NORTH STEM HIGH SCHOOL - Fultonschools.org COUNTY...Rob Anderson Susan Baker Tessa Barbazon Amy...

NORTH STEM HIGH SCHOOL EDUCATIONAL SPECIFICATIONS

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Table of Contents

Acknowledgements ...........................................................................3

Lab Participants ..................................................................................4

District Mission, Beliefs, & Value Statements .............................5

Vision & Objectives for North STEM High School ....................5

Educational Specifications Process & Timeline ..........................6

Clusters/Pathways/Courses ..............................................................7

Curriculum Leaders Interviews ......................................................8

Business Advisory Meeting .............................................................9

Planning Lab #1 ................................................................................11

Community Meeting .......................................................................18

Planning Lab #2 ................................................................................20

Technology ........................................................................................21

Site Issues ..........................................................................................25

Sustainable Facilities.......................................................................28

Safety & Security..............................................................................30

Aesthetics ...........................................................................................34

Community Use ................................................................................36

Program Area Narratives ................................................................38

Compilation of Space ......................................................................43

Spatial Relationships & Adjacencies ...........................................49

Site Plan .............................................................................................51

Appendices ........................................................................................53

Appendix A: Business Advisory Meeting ..................................54

Appendix B: Planning Lab #1 .......................................................64

Appendix C: Community Meeting Report .................................70

Appendix D: Planning Lab #1 .......................................................74

Program Area Design Considerations .........................................76


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Acknowledgements Cooperative Strategies extends our appreciation to the Fulton County

School District for commissioning these educational specifications and for

its cooperation to make this possible. We also thank the following groups.

Cooperative Strategies

David Sturtz, Partner

Kerrianne Wolf, REFP, Educational Specifications Specialist

School Board

Linda Bryant, President, District 4

Linda McCain, Vice-President, District 5

Katha Stuart, Board Member, District 1

Katie Reeves, Board Member, District 2

Gail Dean, Board Member, District 3

Catherine Maddox, Board Member, District 6

Julia Bernath, Board Member, District 7

Administration

Patrick Burke, Deputy Superintendent of Operations

David Knotts, Executive Director of Capital Programs

Doug Carey, Director of Capital Planning

Yalanda Bell, Executive Director of Career and Technical Education

Rob Anderson, Deputy Superintendent of Academics

Amy Barger, Assistant Superintendent of Learning & Teaching

Business Advisors

• Alpharetta Technical Community College

• Alpharetta Technology Commission

• Aurodesk

• Cisco

• Emory Healthcare

• Georgia Hospital Association

• Georgia Tech

• Greater North Fulton Chamber of Commerce

• Gwinnett Tech

• Hire Dynamics

• McKesson

• Northside Hospital

• Well Star Health System

Curriculum Leaders

• Directors:

• Capital Planning

• Humanities, ELA & SS

• Instructional Technology

• Junior ROTC

• Learning & Teaching

• STEM, Mathematics

• STEM, Science

• Coordinators:

• Health & Physical Education

• Performing & Visual Arts

• Virtual Learning

• Program Specialists:

• CTAE

• Instructional Technology / Personalized Learning

• Media Services

• Virtual Learning

• World Languages

• Advanced Studies (IB, AP, AVID, Magnets, Etc.)

• CTE Analyst/Support Specialist (EMT)

• Instructional technology / digital content

• Dance and Theatre

• Work-Based Learning Administrator


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Lab Participants

Fulton County School District and Cooperative Strategies would like to extend a special appreciation to the lab participants. The lab

participants represent a broad cross section of the school community including teachers, administrative staff, parents, and community

members. The lab participants had the important task of developing the Educational Specifications for the North STEM High School.

The lab participants were responsible for examining future trends that will impact educational facilities and creating the educational

specifications to help guide the District’s future construction of the North STEM High School. A major focus of the work was to determine

the educational facility requirements to meet the needs of the 21st Century learner.

Rob Anderson

Susan Baker

Tessa Barbazon

Amy Barger

Donna Barrett-Williams

Yalanda Bell

Partrick Burke

Cherisse Campbell

Doug Carey

Travis Chapman

Joseph Clements

Melanie Conley

Kibbey Crumbley

Stephen Davis

Tim Dunn

Michelle Easley

Mark Elsey

Betsy Eppes

Shannon Flounnory

Rick Gaddy

Ashley Garrison

Lizann Gibson

Tasha Guadalupe

Susan Hale

Scott Hanson

Freda Hardage

April Hardy

Annette Higgins

Austin Hillam

Kelly Hopkins

Pat Horton

Karen Howell

Ehab Jaleel

Mark Jensen

Sandra Jewell

Bob Just

Scott Kent

David Knotts

Nancy Kroph

Najuana Lee

Oscar Lee

Dale Lineberry

Andrea Little

Tim Maley

Brian Mould

Jamie Patterson

Keena Ryals-Jenkins

Cristy Smith

Ed Spurka

Rachael Stowall

Steve Sweigart

Caroline Truax

Indira Tyler

Rebecca Tyson

George Vail

Heather Van Looy

David Vandewalker

Ron Wade

Olivia Watson

Kelly Webb

Hoke Wilcox

Brittany Wilson

Michelle Wilson

Michelle Young

Jimmy Zoll


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District Mission, Vision, And Values

Our Mission:

Is to educate every student to be a responsible, productive

citizen.

Our Vision:

Is for all students to learn to their full potential.

We Believe In

• Excellence

• Trust and Honest Communication

• Common Understanding

• Personal Responsibility

• Commitment

• Academic Achievement

• Measured Results

• Continuous Improvement

• Safe and Nurturing Environment

• Involved Family, Community and Staff

• Transparency and Accountability

Value Statements

• Each Fulton County school will educate every student

to his/her fullest potential.

• Fulton County will engage parents as key partners in

the educational process.

• Each Fulton County school will be the preferred school

for its students and parents.

• Each Fulton County school will provide greater value

for each child’s educational experience when compared

to top-performing public and private schools in the

nation.

• Fulton County schools will prepare each student to excel

in a rapidly changing global society.

Vision for North STEM High School

The STEM Focused Campus (Alpharetta) is a high school

dedicated to providing rigorous and relevant instruction with

focused interest in Science, Technology, Engineering, and

Math that will prepare students for college and career

readiness through academics, career-related courses,

internships, and industry certifications.

Objectives for North STEM High School

Objective #1:

To provide students with unique and authentic instructional

experiences in STEM fields; specifically, in the areas of

healthcare science, engineering/manufacturing, and

information technology

Objective #2:

To build strategic partnerships between Fulton County

Schools and the business community that will provide

industry experiences and internship opportunities for

students

Objective #3:

To provide students with multiple industry certification

opportunities that will prepare them to be college and career

ready


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Educational Specifications Process & Timeline

DATE EVENT TIME LOCATION

JANUARY 25TH Plan for Planning (Internal Staff) 1pm to 2:30pm Conference Call

North Learning Center – Room 202

450 Northridge Parkway

Sandy Springs, GA 30350

North Transportation – Classroom A

410 S. Main Street

Alpharetta, GA 30009

North Learning Center – Board Room



Milton Center

86 School Drive

Alpharetta, GA 30004







FEBRUARY 14TH Interviews 8:00am to 4:00pm

MARCH 7THBusiness Advisory Council

(Business Partners)7:30am-10:30am

MARCH 16TH & 17THPlanning Lab #1

(Advisory Committee)

12:30pm to 4:30pm

8:30am to 4:30pm

MARCH 28TH

Community Meeting

(All Committees and

Community)

6:00pm-8:00pm

MARCH 29THPlanning Lab #2

(Advisory Committee)8:30am to 4:30pm

MAY 9TH Final Board Presentation 3:00pm


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Clusters / Pathways / Courses


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Curriculum Leaders Interviews Summary

Interviews with curriculum leaders from across the District occurred February 14 to understand curriculum delivery, facility use, and

needs. These conversations occurred in one hour increments to delve deeply into the current program and potential vision for future

curriculum and facility implications. Participants were asked some beginning visioning questions that helped “prime the pump” for the

conversations that will continue throughout this process.

Because of these conversations, draft documents were developed to share during Planning Lab 1 on March 16 & 17, such as a draft

compilation of space, draft agenda, program area description documents, and presentation. Participants were also encouraged to talk

with colleagues before Planning Lab 1 and bring those ideas to Planning Lab 1. Participants at Planning Lab 1 further refined these

documents.

These curriculum leader interviews helped facilitate discussion across all disciplines and created a cohesive draft of standards which was

further refined in Planning Lab 2.


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Business Advisory Meeting Summary

To create a robust program at the new North STEM HS, Fulton County has engaged

several business partners in conversation. This began with a meeting on Tuesday,

March 7th at the North Transportation Center on Main Street. An introductory

presentation was given and approximately 20 participants self-selected into one of two

groups: Healthcare or IT/Engineering & Manufacturing. Eleven area businesses were

represented. The business leaders were asked to respond to a series of questions in

their respective work groups. The intent was to have them provide feedback &

suggestions about:

• District’s draft

o Vision & Objectives for this facility

o Academic Clusters / Pathways / Courses

• How & Where (Spaces)to deliver suggested courses

Business Advisors: IT and Engineering & Manufacturing

• Gary Campbell, Hire Dynamics

• Geri Chapple, Alpharetta Technology Commission

• Karen Howell, Gwinnett Tech

• Indira Tyler, Gwinnett Tech

• Olivia Watson, GNFCC

• Angie Woo, Cisco

Business Advisors: Healthcare

• Stephan Davis, Well Star Health System

• Freda Hardage, Northside Hospital

• Pat Horton, Georgia Hospital Association

• Jeane Landry, Emory Healthcare

• Dale Lineberry, McKesson

Fulton County Schools

• Yalanda Bell

• Patrick Burke

• Doug Carey

• Melanie Conley

• Ashley Garrison

• Annette Higgins

• David Knotts


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Summary

The following pages detail the four activities and conversations held during the meeting. This list provides the highlights of those

conversations.

Provide students with soft skills such as communication & presentation

The District should keep the programs, the facility, and furnishings, fixtures, and

equipment updated.

The program should attract students District wide.

It’s important to coordinate schedules between the school and business partners:

school day, school year, summer, etc.

There is a need to create common definitions of: apprenticeship, internship,

externship, experiential learning, etc.

Deliver Healthcare instruction as a business as well.

Healthcare instruction should intersect with other CTE clusters to provide cross-

curricular instruction such as healthcare administration, finance, IT, and telehealth.

There was a project outlined by the Healthcare business partners entitled

“Healthcare Peer Acceptance”. It envisioned healthcare vs. sick care as a year-long

& school wide project.

The facility should provide space for:

✓ Robotics competitions – exterior fields

✓ Presentations

✓ Simulated healthcare settings – clinical rooms

✓ Telepresence/conference

✓ Huddle rooms

✓ Industry sponsorship

✓ Video & film studio


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Planning Lab #1

Planning Lab #1 was held on March 16 & 17, 2017 and began with

introductions, review of the agenda, and goals for the planning lab. In

attendance were high school students, parents, and Fulton County

Schools faculty and staff.

On day 1, a visioning session was conducted by facilitating small group

conversations about a variety of topics. To inspire conversation around

these topics, the participants watched videos and participated in group

discussions. The goal of day one was to envision what the North STEM

High School could be in relation to the ever-changing roles of the

current instructional model, the teacher, the student, the facility itself

and time constraints.

On day 2, the group was introduced to facility layouts, compilation of

space, program area descriptions, and cross curricular spaces.

Participants answered questions about these aspects of the educational

specification process. The lab concluded with a wrap-up of what

participants had accomplished over the two-day lab, as well as an

explanation of the next steps that are to be taken in this process, which

include a community meeting to gather feedback and Planning Lab #2.

The following pages detail the exercises conducted throughout this

two-day lab.


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Exercise #1

Deconstructing the Industrial Model

Exercise Description

Participants viewed a short video called “Changing Education

Paradigms”, by Sir Ken Robinson. In this video, Robinson argues

that our model of education is “modeled on the interests of

industrialization, and in the image of it.” Based on this video and

statement, participants were asked:

• Do you accept this critique?

• If not, why?

• If the industrial model is not the appropriate

model for our school operations today, what is an

appropriate model?

Results Summary

The discussions following this presentation presented a wide

variety of ideas on how to adapt education based on modern

needs including mimicking a business or college environment.

Many found it pertinent to discuss the relevance of structure and

flexibility in learning environments.


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Exercise #2

Balancing Skill & Scale, Time & Mastery


Participants viewed a clip from the video titled “Rethinking

Learning with Salman Khan”, where Salman Khan, the creator of

Khan Academy, introduces the idea that students on a fixed

schedule may not be mastering concepts, but learning just

enough to where they will pass a test.

Participants discussed this video, and answered the following

questions and completed an exercise to model alternatives to a

fixed schedule:

• Use the project that the Business Advisors developed in their

meeting on March 7th entitled the “Peer Acceptance Health

Care Project” to expand the model concept your table made

in the first exercise.

• Describe how the Peer Acceptance Health Care Project of the

business advisors could be taught across all curriculum

(“day in the life” of a student)

• Describe the types of spaces equipment you

would want to implement this project

Results Summary

Discussions reflected a general favoritism toward more flexible

learning structures based on student ability and interests. This

project could reflect a multi-year approach as well as

incorporation of business representatives as consultants in

process. Many emphasized the need for flexibility on all fronts

including time, teachers, and students. This project would

require mobility in the facility, furnishings, and equipment.


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Exercise #3

Defining the Role of the Teacher


Participants viewed a video entitled “This Will Revolutionize

Education”, where Derek Muller, of Veritasium, speaks about the

idea that technology has constantly been predicted to

revolutionize education, even though the way students are

taught has not changed significantly over time. Participants were

tasked with answering the following question and completing an

exercise to summarize their common responses:

• Share a story of the most impactful class

you have experienced as a teacher or a

student create a common themes list

• Write keywords that define the role of the

teacher in the examples you provided

compare and summarize common themes

Results Summary

There was a robust discussion on the responsibilities of a teacher

with an eye toward the importance of the interpersonal

relationship between student and teacher. Soft skills were

emphasized instead of teachers being simply the “content”

deliverers. Teachers are primarily an encourager, authentic,

empowering, inviting, motivating, passionate, and relatable,

while maintaining high expectations.


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Exercise #4

The Facility as the Third Teacher


Participants watched a video clip called “The Third Teacher”,

which is based on Loris Malaguzzi’s idea that children are taught

through three channels: adults, fellow students, and the physical

environment in which they learn. The video addresses the need

for “agility and flexibility” in learning spaces. Participants then

answered the following prompt:

• What is the IDEAL? No limitations such as budget,

sizes, or quantities.

• Describe your dream program based on planning lab

discussions thus far

• Create a list of the space types/rooms you would want

to support that program

• Draw or list which space types/rooms should be close

to each other

Results Summary

Participants continued to have an interest in a general

deconstruction of the existing industrial model, seeking to create

facilities that are created around the student experience. Some

suggested spaces include: breakout / huddle spaces, with

individual space to work, a student center “touchdown” space,

lecture halls, a fitness center, and exterior instruction space.

Emphasis was placed on the ability to maintain flexibility both at

the classroom and facility wide level.


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Exercise #5

Benefits & Challenges of Layouts


Participants looked at three different school layout designs, the

double loaded corridor layout, the pod layout, and the

multimodal instructional layout, all shown below. They were

tasked with creating a list of benefits and challenges of each

layout individually and in small groups.

Results Summary

With the double loaded corridor, participants found students

and teacher isolated from each other in individual classrooms.

Moving toward more open spaces with pods and multimodal

instructional space brought its own challenges and benefits. The

following are a summary of the benefits that participants want to

build upon and challenges they want to mitigate.

• Ability to expand for future construction

• Collaboration

• Common areas

• Community building

• Cost efficient

• Display student work

• Ease of navigation

• Flexible

• Instructional transparency

• Mimics professional work environment

• Minimize distractions

• Natural daylighting

• Organized

• Short transition times

• Staff development

• Student centered

• Supports personalized learning

• Visual &

auditory privacy

• Visual

supervision


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Exercise #6

Reviewing Compilation of Space, Defining Spaces, and

Identifying Potential Shared Spaces


Participants began drafting the Compilation of Space by

discussing the types of spaces they would need to deliver their

curriculum in the future. This further enabled participants to

define the following qualities of each space:

• The purpose of the space

• The activities to be conducted in the space

• Primary adjacencies

• Who might use the space and in what quantity.

o For example, 1 teacher and 15 students or 1

administrator.

Quantities and sizes will be refined in planning lab #2. This

activity concluded with participants detailing the requirements

of each space into the following categories:

• Doors

• Electrical

• Equipment

• Flooring

• Furniture

• Lighting

• Mechanical

• Plumbing

• Shelving

• Technology

• Walls

• Windows

• Special Considerations

Lastly, participants identified those spaces that they had listed as

required space in their program area that they would see as

potential shared spaces with the other program areas in the

facility.


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Community Meeting Report

On Tuesday, March 28, 2017 a Community Meeting was held at

the Milton Center in Alpharetta to discuss the North STEM

High School Educational Specifications. There were over 100

community members in attendance. The meeting began with a

welcome from Patrick Burke, Deputy Superintendent of

Operations, followed by introductions of School Board

Members in attendance, District Administration & Staff in

attendance, Bob Just, Cooper Carry Architect, and planning

consultant firm Cooperative Strategies.

Cooperative Strategies’ Educational Specifications Specialist,

Kerrianne Wolf, gave a presentation which detailed

information about the project, process, and timeline. A

summary of each of the meetings that have occurred in the

planning process was presented along with key concepts from

each meeting. Details from the following meetings were

presented: Curriculum leaders interviews, business advisory

meeting, and planning lab #1. The draft vision and objectives

as well as the planned clusters/pathways/courses were shared.

Also discussed were the

target gross square footage

of the new facility, the

planned capacity, and the

final project deliverables.

The presentation concluded with a summary of key

considerations which include, but are not limited to:

• New High School has a STEM focus on 3 clusters:

o Engineering & Manufacturing

o Healthcare Science

o Information Technology

• Fulton County School District will develop business

partnerships before, during, and after construction of

North STEM High School

• Curriculum delivery is Problem Based Learning and

Interdisciplinary Instruction

• Planning for Multiuse Spaces:

o “Student Center” Library/Cafeteria

o Extended Learning Areas

o Micro maker Spaces

o Lecture Halls

o Huddle Rooms

• Teachers will have Planning / Collaboration Rooms

• Staffing this facility correctly is crucial for its success

• Professional development will be necessary

• The facility will be planned for space for further expansion

if programs or enrollment dictate the need for:

o Gymnasium

o Future CTE cluster(s)

o Fine & performing arts spaces such as auditorium

support and additional music instruction spaces


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Following the presentation, community members participated

in 2 small group discussions.

The small group discussion topics were:

• Topic #1: Define What a Successful Fulton County STEM

High School is in your opinion.

• Topic #2: Part One

o What modifications to the proposed plan might

you suggest?

• Topic #2: Part Two

o What other academic or facility factors should be

considered as the plan nears completion?

A summary and the results of these small group discussions are

on the following pages.

The meeting concluded with a question and answer session

where attendees wrote their questions on index cards and

District administration collected and answered those questions.

Those questions have been grouped by topic and their answers

may be found on the District’s website.

Small Group Discussion Topic #1:

In your opinion, define what would be a successful Fulton

County STEM High School.

Summary: Choice, flexibility, options, innovation, and

opportunities were among the most cited concepts for success.

Creation of vertical alignment of programs elementary through

high school was also mentioned as a measure of success. There

was strong support of developing relationships with the

professional community and students graduating with

certifications.

Small Group Discussion Topic #2: Part One:

What modifications to the proposed plan might you suggest?

Summary: Among the most unique modifications to the

proposed plan were the following suggestions. A branding

opportunity lies in the naming of the school. Students should be

given a choice to explore before committing to a pathway.

Include finance in the curriculum and provide STEM focused

clubs. There should be a programmatic refresh every 5 years or

so based on technology and job developments. A community

governing board, including colleges, should be put in place.

Small Group Discussion Topic #2: Part Two:

What other academic or facility factors should be considered as

the plan nears completion?

Summary: The main facility factor mentioned was the topic of

phasing and completion: It was suggested to have a phasing plan

to expand if the enrollment rises above 1,500 students. Further

consideration might be given to a partial completion to open in

2019 to synchronize with the new students in Fulton Academy of

Science and Technology. The main academic factor mentioned

was preparation of students and recruitment of teachers:

Consider preparing students for these programs before high

school. There is a need to prepare students and teachers for this

change in learning environment. It is important to recruit/retain

the right type of educator.


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Planning Lab #2

On March 29, 2017, Planning Lab #2 was conducted at the North

Learning Center. Attendees included students, teachers,

administrators, District Administrators, and business partners

among others. The lab began with a review of Planning Lab #1,

draft documents, and community meeting highlights.

Participants worked to refine the Compilation of Space and

completed a value engineering exercise to bring it closer in line

with the budget. Participants used scaled manipulatives to

create program area adjacencies to illustrate spatial

relationships and overlaid those illustrations on a site plan.

This lab also included a discussion of non-programmatic issues

that were defined in the District wide standards. Participants

discussed site specific refinements of the following topics:

✓ Aesthetics

✓ Community Use

✓ Site Issues

✓ Technology

Because of the meetings in this process, the following pages

outline the educational specifications for the North STEM

Fulton County High School. These educational specifications

could be superseded by the Fulton County Schools Design

Standards already in place.


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Technology

The technology specifications outlined here should be

superseded by the Fulton County Schools Technology

Specifications.

Today, technology is used extensively to help students learn

basic and critical thinking skills. The applications and

capabilities of educational and information management

technology have increased dramatically. Today, the majority of

jobs require at least some technology proficiency and as such, it

is expected that students will leave school with the ability to

work with and use technology.

The implementation of voice, video, and data throughout

school facilities is a standard in schools across the country.

Appropriate and strategically designed and installed technology

will greatly enhance the teaching and learning of basic and

advanced skills and position a school to take advantage of

technological developments in the future.

To take advantage of technology, schools need comprehensive

staff development programs and training; student access to

technology applications; updated hardware and software;

wireless access points, updated school wiring and internet access;

integration of technology into the academic content standards;

home to school access; technical support personnel at the school

level; and a security system that encourages use and protects the

investment.

All classrooms should be multi-use/multi-purpose with invisible

technological support. There should be a seamless web of

technology to support the classroom management between

administration, teachers, students, and the home. Research

suggests that multi-sensory teaching is most effective in mastery

of basic skills. Technology supports visual, auditory, and

experiential learning; therefore, it is recommended that all

instructional spaces have voice, video, and data accessibility.

This access enhances the flexibility of the learning environment

to respond positively to alterations in the use of space. The wiring

and other infrastructure components should be the highest

priority, including wireless networks. The facility should have

surplus electrical power capacity and network wiring/bandwidth

to permit expansion of technology and movement toward one-

to-one technology.


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It is important that all students demonstrate technology skills

appropriate to their grade level. Students will be expected to

possess technology skills, as defined and assessed through

authentic learning opportunities and applicable technology.

Today’s schools are equipped to support management and

instructional applications. Current voice, data and video

systems can provide leadership, instruction, data management,

internet access, and student services. Technology is becoming

increasingly useful and appropriate to the student and the

educator. As home and business worlds move into higher levels

of technological applications, it is critical for schools to be

equipped and play a leadership role in the integration of

technology into the teaching, learning, and communication

processes.

Applications of Technology

Technology has five primary applications within the school

environment. These applications have the potential to have a

positive impact on every aspect of the educational processes

found in school. The following list illustrates the five primary

applications that interface with each other and some examples

of educational applications in each area.

1. Communication / Productivity

2. Student Services

3. Educational Technology

4. Business Systems

5. Content Acquisition / Resource

Technology & the Learning Environment

Technology greatly enhances the learning environment.

Technology, in the typical classroom, can support multiple

instructional designs.

There are a variety of group configurations that might be used

for instruction including but not limited to:

• Large group – up to 150 students

• Whole group – approximately 15 to 20 students

• Small group – approximately 6 to 8 students (This

includes areas in the classroom and in shared common

spaces, which a teacher or another resource person can

work with groups.)

• Individualized Instruction – 1 to 2 students. This is

primarily a computer-based instruction design where

students interact with a computer. As all forms of

technology become more and more digitized, it is

envisioned that these will be multi-media computers that

integrate voice, video, and data formats as well as having

high-speed Internet access. Technology will comply with

accessibility for students with special needs that are

included in the classroom.

All groups, regardless of size should have access to computers,

interactive technologies, and various forms of display

techniques.


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Voice: Voice and unified communication capabilities in every

classroom and workspace to support internal and external

communications

Video: Video distribution in every classroom and throughout

the building with interactive video capabilities to support large

and small group instruction, distance learning, and providing

access to a wide range of internal and external resources

Voice / Data Combined Network VOIP (Voice over Internet

Protocol): Unified communication capabilities in every

classroom and throughout the building as well as network

capabilities campus- wide and to other external resources (i.e.

internet)

Today’s schools are being wired and equipped to support

management and instructional applications. Current voice,

data, and video systems can provide leadership, instruction,

data management, internet access, and student services which

go far beyond the systems in schools previously. Technology is

becoming increasingly useful and appropriate to the student

and the educator. As home and business worlds move into

higher levels of technological applications, it is critical for

schools to be equipped and play a leadership role in the

integration of technology into the teaching, learning, and

communication processes.

Direct Instruction Spaces (Classrooms)

All direct instruction spaces (classrooms) should have unified

communications / data, wireless internet, and telepresence. This

will enhance the flexibility of the learning environment to

respond positively to alterations in the use of space. The wiring

and other infrastructure components, including wireless

infrastructure, should be the first priority since terminal devices

can be added later. The facility should have surplus electrical

power, redundant electrical power, and cooling capacity to

permit expansion of technology. Infrastructure, systems, and

cabling are typically funded as capital projects.

The following components should be included in each

classroom:

• Carts or other fixed location/stations to recharge one to one

technology devices

• One teacher workstation with voice, data, and video [i.e.

internet protocol television (IPTV)]

• Data drops with network & internet access

• Dedicated electric power availability and/or raceway wiring

system to support student computers and other learning devices

• One video drop with mounted video monitor or projector

• One voice / data drop with telephone

• Audio classroom enhancements

• Wi-Fi coverage

• Personalized learning documents for student Interactive

projector / flat panel and projection surfaces


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Alternative wireless configurations where all staff and students

are issued a personal computer/multimedia device should also

be considered.

Office areas have the following needs:

• Appropriate voice and fiber/ data drops and/or wireless

capability

• Electric power availability

• Capability to support computer, network, printer, and fax

• Telephones (voicemail capability)

• Security video system (network based)

• PA system (network based)

• Audio system

• Capability to support high speed networked copier

• Color printer

• High speed shredder

Conference areas should include:

• Voice, video, and data drops with network and internet

access

• Electric power availability

• Capability to support video monitor and video projection

• Telephone with conference capability

Telecommunications Room

The telecommunications room will house un-interruptible Power

Supplies (UPS), communication servers, IP-PBX, video system,

network router, and Power over Ethernet (POE) network

switches. In addition, this room will have additional cooling

systems to maintain a consistent room temperature. This room

also should have the capacity for emergency power.

Furniture will consist of equipment racks, worktable, and

monitor stand. All equipment must be located by ample

electricity and have an accessible diameter of 4-5 feet.

Wireless Access Points [APs]

The following locations contain the recommended number of

wireless access points:

• Public Areas [information center/library, cafeterias,] – At least

2 APs

• General classrooms – 1 AP per room

• Typical load – 30 users per AP

Teacher Collaboration Rooms

The teacher collaboration should have the following equipment:

• Projector or interactive flat panel

• Printer/Copier

• Telephone

• Interactive whiteboard


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Site Issues

These site issues should be superseded by the Fulton County

Schools design requirements.

In coordination with the District staff, the Architect of Record

will be responsible for location of the school on the site as well

as site issues including topography, drainage, pedestrian and

vehicular traffic, bus drop off and pick up areas, service entry,

and safety of playground and play field areas.

Design Considerations

• Main building entrances which are readily identifiable

• All other building entrances shall be recessed or covered

to minimize direct moisture run off on openings, doors

and hardware

• Building orientations and configurations which

conserve energy and allow for natural day-lighting and

ventilation

• Utilization of exterior terraces/patios for outdoor learning

areas

• Accessibility to all buildings and play areas as per

Building and ADA requirements

• Identification and preservation of natural site features

such as wooded areas to be used to enhance the science

and other programs

• Minimize the building's environmental impact on the site,

i.e.:

o Run-off control (watershed issue)

o Minimize excavation

o Maintain existing trees when cost effective

o Minimize grounds maintenance

o Provide multi-purpose playfields

o Exterior lighting

o Emergency vehicle access

• Service entries

• Landscaping

• Use of adjacent properties

• Location of utility “boxes” such as electrical transformers

• Building Expansion: The planning for future building

expansion shall consider grading, circulation patterns and

utility stub outs.

• Canopies and Covered Walkways: Provide overhead

canopies at primary building entrances. It is

recommended that each loading area have a covered

canopy and covered walkway leading into the building.

Canopies shall be designed to avoid roosting of birds and

animals


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• Exterior Mechanical Areas: Shall be enclosed with

security fencing. Provide reinforced concrete slab with

fenced area with proper sized pads/curbs for equipment

mounting. Slope slab away from building

• Site design should follow standards of Crime Prevention

Through Environmental Design (CEPTED)

Traffic Flow

• Backing up of busses shall not be permitted

• Car, bus, and service vehicle traffic must be separated

• Consider access by fire department emergency vehicles

when planning site circulation

• Sidewalks shall be provided at each loading area with

visible or physical “waiting” area

• Must accommodate student access to buses queuing,

loading and unloading to the student drop off areas

• Provide adequate areas for entering and leaving play

fields

• Provide drive-up access for large items in areas such as

Food Service and Custodial/Maintenance

• Separate drop-off for special education buses (site

permitting)

• Separate staff parking from student parking

• Sufficient length in drop-off for bus and car stacking

• The discharge/pick-up of students at the loading zones

shall be from the side of the vehicle opposite the driver

and towards the building

• Vehicular and pedestrian traffic must be separated

• Comply with regulations for handicapped access

• Consider covered walkways from car and bus drop-off

areas

• Parking lot medians should contain solid surface pass

through for pedestrian traffic

• The school site must provide adequate areas for entering

and leaving, parking, and play fields

Lighting

• Flag poles are not to be lighted

• Exterior lighting shall be controlled by the BAS (building

automation system)

• Must be easy to maintain and service

• Provide appropriate lighting for courtyard, amphitheater,

exterior studio/gallery

• Provide appropriate lighting for walkways

• Provide lighting that is easy to maintain and secure

against vandalism

Landscaping

• Consider outdoor spaces as an extension of the classroom

and opportunities for exploration and education

• Create landscaped areas that are sustainable from natural

rainfall

• Low-maintenance landscaping plantings

• Places to rest and read

• Provide one 30’ flagpole that is ADA accessible

• Xeriscaping taking into consideration precipitation and

mud


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Sheltered Areas

• For inclement weather

• Outdoor class work

• Waiting for parents

• Before/after school activities

• Away from noise

Play Fields

• The existing play fields should be made safe & secure. If

a gymnasium gets constructed in the future, it should be

adjacent and have direct access to the existing playing

fields.

• One large multi-purpose field (minimum)


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Sustainable Facilities

Sustainable Facilities

• When designing new landscape features, integrate

native species planting with existing vegetation,

considering species that thrive with infrequent rainfall

and labor-intensive maintenance.

• Evaluate site considerations with sensitivity to their

impact on the existing habitats of native plants and

animals. Maintain and improve, where possible, the

ability of sites to accommodate natural animal habitats.

• Consider sitting the new school buildings in ways which

strengthen the adjacent neighborhood and community,

giving the building an appropriate presence and

position within its environment.

• Configure new buildings on their sites so that safety of

students, parents and staff is given highest priority.

Passive Solar Design – Building Envelope Design

• Control unwanted heat gain with effective sun-shading

and glazing strategies.

• Consider using higher levels of insulation use within the

building envelope than typically found within

“traditional” buildings. Specify sound glazing strategies.

At minimum, incorporate the use of low emissivity glass.

Consider other glazing qualities such as light

transmittance, reflectance, and shading coefficients to

determine optimal energy use versus cost conditions.

• Use durable, long-lasting building materials for the

building skin.

• The architect shall provide a design capable of using less

than 30 kBtu per square foot per year.

Energy Use and Daylight

• Incorporate the use of day lighting into the overall design

of the building, minimizing the need for high levels of

artificial light within each space. Consider the use of light

shelves or other means to reflect indirect light deep into

the building.

• Irrespective of the energy source selected, reduce the fossil

fuel energy usage relative to current construction

standards.

• Specify compliant non-ozone depleting refrigerants for

use in mechanical plants.

• By incorporating daylight into the building, reduce the

amount of artificial lighting required.

• All lighting should be LED.


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Materials Selection

• Resist adding layer on layer of building material

when detailing a building (where code issues are not

a concern). Specify materials whose basic

characteristics are pleasing to the eye and do not

need to be covered up.

• When choosing materials, consider the lifecycle

implications of those materials. Evaluate material for

their ability to be reused or recycled after they are no

longer useful in a building.

• Plan to use materials that require little maintenance

or regular cleaning. For those materials that do

require cleaning, consider the environmental effects

of the cleaning methods that will be employed.

• Avoid materials which substantially “off-gas”

during their use. Watch for this issue in adhesives,

finish materials like carpet and fabric, paints and

clear coatings. Indoor air quality should be a major

consideration when planning and environment

conducive to learning, human health and

productivity.


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Safety and Security

There is a high interest in maintaining an inviting and

deinstitutionalized environment, while simultaneously

providing a safe environment for students, staff, and

community who use the facility and adjacent support services.

The organization of a building will have a major impact on

student behavior and safety concerns. Building security can be

addressed in an active or a passive manner: active security is

based on security systems; passive security is based on

program design, building layout, and community

participation. Schools should be based on passive concepts

with applied active concepts where necessary.

If we deal with the symptoms of the problem, we tend to focus

on the active security procedures that can be implemented. If we

deal with the cause of the problem, we are likely to address most

of these issues through passive or program and building layout

solutions.

The problems and their causes are multi-dimensional: some

issues can be addressed, while others cannot. Causes include, but

are not limited to, family problems, lack of sense of belonging,

lack of identity, lack of communication, lack of accountability,

and lack of student/teacher relationships. Passive programs and

building layout should be the primary focus and active security

systems the secondary focus.

Since the greatest number of discipline problems in a school

occurs when students switch classes and must travel from one

end of the building to the other, having students spend most their

day in one section of the building reduces movement, resulting

in fewer discipline problems. Teams of teachers having

responsibility for the same students improve the student/teacher

relationship and results in greater continuity and monitoring of

behavior issues.


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Passive Security Concepts

Building Layout

• Avoid blind spots, corners, and cubby holes [inside or

outside]

• Locate administrative and teacher preparation with

good visual contact of major circulation and gathering

areas [i.e., corridors, cafeteria/gymnasium, bus drop-off,

parking]

• Develop spatial relationships in such a manner that there

are natural transitions from one location to another

• Locate restrooms near classrooms

• Design restrooms to balance the need for privacy with

the ability to supervise

• Avoid external exit for restrooms

• Locate areas likely to have significant community use

[after school] close to parking and where these areas can

be closed off from the rest of the building

• Provide for natural integration of students and staff

• External exits from offices

• Ability to partition unused portions of building

• Avoid easy access to roofs

This example illustrates a learning community complex

approach. Having teacher workrooms, commons area,

restrooms, and storage integral to the complex, reduces traffic

and increases safety and security.


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Types of Building Materials

• Use durable wall surfaces that are easy to clean so graffiti

can be removed

• Incorporate pitched roofs which inhibit roof entry and

are aesthetically pleasing

• Review window size and design / type with District staff

• Install non-slip floors at point of entry

Vehicular and Pedestrian Traffic

• Separate bus drop-off area from other vehicular traffic

• Separate staff and community parking area, located in

appropriate areas

• Separate student [pedestrian] traffic flow

• Protect playgrounds from vehicular traffic and parking

Uses of Technology

For instructional and administrative purposes, the new school

should have extensive technology systems. These same

infrastructures and technology components can be used to

enhance building security:

• Communications in every instructional and support area

• Building-wide all-call designed to be heard throughout

the school and on the play fields when needed

• Smoke and heat detectors located throughout the

building

• Panic buttons located in reception

• Securable lobby area

Landscaping, Play and Practice Fields, Site, and Lighting

• Consider the impact of landscaping on the security of the

building

• Use aesthetically pleasing fencing around perimeter of the

building where applicable

• Non-intrusive lighting of all areas

• Emergency lighting per code and cutoff during

unoccupied periods

• Exterior lights controlled by BAS

• Recess building on site to avoid vehicular and pedestrian

conflicts

Crime Prevention Through Environmental Design Security

Principles

1. Natural Surveillance

Create and maintain visually open spaces to keep

potential intruders under observation and give potential

witnesses a clear view of criminal activity. People and

property are safer if they can be seen by potential

witnesses.

2. Natural Access Control

The use of walkways, fencing, lighting, signage and

landscape to clearly guide people and vehicles to proper

entrances. The goal is not necessarily to keep intruders

out, but to decrease the opportunity for intrusion and

increase the perception of risk to offenders.

3. Territorial Reinforcement

Clearly distinguish public areas from private ones.

Creating a “sphere of influence” through which the

caretakers of a property develop a sense of responsibility

over it. Potential trespassers perceive this control and are

discouraged.


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4. Maintenance

It is critical to maintain a “pride in ownership” image

over a property. Sending the message that there are

people responsible for the property. Those who take

care of the property will challenge those who come onto

it to commit crimes. This will deter undesirable

behavior.


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Aesthetics

The indoor and outdoor structures and spaces where students

go to school need to be aesthetically pleasing and healthful. The

facility should be inviting to the students, making them feel that

the space is special, and therefore emphasizing that each

individual is important. Aesthetics that affirm the value of the

individual must be stressed, with spaces for the admiration of

the accomplishments of self and others. The school should

resemble a place for academic success, high self-esteem, social

interaction, and physical safety. The facility layout should be

especially easy to comprehend and reflect how classes relate to

one another. Spaces should be provided for socialization

among students and with teachers. Spaces should also be

provided to display student work.

Variety of Instructional / Learning Spaces

Ongoing assessment of student progress will require facilities to

be able to adapt with a changing program. Multi-use of buildings

should be the norm. Spaces should allow for a wide variety of

specialized instructional and hands-on learning experiences.

Today, students do not just work in groups of 20-25. As

technology continues to advance, students are becoming more

involved in extensive individual learning activities that are

supplemented by small group (2-6 students), moderate group

(10-20 students), and large group (50-150 students) activities.

Space should be provided for students to plan, work

independently and collaboratively, give and/or receive tutoring

as well as accept instruction.

Staffing Patterns

The predominant staffing pattern is composed of teachers,

supplemented with paraprofessionals and specialists. As the

programs and groupings change, a more differentiated staffing

pattern may emerge.

Indoor and Outdoor Learning Environments

By rethinking spaces, better use of the facilities can be made.

Some ideas include: use gardens instead of pavement and use

hallways as art galleries or museum strips. Creativity and

functionality should work hand-in-hand. Color, greenery,

building materials, and furniture should be selected carefully to

develop a pleasing and inviting atmosphere.


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The learning environment should be student-centered and

designed for "hands-on learning," promoting student

autonomy and independence. Space for active participation

should be incorporated with modular, flexible classrooms

providing opportunities for integrating disciplines and easy

access to tools of exploration. The outdoor site should serve as

a pro-active learning environment as well. There will be a

balance between making the environment not only cost-

effective but also aesthetically pleasing, friendly, and student-

centered.

Learning from Others

Modern office environments provide greater insights into

flexibility than current school environments. Many of their

concepts should be taken into consideration:

• Non-load bearing wall systems

• Raceways, cable trays

• More generic space that can be adapted to specialized

uses

• Attention to sun patterns

• Office entry area – natural light, welcoming, feeling

accessible through use of glass and double doors

• Office – wall of windows, security helpful

• Elements of a house/home, wood accents for example to

bring nature inside

Planning Principles

Following are planning principles employed when developing

the site:

• Good signage – marquee board (with directions on how to

find entrance and location within the facility)

• Dumpster and recycling bin not visible

• Separate access road for deliveries if possible

• Pleasing, inviting and soothing colors

• Lighting: natural, skylights, energy efficient

• Student art work – several showcases around school

(including tack strips to display work)

• Student spaces should be equipped with technologies for

student use.

• Create easy access for parents/community

• Welcoming area by front door

• Floor covering is environmentally/health friendly, but

gives a warm feeling through color and texture

• Compliments the overall community and other

surrounding structures

• All areas need to be designed for maximum flexibility in

use (by staff, students, parents, community)

• Student designed spaces – garden areas, tiles, mosaic,

flooring, exposed aggregate – texture, color, shape

• Integrate historical themes and community / school

antiquities / elements into facades

• High ceilings


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Community Use

Schools are an important focal point of the community that they

serve and can support the needs of a community. Communities

provide important family and community facilities such as

parks, auditoriums, and playing fields. As resources such as

water and energy become more expensive, the opportunity to

create joint use facilities is becoming more valuable. The school

district may partner with communities by allowing community

facilities to be built on school grounds and then sharing

operational costs with a community. Alternately, a district may

be able to justify a facility for joint use with a community that

by itself could not be financially justified.

School districts and governmental agencies are beginning to

realize that cooperation is needed, especially considering

shrinking budgets and the diverse needs of the community.

Community involvement in education can take a variety of forms

before, during, and after the school day.

Based on limitations established for the size of school facilities

and budget constraints, most of the community uses will need to

focus on shared space that is used primarily for school programs

during the school day and community uses during non-school

hours.


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The following is a partial list of potential community uses:

• After School Youth Enrichment

• Board of Education Meetings

• Community Meetings and Public Hearings

• Health Department:

o Blood Drive

o Diabetic Education

o Flu Shot Clinics

o Other Screenings

• Sports Programs and tournaments

• Mentoring Programs

• Open House Activities

• Parental Involvement

• PTA meetings

• Recreation Programs

• School/Business Partnerships

• Senior Citizen Programs

• Special Seminars

• Voting

The areas in schools that have the greatest possibility for

community usage include:

• Cafeteria

• Auditorium

• Library/Media Center

• Conference Rooms

• Existing Playfields

• Parking Lots

To appropriately accommodate community use of this facility

the following might have special consideration in the design:

• Disaster and emergency use

• Configure and zone facility and site to enhance parking

and circulation, safety & security, and energy

conservation

• Adequate signage to assist community members with

identifiable entrances and to control access

• Storage

• Shared costs of utilities, facility maintenance, insurance,

and other associated community use costs

• After-hours lighting for parking areas


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Program Area Narratives

Core Academics

Students are provided Core Academic instruction in grades 9

through 12 in the areas of English, math, science, and social

studies. The ideal educational setting for students would

include classrooms with all technology capabilities that provide

the flexibility to convert general classroom space to multi-

purpose learning centers. Special Programs (ESOL) need to

provide seamless classroom instruction to students in

classrooms that are fully equipped with the appropriate

technology and learning resources for students and teachers.

Additional space in the form of huddle rooms is also needed for

small group instruction and assessment. Ample storage is

needed in all classrooms to house items that need to be locked

in for security purposes as well as temporary storage for works

in progress.

For Project Based Learning activities, Extended Learning Areas

will enhance collaborative learning within grade levels and

across subjects and provide space for small group and learning

extensions near the general classroom spaces.

Lecture halls will provide space for approximately 75 students

to gather for presentations and demonstrations from teachers,

students and/or industry experts. The space would be

conducive for learning with all required technology, and

presentation devices.

Currently, teachers use regular classrooms to plan and

collaborate. Teacher planning and collaboration areas will

provide ample space for grade level and subject area teams to

meet with each other along with support staff in the building.

This designated space will help support continuous learning,

sharing and collaboration for all stakeholders.

Student Center: Cafeteria/Food Service & Library/Media

Center

This space is planned for the center of the facility and should act

as a “touchdown area” for students throughout the school day.

This space combines the functions of the library/media center and

the cafeteria. The student center should support large and small

groups and break out groups. The space would be outfitted with

all current technology and presentation devices. Students would

be able to bring materials to work on small projects, have group

discussions and appropriate access to electrical outlets.

Some decentralized administrative spaces should surround the

student center for student access throughout the school day such

as guidance counselors.

The micro maker spaces should surround the student center area

and allow for work on small independent projects when students

are not in the CTE labs within the core academic clusters.

Additional huddle rooms should be available for small group

work.


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Library/Media Center: Fulton County Schools Media Centers are

centers for innovation and information. The media center

should include flexible furnishings, including mobile shelving.

The space is fluid and allows for collaboration among students,

connects students to the world, promotes creativity, and

innovation.

• Supports students, teachers, administrators and parents

in a digital learning environment.

• Provides students the ability to create 21st

century end

products such as videos, podcasts, webpages and other

multimedia projects.

• Provides 24 – 7 access to resources.

• Combines print and digital resources in one space.

The media centers:

• Support web based learning, student research and

independent reading

• Cultivate a love of reading

• Support project based learning

• Provide a space for faculty training, both technology

and non-technology related training material

• Support personalized learning

• Provide a location for faculty meetings

• Provide a collaborative space for teachers

• Provide space for community meetings

CTE: Healthcare Science, Information Technology, and

Engineering & Manufacturing

Healthcare Science: The healthcare sciences will provide

instruction in both the clinical aspects of healthcare as well as the

business administration side. Regarding the clinical spaces, there

should be adjacency of spaces to reflect the continuum of care

from the EMS Lab/Ambulance Bay to the Surgical Technology

classroom to the Nursing Patient Care Lab. The mannequin

simulation lab and control room should be adjacent to the

nursing lab for ease of simulating patient care. The

biotechnology lab will provide a space for the foundations classes

for the healthcare sciences. The health information technology

classroom will provide space for the instruction of the business

administration courses as well as theory instruction for the

laboratory settings.

Information Technology: The Information Technology cluster is

primarily a series of computer labs with specialized hardware

and software for each course. The computer science,

cybersecurity, and game design lab will each require specialized

software to deliver their curriculum. Some of them might require

unique hardware as well depending on the specific courses. The

networking lab will allow students to explore computer

hardware and computer networks.


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Engineering & Manufacturing: Engineering and

Manufacturing will have four distinct labs with space for

theory instruction as well. These labs will have project based

learning spaces that allow for hands-on creativity as well as

computer automated design. These labs will have robust

maker spaces that allow for prototype designs and concrete

models of engineering concepts.

Music, Visual, & Performing Arts

The music instruction space will provide space for musical

instrument instruction such as orchestra. State-of-the-art

recording microphones and recording equipment should be

readily and easily available. The ceilings should include

hanging microphones. A sound system with state-of-the-art

speakers should permit music playing.

The auditorium will allow for large group gatherings

(approximately 500) as well as presentation & performance

space. Additionally, there will be support spaces for the

auditorium which include make-up/dressing/green rooms and

storage large enough to support scene construction.

Visual arts will have two labs. One lab will be “hands-on”

three-dimensional work such as ceramics and two-dimensional

work such as drawing and painting. The second lab will be a

digital media such as video, animation, graphic & web design.

These spaces have a natural adjacency to the Information

Technology CTE cluster.

Physical Education

There will be a fitness center / weight room that is adjacent to the

locker rooms and exterior athletic fields. Students learn a variety

of skills and health-related fitness components that require

adequate space for movement and acquisition of skills in an open

setting. Due to class size and the nature of the physical education

setting, it is crucial that students are provided with enough space

to freely move and utilize equipment in a safe and appropriate

learning environment. Additionally, facilities and equipment

need to be properly maintained to ensure student safety. Further,

students need spaces to change their clothing to meet physical

education requirements for hygiene and movement activities,

therefore two locker rooms are planned.


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Administration & Guidance

The 21st century public school office space should be designed

with considerations for continuous collaboration,

teleconferencing abilities, privacy, and flexible spacing. As

there exists a need for instructional staff to collaborate, this is

also a need for school leadership and/or administrative

personnel as well. Consequently, within the design of the 21st

century spaces for school leaders, considerations must be made

for allowing department heads to easily move about the space

for planning purposes. More specifically, such spaces must be

designed such that there exists a method for changing the

collaborative design of the space as needed. Secondly, how

often do we need to have conversations and/or

communications with medical providers, psychologists, or in

some cases distant parents who may in fact be deployed while

serving in the military or perhaps on a distant work

assignment? With this in mind, the design of the 21st century

administrative spaces must also include state-of-the-art

teleconferencing capabilities. Having such capabilities allows

personal communication with individuals or groups via distant

communication. Additionally, it provides opportunities for

itinerant personnel to be included in critical conversations

without leaving one site to report to another, thus saving time

and effort in an already packed schedule.

Although the spaces should be somewhat open, privacy

remains a focus in 21st century designs, therefore,

considerations for such should be within the future educational

specifications. The rationale is that there will still exist times in

which confidential conversations between administrators and

parents or other stakeholders must be initiated. Finally, flexible

spacing capabilities are a critical part of the 21st century

specifications for school based administrative offices. The

flexible spacing options allow for easy transformations from

smaller environments into larger environments depending upon

the existing goals. In other words, providing some type of

removable walls would serve the purposes of taking a space

designed for 5 persons into a space for 20 persons in a matter of

seconds.

Almost half of the administrative suite is offices, with some of

them being centralized in the front of the facility while the

remainder should be decentralized around the student center.

The front office suite should also include a reception/waiting

area, conference rooms, and a mail/work/copy room. The suite

will also include a kitchenette which is a small space that might

provide a kitchen type counter with a few base cabinets and/or

over the counter cabinets. This kitchenette might also provide

some small appliances such as an under-counter refrigerator, a

microwave oven, water cooler, and coffee maker. The front office

should also contain a nurse’s suite with cots, showers, and

storage. Some school nurses like to be located adjacent to the core

academic pods, and in this case, it could make sense to locate it

near the healthcare science cluster. Lastly, the administrative

suite should include a career center and an in-school suspension

room.


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Add Alternates

Should future programming and budget permit, there are

spaces listed in the Compilation of Space as “add alternates”.

These include space for:

• Future CTE clusters/pathways/courses

• Fine & Performing Arts

o Vocal music classroom

o Music practice rooms

• Competition Gymnasium

• Staff Dining (in addition to the planned teacher

collaboration spaces)

• School Store (for sale of school spirit items such as

clothing)


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Compilation of Space

Program Area Square Feet IU

Core Academics & Special Education 68,498 58

Student Center 14,200 1

Music & Performing Arts 12,275 1

Visual Arts 3,600 2

Physical Education 6,000 1

Administration 8,025 1

Food Service 5,600 -

Custodial 300 -

CTE: Healthcare Science 12,400 6

CTE: Information Technology 7,900 5

CTE: Engineering and Manufacturing 19,000 4

Subtotal 157,798 79

Building Services & Circulation - 1.55

Grand Total 244,587

Add Alternates Square Feet IU

Future CTE Course TBD 5,000 1

Vocal music classroom 2,000 1

Music Practice Rooms 100 -

Staff Dining 800 -

School Store 350 -

Gymnasium (one court with bleachers for 600) 8,000 1

Add Alternates Subtotal 16,250 3

COMPILATION OF SPACE SUMMARY


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Core Academics IU Quantity SF Total

Classrooms 45 45 800 36,000

Science Labs 12 12 1,255 15,060

Science Prep / workroom 12 100 1,200

Lecture Hall 2 1,500 3,000

Teacher Planning/Conference Room 3 1,000 3,000

Extended Learning Areas 3 1,500 4,500

General & Secured Storage 1 3,138 3,138

Core Academics Subtotal 57 65,898

Special Education IU Quantity SF Total

ESOL Classroom 1 1 800 800

Resource Huddle Room 9 200 1,800

Special Education Subtotal 1 2,600

Student Center IU Quantity SF Total

Library / Cafeteria 1 1 12,000 12,000

Micro Maker Space (AV, Laser engraver, 3D printer, etc.) 5 200 1,000

Circulation Desk 1 100 100

Office 1 100 100

Huddle Room 3 200 600

Storage 1 100 100

Telecommunications Room & Technology Safe Vault 1 300 300

Student Center Subtotal 1 14,200


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Music & Performing Arts IU Quantity SF Total

Music Instruction Room 1 1 2,000 2,000

Auditorium (Large Presentation Space) 1 5,000 5,000

Auditorium Stage & Wing Space 1 2,475 2,475

Storage 1 1,800 1,800

Makeup/Dressing & Green Room 2 500 1,000

Music & Performing Arts Subtotal 1 12,275

Visual Arts IU Quantity SF Total

Visual Arts Lab (2D & 3D) 1 1 1,600 1,600

Media Arts Lab (print, video, animation, graphic design, web design, sound design) 1 1 1,600 1,600

Visual Arts Storage 1 400 400

Visual Arts Subtotal 2 3,600

Physical Education IU Quantity SF Total

Locker Rooms 2 1,000 2,000

Fitness Center / Weight Room 1 1 4,000 4,000

Physical Education Subtotal 1 6,000


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CTE: Healthcare Science IU Quantity SF Total

Biotechnology Lab 1 1 2,000 2,000

Health IT: Computer Lab / Theory Classroom 1 1 1,300 1,300

Surgical Technology / Simulation / Sterilization Lab 1 1 2,250 2,250

Nursing (Patient Care) Lab 1 1 2,000 2,000

Manequin Simulation Lab 1 1 450 450

Control Room 1 100 100

EMS Lab 1 1 2,000 2,000

Ambulance Bay 1 500 500

Laundry 1 300 300

Equipment Storage 3 500 1,500

CTE: Healthcare Science Subtotal 6 12,400

CTE: Information Technology IU Quantity SF Total

Networking Lab 1 1 1,500 1,500

Computer Science Lab 2 2 1,300 2,600

Storage 1 800 800

Cybersecurity Lab 1 1 1,500 1,500

Game Design Lab 1 1 1,500 1,500

CTE: Information Technology Subtotal 5 7,900

CTE: Engineering and Manufacturing IU Quantity SF Total

Energy Systems Lab 1 1 4,000 4,000

Engineering & Technology Lab 1 1 4,000 4,000

Manufacturing Lab 1 1 4,000 4,000

Mechatronics Lab 1 1 4,000 4,000

Tool & Material Storage 1 1,500 1,500

Project Storage 1 1,500 1,500

CTE: Engineering and Manufacturing Subtotal 4 19,000


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Administration IU Quantity SF Total

Offices

Flex 4 100 400

Guidance Counselor 5 100 500

Psychology / Testing Room 1 100 100

Systems Operator 1 100 100

Assistant Principal 4 150 600

Assistant Principal's Secretary Suite 1 400 400

Bookkeeper with Vault 1 150 150

Principal's Secretary 1 150 150

Resource Officer's 2 150 300

Social Worker 1 150 150

Attendance / Registrar 1 175 175

Principal's w conference space 1 300 300

Secretary / Clerical 1 350 350

Restrooms

Principal's Office 1 50 50

Administrative Suite 4 50 200

Storage

Records Room Lockable / Testing 1 250 250

Administrative 1 400 400

Conference Room 3 200 600

Kitchenette 1 200 200

Career Center 1 300 300

Mail/Work/Copy Room 1 400 400

Nurse's Office w Cots, Showers, Storage 1 400 400

Reception / Waiting Room 1 750 750

In School Suspension w Storage 1 1 800 800

Administration Subtotal 1 8,025


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Food Service IU Quantity SF Total

Kitchen 1 5,250 5,250

Table & Chair Storage 1 350 350

Food Service Subtotal 5,600

Custodial IU Quantity SF Total

Custodial Work Room / Office (lockers) 1 300 300

Custodial Subtotal 300

Add Alternates IU Quantity SF Total

Future CTE Course TBD 1 1 5,000 5,000

Vocal music classroom 1 1 2,000 2,000

Music Practice Rooms 1 100 100

Staff Dining 1 800 800

School Store 1 350 350

Gymnasium (one court with bleachers for 600) 1 1 8,000 8,000

Add Alternates Subtotal 3 16,250


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Spatial Relationships & Adjacencies:

This illustration is a result of participants’ work in Planning Lab

#2. This is a general view of how the program areas might be

laid out one next to the other. There are two potential entries

into the facility, through the administration area and

auditorium.

Upon entry into the facility, visitors will enter a secure vestibule

before gaining access to the remainder of the building. The

administration area will be both centralized at the front of the

building and decentralized and distributed around the student

center space. Students can then access guidance counselors and

other administrators more directly and in closer proximity to the

core academic areas.

The student center will consist primarily of the

cafeteria/commons and library/media center functions. This

will act as a common gathering area throughout the day. The

lecture halls should be adjacent to the student center and act as

a bridge between the center and the core academic pods.


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The three pods are reflective of the three CTE clusters around

which this facility is planned. Each pod should have the CTE

spaces adjacent to the student center to reflect the “learning on

display” model. Each pod contains science labs, core academic

classrooms clustered around the extended learning areas, as

well as small huddle rooms and the teacher planning areas. The

science labs are another bridge, this time from one pod to the

next; this arrangement allows them to be adjacent to the other

pods while maintaining proximity to their home pod.

The Healthcare Science pod should reflect a continuum of care

approach with the EMS Lab being the first point of entry with a

natural flow toward surgical technology, ending in the nursing

patient care lab. The Healthcare Science cluster should also have

a direct adjacency to the physical education fitness center.

Because the current athletic fields are in the northwest corner of

the site, the fitness center is also in the northwest corner of the

adjacency model for direct access to the fields. This will also

accommodate a gymnasium in the future, should one be

constructed later.

The Information Technology cluster is at the back of the building

with the music and visual arts spaces providing another bridge

from the student center to again reflect the “learning on display”

while simultaneously supporting the curriculum delivery of the

IT courses.

The Engineering & Manufacturing cluster is on the east side of

the facility, while the auditorium & kitchen are found on the

northeast side of the site. The placement of the auditorium and

kitchen adjacent to the Engineering and Manufacturing cluster

allows them to share a service road on this side of the site. The

placement of the auditorium also provides space for exterior

vehicle parking.

To the degree possible, all program areas should have direct

access to the outdoors for their varied needs. It would be

convenient for food service to have access to the outdoors for an

exterior food courtyard. Additionally, having access to an

exterior reading courtyard for the media center would be best.


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Site Plan


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APPENDICES


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APPENDIX A: Business Advisory Meeting

ACTIVITY #1

Vision:

The STEM Focused Campus (Alpharetta) is a high school dedicated to providing rigorous and relevant instruction with focused

interest in Science, Technology, Engineering, and Math that will prepare students for college and career readiness through academics,

career-related courses, internships, and industry certifications.

Objectives:

• To provide students with unique and authentic instructional experiences in STEM fields; specifically, in the areas of

healthcare science, engineering/manufacturing, and information technology

• To build strategic partnerships between Fulton County Schools and the business community that will provide industry

experiences and internship opportunities for students

• To provide students with multiple industry certification opportunities that will prepare them to be college and career ready


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ACTIVITY #1: Based on your experience, what opportunities and challenges does the District need to consider to fulfill these

objectives?

Summary:

IT, Engineering, & Manufacturing – Opportunities include soft skills training that can transfer into the workforce as well as

training from workforce professionals. Challenges include keeping the program and equipment up to date with new innovations

and every changing technology.

Healthcare – Offer robust simulated settings

ATC, CHAMBER, CISCO, FAST, GWINNETT TECH

(IT, Engineering, & Manufacturing) • Avoid the challenges that Gwinnett has experienced

o Pulling students from other schools

o The need for music & space for stage and robotics

simulations

• Soft skills training should be emphasized to focus on

things like:

o Presentation skills

o Interview skills

o Dress for career

• The curriculum should be geared to support students

to enter:

o College

o Post-secondary (2 year)

o Directly into career

• Learning should be experiential and/or project based

• Career Pathways: geared only to college bound

students or hourly workers also?

• Auditorium for practicing presentation skills and

pitches For Example, Discovery High School (Junior

Achievement based)

• Business partnerships – show how business can benefit

from investing in school pathways

• keep schools up to date - business responsibility to

help

• Business school case studies – involve all pathways

• Challenges: Student responsibility & maturity, Junior

achievement program, get real life experience at the

Discovery Center

• Change narrative of CTE to “talent development”

• College advisory board – need for soft skills –

incorporate hands on work ready

• Computer science – programming language / coding

experience

• Continue to engage industry leaders to collaborate on

curriculum

• Experiential education – hardware & software

experiences (hands on learning)

• Gwinnett – automotive pathway has dealership

partnership & keeps them current with equipment &

knowledge


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• Have a large space for robotics, warehouse-size like

space & ample storage for robotics

• Hourly worker preparation & college bound

preparation – tier levels

• How does the district keep up with all the new

technology & updates?

• How to keep up with innovations?

• Include the arts and a stage in the new facility

• Is Problem Based Learning enough? Integrating

learning i.e. not just IT, but electricians &

manufacturing

• IT education should include both hardware & software

skills

• More opportunities like the current $10K Cyber

scholarship offered by Cisco

• Need for logistics pathway (think, United Parcel

Service)

• Opportunity for industry leaders to collaborate on

curriculum & mentor teachers

• Partnerships with industry leaders & teachers =

mentors

• Provide opportunities for students that may become

hourly wage workers

• Question raised: How will Fulton County keep up

with innovation? (North STEM HS is opening 2020)

• Senior year project could be a practicum

• Talent & workforce coalition

• Teachers should have proper credentialing (Degree &

Experience)

• What is the industry need? Comcast?

• What languages are planned to be taught?

HEALTHCARE

• Discuss business perspective on healthcare (Holistic

Field)

• Hands on competencies & trainings

• Home health (simulated home environment)

• How to attract the right teacher

• Include clinical rotations

• Introduce IT as a specialty in health care – relate the

two fields

• Investigate hiring a contracted SME in a specific field

• Medical technologists

• Mini hospital experience

• Outpatient health (simulated outpatient experience)

• Reduce training burden on industry

• Team building skills / interpersonal skills


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ACTIVITY #2: Clusters / Pathways / Courses

The table below illustrates the projected Clusters / Pathways / Courses currently under consideration by Fulton County Schools for

the North STEM High School. The Three Clusters are:

1. Healthcare Science with 5 Pathways, each with 3 Courses for certification

2. Information Technology with 5 Pathways, each with 3 Courses for certification

3. Engineering and Manufacturing with 4 Pathways, each with 3 Courses for certification


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ACTIVITY #2: WHAT TO OFFER

1. Circle the pathways and courses that most closely pertain to the industries represented at your table.

2. What modifications, additions, or deletions are suggested to the pathways or courses to best prepare students for the

industries represented at your table?

Summary:

IT, Engineering, & Manufacturing – Additions to include cybersecurity and coding and foreign languages.

Healthcare – Additions to include information technology in health care as well as cybersecurity as it relates to health care.

ATC, CHAMBER, CISCO, FAST,

GWINNETT TECH

(IT, Engineering, & Manufacturing) • Add Logistics

• Bringing industry to the school

• Broaden Pathways to prepare for the future & staying

with the times

• Change narrative to more of a college like pathway –

“major” instead of “pathway”

• Coursework pertains to real life work experiences

• Cybersecurity & internet (algorithm) (Advanced

Placement science / CS) (coding)

• Cybersecurity needs to have networking experience –

sequential learning & building on each other

• EMR pathway – move on when ready – certification

• Hardware gates

• Healthcare – soft & hard skills

• Healthcare science will have equipment and tools with

experience / surge technology

• Internet of things – building upon each course /computer

science – operating system & networking

• Language – German, coding

• Missing – communication skills / presentation &

entrepreneurial tech skills – needs to be part of the school

mindset

• Need foreign language offerings / majors

• Patient care fund – must get clinical hours

• Regarding Emergency Medical Responder Course:

Partner with local fire department and hospitals to

graduate with a certificate

• Regarding IT Cybersecurity - CCNA (Certified Cisco

Network Academy) first?

• Regarding IT Game Design – Web/Multimedia post

production / technicolor

• Regarding IT Internet of Things – Open source Lenox /

Low level coding certification


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HEALTHCARE

• Broaden the student for the next level (masters prepared)

• Coop and job shadowing

• Dental Hygiene

• Health care (Administration)

• Health care Finance

• Health care Information Technology

• Health Informatics / Cybersecurity

• Pre-clinical (Pharmacy & Nursing)

• Shoot for the upper salaried jobs

• Telehealth


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ACTIVITY #3: HOW TO DELIVER REAL-LIFE PROJECT BASED LEARNING OPPORTUNITIES (PBL)

The North STEM HS intends to have a strong focus on problem based and interdisciplinary approach to learning for students. While

teachers are experts in teaching strategies, they may not be experts in the particular industries represented at your table and

potentially not up to date on what are major projects and initiatives in those fields. Record one project in each field or industry that

can serve as a model for how curriculum could be aligned or embedded in this project. In those projects:

1. What is the goal(s) for the initiative?

2. How long / what is the timeline from start to finish to complete this project or initiative including key benchmarks?

3. Who is involved in this project/initiative in what capacity/roles?

4. What are the technical skills and knowledge that the different employees need to fulfill these roles and responsibilities? What

are the soft skills required for this project/initiative?

Summary:

IT, Engineering, & Manufacturing – Common themes include intern and externships as well as following the school schedule in

terms of timelines.

Healthcare – Common themes include involving the students within the community. This program should be a yearlong project.


IT, Engineering, & Manufacturing) • # of externships / coops

• # of internships by discipline by industry

• Capstone project – Junior Year

• Case studies for juniors to refine their majors and do

advanced placement, capstones, & certifications

• Companies to be a part of creating capstone projects at the

schools with deliverables

• Coordinator at school to oversee internships

• Define all terms: internships, externships, coops, etc.

• Externships – teachers do internships in summer

• How do we measure success?

• In school (experiential learning) vs. out of school

(internships)

• Industry leaders come in to do talks

• Internships – Summer between Junior and Senior years

• Interview for internships

• Paid/not paid?

• Per semester or calendar year

• Quest

• Senior Projects

• What number of internships by industry?


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HEALTHCARE

PEER ACCEPTANCE

1. What is the goal(s) for the initiative?

• Health care vs. sick care

• Health intervention – obesity, diabetes, etc.

• Self first, then group, then system

• Take care of yourself first – sleep, nutrition, holistic

2. How long / what is the timeline from start to finish

to complete this project or initiative including key

benchmarks?

• Year-long project

3. Who is involved in this project/initiative in what

capacity/roles?

• Brand the school

• Communities

• Students

• Community – school, parents, etc.

4. What are the technical skills and knowledge that the different employees need to fulfill these roles and responsibilities?

What are the soft skills required for this project/initiative?

• Collect, Interpret, and share the data

• Do interviews

• Drug use / smoking / obesity

• Health for self

• Know the tools

• Labs: biometrics, BMI (basal metabolic index), blood pressure

• Study community

• Teaching applications for groups

• Track test results and make goals


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ACTIVITY #4: WHERE TO OFFER PBL

To ensure that the North STEM High School is equipped with the appropriate spaces, furniture, fixtures, and equipment (FFE):

1. What do you envision in the new facility that would enable your business to use this as a “satellite operation”?

2. Additionally, what spaces and FFE would be required for your staff and Fulton County students to work collaboratively in an

apprenticeship setting?

Summary:

IT, Engineering, & Manufacturing – Common themes include separate student and professional spaces.

Healthcare – Common themes include rooms with technology and health care equipment so they can be used by professionals as

well as students.


(IT, Engineering, & Manufacturing) • 1 million cups

• 4 way video / tech presentations with secure networks

and capacity hi definition – telepresence video

experience (webs)

• After / post school – stage for orchestra

• CTE schools still need space to demonstrate talents, the

arts, encouraging school spirit (sometimes can be left out

of STEM)

• Entrepreneurial space – Junior Achievement type space

• Gardens

• Green space / maker space with storage for robotics

• Mimic Gwinnett – Stage & Field

• Healthcare clinicals

• Huddle rooms for entrepreneurial presentations, video

learning

• Industry space (Siemens) & transportation

• IT – Hacker Lab systems

• Logistics – hardware

• Need a space for a robotics field

• Parent center – broken out by interest & pathway &

addressing ESOL parents – provide virtual parent

meeting

• Presentation space (stage/auditorium) for practicing

formal presentations / pitches

• Sell – group – system

• Space for presentations

• Sustainability

• Telepresence / teleconference room – wired

• Variety of learning environments / combination of space

sizes

• Video / film studio


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HEALTHCARE

1. What do you envision in the new facility that would enable your business to use this as a “satellite operation”?

• Healthcare software

• Hospital beds

• Natural light

• Simulated role play with actors to simulate difficult patients

• Simulation Bench in lab to take vitals – modifiable rooms

• “Surprise and delight” to draw students in

• Video recording for role playback

2. Additionally, what spaces and FFE would be required for your staff and Fulton County students to work collaboratively in

an apprenticeship setting?

• Hospital setting

o Smart room – technology for video recording and video conferencing

o Business office – insurance costs, coding, etc.

o Clinical room

• Screening room / educational modules


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APPENDIX B: Planning Lab #1

Exercise #1 Group Response Details

• 8th grade? Attendance at North STEM HS?

• Application for hands on in business world

• Block scheduling

• Breaking down silos

• Build structures around 7 PC strategies

• Business intro

• College schedule Tuesday/ Thursday blocks

• Cubicles

• Demonstrating mastery

• Diversity

• Flexibility

• Flexible spaces responsive to ephemeral needs

• Google intentionality

• Guide on the side

• Half day enrollment in facility

• Hands-on relevant examples & experience

• Interaction between clusters

• Interdisciplinary orgs

• Lab settings

• Lecture halls

• Literacy

• No bells

• Not classrooms

• Not computer labs

• One size does not fit all

• Problem Based learning and direction of study

• Personalized learning

• Public speaking

• Real world

• Real-life / problem based

• Reflects current industry

• Research lab culture

• Rigorous yet fun

• Scheduling flexibility (open campus, externships, nap

pods)

• Science/ tech with public speaking example

• Structure

• Synergy between career fields and areas of expertise

• Teachers/ departments working together

• Virtual opportunities for learning


• 4-year science project

• Business rep. – consults on project

• Create pathways for industry standard certifications-

varied

• Culmination

• Espresso machine/ smoothie machine & salad bar

• Fitness room

• Fitness space. Equipment/ weight room. Training –

outdoor fitness


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• Healthcare versus sick care

• Incremental

• Lab equipment (3D printer, laser cutter)

• Lab feel that accommodates direct instruction

• Learning commons

• Lots of glass/ light/ plants

• Movable walls

• No homework - students drive their work on their time

throughout the day

• Options and structure to build engagement

• Personal health goals

• Plan for growth

• Presentation rooms

• Project manager – deliverables due

• Raised bed gardens

• Reading room/ chill space with coffee, smoothies

• Salad bar/ smoothie bar

• Should this be a capstone project?

• Start day by checking in with advisor

• Structure learning space so it reflects the industry

• Students build their schedule (college model)

• Variety of furniture – flexible

• Video conference rooms

• What is a traditional classroom


• Ability to pursue interests

• Activate curiosity and pursue answers

• Allowing student to explore his interest (personal

growth) personalized learning

• Apply it to life

• Asking why

• Authentic

• Authentic experiences & learning

• Challenges/ motivating beyond current comfort level

• Collaborative assignments

• Connections in history – history in context of art

• Connects projects to practical applications

• Does not impose a view

• Enabling/ empowering

• Engaging

• Facilitation

• Flexible

• Focused on your unique perspective

• Freedom to choose

• Hands on

• Help students create and produce

• High level/ high expectation

• Impactful

• Inclusive

• Individualization

• Inductive

• Innovative

• Inquiry

• Inviting

• Kids should be the ones tired at the end of the day. . .

instead of teachers


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• Learning from a student – humility; teacher as student

• Learning tools (slides of artwork)

• Many opportunities for success

• Meaningful course design

• Motivate and inspire

• Non-threatening/ supportive

• Ownership of learning

• Passionate

• Praise

• Project-based application of knowledge/ skills

• Proud

• Questioning- Socrative method

• Real life/ authentic

• Real world oriented, rigor, based

• Relatable

• Relationships – mentor versus teacher

• Relevant

• Simulation

• Social

• Some element of teacher directedness

• Storytelling/ engaging

• Student interest – create the connections

• Student-centered (teacher facilitates)

• Teacher and student learn from mistakes

• Topical (independent study) pushing me to be

comfortable in an unstructured environment


• Booths of four students in the classroom for team work

• Break out adjustment to classrooms (hallways)

• Central Touchdown space

• Classrooms flexible with large space and huddle space

• Common community space

• Does openness mean a lack of structure?

• Fitness center

• Flexible classroom space that integrates team/ huddle

zones

• Lab space

• Large group space (lecture type)

• Macro flex with a blend of clusters

• Macro scale: 100 students to 3 or 4 teachers

• Micro flex at the classroom scale

• Open/ glass

• Outside classroom

• Planning events

• Planning spaces for teachers

• Pods – different sizes

• Possibly cafeteria

• Shop, welding, and support off larger computer room

• Space for individual work

• Stadium Lecture

• Storage – students/ teachers

• Support spaces for special equipment/ tech, etc.

• Teacher as guide

• Teacher planning

• Use all spaces like halls for furniture – stand up desks,

tables, etc.

• What is the purpose of hallways?


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Double Loaded Corridor:

Benefits:

• Compartmentalized ability to shut off areas

• Daylight

• Display of student work

• Easy to monitor students

• Easy to navigate

• Efficient for cost; heating, cooling

• Equality

• Security – good sight lines

• Security and Student monitoring

• Time movement

• Works for lockdown

Challenges:

• Boring

• Demands traditional model

• Extends building footprint

• Fight your way through the hall

• Hard to monitor learning

• Inflexible

• Isolating

• Lack of focus

• Lack of identity

• Less teacher collaboration

• Linear; hard to work with others

• More walking between class changes

• No outside light

• No shared community focus

• Noisy

• Ugly

• Unused for most of the day

• Visually unappealing


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Pods

Benefits:

• Builds community

• Connectivity

• Diversity of space throughout day

• Easy to section off

• Efficient

• Fosters more cooperative learning

• Good adjacencies

• Interaction

• More functional common areas

• Shared supervision

• Sub communities

• Whole school and sub communities

• Whole school community

Challenges:

• Bottleneck

• Decreased ability to monitor

• Large scale building- breaking down into commons

• Limited natural light

• May still foster isolation

• Natural light access

• Not set up for maximizing space

• Requires staff training/ adjustments

• Security

• Students have more limited movement


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Multi-Modal Instructional Space:

Benefits:

• All spaces utilized efficiently

• Collaborative

• Encourages collaboration

• Exciting/ engaging

• Flexible

• Instructional transparency

• Might allow for fewer square feet

• Mirrors professional work environment

• Multi use spaces

• Not linear

• Shared instruction

• Student centered

• Supports personalized learning

• Teachable moments

Challenges:

• A little messy – furniture left all over

• Acoustics

• As space diversifies, need to reallocate resources

• Change in mindset needed

• Distracting

• Lack of order

• Lighting

• Losing your own room

• Loss of individuality of learning

• More durable and flexible furniture

• More organization needed

• Need to look at how to keep teachers losing rooms and

presentation space

• Requires a lot of training

• Requires changing all systems of organization

• Teachers embody the philosophy of open concept


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APPENDIX C: Community Meeting Report

Small Group Discussion Topic #1:

In your opinion, define what would be a successful Fulton

County STEM High School.

• Students could choose among various programs

• A place where students want to go

• 100% graduation rate

• Dual enrollment potential

o Internships

o Student grants for research

• Get away from testing

o Application, not memorization

• Target all levels – sow the seeds early that this is a place

for you; connections in middle school

o Extension of STEM middle school/ elementary

school

• College ready - qualified to get in to college, create

STEM leaders

o Students should be admitted to top universities

o Become a feeder for Georgia Tech

o Maintain strong relationships with universities

• Major/ Minor concept – learn in other areas as well

o Ability to explore options/ skills

o Interdisciplinary

o Flexibility of courses

o Inclusion of other sciences

o Teach/ overlay people and soft skills

▪ Emphasis on teamwork and interpersonal

skills

o STEAM curriculum should flow from elementary

school through high school

▪ Advertising

▪ Business basics

▪ Communication

▪ Creative and social skills also need a place

▪ Emotional intelligence

▪ Ethics as a main component

▪ Fashion design

▪ Graphic design

▪ Language

▪ Leadership skills

▪ Public speaking

▪ Textile design

▪ Video game design

• Completely unique experience in state of GA use it as a

place to “train” industry leaders as teachers

• Vocational vs. College-ready:

o This facility would not be a high tech vocational

o Should include vocational options; not everyone

wants to go to college

o Should graduate students with ability to either

enter the field or go to college

• Learn by doing/ real world problem solving / Innovation

course

o It would make kids think innovatively, and adapt

to changing job markets


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o The core skill students would take away is critical

thinking

o Learn through experience and mistake making

▪ “Safe to fail” supportive environment.

Students should be encouraged to take

risks

o Real world experiences and project based

learning

o Gain the ability to rebound from failure

• More focused on technology, math, physics,

engineering, chemistry, etc. than traditional humanities.

English and a foreign language from freshman year

would be great

• Collaborative spaces

• Have a strong relationship with professional community

o Guest lecturers

o Assistance with modern/ up to date curriculum

creation

o Expose students to corporate think tanks

• Should target inclusion of young women for technical

skills

o How can we encourage women to participate

equally?

o Inclusive

o What about access? The program should have a

lottery

• Should graduate with applicable certifications

o Perhaps allow students to finish in 5 years

o Apprenticeships

o Internships

• This should be a comfortable, safe space

• Offerings need to be forward thinking and innovative.

Not what works for today, but what we will need for the

future.

• No teaching to mandated testing

• Projects should have social/ environmental impacts

• Opportunities to explore passions

• Students who become agents of change

• Addresses

o Civic responsibility

o Community

o Have a positive impact on the world

o Humanities

o Integrity

o Personhood

o Sense of purpose

o Social and environmental connections

o Stewardship

o Sustainability

o Trust

• Goals: collaboration, communication, content, critical

thinking, creative innovation, confidence, design

thinking

• Maintain high school normalcy; sports, extracurricular


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Small Group Discussion Topic #2: Part One:

What modifications to the proposed plan might you suggest?

• Aligned to local job needs

• Name of school -STEM as an acronym. I would make

sure the name is forward thinking and will always be

aligned innovation as a concept. Branding opportunity

• Three-dimensional learning/ Hands-on learning –

research supports how the human brain is programmed

to learn in three-dimensional as it as our natural

environment

• STEM focused clubs for students

• Outdoor space that is multiuse for meetings/

presentations etc.

• Need a plan to measure success. Create a percentage

goal of students that earn a STEM college degree

• Start the application process a year before the school

opens

• Natatorium that all North Fulton schools can use.

• Arts like music & graphics should get more attention

• Are we paying attention to the impacts on students who

don’t get into the STEM school?

• Don’t try to be everything to everyone

• Children should be given the choice to explore other

areas of interest before committing to a path

• An emphasis on finance, healthcare, and technology

• The inclusion of a “coffee shop” open environment for

both work and socialization

• Playful open space

• Consider noise levels

• A cutting-edge maker-space/ fabrication lab, much like

we had shop class in the past

o All special software for these spaces, such as:

▪ Autodesk solutions

▪ Architecture – Revit

▪ Manufacturing – Fusion

▪ Engineering – Civil 3D

▪ Media/ Environment – 3DS Max & Maya

o Robotics

o Artificial intelligence

o Augmented reality

o Art studio

o Video and computer lab

o Animation studio

o Artificial intelligence

• Should be prepared to quickly adopt to changing and

updating technologies

• Cross – pod learning spaces with flexibility

• We risk losing focus by offering too many options

• Benchmark against national and international standards

• Curriculum seems very vocational and like other

programs

• Define differentials – how does what this school offers

give students more?

• Should be open to any high school students enrolled in

Fulton County Schools

• Need common teacher planning spaces

• Core courses could be offered online (Fulton Virtual)

with tutoring where needed


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• Programmatic refresh every 5 years or so – based on

tech/ job developments

• Community governing board including colleges

• School should be a true charter with curriculum control

• Need more transportation options

Small Group Discussion Topic #2: Part Two:

What other academic or facility factors should be considered as

the plan nears completion?

• Classes need to be standards based rather than course

based

• Design – while I love shiny & new, the facility should be

constructed to align with the traditional Alpharetta

architecture, brick and in keeping with city, not AHS-

Milton.

• Cross curricular classes

• Emphasis on communication skills – interweave it in

everything that they are learning

• Internships are a part of all pathways starting

sophomores

• Dual enrollment

• Have a phase 2 plan, to expand as 1,500 students may

fall short for entire community

• Meeting presentation rooms

• Transportation should be provided for all, particularly

across North Fulton

o If not, we need carpool lanes and parking

• How do you recruit/ retain the right type of educator?

• Concern for arts inclusion

• Should have guest lectures

• Should be a “green” facility, including solar panels

• Can we prepare students for these programs, pre-high

school?

• There is a need to prepare students/ teachers for this

change in learning environment

• Teacher sourcing/ recruitment

• Is it possible to consider a partial completion or one

building opening in 2019? This would sync up with the

new students in Fulton Academy of Science and

Technology (Soft opening for FAST students?)

• Need stronger vision statements

• Disabled students need access

• Academics should focus on philosophy, not specific

career tracks. This maintains flexibility

• Will there be varsity sports?

• Greenspaces such as a school garden for outdoor

learning

• Buy more land

• Reduce fine arts; outsource that to after school, for

example

• Vocational vs college

• “Healthcare” is too broad. This should explore more

specific careers

• Implement co-op program

• With the new fire truck and the establishment of trailer

buildings in Alpharetta (I think in 10 stories) (very new

for us). I would strongly consider going vertical with the

buildings. Could be a simple expansion model and cost

savings. Also, more green space flexibility.


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APPENDIX D: Planning Lab #2

Outcome of NORTH STEM HS Planning Lab#2 regarding

Technology

• Best delivery of CTE from facility standpoint

• Budget for continuous upgrades

• Charging stations in furniture

• Collaboration

• Collaborative space technology

• Connections programs at middle school

• Digital citizenship

• Don’t slide back to traditional. Students will be excited

about going to school

• Encroach on other programs at other facilities

• Fitness monitor

• Flexibility

• Greater bandwidth than current

• Innovative staff

o Meaning makers

o Experience orchestrator (teacher looks different)

o Communicate to parents how this is different

• Live feeds into CTAE such as live surgery

• Model for other high schools

• Network connections

• Onsite technology support group

• Partnership with City of Alpharetta and businesses

• Professional development for students/ staff

• Robust computers

• Student communication phone application instead of

bell to change classes

• Student management via technology and safety

• Technology integration

• Updated relevant technology with current business

partners

• Updated stations in future

Outcome of NORTH STEM HS Planning Lab#2 regarding Site

Issues

• 3 access roads on right

• Building facing south and take advantage of sun

• Can rent parking to City of Alpharetta on weekends

• City of Alpharetta may still want to build parking deck

• Expansion possible on the back of the school

• Football and other athletic fields should stay

• Front drop area and visitor parking

• If engineering or healthcare expand, could go out East or

West

• LED parking lot lights

• Maintain woods on left

• Milton has businesses

• Primarily surrounded by housing

• School faces Milton Ave

• Site is relatively level

• Storm water detention underground

• Student parking is farthest from building


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• Teacher parking and bus drop on right of building and

tie to service road

• Traffic doesn’t appear to be a problem

• Want the community to see the school and building to

have a presence


Aesthetics

• 2 story student center

• Appreciation of nature

• Blending different textures (not just the same brick)

o Accent windows

o Natural with man-made

o Historical vs. new (updated historical)

o Academic with a fresh twist

• Central display

• Clusters

• Collaboration

• Courtyard

• Exterior classrooms

• Fields

• Hardscaping (zen garden) (minimize landscape)

• Landscaping is xeriscape and local

• Learning on display

• Marriage of natural (stone) and modern (glass)

• Milton Ave facing

• Modern lighting – LED (display windows)

• Organic design

• Prominent feature on front

• Stone, brick, glass

• Utilize sentimental building materials (i.e., brick reused

in different way)

• Visual/ auditory privacy

• Warm and inviting: attract diverse students


Community Use

• Adult learning space (after hours)

• Athletic fields

• Auditorium

• City parking

• EMT interface

• Inviting to community

• Joint programming with public libraries

• Mentors from businesses

• MOWR (Move On When Ready) space

• Multiple access points with keyed access based on

vetting

• Training for business

• Vendor demonstrations of equipment

• Voting

• Weekend competitions


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PROGRAM AREA

DESIGN CONSIDERATIONS

Please Note: These Program Area Design Considerations should be superseded by the Fulton County Schools Design Requirements.

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