Envisioning the Future of Princess Anne Middle...

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Envisioning the Future of Princess Anne Middle School

Planning Advisory Team Meeting #3January 11, 2017

Envisioning Princess Anne Middle School - January 11, 2017

with today’s agenda2

Welcome where we are in the process (10)

Visioning Synthesisdraft guiding principles: present & critique (20)individual work: digging deeper into the issues (10)small group work: a day in the life… (30)

Facilities Programmingintroduction to space programming (15)small group work: spaces to support your vision (30)

Next Stepshomework / next workshop (5)

Organizational Option:by grade & by floor


with schedule overview3

WE ARE HEREWE ARE HERE

2017 2018 2019 2020 2021 2022


with what should it BE?4

Example A: Meadowdale MS

Example B: Fisher MS

Example C: High Tech High

www.EnvisionPAMS.info

• Flexible Commons Spaces• Support of social-emotional needs• let students be individuals• futuristic feel of the school• open to outside• shared spaces• varied shapes inside• personalized learning communities

• Outside access to classrooms will challenge temperature & humidity control

• somewhat traditional library• need flexible spaces in library & cafeteria• wish it was more open

• natural light• color-coded infrastructure• building as teaching tool• love outside classrooms & courtyard• love how bright and open it is• multiple bright colors• indoor/outdoor PBL

• technology is important, but students are also human

• support for teachers to use building• flexible use of spaces• space for students to move• STEM projects, truly project-based• growth mindset, learn from future• subject integration, real-world• caters to kinesthetic, visual & auditory learners• collaboration, hands-on• “emperor of rigor” titles are important

• other schools had better physical spaces• seems too production-oriented

Praise: Concern:


with

IF SCHOOL PREPARED STUDENTS TO ,

OUR COMMUNITY WOULD BE .

IF THE NEW SCHOOL WAS ,

THEN WE COULD .

IF THE NEW SCHOOL HAD ,

THEN WE COULD .

I THOUGHT MIDDLE SCHOOL WOULD BE ,

IT IS/WAS ACTUALLY .

RETHINK . RETHINK . RETHINK .

Q2

Q3

Q4

Q5

Q1

survey responses


with guiding principles8

Your Vision

Guiding Principles

School Design


with flexible & adaptable

At Princess Anne Middle School:

THE SCHOOL ENVIRONMENT CAN ADAPT TO MEET VARYING NEEDSPAMS facilities will be flexible to support varying needs of its community of students and staff, while also incorporating strategies for easy adaptability to support future / unknown programs, activities and operational strategies. To facilitate everyday activities, spaces will be designed to accommodate multiple functions wherever possible. Adaptability is key for the facility to maintain its value and relevance both daily and throughout the logical life of the building itself.

• Relevance throughout life of building• Space should not limit students to create, innovate, or collaborate • Dual-purpose, multi-use wherever possible• Adaptable, support variety of activities, groupings, curriculum• Supportive of all student abilities, learning styles• Able to support multiple stakeholders (students, staff, parents, community, etc.)• Supportive of perpetual innovation & improvement (change is the norm)• Learning extends beyond the building (outdoors, partnerships, on-line, etc.)• Learning extends beyond the school day• “certain classrooms can be merged so students can be taught together”

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with innovative/collaborative


INNOVATION IS SUSTAINED, HANDS-ON IS SUPPORTED, & COLLABORATION IS EXPECTEDStudent success is enabled by great teachers and staff who have a system of supports empowering them to innovate, collaborate, and make the decisions needed to meet the best interest of students. PAMS will support meaningful relationships, effective communication and collaboration among and between students, their families, and staff. PAMS will encourage students to engage the world beyond the walls of their school. Relationships with outside organizations, institutions, other schools, individuals, and the great outdoors strengthen educational programs and help prepare students for 9th grade and beyond. • Innovative, collaborative, flexible • Interdisciplinary, hands-on, project-based curriculum • Supportive of perpetual innovation & improvement (change is the norm)• Creative, engaging activities, high expectations • Time / Schedule to meet varying activities• Strong support of teachers & staff• Community connections, real-world context• Immersive educational experiences• Prepare students for 9th grade & beyond• Availability of tools for teaching and learning (technology, etc.)

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with kid-focused


DEVELOPMENTAL NEEDS OF ALL STUDENTS ARE SUPPORTEDThe design of the school will be tailored to support the whole child and tailored to the developmental needs of 11 to 14 year-olds, focusing on cultivating students as curious, empathetic, resilient, interesting, confident young adults. PAMS will include indoor and outdoor learning environments offering interesting, engaging, relevant, hands-on, and innovative activities from which students can choose. The school will recognize the power of all styles of learning, and diverse student interests and abilities will be accommodated. Students and staff will be equipped with the materials, resources and technology required of 21st century learners.

• Focused on needs of 11-14 year olds• Student centered, personalized & individualized• Structured but “bendable”• Action-oriented, positive, transformative• Personalized Learning: all kids are able, all need support• Develop students as: curious, empathetic, resilient, interesting, confident• Fitness & nutrition for everyone (not just athletics)• Learning from & in nature – outdoor connections, fresh air, etc.• Supportive relationships with adults• Students have choices, one size does not fit all (activities, courses, large/small, loud/quiet, etc.)

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with inspiring environments


PHYSICAL CHARACTERISTICS OF THE SCHOOL INSPIRE LEARNINGAn inspirational environment is vital for supporting high quality teaching and learning. Facilities will be aesthetically and culturally attractive, playful and engaging. The image of the new school will inspire its occupants, welcome community members, and strengthen the positive identity and distinctiveness of PAMS. Elements of the building itself will serve as teaching tools. The campus will include connections to outdoor environments for exploring, learning, play, and environmental stewardship.

• The school is fun & visually inspiring, a place where students want to be• Action-oriented, positive, transformative• Inspirational, Spirit “Go Panthers!”• Welcoming & friendly atmosphere, inviting, “homey”• The school should be beautiful, recognize a kid’s point of view• Showcase and celebration of accomplishments• Students have choices, one size does not fit all (activities, courses, large/small, loud/quiet, etc.)• Learning extends beyond the building (outdoors, partnerships, on-line, etc.)• Learning extends beyond the school day

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with safe, healthy, nurturing


OCCUPANTS ENJOY A SAFE, HEALTHY AND NURTURING ENVIRONMENT On the PAMS property, both inside and out, students and staff will BE and FEEL safe. Occupants will be safe and secure through a school climate that is accessible, welcoming, nurturing and healthy. Such an environment reinforces achievement by eliminating distractions caused by fear, judgment, poor air quality, temperature swings, and inadequate lighting while also promoting exploration, innovation, confidence and productive risk taking. • Protection of the health and well-being of occupants• Clean, healthy, comfortable environments• Able to support multiple stakeholders (students, staff, parents, community, etc.)

• Encourage design thinking, trial-and-error learning• Encourage nurturing relationships (all students are known)

• Balance security with welcoming atmosphere• Accessibility for all occupants & visitors• Support student differences, discourage judgement and bullying• Protected/secure outdoor learning areas• Sustainable, efficient, natural light, fresh air

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with community asset


THE SCHOOL IS A HUB OF ACTIVITY AND A SOURCE OF COMMUNITY PRIDE The new PAMS will be a source of pride for both past and future generations of students by serving as a hub of activity and a place of life-long learning. Facilities and grounds will include ample space for exhibition and display of current and past student creativity, promoting the pride of ownership and the celebration of the PAMS community. The new campus will be evidence that resources were used effectively and efficiently, illustrating a measurable return on tax payer investment, thus sustaining the current districtwide culture of accountability, trust and mutual support. • School as “hub of activity”, flexible for multiple activities/events• Inspirational, Spirit “Go Panthers!”• Welcoming & friendly atmosphere, inviting• Strong Parent involvement• School as a valuable community asset and source of community pride• Recognize local, regional, national, global resources for learning• Easily accessible for all occupants and visitors• Emphasis on efficiency & cost effectiveness, being smart with resources• Building represents quality, efficiency and value• Considerate of tradition & history• “Neighborly”

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with any edits?15


with what should it BE?16


with

INTERPRETING FLEXIBILITYuse of time

0 1 2 3 4 5 6

not flexible

very flexible

use of calendar0 1 2 3 4 5 6

not flexible

very flexible

within spaces

0 1 2 3 4 5 6

not flexible

very flexible

among spaces

0 1 2 3 4 5 6

not flexible

very flexible

place/location

0 1 2 3 4 5 6

not flexible

very flexible

Future changes

0 1 2 3 4 5 6

not flexible

very flexible


with

0 1 2 33 2 1

WelcomingSecured

0 1 2 33 2 1Passive Security

Active Security

0 1 2 33 2 1

InnovativeTraditional

0 1 2 33 2 1Elementary

SchoolHigh School

0 1 2 33 2 1

OpenEnclosed

0 1 2 33 2 1Community

AssetStudent

Environment

A STUDY OF CONTRASTS

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INTERPRETING FLEXIBILITY

21

A STUDY OF CONTRASTS


with

A great school plan begins with

• strong visions, • questioning, • insightful conversations, • creative planning &• BRAVERY

providing a clear direction for design & implementation.

what would it look like if we really meant it?


with23

small group exercise:

Experience Planning


with experience planning24

Group 1: StudentGroup 2: TeacherGroup 3: Admin.Group 4: Visitor

A day in the life of a…

Prompts:- How do they get to/enter the school?- Where do they go first? Why?- What do they do there? Who do they meet?- What happens next? Throughout the day?- Where is their favorite place in the school?- How does the school day end?- What happens after school?

GROUP WORKSHEET

Use words, lists, diagrams, drawings to explain the optimal day in the life of your subject…

be prepared to share your Day with the larger group…

A Day in the L i fe o f a

A r r i v eS o c i a l i z eC h i l l a xS t u d yT i n k e rE x p l o r eP l a yE a tE x e r c i s eC e l e b r a t e


with space planning25

Envisioning Powerful Environments for Teaching and Learningcategories of NET AREA

1. Core Academic Teamsclassrooms, learning support, staff support, team space

2. Exploratory Commonsmusic, art, PE, languages

3. Community Commonslearning commons, theater, cafeteria

4. Administrationmain office, student support services, nurse, teacher support

5. Building Support (quantifiable)maintenance, custodial, storage, etc.

CORE

EXPLORE

SHARE

OFFICE

SUPPORT


with space planning27

CORE

EXPLORE

SHARE

OFFICE

SUPPORT

Envisioning Powerful Environments for Teaching and Learninggross area

• Circulationaccess areas such as hallways, stairways, elevator, etc.

• Constructionarea occupied by permanent walls, structure, etc.

• Servicesspaces for mechanical, plumbing, electrical, data rooms, etc.

• Vestibulesair-lock areas at exterior doors

• Otherother square-footage that is necessary to support the building

Envisioning Powerful Environments for Teaching and Learningareas not counted

• Outdoor Servicesparking, walkways, access drives, fire lanes, bus stacking, etc.

• Outdoor Program Areasplay areas, sports fields, tracks, etc.

• Outdoor Amenitiessite fencing, bicycle parking, shade structures, etc.

• Landscapingtrees and other plantings, outdoor learning gardens, etc.

Envisioning Powerful Environments for Teaching and Learningorganization of the list

CORE

EXPLORE

SHARE

OFFICE

SUPPORT

1.00 Academic Team Clusters1.01 Core Learning Environments1.02 Learning Support1.03 Social Commons1.04 Staff Support Spaces

x 13 Teams

2.00 Exploratory Commons2.01 Music2.02 World Languages2.03 Teen Living2.04 Physical Education2.05 Design/Innovation Center

3.00 Community Commons3.01 School Commons3.02 Learning Commons3.03 Performance Space3.04 Food Services / Nutrition

4.00 School Administration4.01 School Administration4.02 Centralized Teacher Support4.03 Student Services + SpEd4.03 Health Office

5.00 Building Support5.01 Maintenance/Custodial5.02 Mechanical/Electrical5.03 Building Support

each category will include additional detail

example: Health Office

Boys Cot Area

Restroom/ Shower

Nurse / Treatment

RoomWaiting Alcove

Girls Cot Area S

tora

ge


with graphic analogy

FLEX TEAM

CORETEAM

TEAMTEAM 6

CORETEAM

TEAMTEAM 7

CORETEAM

TEAMTEAM 8

MUSIC PE / HEALTHWORLD LANG

TEEN LIVING

DESIGN / INNOVATION

CENTER

COMM

ONS

PERFORMANCE FOOD SERVICES

LEARNING COMMONS

ESTIMATED ADDITIONAL GROSS

AREA

M & O STORAGE

MAIN OFFICE

STUDENT SERVICES

CENTERALIZEDTEACHER SUPPORT

NURSE

CORE

EXPLORE

SHARE

OFFICE

SUPPORT


with identifying space needs32

List the types and characteristics of spaces needed to support each of the guiding principles.

Use your “day in the life” to guide you.

Guiding Principles:1. FLEXIBLE2. INNOVATIVE3. INSPIRING4. STUDENT-CENTERED5. SAFE, HEALTHY6. COMMUNITY ASSET

GROUP WORKSHEET

be prepared to share your Ideas with the larger group…

A Day in the L i fe o f a

Ar r i v e Lobby /s ecu r i t ySoc i a l i z e Commons / i n s p i r i ngS tudy Qu i e t s pac e , c ha rg i ngT i nk e r Lab c onnec t ed t o o u t s i d eCh i l l ax c omfo r t ab l e s ea t i ngExp l o r e Inno va t i o n Ca f eP lay S i ng , Sw i ng , S l i d eEa t F o od-cou r t w i t h ch o i c e sExe r c i s e C l imb i ng wa l lC e l eb ra t e aud i t o r i um pep- ra l l i e sS t udy sma l l g r o up p r o j e c t r o omRes t c o t r o omCrea t e e v e r ywhe r e !Co l l abo ra t e l e a r n i ng c ommons

exercise:


with homework33

• visit www.EnvisionPAMS.info

• “your insights”: follow the link and complete the short visioning survey

• “follow along”: review notes from today’s meeting and offer any corrections and/or comments


with NEXT STEPS34

Next meeting Feb 2, 2017, 4:30pm• 2nd draft guiding principles

• 1st draft space program

• explore spatial adjacencies

• begin educational specs

• prep for design workshops

• ongoing: verify/correct the above

Envisioning the Future of Princess Anne Middle...

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