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K-12 EDUCATION /

Innovative schools for the future of learning


ON THE COVER: Benjamin W. Mays High School Atlanta Public Schools


K-12 EDUCATION / INNOVATIVE SCHOOLS FOR THE FUTURE OF LEARNING More than 75 years ago, Perkins+Will gained recognition for educational design with our first project, Crow Island Elementary School. The factors that influenced the design of Crow Island—innovation, collaboration, and sustainability— provided the foundation for our philosophy that people’s lives can be improved through the design of the built environment. Our capabilities include long-term planning, additions, renovations, programming, design, branding and graphics, feasibility studies, facility assessments, referendum support, and pre-and postoccupancy studies.


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Education has always been at the heart of our practice. Today, our practice is evolving and setting new paradigms while continuing to uphold the fundamental principles of designing for students, from the inside out.


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TABLE OF CONTENTS / INTRODUCTION  EARLY LEARNING CENTERS 

4 14

The smallest details ELEMENTARY SCHOOLS 

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Scaled to perfection MIDDLE SCHOOLS 

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Transitional environments HIGH SCHOOLS 

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Innovative environments UNCOMMON SOLUTIONS  Schools reimagined

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OUR LEGACY

Crow Island Elementary School Winnetka, Illinois


Our leaders have been a recognized authority on educational design and have been authoring books since 1949.


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CROW ISLAND ELEMENTARY SCHOOL THE WINNETKA PUBLIC SCHOOLS DISTRICT 36 LOCATION Winnetka, Illinois SIZE 47,600 square feet (4,420 square meters) AWARDS 1956, Selection as 12th Most Significant Building in the Past 100 Years of Architecture in America, Architectural Record 1971, National Twenty-Five Year Award for Designs of Enduring Significance, AIA 1975, Award of Excellence, School Product News and Association of School Business Officials 1975, Citation of Merit, American Association of School Administrators

Declared a U.S. National Historic Landmark, Crow Island was the first of its type to be zoned by age group, with four classroom wings surrounding a common activity core. Each classroom is a self-contained unit organized as an L-shaped space with its own workroom, outdoor study/play courtyard, restrooms, sink, and drinking fountain. More than 75 years after the school was opened, it remains one of the most imaginatively and effectively designed educational facilities of our time. Designed in collaboration with Eliel and Eero Saarinen, the school helped to establish Perkins+Will’s reputation as an innovative and sensitive school architect. Time and use have proven the enduring significance of the school’s design, which was recognized with an American Institute of Architects’ Twenty-Five Year Award, an honor bestowed only once previously.


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Crow Island Elementary School is a “landmark of design for education which demonstrates that an inspired educational philosophy can be translated into an architecture of continuing function and beauty.� The American Institute of Architects


INTRODUCTION

The Cube Lake Forest, Illinois


K-12 EDUCATION / INTRODUCTION

DEDICATED TO THE PHILOSOPHY THAT “THE BEST EDUCATION HAPPENS IN THE BEST ENVIRONMENTS� Our team includes many of the most experienced and creative education architects and planners in the world. Every project presents an opportunity to ask ourselves not only what we are creating, but why we are creating it. We collaborate with students, parents, and administrators to craft dynamic and technologically-advanced learning environments that inspire curiosity, encourage free play, and foster learning. Designing for future generations, we hold ourselves socially accountable on a global level. As a leader in material science research and sustainable architecture, we create healthy environments that express the aspirations of our clients, improve the lives of their community, and honor the broader goals of society. We understand: Scaling Transition Exploration Innovation Future Generations Sustainability

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OUR EXPERIENCE

Curious, agile, and adaptable, we craft solutions that inspire students and their communities, create positive long-term environmental change, and set new paradigms for the future.

OPPOSITE:

Pitt River Middle School School District No.43 (Coquitlam) The use of a heavy timber structure and adundant natural light creates a warm welcome for Pitt River students and the community. The design promotes learning with the seamless integration of technology while reflecting the overall sustainable architecture. Charging stations, projectors, and wireless access are available throughout the school, which also features community gardens and an outdoor amphitheater.


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K-12 EDUCATION / EARLY LEARNING CENTERS

EARLY LEARNING CENTERS


K-12 EDUCATION / EARLY LEARNING CENTERS

The smallest details We know that both size and scale are important to a child’s perception of space. This means understanding details—from the height of window sills to the height of case work and—sometimes, organizing large buildings into smaller, more comprehensible components.

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WE UNDERSTAND /

SCALING DESIGN TO THE SMALLEST LEARNERS

The design of early learning centers should have an integrated focus on children, practitioners, and parents. From the earliest moments, the places we associate with our formative experiences form a lasting impression in our memories. Thoughtful design leads to an appreciation of the built and natural environment, which will be carried into adulthood. We believe it is important to incorporate views as well as direct physical connections to the outdoors from indoor environments. Natural light, sustainable materials, and soothing colors contribute to a nurturing indoor setting.

OPPOSITE:

Barrington Early Learning Center Barrington Community Unit School District 220 Window sills are low so children can see directly outside. An inverted bay window in each classroom also provides a cozy corner where children can connect with nature.


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BARRINGTON EARLY LEARNING CENTER BARRINGTON COMMUNITY UNIT SCHOOL DISTRICT 220 LOCATION Barrington, Illinois SIZE 37,000 square feet (3,435 square meters)

We designed this early learning center to accommodate pre-kindergarten students from three to four years of age, including a large number of students with special needs. The new center is an addition to the existing Prairie Campus of Barrington Middle School. While the ELC operates separately from the middle school, the two share a vestibule for access between schools and community functions at the middle school’s gymnasium. After meeting with a selected group of faculty, administrators, and community members over two full-day workshop charrettes to identify preferences and priorities for the school, the design team and workshop committee developed a number of priorities which would become core features of the building’s design. Most importantly, the building design centralizes common functions to allow easier access for students and teachers. Access to health professionals and large-group gathering spaces is provided along a central corridor, minimizing the length of commute between classrooms and these common spaces. The building design provides a safe learning environment without sacrificing openness. The central corridor and classroom villages are separated from the controlled main entry vestibule to effectively create a self-contained school area.


A NATURAL EFFECT Students can see this wetland where many native species thrive­— a connection to nature which, research has shown, has a calming influence.


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Access to the outdoors and natural light is integrated into the design. Each classroom is oriented to the north and south to avoid the glare of early morning sun and the heat of the afternoon sun. Other sustainable ideas include south-facing clerestory windows in the corridors and south-facing classrooms that control the direct southern light through the use of overhangs and sun-shading devices. Each individual classroom is able to directly access a private, secured outdoor play area.


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URBANA EARLY CHILDHOOD SCHOOL URBANA SCHOOL DISTRICT 116 LOCATION Urbana, Illinois SIZE 55,000 square feet (5,110 square meters) AWARDS 2015, Award of Distinction, IASB

Faced with the challenge of operating within turn-of-the-century facilities, Urbana School District 116 opted to provide its early childhood education program with a new facility in 2010. The new building serves an important role in the community, enhancing opportunities for a diverse student base. Located adjacent to the existing Prairie Elementary School, the single-story Early Childhood Center serves pre-kindergarten students between ages three and five and provides programs for children eligible to receive at-risk and special education services. The project team focused on major considerations such as student scale, natural materials, transparency, wayfinding, flexibility, safety, and a friendly, residential style. Based on best practices and a child-centric design philosophy, the new 180-student facility comprises three distinct four-classroom “villages” aligned with shared program spaces. These shared spaces include central administration, sensory rooms, learning kitchen/laundry, parent/faculty meeting room, library/resource room, gym/multi-purpose room, and a gross motor skills room. Planning for the future, the “smart” design allows for the easy addition of two villages to bring the total classroom count to 20. Understanding the important link to natural environments, each classroom directly accesses outdoor areas featuring playground equipment, tricycle paths, and natural play areas for a variety of experiences.


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K-12 EDUCATION / EARLY LEARNING CENTERS


K-12 EDUCATION / EARLY LEARNING CENTERS

A series of spaces connect the new Early Childhood Center to the existing Prairie Elementary School and are used by both programs as well as the broader east Urbana community. These spaces include a gymnasium with stage, lobby/support space, and three fine arts classrooms. The unique connecting design element adds flexibility while lowering the initial costs compared to building separate facilities. High-performance sustainable features such as optimum daylighting of classrooms and corridors as well as ground source heating and cooling (geothermal) were utilized to lower operating costs. The interior design of the facility incorporates sustainable materials and finishes in a warm color palette to provide an aesthetically and acoustically pleasing environment.

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ELEMENTARY SCHOOLS


K-12 EDUCATION / ELEMENTARY SCHOOLS

Scaled to perfection We feel it is important that schools for our youngest learners provide spaces that are welcoming and ease the delicate transition from home to school. Scale may be the most important factor in creating an unintimidating and familiar space. Scale means understanding details, from the size of the furniture to the incorporation of the appropriate technology. It could also mean organizing the facility into smaller, more comprehensible components better suited to small learners. Our primary goal when designing elementary schools is to promote the education of children in spaces that are supportive, welcoming, and safe.

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WE UNDERSTAND /

CREATING ENVIRONMENTS THAT EASE DELICATE TRANSITIONS

An elementary school is an intricate system of environments that address a variety of educational, social, and community needs. Elementary facilities may be the first setting that a child encounters largely independent of their family. This can be an intimidating transition for even the most gregarious children. Accordingly, one of the goals of design is to ease this transition and to begin to foster lifelong learners. Creating environments that are closer in scale to residential environments can help. The design of 21st century elementary schools requires attention to myriad interrelated issues spanning from pedagogy and technology, cognition and perception, demographics, budget, community to cultural goals and values. Our overarching need is to ensure the future of our communities by educating our children in facilities that are welcoming, safe, and supportive.

OPPOSITE:

Samuel Brighouse Elementary School School District #38 The design supports the school district’s goal of transparency, collaborative learning, and connecting to nature and the community. Creating flexible and adaptable learning environments, the design includes indoor collaborative project areas and outdoor courtyards, low “peek” windows that connect even the youngest students to nature, and a shared community garden. Additionally, a Neighborhood Learning Center has been integrated into the design, which will house community-based organizations offering adult literacy courses, and will extend the school’s operating hours into the evenings, weekends, and summer.


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SAMUEL BRIGHOUSE ELEMENTARY SCHOOL SCHOOL DISTRICT NO. 38 (RICHMOND) LOCATION Richmond, British Columbia SIZE 50,590 square feet (4,700 square meters) LEED ® NC Gold AWARDS 2014, Honorable Mention, Wood Design Awards–Wood WORKS! BC, Canadian Wood Council 2013, Silver Award–Sustainable Construction category, Gold Award–General Contractor up to $15 Million category, Vancouver Regional Construction Association 2012, Honor Award–Institutional/Educational, AIA Pasadena & Foothill Chapter 2012, Merit Recipient, Lieutenant-Governor of British Columbia 2012, Finalist­- New Construction Category, BC Hydro Power Smart Excellence Awards 2012, Wood Design Award, Engineering Category, Wood WORKS! BC, Canadian Wood Council

A replacement K-7 school for an enrollment of 505 students, Samuel Brighouse Elementary School was the result of a collaborative design process that emphasized student involvement. The design supports the school district’s goal of transparency, collaborative learning, and connecting to nature and the community. All ground floor classrooms have direct access to outdoor spaces. Enclosed outdoor courtyards located between the kindergarten rooms provide secure play areas, and indoor collaborative project areas built between classrooms provide additional project or play space. Low “peek” windows provide views of the landscape for even the youngest students. A shared community garden is located next to the playground and a Neighborhood Learning Center is integrated into the design, extending the school’s operating hours.


A TRIBUTE TO SUSTAINABILITY IN OPERATIONS AND LEARNING Through geo-exchange, carefully managed daylighting, and solar hot water collectors, the school has operated without the use of fossil fuels on a number of occasions and expects an overall 57% reduction in energy use.


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K-12 EDUCATION / ELEMENTARY SCHOOLS

The school was identified early on by the district as an opportunity to demonstrate its environmental stewardship policy and as a teaching tool. The design pursued a wide range of environmental design strategies. Heating and cooling energy comes from a geo-exchange system, while domestic hot water is heated by solar collectors. Overall energy consumption is predicted to be 57% below that of a model building under MNECB. In response to the province’s mandate for carbon neutrality for all publicly funded projects, Brighouse was designed to limit its carbon footprint, meeting the 2030 Challenge and making it one of the most energy-efficient and lowest carbon-emitting schools in Canada. Wood was chosen as the project’s primary expressive material, providing a warm and inviting place. Transformed into an evocative architectural gesture, the undulating atrium wood roof is the signature architectural feature of the school.

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A memorable place that welcomes, reflects, and supports a community of diverse learners.

Samuel Brighouse Elementary School Richmond, British Columbia, Canada


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SPRINGDALE PARK ELEMENTARY SCHOOL ATLANTA PUBLIC SCHOOLS LOCATION Atlanta, Georgia SIZE Existing: 45,000 square feet (4,180 square meters); Renovation: 14,000 square feet (1,300 square meters) LEED ® NC Gold AWARDS 2010, Design Award– Citation, AIA Georgia Chapter 2010, Award for Excellence in Sustainability, USGBC 2010, Award of Excellence, Atlanta Urban Design Commission 2010, Award of Excellence for New Construction & Historic Preservation, Atlanta Urban Design Commission 2010, Design Award– Citation, AIA Georgia Chapter 2010, Award for Excellence in Sustainability, USGBC 2011, Outstanding Award, Learning by Design 2009, Award of Excellence for New Construction and Historic Preservation, Atlanta Urban Design Commission 2012, Green Ribbon Schools Award, U.S. Department of Education

Atlanta Public Schools brought Perkins+Will in for the renovation of a 14,000 square foot (1,301 square meter) existing building and a 45,000 square foot (4,181 square meter) addition, forming a 450-student elementary school to be located on a sensitive site in the Historic Landmark neighborhood of Olmstead. The new school building houses the core classrooms, some administrative space, and the cafeteria. Other administrative offices, the media center, art room, and music rooms are located in the renovated structure. To complement one of the existing structures, we designed a “carriage house” pavilion for the kindergarten classes. Behind it, the pavilion connects to a simple glass classroom building housing the bulk of the program.


A MODERN ADDITION WITH A SENSITIVE SIDE Seamlessly integrated, the design of the “carriage house� kindergarten pavilion complements the historic house while sitting in front of a modern classroom building topped with a roof garden.


K-12 EDUCATION / ELEMENTARY SCHOOLS

Springdale Park Elementary School is the first LEED ÂŽ certified school in the Atlanta Public School district. This nurturing, light-filled environment is a marriage of historic residential and modern educational architecture. The reuse of two historically relevant structures on the site is just the beginning of the sustainable priorities of this project. It also has at least 20% recycled content and 10% locally manufactured building materials and an array of energy-saving systems including a ground-source heat exchange field, also a first for the Atlanta Public Schools. Additionally, the green roof on the back addition of the elementary school opens onto the student corridor, giving students more access to light and nature. These visible environmentally friendly features are important learning tools for young students.

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HAROLD G. FEARN ELEMENTARY SCHOOL WEST AURORA SCHOOL DISTRICT 129 LOCATION Aurora, Illinois SIZE 111,000 square feet (10,310 square meters) AWARDS 2003, Impact on Learning Award, Council of Education Facilities Planners International (CEFPI) 2003, John N. Shaw Award, Council of Education Facilities Planners International, Great Lakes Region 2003, Architectural Award for School Interiors, National School Supply and Equipment Association (NSSEA) 2002, Honorable Mention, Education Design Showcase, School Planning & Management 2000, Honor Award, Design Share/School Construction News

Harold G. Fearn Elementary School is located in

The challenge and goal set forth by the design

North Aurora, a rapidly growing suburb of Chicago.

committee for the new elementary school was to

The school is home to a diverse group of 600

create “A Community of Learners Building Bridges

students from North Aurora, West Aurora, Sugar Grove

to the World Around Us.” The diverse committee

Township, and Batavia Township. A unique partnership

included teachers, administrators, Aurora University

with Aurora University provides an on-site professional

faculty, community leaders, parents, students, and

development center that acts as a readily accessible

the architects, all coming together to create a center

teaching laboratory, promoting continual interaction

for lifelong learning.

between educational researchers, university students, and school staff.

The resulting facility is indeed, a community, offering a unique blend of professional spaces,

The program adds to the school environment 20

student resources, and community areas within an

full-time adult learners, who also help to control and

agile environment that supports the educational

supervise the school’s shared spaces from various

philosophies of today and tomorrow.

teaching and administrative stations.


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“As part of a team of first and second grade teachers working on vertical articulation, we have found the design and the flexibility of the building to facilitate team collaboration and cross grade level differentiation.� Sue Foster + Heidi Ochsenschlager Teachers at Harold G. Fearn Elementary School

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ROSEMONT ELEMENTARY SCHOOL FORT WORTH INDEPENDENT SCHOOL DISTRICT LOCATION Fort Worth, Texas SIZE 81,200 square feet (7,545 square meters) AWARDS 2012, Outstanding Project, American School Board Journal

Transforming a stand-alone school into a full K-8 campus, the addition of Rosemont Elementary School to a site adjacent to an existing middle school created opportunities to maximize functional cross-use while maintaining an age-appropriate learning environment. The main entry of the new elementary school was oriented to mirror the middle school, creating a safe and efficient drop-off and pick-up sequence, especially for families with students in both schools. This carefully choreographed flow continues through the functional layout of the elementary school, which is zoned to separate the noisiest spaces from the private and quiet ones: more public areas such as gyms and the cafeteria are placed at the front of the school, while classroom units are located farthest from the entrance. This public/ private progression allows middle school classes to easily access multi-use spaces for special events without compromising the integrity of the younger children’s learning environment.

“While working on Rosemont Elementary School, the Perkins+Will team brought innovative and collaborative planning ideas while meeting our challenging schedule and site constraints. Their commitment to flexible yet fun and creative design ideas facilitated a forward leap in school design thinking that raised the bar for Fort Worth Independent School District.” Barbara von der Heydt, AIA District Architect (retired)


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In the learning zone, programmatic flexibility enabled the inclusion of strategic “notches” that allow daylight to permeate the interior and provide access to the outdoors for scientific discovery and artistic exploration.

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MIDDLE SCHOOLS


K-12 EDUCATION / MIDDLE SCHOOLS

Transitional environments for engaging minds Creating the best learning environments for the middle school years—a time when students are going through physical, intellectual, emotional, and social changes— requires thoughtful design. We believe middle school facilities should provide a natural transition between the self-contained world of elementary school and the high school world that inspires both academic and personal exploration.

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WE UNDERSTAND /

SPACES THAT INSPIRE PERSONAL EXPLORATION

Research has shown that when young adolescents are engaged in their own learning, they are much more likely to achieve at higher levels. We enjoy the challenge of designing middle and junior high schools that promote engagement among students, and we place a strong priority on collaboration, vision, and culture during the planning process. Our portfolio of middle schools has garnered praise from the American Institute of Architects, the Council for Educational Facility Planners, the Coalition for Adequate School Housing, and the National School Boards Association.

OPPOSITE:

Eastbrook Middle School Whitfield County Schools At Eastbrook Middle School the learning and teaching of 21st century skills is paramount to success. The school facilitates a seamless integration of hands-on project work and technology that form a foundation for deeper exploration. The students learn in realworld, relevant contexts that enable them to digest educational content in ways that go beyond textbooks and lectures.


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EASTBROOK MIDDLE SCHOOL WHITFIELD COUNTY SCHOOLS LOCATION Dalton, Georgia SIZE 234,000 square feet (21,740 square meters) AWARDS 2013, Merit Design Award, Institutional/Educational, AIA Georgia

Eastbrook Middle School is an 800-student replacement school that embraces a new educational model in a 21st century learning environment. The school’s design provides a variety of learning environments for different educational experiences and interactions, resulting in a school setting that encourages and supports the creativity, innovation, and problem solving skills essential for future generations to stay ahead of new challenges.


K-12 EDUCATION / MIDDLE SCHOOLS

The goal of the design is to provide spaces that support project-based learning while allowing for flexibility both now and in the future. Open, collaborative project labs adjacent to more traditional classroom spaces form the core academic wings of the school. Shared electives such as band, chorus, and art are organized adjacent to the 2-story academic wings, surrounding the dining space and media center that form the heart of the school. These spaces, along with the project labs, spill onto a centralized courtyard that allows for outdoor learning as well as a variety of school functions. This formal organization of the program not only creates many opportunities for indoor/outdoor activities but also allows every space to receive natural daylighting without sacrificing functionality.

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PITT RIVER MIDDLE SCHOOL SCHOOL DISTRICT NO.43 (COQUITLAM) LOCATION Port Coquitlam, British Columbia SIZE 60,063 square feet (5,580 square meters) LEED ® NC Gold Registered AWARDS 2015, Lieutenant-Governor of British Columbia Award of Merit, AIBC

With 68% of the property below the 100-year flood elevation and a requirement that the existing building remain open throughout construction, we were left with a small hillside site to build a 60,063 square foot (5,580 square meter) replacement middle school for 450 students in grades six through eight. The design process began with the school district discarding their outdated design guidelines and undertaking an engagement process with students, faculty, staff, administration, parents, and the community. Core to this district’s pedagogy is a team approach to teaching, so the school is composed of clusters of classrooms centered on flexible collaboration spaces. Walls are movable, allowing myriad spatial reconfigurations. The building’s short-term flexibility is matched by its long-term adaptability through the rigorous use of a repeated structural module. The repetitive nature of the building’s components supported a high degree of prefabrication and cost reduction.


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K-12 EDUCATION / MIDDLE SCHOOLS

As faculty, staff, and students arrive, bi-folding shutters that protect the building from vandalism are opened to reveal the warmth of the timber columns. In their open position the perforated shutters provide solar shading, and they can be lowered to provide glare control. The overall form of the building is an efficient double-loaded corridor that has been bent to fit the available site and maintain an optimal solar orientation. The building’s hinge occurs at the point which separates the school’s spaces from those shared with the community: an Aboriginal Welcome Centre and a Centre for Sport Development, along with office, classroom, and meeting spaces.

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Pitt River Middle School School District No.43 (Coquitlam)


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WADENA-DEER CREEK MIDDLE SCHOOL/HIGH SCHOOL WADENA-DEER CREEK PUBLIC SCHOOLS LOCATION Wadena, Minnesota SIZE 174,000 square feet (16,165 square meters) LEED ÂŽ Gold AWARDS 2014, Merit Award, AIA Minneapolis 2013, First Place Award of Excellence, New Construction over $10 Million, Minnesota Construction Association 2013, Top Projects of 2012, Finance & Commerce Magazine

On June 17, 2010, a powerful tornado passed through Wadena, Minnesota, inflicting significant damage and hardship on the community. Wadena-Deer Creek High School was leveled and declared a total loss. The district chose to use a fast-track design and construction process that would create a unique new building specifically designed for the Wadena-Deer Creek community and site. With considerable input from teachers, students, community members, and administrators, the planning and design of the new school was completed by the end of 2010. The new 174,000 square foot (16,165 square meter) school houses 800 students in grades 5-12, making it both a middle school and a high school. Built on the existing site, the new 2-story school is designed to incorporate the newest principles in K-12 learning in an eco-friendly, energyefficient environment. The new school design is split into two types of space, public community spaces and academic/athletic support spaces. Public spaces are expressed with sloping walls and glazed clerestories that animate the center and allow daylight to penetrate deep into the building’s core. At the perimeter, the academic support spaces are clad in brick with accents and window patterns that create a modern connection to the adjacent historic downtown.


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Achieving LEED Gold Certification, this project employs many sustainable design features. A geothermal well field is coupled with a high-efficiency displacement ventilation system for quiet teaching spaces with excellent indoor air quality. Stormwater is managed on site with rain gardens that feature native plantings and an outdoor community ecogarden agriculture program that supports the district’s sustainable curriculum.


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ZAN WESLEY HOLMES JR. MIDDLE SCHOOL DALLAS INDEPENDENT SCHOOL DISTRICT LOCATION Dallas, Texas SIZE 202,000 square feet (18,765 square meters) AWARDS 2014, Honor Award, AIA Dallas 2013, People’s Choice Award, CEFPI Southern Region Conference 2013, Project of the Year, Regional Hispanic Contractor Association 2013, Topping Out Top Ten Award

By aligning the building with the site’s dramatic natural topography, the designers of Zan Wesley Holmes Jr. Middle School created a key functional opportunity: the split-level design, with the primary entrance and community spaces on the middle level and classroom zones above and below, ensures students are never more than a single floor away from their destination. The stacked central corridor is flooded with light on all levels and affords direct visibility from top to bottom. A large-scale graphic installation celebrating the school’s namesake – a local community activist and noted civil rights leader – is a key focal point.


“It’s hard to believe this is a middle school! It’s fascinating… everything is so well thought out.” Mike Miles Superintendent

Public and community areas face the front of the site, while classrooms are oriented toward the rear of the school overlooking practice and recreation fields. Classroom pods peel away from the central corridor, creating four sets of small-scale learning communities containing three core classrooms, a science room, and a specialty classroom. The specialty classrooms are located closest to the corridor, in order to be easily accessed by students traveling from their primary academic wing. A social zone naturally takes shape at the intersection of classroom pod and corridor, facilitating both peer-to-peer and faculty-to-student engagement.


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MULLER ROAD MIDDLE SCHOOL RICHLAND SCHOOL DISTRICT TWO LOCATION Columbia, South Carolina SIZE 176,560 square feet (16,405 square meters) LEED ® LEED for Schools Certification AWARDS 2013, Merit Award, AIA South Carolina Chapter 2012, Honor Award, AIA Greater Columbia Section

Perkins+Will designed the award-winning Muller Road Middle School for Richland School District Two. The 176,560 square foot middle school features three academic wings with flexible, collaborative central spaces that provide a diversity of learning options. These design features support a teaming/teaching concept with Small Learning Communities (SLC). Each SLC has its own administration space and a pair of larger, flexible classrooms. The classrooms open up through large movable glass partitions to a 2-story collaboration studio full of daylight from the clerestory above. All of the classrooms within each SLC open up to this space, which can be used for project-based learning and presentations.


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The building is oriented north/south on the site to maximize daylighting in all the major learning spaces and in corridor and public spaces. The design features many sustainable principles in addition to daylighting: energy-efficient mechanical systems, local and recycled materials, and indigenous landscaping. These and other sustainable design features contributed to the school achieving LEED ÂŽ for Schools certified. The building surrounds a large courtyard that features outdoor learning and teaching spaces via a pavilion and landscaped areas. The exterior of the building combines local brick, glass, and metal panels in a timeless but modern composition.


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CENTRAL MIDDLE SCHOOL BARTHOLOMEW CONSOLIDATED SCHOOL CORPORATION LOCATION Columbus, Indiana SIZE 171,000 square feet (15,885 square meters)

The Central Middle School replacement project began with a collaborative planning process utilizing a series of workshops involving students, administrators, teachers, staff, parents, and Columbus community members. The goals for Central Middle School were to prepare for change in the future, promote collaboration through student-centered teams, integrate technology, incorporate flexible spaces, encourage community use and partnerships, and create a secure yet accessible environment. Innovative components include the deliberate but flexible division of public and academic space and the organization of academic space into neighborhood clusters along a technological spine. Central Middle School is rooted in modern learning trends that align with the larger economic development. As such, the school is equipped with various types of learning laboratories. Design considerations of the school reflect the importance of the building’s style in Columbus’s architecturally significant downtown district. A new greenway connects the streets to the north and south, creating a new educational park for the town. Substantial green spaces have also been provided along the eastern/northern portions of the site to further conserve the landscape and maintain a neighborhood identity.


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K-12 EDUCATION / MIDDLE SCHOOLS

“This community is blessed with the best middle school in the country.� Dr. John B. Quick Superintendent

Environmental responsiveness is also evident in the use of extensive daylighting and regional materials. The team classrooms to the east have large windows and, because they face slightly north of east, are shielded from the direct morning sun. The shared classrooms facing west are provided with numerous narrow vertical windows that deliver natural light deep into the room but also control afternoon sunlight. Deep overhangs and louvers protect the southern glass walls. Additionally, local limestone from Indiana is featured in the facility.

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HIGH SCHOOLS


K-12 EDUCATION / HIGH SCHOOLS

Innovative environments for the opportunities of the future Today’s traditional high schools must be nimble enough to evolve into the high-performing schools of tomorrow—not only for their students and teachers but for entire communities. Our secondary schools are called on to prepare students with the perspectives and skills they need to succeed in the future. This looks different for every community. From career academies to small learning communities, project-based learning to International Baccalaureate, and urban to rural, our experience in designing high schools encompasses a range of programs and settings.

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WE UNDERSTAND /

TRANSFORMATIVE FACILITIES THAT SUPPORT INNOVATION

The key to our success is our dedication to collaborative planning and creative visioning with our clients to create

OPPOSITE:

Benjamin E. Mays High School Atlanta Public Schools

learning environments that reflect their goals and passions. At Perkins+Will, we monitor and shape the latest global trends to ensure that the schools we design will serve communities for years to come. As the final educational home of students before entering college or career, our facilities act as crucial links to both of those worlds. And as a leading global design firm, we bring the support of a comprehensive and integrated practice to the educational community.

Benjamin E. Mays High School demonstrates how an aged school building can be transformed into a modern learning facility. This facility is transformational for the Mays community and has been accomplished at a much lower financial and environmental cost than building a whole new school. The existing spaces before the renovation and expansion were dark and uninviting. Our challenge was to open up the school, give it a sense of order, and provide natural light in all the learning spaces.


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BENJAMIN E. MAYS HIGH SCHOOL ATLANTA PUBLIC SCHOOLS LOCATION Atlanta, Georgia SIZE 340,000 square feet (31,585 square meters) LEED ® Silver AWARDS 2013, Citation of Excellence, Learning By Design 2012, Honor Award, AIA South Atlantic Region 2012, Honor Award, AIA Georgia Chapter 2012, Award of Excellence, Atlanta Urban Design Commission

As part of Atlanta Public Schools’ high school transformation program, the 340,000 square foot Benjamin E. Mays High School has been completely renovated to house four new career-based academies. The facility’s existing spaces before the renovation/ expansion were extremely dark and uninviting. Our challenge was to open up the school, give it a sense of order, and provide natural light in all the learning spaces. With the gym and auditorium remaining in place, the major classroom areas were stripped down to their structure and exterior skin. The central core of the school was completely demolished and replaced with a 2-story media center, a 2-story cafeteria, and science rooms. The new media center and new cafeteria front on renovated interior courtyards which let natural light penetrate deep into these spaces.


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Additionally, the existing entry lobby was replaced with a bright, new transparent entry. The roof of the new construction is raised above the existing roof, providing clerestory windows that further transform the interior of the school into a bright, daylighted space. The natural light, in addition to its benefits on learning, significantly lowers expenses by reducing the need for artificial lighting. The school’s new design demonstrates how an aged building can be transformed into a modern learning facility that the community, teachers, and students can be proud of. This facility is transformational for the Mays community and has been accomplished at a much lower financial and environmental cost than building a whole new school.

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BLUE VALLEY CENTER FOR ADVANCED PROFESSIONAL STUDIES (CAPS) BLUE VALLEY UNIFIED SCHOOL DISTRICT 229 LOCATION Overland Park, Kansas SIZE 68,200 square feet (6,335 square meters) LEED ® Gold AWARDS 2013, Grand Prize Award, Learning by Design 2012, People’s Choice Award, AIA Kansas City Chapter 2011, MacConnell Award Finalist, CEFPI 2011, Edison Innovation Awards, Gold Level–Living, Working, + Learning Environments 2011, Exhibition of School Architecture– Citation, National School Boards Association

The Blue Valley Schools Center for Advanced Professional Studies

The examination of ideal environments identified several common

(CAPS) provides Blue Valley district’s juniors and seniors with unique

programmatic threads—large flexible spaces for “doing,” transparent

educational programs offering integrated profession-based study.

project areas for collaboration, and small group areas for real-world

Project goals were formulated in collaborative workshops that included administrators, educators, industry leaders, business professionals, and the project designers. Each participant was critical in developing the vision for the project and in lending his or her perspective on the direction of the industry “strands”: engineering; bioscience; business, technology, and media; and human services, each of which encompasses sub-pathways and was selected due to its relevancy in the Kansas City regional marketplace. In addition, the business accelerator features rapid prototyping labs.

meetings. The building organizes all spaces on three levels around a centralized student commons. Rising dramatically from one end of this commons, a large wood-clad amphitheater stair connects the entry level to floors above and provides an ideal amenity for large group presentations. Large, flexible project spaces overlook the student commons and provide a multitude of functions.


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FAST FORWARD TO THE FUTURE Solving real-world problems, using industry-standard tools, and enjoying mentorship by real employers, students experience substantial growth and make lasting contributions during their formative high school years.


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A LEED for Schools GOLD certified facility, CAPS incorporates an array of sustainable design strategies. The principal building orientation places the broad face of classrooms and labs spaces in a north- or south-facing orientation to maximize daylight. Fresh outdoor air is distributed via an underfloor zoned mechanical displacement ventilation system. Additional sustainable strategies include a rainwater cistern collection system for irrigation, solar screening, bioswales, rain gardens, recycled interior finishes, locally sourced materials, CO2 monitoring, and permeable site paving.

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FAYFIELD HALL–STEM BUILDING SHATTUCK–ST. MARY’S SCHOOL LOCATION Faribault, Minnesota SIZE Addition: 15,500 square feet (1,440 square meters); Renovation: 5,000 square feet (465 square meters)

The new Science, Technology, Engineering, Mathematics (STEM) Building is located on the Shattuck–St. Mary’s Upper School Campus. This 15,500 square foot (1,440 square meter) addition and 5,000 square foot (465 square meter) renovation project provides new and remodeled space to accommodate their growing STEM program. The primary source of new teaching space is an addition to the north side of existing Kingham and Dobbin Halls. Additional teaching, faculty, and student space is located in the renovated Kingham Science Hall. This combination of expansion and renovation provides science and mathematics classrooms, faculty resource areas, small lab/conference areas for center of excellence programs, an engineering lab, and a new accessible entry lobby.


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22%

BECOME DOCTORS

45%

BECOME ENGINEERS

The exterior of the STEM Building is a modern interpretation of the handsome late 19th and early 20th century stone buildings that consolidate the character of the National Historic Register Campus. The new building responds to the existing context in a number of ways, including new construction size and scale, existing fenestration rhythm and arrangement, existing material details and construction systems, and existing material palette. The new building enhances the existing campus circulation on the first floor by linking to the adjacent buildings. This creates a continuous circulation loop that allows students to easily get to all of their classrooms.


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ATRISCO HERITAGE ACADEMY ALBUQUERQUE PUBLIC SCHOOLS LOCATION Albuquerque, New Mexico SIZE 435,000 square feet (40,415 square meters) AWARDS 2010, School Planning and Architectural Exhibition Awards, Design Concept Award, CEFPI 2010, Award of Excellence, Education, NAIOP New Mexico Chapter 2009, Grand Prize, Exhibition of School Architecture, National School Boards Association 2009, Citation for Design, AIA Pasadena & Foothill Chapter

At the edge of a traditionally rural area of Albuquerque that is quickly becoming suburban, Atrisco Heritage Academy High School strives to tie the present to both a multicultural past and a rapidly developing future. In its innovative design, community space shoulders into the hillside, academic buildings look across the valley to the nearby Sandia Mountains, and a “river� of outside gathering space cascades across the slope, connecting the two. Atrisco Heritage Academy High School is organized into Small Learning Communities, clustered into four buildings and flex-lab spaces which in turn can be organized in a variety of academy configurations as needs and focus evolve. The high school links many of its academies with local organizations that are embedded on campus, including a credit union branch office, a community health center, and a culinary arts kitchen. In addition to its technological and programmatic flexibility, the school features daylighting and high-performance building components.


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Perkins+Will performed the educational planning and design effort on the project, in partnership with FBT Architecture of Albuquerque as the executive architect. The Atrisco Heritage Academy High School project has received multiple design awards and was featured in the opening scenes of the blockbuster movie The Avengers.


“This new high school for 2,250 students represents a big step forward in the development of 21st century schools.� NSBA Exhibition of School Architecture Award Letter, 2009


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FINE ARTS WING THOMAS JEFFERSON INDEPENDENT DAY SCHOOL LOCATION Joplin, Missouri SIZE 53,000 square feet (4,925 square meters)

With the objective of improving the visual and performing arts portion of its rigorous college preparatory curriculum, Thomas Jefferson Independent Day School commissioned the design of a significant addition and renovation to its modest existing facility. The new building includes administrative offices, art and music instructional spaces, an upper school library, general classrooms, a dining facility, and a 425-seat performance theater. These new program elements are organized around a secure, central courtyard that creates a dynamic and inviting exterior space which functions as a quaint natural backdrop for study, relaxation, and socialization during the school day. The new theater provides an intimate and sophisticated setting that features a variety of seating zones. The stage is equipped with a full fly loft and orchestra pit. A 2-story gallery, bathed in natural light, serves both as a pre-function space for the theater and a place for exhibition of student artwork.


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The use of a locally relevant material palette anchors the building to its place and humanizes the modern aesthetic, infusing it with warmth, texture, and scale. In a nod to Joplin’s rich history as a zinc mining and production center during World War II, upper areas of the façade were designed using standing-seam zinc alloy rain-screen panels. Large glazed areas slice through building volumes, creating separation between solid base elements of regionally sourced sandstone and brick and the metal-clad roof and wall surfaces above.

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As the final educational home of students before entering college or career, our high school facilities act as crucial links to both of those worlds.

Fine Arts Wing Thomas Jefferson Independent Day School


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CEDAR RIDGE HIGH SCHOOL ROUND ROCK INDEPENDENT SCHOOL DISTRICT LOCATION Round Rock, Texas SIZE 375,000 square feet (34,840 square meters) LEED ÂŽ Certified AWARDS 2013, Distinguished Building Award, Citation of Merit, AIA Chicago 2012, Outstanding Project/Project of Distinction, Education Design Showcase, School Planning & Management 2011, Achievement Award, Tilt-Up Today 2010, Citation Design Award, AIA Dallas 2010, Value, Planning, Design, Educational Appropriateness, and Sustainability Award, TASA-TASB 2010, Excellence of Design, Texas Construction

Cedar Ridge High School, which serves nearly 3,000 students in a rapidly growing suburb of Austin, Texas, is divided into four distinct career academies: International Business and Economics; Professional Studies; Science, Technology, Engineering, and Mathematics; and Visual and Performing Arts. The 375,000 square foot campus is organized around these communities, with four independent small-learning clusters connected to a multi-access core. Covered walkways punctuate the secure courtyard and provide sheltered connections between buildings as well as opportunities for outdoor learning.


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The facility’s planning creates project-based learning zones, and faculty and administrator offices are clustered throughout to enhance the collaborative model. Study resources are likewise distributed, supplementing the centralized library with distinct media centers for each educational career strand. The result of this planning is a campus that feels intimate rather than sprawling, accessible rather than distant, and aspirational rather than traditional.

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BALLOU SENIOR HIGH SCHOOL DISTRICT OF COLUMBIA PUBLIC SCHOOLS LOCATION Washington, DC SIZE 356,000 square feet (33,075 square meters) AWARDS 2015, Best of Year–Education, Interior Design Magazine 2015, Award of Excellence for Best Institutional Facility, NAIOP Maryland/DC Chapter

Ballou Senior High School sets a new standard for K-12 education in the District of Columbia. The existing tight urban site for this replacement high school presented both challenges and unique opportunities. The school is designed to complement the steeply sloping grade, which is the most dominant natural feature on the site. The secure, double-height, and light-filled main lobby is located at the highest elevation, with two additional floors that step down the hill. Upon entry, students and visitors are perched above the central, 2-story dining commons with sweeping views of the entire building as it surrounds an internal and secure courtyard. Interior spaces were designed for a variety of purposes while being flexible for the ever-changing demands of education. The design incorporates a “Hall of Fame” along the school’s main corridor, celebrating Ballou’s history and achievements. The main corridor features the major programs, which are built around the concepts of mind (administration), body (athletics), and spirit (arts). Core academic spaces are organized into five distinct academies that each have classrooms, multi-use rooms, and computer and science labs. The school also features a digital media studio and one of the largest high school auditoriums in the region.


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The school exemplifies Ballou’s goal of creating a facility that not only promotes student success but also serves as a community asset. Generous common collaboration spaces support the 21st century interdisciplinary curriculum and scholastic learning environment for 1,400 students. In addition, a high-tech performing arts theater, athletic and fitness complex, automative technology lab, health center, day care center, and library have been positioned for easy community access. A separate and distinct entrance for the STAY Program’s 900 adult learners demonstrates Ballou’s commitment to connecting with the community. Targeted for LEED Gold, Ballou’s design includes enhanced energy-saving features and undulating floor-to-ceiling windows, allowing large expanses of natural light into the public and learning spaces. Additional notable sustainable strategies include exterior shading, high efficiency glazing, photovoltaic arrays, LED lighting, and enhanced lighting controls. The project was awarded by design competition to a joint venture between Perkins+Will and Bowie Gridley Architects.

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Ballou Senior High School District of Columbia Public Schools


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UNCOMMON SOLUTIONS


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Schools reimagined Perkins+Will has a long tradition of designing state-of-the-art educational environments. From technologically equipped classrooms to inviting blackbox theaters and well-equipped gymnasiums to eco-friendly roofs, our designs help schools provide a functional, flexible space that integrates seamlessly into their curriculum, giving students the critical edge they need for success in the 21st century.

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WE UNDERSTAND /

CHAMPIONING THE DIVERSE TALENTS OF FUTURE GENERATIONS

We believe that to effectively deliver the best education school buildings need to reflect advances in research and technology. They need to provide a comfortable environment for learning and use design features to stimulate imaginations, while binding schools to the local community. We are continuously re-evaluating school and classroom functionality, which involves reimagining the entire school as a more interactive space. Technology, student diversity, and a focus on creativity are driving the change from lecture-based classrooms to collaborative teaming environments. When designing schools for the future, we plan for future needs and design around the new aspects of innovative learning and teaching. Although each aspect may seem independent, they are often interrelated and work together to provide support for learner and teacher innovation.

OPPOSITE:

Charles R. Drew Charter School Junior and Senior Academy Atlanta Public Schools Drew Charter’s embrace of a science, technology, engineering, arts, and mathematics curriculum and project-based learning opened the door for truly innovative design solutions. The academic building is arranged with a series of spaces that support a wide range of teaching and learning. Large and flexible project labs located throughout the facility are outfitted with mobile furniture, wireless technology, and numerous areas for student-led presentations.


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CHARLES R. DREW CHARTER SCHOOL JUNIOR AND SENIOR ACADEMY ATLANTA PUBLIC SCHOOLS LOCATION Atlanta, Georgia SIZE 205,000 square feet (19,045 square meters) LEED ® Gold AWARDS 2015, First Place Award, American Concrete Institute, Georgia Chapter 2015, Green Awards First Place Winner, Green Building & Design Magazine 2015, b.o.b. (Best of the Best) 2015 Forum Design Award for Sustainable Design, IIDA Georgia 2015, Grand Prize Award, Learning by Design, Spring 2015 Edition

Built on one of the highest points in Atlanta and adjacent to the elementary campus, the new junior and senior academy is located on what was once the “back nine” of a public golf course and finds inspiration in the existing landscape forms, site design, and views of the city beyond. Located in an area that was once notorious for being one of the most impoverished, crime-ridden communities in America, this signature building is a new symbol of its transformation and completes the vision of this charter school’s leadership to transform lives through a “cradle-to-college” education. To help achieve this vision, the design team embraced the challenge to create a 21st century facility that would prepare students to succeed in a world that is constantly changing, global, and technologically driven.


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The only Atlanta Public School to be based on the STEAM model (Science, Technology, Education, Arts, and Mathematics), the school’s academic program strengthens and enriches an interdisciplinary curriculum with a robust foundation in literacy. Spaces support projectbased learning, collaboration, and peer-to-peer learning, creating a sophisticated, flexible, and technology-rich academic environment that feels more like college than secondary school. A “Brand Idea” incorporated into the school’s interior design captures their mission and cultivates school pride and a sense of identity. The environment also gives the students the tools to excel. Incorporating layered, flexible display systems for student presentations, modular furniture, artifacts, digital and static objects, whiteboards, and inspirational messages carved into stair risers and metal risers that use customizable magnets. The building layout opens the school by interspersing shared classrooms and project labs, resulting in a series of multifunctional spaces designed to promote collaboration while maximizing daylight and views. Redefining the traditional library, the new learning commons/media center is centrally located in the—main atrium connecting the students and faculty both horizontally and vertically—and serves as a central learning hub with its unique stadium seating benches.

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The building is an example of a high-performance school that intelligently responds to its environment while supporting its educational program. Tracking a LEED Gold certification, this building utilizes state-of-the-art building materials and systems to create an environment that provides daylighting for learning and maintains energy efficiencies well ahead of the standards. More importantly, as the only sustainable LEED building example in the East Lake community, the building serves as a teaching tool for best practices and is helping to create awareness, change lives, and break the cycle of poverty by creating a desirable community in which to live.


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WILLIAM JONES COLLEGE PREPARATORY HIGH SCHOOL PUBLIC BUILDING COMMISSION OF CHICAGO/CHICAGO PUBLIC SCHOOLS LOCATION Chicago, Illinois SIZE 278,000 square feet (25,825 square meters) LEED ® Gold AWARDS 2014, Design Excellence Award–Institutional, AIA Chicago 2014, Distinguished Building Honor Award, AIA Chicago 2014, Finalist for New Construction, Chicago Building Congress 2014, Award of Merit, Illinois Association of School Boards 2014, Annual Design Review Honorable Mention, ARCHITECT Magazine 2014, Good Neighbor Award– Commercial New Construction, Chicago Association of Realtors

William Jones College Preparatory High School brings a new model of urban education design to downtown Chicago. Chicago Public Schools (CPS) realizes the importance of preparing the city’s youth for a competitive and changing world. To support that goal, it is a selective school and its academic programs highly rigorous. The location of the public high school on a tight city lot brought numerous challenges, namely space restrictions. The design team’s solution was to organize the building into two small learning communities of 600 students, one each on floors four and five. These two floors provide optimum proximity to the shared curriculum spaces above and below. Small learning communities encourage strong peer-to-peer and peer-to-faculty relationships, with core academic subjects located within those communities to encourage interdisciplinary opportunities. Each floor is designed with wide stairwells and hallways, plus common areas outside classrooms, encouraging greater physical activity and more opportunity for interaction. Light and openness fill the school–from the soaring 3-story lobby and the outdoor terraces to the windows providing daylight and views to over 90% of the school.


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Jones Prep is very much part of its neighborhood. The brick references the historic buildings on Printers Row to the west. The school also welcomes the public: the 475-seat, state-of-the-art auditorium, swimming pool, and gymnasium were designed to be available for public use. The school also reflects a commitment to environmental stewardship. Jones Prep features a green roof and a porous green alley where stormwater is stored beneath the pavement. The school is designed to perform over 30% better than facilities of similar size. The design achieved LEEDÂŽ Gold certification.

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THE CUBE: CREATING, COLLABORATING, AND COMMUNICATING = C3 LAKE FOREST SCHOOL DISTRICT 67 LOCATION Lake Forest, Illinois SIZE 9,000 square feet (835 square meters) AWARDS 2014, Outstanding Project, Learning by Design 2014, IASB Award of Distinction

As part of their 2020 Vision, the administration at Deer Path Middle School committed to creating a new learning space that would serve as an ideal environment for the “three Cs”—Creating, Collaborating and Communicating, or C3. The team began referring to the space as “The Cube.” Project goals were formulated through a collaborative process between school administrators, teachers, and students. The resulting main objective was to renovate the existing vacant and under-utilized space into a dynamic media center. The design team began by removing all walls that obstructed an open layout and providing areas for computer labs, a green-screen room, moveable library stacks, numerous plug-in stations, and a performance space that can also be used as a large-scale instruction area.


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The resulting media center is a light-filled and versatile space where middle school students can work with tutors and experience peer-to-peer learning. The Cube redefines the notion of the “library� into a 21st century environment for active collaboration as well as the creation of knowledge and its documentation in numerous digital formats.


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YOUNG WOMEN’S LEADERSHIP ACADEMY FORT WORTH INDEPENDENT SCHOOL DISTRICT LOCATION Fort Worth, Texas SIZE 77,000 square feet (7,155 square meters) AWARDS 2015, Outstanding Project Award, Learning By Design 2014, People’s Choice Award, CEFPI Southern Region Conference

The Young Women’s Leadership Academy (YWLA), Fort Worth Independent School District’s first single-gender school, offers a college-preparatory curriculum with an emphasis on mathematics, science, and technology. In repurposing a century-old building to educate the leaders of tomorrow, the concept of transparency emerged as a key tool for inspiring curiosity. In multiple ways, the ability to “see through” reflects the goals of the school: from the interior exposure of structural and mechanical systems to the glass-clad collaborative spaces at the core of the floor plan, every element of the design was created to energize the educational environment and showcase the academy’s hands-on programs.

“This project has definitely brought out the absolute best team I have ever been associated with. There is a common goal towards schedule, cost, and quality... I do not think this is an exaggeration on my part, and all of the efforts are going to make one fine facility for FWISD students for years to come.” Robert Palmer Senior Officer, Design & Construction Services


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The YWLA is an aspirational environment that encourages creativity, critical thinking, and empowerment. The 4-story building is organized by the concepts of community (library, cafeteria, commons, administration), fitness and wellness (physical education), technology (digital animation), and science (biomechanical engineering). On each level, a focal wall uses large-scale graphics and inspirational quotations from prominent women who embody the floor’s central theme. Likewise, the school’s motto—“Girls Excelling in Math and Science,” or GEMS—is translated into the space through the application of jewel-toned accents.


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SPROUT SPACE LOCATION Washington, DC SIZE 1,500 square feet (140 square meters) AWARDS 2009, Classroom of the Future–Modular Category, Architecture for Humanity 2014, Design Award­– Citation; Institutional/Educational (Non-Residential) Category, AIA Georgia Chapter

Sprout Space™ is a healthy, sustainable, and flexible modular classroom. Designed by our education design experts, it is fast to deploy and is completely customizable as either a permanent or temporary classroom. While designing the space, the team made a conscious effort to select healthy building materials, provide ample amounts of daylight to the interior of the space, and increase ventilation. Numerous design features such as sun shades, integrated rainwater collection, photovoltaic roof panels, LED lighting coupled with lighting controls, efficient heating and cooling systems, and eco-friendly materials make Sprout Space an excellent example of passive and active green building strategies. These strategies help it operate as a net-zero energy building with the eventual goal to provide an energy-independent classroom.


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Created with 21st century students and teaching in mind, Sprout Space’s design is extremely adaptable. It allows for various teaching styles, classroom arrangements, impromptu collaboration, and outdoor learning. The building construction is also flexible, allowing up to 1,500 total square feet (139 square meter) of space.


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Multiple buildings can also be linked together to create an entire school. Sprout Space classrooms are built in a factory and delivered directly to the site. Constructing the building in a controlled environment provides numerous advantages over on-site construction. Some of these advantages include reduced cost, reduced construction time, decreased disruption, less construction waste, a longer building life-cycle, and the elimination of mold growth during construction.

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EWING MARION KAUFFMAN SCHOOL EWING MARION KAUFFMAN FOUNDATION LOCATION Kansas City, Missouri SIZE Renovation: 46,000 square feet (4,275 square meters); New: 160,000 square feet (14,865 square meters)

The Ewing Marion Kauffman School’s new, permanent location was designed on a site previously occupied by the headquarters of the Church of the Nazarene. The three-school campus will eventually serve more than 1,000 students in grades five through twelve and reflects the school’s vision of educational discipline and flexibility. The middle school building utilized much of the external structure of the former church headquarters. It adjoins a second building that houses both a gymnasium and cafeteria/commons area. A third and final building opened previously and functions as a high school. In designing and constructing the Kauffman School campus, the team worked to ensure the school buildings would provide an environment conducive to student learning while fitting within the context of the site’s urban neighborhood.


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By incorporating windows throughout its buildings, the Kauffman School intentionally created a transparent environment. Windows are prominent on interior walls facing the school’s hallways, and expansive exterior windows allow natural light to flood the classrooms. These interior windows encourage staff, faculty, parents, and visitors to observe classroom instruction as they move through the building. In addition, a number of environmentally friendly design features were employed, including extensive landscaping.

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“The building was designed to be as adaptable as possible, to ensure it could always be utilized to serve the school’s mission, even if approaches to teaching change.” Aaron North Vice President of Education for the Foundation

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IDEAS+BUILDINGS THAT HONOR THE BROADER GOALS OF SOCIETY


About Perkins+Will Perkins+Will is an interdisciplinary, research-based architecture and design firm established in 1935 and founded on the belief that design has the power to transform lives and enhance communities. Each of the firm’s 23 offices focuses on local, regional, and global work in a variety of practice areas. With hundreds of award-winning projects annually, Perkins+Will is highly ranked among top global design firms. Perkins+Will is recognized as one of the industry’s preeminent sustainable design firms due to its innovative research, design tools, and expertise. The firm’s 1,900 professionals are thought leaders in developing 21st century solutions to inspire the creation of spaces in which clients and their communities work, heal, live, and learn. Social responsibility is a fundamental aspect of Perkins+Will’s culture and every year the company donates 1% of its design services to pro bono initiatives. In 2015, Fast Company ranked Perkins+Will among “The World’s Top 10 Most Innovative Companies in Architecture.”

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K-12 EDUCATION / Innovative schools for the future of learning  
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