Wilson Pacific Elementary and Middle School BEX Oversight Presentation, 09 August Outline 8/8/2013. Overall Program Requirements

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Wilson Pacific and BEX Oversight Presentation, 09 August 2013 Outline Introductions Project Orientation Site History and Context SDAT Process Schematic Design The Site 16.

1 Wilson Pacific and BEX Oversight Presentation, 09 August 2013 Outline Introductions Project Orientation Site History and Context SDAT Process Schematic Design The Site 16.8 Acres Overall Program Requirements : 90,763 gsf No. of Students: 650 Program: APP : 139,372 gsf No. of Students: 1,000 Program: TBD October 2013 Site Area: 16.8 Acres Buildable Area: 5.8 Acres (35%) Open Space Area: 11.0 Acres (65%) 1

N C Mineral Springs Park Bus Route Oak Tree Village Future Light Rail

Community College Aurora Ave Wilson Pacific Wallingford Ave N Site

American Heritage Among the many springs that had existed in the

two in this area and several in the Ravenna Park Ravine.

had long been the camp site of Indians of the Puget Sound area.

sulphur and magnesium waters and resultant mud but also that the color

red/painted waters. Health and Wellness In 1935 E. A.

offering thermal baths and selling bottled mineral water: "relief for

2 N C Mineral Springs Park Bus Route Oak Tree Village Future Light Rail Station T City Light Licton Springs Park College Way N N Seattle Community College Aurora Ave Wilson Pacific Wallingford Ave N Site History and Context Site Context Bus Route Bishop Blanchet High Native American Heritage Among the many springs that had existed in the original forested drainage basin were several known mineral springs: two in this area and several in the Ravenna Park Ravine. Apparently these two were the most significant in the area, for they had long been the camp site of Indians of the Puget Sound area. They had discovered not only the medicinal qualities of the iron, sulphur and magnesium waters and resultant mud but also that the color was useful as war paint on face and body, hence the name LICTON red/painted waters. Health and Wellness In 1935 E. A. Jensen had bought the Licton Springs tract and built a two story spa, offering thermal baths and selling bottled mineral water: "relief for rheumatism, neuritis, arthritis and asthma. "It is recorded that "thousands of patients patronized the spa, praising the benefits they received." 2

Licton Springs Park Olmsted Brothers One block north of the site is Licton Springs Park. Licton Creek originates in the park and flows south in a pipe under the Wilson- Pacific site.

Denny Cabin, Dairy Farm and Pillings Pond. The settlers soon learned of the Licton Springs and David T, Denny soon built the first cabin north of Seattle.

They told stories of mother bears bringing their cubs to the springs. The Pilling family had a Dairy Farm (1909-1933), out of which grew the waterfowl habitat and birding site of Pilling s Pond today.

At its peak the pond was home to more than 200 ducks and over 30 different species from around the world Original Creek before being buried - 1935 Regional Hydrology Park / Wetlands Pillings Pond

3 Licton Springs Park Olmsted Brothers One block north of the site is Licton Springs Park. Licton Creek originates in the park and flows south in a pipe under the Wilson- Pacific site. The creek also feeds Pilling s Pond, a privately developed and maintained waterfowl sanctuary on a single-family lot on North 90th Street adjacent to the school site. Denny Cabin, Dairy Farm and Pillings Pond. The settlers soon learned of the Licton Springs and David T, Denny soon built the first cabin north of Seattle. After several years he obtained a "Homestead," granted in 1870 by Pres. Grant and it was the Denny summer home until his death in They told stories of mother bears bringing their cubs to the springs. The Pilling family had a Dairy Farm ( ), out of which grew the waterfowl habitat and birding site of Pilling s Pond today. In 1933, Chuck Pilling dammed the creek that runs through the property from Licton Springs. This enabled him to provide a habitat that still exists and sustains a broad assortment of waterfowl today. At its peak the pond was home to more than 200 ducks and over 30 different species from around the world Original Creek before being buried Regional Hydrology Park / Wetlands Pillings Pond Creek The Green Lake watershed incorporates the neighborhood of Green Lake and parts of Licton Springs, Phinney, and north Wallingford. The northern portion of the watershed includes Licton Springs Park, which contains Seattle's last remaining natural mineral springs. Historically, this spring was one of several, which fed Green Lake. Today, it bypasses Green Lake in a culvert, and empties out at Lake Union. 3

v v Site Topography Neighborhood Flooding +294

+277 Connectivity Site Constraints Stone Av

and Connectivity in the NW zone Murals on

neighborhood and in the NW part of the site e N

Licton Springs Creek and areas of deep fill

4 v v Site Topography Neighborhood Flooding Connectivity Site Constraints Stone Av Ashworth Ave N Densmore A No Vehicular Access and Connectivity in the NW zone Murals on existing building s Gym walls Flooding in the neighborhood and in the NW part of the site e N e N N 92 nd St 1 st Ave NE I-5 Aurora Ave N Stone Ave N Ashworth Ave N N 90th St Wallingford Ave N College Way N Underground Licton Springs Creek and areas of deep fill Steep topography 20 grade change in NW, NE and E zones Existing sport fields 4

Site Constraints SDAT Process Visioning What is an ideal learning environment? What does a powerful learning experience look like? What else should we know from you?

5 Site Constraints SDAT Process Visioning What is an ideal learning environment? What does a powerful learning experience look like? What else should we know from you? What is an ideal learning environment? balanced work & play built & natural safe & secure emotionally safe positive inspires risk-taking encourages exploration inspiring creative & fun sense of wonder experiential diverse collaborative embraces difference engages community flexible adaptable responsive 5

children collaborative teamwork communal accessible supporting community What else should we know from you?

6 What does a powerful learning experience look like? What else should we know from you? current critical thinking engaging and exploratory global minded relevant challenging demanding & memorable exciting a little scary physical integrated engaging the landscape natural light built for children collaborative teamwork communal accessible supporting community What else should we know from you? Adaptable Inspiring Identity Communal Scale Value Based adaptable to facilitate teachers to mold their curriculum and engage students to direct the learning functional communal spaces that are authentic and foster creativity arts as an integral part of the communal space a school in which students feel at home and have spaces to express themselves and feel safe in exploring their interests opportunities for engaging with the larger community ability to accommodate 650 students and yet feel intimate and scaled for young children access to formative educational opportunities that promote lifelong learning and health Tours Coe Meadowdale Machais Finn Hill John Muir 6

Meadowdale Organizational Scenarios: SDAT

shared programs Sha red Prog ram s Field

rams Spec i lt r Sha a ry Sha ed ed Prog

Site Water Energy Health Materials Beauty

7 r s Scale Comparisons Scale Comparison: South Shore K-8 Coe Machais Finn Hill Meadowdale Organizational Scenarios: SDAT 3 Specialty Prog am Specialty Prog r am s Field Sha red Prog ram s Field Sha red Prog rams 1 no shared programs 2 some shared programs Sha red Prog ram s Field Field Spec ia lty Sha red Prog ram s Prog rams Spec i lt r Sha a ry Sha ed ed Prog ram s Prog ram s Prog ra ms Eco-Charrette Site Water Energy Health Materials Beauty & Equity 3 some shared programs 4 no shared programs 7

Eco-Charrette: Priorities Academic Cluster Configurations :: SITE: Safety separate drop off areas for buses and parent cars ::

throughout the year regardless of weather :: ENERGY: Integrate geo-thermal systems and use the site as a resource :: ENERGY:

for heat recovery should be integrated into the building Program Adjacencies Diagram Habitat / Outdoor Classroom / Amphitheatre

may change to a neighborhood school Classroom Dining in the future.

8 Eco-Charrette: Priorities Academic Cluster Configurations :: SITE: Safety separate drop off areas for buses and parent cars :: SITE: Construction schedule make sure the school opens on time :: WATER: Save storm water :: WATER: Fields should be useable throughout the year regardless of weather :: ENERGY: Integrate geo-thermal systems and use the site as a resource :: ENERGY: Building systems should minimize water and energy consumption integrate a dashboard as a learning tool :: ENERGY: Best practices for heat recovery should be integrated into the building Program Adjacencies Diagram Habitat / Outdoor Classroom / Amphitheatre Garden Service Court Program Adaptability Classroom Garden Cluster Support The is scheduled to house the north-end APP program but may change to a neighborhood school Classroom Dining in the future. Refinement of the plan Gym Cluster Commons will continue to occur to recognize the importance of flexibility and adaptability over time to support either program. Art / Music Play The is currently being developed as a neighborhood school but may become an APP middle school Classroom Cluster in the future. The final academic program is to be determined by the / Play Library district in October Admin Organizational Scenarios SDAT 5 1A 1C 1B 1D Parent Drop-Off Bus Drop-Off 8

9 Community Meeting Organizational Scenarios Community Meeting 1A 1B 1C 1D Key SDAT and Community Inputs Schematic Design - The learning environment should be the primary focus - The and schools should be designed as separate facilities with no shared programs - Each school should have a distinct identity and flexibility to evolve its pedagogy and curriculum - Integrate the rich history of the neighborhood and Licton springs into the new school - Create opportunities for outdoor learning and interaction with natural habitat and ecology - Create opportunities and spaces for engaging with the larger community - Given the large student population, ensure that the schools are appropriately scaled to still feel intimate and inviting 9

l Guiding Design Principles Major Site Constraints 1. Learner Centered Environment 2. Personalizing Environment 3. Program Adaptability 4. Community Connections 5. Aesthetics 6. Safety 7.

10 l Guiding Design Principles Major Site Constraints 1. Learner Centered Environment 2. Personalizing Environment 3. Program Adaptability 4. Community Connections 5. Aesthetics 6. Safety 7. Collaboration 8. Sustainability Major Site Constraints :: Scenario 1 Major Site Constraints :: Scenario 2 Elemen ta ry Schoo l Play Schoo Existing Fields Maintained Schoo l Sports Field Parking Sports Field Elemen ta ry Schoo l Play Parking Parking Pillings Pond Pillings Pond Existing Fields Remain in Place Pro s Con s :: Cost savings for less development of fields :: Both building entries, all on-site parking and :: Option still remains for daylighting the creek or bus drop-off zone is limited to the southeast developing surface detention as education corner of the site for 1660 students which is program area, on-site water treatment and too dense for the arterial replacement for underground storm drainage :: Location of the murals is compromised vault :: Over-excavation is required for school located in the center of the site Murals Preserved in Place Pro s Con s :: Cost to temporarily support the murals in place :: Layout of the soccer, baseball and softball fields vs. temporary relocation of murals followed by is compromised moving them to their final location :: school program is compromised; space :: Limited over-excavation at adjacencies become linear around the fields instead of classroom to one side and public space to the other of a central corridor :: Option is removed for daylighting the creek or developing surface detention as education program area 10

l Major Site Constraints :: Scenario 3 Major Site Constraints :: Scenario 4 Schoo Elemen ta ry Schoo l Schoo l Elemen ta ry Schoo l Sports Field Play Sports Field Play Parking Pillings Pond Parking

11 l Major Site Constraints :: Scenario 3 Major Site Constraints :: Scenario 4 Schoo Elemen ta ry Schoo l Schoo l Elemen ta ry Schoo l Sports Field Play Sports Field Play Parking Pillings Pond Parking Parking Pillings Pond Parking Unsuitable Soils Pro s Con s :: Unsuitable soils can remain under fields for cost :: Option is removed for daylighting the creek or savings developing surface detention as education :: Limited over-excavation at buildings program area, on-site water treatment and replacement for underground storm drainage vault :: Layout of the soccer, baseball and softball fields is compromised by the murals :: Murals become free standing walls in the middle of the fields Daylighting the Creek Pro s Con s :: Daylighting the creek or developing surface :: Murals need to be re-located detention as raingardens is an educational :: Over-excavation is required for school located benefit to the urban school s program in the center of the site :: On-site water treatment and replacement for underground storm drainage vault is cost savings :: Fields to the west replace in kind existing fields which are in poor condition Daylight Study: Academic Clusters Daylight Study: Academic Clusters 2 Level Clusters: 55 ft apart 3 Level Clusters: 55 ft apart Sustainability :: Both schools embrace sustainability. Priorities of the Eco-charrette include minimizing water and optimizing energy use. Both buildings are designed to emphasize day-lighting in the classrooms reducing the need for artificial lights. Passive ventilation is also being explored for classrooms and circulation spaces. Both buildings are investigating the use of geothermal with solar hot water supplementing mechanical water heating and increased use of heat recovery up from the school district standard of 60%. Day-lighting of Licton Springs Creek is also being explore to facilitate storm water detention, reduce the storm water vault, connect back to the cultural history of the neighborhood and create opportunities for outdoor learning. 11

12 I N N Site Plan Concept Site Plan:: Circulation and Access N 92 ND STREET N 92 ND STREET SERVICE ACCESS CLEAR SKY SERVICE ACCESS COMMUNITY GARDEN SERVICE ACCESS CLEAR SKY STONE AVE N SPORTS FIELD M DDLE SCHOOL ELEMENTARY SCHOOL WALLINGFORD AVE STONE AVE N BUS M IDDLE SCHOOL ELEMENTARY SCHOOL BUS WALLINGFORD AVE PARKING M PARKING BUS PILLINGS POND PILLINGS POND PRIMARY ENTRY N 90 TH STREET PRIMARY ENTRY PARKING ACCESS N 90 TH STREET PARKING ACCESS Learner-Centered Environment :: The development of two schools on a single site with 1650 students requires a design solution that prioritizes education and creates a campus where the scale of the schools does not become overwhelming for the students. The proposed plan creates distinct spaces for programmed collaboration, social interaction and informal learning with a strong emphasis on connectivity between the learning clusters and the site s natural environment. Safety :: Safety is addressed at multiple levels. Clearly designated and separate bus, parent drop-off, parking areas with direct sight lines from the administration allow safe pedestrian circulation. Within the building, provision of adequate daylight, clear sight lines and a clear circulation network facilitate easy monitoring. Externally a fence and gate system is designed to allow both buildings to be closed off for shelter in place and lockdown. Site Plan:: Landscape Zones Site Plan:: Outdoor Learning Opportunity N 92 ND STREET CLEAR SKY SERVICE YARD COMMUNITY GARDEN SERVICE YARD COMMUNITY GARDEN COURT STONE AVE N STUDENT MIDDLE SPORTS FIELD COURTYARD SCHOOL ELEMENTARY SCHOOL HARD PLAY SOFT PLAY COVERED PLAY WALLINGFORD AVE N MIDDLE SCHOOL ELEMENTARY SCHOOL HARD PLAY KG PLAY PLAY SOFT PLAY HARD PLAY KG PLAY PILLINGS POND N 90 TH STREET PILLINGS POND Community Connections :: Licton Springs creek has significant connections to the historic evolution of the overall neighborhood and Native American culture. The plan proposes to daylight the creek within the site to root the schools into the larger cultural narrative and create an outdoor learning environment for both schools. Community Gardens and the district playfields are organized to facilitate direct access to the community for after-hours use. Aesthetics :: The development of the site locates places for learning, places for school interaction and places for public interaction interwoven throughout the building. The classrooms are designed to open to the creek for enhanced classroom space, circulation spaces open to the outside to maintain a sense of connection beyond the classrooms, and larger courtyards open to the main entries of the schools to create a strong and clear community connection. 12

13 Site Massing : First Level Plan Service Entry Service Yard Custodial Servery Kitchen Grade 2 Dining Gym Music Stage E Dining Community Entry Lab Grade 1 Hard Play Library Soft Play Lab Wallingford Ave Access Kindergarten Admin / Health Child Care Collaboration :: Both schools are designed to facilitate collaboration and group work at multiple levels. Special education classrooms are located in each academic clusters to create an integrated learning environment at all grade levels. spaces are distributed within the classroom clusters. In the school, Science labs are located at the first level with outdoor decks engage the creek landscape. The dining commons, music stage and gym are interconnected to facilitate both small group activities, performances and larger communal gatherings. Kindergarten Play Primary Entry Child Care Play : Second Level Plan : Massing Grade 5 Terrace E Hard Play Art Grade 4 Soft Play Teachers Lounge Grade 3 Art Terrace Primary Entry and Covered Play Green Roof 13

: Massing : First Level Plan Clear Sky Clear Sky Entry Service Entry Dining Kitchen Community Garden Hard Play Soft Play Stage Dining Servery Custodial Science Labs Health Fitness Primary Entry and

14 : Massing : First Level Plan Clear Sky Clear Sky Entry Service Entry Dining Kitchen Community Garden Hard Play Soft Play Stage Dining Servery Custodial Science Labs Health Fitness Primary Entry and Covered Play Sport Fields Community Entry Band Student Student Science Labs Choir Hard Play Admin / Health Science Labs Engineering Primary Entry : Second Level Plan : Dining and Gym Configuration Gym Classrooms Health OPERABLE WALL SERVERY Business Classrooms Library Terrace Lab Lab Classrooms World Languages STAGE DINING GYM CAPACITY : 500 STUDENTS AT ONE TIME FOR DINING 1100 PEOPLE SEATED FOR PERFORMANCE / ASSEMBLY 300 PEOPLE BLEACHER SEATING IN GYM 14

15 Classrooms : Dining and Gym Configuration : Third Level Plan Green Roof Classrooms Terrace Teacher Lounge Art Terrace Classrooms : Massing : Massing Student Hard Play Student Primary Entry Sport Fields Hard Play Primary Entry 15

16 Site Constraints Wilson Pacific and BEX Oversight Presentation, 09 August 2013 Scenario 1 Scenario 2 Scenario 3 Scenario 4 16

SITE FEASIBILITY TEST FIT LAYOUT NORTHERN AREA INTERNATIONAL SCHOOL DECEMBER 2016

SITE FEASIBILITY TEST FIT LAYOUT NORTHERN AREA INTERNATIONAL SCHOOL DECEMBER 2016 OWNER & DESIGN TEAM GENERAL BACKGROUND INFORMATION PGCPS received a Carnegie Corporation Opportunity by Design grant to