Key Principles

K(; P&:<+:*=(> To guide the priori!za!on process, the design team u!lized key principles that would allow a consistent approach to planning each of the campuses. These key principles will be thema!c throughout the implementa!on plan.

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1. Address Capacity

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Capacity is a significant criteria in the development of school master plans. It allows the design team to determine the required classrooms for each of the district campuses. Too many excess classrooms, and the district is maintaining and opera!ng surplus space. Too few, and the capacity goal cannot be met.

Capacity can also impact “core” facili!es such as administra!ve space, libraries and mul!-use spaces. The District established the following capacity goals for their campuses in order to meet demographic projec!ons iden!fied between 2017 and 2026.

The prototypical classroom assump!ons are shown, by school, later in the report.

• • •

Elementary School Enrollment - The elementary schools, including the K8 schools, are projected to have a maximum enrollment of 6,586 students in the 2026/2027 school year.

Middle Schools- The middle schools and the two K-8 schools are projected to have a maximum enrollment of 3,185 middle school students in the 2019/2020 school year.

High Schools - The high schools are projected to have a maximum enrollment of 4,883 students in the 2022/2023 school year. This figure includes 252 students a#ending either Del Valle Con!nua!on High School or the Vineyard Alterna!ve High school. Therefore, 4,631 students would be expected at their preferred “school of a#endance.” The proposal includes two non-equal sized high schools, which would address the school of a#endance projec!ons supplied by the demographer.

• •

Projected enrollment at Granada is 2,606 students in 2022, and 2,109 at Livermore High School in 2020.

The proposal suggests a permanent capacity at Granada High School of 2,400, Livermore High School to 2,100.

School choice would need to be controlled to match those capaci!es with the enrollment surge.

2. Replace Aging Portables While the original needs assessment iden!fied a significant renova!on cost for aging portables, the stakeholders preferred inves!ng in new permanent replacement facili!es for portable buildings. The District currently has 179 portable buildings, with 44% more than 20 years of age.

Permanent Buildings

Permanent Buildings Portables Over 20 Years Old

30%

Portables Over 20 Years Old

46% Portables Under 20 Years Old

24%

This graph shows the breakdown between permanent and portable buildings across all of the school sites. 54% of the buildings in the District are portable classrooms.

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This table shows the recommended capacity for each school, including the site specific SDC figures, comparing our recommended totals to the maximum requirements from the demographic study.

Prototypical program was created to address capacity as well as parity and equity across the District.

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Portables Under 20 Years Old

Aging portable buildings throughout the District are in need of replacement.

K•• P•••••!"•# P••&••'••# Nice To Do

3. Improve Aging Infrastructure

4. Address “Signature” Projects

Aging infrastructure can be a significant issue as schools strive to provide technology rich 21() century learning spaces.

Underground u%li%es, hea%ng, ven%la%ng and air condi%oning (HVAC), power and wireless data infrastructure, as well as safe and secure campus buildings and grounds are just a few of the areas that will require investment before new or replacement facili%es can be developed. These needs are documented in the Deferred Maintenance Needs matrix on the following page, as well as included in the implementa%on plan for each school site.

Several projects/campuses were specifically named in the bond expecta%ons, and as such became important signature projects in the bond implementa%on plan. They are listed below:

Improvement/expansion at the Michell campus to accommodate the K8 program

Should Do

Must Do Renova%on of East Avenue Middle School MUST MUST DO: DO: ADA ADA

SHOULD DO: DO: SHOULD 21st Century Learning Learning 21st Century

Structural Safety Safety Structural Fire/Life Safety Safety Fire/Life

Aging Infrastructure Infrastructure Aging Signature Projects Signature Projects

Title Title 5 5 Title 9 9 Title

Safety and and Security Security Safety Curb Appeal Curb Appeal

NICE TO TO DO: DO: NICE /ĚĞŶƟĨLJ &ƵƚƵƌĞ WŚĂƐĞƐ /ĚĞŶƟĨLJ &ƵƚƵƌĞ WŚĂƐĞƐ

Equity Equity

A significant part of the planning process was focused on priori%za%on. In addi%on to the bond approved priori%es, the concept of “Must do,” “Should Do,” and “Nice to Do” became an important guiding principle. In discussions with stakeholders, ensuring that they understood the “must do” issues of code compliance and the need to replace aging infrastructure was essen%al so that expecta%on could be managed from the very beginning. The best plans are developed holis%cally, so that opportuni%es that present themselves while addressing the required improvements can be leveraged to create higher impact transforma%on.

The image above, taken at Granada High School, shows aging infrastructure located on campus. This fenced enclosure was sited in a busy student circula%on path between the new science wing and the theater/student union buildings.

Livermore High School - Stadium Upgrades - Athle%c/P.E. Complex/Pool

The image to the le- was taken of the doorway to the library at Rancho Elementary School, indica%ng a need for improved ven%la%on.

Granada High School - Stadium Upgrades - Pool Complex

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K'( P)*+/*34'6 5. 21st Century Learning Environments For projects in the implementa!on plan, the District asked that standards be developed for next genera!on “classroom” spaces at all grade levels. Stakeholders at all grade levels were involved in the discussion and development of those standards.

Flexible furnishings and integrated technology are hallmarks of 21st century learning environments, yet most of the classrooms in the District remain as originally constructed, some more than 50 years ago.

Discussion with grade level stakeholders – teachers and administrators – developed the learning environment standards that are presented here. Inspira!onal rendering and imagery, were used to inspire the dialogue. In addi!on, LVJUSD has created a number of classroom spaces u!lizing alterna!ve furnishings; these rooms were well known to the stakeholders and also influenced their input. It was recognized that many of the classrooms in the District are exis!ng, so alterna!ve planning concepts for 21#$ century learning were not explored. However, it was agreed that many aging facili!es are not prepared for the rigorous technology-dependent curriculum needed to educate students in the 21#$ century.

This rendering depicts a 21st century learning environment with flexible furnishings for students working in groups with integrated technology. Sustainable features such as natural dayligh!ng and view windows enhance the educa!onal environment and can posi!vely impact student performance.

The classrooms shown here were designed to be flexible, technology-rich spaces that encourage project-based learning and collabora!ve instruc!on. Both students and educators are able to benefit from the flexibility of classrooms which can be adjusted to fit a variety of different learning or teaching styles.

Access to power at the room’s perimeter and at its center was considered essen!al. Sustainable features such as natural dayligh!ng and view windows work to enhance the educa!onal environment and can posi!vely impact student performance.

The images shown here are diagramma!c and are intended to display the characteris!cs desired by LVJUSD teachers as discussed throughout the process. Direct applica!on of these goals will be part of a future planning process.

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The District’s prototype classroom u!lizes individual desks that can be configured for individual study or into groups of various sizes.

This image shows a variety of flexible furnishings that are in place at Michell K8.

SAMPLE CLASSROOM LAYOUTS MOVABLE TEACHER DESKS WITH THE ABILITY TO RAISE AND LOWER

MOVABLE DESKS

OPTION 1

K•• P•••••!"•# TEACHING WALL • Built in casework • Mounted monitor or short throw projector • Movable marker boards

OPTION 2

WHITEBOARD WALL

SINK AND BUBBLER/ DRINKING FOUNTAIN AT ELEMENTARY AND MIDDLE SCHOOLS

OPTION 3

SINK AND BUBBLER/ DRINKING FOUNTAIN AT ELEMENTARY AND MIDDLE SCHOOLS These op$ons show the same typical classroom space with a variety of sea$ng arrangements. This layout is for group work and collabora$on.

The desks are re-arranged in this layout to focus on the instructor and the teaching wall.

Op$on 3 is a hybrid between the other two op$ons, offering great views of the teaching wall while s$ll promo$ng group interac$on.

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K#$ P%&'*&+/#0 MOVABLE TEACHER DESKS

KINDERGARTEN

• • TEACHING WALL • Built in casework • 1 Short throw projector • 4 Movable marker boards

Kindergarten Classrooms are larger, as defined by Title 5 of the California Code of Regulators. This diagram is representa"ve of a typical kindergarten layout that may be used as a star"ng point for future design and planning.

STORAGE • Full wall length cabinets • Addi"onal storage behind sliding marker boards

SHARED RESTROOM • 2 Shared restrooms per pair of kindergarten classrooms • Separate sinks, at kindergarten grade level height and adult height CLASSROOM

CUBBIES AND BACKPACK HOOKS

SUPPORT

CLASSROOM

RESTROOMS

A COMBINATION OF HARD SURFACE FLOORING AND CARPET

WORK ROOM

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SHARED WORKROOM OR RESOURCE SPACE

Locking wheels Ability to raise or lower (for stand-up instruc"on)

SINK WITH BUBBLER

BACKPACK HOOKS

MOVABLE DESKS WITH LOCKING WHEELS

K•• P•••••!"•# S!•••%" E&(•%)•*• Considera$on for the District's moderate to severe special educa$on popula$on was also included as part of the bond implementa$on planning process.

A mee$ng with the special educa$on team yielded these recommenda$ons for new or renovated facili$es.

SHARED RESTROOM • Space for changing table

LINOLEUM FLOORING THROUGHOUT WITH CARPET TILE IN SMALL GROUP READING AREAS

STORAGE • Full wall length cabinets • Addi$onal storage behind sliding marker boards

TEACHING WALL • Built in casework • Short throw projector • Movable marker boards

POSSIBLE LCD AT THE BACK OF THE CLASSROOM WHITEBOARD WALLS FROM 3'-0" TO 7'-0" WITH TACKABLE PANELS ABOVE AND BELOW

RESTROOM

MOVABLE TEACHER DESKS

CLASSROOM

CUBBIES 15 MINIMUM

SPEECH/PSYCH/ RESOURCE

• • CLASSROOM

SINK WITH BUBBLER

MOVABLE FLIP TOP TABLES WITH WRITABLE SURFACES AND LOCKING WHEELS

INDIVIDUAL MOVABLE DESKS WITH LOCKING WHEELS

Locking wheels Ability to raise or lower (for stand-up instruc$on)

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