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transformingturleythrough the adaptive reuse of cherokee elementary

alexis shahadi

The University of OklahomaGraduate College

Transforming Turley through the Adaptive Reuse of Cherokee Elementary

A Professional Projectsubmitted to the Graduate Faculty

in partial fulfillment of the requirements for the degree of Master of Science in Architectural Urban Studies

By Alexis ShahadiTulsa, Oklahoma

2012

Approved for the Urban Design Studioof the College of Architecture

by

Shawn Michael Schaefer, ChairShowa Omabegho, Ph.D

Blair HumphreysMeghan Wieters, Ph.D

©Copyright by Alexis Shahadi 2012All Rights Reserved

table of contents

transformingturleyalexis shahadi

introduction....................................................1

literature review: adaptive reuse.....................5

area study.......................................................6

community involvement.................................14

literature review: charter schools...................18

case studies...................................................19

design studies/recommendations...................24

implementation...............................................26

bibliography....................................................32

appendices.....................................................35

Acknowledgements

Many people were integral to my success in my professional project. First of whom is my mentor, Shawn Schaefer. His guidance and patience never faltered throughout the course of my research, and for that I am extremely grateful.

And without Reverend Ron Robinson and the other stewards from the Welcome Table Community Center, I would have never been able to gain the knowledge and insight about Turley and Cherokee that I possess today.

I would also like to express my sincerest gratitude to my classmates who have become cherished friends. Larry Curtis, Mthabisi Masilela, and Meagan Vandecar - I am so lucky to have met each of you. Your companionship and support were vital in my growth here at OU-Tulsa. And although he is not graduating with us, I would also like to acknowledge Kurt D’Amour for always stepping up to the plate, no matter the task.

Thanks to my parents, George and Nancy Shahadi, for believing in me and teaching me the importance of setting goals and achieving those goals.

Finally, I would like to thank my significant other, roommate, and best friend, Anthony Goodman. Anthony was always willing to make trips to Turley, organize my research and serve as a sounding board when I became frustrated (which happened more than you may think!)

Each and every one of you has played a fundamental role in my success throughout my career at the Urban Design Studio.

introductionproject description

transformingturley 1alexis shahadi, 2012

Turley is one of Tulsa County’s oldest communities as well as one of the most underserved. Because the community sits outside Tulsa city limits, Turley is expected to be self-sustaining as well as rely on county services. Closing Cherokee Elementary may trigger a population loss thus causing the community to regress.

In May of 2011, Tulsa Public Schools implemented Project Schoolhouse, an initiative which called for the closing of fourteen schools in the Tulsa area. One of these schools was Cherokee Elementary School, located in the community of Turley. Cherokee was often referred to by residents as “the heart of Turley.”

The purpose of this project is to propose an adaptive reuse for the building which will aid in the development and prosperity of Turley. After much discussion among community members, local stakeholders, and the researcher, the optimal use for the building was decided: a unique charter program which will provide a quality education for the community’s students as well as potentially attract new residents to the area.

Cherokee was often referred to by residents as the “heart of Turley.”

Propose a use for the building which...

Fosters pride among residentsIncorporate Turley’s heritage into new development

Involve community members in the planning processEncourage neighborhood events and community gatherings

Provides service to the communityAddress resident’s wants and needs

Determine mainstays found in prospering communities

Attracts visitors and new residentsEmphasize characteristics unique to Turley

Capitalize on community assets and strengthsConsider needs of the city of Tulsa

Encourages future developmentDraw attention to area’s rural setting

Illustrate community’s proximity to Tulsa landmarks

Assists in developing Turley into a thriving, healthy, and sustainable community

introductionproject goals & objectives


establishing a research topicIn Spring of 2011, Tulsa Public Schools announced their decision to close 14 neighborhood schools. Many of the buildings were still in good condition and were viewed by residents as neighborhood landmarks. Turley appeared to be the area in the greatest need, thus I chose to find an adaptive reuse for Cherokee Elementary.

gathering informationTo better understand the purpose of Project Schoolhouse, I read press releases as well as district proposals. I then reviewed the school’s profile, highlighting demographics, special programming and academic performance. Finally, I obtained the building’s property description and blueprints to gauge the school’s capacity.

studying the areaDetermining the physical boundaries of Turley required intensive research. The U.S. census identified boundaries, which did not correspond with the area’s platting. I met with Chris Sansone at INCOG to determine the legal boundaries of Turley. Many residents live outside of the community’s borders, but consider themselves to reside in Turley. Thus, I consulted the census for demographic data. I then conducted a photo survey. To obtain historical information about the small community, I referred to the Turley Historical Association’s website.

involving the communityThroughout my research, I remained in close contact with the founder of The Welcome Table Community Center, Reverend Ron Robinson. He kept me informed about community meetings and assisted me in organizing a community workshop.

reviewing literatureTo familiarize myself with the practice of adaptive reuse I read journal articles, media publications and books. during my research I also noted successful cases in which older buildings had been repurposed or revitalized. Additionally, I reviewed literature pertaining to the development and operation of charter schools.

proposing a use for the buildingMy research, analyses, observation, and community discussion led me to my recommendation for the vacant school: a charter school for agricultural and environmental sciences.

conducting case studiesAfter determining the proposed use for Cherokee, I conducted case studies involving five charter schools with similar programming. While researching each school, I explored the school’s history, site design, curriculum, community impact, and funding.

recommendations & design studiesUtilizing the building blueprints and photos taken of the school, I created a site plan and computer-generated three-dimensional model of the school adapted to meet its new use. I took full advantage of my Pinterest (a social networking and photo-sharing website) account to create an inspiration board and obtain new ideas for various structural components I planned to incorporate into the repurposed building.

identifying resources for implementationI referred to legal documents regarding charter legislation as well as grant opportunities which provide funding for environmental education.

introductionresearch methodology


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professional project jury - december 5

professional project jury - march 10

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reading copy due - april 7

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community workshop - november 5

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introductionproject timeline


To further my knowledge in adaptive reuse of buildings, I read numerous articles regarding the preservation and reuse of vacant structures as well as Bernard M. Feilden’s Conservation of Historic Buildings. I used Feilden’s book as a reference tool for following the principles of historic preservation.

According to Feilden, Cherokee School should be classified as a historic building because it provides the public with a sense of wonder about the people and culture that influenced its construction (Feilden, 1). Turley residents perceive Cherokee as a symbol of their cultural identity. The community has an emotional attachment to the building because it has been there since the early 1900s, therefore we must treat the school as an historic structure.

Conservation is designed as the action taken to prevent decay. Conservation aims to prolong a building’s structural life as well as preserve its cultural significance (Feilden, 3). Due its recent inhabitance as an elementary school, the building remains functional.

Feilden identifies seven degrees of intervention for the conservation of historic buildings: prevention of deterioration, preservation, consolidation, restoration, rehabilitation, reproduction, and reconstruction. Fielden refers to rehabilitation (or adaptive use) as “the best way to preserve a building.” He also notes that the original use is typically ideal for conservation of the building because it requires fewer alterations (Feilden, 10).

Once I gained insight to the particulars of conservation and adaptive reuse of buildings, I read several journal articles discussing major transformations of former school buildings.

In White Plains, New York, a former school building was adapted to house an office complex for the Eastview Technology Center (Singer 1995). Public School 157 in New York City was converted into housing for low to moderate income families (Gray 1989). The former Center School in Wilton, Connecticut was transformed into an 18,000 square foot pedestrian mall (Norman 1985). Public School 20 in Manhattan was reused as an AIDS home (Lubasch 1989). In Lee, Massachusetts, St. Mary’s School, erected in 1885 is now being used as an inn for tourists (Townes 1990). In Port Washington, New York an old school building was converted into 59 units of senior housing (Vivien 1996).

After completing my research on the various options for the reuse of former school buildings, I compiled a list of practical conversions. I then conducted an area study as well as met with Turley residents to propose an idea for Cherokee.

literature reviewadaptive reuse of buildings


According to Bob Cooper, contributing writer for the Turley, Oklahoma Historical Association, Turley’s first post office was established in a general store located at the present location of 71st Street North and North Peoria in 1897. A blacksmith shop erected in 1901 near the general store.

In 1906, the general store and post office relocated to the present location of 66th Street North and North Peoria to accommodate the construction of the Midland-Valley railroad. In 1907, construction for a new school began at 60th Street North and North Peoria.

Between the 1906 and 1911, the Turley Improvement Company, founded by Hulette F. Aby and Manuel Hirsh, bought fifty acres of land from two Cherokee Indians whom acquired it through the Cherokee Nation laws approved in 1892. Hirsh was responsible for the new layout of Turley.

By 1920, Turley had grown so much, a high school was built right next to the original four-room schoolhouse. Although seated outside of city limits, the school joined Tulsa Public Schools in 1934. Shortly thereafter, another building was constructed to the south of the high school and the original four-room schoolhouse was torn down.

With its addition to the Tulsa School system, Turley School experienced many changes. A contest was held to change the school’s name. The name “Cherokee” won due to the school’s location in Cherokee Nation.

Until 1934, the school housed grades kindergarten through twelfth. Through 1964, the school housed kindergarten through ninth. High school students were bussed to Central High School.

The district provided Cherokee with new programs, such as home economics, industrial arts (woodshop), and Future Farmers of America. In 1965, Cherokee became an elementary school.

area studyhistory of turley


Map made available by Turley, Oklahoma Historical Association

area studygeographic location


To the left is map illustrating the location of Turley in relation to Tulsa County and the City of Tulsa. The county is outlined in black while the city is represented by the green portion of the map.

The small Oklahoma-shaped orange area depicts Turley. Turley is situated in the northwestern region of the county right outside of the city’s boundaries.

Its southern-most boundary is 56th Street North with 61st Street North creating the panhandle. The northern-most boundary is 66th Street north. The eastern border is North Lewis Avenue, while the western border is North Cincinnati Avenue.

A detailed map of Turley is displayed on the following page.

Turley

Tulsa International

Airport

Downtown Tulsa

NorthMap provided by Tulsa County Assessor’s Website

area studypresent map of turley


cherokee

North

Map made available by GoogleEarth

N

area studygeographic context of site


north peoria avenue

north quincy avenue

drai

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The map to the left illustrates the geographic context of the site in Turley. The school is bordered by North Peoria Avenue, 61st Street North, North Quincy Avenue, and 59th Street North, which turns into a drainage ditch as it neighbors the school.

This 77,000 square foot school sits on a 7.8 acre site surrounded by abandoned properties.


area studyphoto survey of turley


The images to the left are photographs taken while conducting a visual survey of the area. In order to become more familiar withe the community and its landscape, I canvassed the area taking photographs of various portions of the community.

After completing my visual survey, I concluded that the area was extremely rural in comparison to the City of Tulsa. While driving in what was considered to be downtown, one could spot horses off of Highway 11, also known as North Peoria.

The area lacked economic vitality and contained several abandoned properties and vacant buildings.

I also noticed that the streets did not have curbs - most likely a result of relying on county resources rather than the City of Tulsa.

area studyphoto survey of cherokee


The images to the left were taken as a part of my visual survey of the area. Before I gained access into the site, I surveyed the perimeter of the building.

The facility’s site is well kept and contains many unique elements, such as niche windows, old-fashioned playground equipment as well as modern playground equipment. The school also has a courtyard containing a historic brick arch commemorating the old Turley High School which was torn down when Cherokee was being built.

The streetscaping in front of the school contains several trees creating a welcoming and attractive entrance into the school grounds.

area studyphoto survey of interior


By mid-October of 2011, I was able to tour the interior of Cherokee School. The images to the left are just a few photographs I took during my visit. The exterior of the school was in great condition, so I had a feeling the interior would be the same. I was right.

The interior of Cherokee was in excellent condition. Not only that, but it had unique features I had never seen in an elementary school, such as small-scale stages in two of the classrooms, as well as sinks and additional cabinet space in classroom nooks.

In the upper lefthand corner is a picture of rectangular windows which can be found throughout the building. To the right of that photograph is the former wood shop transformed into an addition for the library.

I also included pictures of the gymnasium/auditorium, the cafeteria kitchen, another picture of the library as well as a classroom. The majority of the classrooms were identical, but the one pictured in the lower righthand corner had a stage!

area studydemographics


6%3%2%4%

11%

74%

whiteblackamerican indianasiannative hawaiianothermixed

4%1%

14%

11%

69%

tulsa county turley cdp

$0

$15,000.00

$30,000.00

$45,000.00

$60,000.00

median household income median family income per capita income

tulsa countyturley cdp

The data to the left was obtained from American Fact Finder, Data Set 2005 - 2009. The top pie charts represent the ethnic makeup of Turley in relation to Tulsa County.

The main difference between the two areas is the significantly larger Native American population in Turley.

The bottom graph displays the median household income, median family income and per capita income of both Turley and Tulsa County.

As one can observe from the graph Turley residents’ income levels are significantly lower than other residents in Tulsa County.

community involvementcommunity workshop


transformingturleythrough the adaptive reuse of cherokee elementary

Saturday, November 512:00 pm - 4:00 pm

The Welcome Table Community Center5920 North Owasso Avenue

Tulsa, OK 74126

Join us for a visioning workshop!

Come and share ideas about the

potential development of the former

Cherokee Elementary School building.

What would you like to see in the

your community?

FREE and open to the community.Lunch provided at noon.

RSVP 918-794-4637or [email protected]

Sponsored by The Welcome Table Community Center and the University of Oklahoma Urban Design Studio

With the help of Reverend Ron Robinson of The Welcome Table Community Center, I organized a community workshop on November 5, 2011 to engage local Turley residents in planning for the new use of Cherokee Elementary.

Workshop activities included community mapping, a SWOT analysis, identifying the strengths, weaknesses, opportunities, and threats in the community, and a PARK analysis of the building, recording what residents wanted to preserve, add, remove and keep out of the building.

A special thanks to The Welcome Table Community Center for providing a delicious lunch from Olive Garden!

community involvementcommunity mapping


Residents completed a community mapping activity asking them to illustrate their perception of the area with regard to boundaries and community assets.

Participants were given markers to create an outline of what they considered to be Turley. They were also given stickers to designate places they perceived as community assets.

Finally, residents were given red and blue pushpins to indicate where they lived (orange) and where they were employed (blue).

The majority of people reside north of the community’s northernmost boundary, 66th Street North. So few residents worked inside of the community, most of the blue pushpins represent places one could be employed.

Yellow stars represent community assets. Among community assets are the fire department, a farm, the Osage Trail, O’Brien Park, an incoming drugstore, and small, local businesses.


community involvementSWOT analysis


community centerloyalty of businesses

landlong-time residents

grocery storegas station

volunteer fire departmentdiversity - culturemany churches

opportunities for unemployedpartnerships - OU, TYPROS

Turley HillTag AgencyDress shopOsage TrailBus Line

O’Brien Parkhardware store

beauty/barber shopcar lot

lack of communicationloss of cherokee

no media publicityno post office

fear of residentsabandoned properties

wild animalslitter/disrespect

crimedrainage ditch by cherokee

lack of resourcesantiquated thinking

fortress mentaility/isolationunemployment

streetspoverty & sense of poverty

mobility of residentsonly one civic group

connections happen outside of Turleyvices/health

build on historydevelop businesses along

osage trailgarden park - improve nutrition

transforming properties - abandoned homes, churches,

schoolslittle goes a long way b/c it’s a

small communityresourceful people

rebranding the communityproximity to Skiatook Lake,

downtown, Yahola, Owasso, airport, etc...

pocket parks in abandoned spacedevelopment in Turley hillleadership development

cement co. on Turley Hillenvironmental emergencies/

natural disasterslittle money to back up area

people fear annexation & incorporation

more abandonmentnarrow-mindedness

fear of businesses closingisolationism

property values keep people out

“burn-out” - residents leaving/giving up on community

lack of leadership development

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Addressing the needs of Turley and its residents was my main priority in organizing a community workshop. In order to determine what those needs were I asked community members to participate in a SWOT (strengths, weaknesses, opportunities, threats) analysis identifying the strengths, weaknesses, opportunities, and threats of the area.

Strengths and weaknesses are defined as existing qualities in the community that either add to or take away from the current state of the area.

Opportunities and threats are used to describe the potential growth or decline of the community in the future.

After completing the SWOT analysis, it was obvious that the area was not in need of additional housing because it already had a problem with vacant units and population decline.

Turley’s proximity to local nature reserves and neighboring communities was seen as a major advantage of the area.

community involvementPARK analysis


front entrancecourtyard/gardens

windowshistorical site for turleycommunity service site

summer feeding programlandscape!

community resource centercommunity health hub

nursery for plantssenior residential

roller rink/ice arenacommunity kitchen

event centerantique market

bring back cherokee elementary!center for nonprofits

homeless shelteradult educationhalfway housing

social justice academychurch complexbusiness uses

call centerTulsa Initiative for the Arts

healthy food storecamp anytown

registered sex offender sitecounty officestraining center

detention center

abandoned properties adjoining building

debt on building

casinoXXX businesses

flea marketdumping/hoarding

jailhalfway houseprison ministry

mortuarypollution

liquor storebars

smoke shopcar lot

mechanics’ shophomeless shelter

preserve

add

remove

keep out!grounds as an outdoor classroom

In order to gauge the residents’ vision of the facility’s future, I asked workshop participants to complete a PARK (preserve, add, remove, keep out) analysis identifying features of the building they would like to preserve, businesses they would like to see added, unattractive elements they want removed, and finally businesses they don’t want in the former school.

After completing the PARK analysis, it was apparent that residents wanted the building to continue as a Turley landmark. Local residents expressed a vision of the building as a community hub or resource center. Great emphasis was placed on the school’s existing landscaping and its potential as a site for an outdoor classroom. One resident stated that the ideal use for the building would be its original purpose - an elementary school.

It was clear that residents wanted the building to have a family-friendly use while creating economic development opportunities within the community.

In the book, Charter Schools, author Joe Nathan defines charter schools as “public, nonsectarian schools that do not have admissions tests, but operate under a written contract (charter) from a local school board, or some other organization, such as a state school board.” Charter schools are financed by the same per-pupil funds as public schools. The major distinction between the two is charter schools are held accountable for achieving results or their charter is not renewed (Nathan, 1996).

The charter school movement began in Minnesota in 1991. By 1996, more than 200 charter schools had been established across the United States. The movement began with one goal in mind: to encourage, incite, and inspire youngsters (Nathan, 1996).

Nathan identifies four major ideas behind the charter school movement:

• choice among public schools• entrepreneurial opportunities• explicit responsibility of schools• carefully designed competition in public education

As opposed to most public schools, charter schools provide faculty and staff incentive to provide every student with a quality education.

Authors of Renewing Public Education: Charter Schools in Action maintain that charter schools differ from standard

public schools because unlike standard schools charters can be created by almost anyone, are exempt from most state/local legislation, offer freedom of choice to both families and teachers, can be closed based on low performance.

In 1995, a survey of 110 charter schools nationwide was conducted revealing the following characteristics of charter schools:

• average size: 287• 50% of the schools were designed to serve at-risk

students• facilities are held in leased commercial space• most common barriers were facilities and funding• performance evaluations consisted of standardized

tests, student portfolios, parent surveys and student demonstrations

In Hard Lessons: The Promise of an Inner-City Charter School, author Jonathan Schorr defines charter schools by their uniqueness, sense of community, emphasis on values, and small size. Each of these features are key principles in the proposed design of Cherokee Charter School.

literature reviewcharter schools


“This grass-roots revolution seeks to reconnect public education with our most basic values: ingenuity,

responsibility and accountability.”

Joseph Lieberman, 1998

case studychattahoochee hills charter school

chattahoochee hills, georgia


The planning process for Chattahoochee Hills Charter School began in 2009. It was initiated by the Chattahoochee Hill Country Community, an organization whose focus is to preserve their rural heritage (The Serenbe Institute for Art, Culture & the Environment, 2010).

Chattahoochee Hills is comprised of portions four counties southeast of Atlanta. The city incorporated in 2007. Due to consolidation, the community school was closed in 1980, leaving no public schools in Chattahoochee HIlls. Residents assembled to plan for the first sustainable charter school in southern Fulton county.

The school’s curriculum is based on traditional core subjects while integrating the arts, agriculture, and the environment. Chattahoochee Hills Charter School will open its doors in the fall of 2012. The school will start out serving grades kindergarten through fifth, but is planned to serve grades sixth through eighth in the subsequent years.

The facilities are LEED (Leadership in Energy and Environmental Design) certified designed to support a variety of activities. Features of the campus include sustainable sites for fostering natural systems, water efficiency for reuse and collection, energy efficiency, recycled materials, and natural ventilation.

case studyevergreen community charter school

asheville, north carolina


In 1998 parents and educators submitted a proposal to the North Carolina State Board of Education for a community-based charter school committed to hands-on learning. In the fall of 1999, Evergreen Community Charter School opened its doors to the public, serving grades kindergarten through eighth (eccs.org 2011).

Evergreen adopted the Expeditionary Learning School model in 2001. The ELS model encourages students to go on “learning expeditions” which are thematically organized. In 2003, the school was relocated to its present location in Haw Creek where students can explore ten acres of natural environment.

The school is a paradigm for eco-conscious living. Campus features include rain gardens and bio-swales in the parking lot (for cleansing water before it returns to the creek), a pond, wetland area, straw bale and cob playhouse, natural woods play area, a hoop house for winter gardening, a community garden, an outdoor classroom with a cob oven, covered seating, shed and climbing wall. The entire ten-acre site is encircled by a nature trail.

The school has received countless awards for its environmental stewardship and serves as a model for “Green Education.”

case studyprairie crossing charter school

grayslake, illinois


Planning for Prairie Crossing Charter School began in 1996 and was approved by the Illinois State Board of Education in 1999. The school serves grades kindergarten through eighth in the Fremont and Woodland School Districts. The campus is located on an open prairie where students are free to explore the natural environment.

After opening its doors, the Prairie Crossing experienced some growing pains. In order to provide classroom space, the school rented two historical buildings, a nearby church and trailers for classroom space. After much fundraising, the Comstock building was constructed. The building has received numerous awards for its energy efficiency and green design.

Prairie Crossing follows the constructivist teaching model. Constructivism is an approach to learning which supports the theory that students are able to learn new information by connecting it with their own prior knowledge.

Prairie Crossing is known for its “Farm to Table” program. This award-winning program provides students with the opportunity to raise their own crops and then work with a professional chef to create a nutritious meal with what they grew (prairiecrossingcharterschool.org, 2010).

case studyspringwater environmental

sciences charter schooloregon city, oregon


Springwater was founded in 2006 by a group of parents. The parents had a vision of a school where their children could learn kinesthetically with instruction integrating the core subjects, such as math, reading, science, social studies, and the arts. The school serves grades kindergarten through eighth, and is located in a former elementary school, just east of Oregon City in a rural setting where students have the opportunity to interact with the environment. During the 2006-2007 school year, the school constructed an “outdoor classroom.” By 2010, the school had 195 students, a science/computer lab, learning lab, and a preschool (springwaterschool.com 2012).

Mondays through Thursdays the school operates on a regular class schedule. Fridays are designated field-study days which allow students to participate in outdoor learning activities, such as working in the garden and harvesting vegetables to sell at the Oregon City Farmers Market.

Once students reach the eighth grade, they are required to complete a Capstone Research Project which allows students to choose individual study topics and demonstrate how their subject is connected to the sustainability of natural, as well as human communities.

Springwater also prides itself on its involvement with community arts. Students are provided with the opportunity to participate in programs such as clay sculpture, African drums, dance, drawing, technology, and drama.

case study YES charter academy

dobbins, california


The planning process for the Yuba Environmental Science Charter Academy began in 2005 when residents of Dobbins and Oregon House, both unincorporated communities, gathered together with a common goal: education in environmental and agricultural sciences. These communities are located in the Yuba Highlands and Sierra Foothills which provide a wide range of opportunities for student exploration (YES-CA.org 2009).

The YES charter academy serves grades kindergarten through eighth. The building was designed and constructed to meet the specific needs of the school’s purpose. The campus is located on a ten-acre site and currently houses fruit, vegetable, and herb gardens, a chicken coop, greenhouse, and nature trail. A corral and shed for small animals is also in the works for the campus.

Along with environmental and agricultural science, the school also places great emphasis on community involvement. The school runs a public recycling program in which community residents can bring their plastic, bottles, paper, cans, and batteries. The school is located across the street from the neighborhood community center, where they hope to hold lectures on issues pertaining to sustainability and the environment.

recommendation:cherokee agricultural and

environmental sciences charter academy


design studiesproperty description


Date of Construct: 1920 - 1947

Property Size: 7.8 Acres

Building Square Footage: 77,533

Number of Classrooms: 26

Building Capacity: 458

Operational Cost per Square Foot: $1.44

Operational Cost per Student: $509.83

Annual Operating Cost: $111,652.88

Cost of Property: $1.9 million

Foundation: reinforced concrete piers

Floor Structure: reinforced concrete

Frame: 4” concrete block with steel joists

Roof: rigid insulation over metal deck/gable roofing

Parking Spaces: approximately 68

Recent Renovations: HVAC upgraded and bathrooms remodeled, and windows were

replaced in 1994

Information provided by Walton Property Services, L.L.C.

Establishing a successful charter school requires much time and research. As exhibited in the previously mentioned case studies, some schools underwent ten years of planning before opening their doors to the public. Though the process required for establishing a charter is a lengthy and arduous task, the benefits the community reaps for the school’s success is invaluable.

To guide my planning for Cherokee Agricultural and Environmental Sciences Charter Academy, I referred to a publication laid forth by the National Cooperative Bank Development Corporation. The NCBDC is a non-profit organization whose purpose is to provide financing and assistance to low- and moderate-income communities. NCBDC assembled a useful guidebook titled “The Answer Key: How to Plan, Develop, and Finance Your Charter School Facility.”

“The Answer Key” outlines the six phases of development necessary in founding an efficient and productive charter school: concept phase, predevelopment phase, design and pre-construction phase, the financing phase, the construction and renovation phase, and finally the planning phase (NCBDC.org 2005).

The concept phase includes creating a business plan, conducting a feasibility study, performing a needs assessment, and generating a preliminary capital budget. The predevelopment phase entails assembling the

development team for the school. The development team consists of representatives for the charter school, an architect, a project manager, a general contractor, an attorney, and a marketing consultant. The design and pre-construction phase involves a space assessment, a schematic design as well as a final design for the school, and the completion of documents required for construction. During the financing phase, a project budget is established and funding sources are identified. Construction management is the key ingredient in successfully completing the construction and renovation phase. Teacher selection and orientation, programming, curriculum writing, and various other details are all parts of the planning phase.

Because I am in the beginning stages of planning for the charter school, I concentrated on following the tasks outlined in the concept phase. The first step is the business plan. The business plan serves as a framework for the entire project concept. An effective business plan contains the following elements: school purpose and instructional focus, governance structure of the school, a market analysis identifying the school’s competitive advantage in the proposed area, a facilities plan, and a financial plan. At this point, I am the only person governing this project, so I omitted the plan for the governance structure of the school and the facilities plan is illustrated in the “recommendations” portions of this project.

implementationestablishing a charter school


Mission StatementThe mission of Cherokee Agricultural and Environmental Sciences Charter Academy is to develop students into enthusiastic learners by exercising instructional methods which encourage exploration, responsibility, and collaboration in the classroom as well as in their daily lives.

Instructional FocusCherokee Agricultural and Environmental Sciences Charter Academy (CAESCA) serves grades kindergarten through eighth. CAESCA will follow the Common Core State Standards set forth by the Oklahoma Board of Education. The Common Core standards align K-12 curriculum with college and work expectations and require students to use higher-order thinking skills to apply their knowledge (National, 2010).

Instructional ApproachCAESCA will use Common Core State Standards (CCSS) as a guide for planning interdisciplinary learning units, thus allowing students to make connections across multiple content areas. Each unit will pertain to agricultural science, environmental science, or both, and will be addressed across various content areas.

For instance, in geography class, students are learning where major rivers are located in the United States. In science, students are learning how rivers are formed as well as various types of organisms found in rivers. In language arts, students are reading The River by Gary Paulsen.

CAESCA Instructional Strategies:• interdisciplinary units linking two or more content areas

outlined by the Common Core State Standards

• inquiry-based and experiential learning

• consistent teacher collaboration in planning curriculum

• effectual practice of Bloom’s Taxonomy to ensure students develop higher-order thinking skills

• differentiated instruction to meet the needs of each student

Student Assessment:• Traditional Assessment: CAESCA will participate in all

Oklahoma-mandated testing

• Student Portfolios: Students keep their work to self-reflect on what they have learned throughout the school year; students may display their portfolios at the end of the year to showcase their achievements

• Collaborative Work: Interdisciplinary units involve working in groups; students will be assessed primarily on quality of work, however students also conduct peer evaluations to emphasize the importance of working together

implementationCAESCA


One of the key components in preparing a an effective business plan is identifying the organization’s competitive advantage. Michael Porter, Harvard Business School Professor, maintains that competitive advantage occurs “when a firm sustains profits that exceed the average for its industry” (harvardbusinessreview.edu 2012).

Porter identifies two basic types of competitive advantage: cost advantage and differentiation advantage. Companies with a cost advantage are able to deliver the same benefits as competing businesses, but at a lesser cost. Differentiation advantage is a company’s ability to deliver benefits which exceed its competitors.

According to Porter’s theory on competitive advantage, the concept for Cherokee Agricultural and Environmental Sciences Charter Academy not only holds a differentiation advantage over neighboring schools, but over all of Tulsa Schools. Cherokee will provide programming unique to Turley, thus attracting the competition’s clients.

The map on the following page illustrates the additional benefits of the school’s seat in rural Turley. CAESCA is situated within four miles of three landmarks whose primary focus is to encourage environmental education.

Bird Creek is utilized and maintained by the Tulsa Audubon Society. When visiting Bird Creek students will have the opportunity to learn about local wetlands as well as the

mechanics of flood plains and drainage systems (tulsaaudubon.org 1986).

The Oxley Nature Center offers a variety of natural habitats to explore, such as the Interpretive Building which houses interactive exhibits, several nature trails, and areas to investigate the wetlands (oxleynaturecenter.org 2012).

And of course, the Tulsa Zoo!

implementationcompetitive advantage


implementationcompetitive advantage


66th St. N.

56th St. N.

46th St. N.

36th St. N.

Peo

ria

Lew

is

Che

roke

e Ex

pres

sway

Bird Creek

Oxley Nature Center

Tulsa Zoo

Lake Yahola

Cherokee

implementationestimated start-up cost


Estimated Start-up CostsEstimated Start-up Costs

Faculty/Staff Salaries $861,900

Professional Development $7,500

Instructional Materials $50,000

Classroom Supplies $15,000

Technology $50,000

Furniture $5,000

Farm Education Equipment $30,000

Supplemental Programs $25,000

Building Lease (first 12 months) $98,000

Utilities $111,653

Student Activities $15,000

School Meals $108,438.75

Office Administration & Support $200,000

Total Cost $1,577,491.75

The table to the left provides an estimate for the start-up costs of Cherokee Agricultural and Environmental Sciences Charter Academy. I constructed this budget by referring to other charter schools’ financing plans, start-up guides for charter schools, as well as Cherokee’s expenses when it was operating as a school.

Charter School FinancingFinancing a charter school is a daunting task, but not an impossible one. The National Charter Resource Center identifies several federal programs designed to assist in funding new and existing charter programs through grants and tax credits. Sponsoring governmental agencies include the United States Department of Education, the Federal Emergency Management Agency, the United States Department of the Treasury, and the United States Department of Agriculture (National Charter School Resource Center 2010).

In addition to receiving grants and tax credits, charter schools can also seek lending opportunities from nonprofit organizations and financial institutions. Community Development Financial Institutions, such as National Cooperative Bank, the Raza Development Fund, and the Nonprofit Finance Fund provide lending services and assistance specified for the start-up and operation of a charter school (National Charter School Resource Center 2010). Applying for grants and loans is a lengthy, but exciting process. Receiving funding for a school requires extensive research and planning. A more detailed description of financing options can be found in the appendices.

Promoting Sustainable Education Obtaining funding for a school garden and promoting sustainable education is a much simpler process. The amount of grants available for green education inestimable. The Woolly School Garden Program offers a long list of grant resources on their website. Grant opportunities likely to fund Cherokee Agricultural and Environmental Charter Academy can be found in the appendices.

implementationfinancing options


American FactFinder 2005 - 2009. “Turley, Oklahoma.” U.S. Census Bureau. http://factfinder2.census.gov

“The Answer Key: How to Plan, Develop and Finance Your Charter School Facility.” National Cooperative Bank Development Corportation. 2005.

Assessor Parcel Maps. “Corporate Limits Map 2010.” Tulsa County Assessor - Ken Yazel. http://www.assessor.tulsacounty.org/assessor-maps-agree.php. (Accessed July 2011).

Chattahoochee Hills Charter School. http://chatthillscharter.org 2010.

Davenport, Linda Haas and Bob Cooper. Turley Historical Society, 2006. http://tulsaokhistory.com/turley/ (Accessed August 2011).

Evergreen Community Charter School. http://www.evergreenccs.org 2011.

Feilden, Bernard M., Conservation of Historic Buildings. Avon, Great Britain: Butterworth-Heinemann Ltd, 1994.

Finn Jr., Chester E., Bruno V. Manno and Gregg Vanourek. Charter Schools in Action. Princeton, New Jersey: Princeton University Press, 2000.

“The Garden Companion.” The Edible Schoolyard Classroom. edibleschoolyard.org. 2008.

Gray, Christopher. Streetscapes: Public School 157; A Conversion to Serve Another Generation’s Needy. The New York Times. April 16, 1989. EBSCOhost. http://web.ebscohost.com.ezproxy.lib.ou.edu (accessed August 30, 2011).

Hillock, David and Brenda Simmons. Oklahoma Garden Planning Guide. Oklahoma State University Division of Agricultural Sciences and Natural Resources. http://osufacts.okstate.edu (accessed April 18, 2012).

bibliography


http://factfinder2.census.gov

http://factfinder2.census.gov

http://www.assessor.tulsacounty.org/assessor-maps-agree.php

http://www.assessor.tulsacounty.org/assessor-maps-agree.php

http://chatthillscharter.org

http://chatthillscharter.org

http://tulsaokhistory.com/turley/

http://tulsaokhistory.com/turley/

http://www.evergreenccs.org

http://www.evergreenccs.org

http://web.ebscohost.com.ezproxy.lib.ou.edu


http://osufacts.okstate.edu

http://osufacts.okstate.edu

Kellerman, Vivien. Saving a Landmark. Planning 62, no. 8 (October). EBSCOhost. http://web.ebscohost.com.ezproxy.lib.ou.edu (accessed August 30, 2011).

Lubasch, Arnold H. Former School to be Converted to AIDS Home. The New York Times. April 18, 1989. EBSCOhost. http://web.ebscohost.com.ezproxy.lib.ou.edu (accessed August 30, 2011).

Nathan, Joe. Charter Schools: Creating Hope and Opportunity for American Education. San Francisco, California: Jossey-Bass, Inc., 1996.

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards. Washington D.C., 2010.

Norman, Marcia. Wilton Welcomes a New Mall. The New York Times. September 15, 1985. EBSCOhost. http://web.ebscohost.com.ezproxy.lib.ou.edu (accessed August 30, 2011).

Ogden, Ellen Ecker. The Complete Kitchen Garden. New York: ABRAMS, 2011.

Prairie Crossing Charter School. http://www.prairiecrossingcharterschool.org 2010.

Singer, Penny. Using Technology for Affordable Housing. The New York Times. November 5, 1995. EBSCOhost. http://web.ebscohost.com.ezproxy.lib.ou.edu (accessed August 30, 2011).

Springwater Environmental Sciences School. http://www.springwaterschool.com 2012.

TCalc: Online Financial Calculators. “Lease Payment Calculator.” http://tcalc.timevalue.com/all-financial-calculators/lease-calculators/lease-payment-calculator.aspx 2012.

Townes, John A. 1885 School is Now an Inn. The New York Times. November 18, 1990. EBSCOhost. http://web.ebscohost.com.ezproxy.lib.ou.edu (accessed August 30, 2011).

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http://www.prairiecrossingcharterschool.org

http://www.prairiecrossingcharterschool.org



http://www.springwaterschool.com

http://www.springwaterschool.com

http://tcalc.timevalue.com/all-financial-calculators/lease-calculators/lease-payment-calculator.aspx






Tulsa Public Schools. “Bond Oversight Committee.” http://tulsaschools.org. March 24, 2011.

“Turley, Oklahoma.” GoogleEarth. (Accessed 2011-2012).

Waite, Thomas L. School Conversion: Lesson in Change. The New York Times. December 18, 1988. EBSCOhost. http://web.ebscohost.com.ezproxy.lib.ou.edu (accessed August 30, 2011).

Walton Property Services, L.L.C. Floor Plan and Description of Existing Improvements. Cherokee Elementary, Tulsa Public Schools. Walton Property Services, L.L.C., 2007.

Woolly School Garden. http://www.woollyschoolgarden.org (Accessed April 2012).

YES Charter Academy. www.yes-ca.org, 2012.

bibliography


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http://tulsaschools.org





http://www.woollyschoolgarden.org

http://www.woollyschoolgarden.org

http://www.yes-ca.org

http://www.yes-ca.org

appendicesproposed site plan


To the left is a hand-drawn sketch of the proposed CAESCA site plan. The plan includes existing features as well as new components to meet the needs of the charter school.

New components include a fruit and nut tree orchard, a greenhouse, two chicken coops, two outdoor classrooms, storage sheds, an updated courtyard, and three garden areas. The following page contains a list of plants compatible with Oklahoma climate and the garden design.

appendicesproposed floor plan


1st

2nd

3rd

4th

5th

auditorium/gymnasium

K

K

math

ELA

socialstudies

science

band

cafeteria

communitykitchen

library

libraryclassroom

art

office office lounge PLCroom

techlab

techlab

gardenprep

marketprep

middle school

mixed use

elementary wing

appendicesresources for financing


Grant Funding Organization Award

Charter Schools Program State Educational Agencies Grant

United States Department of Education up to $28,000

Nature of Learning Grant Program National Fish & Wildlife Foundation $5,000 - $10,000

Environmental Justice Small Grants Program

Environmental Protection Agency $25,000

Environmental Education Grants Environmental Protection Agency varied

Community Facility Grants United States Department of Agriculture Rural Development

up to 75% of project cost

Credit Enhancement for Charter Facilities Program

United States Department of Education up to $10,000,000

Youth Garden Grants The Home Depot Garden Club $500 - $1,000 in gift cards to Home Depot & Gardening with Kids

Annie’s Growing Goodness Annie’s Homegrown $500

Captain Planet Foundation Grant Captain Planet Foundation $500 - $2,500

The Fruit Tree Planting Foundation The Fruit Tree Planting Foundation an orchard

Don Samull Classroom Herb Garden Grant

The Herb Society $200

Environmental Excellence Award Sea World & Busch Gardens $10,000

Project Orange Thumb Fiskar’s $5,000

HSA Grant for Educators Herb Society of America $5,000

appendicesresources for financing


Grant Sponsoring Organization Award

Melinda Gray Ardia Environmental Education Foundation Grant

Melinda Gray Ardia Environmental Education Foundation

$1,500

On Learning & Leadership Grant National Education Association Foundation

$2,000

Green Across America Grant National Education Association up to $1,000

GreenWorks! Grant Project Learning Tree mini-grants for construction and restoration projects

Outdoor Classroom Field Trip Grant Target $700

School Garden Grant Whole Kids Foundation varied

Don Samull Classroom Herb Garden Grant

The Herb Society $200

Environmental Excellence Award Sea World & Busch Gardens $10,000

Project Orange Thumb Fiskars $5,000

Subaru Healthy Sprouts Subaru $500 gift card to Gardening with Kids and supplemental gardening curriculum and literature

HSA Grant for Educators Herb Society of America $5,000

transformingturley - outulsagrad.ou.edu/studio/cherokee/TransformingTurley.pdf · model of the...

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Transcript of transformingturley - outulsagrad.ou.edu/studio/cherokee/TransformingTurley.pdf · model of the...