Painting the Future: New Designs for Secondary … · Georger Copa at [email protected] or...

Painting the Future: New Designs for Secondary Education in Apache Junction Unified School District

AJUSD: Vision

• Arizona’s First Choice. Every Student, Diploma In Hand, Prepared To Contribute To The World.

Apache Junction High School

Overall Strategy: AJUSDFacilities Development Strategy

• All school projects start with the Educational Program (curriculum plan and instructional materials)

• Space is then designed to support program implementation

• Facility not to restrict or hamper learning, development, and instruction

• Define the learning plan and the facility will grow from it.

Overall Strategy: Elements of Planning for Secondary Education

• Community, staff, and student input and infusion

• Learning plan development

• Building space plan development

• Conceptual design development

• Construction documents

• Implementation and evaluation

Overall Strategy: LinkingLearning and Facilities

Learning Plan

Facility Plan

Learning Plan: Design Group

• Community, non-parents

• Business and civic leaders

• Teaching and support staff

• Students

• Principals (all levels)

• College staff

• Parents

• Senior citizens

• Political activists

• Architects

• Project managers

• Consultants

Learning Plan: Design Group

To define and determine the nature, context, audience, process, organization, and environment of learning for all Apache Junction high schools, now and tomorrow.

Charge to the Group

New Designs for Secondary Education: Community Input

• Purposes

• Participants

• Processes

• Nature of input

• Infusion of input into the plans

Community Input: Purposes

• Develop broader community awareness and support

• Receive feedback and ideas from outside the Design Group

• Build ownership and confidence in the direction recommended

Community Input: Participants

• 175 total interviewed

• Chamber of Commerce/Sm. Business Associations

• Community and Agency Leaders

• Arts Councils

• Environmental Groups

• Central Arizona College

Community Input: Participants

• Middle School Teachers and Staff

• High School Student Council

• High School Teachers/Staff/Parents

• Retirement Community-Snow Birds

• Service Organizations

• Open Forums

• Web Input

• Local Media

Community Input: Processes

• Design Group Meetings

• Open Public Forums

• Individual Interviews

• Focus Group Interviews

• Staff, Student, Site Council Meetings

• Press Briefings

• District Web Site

Community Input: Nature of Input

• Stimulate community and economic development

• Respond to increased diversity and population growth

• Integrate with all community/regional organizations and activities

• Leverage and involve community resources to bring real world relevance to learning

Community Input: Nature of Input

• Invite seniors and volunteers to contribute and participate

• Create sense of social connection and smallness through small group and team learning

• Provide smooth transition from middle to high school

• Retain joint facilities usage for multi-generational activities

• Connect with natural environment

New Designs for Secondary Education: Learning Plan

• Purpose

• Participants

• Process

• Learning Plan features

Learning Plan: Purpose

• Develop a learning plan for secondary education in AJUSD in the context of adding a second high school. The learning plan will serve as a bases for facility plans for all high schools in AJUSD.

Learning Plan: Key Results

• Input, ownership, and support by community

• Long term direction for secondary education

• Facility standards/expectations for AJHS and future high schools.

Learning Plan: Participants

• School District Administration• Design Group• Executive Steering Team• Public Awareness and Input

- Community meetings- Small group meetings- Individual meetings- Press briefings- Web site

• PinnacleOne• DLR Group

Learning Plan: Design Process

Design Group

Meetings

Learning Plan

CommunityMeetings

Focus Groups Staff andStudent Meetings

IndividualInterviews

Learning Plan: Process Elements

• Learning Context• Learning Audience• Learning Signature• Learning Expectations• Learning Process• Learning Organization• Learning Staffing• Learning Partnerships• Learning Environment• Learning Celebration

Learning Plan: Learning Context

• Increase opportunity for learners’ involvement by creating smaller learning environments

• Build positive perceptions, pride, and ownership in high schools

• Foster a value of learning• Maintain and strengthen quality of staff and

interrelationships among staff• Provide for flexibility in how students learn (time, content,

and method)• Strengthen interrelationships and partnerships with

communities, county, regional technology institute, and postsecondary education

• Respond to needs of each and every learner• Provide equity in learning opportunities for all high schools.

Learning Plan: Learning Audience

• High school students – traditional, GED, dropout, early.

• Businesses, organized labor, and governmental agencies.

• Performing and fine arts groups.• Civic and service organizations, social service

agencies, and community functions (both youth and adult).

• High school and district-wide staff development.• Lifelong learners – credit and non-credit, distance

learners, postsecondary education providers, and multi-generational.

• Co-location of services – library, wellness, shop, auditorium, childcare, and computer/technology.

Learning Plan: Learning Signature

• Academic Excellence and Social Responsibility, Today and Tomorrow!

Learning Plan: Learning Expectations

• Be responsible and accountable – make good decisions, have self-discipline, value reliability and trust, demonstrate strong work and personal ethics, and have healthy lifestyle.

• Be a problem-solver and critical thinker – able to solve problems, fix things, and think critically.

• Be knowledgeable of basic skills – have communication (i.e., reading, writing, speaking), mathematics, and science skills.

• Be able to relate interpersonally – have social skills, able to collaborate, respects others, and appreciate diversity.

• Be self-confident – have self-esteem, know strengths and limitations, and be self-motivated.

• Be able to adapt to change – is flexible and adaptable to change.

• Be able to use technology – can use technology effectively

Learning Plan: Learning Process

• Provide flexibility and variety in teaching and learning strategies

• Personalize learning to each learner• Connect learning to life outside of school• Integrate state and national basic skill

standards• Integrate uses of technology• Expand integration of subjects• Hold teachers and learners accountable for

learning• Involve the research/ inquiry process• Connect to community-based learning

Learning Plan: Learning Organization

• Group students and staff into smaller units• Develop a year-round learning environment• Create a more flexible school schedule• Develop a wider variety of learning settings• Provide flexibility within learning settings• Provide ready access to learning resources• Support interdisciplinary learning• Encourage articulation across grades and educational

levels• Insure collaborative, multi-level participatory

leadership• Provide equity among high schools

Learning Plan: Learning Staff

• Certified staff

• Students

• Parents and family

• Community members

• Support staff

Learning Plan: Learning Environment

• Create small learning communities that integrate staff and students

• Provide needed services to the community and opportunities for community to contribute to learning

• Close access to technology and other learning resources

• Manifest the commitment to academic excellence and social responsibility, today and tomorrow

• Provide a variety of teaching and learning settings• Is flexible and adaptable• Provide each access to students, staff, and public• Foster pride, ownership, and equity in secondary

education campuses

Community Input, Learningand Facility Plan: Product

New Designs for Secondary Education: Facility Plan

• Link to Learning Plan

• Design features for facilities

• Design of second high school

• Modification of Apache Junction High School (existing school)

Facility Plan: The Architectural Solutions

• The two Apache Junction USD projects are all about facilitating interaction between those who teach and those who learn – with the understanding that these roles may reverse at times – and engaging community in learning environment.

• Architecture can encourage or hinder such ideas of learning through the interaction of many learning audiences. Openness and flexibility are key to achieving the objective.

Wilderness High SchoolApache Junction High School – Additions

Interpreting the Learning Plan In Physical Form

Diagram allows separation and isolation or privacy of occupants between spaces.

Basic diagram for hotels, competing retailers, prisons, etc.

Diagram A

Source: These slides were prepared by George Copa, Ray DelZotto, Brett Hobza H. Allen Shockley, Barry Sutter, Chad Wilson, and Susan Wolff for presentation at the 82nd Annual Conference of the Council of Educational Facilities Planners, International held in San Antonio, TX, 10/05. For more information contact Georger Copa at [email protected] or 541-737-8201.

Diagram allows flow of communication and interaction of occupants between spaces.

Diagram supports flexible group configurations – a key to interaction.

Diagram B


Facility Plan: Conceptual Approach – All High Schools


Wilderness High School

Learning Community (480 students):

Two Neighborhoods per Community

Two Teams per Neighborhood

120 students/4 teachers per Team

Shared Functions:

Administration

Guidance

Teacher Planning

Learning Resource Plaza

Learning Mall

38,000 SF

Instructional Spaces

Learning Mall may be configured for small groups or “auditorium” seating


Learning Mall

Correlation of Floor Plan to Relationship Diagram

LRP

Admin/TPC

SciencePatio

Projects

Projects

FlexInstructional Spaces


Courtyard “Forum”

Learning Communities

Correlation of Site Plan to Relationship Diagram

Admin/LRC

Performing Arts

Outdoor Dining

Learning Communities

Courtyard

“Forum”


South Learning Community – Variation of Prototype Plan

Small groups may be formed within a space using operable panels

Learning Mall

Glass panels allow spaces to open to mall area

Teacher Planning

Learning Resource

Flex Flex

Learning Mall

Entry Patio

Entry Patio

Instructional

Instructional

Instructional

Instructional

Admin / Guidance Offices

Spec. Ed.

Student Display


New Designs for Secondary Education: Painting the Future

Space Utilization and Flexibility

• Mixed and shared use

• Instant flexible space configuration

• Two campuses, one high school

• Joint use

• Project/ student team oriented learning

New Designs for Secondary Education: Efficiency Strategies

Learning Families, Neighborhoods and Communities

• Families or teams of 125• Neighborhoods of 250• Communities of 500 students (traditionally)• Teacher/staff centers• One additional family per neighborhood• Communities of 750 students (our plan)

Painting the Future: New Designs for Secondary … · Georger Copa at [email protected] or...

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