Borchert Loop Elementary User Manual

LOCKHART ISD BORCHERT LOOP ELEMENTARY SCHOOL USER MANUAL

TABLE OF CONTENTS

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Introduction Design Process Site Plan/Floor Plans Pedagogical Foundations Classroom Wings Collaboration Active Blended Core Fine Arts Design Lab Robotics/Science Lab Outdoor Learning Athletics Safety & Security Brand Identity

INTRODUCTION Welcome to Borchert Loop Elementary School in Lockhart Independent School District, a school collaboratively designed to support actively engaged learners. Modern learning spaces offer students the ability to learn in a variety of areas. Moreover, flexible spaces allow teachers to design experiences that foster collaboration, innovation, and creativity, and hands-on active learning.

This User Manual will benefit the campus leadership and staff who will educate children in this elementary school environment. This manual includes a description of the design process, building design, and suggestions as to the use of the innovative spaces that have been purposefully designed into the building for instructional purposes.

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DESIGN PROCESS The design of Borchert Loop Elementary School emphasizes transformative learning by creating dynamic spaces that promote flexibility and adaptability, supporting a wide-range of teaching methods and student needs. These spaces are equipped with cutting-edge technology, ensuring that students have the tools they need to succeed in an ever-changing world. The design promotes an inclusive atmosphere of safety that encourages the social, emotional, and physical well-being of all staff and students.

The Library houses modern technology for student use, and is designed not only as a literacy resource, but for innovation and creativity. Grade levels experience collaboration areas, within each individual classroom, allowing teachers to have the flexibility to move students to the most conducive area for lessons, as well as have variety when deciding on student group sizes. Art, music, and P.E. have purposefully designed dedicated spaces for these specialized instructional areas. Additionally, multiple playgrounds offer age-appropriate socialization areas, as well as play equipment.

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SITE PLAN

Play area Service Yard

FU

RY ENTRY

TU RE RO AD

NEW ELEMENTARY SCHOOL NO. 6 SITE PLAN

Monument Sign Courtyard

Bus Drop-Off Visitor Parking Parent Drop-Off Potential Parking

Staff Parking

Main M Entrance

Courtyard

FIRE LANE

Life Skills Drop-Off

EXIT Future Classroom Addition

Fence

BORCHERT LOOP

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FLOOR PLAN

LEVEL ONE

MAIN ENTRY

ADMINISTRATION ACADEMICS SPED LIBRARY /COLLABORATION ROBOTICS SCIENCE FINE ARTS ATHLETICS CAFETERIA SERVICE BORCHERT LOOP ES | USER MANUAL

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FLOOR PLAN

LEVEL TWO

ADMINISTRATION ACADEMICS SPED COLLABORATION FINE ARTS SERVICE BORCHERT LOOP ES | USER MANUAL

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PEDAGOGICAL FOUNDATIONS: GRADE LEVEL COMMUNITIES The learning process is dependent on student engagement (Schlechty, 2002). When students experience a sense of belonging and support, they are more likely to engage authentically, make positive behavioral choices, and achieve deeper levels of learning (Osterman, 2000). Creating emotionally and physically safe environments is essential to fostering this growth. Small communities enhance engagement, by promoting strong peer and teacher relationships, cross-curricular collaboration, consistent behavioral expectations, and timely academic and behavioral support (National Research Council, 2004). Purposefully designed with the learner in mind, collaboration spaces provide flexible environments that promote peer interaction, inquiry-based learning, and choice. Collaboration spaces enhance learning by offering students opportunities to participate in hands-on, collaborative activities that support active knowledge construction (Piaget, 1952).

Research shows that these environments not only improve focus, motivation, and productivity but also contribute to emotional well-being, positive socialization, and a sense of autonomy (Oliveras-Ortiz et al., 2021). When students learn in intentionally designed spaces that foster ownership, connection, and belonging, they experience higher levels of engagement and academic achievement (Oliveras-Ortiz, Bouillion, & Koprowski, 2023).

Schlechty, P.C. (2002). Working on the work: An action plan for teachers, principals and superintendents. San Francisco: JosseyBass.

Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). New York, NY: International Universities Press.

Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.

Oliveras-Ortiz, Y., Bouillion, D. E., & Asbury, L. (2021). Learning spaces matter: Student engagement in new learning environments.

Journal of Education, 201(3), 174–182.

National Research Council. (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: The National Academies Press.

Oliveras, Y., Bouillion, D., & Koprowski, S. (2023). Social Emotional Learning Practices and Learning Spaces (p. 31). University of Texas at Tyler.

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CLASSROOM WINGS DESIGN FOR INCREASED STUDENT ENGAGEMENT The plan includes five distinctive classroom wings creating small learning communities. Smaller learning communities offer many benefits, including increased student engagement, personalized attention, and stronger peer relationships. These wings play a crucial role in nuturing a strong sense of belonging and community.

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Learning Stair

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CLASSROOM WINGS CREATE SPACES The Create space redefines the traditional classroom by offering a more flexible learning environment.

Create spaces may include both wet and dry project areas, adaptable furniture, various writing surfaces (including mobile options), advanced technology, and ample natural light. Create spaces were intentionally designed to align with Lockhart ISD’s instructional expectations by integrating collaboration zones within each learning environment, fostering opportunities for individualized instruction and small group learning.

Create

Create

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CLASSROOM WINGS COLLABORATION SPACES - EXCHANGE The two learning stairs are a focal point of the campus. They provide a flexible environment for students to work individually, in pairs, or in groups. These spaces also allow for large group presentations in either an indoor or outdoor setting.

Learning Stair

Learning Stair

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CLASSROOM WINGS COLLABORATION SPACES - BREAKOUT/THINK In the 2nd floor classroom wings are small breakout or Think spaces that facilitate learner-directed group work for 2-4 students. Think spaces are intended to be used by small groups and may contain flexible seating, white boards, digital displays, and power for charging devices.

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ACTIVE BLENDED CORE The Active Blended Core, located along students’ daily path, seamlessly integrates the library, stage, and cafetorium into a flexible, multi-functional hub for learning and gathering. The library offers a technology-rich, inviting space with adaptable furniture that encourages collaboration and exploration, preparing students for a digital future.

At the heart of this core is an open performance stage that connects the library and cafetorium, redefining the traditional stage experience. The stage is accessible from multiple points, including the library, cafetorium, and learning stairs, while a movable partition allows the adjacent gymnasium to provide additional seating for performances. A slide from the second story delivers students directly into the heart of the Active Blended Core, adding an element of reward, fun, and excitement. This playful feature not only sparks joy and movement but also reinforces the idea that learning spaces can be engaging, student-centered, and filled with moments of celebration.

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Cafetorium

Gymnasium

Stage

Library

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FINE ARTS Learning Stair

Art

Music

2ND FLOOR The placement of art and music rooms on the 2nd floor allow them to have wall to wall windows overlooking the student courtyard. The music room is located at the top of the learning stair that connects directly to the performance stage below for quick access.

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DESIGN LAB DESIGN LAB/PLC Distributed throughout the building are three Design Labs/PLC. The Design Lab serves as a place for instructional teams, designed as a space to support effective teaching and continuous improvement.

This dedicated space empowers educators to engage in lesson planning, instructional collaboration, student progress monitoring, data analysis, and the sharing of best practices. The environment fosters a growth mindset and ongoing professional learning, ensuring that teams are equipped to meet the ever evolving needs of their students.

CLASSROOM WING

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ROBOTICS & SCIENCE LAB The science lab and robotics spaces connect directly to the library, which integrates these elements into the heart of the campus while blurring the line between academics and research. This placement also allows both programs to use the adjacent courtyard for experimentation.

Robotics

Science Lab

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OUTDOOR LEARNING COURTYARD The enclosed central courtyard, functions as a secure, multipurpose outdoor environment designed to support a wide range of academic and creative learning experiences. Outfitted with mobile furniture, shared play areas, and an ampitheater, the space is ideal for performances, presentations, collaborative projects, and group instruction. Surrounded by glass, it floods the interior with natural light and provides intentional opportunities for outdoor learning, appropriate social interaction, and creative exploration. The integration of nature into the school environment supports the wellbeing and developmental needs of adolescent learners by encouraging movement, connection, and reflection.

Its flexible design allows teachers to schedule time as needed, making it a valuable and adaptable resource throughout the day.

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ATHLETICS ATHLETICS The athletics program is intentionally designed to promote pride, sportsmanship, and perseverance while supporting intellectual, physical, and emotional balance. It encourages students to take healthy risks in pursuit of long-term goals, fostering discipline and resilience.

Gymnasium Cafetorium

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SAFETY & SECURITY SAFETY & SECURITY VLK’s mission is to deliver tailored safety and security solutions that support and enhance the built environment. The team is committed to proactively identifying and managing risk through comprehensive planning, expert insight, and ongoing education. By empowering clients with knowledge and collaborating closely with local first responders, VLK helps create strategies that prioritize protection, resilience, and improved quality of life, ultimately contributing to a safer, stronger community.

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During the design of this campus, safety and security were foundational priorities. Specific features include: •

Clear line of sight from the administration area to the parking lot

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Sliding marker boards over classroom windows to enhance safety while maintaining instructional flexibility

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Balanced use of natural light with integrated blinds to support visibility and well-being

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Intentional separation of public and private zones within the building

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A secure, controlled entry vestibule for visitors

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Strategic interior layouts to maintain line-of-sight and visibility across common areas

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BRAND IDENTITY

MAROON C: 0% R: 93 M: 62% G: 35 Y: 49% B: 47 K: 64% #5D232F

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WHITE C: 0% M: 0% Y: 0% K: 0%

R: 255 G: 255 B: 255 #FFFFFF

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