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GENERAL GORDON ELEMENTARY SCHOOL Visioning Session 2009-04-14
Summary Report
Neighbourhood Centres for Learning & DevelopmentNeighbourhood Centres for Learning & DevelopmentPilot Project
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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TABLE OF CONTENTS
A. Introduction 2
B. School Values 6
C. Visioning Exercise 7
D. Summary 18
E. Next Steps 20
F. Appendices 21
Visioning Session Agenda Visioning Session Power Point Presentation General Gordon Elementary School Profile School Introduction Materials Visioning Session Participant List
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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A. INTRODUCTION
The visioning session for General Gordon Elementary was intended to bring the school community together with local and provincial agencies in order to develop a vision for the General Gordon Neighbourhood Centre of Learning & Development (NCLD). This was also a chance for agencies and members of the school and community who had not yet been involved in the process to learn more about the NCLD concept, overall vision and the specific objectives and values of General Gordon Elementary. Through this session, participants were given an opportunity to discuss potential synergies between the agencies and school to see how they might work together in a future NCLD at General Gordon.
A total of 45 people were in attendance at the session, comprised of 20 school and community representatives, 15 agency representatives, and 9 members of the project team (Brook + Associates (facilitation), Vancouver School Board (VSB), and Ministry of Education). The session was held on April 23, 2009 at the Vancouver School Board Education Centre (1580 West Broadway) and ran from 9:00am – 2:30pm. Visual materials at the session included a power point presentation and display boards depicting the aerial view of the site and the school floor plans.
This report provides a summary of the visioning session, including scans of the ideas that were captured on “tablecloths” generated by participants during the visioning session in the afternoon.
Visioning Session Activities
a) Welcome & IntroductionsThe facilitator provided a brief overview of the agenda for the day, rules of engagement and round table introductions where each attendee was asked to state their name and affiliation to the project (project team, school, or agency).
b) What is an NCLD?Representatives from the Ministry of Education and Vancouver School Board provided background information about the NCLD pilot project from a provincial and local context. This included a review of the overall vision and objectives of the project (please see below) and a brief description of the two other elementary schools (Queen Mary and Lord Strathcona) in Vancouver that are participating in the process.
VisionNCLDs are intended to serve the needs and interests of parents and their children
from the time of infancy through adolescence as well as the needs and interests of the community as a whole while meeting District and Ministry directions. These centres utilize
space and resources in existing, renovated or new facilities to provide the surrounding neighbourhood an array of programs and services.
Objectives1. To define facility operational programs for three NCLD model schools in Vancouver; and2. To develop a set of policies and guidelines about how to integrate external services and community groups in facility planning on the school ground.
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c) Overview of Work PlanThe NCLD Work Plan was presented, which provides the project timeline and summary of deliverables executed and planned throughout the process. (See the Visioning Session Power Point Presentation in the Appendix for more detail).
d) Guiding Principles Members of the facilitation team presented the NCLD Guiding Principles (please see below) to the group and briefly discussed the stages of revision that the principles underwent throughout the consultation process thus far.
Guiding Principles• Support the lifelong learning and development of young people, their families and community without compromising the educational programming, safety and functional space requirements for young people.• Engage school and community partners and government in the development of the NCLD program.• Provide for the direct involvement of agency partners in offering the programs, services and activities that serve the program of the NCLD.• Strive for sustainability (economic, environmental, and social) by efficiently using resources and taking advantage of opportunities to support the current and future well- being of young people, their families and the community over time.
e) School & Community IntroductionRepresentatives from the school community (Parent Advisory Council (PAC), teacher and students) gave various presentations about the school needs, values and current environment of General Gordon Elementary. The PAC representative presented a power point presentation (available in the Appendix) and discussed the concept of school design, local context of school sizes and locations and the efforts already made by the General Gordon school community to embrace the concept of school and community uses under one roof. The rest of the community and school representatives at the session were then asked to provide any other information about the school such as what they value most about the school and what they feel works well now that should be maintained in the future NCLD. (See Section B for more detail).
f) Agency OpportunitiesAgency representatives at the session were asked to introduce themselves, describe what programs and services their organization provides and how they felt they might fit in to a future NCLD at General Gordon. Members of the facilitation team then provided information about each agency that was interested in participating but unable to attend the session. To conclude, the facilitators presented a table outlining the potential relationships and opportunities for how the agencies might work in the NCLD, along with the associated constraints (See the Visioning Session Power Point Presentation in the Appendix for more detail).
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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The Ministry of Education representative clarified to the group that the Ministry will provide additional space as part of the capital project to accommodate basic services provided by any provincial and local agencies as part of the future NCLD. Provincial and local agencies are expected to provide operational funding to support the services delivered as part of the NCLD, and these agencies/partners are also encouraged to contribute capital funding, where possible, to provide enhanced facilities delivering community services (e.g., community sport/recreation facility/centre funded by City of Vancouver, public library by Vancouver Library Board, etc.).
g) Visioning ExerciseThe participants were divided into five smaller groups for the visioning exercise. A facilitator was at each table to record the thoughts and ideas of the group on to “tablecloths” of paper. In order to prompt conversation for the visioning exercise, the groups were asked to describe General Gordon NCLD in 2020. (See Section C for more detail about the outcome of this discussion).
h) Report OutEach group elected a representative to report back to the rest of the participants about the topics that were discussed at their respective tables. From this exercise, many commonalities between the small group visioning discussions became evident and were recorded by the facilitation team.
i) Observations + DirectionsIn order to synthesise the ideas and information gathered during the small group visioning exercise, participants were lead through a discussion to define a master list of common core education, programming and space requirements in the future school. (See section D for full details).
Participants discussing their ideas and recording them on to “tablecloths” of paper.
One group presenting their final “tablecloth” to the rest of the attendees.
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1 A Representative Team (RT) has been created at each of the pilot schools. The RT is comprised of the school principal,
teachers, parents and community members with a direct connection to the school. Members of the RT participate in a
working group for the NCLD planning process at the school and share information between their respective constituent
groups and the working group.
j) Wrap-Up + Next StepsThe group discussed the next steps for consulting with the wider community about the project. Various options were considered, such as a public open house including the larger community, additional visioning sessions with the school community, and meetings with individual agencies. It was decided that the school Representative Team1 would review the summary of the visioning session and discuss the best option for a consultation process moving forward at their next meeting.
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The following is a list of values described by General Gordon Elementary staff, students, parents and community members during the school & community introduction at the session. (Please see Appendix 5 for the complete package of school introduction materials, including handouts from the staff and students and the power point presentation by the PAC)
Staff Values • A focus on the whole child – child-centred• Choice Theory – kids take responsibility for their choices• Multiple intelligences – more than academic (music, art, sports)• Learning French• Vibrant music program• Collaborative teaching and learning• Bilingual school library• Learning through technology• Physical health / personal planning – school nurse• Links to community – e.g. community link team, Jericho Kids Club, Brownies, More Sports, etc.• Support of parents
Student Values:• Comfortable & welcoming environment• All students are accepted and accepting• Extracurricular activities • Feeling of safety – supervision aids• Clubs & teams – ex. Environment Club• Performances, theme days, talent shows, etc.• Students want to help and be involved• Always learning new things
Parent & Community Values:• Schools are Neighbourhood hubs• Expandable - intentionally ‘too big’ to allow for flexibility• Built to last• Sustainable• Safe• Consideration of Heritage• Indoor / outdoor space• Close, collaborative relationship between school & Jericho Kids Club • School values the family unit – important piece of the community
B. SCHOOL VALUES
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C. VISIONING EXERCISE
The visioning exercise began after the introduction to the project and background information was shared with all participants. Participants were asked to gather into five smaller groups for a more intimate table visioning session. Each participant was given a name tag with a coloured dot (red, green, yellow, light blue, dark blue) that represented what table group they were in. Each table was asked to respond to the prompt, “Describe General Gordon NCLD in 2020”.
The tables were set up with large paper “tablecloths” and one facilitator was positioned at each group to record ideas and prompt conversation. The table visioning exercise ran for 40 minutes and then a representative from each group was asked to report out to the rest of the participants what their team had discussed and captured on their “tablecloth”.
The following section includes a snapshot of each “tablecloth” that was produced and a summary table of the main themes (programs, services, spaces and other issues surrounding the NCLD) that arose from each of the table group discussions.
Red Group
Green Group
Yellow Group
Light Blue Group
Dark Blue Group
Table Groups:
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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Red Group
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Red Group
Programs + Services Space + Use Values / Themes
• Out of school care• Childcare• Strong Start• Early Learning• Before & After school recreation• Literacy• Teen programs• MoreSports• Arts• Sports & Recreation
• Classrooms: • Interconnected • Project space • Access to washrooms, sinks and technology• Multi-purpose space• Lunchroom (separate)• Gym / Fitness• Designated Special Needs space: • Sensory Room • Play areas • Counselling • Occupational Therapy•Designated performance space – stage, theatre, dance• Designated music space• Non-designated space for community use• Library (enlarged): • Dual-track • Reading room• Casual social space (atrium)• Student hang out space• Multi-use storage throughout• Visual Arts space• Outdoor covered play• Teaching / edible garden
• A building that suits the needs and allows for future needs • Sustainability & life-cycle costing• More connection / cohesiveness between indoor/outdoor• Natural daylight • Windows that open• Heritage – retention / other options?
• Operating funds to maintain infrastructure• Overbuild the school• Zonable space for community use
Issues / Questions / Other
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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Green Group
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Green Group
Programs + Services Space + Use Values / Themes
• Daycare / Preschool• Seniors• VCH – health nurse• After school programs – children, volunteers• Before & After school care
• Gym (+ 2 storage spaces)• Adequate classroom space• Adequate common space• Lunchroom / kitchen• Storage• Dedicated spaces for Art & Science• Multi-purpose public space: • Flexible • Program • Kitchen• Parking• Outdoor covered space• Outdoor basketball• Turf playing field (lit)
• It’s a school space 1st!Sustainability: (spaces & programs)• Gardens• Useable rooftop• Outdoor classrooms• Recycling
Concerns:• Loss of outdoor space • Redundant agencies• Management of agencies• Who makes the final call?
Issues / Questions / Other
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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Yellow Group
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Yellow Group
Programs + Services Space + Use Values / Themes
• Before & After school care• Kindercare• Summer programs• Outdoor learning opportunities• Community-driven programs by the people who live in the local area• Complements what is already in existence and the school community.
• Designated classroom space• Provision for in-between spaces• Multi-use space (maximize)• Large & adaptable spaces• Storage• Parking• Big gym• Performance space• Library – double-collection• Lunchroom (separate)• Technology / computer lab + computers in all classrooms• Field – grass or turf• After-hours space available for community use• Covered outdoor play• Green + open space• Garden• Play areas + more playground equipment• Good signage, accessible info• Bright, clean• Office / reception visible• Skylights• Area with seating at entrance to building (relationships)
• Best educational facility• Heritage: • Shell of building kept • Re-do inside • Reconfigure • New technology, new spaces• Safe & welcoming community• Culture of kindnessSustainability / Environmental:• Quality throughout• Facilities & equipment• Invest for the long-term• Natural lighting – minimize use of lighting• Gardens integrate building to environment• Solar collection on roof• Geothermal heating• all outside spaces opportunities for learning• adaptability• life-cycle costing• efficient use of space
none
Issues / Questions / Other
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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Light Blue Group
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Light Blue Group
Programs + Services Space + Use Values / Themes
• Seniors programming – connection with students• Staff technology education programs (computers, library)• Outdoor education opportunities (community garden ) for students, staff & community
•Parking: • Street / residential • Underground • Bike racks• Safe walks• Community garden – outdoor classroom• Lighting of school site – lit paths, solar • Covered play areas• Playground: • Safer, greener equip • OT equipment • Accessible • Intermediate & junior• Turf field: • Day school use, eve community use • All-weather, recycled rubber• Social spaces (courtyards)• Music / multi-media room (sound- proof)• Gym (larger, stage)• Theatre / Auditorium• Multi-use space• Un-programmed space – imaginative play areas for different uses• Computer room• Designated classrooms• Slow space (quiet, meeting)• Pool: • Community need • Education, therapy (OT) • Solar powered, ozonators• Medical room: • more beds • Sensory / OT
Sustainability:• GG a demonstration of sustainability• Farmers market (gardens)• Student leadership opportunities (environment club)• Community initiatives – composting / recycling• Stormwater management• Green roof / garden• Connect indoor/outdoors• FLEXIBILITY of spaces
• Security – “eyes on the street” - incorporate into design• Ramps / accessibility
Issues / Questions / Other
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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Dark Blue Group
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Dark Blue Group
Programs + Services Space + Use Values / Themes
• Continuum of services – twinkle to twilight – for learning and development• Before & After school care• Childcare• Strong Start (0-4) • Preschool• Adult programs: • Employment • Resource people
• Library (computers)• Gym with storage• Additional flexible classroom• Arts space: • Music • Pottery • Woodwork • Performance • Media arts• Stage• Field• Multi-purpose space• Informal & formal spaces – separate but interact• Covered outdoor areas• Open air outdoor areas• Lunchroom• Yellow building
none
• Technical support• Library (computers) – community use?• Hours / schedule• Custodial • Additional uses justify more support
Issues / Questions / Other
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D. SUMMARY
After each group had presented their findings to the rest of the participants, many commonalities became apparent among the five “tablecloths”. In order to synthesize the ideas and information gathered during the small group visioning exercise, participants were lead through a discussion to identify the common spaces, programs and issues that would begin to shape the conceptual space program for General Gordon NCLD. The facilitator recorded the ideas of the group in the form of a “bubble diagram” that grouped related themes together.
Below is a representation of the space and program “bubble diagram” that resulted from the discussion that followed:
SCHOOL FIRST / BEST
HERITAGE
SPECIAL NEEDS
CHILD CARE
MULTI-USE / PURPOSEFLEXIBLEINFORMALUNPROGRAMMEDBUILDING RELATIONSHIPS
PARKING / TRANSPORTATIONMANAGEMENT PLAN
MANAGEMENT & OPERATION
LIBRARY / LITERACYCOMMUNITY ROOMTECHNOLOGY GYM
PERFORMANCE / STAGETHEATRE / ART / MUSIC
SUSTAINABILITYOUTDOOR / GARDEN / GREENCLASS / PLAY OUTDOOR
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Further analysis was done to identify the common themes that arose from all five “tablecloths” at the session. Below is a table that summarizes the spaces, programs and discussion topics that were repeated in at least two or more of the five “tablecloths”:
Space Needs Program Needs Values / Themes
INDOOR:• Gym (larger)• Stage / Theatre / Performance• Library• Multi-purpose • Computers / Media• Lunchroom• Arts / Music• Designated classrooms• Special Needs (sensory, OT)• Atrium / gathering social • Un-programmed space• Flexible space e.g. classroom, meeting space, office, breakout space.
OUTDOOR:• Playgrounds • Covered play areas• Field (all-weather)• Parking• Community Garden / Outdoor classroom• Green roof• Preserve open/green space
• Childcare • Strong Start • Early learning• Before & After School Care• Seniors• Adult• Sport & recreation • Health• Special Needs• Literacy
• Sustainability: • Building design (lighting, heating) • Life-cycle costing • Recycling / compost• Heritage • Connection between indoor / outdoor space• Flexible / unprogrammed space
• Administration / Management• Additional costs & maintenance• Leadership
Issues / Questions / Other
Neighbourhood Centres of Learning & Development General Gordon Elementary School - Visioning Session
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After the information was synthesized in the Observations and Directions exercise, the group then discussed what the next steps should be in consulting with the wider community about the General Gordon NCLD. Various options were considered, such as a public open house, additional visioning sessions with the school community, and meetings with individual agencies. The option that the group felt would be most beneficial in moving the process forward was to develop a number of different conceptual program and space diagrams for the NCLD, using the tablecloths from the visioning session as a guide. Members from the VSB and MoE suggested that the Steering Committee discuss this option and confirm with General Gordon at their next Representative Team meeting.
This summary report will be distributed to all visioning session attendees, as well as those who were unable to attend, including school, agency and community representatives. The intent is that the agency representatives will bring this information back to their governing bodies to further define their role (financial, programming) and requirements for the General Gordon NCLD. The school, parent and community representatives will relay this information to staff, PAC and organizations, respectively and gather feedback from them regarding the vision and next steps in the process.
Based on the NCLD Visioning process, the next step is to develop a conceptual space program for the school. This conceptual space program is intended to illustrate school uses and proposed NCLD partners, programming and space requirements. A public open house meeting will be scheduled at General Gordon Elementary in early autumn to share the NCLD concept and obtain community feedback. Meeting details will be provided in September 2009.
E. NEXT STEPS
For further information, please contact:
Brook + Associates410 - 535 Thurlow StreetVancouver, BC V6E 4L2
T: (604) 731-9053F: (604) 731-9075Email: [email protected]
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F. APPENDICES
Visioning Session Agenda Visioning Session Power Point Presentation General Gordon Elementary School Profile School Introduction Materials Visioning Session Participant List
Neighbourhood Centres for Learning & Development (NCLD) General Gordon School Visioning Session April 23, 2009 9:00a.m - 2:30p.m. (Registration & coffee starting at 8:30am) Vancouver School Board Education Centre (Room 400 - 1580 West Broadway) AGENDA Item Lead Time 1. WELCOME & INTRODUCTIONS
- Overview of Session - Roundtable Introductions
Brook + Associates Chuck Brook
9:00 (15 min)
2. WHAT IS A NCLD? - Vision & background - Pilot Schools
Vancouver School Board Keith Miller Chris Kelly Lynn Green
9:15 (15 min)
3. OVERVIEW OF WORK PLAN - Where we are in the process - Outcomes
Brook + Associates Chuck Brook
9:30 (10 min)
4. GUIDING PRINCIPLES - Review & discuss
Brook + Associates Laurie Schmidt Blaire Chisholm
9:40 (10 min)
5. SCHOOL + COMMUNITY INTRODUCTION - School representatives to present
Participants
9:50 (20 min)
6. AGENCY OPPORTUNITIES - Agency introductions - Discuss synergies btw agencies & school
Brook + Associates Laurie Schmidt Blaire Chisholm
10:10 (20 min)
BREAK 10:30 – 10:45 7. VISIONING
- Break into small groups - Facilitated table visioning sessions (40 min)
Brook + Associates Chuck Brook
10:45 (50 min)
8. REPORT OUT - Each group presents findings (5 min each) - Discussion
Brook + Associates Chuck Brook
11:35 (30 min)
LUNCH BREAK 12:05 – 1:00 9. OBSERVATIONS + DIRECTIONS
- Analysis of commonalities and conflicts - Discussion
Brook + Associates Chuck Brook
1:00 (45 min)
10. NEXT STEPS - Discussion - Questions & Comments
Brook + Associates Chuck Brook
1:45
6/16/2009
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Neighbourhood Centres of Learning Neighbourhood Centres of Learning & Development (NCLD) Pilot Project& Development (NCLD) Pilot Project
General Gordon Elementary SchoolGeneral Gordon Elementary School
Visioning SessionVisioning Session
20092009 0404 2323
Presented by: Ministry of Education & Vancouver School Board
20092009‐‐0404‐‐2323
AgendaAgenda1) Welcome & Introductions
2) What is an NCLD?
3) Overview of Work Plan3) Overview of Work Plan
4) Guiding Principles
5) School & Community Introduction
6) Agency Opportunities
Break (15 min)
7) Visioning ) g
8) Report Out
Lunch Break (50 min)
9) Observations & Directions
10) Wrap Up & Next Steps
6/16/2009
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Vision for the Neighbourhood Centres of Vision for the Neighbourhood Centres of Learning & DevelopmentLearning & Development
NCLDs are intended to serve the needs and interests ofparents and their children from the time of infancythrough adolescence as well as the needs and interestsof the community as a whole while meeting Districtand Ministry directions. These centres utilize space andresources in existing, renovated or new facilities toprovide the surrounding neighbourhood an array ofprograms and services.
Health Settlement Services
85% of a young person’s time occurs outside school hours
SchoolEarly / K-12
15%
Other Education Community
Services
Culture & Arts Recreation &
Sport
Opportunities for enhanced/expanded learning & development
6/16/2009
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3 PILOT SCHOOLS
Queen Mary (4 buildings)West Point Grey
General Gordon (2 buildings + additions)Kitsilano
3 diverse communities
Lord Strathcona (5 buildings)
NCLD Work Plan NCLD Work Plan
6/16/2009
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NCLD Guiding Principles:NCLD Guiding Principles:
• Support the lifelong learning and development of young people, their families and community without compromising thetheir families and community without compromising the educational programming, safety and functional space requirements for young people.
• Engage school and community partners and government in the development of the NCLD program.
• Provide for the direct involvement of agency partners in offering the programs, services and activities that serve the program ofthe programs, services and activities that serve the program of the NCLD.
• Strive for sustainability (economic, environmental, social) by efficiently using resources and taking advantage of opportunities to support the current and future well‐being of young people, their families and the community over time.
General Gordon Elementary SchoolGeneral Gordon Elementary School
6/16/2009
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VCH
Child Care Before/After/Pre
MCFD
SFU
Langara
ISS MOSAIC
Health Settlement
GENERAL GORDON
WCCRC
UBC
VCC
LiteracyNow
Other Education Community
Services
Parks & Rec
CoVVPL
Arts Umbrella
NeighbourHouse
Culture & Arts Recreation &
Sport
MoreSport
OPPORTUNITIES CONSTRAINTSFacility Areas and/or School Use Agency Synergies
•Safety
•Hours of Operation (day/year)
•Staffing
Classrooms
(instruction, MACC, arts, Guides and Brownies, meetings, prep, music)
Post Secondary – Arts Umbrella – Parks Board
Childcare ‐ Jericho Kids Club
Basement ‐ Activity room
Parks Board ‐ CoV – VCH – MCFD – Kits House
•Staffing
•Funding
•Storage of Materials (school / program materials, hard files, computer equipment, etc.)
•Security of Equipment, Materials
I f ti T h l
Library ‐ Computer Room
(newspaper club, student council, PAC, prep, french immersion)
Parks Board – VPL – Literacy Now – Post Secondary
• Opportunity for programming and training
Gymnasiums & Changing Rooms
(school sport, concerts, performance, music/band, karate, soccer)
Parks Board – MoreSports – Arts Umbrella
Multi‐Purpose Space‐ Basement
(physical education, lunch room and after school care, music, clubs)
PAC ‐MCFD – VCH ‐ Post Secondary ‐ Arts Umbrella ‐Kits House ‐WCCRC‐Literacy Now ‐Parks Board
•Training and Meeting area – Programming
•Specialty req’ts – plumbing•Information Technology
•Custodial requirements
•Traffic Generation
Office Space
(Counselor, Admin)
MCFD – VCH ‐ Post Secondary ‐ Arts Umbrella ‐ Kits House ‐WCCRC ‐ Literacy Now
•Shared Office / Satellite Office (req’ts secure storage, access to internet)
Music (classroom)
Resource Rooms
Arts Rooms
Parks Board ‐ Arts Umbrella – VPL ‐ Childcare
•Specialty Rooms (e.g., dry studios, wet studios; Media and Visual Arts Rooms) ‐ Expanded programming
Outdoor Areas ‐ Field / Covered Play
(community sport use, school use)
Parks Board – Kits House – Post Secondary ‐ CoV
School Profile - General Gordon Elementary 2896 West 6th Avenue
Age of Building: 97 years (Built in 1912) School Population: Approx. 435 Community Profile: General Gordon is located in central Kitsilano and serves a diverse and vital community. Parks, heritage buildings, beaches, a community centre and neighbourhood house are nearby. The school accommodates students in two programs: Kindergarten to Grade Seven regular, and Grade Six and Seven Late French Immersion. Gordon is a warm and friendly place in which to work and learn. In addition to strong classroom programs, the school features a library offering a bilingual collection; a resource team model providing in-class, individual and small group learning assistance and English as a second language support; an active environmental education program; a multi-craft (woodwork) shop, and program. Programs / Uses: • District Program - Grade 6,7 Late French Immersion Program • Gym:
- pre and post school sport team use - community karate classes - community soccer team - Band practice (piano) - Polling station - More Sports
• Library : - Lunch hour club - PAC meetings
• Jericho Kids Club (JKC) - morning and after school care • Guides & Brownies • Covered play area (informal outdoor adult community exercise class)
General G
ordon Elem
entary
Creating better choices for schools than
g“Adequate but unsafe”
vs. “S
afebutinadequate”
Safe but inadequate
Z Sm
ithVisioning W
orkshop –23 A
pril 2008
Why
we’re
hereW
hy we
re here
•The pilot program
exists because of the activism of the com
munity
around General G
ordon Elem
entary
•‘N
eighbourhoods of Learning’ isn’t about getting other agencies to pay for w
hat ought to be in schools.
NL
iii
h•
NoL is a recognition that our
schools already areneighbourhood
hubs
•N
ew &
renovated schools should be sized, funded, and m
aintained accordinglyaccordingly
Do
youknow
theG
eneral?D
o you know the G
eneral?•
K-7 (French Im
mersion 5-7)
Duallanguage
library•
Construction phasing
1911I
itil8
l–
Dual language library
•A
pproaching full enrollment
–at 90%
of 434 student capacity•
18 classrooms
–1911: Initial 8 classroom
s–
1925: 10 classrooms + G
ym–
1961: Multipurpose
•Lunchroom
/ Child care
–16 std. / 1 m
usic / 1 kindergarten•
Integrated afterschool care (JKC
)
uc
oo/C
dca
e–
1960’s: Covered play areas
•4850 S
M / 52,000 S
F
Shared
goalsS
hared goals•
Safe, healthy place for our kids to
yp
learn•
A great place to w
ork and teach–
No
comprom
iseon
teachingspace
No com
promise on teaching space
•E
nough space for all the things G
ordon supports todayK
7ed
cation–
K-7 education
–A
fterschool care–
A centre of neighbourhood life
Pl
&ti
fth
l–
Play &
recreation afterschool &
weekends
•S
ustainability•
A place that inspires
Where
didthe
‘pilotprogram’com
efrom
?W
here did the pilot program com
e from?
•S
eismic upgrade ‘options’
tbl
unacceptable–
‘Dickens’ m
odel: •
new –
the plumbing w
orks!•
small
2/3as
bigsam
enum
ber•
small -2/3 as big, sam
e number
of classrooms
•built to last 20 years
–‘Trafalgar’ m
odel:•
renovate, but still lose space &
child care•
teachers & students endure life
in a ‘war zone’
•G
ordon comm
unity:–
“If these are the choices the rules give us, it’s tim
e to change the rules
”rules.
Time line
March 2007:Feasibility S
tudy w
ork begunM
ay2007:D
raftStudy
presented
Sept / O
ct 07:PAC
begins work
–S
ite visits to new &
renovated schools; Learn from
Dickens
May 2007:D
raft Study presented
to Open H
ouse –
Recom
mendation: replace
4900 SM
school with 3200 S
M
;–
Workshops w
/ comm
unity–
Threat to JKC
understoodN
ov 07:PAC
votes 23-0 to June 07:
Heritage C
omm
ission votes to support dem
olitionS
umm
er 07:DD
R, M
inistry
oppose F.S. recom
mendation
‘Not old school vs. new
school—it’s good school vs. bad school’
Dec
07:Meetw
/VS
BS
taffD
ec 07:Meet w
/ VS
B S
taff
Time
line,cont’dTim
e line, contd
Jan 08:V
SB
St
fftk
PA
C’
lt
tM
ar 08:P
AC
t46
0t
tit
•V
SB
Staff takes P
AC
’s slot at G
ordon staff meeting, says LE
ED
is ‘below
the line’•
PA
C uses LE
ED
issue to open dialogue
with
Cam
pbell’soffice
•P
AC
votes 46-0 to continue to oppose 3200 S
M school
–P
roposes ‘Phase III’ Feasibility
Study based on Integrated D
esign P
rocessdialogue w
ith Cam
pbells officeFeb 08:•
Lobbying & P
ress–
1-on-1 contacts w/ Trustees
Process
–Teachers present facility requirem
ents to Com
mittee II
–C
omm
ittee II again takes no action
–P
etition hits 550 signatures–
Hundreds of e-m
ails to VS
B–
Coverage in V
ancouver Sun,
GlobalTV
, Courier…
•P
resentation to Vancouver C
ity C
ouncil EcoD
ensity Hearings
•M
eeting with P
remier G
ordon C
ampbell…
•
Com
mittee II hears P
AC
, VS
B
Staff m
akes report but does not m
ove action•
VS
B w
rites great letter to MoE
Key
message
tothe
Prem
ier(3/2008)
Key m
essage to the Prem
ier (3/2008)Y
ou’ve announced 3 good initiatives that impact schools…
Seism
icM
itigation•
Seism
ic Mitigation
•P
rovincial buildings to move us to a carbon-neutral B
C•
Expanded m
andate for full-day kindergarten & preschool, after-
schoolcareschool care
…but these program
s are working at cross-purposes
•S
eismic
mitigation
&A
reaS
tandardslead
todow
n-sizedsingle-
Seism
ic mitigation &
Area S
tandards lead to down-sized single-
purpose facilities—–
ignores the role of schools in the comm
unity (child care, etc.)–
hobbles implem
entation of expanded mandate
pp
•LE
ED
isn’t funded, Carbon footprint issues ignored, and closing
schools means few
er students can walk to school
If we change the rules, there’s an opportunity to do som
ething great…
Schools
asneighbourhood
hubsS
chools as neighbourhood hubs
EcoD
ensity hearings (3/2008)
•W
e want to m
ove away
from a car-dependent
cultureculture
•N
eighbourhood schools &
schoolyards are thecivic
buildingsw
ithincivic buildings w
ithin w
alking distance •
Let’s renew our schools
inw
aysthatenhance
in ways that enhance
civic lifeA
re our amenities w
alking distance forresidents
today?for residents today?
Wh
hl
idll
Why are schools so ideally
located as the civic buildin gs you can w
alk to?
•O
ur schools were built
largelyin
the1920s
gy
largely in the 1920s•
Schools w
ere considered the centre of neighbourhood life
•S
chools placed at the centre
ofa¼
mile
(400m)
1920N
ewYork
Plan:C
larenceP
erry
centre of a ¼ m
ile (400m)
to ½ m
ile (800m)
walkable zone
1920 New
York Plan: C
larence Perry
VS
Bvision
forschools:1920sV
SB
vision for schools: 1920s
•Intentionally
‘toobig’
Intentionally too big–
Full basements intended
as indoor play areas‘E
xtra’spaceincluded
tosupport
–E
xtra space included to support
adult education, comm
unity activities
Ed
blB
ilttl
t•
Expandable; B
uilt to last•
Beautiful
•D
esigned ‘green’–
Generous w
indows for daylight
–N
aturalventilationN
atural ventilation–
Thermal m
ass
WhatS
eattleis
doingW
hat Seattle is doing
Upgrading its neighbourhood schools into i
hbh
dit
t
•S
choolbyday
neighbourhood amenity centres
•S
chool by day•
Gym
: for the kids by day, the neighbourhood by night
•The librar y has a com
munity
yy
reading room•
Day care / afterschool care is
built in•
Typicalprojectseismically
•Typical project seism
ically upgrades a 35,000 S
F heritage school, replaces gym
to be post-disaster facility, and adds ofam
enitiesto
atotal55
000Latona
Elementary
of amenities to a total 55,000
SF
Latona Elem
entary
butwe’re
doingthe
opposite…
but we
re doing the oppositeW
e’re shrinking our schools & shedding am
enities,t
ith
bk
it
il
filiti
turning them back into single-use facilities
Following
thecurrentrules
ofthe
•Typical V
ancouver heritage school (~55,000 S
F) will be torn dow
n and replaced
bya
35000
SF
structure
Following the current rules of the
BC
Seism
ic Mitigation P
rogram…
replaced by a 35,000 SF structure
•S
ame num
ber of classrooms
•A
fterschool care and other com
munity services are being
pushed out
•O
f 109 schools, 68 face downsizing,
~35face
demolition
andG
eneral Gordon E
lementary
35 face demolition and
‘replacement’ w
ith smaller structures
[1,500 tons CO
2 each!]
y
What’s
beinglost
Whats being lost
General G
ordon‘R
eplacement’
1/3 overall area, afterschool care l
i80%
fd
llosing 80%
of area, covered play area, m
usic, stageD
ickens‘R
eplacement’
1/3 area, some afterschool care,
covered play area, music
py
,Trafalgar
Upgrade
Child care (now
applying to P
rovince for $ to re-build)S
ecordP
artial C
hild care, gym/auditorium
, lunch replacem
entroom
, hot lunch program, m
usic
Kitsilano H
ighA
uditorium, G
ym #2
What’s
cheaperforGeneralG
ordon?W
hats cheaper for General G
ordon?
New
constructionW
hU
pgrade, replace gymW
h•
What you get
–S
ingle purpose facility–
18 classrooms
–100
SM
multipurpose
•W
hat you get–
Multi-purpose facility
–18 classroom
s–
Music
room275
SM
100 SM
multipurpose
–Library sized for single-language collection
–3200 S
M / 34,000 S
F•
Cost
Music room
, 275 SM
m
ultipurpose + 200 SM
child care, covered play areas, dual-language library
–4900 S
M / 53,000 S
F•
Cost
–P
roject cost: $12.5M–
$367 / SF
,•
Cost
–P
roject cost $13.2M–
$249 / SF
•U
pgrade lighting, window
s, etc–
Project cost $14.9M
–$281 / S
F
Source: July 2007 Feasibility S
tudy
New
vsR
enewed:M
yths&
FactsN
ew vs. R
enewed: M
yths & Facts
•M
yth:Keeping the old building m
eans old bathrooms, old w
iring, old problem
sproblem
s.•
Fact:Seattle &
UB
C upgrade everything
when they restore heritage
buildings. Only M
inistry rules keep us from doing the sam
e.
UBC
Chem
istry
New
vsR
enewed:M
yths&
FactsN
ew vs. R
enewed: M
yths & Facts
•M
yth:New
buildings are more energy-efficient and environm
entally friendly
thanold
buildingsfriendly than old buildings
•Fact:O
n average, older schools use less energy per square foot than recently built ones. N
ew orrenew
ed schools can be efficient. –
And
theenergy
useand
CO
2 emissions
ofconstructinga
newbuilding
–A
nd the energy use and CO
2 emissions of constructing a new
building are typically equal to 30 years of operating energy and em
issions.
Gen’l G
ordon:151kW
h/m2/yr
Source: N
ational Resources C
anada, Office of E
nergy Efficiency, “B
enchmarking G
uide for School Facility M
anagers” 2001
New
vsR
enewed:M
yths&
FactsN
ew vs. R
enewed: M
yths & Facts
•M
yth:New
buildings are safer than restored old buildings
An
upgradedbuilding
wouldn’tsurvive
anbuildings. A
n upgraded building wouldn’t survive an
earthquake, but a new one w
ould.•
Fact: Because the buildin g code has just been
gj
tightened, a heritage structure seismically upgraded
today must w
ithstand higher seismic accelerations than
thejust-finished
Dickens
schoolthe just-finished D
ickens school. –
If the new D
ickens is ‘safe enough’, then a heritage building upgraded today
is‘safer’
today is safer.
New
vsR
enewed:M
yths&
FactsN
ew vs. R
enewed: M
yths & Facts
•M
yth:New
schools don’t need to be as big because they don’thave
asm
uchw
astedspace
don’t have as much w
asted space.•
Fact: True andFalse
•S
chools that were built in phases often end up
pp
with m
ore than the code-minim
um num
ber of fire exit stairs than w
ould be required today. General
Gordon has 4 stairs, the new
Dickens has 2.
Cl
ill
td
thi
th1920
•C
lass sizes are smaller today than in the 1920s,
so corridors today, serving fewer students, are
legally allowed to be m
ore narrow.
•M
inistryA
reaS
tandardsdon’tprovide
forM
inistry Area S
tandards dont provide for
basements or w
ide corridors—but these areas
aren’t “wasted”—
they’re in constant use as break-out areas, indoor play areas.
•M
inistry Area S
tandards don’t provide for a double-sized library for dual-language schools
8’ wide corridor in the new
Dickens
New
vsR
enewed:C
onsensusN
ew vs. R
enewed: C
onsensus•
It’s not either/or: Seattle usually does both:
–U
pgrade oldest structures, sometim
es ‘re-purpose’–
Replace m
ediocre gyms &
multipurpose spaces
Nk
tf
bildi
hilt
i•
Never w
ork on one part of a building while trying
to occupy another
New
construction: Chief S
ealth High S
chool H
eritage restoration: TOP
S K
-8 / Sew
ard
Instead:ashared
resourceInstead: a shared resource
•S
choolsby
day
Neighbourhood education, am
enity & district energy centres
•S
chools by day•
Neighbourhood am
enities–
Preschool / child care –
Afterschool careN
eighbourhoodgym
4TH
AVENU
E
–N
eighbourhood gym–
Reading room
s–
Adult education•
Neighbourhood plazas
farmers
markets
LD
SCH
OO
L–
farmers m
arkets–
summ
er outdoor concerts
•D
istrict Energy A
nchors–
Ground
sourceheat
MACDONA
Ground source heat
exchange fields under the playing fields
–C
O2 -free heating &
cooling shared w
ith (sold to!) nearby
densecom
mercial&
FIRE H
OU
SELIB
RA
RY
nearby dense comm
ercial & residential
BR
OA
DW
AY
How
couldw
epay
forit?H
ow could w
e pay for it?•
Seattle m
odel: bondsV
th
d3
df
–V
oters have approved 3 rounds of “B
uilding Excellence” bonds since
1995: ~ $1B•
Province handles the schools
t(Si
iF
d)com
ponent (Seism
ic Fund)•
Neighbourhood am
enity funding from
DC
L•
Localizedheritage
banksN
ew construction: C
hief Sealth H
igh School
Localized heritage banks–
Typical school could generate significant $ w
ithout competing w
ith D
owntow
n heritage bank•
DistrictE
nergy•
District E
nergy–
Innovative Clean E
nergy Fund (P
rovince)–
Terasen Energy S
ervices
Heritage restoration: TO
PS
K-8 / S
eward
Whatw
easked
theP
remierto
doW
hat we asked the P
remier to do
•B
ring together–
Province
Province•
Ministry of E
ducation–
Adjust Area S
tandards: don’t penalize for m
ulti-use –
Design to last: 50yr m
inM
CFD
&M
fSt
tC
hildC
•M
CFD
& M
. of State C
hild Care
•C
limate A
ction Secretariat
–Fund LE
ED
Gold
–R
ecognize carbon impact of w
alkable nei ghbourhoods &
heritage preservationg
gp
–V
SB
–C
ity agencies•
Parks &
Recreation
•PlanningPlanning
•H
eritage–
Com
munity-based integrated design
•Teachers, adm
in, staff, students•
Parents
&non-parents
•P
arents & non-parents
•G
eneral Gordon as pilot project
Let’sdream
Lets dream•
We’re here today because
500it
b500 com
munity m
embers
refused to accept lousy school options
•S
chools should be–
Safe
–H
ealthy–
Sustainable
–B
eautiful…
places for our kids, t
ht
ff&
teachers, staff, & our
comm
unity•
Let’s harness the power of
thh
lit
the whole
comm
unity
6) Visioning Session Participant List – General Gordon
Total Attendees 45
School Representatives 20 General Gordon Elementary Staff Margaret Davidson
Noreen Morris Robin Parr Carl Atterton Mary Locke Brenda Fenton Catherine MacIntyre Anthony Evangelista Gail Johnson
Principal (RT)* Vice-Principal (RT) Teacher (RT) Teacher (RT) Teacher Teacher Teacher Student Support Worker Student Support Worker
General Gordon Elementary Students Megan Low Robin Caldwell
Student Student
General Gordon Elementary Parents / Community Members
Charlotte French Z Smith Christine Hibbert Bill Uhrich Emily Prickett Diana Schmidt Jennifer Sears Larry Benge
Parent (RT) Parent (RT) Jericho Kids Club (RT) Parent Parent Parent Parent Community Member
Agency Representatives 15 B.C. Ministry of Children & Family Development
Deb Kohen, Amber Phillips
Community Services Manager Team Leader
Vancouver Public Library Annette DeFaveri Manager Children’s Services Vancouver Board of Parks & Recreation – Kitsilano Community Centre
Doug Taylor Alfred Lam
Coordinator Association Secretary
City of Vancouver Marco D’Agostini Senior Heritage Planner Vancouver Coastal Health Karen Stotsky
Natalie Slomba Emily Malnis
Manager Clinical Educator School Nurse
Literacy Now (2010 Legacies) Lori Walker Program Manager Kitsilano Neighbourhood House Lisa Paul Director of Children & Youth Services Kitsilano Daycare Society Violet Ledingham Director MOSAIC Saleem Spindari Coordinator, Community Outreach Vancouver School Board Les Smith
Patti Bacchus Community School Coordinator
Project Team 9 Vancouver School Board Chris Kelly
Lynn Green Craig Sidjak
Superintendent of Schools Associate Superintendent, North Area Manager, Facilities Planning
Ministry of Education Keith Miller Earl Strueby
Assistant Deputy Minister Planning Officer
Brook + Associates Chuck Brook Laurie Schmidt Blaire Chisholm Veronique Turner
Principal Principal Planning Manager Planning Assistant
* A Representative Team (RT) has been created at each of the pilot schools. The RT is comprised of the school principal, teachers, parents and community members with a direct connection to the school. Members of the RT participate in a working group for the NCLD planning process at the school and share information between their respective constituent groups and the working group.