

GARAGE DOORS ALLOW FLEXIBILTY TO COMBINE CLASSROOM SPACES

ALLOWS SEPARATE COUNSELING SERVICES TO MEET THE NEEDS OF EACH GROUP

SUNI 19

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

9.24.2020 Workshop SUMMARY

After each group presented their concept, the SDAT was asked to vote for the solution that best achieved the objectives outlined by the Guiding Principles. The results were as follows:

The primary objectives of the workshop were to review the design concepts created by the 5 small breakout groups from the September 10th virtual design charrette:

Waterbuck’s concept included a 2-story addition near the current middle school entrance. The concept included a 2 story central student commons, a singular main entrance, modified library to add 4 additional classrooms and included a community fitness amenity.

Sable’s concept included an addition near the existing shop space, as well as one near the existing middle school entrance. This group modified the library to add four classrooms and included an open, 2-story commons space.

Despite each concept receiving votes, the were certainly elements of consensus among each of the groups:

Impala’s concept added a second floor about the existing library area, adjacent to the main gymnasium, as well as a 2-story commons space. The 2nd floor classroom addition included 4 classroom clusters with shared learning commons, an additional library and small group learning spaces. This concept assumes that the Middle School will occupy the majority of the 2nd floor addition.

•Singular, common entrance for the entire school •2-story central student commons •Interior separation of Middle School & High School •Revisioning of library space – right-sizing resources •Flexibility in new learning spaces (garage doors, movable walls, multi-purpose function, accessory prioritization)

Blackbuck’s concept included an addition near the existing shop space, as well as one near the existing middle school entrance. This group modified the library to add four classrooms and included an open, 2-story commons space similar to the Sable concept. The group selected classroom clusters that included learning commons, small group instruction rooms and restrooms.

While the main objective of the feasibility study is to address the growing student population of the district, other “accessory” issues were brought forward that should be considered as part of the long-term plans for the district:

Suni’s concept included the same general additions as the Blackbuck and Sable concept, but this group moved the addition near the wood shop out further into the courtyard so that an additional learning commons could be placed between the existing school and the addition. A new, singular main entrance with reconfigured administrative offices were shown.

• • • • • •

Fitness Center 2-Story Commons Additional Parking New Gymnasium Auditorium Renovation New Auditorium

The SDAT was broken up into small groups and asked to rank their top 3 priorities from this list.

ECO CHARETTE It is important to gauge the ecological mindset and community values regarding sustainable choices for the Avonworth School District. While it is always important be good stewards of the environment, the Design Team needs to know how far to take these strategies because certain design characteristics can come at a premium and require compromise on other budgetary items. Knowing where the community stands and what they will support will allow the Design Team to find the appropriate balance between sustainable and programmatic needs. The SDAT was again broken up into small groups and each group was given a set of “playing cards”. Some of the cards were illustrated the accessory items from the previous exercise, while other illustrate sustainable building practices that would be considered over and above conventional building practices. • • • • • • • •

Daylight Harvesting Low-Flow Plumbing Fixtures Gray Water Recycling Green Roof Super Insulation Rain Water Collection Photovoltaic System LEED Credential 20

Process

9.24.2020 Workshop ECO SHOPPING: PROGRAMMATIC ELEMENTS

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

ECO SHOPPING: SUSTAINABILITY ELEMENTS

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

9.24.2020 Workshop Each playing card had a “price tag” and the group was instructed to purchase the elements that were important to them, with a limited budget. This was a unique way for the group to prioritize sustainable initiatives within the project profile that had competing interests from a budget standpoint.

BUSHBUCK

1. 2. 3.

beneﬁt for entire school

very ﬂexible space

like the ability to address auditorium seating

teaching opportunity

low cost, high impact

this is just needed even though it is not exciting

cost eﬀective in the long term updating provided greatest change for students' use

rainwater runoﬀ collection

1. 2. 3.

may beneﬁt highschool more, kids need more places to go.

impact as many kids as possible

BUDGET: $1000

perhaps short term v. long term? more seating in auditorium important!

indoor arena?

TOTAL $775

KOB

ﬂexible seating or more learning spaces

entirely new gym or auditorium may not be best.

1. 2. 3.

FISCALLY RESPONSIBLE

community ﬁtness program in renovated existing ﬁeld house

concern with logistics and outside groups

parking lot can double as band rehearsal space

UNDER BUDGET

Will won't retire if we get new auditorium

indoor garden w/day lillies and trees!

BUDGET: $1000

could put $50 toward permeable pavers/rain gardens, etc.

advantage: possibly rainy graduation indoors

community amenity - lecture series, rental, etc.

group loves versatility of Green Roof + learning potential

TOPI

SAIGA

humanscale plants budget nonwithstanding: New Auditorium would be #1 for Avonworth's programming

some have already been added- lets make this $25

want to maximize corridor light

possibly bring more light into classrooms?

1. 2. 3.

good community amenity, plus revenue

ﬁtness ctr & commons = bonus, not essential

BUDGET: $1000

BUDGET: $1000 22

Process

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

10.8.2020 Workshop

23 MS classrooms 36 HS classrooms

SUMMARY The objectives of the virtual workshop held on October 8, 2020 were to review the prioritization charrette and eco-charrette results from the previous workshop held on September 24th, 2020. Beyond the immediate need for additional classroom space to support the growth of the student population, there were other needs that had risen to the surface during the course of our planning and visioning process. The SDAT was broken up into small groups and asked to rank the top 3 “accessory items” in order, 1 being the most important, 2 the next most important and so on. After this exercise, the design team applied a scoring system to each groups top 3 accessory items and ranked them accordingly as follows: 1. 2 story common space to provide additional common space as well as expansion opportunities for the gymnasium and auditorium 2. Additional parking – parking is currently limited on the MS and HS property and this will become exacerbated with any building addition that brings additional students, faculty and parent traffic onto the site. 3. Auditorium Renovation – A report was shared with the SDAT that documented the current condition of the audio, visual and theatrical systems on the existing auditorium. These systems could be modernized with stat-of-the-art equipment for significantly less cost than a new Auditorium. Another activity from the September 24th meeting included an assessment and accounting of the district’s values regarding sustainable building characteristics and strategies. IKM reported back to the SDAT that a calculation based on sustainable choices placed the district-wide value on sustainable choices as above average, meaning the design should employ sustainable strategies and concepts wherever financially feasible. Particular interest was shown for daylight harvesting, low-flow toilets, green roofs and rainwater collection in the majority of the small groups.

7 Shared classrooms

With priorities for accessory items and sustainable goals established, the SDAT reviewed refined floor plans for the Waterbuck Option and Blackbuck Option. In addition to refinements from the last meeting, IKM presented corresponding site plans for each option showing alternate strategies for additional parking, bus drop-off and pick-up, as well as public vehicle circulation. Along with each option, IKM provided an opinion of cost breakdown for each of the items identified in the plan configurations. With equal information in hand, SDAT members were asked to vote for the option that best supported the previously established Guiding Principles. With 18 SDAT members present the results were as follows:

Office/faculty Fitness Center

23 MS classrooms 36 HS classrooms

With no clear consensus between options, we moved on to focus on the phasing of construction to begin developing a long-range plan for district improvements. Two competing options were presented, using data from the opinion of costs that were presented earlier. The biggest difference between the two options were that Option A included the 2 story commons in Phase 1 and the Auditorium Renovation Option in Phase 2, where as Option B reversed those two elements.

7 Shared classrooms Office/faculty

Vision

Guiding Principles

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

DEVELOPING CONSENSUS After conversations and research on the highlights and challenges of the existing schools, the potential impact of additional students in the buildings, and the impact of multiple construction projects throughout the district, the SDAT was challenged to begin to formulate a set of Guiding Principles. The Guiding Principles represent the vision for learning environments for Avonworth School District. It is important that these principles be authored by members of the Avonworth community to guide and direct decision making throughout any upcoming projects. They are to be used as the primary filter for all ideas and decisions to ensure they are evaluated and validated through the lens of the values and beliefs of the community. The SDAT began by brainstorming ideas in small groups. Each group was asked to generate as many potential guiding principles as they could: concepts broad enough to be applied to different kinds of problems or questions yet specific enough to provide clear direction to decision makers and designers. Each small group shared out their initial set of guiding principles with the larger group. Following the workshop, the design team compiled the results, grouping common ideas and thoughts together to avoid redundancy. The result was the following list of themes: 1. Learner Focused 2. Fiscally Responsible 3. Big Picture 4. Flexibility 5. Innovative & Inspiring 6. Wellness 7. Safe

WOWS & WONDERS

Vision

Guiding Principles

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Think Green

- Spaces will be provided that are learner-focused - Spaces created will fit the learning needs as opposed to the learning fitting into the spaces - Agile and flexible rooms will allow for more uses and future changes - Learning environments will promote innovation and inspiration - Create spaces for new generations of learners

Spaces should be flexible collaborative and multi-use

Vision

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Guiding Principles

Be mindful of what we can afford financially and programmatically

- Maximize use for the investment for a wide variety of stakeholders and users - Use quality materials - Think of overall impact to the entire school district - Utilize long term solutions rather than band-aids - Limit disruption to student learning - Utilize existing staff and resources where beneficial Construction that is not invasive to student learning Create spaces based on learning

Vision

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Guiding Principles

Safe Spaces

- Create spaces utilizing Natural light and biophilic elements - Emphasize sustainability in materials and programs, like water bottle filling stations, composting, solar energy, water conservation / reuse - Provide a safe environment for learning, including safety from intruders, other members of the school community, and illnesses

Natural light, student and staff expression throughout

Waterbottle filler, solar panels, compost

Vision

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Guiding Principles

transparency of the process

- The design process should be open to the community - Schools should reflect the community values and history - Shared spaces should have a community focus - Ownership, pride, and outside partnerships should build connections with the community

adding value to our community

Community focus on spaces like athletic fields, auditoriums, gyms, fitness centers, music lessons

Vision

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Brain Science BIOPHILIC DESIGN Biophilia (meaning love of nature) focuses on human’s innate attraction to nature and natural processes. It suggests that we all have a genetic connection to the natural world built up through hundreds of thousands of years of living in agrarian settings.

What are the Benefits of Biophilic Design? There have been numerous studies over the last 35 years on the benefits to the built environment through improving a connection to nature.

It is a term popularized by American biologist Edward Wilson in the 1980’s, when he observed how increasing rates of urbanization were leading to a disconnection with the natural world. With high rates of migration to urban settings in the developed world and soaring rates in developing countries – Biophilia is of ever increasing importance to our health and well-being in the built environment.

• Workplace: productivity can be increased by 8%, rates of well-being up by 13%, increases in creating and reduction of absenteeism

Biophilic Design uses these ideas as principles to create a human centered approach that when applied improves many of the spaces that we live and work in today, with numerous benefits to our health and well-being.

• Education: increased rates of learning 2025%, improved test results, concentration levels, reduction in cases of ADHD and reduced truancy

Why is Biophilic Design Relevant Today? The World Health Organization expects stress related illness, such as mental health disorders and cardiovascular disease, to be the two largest contributors to disease by 2020. With a diminished connection to nature, the increasing pressure on urban space & the ubiquitous technological presence we have less opportunity to recuperate our mental and physical energy.

• Healthcare: post-operative recover rates decreased by 8.5%, reduced pain medication by 22%

• Hospitality: Guests are willing to pay on average 23% more for rooms with views of biophilic element

• Retail: the presence of vegetation & landscaping has been found to increase average rental rates on retail space with customers indicating they are willing to pay 8-12% more for goods and services.

Incorporating direct or indirect elements of nature into the built environment have been demonstrated through research to reduce stress, blood pressure levels and heart rates, while increasing productivity, creativity, and self reported rates of well-being.

Vision

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Brain Science

NATURAL LIGHT

Neurological Nourishment

Incorporating natural light can provide physical and physiological benefits to students, teachers and administrators. Natural light is shown to benefit the health, concentration and even test scores of pupils.

-Cultivate grounds for viewing

Natural light is significantly different than artificial light. It is 100’s of times brighter and much more complex in spectral hue. It delivers warmth, vitamin D which strengthens our immune system and stimulates bone growth and strength.

-Maintain healing gardens -Welcome animals indoors

What are the Benefits of Naturally lit spaces?

-Provide clear view of nature from inside

• Workplace: increased employee productivity, lower stress levels and reduced conflict

-Display nature in photography and art

• Healthcare: Patients sleep better, enjoy more circadian rhythm, feel less stressed, report less pain, heal quicker and have a lower mortality rate • Education: Students focus better, retain information more effectively and overall improvements in behavior. On average, test scores in naturally lit environments are 15% higher than scores in rooms without natural light • Retail: Can increase sales in retail setting by 40% Daylit Classrooms: -Students focus better, retain info better, behave better -score 15% better on exams

Daylit workplaces: -increases employee productivity, lowers stress levels reduces conflict -can increase sales in retail settings by 40%

INTERSECTIONS IN THE CLASSROOM The evidence is clear that biophilic design and the presence of natural light have a dramatic impact on our state of mind, including our cognitive ability to embrace new information, creatively solve problems and build meaningful relationships. While the data in learning environments is sparse due to limited available research dollars, other industries with deeper pockets have come to the conclusion that biophilic design and natural light make a significant impact. It is not a reach to suggest that if the presence of biophilic elements and natural light help people heal quicker in hospitals and be more productive in the workplace, then those same elements must help students learn more effectively.

Benchmark Tours Due to the restrictions of COVID-19, we were unable to explore contemporary learning environments as a full SDAT. Instead, we were limited to essential personnel only and dependent on those representatives to tour the facilities and bring back findings and discoveries to the SDAT for their consideration. The following is a narrative of each of these tours and the findings that were presented to the SDAT.

Benchmark Tours

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

HAWKEN SUMMARY Founded in 1915, Hawken School is a coeducational private day school of 540 students at their 9-12 campus in Gates Mills, Ohio. Central to Hawken’s mission is their promise to “prepare students to navigate a complex and dynamic world with self-confidence and determination; embrace challenges with disciplined analysis and creativity; and engage others with empathy and integrity.” The fulfillment of this promise has earned Hawken a national reputation for educational excellence and innovative programming.

TOUR FINDINGS •Throughout our tour of the Hawken School, we were struck by the vast amount of transparency, both interior and exterior. A lot of attention and was given to creating visual connections throughout the facility, with interior and exterior widows being the primary tool for achieving this. •Common space – space without programmed or scheduled use was extensive and thoughtfully placed throughout. It varied in size and shape, from a large central learning stair and community living room, to small breakout areas thoughtfully placed along corridors. •The library was designed specifically to match the role that it was designed to achieve – that providing resource support zone for student study and exploration. There were very few book stacks in the space. Instead, soft furniture groupings, worktables and small group workrooms filled the space. The circulation desk was replaced with a centralized student resource desk where the librarian was stationed to maximize availability and access to students. •The amount of unscheduled space presented a concern for student safety and security. As a solution, the design decentralized administration, placing administrative and departmental offices adjacent to these open student spaces, providing passive observation. •The program concept of Hawken School used a higher-education model of faculty scheduling, meaning most classrooms were not occupied by an individual teacher. This allows for greater utilization rates for classrooms and allowing greater flexibility in dealing with fluctuating student enrollment. •A unique feature of the Hawken School was the absence of student lockers. Again, a higher education model was adopted where students carry belongings with them throughout the day. With most resources being electronic, this is much less of a burden than in the past and circulation space can be better used for learning in this model.

Benchmark Tours

HAWKEN

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Benchmark Tours

HAWKEN

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Benchmark Tours

HAWKEN

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Benchmark Tours

CAMPUS INTERNATIONAL

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

SUMMARY Campus International is a K-8 school that prepares students to be global citizens by emphasizing student inquiry and a global perspective. CIS is located on the campus of Cleveland State University and benefits from a unique, nationally recognized partnership with the University.

TOUR FINDINGS •The first thing that the tour group was struck by was the open entrance that provided direct visual connection into heart of 4-story school, anchored by a learning stair that connected the first floor to open terraced seating on the second floor. •As at Hawken, interior transparency was used strategically throughout the compact floor plan to visually connect adjacent spaces, both vertically and horizontally. A large central atrium is open to the central learning stair on the first two floors. The 3rd and 4th floors surround the atrium core with large, colorful glass. •Because this school sits on a relatively small site, a vertical approach to space planning was utilized. The gymnasium space was located on the third floor, and isolated acoustically so as not to disturb spaces above or below. The gymnasium was purposefully designed to match their physical education program, as opposed to using a traditional basketball court dimensions to determine gym size. •Each of the four flour plans were divided into quadrants surrounding the central core, with each quadrant representing a grade level cluster of four classrooms. Each cluster shared common open space and a faculty work area. •Another similarity to the Hawken school tour was the discovery that many teachers at Campus International do not have their own classrooms. They have office space for prep in the faculty work spaces and use classrooms for instruction periods only. •While the Campus International tour was enlightening based on maximizing the use of a small footprint, the lack of green space was negative. There are plans to add a roof garden in the future. This feature was eliminated during construction due to construction cost overruns.

Benchmark Tours

CAMPUS INTERNATIONAL

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Benchmark Tours

CAMPUS INTERNATIONAL

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Benchmark Tours

CAMPUS INTERNATIONAL

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Benchmark Tours

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

LAKE MIDDLE / HIGH SUMMARY Lake High School is a public middle school and high school in Lake Township, Stark County, Ohio. As part of a comprehensive district redesign, the final step in transforming Lake Local Schools was achieved with the completion of the middle/high school. This newly reimagined school underwent a 107,000-square-foot addition and 65,000-square-foot renovation. The school serves approximately 1,900 students, grades 7 through 12. The recent improvements provide a new way for students and teachers to interact and learn by providing a student-centered environment that fosters relationships. The innovative learning spaces encourage flexibility and collaboration while providing growth opportunities to meet the district’s needs for the next 50 years.

TOUR FINDINGS •A unique feature of the Lake Middle/High School was the role the building played for its community. The school was connected to an urgent care health clinic and a YMCA recreation facility. The shared amenities allowed each component to serve the community well beyond what they would be able to do on their own. •The design of the Middle School/High School incorporated a large central “learning stair” that is used for meetings, gatherings, alternative learning space, assemblies, and community events. •The interior aesthetics incorporated bold branding of school colors and logos throughout main circulation space. •The new classroom addition was organized into flexible learning communities or pods. The addition was broken up into groupings of four classrooms surrounding a shared learning commons. This space serves as an extension to the classroom, supporting small breakout groups, project-based learning, and team study. •The classrooms in the small learning communities were connected to each other using either large, overhead garage doors or accordion-style collapsible partitions. This provided ultimate flexibility in classroom configuration, allowing direct interaction between classrooms and effortless sharing of resources. •While the classroom clusters and flexible connections were symbolic of very progressive learning environments, the library and science rooms followed a very traditional, inflexible model. The library was quite large and supported a significant amount of book stacks and physical resources. The science labs utilized fixed lab benches with water and gas infrastructure at each bench.

Benchmark Tours

LAKE MIDDLE / HIGH

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Benchmark Tours

LAKE MIDDLE / HIGH

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Benchmark Tours

LAKE MIDDLE / HIGH

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Design Concepts

Avonworth School District Feasibility Study: 19-178

Unti tl

Existing Conditions

Avonworth Middle / High School & Elementary School Expansion Plan

ed M

W rit ead es c r iption for

MIDDLE / HIGH SCHOOL

ap your m ap .

EXISING MIDDLE/HIGH SCHOOL

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions ELEMENTARY

Untitled Map Write a description for your map.

600 ft

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions Capacity Analysis

Design Concepts

Option A - Waterbuck WATERBUCK CONCEPT MIDDLE / HIGH SCHOOL

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Option A - Waterbuck Site MIDDLE / HIGH SCHOOL

EXISTING ENTRANCE

EXPANDED ENTRANCE

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Option B - Blackbuck MIDDLE / BLACKBUCK HIGH SCHOOL

CONCEPT

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Option B - Blackbuck Site Alternatives MIDDLE / HIGH SCHOOL

EXISTING ENTRANCE

EXPANDED ENTRANCE

Design Concepts

Avonworth School District Feasibility Study: 19-178

Option B - Blackbuck Site Alternatives

Avonworth Middle / High School & Elementary School Expansion Plan

MIDDLE / HIGH SCHOOL

ADDITIONAL PRACTICE FIELD

NEW FREE-STANDING AUDITORIUM

ADDITIONAL PRACTICE FIELD & NEW FREE-STANDING AUDITORIUM

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Capacity Analysis MIDDLE / HIGH SCHOOL

Design Concepts

Avonworth School District Feasibility Study: 19-178

Design Vignettes

Avonworth Middle / High School & Elementary School Expansion Plan

COMMONS

Design Concepts

Design Vignettes

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

LEARNING COMMONS

Design Concepts

Design Vignettes

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

GYMNASIUM

Design Concepts

Design Vignettes

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Elementary Updates

STEAM

BAND

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Opinion of Probable Cost OPINION OF COST – OPTION 1 _______________________________________________________________________________________________________________

OPINION OF COST – OPTION 2 _______________________________________________________________________________________________________________

IMPLEMENTATION YEARS

IMPLEMENTATION YEARS 0-3 YEARS

Total Hard Costs Total Soft Costs (18%)

$15,800,000 $2,844,0000

4-6 YEARS

$5,800,000 $1,044,000

7-10 YEAR

$5 - $10M $900,000 - $1.8M

Classroom Addition 2-Story Central Student Commons -Gym Seating -Learning Stair -Councilors New Entrance/Admin -Secure Vestibule -Main Office -Student Health Site/Traffic Modification Parking Expansion Interior Renovation -Library -Councilors -Corridors

$7,200,000 $2,500,000 $800,000

$2,000,000 $800,000 $2,500,000

4-6 YEARS (hard cost) 2-Story Central Student Commons -Gym Seating -Learning Stair -Councilors Elementary Renovation -Student Commons -Band Room -PT/OT -Councilors Office

$3,500,000

ikm architecture

$16,800,000 $3,024,0000

$4,800,000 $864,000

7-10 YEAR

$5 - $10M $900,000 - $1.8M

$7,200,000 $3,500,000

$800,000

$2,000,000 $800,000 $2,500,000

4-6 YEARS (hard cost) Auditorium Renovation Elementary Renovation -Student Commons -Band Room -PT/OT -Councilors Office

$2,300,000

$2,500,000 $2,300,000

7-10 YEARS (hard cost)

7-10 YEARS (hard cost) Auditorium Balcony New Auditorium Fitness Center New Athletic Field

Total Hard Costs Total Soft Costs (18%)

4-6 YEARS

0-3 YEARS (hard cost)

0-3 YEARS (hard cost) Classroom Addition Auditorium Renovation New Entrance/Admin -Secure Vestibule -Main Office -Student Health Site/Traffic Modification Parking Expansion Interior Renovation -Library -Councilors -Corridors

0-3 YEARS

Auditorium Balcony New Auditorium Fitness Center New Athletic Field

$2,500,000 $7,500,000 $1,200,000 $1,300,000

pgh | eleven stanwix street, 22nd floor, pittsburgh, pa 15222

t: 412-281-1337

ikm architecture www.ikminc.com

$2,500,000 $7,500,000 $1,200,000 $1,300,000

pgh | eleven stanwix street, 22nd floor, pittsburgh, pa 15222 cle | 2529 detroit avenue, suite 132, cleveland, oh 44113

t: 412-281-1337 t: 216-678-9456

Design Concepts

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Opinion of Probable Cost OPINION OF COST â&#x20AC;&#x201C; OPTION 3 _______________________________________________________________________________________________________________

IMPLEMENTATION YEARS 0-3 YEARS

Total Hard Costs Total Soft Costs (18%)

$21,400,000 $3,852,000

4-6 YEARS

$5,300,000 $954,000

7-10 YEAR

$2,500,000 $450,000

0-3 YEARS (hard cost) Classroom Addition New Entrance/Admin -Secure Vestibule -Main Office -Student Health Site/Traffic Modification Parking Expansion Interior Renovation -Library -Councilors -Corridors New Auditorium

$7,200,000 $800,000

$2,600,000 $800,000 $2,500,000

$7,500,000

4-6 YEARS (hard cost) Auditorium Renovation 2- Story Student Commons Elementary Renovation -Student Commons -Band Room -PT/OT -Councilors Office

$1,000,000 $3,500,000 $2,300,000

7-10 YEARS (hard cost) Fitness Center New Athletic Field

$1,200,000 $1,300,000

Appendix

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions - Elementary OVERALL SUMMARY

ELEMENTARY SCHOOL CLASSROOMS

Learning Environment Characteristics Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Wall surfaces Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Teacher Storage Adjacent/Nearby Prep Room Student Storage (lockers/cubbies) Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor

FOOD SERVICE

3.4 2.8 N/A 3.0 3.1 2.0 3.0

2.3 3.5 3.0 2.9 2.3 1.4

2.5 2.5 2.1 2.0 1.1

3.9 3.1 3.2 3.0 3.0 2.1

Student Commons Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Student Capacity Flexible Seating

GUIDANCE / OFFICE

2 3 1 3 3 3 1 1 3 4

Serving Line Student flow Serving Capacity Signage Point of Sale

3 3 2 3

Kitchen Erogonomics Equipment Ventilation Cold Storage Dry Storage Hand Washing Prep Space

2 2 3 3 3 3 2

Security and Supervision Sight Lines Door Hardware Operable Windows Fire Alarm

2 3 1 3

Environmental Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Wall surfaces

LIBRARY

2 1 0 2.5 3 3 3 0.5 3

Support Marker Board/Writing Surface Adequate Storage Adjacent/Nearby Prep Room

3 2 2

Technology Computer Classroom LAN/wireless Availability of Data and Power Outlets Access to Printer/Copier Power Outlets

2 2 1 2

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to adjacent space/circulation Exits and Exterior Access

2.5 3 N/A 3 3 2.5 2

PERFORMING ARTS

Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements

Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Accoustics Odors Appropriate Floor Coverings Environmental Comfort/HVAC

3 2 3 2 3 3 4 3

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room

1 1 5 5

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Adequate storage

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations

5 5 2 5 1

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor

3 3 4 3 3 2

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor

Library Features Book Stack storage Maker Space Group Study

3 N/A 3

STEM, LGI, MAKER SPACE

2.0 2.0 3.0 3.0 3.0 3.7 2.7

Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements

2.3 1.8 3.6 2.8 3.0 3.0 3.3 3.8

2.7 2.0 3.3 1.7 2.7

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room

3.3 3.0 3.0 4.0

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations

3.0 3.0 2.3 3.0 1.5

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor

3.8 2.9 3.3 3.3 3.3 2.5

3.0 3.0 2.0 N/A 1.0

3.7 2.0 3.0 3.0 3.0 3.7

Library Features Book Stack storage Maker Space Group Study

N/A 3.5 N/A

Security and Supervision

3.05

Learning Environment Characteristics 5

Appendix

Security and Supervision Library Features

Existing Conditions - Elementary OVERALL GRAPHS

2 Learning Environment Characteristics 1 5 0

Library Features Instructional Aids

Security and Supervision

Library Features

Average 2.66 2.59 2.02 3.05 Average 2.66 2.59 2.02 3.05

Instructional Aids

3 Learning Environment Characteristics 2 5 1 4 Instructional Aids 0 3

Security and Supervision

2 1

Security and Supervision

Instructional Aids

0 Technology

Category

Classrooms ry eristics

Average 2.66 2.59 2.02 3.05

Security and Supervision

Food Service

Technology

Average 2.40 2.75 2.57 Average 2.25 Average 2.88 2.40 3.00 2.75 3.60 2.57 3.00 2.25 3.00

Food Service 4 Library 3

Student Commons 2 Environment 5 Learning Characteristics 1 4 5 0 3 4

Security and Supervision

4 3

Library Features Security and

1 0

Instructional Aids

Supervision

Serving Line

Instructional Aids Serving Line

Security and Supervision

Food Service

Average 2.40 2.75 2.57 2.25

Guidance/Office Technology Category Kitchen Environmental Characteristics Support Guidance/Office Technology Performing Category Arts Space Security and Supervision Category Environmental Characteristics Learning Environment Characteristics Support Instructional Aids Technology Guidance / Office Technology Security and Supervision Security and Supervision Environmental Characteristics 5

Performing Arts Space Guidance / Office 4

Technology

Learning Environment Environmental Characteristics Characteristics 5 5 Performing Arts Space 4 4 3 3 2 Learning Environment Characteristics 2 1 5 1 Instructional Aids 0 4 Support 0 3

Security and Supervision Security and Supervision

STEM, LGI, Maker Space Category Learning Environment Characteristics Instructional Aids Technology Security and Supervision Library Features

STEM, LGI, Maker Space Learning Environment Characteristics 5 4 3 Library Features

2 1 0

2 1

Security and Supervision

Instructional Aids

0 Technology

Security and Supervision

Tech

Guidance/Office Technology Performing Category Arts Space Average Kitchen Category Average 2.00 Environmental Characteristics LearningSupport Environment Characteristics 2.76 2.17 Instructional Aids 2.47 1.75 Technology PerformingGuidance/Office Arts Space Technology 2.25 2.67 Security and Supervision CategoryCategory Security and Supervision 3.06 AverageAverage Characteristics LearningEnvironmental Environment Characteristics 2.76 2.00 Support Instructional Aids 2.47 2.17 Arts Space TechnologyPerforming Technology 2.25 1.75 Guidance / Office and Supervision SecuritySecurity and Supervision 3.06 2.67 Environmental Learning Environment Characteristics Characteristics 5 Performing Arts Space 5 4Guidance / Office 4 3 3 Learning Environment Environmental Characteristics 2 2 Characteristics 5 5 1 1 4 Security Security and and 4 Support 0 Instructional Aids 0 Supervision Supervision 3 3 2 2 1 1 Security and Instructional Aids 0 Security and Supervision Support 0 Supervision

STEM, LGI, Maker Space Category Technology Learning Environment Characteristics Instructional Aids Technology STEM, LGI, Maker Space Security and Supervision Category Library Features Learning Environment Characteristics Instructional Aids Technology STEM, LGI, Maker Space Security and Supervision Library Features Learning Environment Characteristics 5

Average 2.92 3.25 2.55 3.15 Average 3.50 2.92 3.25 2.55 3.15 3.50

STEM, LGI, Maker Space 4 3 2 Learning Environment Characteristics Instructional Aids 1 5

Library Features

4 3

Library Features Security and Supervision

Instructional Aids

1 0

Technology

Technology Technology

Kitchen

Technology

Student Commons 5

Learning Environment Characteristics 5

Security and Supervision

Technology

Security and PerformingGuidance/Office Arts Space Technology Supervision Category AverageAverage Category LearningEnvironmental Environment Characteristics 2.76 2.00 Instructional Aids 2.47 2.17 Support Technology 2.25 1.75 Technology Performing Arts Space SecuritySecurity and Supervision 3.06 2.67 and Supervision Category Average Learning Environment Characteristics 2.76 Instructional Aids Performing Arts Space 2.47 Technology 2.25 Guidance / Office Security and Supervision 3.06

2 Environment 3 Learning Student Commons Characteristics 5 2 1 Library Features Instructional Aids 5 Security and 4 1 Serving Line 0 4 Supervision 3 0 3 2 2 Library Features Instructional Aids 1 1 Security and Serving Line 0 0 Supervision Security and Technology Supervision Kitchen

Security and Supervision

Student Commons Serving Line Library Food Service Kitchen Category Security and Supervision Category Learning Environment Characteristics Student Commons Instructional Aids Serving Line Food Service Technology Kitchen SecuritySecurity and Supervision and Supervision Library Features

Classrooms

Library Food Service Category AverageAverage Category Technology LearningStudent Environment Characteristics 2.88 2.40 Commons Instructional Aids 3.00 2.75 Serving Line Library Technology 3.60 2.57 Kitchen Food Service Category SecuritySecurity and Supervision 3.00 Average and Supervision 2.25 Category Learning Environment Characteristics 2.88 Average Library Features 3.00 Student Instructional AidsCommons 3.00 2.40 Serving Line Technology 3.60 2.75 Food Service Library SecurityKitchen and Supervision 3.00 2.57 Security and Supervision Library Features 3.00 2.25

Kitchen

Student Commons Learning Environment 5 Characteristics 4 Food Service Library 5

Learning Environment Characteristics Classrooms 5

Instructional Aids

Technology

Classrooms Category Learning Environment Characteristics Instructional Aids Classrooms Technology Category Security and Supervision Learning Environment Characteristics Instructional Aids Technology Security and Supervision Classrooms

Elementary School Expansion Plan

Security and Supervision

Learning Environment Characteristics 5

Avonworth School District Feasibility Study: 19-178

Classrooms

Security and Supervision

3.00 3.00

Learning Environment Student Commons Characteristics 5 5 4Library 4 3 3 Avonworth Middle / High School & 2 Environment Learning 2 Characteristics Instructional Aids 1 5 1 Serving Line 0 4 0

Average 2.00 2.17 1.75 2.67 Average Average 2.00 2.76 2.17 2.47 1.75 2.25 2.67 3.06

STEM, LGI, Maker Space Technology Category Technology Learning Environment Characteristics Instructional Aids STEM, LGI, Maker Space Technology Category Security and Supervision Learning Environment Characteristics Library Features Instructional Aids Technology STEM, LGI, Maker Space Security and Supervision Library Features Learning Environment Characteristics STEM, LGI, Maker 5

Space

Average 2.92 3.25 2.55 3.15 Average 2.92 3.50 3.25 2.55 3.15 3.50

Security and Supervision

Technology

Appendix

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions - Elementary CLASSROOMS Room Number

171 Library Classroom 2.63 2 2 3 3 N/A 3 3 2 3 2.63

172 Reading Classroom 2.63 2 2 3 3 N/A 3 3 2 3 2.63

173 English Classroom 2.63 2 2 3 3 N/A 3 3 2 3 2.63

174 Math Classroom 2.75 2 2 3 3 N/A 3 4 2 3 2.75

175 Math Classroom 2.75 2 2 3 3 N/A 3 4 2 3 2.75

176 Science Classroom 2.75 2 2 3 3 N/A 3 4 2 3 2.75

177 History Classroom 2.75 2 2 3 3 N/A 3 4 2 3 2.75

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Teacher Storage Adjacent/Nearby Prep Room Student Storage (lockers/cubbies) Average

2.4 3 2 3 3 N/A 1 2.4

2.6 2 4 3 3 N/A 1 2.6

3 3 3 4 4 N/A 1 3

3 2 4 4 4 N/A 1 3

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Average

2.25 3 3 2 N/A 1 2.25

2 3 N/A 2 N/A 1 2

2.25 3 3 2 N/A 1 2.25

2.5 3 3 3 N/A 1 2.5

1.75 3 1 2 N/A 1 1.75

3 4 2 3 3 3 3 3

Room Name Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Wall surfaces Average

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor Average

3.166666667 3.166666667 3.166666667 3.166666667 4 4 4 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3.166666667 3.166666667 3.166666667 3.166666667

184

185

Classroom

2.69 2 2 3.5 3 N/A 3 3 2 3 2.69

2.56 2 2 3.5 3 N/A 3 2 2 3 2.56

200 Faculty Lounge 2.38 2 2 3 1 N/A 3 3 2 3 2.38

2.6 2 3 4 3 N/A 1 2.6

2.8 2 4 3 3 N/A 2 2.8

2.8 2 4 3 4 N/A 1 2.8

1.75 3 1 2 N/A 1 1.75

2 2 2 2 N/A 2 2 3 4 3 3 3 3 2 3

2.833333333 2.833333333 4 4 2 2 3 3 3 3 3 3 2 2 2.833333333 2.833333333

201

202

Classroom

2.63 2 2 3.5 2.5 N/A 3 3 2 3 2.63

2.69 2 2 3.5 3 N/A 3 3 2 3 2.69

N/A N/A N/A N/A N/A N/A N/A N/A

2.4 2 3 3 3 N/A 1 2.4

2 2 2 2 N/A 2 2

1.666666667 N/A 2 2 N/A 1 1.666666667

1.75 2 2 2 N/A 1 1.75

3.166666667 4 3 3 3 3 3 3.17

2.8 N/A 3 3 3 3 2 2.8

3 4 3 3 3 3 2 3

Appendix

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions - Elementary Room Number Room Name Student Commons Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Student Capacity Flexible Seating Average Serving Line Student flow Serving Capacity Signage Point of Sale Average Kitchen Erogonomics Equipment Ventilation Cold Storage Dry Storage Hand Washing Prep Space Average Security and Supervision Sight Lines Door Hardware Operable Windows Fire Alarm Average

LIBRARY

GUIDANCE AND OFFICE

FOOD SERVICE 101 Cafeteria 2.4 2 3 1 3 3 3 1 1 3 4 2.4 2.75 3 3 2 3 2.75 2.571428571 2 2 3 3 3 3 2 2.571428571 2.25 2 3 1.00 3 2.25

Room Number Room Name Environmental Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Wall surfaces Average

166 School Nurse 2.11 2 1 0 3 3 3 3 1 3 2.11

167 ABA 1.89 2 1 0 2 3 3 3 0 3 1.89

Support Marker Board/Writing Surface Adequate Storage Adjacent/Nearby Prep Room Average

2.00 N/A 2 2 2.00

2.33 3 2 2 2.33

Technology Computer Classroom LAN/wireless Availability of Data and Power Outlets Access to Printer/Copier Power Outlets Average

2.00 2 2 2 2 2.00

1.50 2 2 0 2 1.50

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to adjacent space/circulation Exits and Exterior Access Average

2.33 2 3 N/A 3 3

3.00 3 3 N/A 3 3

2 2.33

2 3.00

Room Number Room Name Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Average

100 Library 2.875 3 2 3 2 3 3 4 3 2.875

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Average

3.00 1 1 5 5 3.00

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Average

3.6 5 5 2 5 1 3.6

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor Average

3.00 3 3 4 3 3 2 3.00

Library Features Book Stack storage Maker Space Group Study Average

3 3 N/A 3 3

Appendix

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions - Elementary PERFORMING ARTS SPACES

STEM, LGI, MAKER SPACE

Room Number Room Name Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Accoustics Odors Appropriate Floor Coverings Environmental Comfort/HVAC Average

162 Band 3 2 2 4 3 3 4 3 3

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Adequate storage Average

2.20 3 2 3 1 2 2.20

2.80 3 2 4 2 3 2.80

2.40 2 2 3 2 3 2.40

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Average

2.25 3 3 2 N/A 1 2.25

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor Average

3.17 4 2 4 3 3 3 3.17

2.83 4 2 1 3 3 4 2.83

3.17 3 2 4 3 3 4 3.17

162A 162B Music Room Art Room 2.571428571 2.714285714 2 2 2 2 2 3 3 3 3 3 4 3 2 3 2.571428571 2.714285714

Room Number

179 Computer Lab 3 3 3 3 2 3 3 4 3 3

180/181

182

183

LGI

STEM

2.9375 2 2 3.5 3 3 3 3 4 2.9375

2.875 2 1 4 3 3 3 3 4 2.875

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Average

4.33 5 3 5 N/A 4.33

2.67 4 2 2 N/A 2.67

3.25 3 3 3 4 3.25

2.75 1 4 2 4 2.75

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Average

4.2 5 5 3 5 3 4.2

2.4 3 3 2 3 1 2.4

2 2 2 2 3 1 2

1.6 2 2 2 1 1 1.6

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor Average

3.67 4 3 4 4 4 3 3.67

3.08 4 2.5 3 3 3 3 3.08

3.00 4 3 3 3 3 2 3.00

2.83 3 3 3 3 3 2 2.83

Library Features Book Stack storage Maker Space Group Study Average

N/A N/A N/A N/A N/A

4 N/A 4 N/A 4

3 N/A 3 N/A 3

Room Name Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Average

Appendix

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions - Middle / High School OVERALL SUMMARY

MIDDLE SCHOOL / HIGH SCHOOL CLASSROOMS

Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Wall surfaces

FOOD SERVICE

1.98 2 1.85 2.7 3.18 3.05 2.95 1.1 2.95

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Teacher Storage Adjacent/Nearby Prep Room Student Storage (lockers/cubbies)

2.88 2.45 3.35 3.35 3.1 1.13

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations

2.6 2.55 2.44 1.74 1

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor

3.85 1.98 2.52 2.88 2 1.64

Student Commons Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Student Capacity Flexible Seating

GUIDANCE / OFFICE

3 1.5 1 3 3 4 3 3 2 4.0

Serving Line Student flow Serving Capacity Signage Point of Sale

2.5 3 2.5 2

Kitchen Erogonomics Equipment Ventilation Cold Storage Dry Storage Hand Washing Prep Space

3.0 3 3 2 1 2 3.0

Security and Supervision Sight Lines Door Hardware Operable Windows Fire Alarm

2 3 3.5 3

Environmental Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Wall surfaces Support Marker Board/Writing Surface Adequate Storage Adjacent/Nearby Prep Room Technology Computer Classroom LAN/wireless Availability of Data and Power Outlets Access to Printer/Copier Power Outlets Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to adjacent space/circulation Exits and Exterior Access

LIBRARY

2.8 2 3.5 2.5 3 3.6 3 1.6 3.2

2 2.75 3.5

3 3.0 4.0 2.5

3.75 3 3.5 3.0 3 2.5 2

Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor Library Features Book Stack storage Maker Space Group Study

PERFORMING ARTS

2.67 2.33 1 2.67 3 3.67 2.67 2.5

4.0 3.33 3 3.33

4 4.0 3.3 4 2

4 3.3 N/A 3 3 2.67

4 4 5.0

Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Accoustics Odors Appropriate Floor Coverings Environmental Comfort/HVAC Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Adequate storage

STEM, LGI, MAKER SPACE

3 2.5 2 3 4 4 3

1.7 2.7 3 3.67 2.33

Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements

2.45 1.27 1.45 3.4 2.9 3 3 1.36

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room

2.6 1.55 3 3.13

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations

3 3.5 2.5 2 1

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations

3.27 3.4 3.3 2.91 1.45

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor

2.5 3.5 3.0 3 3 1

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor

3.55 1.5 3.0 2.82 2.36 1.55

Library Features Book Stack storage Maker Space Group Study

N/A 3 3.0

Security and Supervision

Appendix

Classrooms

Existing Conditions - Middle / High School

3 Learning Environment 2 Characteristics 5 1 0

Category Learning Environment Characteristics Learning Environment - Lighting & Daylight Instructional Aids Classrooms Technology Category Security and Supervision Learning Environment Characteristics Learning Environment - Lighting & Daylight Instructional Aids Classrooms Technology Security and Supervision

Average 2.78 2.47 3.59 3.02 Average 3.05 2.78 2.47 3.59 3.02 3.05

Learning Environment Characteristics 5

Classrooms

3 Learning Environment 2 Characteristics 5 1

Security and Supervision

4 3 2

Security and Supervision

Learning Environment Lighting & Daylight

1 0

Technology

Instructional Aids

Technology

Instructional Aids

Food Service

Average 2.78 2.47 3.59 3.02 3.05

Category Student Commons - Environment Student Commons - Lighting & Daylight Serving Line Library Food Service Kitchen Category Category Security and Supervision Learning Environment Student CommonsCharacteristics - Environment Instructional Aids Student Commons - Lighting & Daylight Technology Serving Line Food Service Security and Supervision Kitchen Library Features Security and Supervision Student Commons -

Library 4Food Service

Learning Environment Characteristics 5

Security and Supervision

4 3 1

Learning Environment Lighting & Daylight

Food Service ory ent Daylight

Average 2.57 2.00 2.75 2.57 Average Average 2.25 2.88 2.57 3.00 2.00 3.60 2.75 3.00 2.57 3.00 2.25

Environment 5

Classrooms

Learning Environment Lighting & Daylight

Security and Library Features Supervision Kitchen

Instructional Aids

Average 2.57 2.00 2.75 2.57 2.25

3 Student Commons Learning Environment 2 Environment Characteristics 5 15 4 04 3 3 2 2 1

Security and Kitchen Guidance/Office Supervision

Student Commons Lighting & Daylight

Student Commons Instructional Aids Lighting & Daylight

Serving Line

Technology Serving Line

Category Environmental Characteristics Environment - Lighting & Daylight Support Performing Arts Space Guidance/Office Technology Category Category Security and Supervision Learning Environment Characteristics Environmental Characteristics Learning Environment - Lighting & Daylight Environment - Lighting & Daylight Instructional Support Aids Guidance / Office Technology Technology Security and Supervision Security and Supervision Environmental

Average 2.50 1.00 2.17 1.75 Average Average 2.67 3.08 2.50 2.33 1.00 2.47 2.17 2.25 1.75 3.06 2.67

Learning Environment Lighting & Daylight

0 Learning Environment Lighting & Daylight

1 0

Student Commons Instructional Aids Lighting & Daylight

4 3 2

Security and Supervision

Average Average 2.88 2.57 3.00 2.00 3.60 2.75 2.57Average 3.00 Average 2.25 2.57 3.00 2.88 3.00 3.60 3.00 3.00

2.00 2.75 2.57 2.25

Technology Serving Line

Category Category Environmental Characteristics Learning Environment Characteristics Environment - Lighting & Daylight Learning Environment - Lighting & Daylight SupportAids Instructional Guidance/Office Performing Arts Space Technology Technology Category Category Security and Supervision Security and Supervision Environmental Characteristics Learning Environment Characteristics Environment - Lighting & Daylight Learning Environment - Lighting & Daylight SupportAids Instructional Guidance Office Performing Arts /Space Technology Technology Security and Supervision Security and Supervision Environmental

Average Average 3.08 2.50 2.33 1.00 2.47 2.17 1.75Average 2.25 Average 2.67 2.50 3.06 3.08 2.33 2.47 2.25 3.06

1.00 2.17 1.75 2.67

Characteristics Learning Environment 5 Characteristics 5 Guidance Office Performing Space 4 Arts / 4 3 Environmental 3 Learning 2 Environment Characteristics Environment Security and 2 Security and LearningLighting Environment 5 Characteristics & Daylight Supervision 1 Supervision Lighting & Daylight 5 1 4 0 4 0 3 3 2 Environment Security and 2 Security and Learning Environment Lighting & Daylight Supervision Supervision Lighting & Daylight 1 1 0 0 Technology Instructional Aids Technology Support

Technology Technology STEM, LGI, Maker Space

Instructional Aids Support

Category Learning Environment Characteristics Instructional Aids Technology STEM, LGI, Maker Space Security and Supervision Category Library Features Learning Environment Characteristics Instructional Aids Technology STEM, LGI, Maker Space Security and Supervision Library Features

Technology Serving Line

Technology

Technology Performing Arts Space Guidance/Office Supervision Category Average Category Average Learning Environment Characteristics 3.08 2.50 Environmental Characteristics Learning Environment - Lighting & Daylight 2.33 1.00 Environment - Lighting & Daylight Instructional 2.47 2.17 Support Aids Performing Arts Space Technology 2.25Average Technology 1.75 Category Security and Supervision 3.06 2.67 Security and Supervision Learning Environment Characteristics 3.08 Learning Environment - Lighting & Daylight 2.33 Instructional Aids 2.47 Performing Arts /Space Guidance Office Technology 2.25 Security and Supervision 3.06 Environmental

Security Security andand Supervision Supervision

Learning Environment Characteristics Characteristics 5 5 Performing Arts Space 4 4 3 3 Learning 2 Environment Environment- 2 Characteristics Learning Environment Lighting & Daylight Lighting & Daylight 15 1 0

Average 2.92 3.25 2.55 3.15 Average 3.50 2.92 3.25 2.55 3.15 3.50

STEM, LGI, Maker Space Category Learning Environment Characteristics Instructional Aids Technology Security and Supervision Library Features

STEM, LGI, Maker Spa Learning Environment Characteristics 5 4 3 Library Features

2 1 0

3 2

Security and Supervision

Learning Environment Lighting & Daylight

1 0

Technology Technology

Technology Serving Line

Security and Kitchen Guidance/Office Performing Arts Space Supervision

Instructional Aids

Security and

Instructional Aids

Learning Environment Environment 5 Characteristics 5 Library 4Food Service 4 3 Student Commons 3 Learning 2 Environment Environment Security and Student Commons 2 Characteristics 5 Supervision Lighting Library Features Instructional Aids& Daylight 15 1 4 04 0 3 3 2 Security and Student Commons 2 Library Features Instructional Aids& Daylight Supervision Lighting 1 1 0

Learning Environment Characteristics 5

High School & Elementary School Expansion Plan

Library Features Security and Kitchen Supervision

Instructional Aids

Student Aids Commons - Lighting & Daylight Instructional Serving Line Technology Food Service Library Kitchen Security and Supervision Security and Supervision Student Commons Library Features

3.00

TechnologyFood Service Library Category Category Student CommonsCharacteristics - Environment Learning Environment Student Aids Commons - Lighting & Daylight Instructional Serving Line Technology Food Service Library Kitchen Security and Supervision Category Category Security and Supervision Library Features Student CommonsCharacteristics - Environment Learning Environment

Security and Kitchen Supervision

Security and Library Features Supervision

4 2

Technology

Classrooms

Student Commons Learning Environment Environment Characteristics 5 5 Library 4 4 3 3 Avonworth Middle / Learning 2 Environment 2 Characteristics 15 1

Security and Supervision

OVERALL GRAPHS

Library Features

Avonworth School District Feasibility Study: 19-178

4 Security and Supervision

Classrooms ory eristics ng & Daylight

3.05

Learning Environment Characteristics 5

Security and Supervision

Instructional Aids Support

Technology Instructional Aids STEM, LGI, Maker Space Category Average Learning Environment Characteristics 2.92 Instructional Aids 3.25 Technology 2.55 STEM, LGI, Maker Space Security and Supervision 3.15 Category Average Library Features 3.50 2.92 Learning Environment Characteristics

Instructional Aids Technology STEM, LGI, Maker Space Security and Supervision Library Features

3.25 2.55 3.15 3.50

Learning Environment Characteristics 5

STEM, LGI, Maker Space 4

3 Learning Environment 2 Characteristics 5 1

Library Features

Instructional Aids

4 3

Library Features Security and Supervision

Security and Supervision

Instructional Aids

1 0

Technology

Appendix

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions - Middle / High School CLASSROOMS Room Number

101

102

115

116

117

118

MS Science

MS reading

Classroom

2.67 2 2 3 3 3 3 3 2 3 2.67

2.56 2 2 3 2 3 3 3 2 3 2.56

2.56 2 2 3 3 3 3 3 1 3 2.56

119 Art Classroom 2.56 2 2 3 2 3 3 3 2 3 2.56

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Teacher Storage Adjacent/Nearby Prep Room Student Storage (lockers/cubbies) Average

2.2 3 1 3 3 n/a 1 2.2

2.6 3 2 3 4.00 N/A 1 2.6

2.6 3 3 3 3.00 N/A 1 2.6

2.8 3 3 3 4.00 N/A 1 2.8

3 2 2 3 4.00 3 4 3

2 3 2 2 2 1 2

2 3 2.00 2 2 1 2

2.5 4 2 2 3 2 2 2.5

2.333333333 4 2 2 3.00 2 1 2.333333333

2.25 4 2 2 3.00 2 0.5 2.25

Room Name

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Average Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor Average

126

121

200

201

202

203

Classroom

2.33 2 2 1 3 3 3 3 1 3 2.33

2.56 2 2 2 1 4 3 3 3 3 2.56

2.00 2 2 0 1 4 3 3 0 3 2.00

2.11 2 2 0 3 3 3 3 0 3 2.11

3.00 2 2 5 3 3 3 3 3 3 3.00

2.833333333 2 1 3 4.00 4 3 2.833333333

2.2 2 3 2 3.00 N/A 1 2.2

2.6 2 3 3 4.00 N/A 1 2.6

2.6 3 3 3 3.00 N/A 1 2.6

2.6 3 2 3 4.00 N/A 1 2.6

2.2 2 3 3 2.00 N/A 1 2.2

2.2 2 2 4 2.00 N/A 1 2.2

1.2 2 2.00 0.5 0.5 1 1.2

2.2 2 2.00 4 2 1 2.2

1.8 2 2.00 2 2 1 1.8

2 3 2.00 2 2 1 2

2.2 3 3.00 2 2 1 2.2

2.2 3 2.00 3 2 1 2.2

3.2 3 4.00 4 4 1 3.2

2.2 3 2.00 3 2 1 2.2

2.666666667 2 2 4 3.00 2 3 2.666666667

2.5 3 2 2 3.00 2 3 2.5

2.75 4 2 5 3.00 2 0.5 2.75

2.25 4 2 2 3.00 2 0.5 2.25

2.2 3 2 N/A 2.00 2 2 2.2

2.8 5 2 N/A 3.00 2 2 2.8

2.6 4 2 N/A 3.00 2 2 2.6

Appendix

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions - Middle / High School LIBRARY Room Number

400 Senior study room 2.4 2 3 N/A 2 N/A 3 2 N/A 2.4

L-101 Lopes Lounge 2.75 3 2 1 3 3 4 3 3 2.75

2.571428571 3 2 1 3 n/A 4 3 2 2.571428571

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Average

2.75 3 4 1 3 2.75

3.67 4 4 n/A 3 3.67

4.00 5 2 5 4 4.00

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Average

3 3 4 4 N/A 1.00 3

4 n/A 4 4 N/A 4.00 4

3.2 5 4 2 4 1.00 3.2

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor Average

3.00 4 4 N/A 3 3 1 3.00

3.80 5 3 N/A 3 3 5 3.80

2.80 3 3 N/A 3 3 2 2.80

4.333333333 4 4 5 4.333333333

Room Name Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Average

Library Features Book Stack storage Maker Space Group Study Average

OFFICE & GUIDANCE

FOOD SERVICE

L-102 Library

Room Number Room Name Student Commons Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Student Capacity Flexible Seating Average

MS Cafeteria 2.888888889 3 1 1 3 3 5 3 3 N/A 4.00 2.888888889

HS Cafeteria 2.7 3 2 1 3 3 3 3 3 2 4.00 2.7

Serving Line Student flow Serving Capacity Signage Point of Sale Average

2.5 2 3 3.00 2 2.5

2.5 3 3 2.00 2 2.5

Kitchen Erogonomics Equipment Ventilation Cold Storage Dry Storage Hand Washing Prep Space Average

0 N/A N/A N/A N/A N/A N/A N/A

0 3 3 3 2 1 2 3

Security and Supervision Sight Lines Door Hardware Operable Windows Fire Alarm Average

3 2 3 4.00 3 3

2.75 2 3 3.00 3 2.75

Room Number

O-101

G-101

O-102

MS- Office

Guidance

HS Office

Environmental Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Wall surfaces Average

2.88 3 3 3 4 n/a 3 3 1 3 2.88

2.71 3 2 N/A 3 n/a 4 3 1 3 2.71

3.14 3 2 4 N/A N/A 4 3 3 3 3.14

O-103 Athletics Office 2.13 2 1 N/A 1 3 3 3 1 3 2.13

Support Marker Board/Writing Surface Adequate Storage Adjacent/Nearby Prep Room Average

4.00 N/A 4 4 4.00

2.00 1 2 3 2.00

2.50 N/A 2 3 2.50

N/A N/A N/A N/A N/A

N/A 3 3 4 N/A

Technology Computer Classroom LAN/wireless Availability of Data and Power Outlets Access to Printer/Copier Power Outlets Average

3.25 3 3 4 3 3.25

N/A N/A N/A N/A N/A N/A

N/A 3 3 4 2 N/A

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to adjacent space/circulation Exits and Exterior Access Average

3.00 3 3 3 3 3

2.83 4 3 N/A 3 3

3.43 4 4 4 3 3

N/A N/A N/A N/A N/A N/A

2.33 4 2 N/A 3 3

N/A

3 3.00

2 2.83

2 3.43

N/A N/A

1 2.33

Room Name

O-104 Health Office 2.86 3 2 N/A 2 N/A 4 3 2 4 2.86

Appendix

Avonworth School District Feasibility Study: 19-178 Avonworth Middle / High School & Elementary School Expansion Plan

Existing Conditions - Middle / High School STEM, LGI, MAKER SPACE

PERFORMING ARTS SPACES Room Number

401

PA-101

PA-102

Choir

Auditorium

Band Room

3.166666667 3 3 N/A 2 4 4 3 3.166666667

N/A N/A N/A N/A N/A N/A N/A N/A N/A

3 3 2 2 4 N/A 4 3 3

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Adequate storage Average

3.00 2 3 3 4 3 3.00

2.20 1 1 4 3 2 2.20

2.80 2 4 2 4 2 2.80

Technology Educational Tech. Access/Availability Computer Classroom LAN/wireless Availability of Data and Power Outlets Computer Equipment Charging Stations Average

2.4 3 4 2 2 1.00 2.4

N/A N/A N/A N/A N/A N/A N/A

2.5 3 3 3 N/A 1.00 2.5

Security and Supervision Sight Lines Door Hardware Operable Window Fire Alarm Communication Transparency to Corridor Average

2.80 3 4 N/A 3 3 1 2.80

N/A N/A N/A N/A N/A N/A N/A N/A

2.50 2 3 3 3 3 1 2.50

Room Name Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Accoustics Odors Appropriate Floor Coverings Environmental Comfort/HVAC Average

Room Number

206

208

311

314

315

STEM chem

STEM Bio

STEM physics

woodshop

3D print lab

MAC lab

LGI

BIO

Learning Environment Characteristics Lighting Quality Adjustable Lighting Daylight and Control Noise Odors Appropriate Floor Coverings Environmental Comfort/HVAC Biophylic Elements Average

3 2 1 1 3 2 3 3 1 3

3 2 1 4 3 3 3 3 3 3

3 2 1 0 4 4 3 3 0 3

3 3 1 1 N/A N/A 2 3 0 3

3 2 1 0 4 2 3 3 0 3

3 2 1 0 3 3 3 3 0 3

3 4 1 5 4 3 3 3 3 3

Instructional Aids Marker Board/Writing Surface Tackable Surface Projectors/Interactive Technology Adjacent/Nearby Prep Room Average

3 2 2 3 5 3

3.25 2 3 3 5 3.25

2.25 2 2 2 3 2.25

2 2 0 4 N/A 2

1.5 2 0 3 1 1.5

2.333333333 2 3 2 N/A 2.333333333

2.2 2 3 3 2 1 2.2

2.2 3 3 2 2 1 2.2

2 2 3 2 2 1 2

2.6 4 3 3 2 1 2.6

3.6 4 4 4 4 2 3.6

2 4 1 N/A 1 2 2 2

1.6 2 1 N/A 3 2 0 1.6

N/A N/A N/A N/A N/A

N/A N/A 3 N/A N/A

Room Name

2.166666667 2.333333333 2 4 1 1 3 2 3 3 2 2 2 2 2.166666667 2.333333333 N/A N/A N/A N/A N/A

N/A N/A N/A N/A N/A

3 2 1 4 4 4 4 3 4 3

300 Computer Lab 3 3 2 1 3 3 3 3 1 3

100 Computer Lab 3 3 2 0 3 3 3 3 3 3

110

3.25 4 0 4 5 3.25

2.25 3 0 3 3 2.25

3 4 3 3 2 3

3 4 2 3 N/A 3

2 2 2 3 1 2

3.4 4 4 4 4 1 3.4

3.6 5 4 5 3 1 3.6

2.4 3 3 2 3 1 2.4

2.8 3 3 3 4 1 2.8

3.8 3 4 4 4 4 3.8

2.8 3 3 4 2 2 2.8

2.2 4 1 N/A 3 2 1 2.2

3.2 4 3 N/A 3 3 3 3.2

2.5 4 1 4 3 2 1 2.5

2.8 4 3 N/A 3 3 1 2.8

3 4 2 N/A 3 3 3 3

2.4 3 2 N/A 3 3 1 2.4

N/A N/A 3 N/A N/A

N/A N/A N/A N/A N/A

N/A N/A N/A 3 N/A

N/A N/A N/A N/A N/A

Physics Lab 3 2 2 0 3 2 3 3 0 3

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